Diatabs

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CENTRAL PHILIPPINE UNIVERSITY

College of Education
Iloilo City Philippines
Prayer of a Student Teacher

by: Flocil Jelin G. Magsipoc
Most precious and loving father, thank you for the gift of life that you’ve given to us. Thank
you for another opportunity to practice and to apply what we have learned in our years in
the university.
We are sorry for all the mistakes that we commit I know you want only what is good for us
but here we are we make sins all over again,
Lord God thank you for giving us the opportunity to learn from this university the Central
Philippine University.
Your word said father that everything happens by your will and I in trust to you all my days
as I take new face of reality, the practice teaching phase. You have called me to be in this
profession therefore your will be done.
Bless and protect our faculty, staff, principal, friends, parents and students who are
significant to our lives.
In the Mighty name of Jesus Christ,
Amen.
Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

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What Student Teaching Means to Me
A named STUDENT but with a TEACHER means an exciting role yet breathtaking
task for me. I made my verbal survey to the all person around me that was once a student
teacher and all they said was all positive. I was excited then, but later on I became anxious,
questions in my mind begun to pop out. Why is it they all just say the positive side? Where
is the negative side? Is Student Teaching is an easy thing to do or the opposite one? At that
time I got to internally think the question “What Student Teaching Means to Me” so the
deployment came I enter the room I once called a battle ring like where Manny Pacquiao
fights like mine when I was in my junior years. I saw birds that were so hungry and waiting
for their mom to give them worms. I saw a cell where all was locked and the prisoners
were inside the jail waiting for freedom. Then there standing behind I realized the meaning
of a Student Teacher, it is to feed the young minds of the birds like their mom who gave
them worms in able to live and spread their wings. In a mere mind of a Student Teacher
who set the house in the rock with great foundation you are not just a nobody in the class
you need to let the wings of every student spread out so that they could learn how to fly
and if in purpose to soar. But there are still prisoners therefore; the task of a Student
Teacher is to open and break the locked cell for they hold the key. A famous man once said
“Education is the key to success” Even though you are still a named called Student Teacher
you are already holding the key. Wherein if you open up the door, every student will
welcome freedom and they could freely reach the aimed success.
In conclusion my meaning of Student Teaching is not what the lady teacher

elaborated in the first paragraph. For me it is just a one word “HELPING”, a simple word
that takes a heavy weight for a person to carry, for a neglected course Education and for
the degraded called Student Teachers “only”. And then I now knew why they said the
positive side for in the life of a student teacher you need to be positive, a positive helper in
the life of every student.

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Success Story of a Teacher
Randy Halasan: The teacher from ‘place where light shines’
At first, Halasan Ramon Magsaysay (RM)

Awardee for Emergent Leadership intended to
grab any chance of reassignment he’ll see when he
was sent to teach in the mountainous part of
Davao del Sur. He thought he could not survive in
a place that was cut off from civilization – no
electricity nor signal. But after seeing his students’ determination to learn, arriving at school
tired and hungry from their morning travel, he stayed. Now, Halasan is the head teacher.
He was able to improve what once was a two-room school house became a full-fledged
establishment with nine rooms and eight teachers under his management. Aside from that,
he also involved himself with the community, teaching tribesmen the proper way of farming.
He argued that only doing his part within the four corners of the classroom would not
spark a huge change since his students would still live in hunger and fatigue. “No one got
rich out of teaching; it’s your legacy that matters,” Halasan shared.

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A Reflection Paper on the Success Story of Randy Halasan
“No one got rich out of teaching; it’s your legacy that matters,” Halasan said.
Education is one of the brunches with the highest budgeted money by the government since
then. Furthermore teachers are highly paid both in government work place and in private
schools. Also in the case of a government teacher you have lots of insurances given by the
government. Yes, money or budget is well set for education here in the Philippines we value
education, believing that the more a knowledgeable a person is the more he/she could aim
success for a better country. But in the case of Halasan he didn’t look at the wide side road
where the easy money dwells but he set his eyes far in a narrow road and aimed an award.
This is not so surprising when you consider that intelligence is essentially a measure of your
ability to grasp the challenge before you and discern the best way to proceed. This ability
underpins decision-making and problem-solving, things that teachers must do on a daily
basis and things that researchshows great teachers do well. I learned a lot reading about his
story not just as an awarded man but a selfless teacher I could call him. For he was cited for
going beyond the call of duty to students at Pegalongan Elementary School by serving as a
bridge between the Matigsalug community and government agencies while helping the
indigenous tribe overcome its isolation, helplessness and poverty.
While having my practice teaching I tend to teach Ibong Adarna and I could relate
this man named Halasan as the “Misteryosong Matanda” who helped Don Juan while he was
suffering a great pain and hopelessness in the middle of the woods. For Halasan said in an
interview same as what the Misteryosong Matanda said to Don Juan when he asked the
matanda, why he is helping Don Juan? What does he wants as a return? The same line they
spoke is: “When you help, you don’t ask for anything in return.” Halasan said. Indeed a
teacher does not just stay in the four corners of the room, for you need sometimes to step
out and build community. Aside from that I was touched by his dedication to the tribes. I
once was watching a television show wherein it talks about the less numbers of members by

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the different tribes of the Philippines. Tribe people are still Filipinos; I just believe that they
are the original Filipinos if I could just look back in the history books where all the
descriptions can be seen in their faces and body. Therefore they need to be loved and
recognized not to let them feel they are an outcast. Yes, they are leaving in a mountainous
area, that’s why Halasan thinks to resign when he found out his new working place. But as a
teacher you must be a versatile one. You can’t be an effective teacher that everyone wants
to be if you don’t accept changes. Like if Halasan easily gave up and didn’t take the step to
that place and set aside the versatility a teacher must have he might not won an award.
Therefore it enlightens me that teachers aside from being versatile he/she needs to be a risk
taker. Risk taker in a way that you gave your life, your time to change yourself and be a
better person to mold lives. In line with this, as he put up a risk to gave his time, his life in
teaching he build a two-room school building made of light materials in 2007, but recently
the community now has a nine-room school made of concrete materials, where eight
teachers handle 210 students.
Through Halasan’s help, the Matigsalug community acquired a rice-and-corn mill, a

seed bank, and horses for transporting their farm products. “Passion is what drives us to
put so much energy into our teaching. It stops us from giving up when things get hard, and it
motivates us to learn ways to improve our craft – no matter how good we already are. You
cannot be a great teacher without a passion for helping kids learn.” Halasan said. The
community also has a cattle dispersal project. Its forest rehabilitation contract with the
government had been expanded from 22 hectares to 100 hectares this year because of its
successful tree-replanting program. Amazingly he builds a community that inspires me to
look at the shadows of his wings soaring high as a teacher realizing that a teacher must do
everything out of passion were selflessness come, not just to build a community but a safe
zone for every people or students living. As I have said teachers were allotted a big amount
of money for their salary but this man didn’t put the money anywhere but he gave it to the
people in able to have a school. Therefore, teachers have a great impact in the community
not just a simple part of it but a change maker and all was that he do was with passion.

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Teaching is one of the most complicated jobs today. It demands broad knowledge of
subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of
learning; knowledge of discipline and classroom management techniques; and a desire
to make a difference in the lives of young people. With all these qualities required,
it’s no wonder that it’s hard to find great teachers. Teachers can make a large and
positive difference to how well children do at school, but unfortunately, not all teachers do.
The reality is that some teachers are far more effective than other teachers

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My Educational Philosophy
“Education is for all” This is my educational line that inclines for my educational
philosophy that guides me for teaching. Inclined to my educational philosophy is to promote
positive learning, to spark learner enthusiasm for learning, and to provide a strong
foundation for lifelong learning. With this philosophy I believe that all students are capable
of learning. Most of the students attend classes to learn, but there are some that don’t. As a
future educator, it is my duty to fill up the minds of my students in learning. I’ll do all my
best to educate them, teach them of what I have learned and prepare them for their future.
My own goal for my future classroom is to dare students and observe them grow to
their full potential. I want to use variety techniques even though it’s challenging but hard
work gains gold, to see them develop together for betterment of each individual. Students
want to make their body move as a part of their learning. For they hate a paper and pencil
task therefore, group work is the key to have a successful class and that is what I value and
exercise in the four side of the class. The impact of group work is good, when students help
fellow students, changes each person and transforms the atmosphere of the class as a
whole.
I know every classroom presents unique learners that vary not only in abilities, but
also in learning styles. So, greatest role as a teacher is to give children the tools with which
to cultivate their mere minds. To accomplish this goal, I will teach and relate to the needs of
each child so that all learners can feel capable and successful that is so useful in their life. I
will include themes, integrated units, projects, group work, individual work, and hands-on
learning in order to make children active learners.
I want students to have liberty that allows for expression and creativity. Students should be
able to test their abilities to realize their strength and weaknesses.

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Learning begins with motivation and inspiration. Students deserve a teacher with
passion for both the subject at hand and learning as a whole. Teaching and learning become
a real-time journey for me. To achieve active learning, teachers need to exert efforts to
demonstrate positivity and express confidence in the students' abilities. For example,
discussions, projects, and experiments make sure students show achievement and allow
students and the teacher to discover individual talents.
In Maslow’s Hierarchy safety is one of the needs of a person. Therefore I want to

create a safe environment in my classroom wherein I don’t want to happen what happen to
me at the past where students didn’t feel safe in the room and feel scared every time they
are inside. I want to create a classroom that is a safe for learning environment for all. If
students do not feel safe in my classroom, whether it is emotionally, physically, or socially,
their defense system will go up and learning will greatly decrease, bullying must not be
tolerated. It is important to me that my students and their parents to the administration, to
the school must be one for the progress of the students.
As a future educator, it is critical to remember to enjoy students and everything

they have to offer. Sometimes it can be a struggle, but if something goes wrong, there is
always a way to fix the problem. But there is always the power to make change.
In summary, then, as a future educator I am very committed in providing a learning

environment that is exciting, one that both student and teacher are open for learning.
Above all, I treat my students with the respect, creating an environment where students
feel safe to discuss topics which they are hesitant to address. As an educator, it is important
not only to help the students in what you are teaching, but also give them wings to help
others fly too.

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My Practice Teaching Kit (PT KIT)
Subsequent to my practice teaching, I realized that I need to have the following KASH to
help me improve in the teaching profession:
 Teacher should be knowledgeable

and expert with all the things most
especially in her field of
attentiveness.
KNOWLEDGE  A book symbolizes knowledge for
the more we read the more
knowledge we gain in our mind.
Teachers are like book where in us
students gain learning.
 Respect is one of the key for a
peaceful administration in a school.
Therefore, teachers need to act
professionalism.
ATTITUDE  A heart symbolizes the attitude of a
teacher who is passionate and loving
in teaching his/her students. Where
in this profession is a real hard
journey.
 Teachers are made and with that
they must be skilful one in able to be
globally competitive in grasping the
SKILLS
new ideas with versatility.
 World map symbolizes the chances

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that waits if you have the skills to be

qualified as a teacher, because it
brings you to the rights that you
truly deserve.
 Teachers are expected to be
updated in what is happening around
us. They are also considered as one
of the primary sources of
information of the all.
 Through hearing in radios were you
HABITS
can hear the news it helps you to be
informed of some certain issues in
the world. I believe that teachers
should have good well-run habit in
knowing new updates by hearing
news to be more elevated teacher.

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FLOCIL JELIN GABASA MAGSIPOC

Sulangan, Dumangas, Iloilo
09102308018
fjmagsipoc@gmail.com
Profile:
Compassionate, creative and effective Teacher with valuable experience in classroom
administration, professional development and project planning. Equipped with extensive
background in versatile education environments. Student-centric instructor, academic
facilitator and motivational coach. Competent at performing independently or as member of
teaching team. Well-versed in classroom and online technologies.
Professional Goal:
To become a inspiring teacher and a second parent to my students not because I am
knowledgeable enough but because I was able to tap their hearts and mold their minds.
Personal Information
Nickname : FJ, Mags,
Age: 20
Birth Date: November 17, 1997
Height: 5 ‘6
Weight: 46 kgs
Status: Single
Nationality: Filipino
Religion: Pentecostal

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Education
 College
Bachelor of Secondary Education (Major in Filipino)
Central Philippine University
Lopez Jaena St., Jaro, Iloilo City
April 2018
 Secondary
Dumangas National High School
Ilaya 1st, Dumangas, Iloilo City
2013-2014
 Elementary
Dumangas Christian School Inc.
Tabucan, Dumangas, Iloilo City
2009-2010
Trainings & Seminars

Seminars Attended
 Technology in the 21st Century Classroom and Active Learning Strategies
(September 23, 2017)
 Technology for Education Transformation in the Philippines (September 23, 2017)
 Alternative Delivery Mode (Open High School Program) in Alternative Learning
System (September 23, 2017)
 The New Education Paradigm: Learning Anytime, Anywhere (September 23, 2017)
 Responding to the Needs of Contemporary Learners through Alternative Learning
System (ALS) and Alternative Delivery Modes (ADM) (September 23, 2017)
 Heightening Inclusivity in Education through Flexible Learning Options (FLO)
 PAFTE VI Regional Student’s Congress (February 14-15, 2018)

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 Pre-employment Training Seminar (February 22-23, 2018)

 14th CPU Student Research Symposium (March 7, 2018)
Affiliations
 With Honors Elementary Year (2009-2010)
 3rd Place Balagtasan Division Level (2012)
 2nd Place Filipino Declamation Interschool Competition (2012)
 Malikhaing Pagkukwento Performer (2013)
 3rd Plac Filipino Oration CPU Uday (2017)
References:
 Mrs. Lorjie D. Sumalde
Adviser, Filipino Declamation
Ilaya 1st, Dumangas, Iloilo City
 Mrs. Salome Gabawa

Faculity
Dumangas Christian School Inc.
Tabucan, Dumangas, Iloilo City
 Mrs. Candelaria Deza

OIC Filipino Department
Ilaya 1st Dumangas, Iloilo City
FLOCIL JELIN G. MAGSIPOC

Applicant

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Competency Standards for Graduates of BEEd and BSEd Programs

COMPETENCY STANDARDS FOR GRADUATES
OF BEED AND BSED PROGRAMS
ARTICLE lV
COMPETENCY STANDARDS
(from section 6 of CHED Memo 30, s. 2004, www.ched.gov.ph)
Section 6. Graduates of the BEEd and BSEd programs are teachers who
 have the basic and higher level literacy, communication

numeracy, critical thinking, learning skills needed for higher learning;
 have a deep and principled understanding of the learning
processes and the role of the teacher in facilitating these processes in their
students;
 have a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political processes;
 have a 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)
 have direct experience in the field/ Classroom (e. g.,
Classroom observations, teaching assistance, practice teaching)
 can demonstrate and practice the professional and ethical

requirements of the teaching professions;

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 can facilitate learning of diverse types of learners, in diverse

types of learning environments, using a wide range of teaching knowledge and
skills;
 can reflect on the relationships among the teaching process
skills, the leaming 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 improve their teaching
knowledge, skills and practices;
 can be creative and innovative in thinking of alternative
teaching approaches, take informed risks in trying out these innovative
approaches, and evaluate the effectiveness of such approaches in improving
student learning; and
 are willing and capable to continue learning in order to better
fulfill their mission as teachers.

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INSTITUTIONAL OUTCOMES
Graduate Attributes that Central Philippine University expects its graduates to demonstrate
Attributes Characteristics
Christian Character -Show deep faith in God in thoughts, in words, and actions
-Uphold highest standard of integrity without
Compromising values
-Practice professionalism by responding appropriately to all
challenges in life and be reflective of circumstances,
impact and contribution of one’s endeavors
-Exhibit flexibility, determination and positivity inmulti-tasking,
dealing with change and meeting new challenges
Nationalism -Show love of country by supporting national development

advocacies
-Being critical and mindful of issues related to general welfare
-Actively participate in civic activities
-Contribute to genral welfare and upliftment of the social,
political and economic conditions of the people by patronizing
Philippine-made products, obeying rules and paying taxes
Stewardship -Live a life worthy of emulation and respect of other people

-Respect, manage and utilize properly God-given resources
both human and material as realization that God owns
everything and human beings are simply managers or
administrators acting on his behalf

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-Serve diverse communities, promote well-being and

productivity among marginalized members of the society
-Show committed effort in attaining every goal set
Technological
Competencies -Apply highest ethical standards in the use of technology for
information, communication, and innovation
-Keep abreast of changing e-learning and practice innovative
and excellent use of technology
-Create valuable outputs that are products of creative
technology
-Process and manage technology proficiently, appropriately
and responsibly to address individuals’ and societal needs
Scholarship -Show continous effort to grow personally and proffessionaly

through innovative research and creative utilization of
advances in information technology
-Foster lifelong learning service oriented attitude and
behavior.
-Apply critical analytical thinking in problem solving and in
making sound judgement and decision
-Possess in-depth knowledge, skills and competencies in their
chosen fieldof study and the ability to apply that knowledge,
skills and competencies in practice
-communicate effectively knowledge,skills, and competencies
in varied contexts of profession and career.

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Central Philippine University High School Main Gate
Mandurriao National High School Main Gate

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A Brief Description of the Site of Practice Teaching
Central Philippine University High School
(First Shift)
I was assigned to be under the supervision of my cooperating teacher Mrs. Mary Jane
P. Balderas. She handled six sections of GRADE NINE classes namely NEWTON (SSC),
SUN, JUPITER, EARTH, MERCURY, and VENUS. She also handles one section both in
GRADE SEVEN AND GRADE EIGHT namely Grade 7-White and Grade 8-Sampaguita. Her
classroom is located at the 3st floor room 306. During my first day I was welcomed by
Ma’am Balderas and she introduced me immediately to her students.
The classroom was simple, well-ventilated and lighted. The building fronting the mini
gym has a vacant space. The University High School Compound has two gates, only one
gate is opened one at a time and there is one security guard to maintain peace and order.
They have also this mini plaza where students can get to enjoy their free time. There are
exceptional laboratories are there to engage to students in experiments and testing. I also
like the school library in the University High School; it is clean well air-conditioned and
spacious enough. It has enough supply of reading materials.
The principal’s office is air-conditioned and well-organized, same with the faculty
room. There are bulletin boards to update the students with the latest news to inform the
students. Every student has their own locker. I have also visited in my free time their
computer laboratory, the speech laboratory. They have this speaker located in each building
where one can give an announcement heard all over the University High School Compound
for announcements to be called to every student. I have also entered in their Science

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building where there are many tools and equipment that can used by the students to do
experiment.
Over all, the department of high school is advantageous for learning that surpasses
the normal quality and standard of a private school.

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A Brief Description of the Site of Practice Teaching
Mandurriao National High School
(Second Shift )
We were assigned in Mandurriao National High School for our 2nd shift. The first
thing that catches our attention is the location of the school that it is so near to the road
where it is so prone to accident therefore we realized we need to be extra careful,
because the space is so small for the school. The school has a security guard to maintain
the security of the school. Entering the school, you will pass by a tiny foot walk where it
can be walked by two people only. After that, in the new building in left side from the
gates view there upstairs is the Principal’s Office, Records Section, Head Teachers Office,
Accounting Business, Guidance, Library and the Faculty Room is located by the second
floor and the rooms underneath of the offices are used for classrooms.
If you walk straightly you will pass the washing area, the TLE Building, the Publication
Office and be in front of the Schools Stage used for any programs by the school but it
doesn’t have roof or cover therefore the students stay under the shiny sun when they have
their flag ceremony.
The school has built a new building for the senior high students. The rooms are well
ventilated with bright paint and comfortable seats for the senior high students. The rooms
from the other buildings were organized according to the year level, in front you can see
the rooms of the grade 7 starting to the first section to fifth section then those lower
sections was at the back. . At the back of the stage there are classroom and near to that
stairs was the other clinic on the second floor you can see the Supreme Student Council
(SSG) room. Towards that room was another building it has a third floor and at the middle

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of that they are constructing another building for the Senior High due to lack of their
classrooms. Mandurriao National High School was a good site because it is near in the city
like Megaworld and SM City and also they near in the Western Visayas Medical Center.

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SCHOOL CALENDAR
(First Shift)

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SCHOOL CALENDAR
(Second Shift)

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Organizational Chart in Central Philippine University High School
(First Shift)

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Organizational Chart at Mandurriao National High School
(Second Shift)

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A Reflection Paper on my Preparations for Student Teaching
Planning is one of a thing we need to do before we set all things. My preparation

during my practice teaching in my in-campus and out-campus student teaching drama was
worth to be treasured.
The first day of student teaching is a big event for teachers in training. For most
student teachers, it’ll be the first time they’re in charge of a classroom, acting as a “full”
teacher. This initial day also marks the beginning of an important relationship the teacher
trainee’s relationship with his or her school, students, and students’ parents. You can
prepare for your first day of student teaching months or even years before it happens. This
is because all of your teacher training leads up to your student teaching experience. Your
textbooks and classes give you the principles you need for classroom success during student
teaching and beyond. Really think about how these principles will look in your classroom.
And apply that knowledge get into the classroom before you actually start student
teaching. Your school will help you get some early in-classroom experiences. In fact,
classroom observations and volunteer work as a classroom aide is usually required as part
of a teaching degree.
Excitement was what I feel while preparing myself for my student teaching journey.
Of course our adviser Dr. Nelson A. Pomado never failed to orient us on what to do and
what are the possible things to happen in our practice teaching. He oriented us about CPU
High School and Public School environment and he was able to share his experiences when
he was a principal this in CPU High School. Dr. Pomado announced the dates of our demo
teaching per major as a preparation for our deployment together with the other student
teachers we had our demo teaching.

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On that day, Dr. Pomado advised to all of us to improve some techniques in asking
questions to student the art of questioning must be in all of us to be more effective student.
In addition he also added that are ready for deployment. And because of our many numbers
of Filipino majors we wil be set by pairs in CPU High School. I was so excited on my first
day. December 7, 2014 was the day of our deployment. Dr. Pomado had a short orientation
on what to do and reminded us some important details as we arrive at CPU High School.
Ma. Lallyn Pama and I went to the classroom of our cooperating teacher in third floor 306,
Mrs. Mary Jane P. Balderas
We introduced ourselves to him and we started to have a conversation and he

oriented us some reminders and important things in teaching high school students. We had
two weeks of observation at the same time supervision before we handled a class. She
assigned me to 9-EARTH, 9-NEWTON and 9-MERCURY. I prepared myself before facing
my students while observing the different classes handled by Mrs. Balderas.
I have observed that they had different approaches. Higher sections I presented my
lesson plan a very new approach to me a learning plan and she checked it and she said that I
would be ready for my teaching journey. By God’s grace I made it well.
While at Manduriao National High School I had my preparation for the new
environment. Preparing for the shifting the world of teaching. I expect that public school is
more challenging than the private and I had to consider my students’ differences. I have
already my expectations of my students but these things changed as days went by. So I really
made myself ready to any things that might come. Before we were deployed to the said
school, we were able to have an orientation with our Adviser, Dr. Pomado. He gave us
some instructions and some things that we needed to do. On our first day at MNHS we
went to the Head’s office of the Filipino Department there we had our orientations for the
classroom. Ma’am Jereos, head of the Filipino department introduced us to our respective
critic teachers. We were advised to have a good classroom management.

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Two days after meeting my new cooperating teacher Ma’am Peldonia already gave
me my topic. It was really a adjustment because when I was in CPU High School I was able
to teach El Filibusterismo and here in MNHS I will teach Noli Me Tangere, I was a little bit
prepared still for at least the techniques are all done. I made my lesson plan as early as I
could then I let her check my lesson plan. There were some corrections and I just followed
her advice of changes in my lesson plan. For example in making activity and how to apply
the lesson in the application for my cooperating teacher taught me to use the 4 A’s in
lesson planning.
The day came and I met my students on my first say of teaching. Since it was my first
day of teaching in MNHS I was able to prepare colorful pictures but sadly they are lacking in
overhead projectors and the rooms has no electricity supply I shift to the plan b. I placed
my laptop in the top of a chair in able to let the students see the pictures. I was so prepared
that time and I think that I could handle the class with full of energy and my students will
surely learn from me but as I went with my lesson I developed self-confidence.
My practice teaching journey in both schools was really full of learning and
excitement. You have to be more creative and innovative in your teaching styles as well in
your teaching materials. Preparation will also help you built up confidence in you. I have
learned that to have passion is a helpful thing in facing your students.

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A Narrative Report on the Experiences with Students
(First Shift)
“Diversity is not about how we differ. Diversity is about embracing one another's
uniqueness.” Ola Joseph. Learners are unique in their own ways, like a snowflake that are
also different and never been the same. Diversity is the most important thing that I always
put in my heart and mind before I faced my students. With this, I recognize that my
students have different personalities, behavior and intelligences.
We started our first shift of practice teaching in CPU High School; I knew that the
students in that school are all bounded with the Central Spirit that CPU always promotes.
As is we have the same vision and mission the EXCEL and Science and Faith. This goals and
spirit that they implement in the university is what makes the students more exceptional
from different schools.
At first, when I knew the date of our deployment I honestly haven’t sleep because of
nervousness. I was nervous when I think of myself as the student teacher of the students
who are known to be intellectually and spiritually excellent. There is the point of my life I
doubt about the course I took and got confuse. Also I felt so intimidated because I know
that the teachers of that school are all experts in their chosen field because CPU produces
good students.
As I step in the gate of CPU High School for the beginning of our first shift, I have
seen neat and classy students who were sitting in the rooms as I pass the door of the
rooms. I could logically say that some students their came from the family who can provide

35
all their needs and wants, yet I have already foresee it because it’s a private school, it is
CPU.
When my critic teacher told me that I will just supervise the class for the students
my partner and I divided the class and I was appointed to Grade 9 Mercury, Earth and
Newton. After our orientation the next day I went to that room I did the supervision for
they were doing their reporting on El Filibusterismo in the class that was appointed to me.
At first I was in fear because some questions run of my mind “What if they won’t like me
and they would be brats to me”. But oppositely they were so quiet therefore I look at what
they were doing. Some are holding their hand phones chatting their friends, some are doing
their finishing touches for their eyebrows, some are sleeping and some are talking to their
seatmate. This entire situation happens while the reporter is doing their best to do well for
their grades. I got mad and I want to run away from that chaotic classroom. So different
from the expectations that I have when I was chosen to be in CPU High School. As a
graduate of a private school when I was on my elementary years we tend to be more focus
in the lessons and listening to what the teacher and reporter does. With this I expect that
the same situation would happen because students in a private school are more moral when
they are in their class.
Weeks came and I still supervise the students. I seldom ask those questions about
what they have reported I focused more to the listeners than the reporters and after a
Christmas and New Year break I hold them already, I was the one who will take the front
to teach them the lessons. I have prepared my instructional materials well for my first class
like photos that I will be showing to the students to motivate them to focus in our lessons.
Situations like holding their hand phones, doing make up, talking to their seat mate where
was the first agreement that I put up before starting the lesson. I become a little bit strict in
front but still handle to smile to boost up their confidences in able to answer for their
recitation. I always come to an idea of letting the students do an activity it might be in group
or individual to have a fun and interactive class. This types of students where always fun of

36
activities and they don’t want paper and pencil task only. And our lesson is all about El
Filibusterismo who is a big challenge to make new task for the students to love the topics
and be motivated to dig more for learning.
Before I ended my practice teaching journey in CPU High School, I felt sad for
leaving them for we just newly mad a connection to each other. It is because I really had a
joyful and meaningful time with my students. It seemed that I had a parting deficiency that I
miss them after the day I ended my practice teaching without seeing them because when we
were not having a class and we would bump each other outside the room, it felt like we
were still friends. They treated me like their older sister who is ready to listen with all their
stories and chat for the day.
Now that we had divided our lives, I will see to it that I will intact with some of my
students whom I had lots of memories with. I followed some of them on instagram and
twitter, sometimes we chat to ask how their lesson and school life is treating them. I will
never forget my students there in CPU High School because even in the short period of
time, they made me feel respected as their teacher and loved as their older sister and
friend.

37
A Narrative Report on the Experiences with Students
(Second Shift)
New experience in a new environment. It made me feel excited to back in the

scenario of a public school, the Manduriao National High School. I thought of the idea that I
will never have a hard time in adjusting myself to my second shift of practice teaching
because I already have an idea what the school looks like and how the students in that
school act or behave for I once was there. Our adviser told us that we need to keep our
mouth shut because of the big difference of the CPU High School to the real situation in a
public school. The fact about this new school that I will be with for a month is a public
school which is supported by the government. This means, the facilities there are limited or
lacking and some of their properties are already old and over-used.
When we went to Mandurriao National High School, I had seen new constructed
buildings and I can say that the school is open for improved. We entered the site excitedly
we came early in the morning for we are so nervous to put the school name in bad light.
We see the situation of an over populated a student that’s why they have divided the class
for morning and evening classes. Morning class are for the grade 10 and grade 9 students
while grade 7 and grade 8 students this was implemented because they just built the new
building for senior high students so some of the senior high students used the rooms for
the junior high student. The school did all of this because I believe they want to produce
quality education.
Seeing all the students I was not shock because I was really informed for students
there who are already old just fond of returning to school over and over again. There were

38
huge numbers of students in Manduriao compared to CPU High School; Manduriao has a
small and some are not well ventilated space for the classrooms than the CPU High School.
My cooperating teacher asked me if what grade would I get or to handle with for my
cooperating teacher have a grade 7 and grade 9 class. For some reason that I have handled
already grade 7 students therefore my teacher told me to take a chance to handle a Grade
9 students. I bravely took the chance for I have that excitement inside of me. I was very glad
because I will experience another level of knowledge of the students. My cooperating
teacher, Mrs. Narissa J. Peldonia, a Filipino major teacher assigned me to handle Grade 9-
Torquoise and Grade 9-Onyx. She introduced me to the class after the day we met, I have
set my rules about respect for one another and there I saw the real world of the public
school scenarios.
After the day I was introduced to the two sections the next day my cooperating
teacher told me to teach already. I was hesitant at first for I was not able to observe the
behavior of the students in the class so it was so challenging and a breath taking day for me.
Because I was so nervous to made a mistake and be humiliated in class I had really prepared
a lot for my first topic in my second shift. I was asked to search for a picture of people who
gathered for an event as for my motivation, this will be showed to the class and they will
guess what the picture says. This was a challenging part of me because I was used to use
overhead projectors but there I will go back to the bottom of traditional materials for
teaching. During my first class in Grade 9-Turquoise, I was dazed when I found out that
there were fifty plus students in their class and they are all noisy enjoying their fantasies. I
had there a student in that section who was very noisy and he seemed like not tired of
roaming around carrying with him his plastic and talking with his classmates. He always
interrupts me whenever I was talking in the front. He never failed to piss me off with the
way he answers back to me. I soon realized that I need to be more patient and
understanding with this kind of student because there might be reasons for his behavior.

39
The next section that I handled was Grade 9-Onyx. It has also huge number in my
class record almost fifty students but they failed to attend their classes. The average number
of students there are twenty and if we get over the count of twenty it made me happy. As I
had my class discussion with them, I saw students at the back who are fond of talking with
their seatmates and they were not listening, somehow in the other side of the back seats
they are laying the game they called “rolling”, and the girls the RZBZ Squad they named
their team where fond doing their make-up class while holding their hand phones. I always
ask them to reflect if how they would feel if they are the ones in my position. By that time,
they would pretend to listen and after how many minutes, they would talk to their
seatmates again. And in that day I found myself wondering what teaching strategy would I
apply to the both sections.
It was very tough at first, but as time goes by, I learned to be more patient and
sympathetic because of them. I set the rules so strict and reach out my hand to do m best
to teach them the lesson the Noli Me Tangere. After many weeks and as I and my shift they
let me see the true beauty of a sweet student and love for a teacher. And I will never forget
them for the rest of my life.

40
A Narrative Report on the Experiences during Actual Classroom Teaching
(First Shift)
Confidence is crucial for a great student teaching experience. Students need to see
that their teacher knows what he or she is talking about. They need a teacher that demands
respect. When I first started as a student teacher, I was awkward and unsure of myself. I
wasn’t sure what my cooperating teacher would think, and I worried about how my
students would perceive this teacher who didn’t look old enough to teach in the first place.
My knees were trembling because I know private schools demands high quality of learning.
The time has come that I will be facing the first set of students for my practice
teaching journey. For this I really prepared for my lesson plan, a day before my actual
classroom teaching. I see to it that the visual aids are well organized and prepared that
there will be no problem at all and the information’s needed by my students will all be
tackled.
I fixed myself early in the morning; feeling excited of the outcome of my first
teaching day. Therefore, I see to it that all the things needed for my class were already
ready. My class started at 8 am, but before that I reviewed my notes and I also considered
seeking help from my co-student teachers.
Pressure within me is what I felt when the bell rang. But I need to be overpowered
by confidence, so I just closed my eyes and prayed. The Grade 9-Mercury students were
very polite as they greeted me. I introduced myself and I told them that I will be their

41
practice teacher for a couple of weeks or month. I could see the enjoyment on their faces
that made me become motivated to do my very best.
I flashed some pictures in the on my hand as the first thing that I have done for the
class and all of them were very active in raising their hands to be able to say what is all
about the pictures. The boys who were sitting at the back were also very active even
though some of them make jokes in what is showed in the photo. But at least I have seen in
their eyes that they are motivated.
I have read a story “Ang Alaga” for them as part of the lesson inclined with the main
topic. “Iba’t ibang Uri ng mga Panitikan” was our main topic then and I did my best with
passion in letting them know the difference of the literature to the others. At first I was so
disappointed for they don’t read Filipino Literature so I briefly tackled to them the beauty of
Philippines literature as an example and widening of their ideas. After the discussion I asked
them if they have some clarifying question and they boldly say none so I go next to the
activity were there they really enjoyed it.
I was also assigned to handle Grade 7-White for some couple of days. I taught them
about Tayutay and tell a story of Labaw Donggon. I have really researched for the author’s
background for me to be able to share his life and experiences to my students for further
understanding of his literary work. And to the topic of tayutay I searched a lot of example
so that they could easily understand the topic.
I had seen the amusement on their faces knowing that they had already gotten the
point of the lessons. As a result, all of them passed the quizzes that I gave their scores
indicated that they had really understood the lesson.

42
A Narrative Report on the Experiences during Actual Classroom Teaching
(Second Shift)
I feel more comfortable and ready when it was already my turn to handle my own
actual classroom teaching in Manduriao National High School. Anxiety that I felt when I
was about to have my class in CPU High School was so different in the situation of the
Manduriao NHS. Maybe the reason was, I was starting to get used to the feeling of being in
front of my students as their student teacher.
During my student teaching experience in the public school I spent a lot of time
preparing each lesson plan for it is a new face of lesson plan. I worked hard to research
different ways to present the information for each lesson. I looked for activities that my
students would enjoy, and I made sure that I had all of the materials and other things that I
needed before class started for the students don’t have their own resources. Even then,
there were always things that would go wrong. Technology would fail like in the rooms
where I was asigned. Students would complete activities quicker than planned. Or students
would require much more time and explanation than expected.
Same routine such as preparing my lesson plan, mastering my lesson and of course,
preparing myself to look presentable for my students was there. I also felt excited knowing
that I will be meeting new set of students because I was also looking forward to build good
impression and to make friends with them because they asked my when I was introduced
to them if I’m strict. I started my first class in Manduriao with Grade 9- Turquoise whom at
first, I considered as the naughtiest section of all. At first they all don’t lesson to me but as

43
the days come I was able to get their attention by letting them do activities and one or two
student’s still roaming round.
Appreciating and valuing them is what I have learned. They would always present to
me the things that I wanted them to present in the front, even though I had a hard time
sometimes to motivate them to go in front. I really appreciate how they really made time
for to do some practice after class for the activity I have left for them.
Grade 9-Onyx served as my happy pill before I end my class. Their section was the
least student even though they have fifty students listed in my class record. Although there
were some of them who were lazy to go in school and if they are in my class didn’t do
some seat works, I still gave them enough time to pass it on the next day. There was no
time that I got mad with them for their noisiness is full of crack jokes. I made a great
relationship to them until they trust me as a teacher.
Active and participative students every class discussion are the one I like but I don’t
left those students who stay on the wall and so shy to participate. They were all smart it’s
just they are lacked by motivation from a teacher. I was really glad that I had experienced
handling this kind of students.

44
A Narrative Report
on
Different Assessment tools and Instructional Materials
Acknowledging students are at different stages and have varying levels of ability.
However, they believe that all of their students can learn, that all of their students should
achieve real progress every year and that all of their students should achieve basic levels of
competence in literacy and numeracy.
Great teachers expect every one of their students to work hard and achieve things
that haven’t mastered before. Their belief in their students leads these teachers to challenge
their high achievers.
The tools I used during my actual teaching on Central Philipppine University High
School is that on the first day of my demo I used as an instructional tool is the laptop and
the projector. We are living in the world where technology almost surpassed humanity said
by “Albert Einstein”. It’s worthless to mention nowadays that technology is playing a very
important role in every aspect of life. But don’t you think it is making you moron day by
day.
For the instructional material I use laptop during the discussion I have prepared
questions for them so that they will listen to me carefully. Usually the tools that I always
used is the whiteboard and the whiteboard marker but for me as I noticed it is the best to
used the technology because it makes your work easy and faster it cannot take your whole
time in discussing but sometimes using technology or ICT makes some trouble I learned
that always be prepared do not depend on technology as what my teacher said don’t let the
technology ruin you for me it is the best to use the traditional tool because in here you can
see how creative you are.

45
While during my second shift Mandurriao National High School they used as a tool
in there is the blackboard and the chalk. It was difficult for me to deliver my lesson because
in my stay at CPU High School, I am using technologies. But in MNHS I use instructional
materials like I photocopied my summarized story about my lesson and gave to them.
Sometimes I used blackboard and chalk, also pictures that is related to my topic. Many
people believe that the abundance of technology in our schools is hindering students ability
to think for themselves and learn old style methods of research. People who support the
use of technology in the class room argue that they no longer have to. It’s a touchy subject,
that cannot be solved just by an analysis, but learning all of the advantages and disadvantages
of having technology in the classroom can certainly give you a well rounded and informed
opinion. In order for them to learn and can easily access to our lesson. Instead of laptop and
projector, I used cartolina and wrote my lessons their especially about their vocabulary. I
used also flash cards in writing the sequence of my lesson for me to remember and easy to
discuss my lesson. I can apply here what my critique says to me that everytime as a teacher,
you should be prepared always. Don't depend on what you have used to do, be flexible in
such ways and be ready every day, accept all the challenge with all your heart and passion.
Because there are some teachers accept their jobs but they didn’t like it, and sometimes it
has a result of difficulties to them.
I realized in the instructional material technology is one of the most valuable tools
that we have available at our finger tips every day. You can do virtually anything with your
smart phone, tablet, or computer. From seeing what time a movie starts, ordering a pizza,
and paying your bills the possibilities for technology are endless. And not only are they
endless, they are constantly improving to make the things we have to do everyday easier.

46
The Philippine Professional Standards for Teachers

47
Enero 18, 2018
Kabanata 20 “Ang Tagapaghatol”
I. Layunin
a. nasusuri ang isang kabanata,
b. nauuri ang suliraning panlipunan at pampolitika,
c. natanghal ng isang sabayang pagbigkas sa tulang ibinigay na konektado sa kabanata.
II. Paksang Aralin

a. Kabanata 20 “Ang Tagapaghatol”
b. Laptop, Projector
c. El Filibusterismo ni Teodorica Espinoza
d. Papanig sa katarungan, paggawa ng tama sa iyong trabaho.
Unang Araw
III. Pamamaran
A. Pagtuklas
Gawain 1. Ang guro ay magpapakita ng isang video ang pagtatalo ang guro. Ditto ay
makikita nila ang mga Gawain ng mga nagtatalo at tagapaghatol.
Gawain 2. Ang mga mag-aaral ay magbibigay ng topiko na para sa pagtatalo.

 Pag-ibig o pag-aaral
 Pagtanggap sa same sex marriage, divorce at federalism
 Sang-ayon ka bas a 2 child policy
B. Paglinang
Gawain 3. Talasalitaan
 Masawata – masupil

48
 Katukayo – kapangalan
 Panukala – mungkahi
Gawain 4. Mga tauhan sa kabanata
 Don Custodio – kilala sa tawag na “Buena Tinta”

Maraming posisyong hinhawakan
Taga-espanya
Isang tagahatol na tinitingala ng lahat
Don Custodio de Salazar y Sanchez de Menteredondo
 Ginoong Pasta – ang pinupuntahan ni Don Custodio upang humingi ng
tulong.
 Pepay – isa sa hinihingan ng payo ni Don Custodio ngunit sinasayawan
lamang niya ito.
C. Pagpapalalim
Gawain 5. Ang guro ay magbabahagi ng detalye ng kabanata
Gawain 6. Sasagot ng Profile Chart ang mga mag-aaral.
Pangalan:
Kasarian:
Hanap buhay:
Taguri o iba pang tawag:
Mga positibong katangian:
Mga negatibong katangian:
Gramatika
Gawain7. Ang guro ay magpapaliwanag kung paano nagbibigay ng hatol ng isang tagapaghatol.
Gawain 8. Ang mga mag-aaral ay gagawa ng paghatol sa isang panlipunan at isayung

pampolitika na napaloob sa kabanata. Isulat ito sa ½ crosswise na papel.
Ikalawang Araw

49
D. Paglipat
Gawain 9. Ang guro ay may ibibigay na tula “Panambitan” ni Myrna Prado. Hahatiin ang klase
sa dalawang grupo at itatanghal ng bawat grupo sa uri ng sabayang pagbasa.

50
Enero 31, 2018

Kabanata 21 “Nahati ang Maynila”
Kabanata 22 “Ang Pagtatanghal”
I. Layunin
a. Nakauunawa ng mga talasalitaan sa kabanata,
b. Nakabibigay ng halimbawang pagtatanghal ng ano mang pagdiriwang,
c. Nakasusulat ng talata sa kabanata,
d. Nasusuri ang mga pangyayari sa kabanata
e. Naiuugnay ang mga ganap na kabanata sa kasalukuyang panahon.
II. Paksang Aralin

a. Kabanata 21 “Nahati ang Maynila” at Kabanata 22 “Ang Pagtatanghal”
b. Aklat
c. El Filibusterismo ni Teodorica Espinoza
d. Pagbibigay atensyon sa mga pangyayari sa lipunan
III. Pamamaran
A. Pagtuklas
Gawain1. Ang guro ay magtatanong tungkol sa mga ganap sa isang pagtatanghal
Sino na sa inyo ang laging nanunuod ng isang pagtatanghal?
Sa pagtatanghal ng mga taga-tanghal ano ang iyong reaksyon?
B. Paglinang
Gawain 2. Pagpapakita ng mga talasalitaan sa mga mag-aaral.
Kabanata 21
Itatanghal – ipapalabas
Dilag – dalaga
Naghahangad – nagnanais

51
Naghugusan – nagdatingan
Kabanata 22
Bihasa – eksperto
Nagdiwang – nagsaya
Ibinilin – ipinakausap
Gawain 3. Ang mga mag-aaral ay kikilanin ang mga tauhan.

Kabanata 21
Camaroncido
Tio Quiko
Kabanata 22
Tadeo
Gertrude
Serpolette
C. Pagpapalalim
Gawain 4. Ang guro ay magbabahagi ng buod ng kabanata.
Mga tanong:
o Ano ang trabaho ni Camaroncido?
o Bakit ayaw pumasok ni Padre Salvi sa tanghalan?
o Ang kayabangan ni Tadeo ay nakikita pa rin ba hanggang sa ngayon?
o Ang tiyang Si Donya Victorina ay tama ba ang ginagawa?
o Bakit masusing nanood si Ben Zayb sa pagtatanghal?
o Nasaan si Simoun sa kabanatang “Ang Pagtatanghal”

52
Gramatika
Gawain 5. Ang mga mag-aarl ay nagbibigay ng mga halimbawang pagtatanghal. Isusulat ito sa
½ crosswise. Ang detalye tungkol sa pagtatanghal ay patalata.

53
Pebrero 12, 2017

Banghay Aralin sa Filipino 9
I. Layunin:
F9PN-IVc-57: Nakilala ang mga taong gumaganap sa kabanata,
F9WG-IVg-h-62: Nagagamit ang mga salita sa talasalitaan sa pangungusap.
F9PB-IVa-b-56: Nakabibigay ng mga realidad na opinion ang mga mag-aaral.
II. Nilalaman
A. Paksang Aralin
Noli Me Tangere Kabanata 4 “Erehe at Pilibustero” at Kabanata 5 “Isang
tala sa gabing madilim”
B. Sanggunian
Noli Me Tangere nina Teodorica Espinoza, Januario de Guzman at
Lutgarda Laxamana
C. Kagamitan
Chalk, Manila Paper, Kopya ng buod.
III. Pamamaraan
Gawain ng Guro Gawain ng Mag-aaral
Panimulang Gawain
Pagdarasal Ang mga mag-aaral ay magdarasal
Pagbabalik Aral
Kaano-ano ni Kapitan Tiago si Ibarra? Anak siya ng matalik niyang kaibigan.
Ano ang ginawa I Padre Damaso sa Ang ginawa ni Padre Damaso ay

pagtitipon? nagmamayabang sa buhay niya sa
Europa.
A. Pagganyak
Ang guro ay magtatanong “Gaano mo
ka mahal ang iyong ama?” Minamahal ko siya sa pamamagitan ng
pagsunod sa kanyang utos.

54
Mahal na mahal ko ang aking ama na

lahat ng kanyang bilin ay sinusunod ko.
B. Talasalitaan
Ang mga pangungusap ay may
salungguhit na mga salita na hahanapin
ng ma mag-aaral ang kasing kahulugan
nito.
Si Joshua ay laging ng kanyang mga Tinutukso

kaklase.
Ang bisig niya ay may sugat. Braso
Tilaok ng manok ang nauulinigan ko Naririnig

tuwing umaga.
Tahimik
Panatag ang kanyang isipan sa lahat ng
mga kaguluhan.
May malaking kama ang tinutuluyan ni Tinitirhan
Ken.
C. Pagtalakay
1. Aktibidades
Ang mga estudyante ay susulat sa Kahirapan
palibot ng larawan ng mga Kulang ang aming pera
sitwasyon sa pisara kung bakit Masamang pakikitungo ng kapwa
hindi sila nagiging masaya.

55
2. Analisis
Maglalahad ng boud ng kabanata 4
na may pamagat na Erehe at
Filibustero at kabanata 3 Isang
Bituin sa Gabíng Madilim.
Mga tanong:
Sino ang nagkuwento kay Ibarra Si Tinyente Guevarra.
tungkol sa kanyang ama?
Sino ang dalawang nag-aaway na Ang Bata at Artilyero.

inawat ng ama ni Ibarra?
Ano ang naging sanhi Katandaan at siya ay nagkasakit.

nagpagkamatay ng ama ni Ibarra?
Ano ang pangalan ng tinutuluyan ni

Fonda de Lala ang tinutuluyan ni Ibarra.
Ibarra?
Ano ang unang bumulaga sa

Si Maria Clara, isang babae na maraming
kanyang guniguni? Ilarawan.
diyamante at ginto sa katawan.
Sino ang kamukha g matandang

Ang kanyang ama na na ang sitwasyon ay
nakaposas sa kanyang guniguni?
nakaposas.
Ano ang sitwasyon nito?
3. Abstraksyon
Ang batas ay batas, kahit ito’y
minsan na sinasabi na bulag ang
personal na intensyon dahil sa

56
inggit ay di dapat nitong bahiran.
4. Aplikasyon
Kung ikaw sa buhay ni Ibarra ang Hahanapa ako ng mga ibedensya na
ano gagawin mo kung ginawa rin magpapakita na walang ginwang mali ang
sa iyong mama ang nangyari kay aking ama at ipagtatanggol siya.
Don Rafael?
Kung bibigyan ka nang “Mga ginoo ang inyog ginagawa ay mali

pagkakataon na makausap ang dahil ang isang tao ay di dapat nangaapak
gumawa ng ganoon sa ama ni ng kanilang kapwa.
Ibarra ano ang sasabihin mo?
IV. Ebalwasyon
Tama o Mali
Panuto: Isulat ang tamang sagot
1. Anoa ang pangalan ng ama ni Ibarra?
2. Ano ang pangalan ng tinutuluyan ni Ibarra?
3. Sino ang tenyente na nagkuwento sa kay Ibarra tungkol sa kanyang ama?
4. Sino ang magandang dalaga?
5. Magbigay ng isang kaso na ipinatong sa ama ni Ibarra.
V. Kasunduan
Magbasa ng boud ng Kabanata 6.

57
Pebrero 13, 2018

I. Layunin:
F9PN-IVc-57: naibibigay ang mga negatibo at positibong pag-uugali ng mga
Pilipino,
F9PB-IVg-h-60: nakasasadula ng isang kabanata.
II. Nilalaman
D. Paksang Aralin
Noli Me Tangere Kabanata 6 “Si Kapitan Tiago”
E. Sanggunian
Lutgarda Laxamana
F. Kagamitan
chalk, manila paper
III. Pamamaraan
Panimulang Gawain
Pagdarasal
Pagbabalik Aral
Ano ang nangyari kay Don Rafael? Napagbintangan ng mga maling kaso at
namatay sa kulungan.
Paano nakita ni Ibarra ang matandang Nang umuwi si Ibarra ay gumana ang
nakaposas? kanyang guni guni at doon nakita ang
dalaga.
D. Pagganyak
Ang guro ay magpapakita ng mga
larawan ng pamilya.

58
“Ang pamilya ay ang ating sandigan sa

lahat ng bagay”
E. Talasalitaan
Ang mga mag-aaral ay may babasahin
ang mga salita at ang kasing kahulugan
nito.
Pakikipagkalakalan - pakikipagbentahan
Ang pakikipagkalakalan ng ginto ang
kanyang trabaho.
Kapuspalad - mahihirap
Ang mga bata sa lansangan ay mga
kapuspalad.
Tinutuligsa - kinokomentahan
Tinutuligsa ang kanayang damit na halos
hubot hubad na.
Kalugdan - katuwaan
Isang kalugdan ang kanyang ginagawang
katatawanan.
Tumindig - tumayo
Kapag mananalangin lahat ay tumindig.

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F. Pagtalakay
1. Aktibidades
Ang mga estudyante ay gagawa ng

mga talata tungkol sa pamilya na
napapaloob sa PAMILYA.
P- Ang Pagmamahal na tunay

A- Akabay ng sapat na pagkakalinga
M- Mararamdalan sa kanilang bisig lamang
I- Kaya sila ay dapat habang buhay na
L- Ingatan
Y- ALagaan at pagkahalagahan
A- Isang kaYamanan na di kukupas
Kahit ano mang gawin ng pAgyanig.
2. Analisis
Masining na ikukuwento ang buod
ng kabanata.
Mga tanong:
Ano ang trabaho ng mga kagulang
ni Kapitan Tiago? Mga mang-aasukal.
Ano ang gingawa ni Kapitan Tiago

upang makapag-aral? Namasukan sa isang Dominiko.
Sa anong pagdariwang sumasayaw

si Donya Pia at nagkaanak? Sumasayaw sa pagdiriwang ng Obando.

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Sino ang nagpalaki kay Maria

Clara? Si tiya Isabel
Sa anong kumbento nanirahan si Santa Catalina.

Maria Clara?
3. Abstraksyon
Sa buhay ang minsan hindi
magagawa ng siyensya ay
napapatunayan ng isang malakas na
pananampalataya na kung saan ang
Diyos lamang at ang iyong tapat na
pagtitiwala sa kanya ang
kinakailangan.
4. Aplikasyon
Kung ikaw sa kay Kapitan Tiago ay
mamamasukan ka rin ba
Kung ikaw si Donya Pia ganun din

ba ang gagawin mo?

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IV. Ebalwasyon
Pagsasadula
Panuto: Ang mga estudyante ay isasadula ang mga ganap sa Kabanata 6.
V. Kasunduan
Magbasa ng buod ng Kabanata 7 at 8 ng Noli Me Tangere.

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Pebrero 19, 2018

I. Layunin:
F9PN-IVc-57: nakababahagi ng sariling damdamin,
Naiuugnay ang mga ganap sa totoong buhay,
F9PN-IVg-h-60: nakasusulat ng pahahambing.
II. Nilalaman
G. Paksang Aralin
Noli Me Tangere Kabanata 7 “Suyuan sa Isang Asotea” Kabanata 8 “Mga
Alaala”
H. Sanggunian
Lutgarda Laxamana
I. Kagamitan
chalk, aklat, manila paper
III. Pamamaraan
Panimulang Gawain
Pagdarasal
Pagbabalik Aral
Sino si Kapitan Tiago? Anak ng mag-asawang mag-aasukal, ama

ni Maria Clara.
Sino si Maria Clara? Anak ni Kapitan Tiago at Donya Pia,
kasintahan ni Ibarra.
G. Pagganyak
Ang guro ay magtatanong “Ano ang Ang pagsabi sa akin ng aking lolo na siya
isang alaala na hanggang sa ngayon ay ay nasisiyahan dahil gagraduate na ako.

63
hinding hindi mo pa nakakalimutan?”
H. Talasalitaan
ang mga salita at gagamitin sa
pangungusap sa tulong ng
kasingkahulugan nito.
Nagpapasikdo - nagpapatibok Si Ian ang nagpapasikdo ng aking puso.
Napatda - natigilan Ako ay napadta sa aking paglalakad nang

makita ko ang isang malaking oso sa
aking harapan.
Natalos – nakaalam Maraming natalos sa sekreto niyang
tinatago.
Nagtulos – nagtirik Si Jin ay nagtulos ng kandila para sa
namapaty niyang kaibigan.
Mag-ulyaw – mag-usap Dahil sina Ken at Leo ay nag-away
napagkasunduan nilang di na mag-ulyaw.
I. Pagtalakay
1. Aktibidades
Magpapakita ng mga larawan ang
gro na nagpapakita ng noon at
ngayon at magbibigay ng
sarisariling pagsasalaysay sa mga
larawan. Noon: ang mga bata ay naglalro sa
lansangan.
Ngayon: sa mga gadget na.

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Noon: Kaunti pa lamang ang mga gusali.

Ngayon: Marami ng mga matataas na
gusali.
Noon: Yagit pa
Ngayon: Isang diwata na.
2. Analisis
Masining na ikukuwento ang boud
ng kabanata.
Mga tanong:
Sino ang nakakabahan sa pagdating Si Padre Damaso
ng binata mula sa Europa?
Bakit nagseselos si Maria Clara kay Nagseselos ang dalaga dahil sa malimit
Ibarra? na pagsusulat sa kanya ni Ibarra.
Saan sumakay si Ibarra at biglang Sa karwahe at dahil sa kanyang mga

bumalik ang kanyang kaligayahan? nakita ay naging masaya siya.
Ano-ano ang nakita ni Ibarra Ang mga gusali ay marami ng pinagbago

habang naglalakbay? mula nang umalis siya.

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3. Abstraksyon
Ang pagbabago ay likas na
nagaganap at hindi natin ito
mapipigilan Kaya kailangan na
lamang nating maging bukas sa
lahat ng mga nangyayari.
4. Aplikasyon
Kung ikaw si Ibarra paghahawakan Sa ngayong panahon oo, sapagkat minsan
mo pa rin ba ang pangako mo kay ka na lamang makakahanap ng lalaki
Maria Clara sa ganun ding kahaba tulad ng kay Ibarra.
ng taon na kayo ay magkalayo?
IV. Ebalwasyon
Pagsulat ng sanaysay:
Panuto: Gumawa ng paghahambing ng noon at ngayon, isulat din ang aral na nakuha mula
sa paghahambing ng mga pagababago.
V. Kasunduan
Magbasa ng boud ng Kabanata 9 at 10 ng Noli Me Tangere.

66
Pebrero 23, 2018

I. Layunin:
F9PN-IVc-57: naibibigay ang mga negatibo at positibong pag-uugali ng mga
Pilipino,
F9PB-IVg-h-60: natatanghal ng mga emosyon sa klase.
II. Nilalaman
J. Paksang Aralin
Noli Me Tangere Kabanata 13 “Mga Babala ng Sigwa”
K. Sanggunian
Lutgarda Laxamana
L. Kagamitan
chalk, laptop
III. Pamamaraan
Panimulang Gawain
Pagdarasal
Pagbabalik Aral
Sino ang mga makapangyarihan? Si Padre Salvi at Alferes
Ano ginagawa ng mga sepulterero? Napag-utusan na maghukay.
A. Pagganyak
Ang guro ay magpapakita ng mga
emoticons.

67
Ano ang laging emosyon na

Pagiging inlove ang emosyon na lagi kong
nararamdaman mo sa lahat ng mga
nararamdaman.
ipinakita?
B. Talasalitaan
na salita at gagamitin ito sa
pangungusap.
Ang maputik na daan ang binagtas ni

Binagtas – dinaraan
Jeremiah.
Si Karlo ay nasa sigwa ng kanyang buhay.
Sigwa – unos
Ang guro sa silid aklatan ay nasindak

Nasindak – nagalit
dahil maingay.
Marikit ang nitsa na nakita ko sa isang
Nitso – lapida
mamahaling libingan.
Nangangatal niyang tinanggap ang sulat
Nangangatal – nanginginig
mula sa pulis.
C. Pagtalakay
5. Aktibidades
Ang mga estudyante ay

magsasadula ng mga sitwasyon na
nagpapakita ng emosyon.

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6. Analisis
Masining na ikukuwento ang buod
ng kabanata.
Mga tanong:
Sino ang taong nakalibing na Ang ama ni Ibarra si Don Rafael
pupuntahan ni Ibarra?
Ano ang naging reaksyon ni Ibarra Nagalit, ang emosyon ni Ibarra

sa nakita?
Sino ang nag-utos na hukayin ang Ang nag-utos na hukayin ang bangkay ay
bangkay? si Padre Damaso
7. Abstraksyon
Ang agad na reaksyon at
pagbubuhos ng emosyon ay
natural lamang naayon sa mga
pangyayari, ngunit hayaan muna
nating isipin ang gagawin natin
sapagkat tayo ay napapasailalalim
ng emosyon. At sa kabanata na ito
pinapakita ang positibong pag-
uugali ng mga Pilipino na ang
pagmamahal ng walang hanggan sa
mga magulang at anegatibong pag-
uugali na nagbubuntong lang ng
galit kung kani kanino.

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8. Aplikasyon Magagalit ako tulad kay Ibarra ngunit di

Kung ikaw ang nasa kalagayan ni ko gagayahin ang ginawa niya pagkatapos
Ibarra ganun din pa ang gagawin magalit.
mo?
Para ba sayo tama ang ginagawa ng Mali, nananahimik na ang bangkay at
mga tao na naghuhukay? kanila lang itong ginugulo.
IV. Ebalwasyon
Pagkikilala
Panuto: Isulat ang sagot sa mga katanungan.
1. Ano ang pamagat ng Kabanata 13?
2. Sino ang sumama kay Crisostomo sa sementeryo?
3. Sino ang nagsabi kay Ibarra tungkol sa kaganapang nangyari sa bangkay ng ama?
4. Ano ang tawag sa dating pangalan ng lapida?
5. Ano ang ginawa ni Ibarra sa nakasalubong niyang tao?
V. Kasunduan
Magbasa ng buod ng Kabanata 14 ng Noli Me Tangere.

70
Daily Lesson Plan

71

72
A Reflection Paper on the Examples of My Best Lesson Plans
Lesson planning is at the heart and some called it the bible of being an effective
teacher. It is a creative process that allows us to understand the second language acquisition
and language teaching pedagogy with our knowledge of our learners, the curriculum, and
the teaching context. The learning we want to occur and analyze how all the pieces of the
learning experience should fit together to make that vision a classroom reality.
All teachers should understand that they are not an island unto themselves. The
educational philosophy of the district and the uniqueness of their schools should be the
guiding force behind what takes place in the classroom. The school’s code of discipline,
which should be fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts. It is also important to realize that the best planned lesson is
worthless if interesting delivery procedures, along with good classroom management
techniques. Consistency is of the utmost importance in the implementation of a classroom
management plan.
Good lesson planning is essential to the process of teaching and learning. A teacher
who is prepared is well on his/her way to a successful instructional experience. The
development of interesting lessons takes a great deal of time and effort. As a new teacher
you must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures, along with good classroom management techniques. Consistency is of
the utmost importance in the implementation of a classroom management plan. I chose six
best lesson plan from my lesson plan book, two in the in campus and three in the out-
campus. I chose this lesson plan because for the unforgettable experiences and memories
during our class discussion. The lesson plan was all about Noli Me Tangere and El

73
Filibustirismo by Dr. Jose Rizal. It was fun and jolly type of class. Students really enjoyed our
activities as they portrayed different scenes in the different chapters of both in Noli Me
Tangere and El Filibustirismo. When I was on my high school days this was the most boring
part of the grading because my teacher was so lazy to tell us the mystery of the story. After
knowing that I will be teaching this story like when I was on my in campus site I taught El
Filibusterismo, I prepared a lot for my learning plan even though I made too many trial and
errors to have a beautiful lesson plan. To think for an activity to boost up students mind in
able to participate and cooperate in class so that they could have good grades. While in the
out campus days I step down in doing my lesson plan to fit in for the learning thinking skill.
When I was in Mandurriao Natioanal High School doing my lesson plan was so hard for me
for it is a new approach the 4 A’s. In doing it I slightly focus in the activity and motivation so
that I could easily catch their attention for they are so naughty.
But in the equality of any of my lesson plan in the in-campus and out-campus lesson
plan making I made it whole heartedly to reach out the students ability to think, to act and
to do. I value clarity in my lesson plan for to be clear about what I want to teach. For some
reasons teachers need to make wise decisions about the strategies and methods they will
employ to help students move systematically toward learner goals. Uniqueness in every
lesson plan, wherein I try to search for more strategies in motivation, activity and
applications. Like lesson plans may also include a room for unpredictable events so that they
would not be bored in everyday situation that you are standing in front of them. I also
realized I need to value framework, an overall shape where the teacher look every time to
the framework so that they have the guide and would not be lost in class discussion. In
framework goals of the lesson is stated so as a teacher you need to achieve those goals to
have a productive students. In a day a teacher will be somehow be destructed by the
students who talks a lot and roaming around the room therefore I realized that lesson plan
also sets as a reminder that plays the role of a reminding the teacher what’s next and what
he/she need to cover up when they get distracted.

74
Lastly in making a lesson plan I realized teachers need to be committed in making

their plans in this it test the level of professionalism and real commitment of a teacher.
Therefore, not all lessons need to be a reinvention of the wheel, but there are
several hallmarks of well-crafted lesson plans. Saying, a teacher needs to be a wide lesson
plan maker and an innovative one in making it.

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Two Current Issues in Education
I. INTRODUCTION
Duterte: computers in, textbooks out

By Argyll Cyrus Geducos, Manila Bulletin The Nation’s Leading News Paper, Published
November 12, 2017, 10:23 AM
II. SUMMARY
President Duterte is planning on ordering the Department of Education (DepEd) to

replace textbooks with electronic gadgets like tablets as he pushes for modernization and
the children’s involvement in digital communications. Duterte expressed that he wants the
Filipino children to learn about the growing technology in the digital age this early,
reiterating that they are the country’s future.
“Ang pag-asa natin ay ang mga anak natin (Our children are our hope). So they have
to learn the basics about cyberspace and everything, digital communications,” Duterte said.
Instead of textbook Philippines will use gadgets for each of the children gadgets for each of
the children. A mandatory learning aid in high school in the whole islands. However Duterte
acknowledged that this plan would be expensive but vows to find the money to make this a
reality.
In August, DepEd received 370 computer tablets, sample student chairs, and the
scale model and design of a typhoon-resistant school building from the United States
Agency for International Development (USAID). According to DepEd, this is to achieve the
mutual development goals of ensuring inclusive and quality education for all and promoting
lifelong learning.

76
As part of the ICT (information and communications technology) for Reading

initiative under Basa Pilipinas, the 370 tablet computers are said to be turned over to the
City Division of San Fernando, La Union, which would benefit 26 schools, 60 Grade 3
teachers, and approximately 1,700 pupils.
According to DepEd, the tablets will be loaded with PDF copies of all Basa Pilipinas-
developed Grade 3-level readers in English and Filipino, plus an interactive reading
application (Vernacular) that would test and study the use of tablets to support students’
literacy and learning.
Basa Pilipinas is USAID/Philippines’ flagship basic education project in support of the

Philippine government’s early grade reading program. It supports the implementation of the
language and literacy component of the K to 12 curriculum for Grades 1 to 3.
III. REACTIONS/INSIGHT
Technology in the classroom has not only made research easier, but it's also changed
the way students are able to learn.
Kids these days are consistently using their devices. So the screen glaring vs matted books
are no longer an issue. Probably there’s only a small portion of someone like you in todays
age. We can’t risk our country left behind 100 years more by most countries. Otherwise
we will become the next Africa, tomorrow. This is a good move for innovation. Using
technology in the classroom is one of those issues that make it easy to be a fence sitter. It’s
difficult to be 100% for the use of educational technology all of the time, when there are so
many convincing arguments against it. Most teachers find a happy medium with
technology—it’s useful in some situations, but a distraction in others.
The prevalence of technology drastically affects many areas of society in positive

ways, including education. Modern-day students not only have computers to help them with
their schoolwork, they also use the Internet for research while teachers use technology to
enhance their lessons. While it has cons like its distracting: This is probably the number one

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worry of teachers who consider implementing classroom technology: the concern that
students will be too busy tweeting and Snapchatting to pay attention to the lesson. Students’
innate curiosity, coupled with their tech savvy could lead to more online socializing in
environments where devices are easily accessible.
Source: https://news.mb.com.ph/2017/11/12/duterte-computers-in-textbooks-out/

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I. INTRODUCTION
Angara tells DepEd to fully impose teaching of Fil-Muslim, IP history lessons

By: Julliane Love De Jesus - Reporter / @JLDejesusINQ INQUIRER.net / 01:04 PM February
23, 2018.
II. SUMMARY
While the proposed Bangsamoro Basic Law (BBL) is currently being deliberated in
Congress, Senator Sonny Angara called for the full implementation of the law requiring the
teaching of Filipino-Muslim and indigenous peoples’ (IPs) history in both basic and higher
education in the country.
Angara said the Integrated History Law, which he authored, is requiring the
integration of history, culture and identity studies of Filipino-Muslims and IPs in the
formulation of the curriculum for the study of Philippine history, including the writing,
printing and publication of textbooks and other reading materials. The law was enacted in
2016, but according to the Department of Education (DepEd), it was being implemented
only in select schools, mostly in Mindanao, at present.
Angara, thus, urged the DepEd to fast-track the implementation of the law in all
schools nationwide in order to create “a truly inclusive history that accounts for all
Filipinos.” “As both houses of Congress are working on the proposed Bangsamoro Basic
Law (BBL), we should endeavor to have a better understanding of the history of our Muslim
brothers and sisters. This would make the people appreciate more the need for an
enhanced autonomy in the Bangsamoro region,” he said. Senator Juan Miguel Zubiri,
chairman of the BBL sub-committee that was created under the local government
committee, said the target date for the sponsorship of the Senate version of the BBL is on
February 28. /jpv

79
III. REACTIONS/INSIGHT
Schools are places where people who come from numerous private worlds and
social positions are brought together on common ground. If schools have firm, fair,
consistent, and positive discipline supported by the democratic conditions, this interaction
in schools can help children develop the habits of thinking and caring necessary for public
life: courtesy, tolerance, respect, sense of justice, and the knack for forging public policies.
Teachers should pay attention to the actual diversity in the class, both appreciation of
differences in the class, & alertness to unintended reproductions of inequality, disadvantages,
stereotypes, and misinformation based on group identities.
A multicultural learning situation brings with it a number of challenges that need to

be overcome to create an effective learning environment for every student. These aspects
such as communications (different languages), learning preferences (the manner in which
learners understand and retain information), and social values (values that differ from
culture to culture) all contribute to the learning environment.
Multicultural education is broadly defined, takes many forms and has an impact on every
aspect of the school’s operation including: staffing, curriculum, testing, disciplinary policies,
students, parents, and community involvement.
Source: http://newsinfo.inquirer.net/970827/angara-tells-deped-to-fully-impose-teaching-of-fil-
muslim-ip-history-lessons-bbl-angara-senate-ips-education-muslim

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CENTRAL PHILIPPINE UNIVERSITY SCHOOL HISTORY
CENTRAL PHILIPPINE UNIVERSITY is a non-stock, non-profit Christian Institution

of higher learning, where a well-rounded program of education is offered under influences
that strengthen faith and build up character.
It was founded in 1905 as the Jaro Industrial School by missionaries of the American
Baptist Foreign Mission Society. It started as an Elementary Vocational School for poor boys
who worked for their board and tuition. Perhaps it was the first school in the Philippines to
teach that labor is honor. The school also had the distinction of having organized the first
student government in the country – the Jaro Industrial School Republic, and one of the
oldest student’s newspapers – the Central Echo.
Dr. William O. Valentine, the first principal, worked hard to have the school
incorporated and recognized by the government in 1913 which was also the year when the
school began to admit female students. In 1915, the first two years of high school were
opened. In 1920, the third and fourth year classes were added. On the following year, the
first batch of high school graduates was turned out.
To satisfy the growing desire of young people for education, a junior college was
opened in1923 and the name of the school was changed to Central Philippine College. The
senior college was established in 1936.
The war broke out and with it came destruction and death. The college buildings
were destroyed. Eleven American missionaries were massacred by the enemy. Central
students, faculty and staff members and alumni joined the guerilla movement or the Civil
Resistance Government. Many of them laid down their lives for democracy and freedom.

81
The “Central Spirit” however did not die in the night that was World War II. As
soon as war ended, the college was reopened by loyal faculty members and returning
missionaries who were caught by the war in America. Post-war reconstruction was carried
out with funds from friends at home and abroad, resulting in a well-laid out, attractive
campus.
April 1, 1953, was an important landmark in the whole CPU story. Central Philippine
College gained university status and became Central Philippine University. From the
founding of the school, Filipinos were gradually given larger responsibilities in its
administration. In 1966 the first Filipino president, Dr. Rex D. Drilon, was elected; and in
1968 the entire university property – land, buildings, and equipment – was turned over by
the American Baptist Foreign Mission Society to the Filipino corporation of CPU. Since
1973, all members of the Board of Trustees and administrative officials of the University
have been Filipinos.
In 105 years, CPU has grown from an elementary school with 17 pupils to a widely
known university with an enrollment of over 12,000. The 24-hectare campus, which was
originally chosen for its quiet and relative isolation, as now a veritable community by itself,
with more than 30 buildings used for classrooms and support facilities.
CPU has grown much in physical plant and in educational programs, but it has
remained true to its mission as a Christian institution whose motto is “Scientia et Fides”
(Knowledge and Faith). It is affiliated with the Convention of Philippine Baptist Churches
(CPBC) and maintains fraternal ties with the International Ministries of the American Baptist
Churches (known before as the American Foreign Mission Society) and the United Board
for Christian Higher Education in Asia (UBCHEA). The University is also a member
(ACSCU) and the Association of Christian Universities and Colleges in Asia (ACUCA).

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COLLEGE OF EDUCATION
HISTORY
In 1938, the College of Education started under the College of Liberal Arts with Dr.
Alfredo Q. Gonzales as dean. Through the joint efforts of Dr. Pedro Rio, Dr. Francis Rose
and Dean Gonzales, the junior college was developed into a senior college which was a
four-year course leading to the BSE degree. Upon their recommendation to the Board of
Trustees, the college curriculum was expanded to included AB, BSE and BS degrees. So in
1937, the College of Education became separate unit and was recognized in May 1, 1940.
The major subjects offered were Biology, Chemistry, Social Science, General Science,
Mathematics and Religious Education. However in 191, Dr. Pedro Y. Rio resigned and Dr.
Francis Rose took his place. It was in this same year when enrolment rose to about three
times to its original and had its largest enrolment among all other colleges in the institution
after the war in 1945 and until 1953. Three other majors were added namely: PE, Music and
Filipino.
When the Filipinization of the administration was mandated by Department Order

No. 1 s. March 20, 1946, Dr. Alfredo Catedral was appointed Dean of the College of
Education and in 1947 he left to pursue his Doctor of Education. It was also the year when
the two-year Junior Normal course was opened under the College of Education. Prof.
Nicolas Baban took over as Officer-in-Charge until 1949. In 1950, Dr. Alfredo Catedral was
appointed dean, the position he held until 1961. Mr. Salvador Oñate and Mrs. Patria
Revirencio were unit heads of Health and PE and Home Economics Departments
respectively. Enrolment reached its peak in the second semester of 1953. The BSEED
program had its first graduates in 1954. Enrolment declined but picked up again in 1961 and
reached a thousand in 1963 until 1967. Since Dr. Alfredo Catedral had to leave to serve as
ACSC secretary, Mr. UrbanoNequin temporarily served as OIC until Mrs. Josefina Ruiz

83
served as head of PE and Health Department during which time she instituted PE major and
minor in BSE. After her retirement, MissPetronilla Suarez took over serving until 1984.
In 1963, Dr. Alfredo Catedral served again as dean of the College of Education prior to
appointment of Dr. Elma S. Herradura as dean in 1964-1965. It was at this time when ETC
(Elementary Teacher Certficate) was phased out and the BSEED students were required a
semester of internship.
Despite the decrease of enrolment in 1968-1970, the College of Education

continued since our country always needs teachers. Dr. Elma S. Herradura was no longer
dean, for she made a leave of absence in 1966. It was Mrs. Josefina Ruiz who served as OIC
to the appointment of Mrs. Julia D. Gonzales as dean in 1961-1971. However, Mrs. Julia D.
Gonzales left to finish her Doctor of Education degree in 1971-1973 and so Mrs. Leda G.
Alba filled her position until Mrs. Julia D. Gonzales returned in 1973 to serve as dean until
her death in 1976. She died but she had already prepared the college for its Ruby
Anniversary Celebration and had opened areas of concentration for BSEED in HE, Music,
Natural Science, PE Filipino, Pre-School, English and Mathematics. In summer 1976 before
she died, Prof. Corazon Q. Rabulan was appointed OIC of the College of Education. It was
also in 1976 that the BSFN (Bachelor of Science in Food and Nutrition) was transferred
from the College of Arts and Sciences to the College of Education, a program which was
replaced in 1983-1984 by BSND (Bachelor of Science in Nutrition and Dietetics).
At the opening of the AY 1976-1977, Mrs. Josefina M. Arandela was appointed dean,
the position she held until 1983. In the same year the BSEED program was phased out in
favor of BEED. In summer 1983, Mrs. Perfecta D. Tamayo served as OIC. Three years later
BSE was replaced by BSED, a newly implemented curriculum in 1986-1987. After summer
1983 and Mrs. Tamayo’s retirement, Mrs. Lorna D. Gellada was appointed OIC. The
following year Mrs. Josefina M. Arandela assumed again the deanship until her retirement in
1987. So Atty. Lorna D. Gellada served as acting dean. It was during Atty. Gellada’s term
that the College of Education celebrated its golden jubilee in 1988 and committed itself to

84
EXCEL (Exemplary Christian Education for Life) and nation building. A year later, enrolment
soared to over a thousand which even exceeded that of 1965-1966 enrolment.
When Atty. Lorna Gellada left for a greener pasture in 1997, the deanship was filled in by
Dr. Nelson A. Pomado, an alumnus of the College of Education Class 1970 whose term of
appointment ended in May 2001. During Dr. Pomado’s term, two courses were offered:
BSHRM (Bachelor of Science in Hotel and Restaurant Management) and BST (Bachelor of
Science in Tourism). These were a joint project of Dr. Perla A. Suyo and Dr. Nelson A.
Pomado borne out of the Deparment of HE and Nutrition. Because of these new courses,
the Deparment was named Deparment of Home Economics Nutrition, HRM and Tourism;
and also enrolment significantly increased during that period.
When Dr. Nelson A. Pomado’s transfer to become Principal of CPU High School
was impending or imminebt in 2001, Dr. Perla A. Suyo was appointed dean, the position she
held until 2005. During the academic year 2002-2003, the College of Education offered
another course, its sixth which is DIPT (Diploma in Teaching) for Baccalaureate degree
holders who wish to pursue a teaching career. In 2004-2005, SPED (Special Education)
was offered as a new area of specialization for BEED. It was in the same year when BSHRM
and BST were merged into a new name Institute of Tourism and Hotel Restaurant
Management (ITHRM), a separate unit from the College of Education the head of which was
the former dean of the College of Education, Dr. Perla A. Suyo.
In 2005, after Dr. Suyo’s term as dean, a new OIC Dean was appointed in the
person of Dr. Celia P. Sumagaysay. During her term, two (2) new courses have been
offered namely: the Bachelor of Science in Health Fitness and Lifestyle Management
(BSHLFM) which was the brain child of Dr. Noel Nequin, an alumnus of CPU, and Bachelor
of Library and Information Science (BLIS) through the initiated efforts of Mrs. Victory
Gabawa-Dionio, Director of Henry Luce Library and Mrs. Leonor Fernandez also a CPU
librarian. These two courses have been one reason why the College of Education was the
first to have increased in enrolment during the first semester of AY 2006-2007. However,

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BSHLFM was later transferred to the College of Medicine. After having passed and enjoyed
the ISO and re-accredited status in 2007 under Dr. Sumagaysay, the College of Education
has found new leadership when she opted for an early retirement. In 2008, Dr. Joel A.
Ciriaco was appointed OIC and Acting Dean in 2009-2010. During his term, he initiated the
offering of Bachelor of Special Education (BSpED) and Diploma in Teaching Special
Education (DipSped). On May 31, 2010 Dr. Ciriaco left for a new appointment as Associate
Dean in the Graduate School.
This has paved the way to the much long awaited return to the College of Education
of Dr. Nelson A. Pomado who was its former energetic dean, a return come true, whose
term as Dean and Director for Accreditation has begun on June 1, 2010, after having been
the Principal of the CPU High School for nine (9) years. It would be recalled that Dr.
Pomado served as dean of the College of Education in 1997-2001 and member of the Board
of Directors of the Association for Christian Schools, Colleges and Universities Accrediting
Agency, Inc. (ACSCU-AAI) from 1997 to date. Dr. Pomado is at present the Regional
President of the Philippine Association for Teacher Education (PAFTEVI).
In so far as accreditation is concerned, the COED has attained five-year accredited

status through ACSCU-AAI in 1981, the first among the many colleges and universities in
the region. It was awarded Deregulated Status Level III by DECS upon certification of the
Federation of Accrediting Agencies of the Philippines (FAAP) in accordance with MECS
order no. 36,s. 1984 on January 6, 1987. The Level III status is still being enjoyed by the
BSEd and BEED programs when it was granted by FAAP for another five years from 2012-
2017 and qualified to be elevated to Level IV after the resurvey in February 2012 under the
deanship of Dr. Pomado.
In February 2013, the Executive Director of the Association Christian Schools,

Colleges and Universities Accrediting Agency Inc. (ACSCU - AAI) sent a congratulatory
letter to the University President informing him that the application for Level IV of the two

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programs of the College, the BSEd and BEEd, have been approved by the Federation of
Accrediting Agencies of the Philippines (FAAP).
To date, CPU College of Education continues to develop competent and committed

teacher education students who will serve as ambassadors of Exemplary Christian Education
for Life (EXCEL) and prepare them for lifelong service to God and fellowmen.

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CENTRAL PHILIPPINE UNIVERSITY HIGH SCHOOL
(First Shift)
HISTORY
The University High School was established in 1913, eight years after the institution,
then known as the Jaro Industrial School was founded by the Reverend William O.
Valentine, who also served as its principal. Upholding its guiding principles of the dignity of
labor, scholastic excellence, Christian faith and ideals, and democracy in practice, the school
had offered as it does now, opportunities to students who are willing and eager to work for
education.
The first year of the high school was opened in school year 1915-1916, with fifty-
eight students enrolled. Of these, fifty-six stayed throughout the year. In 1916-1917, the
second year of the high school was added and the girls were allowed to enroll. Henry W.
Munger served as acting principal from 1916-1917 followed by another acting principal from
Mary Thomas in 1917-1918. The third year was added in 1919 and fourth year in 1920. At
the first high school commencement in March 1921, seventeen students graduated. Dr.
Alton E. Bigelow (1918-1922) served as principal, followed by Dr. Harland F. Stuart. The
first Filipino appointed principal was Mr. Pedro Rio, 1928-1929. The enrollment continued
to rise gradually until the outbreak of the World War II in 1940. Mr. Eleuterio D. Plagata
was principal from 1938-1941, and 1946-1965. After the war and until the present time, the
enrollment has soared to unprecedented heights. The University High School is a Level III
accredited high school by the Association of Christian Schools, Colleges and Universities
Accrediting Agency, Inc. (ACSCU-AAI). The initial accreditation was awarded in 1978 with
Miss Nona S. Dominado as Principal (1966-1997). CPU Development High School was then
the only private school in Western Visayas to get assistance from the Educational

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Development Projects Implementing Task Force (EDPITAF). The Level II accredited status
was awarded to the Department in 1984.
The Deparmentwas chosen as one of the fifteen Network High Schools in Education
in Philippines and served as division leader school of the Engineering and Science Education
Project (ESEP) to implement instructional leadership in science education. This selection
was made by the Science Education Institute of the Department of Science and Technology
(DOST) in cooperation with the Department of Education, Culture and Sports.
Consequently, Special Science Classes were created from first year to fourth year. School
year 1997-1998 graduated the first batch of Special Science Class students with Prof.
Elizabeth G. Gorospe as the Acting Principal (1997-1999). In 1999-2001, Prof. Jerry R.
Madayag was appointed principal. He was succeeded by Dr. Nelson A. Pomado, a former
faculty member of the Department (1970-1987) and Dean of the College of Education (May
1999-May 2000), who was appointed principal in 2001 to 2010. In December of 2007, CPU
High School was elevated to Level III, the first in Western Visayas, and one of the first three
high schools in the Philippines. S.Y. 2010-2011, Dr. Felnor G. Importante, a CPU
kindergarten, elementary, high school, and graduate school (MAEd) alumna was designated
as officer-in-charge of the CPU High School. She was also a former faculty member of the
Department (1989-2003), Director of the Publication & Information Center (2003-2007),
Director of the Review & Continuing Education Center (2007-2009), and OIC of the Office
for Instruction, Accreditation & CHED-ETEEAP (2009-2010).
On July 2. 2012, Asst. Prof. Janet S. Jalbuena, a Chemical Engineering, by profession,

and a graduate of Master of Education Majoring Educational Administration, was designated
as the Officer-in-Charge of the CPU High School. Before her assignment she was a faculty
member of the Department from 1991 to 2012, teaching Chemistry and Advance
Chemistry.

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Through the years, the University High School has lived up to its tradition of
excellence as shown in its outstanding performance in the academic and the arts. It always
strives to work towards developing its students spiritually, morally, intellectually, socially,
and physically according to the divine plan of the Master Teacher.

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MANDURRIAO NATIONAL HIGH SCHOOL
(Second Shift)
HISTORY
A glance…
Established in 1970, first as an extensionof Iloilo City High School, with Mr. Eulogio
Caspe as its OIC, Mandurriao High School gained its indepence and was made one of the
City Schools of Iloilo City in 1974 and Mrs. Veronica E. Sitaca appointed its first principal.
The school began its magnificent journey with twenty one (21) dedicated teachers teaching
in different subject areas. The school converted to Mandurriao National High School due to
conversion of all seven city high schools to the national roll in 1993.
Through the years Mandurriao National High School rose from a lowly public high
school to a top performing school in the Division of Iloilo City. Although it was ravaged by
fire in 1980 which destroyed the school’s library and classrooms and devastated by typhoon
Frank in 2008 which damaged the school’s facilities, equipments and infrastructures,
Mandurriao High School gained momentum, rose from it ruins and was able to radiantly
shine and found its place among the top of performing public high school in the Division of
Iloilo City at present.
From a meager population of teacher and students four decades ago, Mandurriao
National High School ballooned into ninety six teachers and more than two thousands of
student enrollees annually. With the support of its dedicated, dynamic and dependable
school principals, faculty and staff, the school has continually produced thousands of alumni
who has successfully excelled in their choosen profession, has promoted successful teachers

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who became asserts of their respective organizations: Dr. Nelly H. Velario, Schools Division
Superintendent, Division of Iloilo City, Arnaldo R. Tuga, Education Program Supervisor in
English, Dr. Belinda V. Dinopol, Principal IV JNHS and Dr. Azucena Tigoronita, Prinicipal II,
Bo. Obrero NHS, truly they have made MNHS proud.
Mandurriao National High School support the government’s goal for a strong
republic by offering quality education geared towards preparing students to be equipped
with the basic skills needed to face the challenges of the real world in the future. It offers
various basic courses in communication, livelihood, and technology, industrial and
agricultural education to help hone the skills of the learners. A number of academic and
extra-curricular activities in the school also help build students’ self confidence making them
braver to compete globally.

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Vision
A University committed to Exemplary Christian Education for Life (EXCEL) and responsive
to the needs of the total person and the world.
Mission
The mission of Central Philippine University is to carry out a program of spiritual,

intellectual, moral, scientific, intellectual technological and cultural training and allied studies
under influences which strengthen Christian faith, build up character and promote
scholarship, research and community service.
Core Values
1. Faith. The act of believing the things God has revealed about himself and acting on those
beliefs. This includes commitment, cooperation, trust and confidence.
2. Character. The aggregate features and traits that form the individual’s nature of a
person, moral quality and good report. This includes honesty, integrity, humility, and loyalty.
3. Justice. Righteousness or lawfulness and fairness. It is observing the due process in

administering the deserved sanction or reward. This includes fairness, equality, morality, and
peace.

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4. Stewardship. The proper and responsible management of life, position, possessions and
other resources entrusted by God to man. This includes service, accountability, culture, and
outreach.
5.Excellence. The highly commendable quality or feature of a person’s worth and/or deeds.
This includes competence, technology, scholarship, and research.

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Vision
A College dedicated to the development of competent and committed students and
graduates who will serve as ambassadors of Exemplary Christian Education for Life
(EXCEL).
Mission
The mission of the College of Education is to provide Quality Christian Education for the
development of students to prepare them to lifelong service to God and fellowmen and for
successful participation in their profession.

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CENTRAL PHILIPPINE UNIVERSITY JUNIOR HIGH SCHOOL
(First Shift)
Vision
A University High School committed to Exemplary Christian Secondary Education
for Life and responsive to the needs of the individual, the community, and the world.
Mission
Provide a program of quality secondary education that will develop in students’
Christian faith and values, responsibility, and discipline as well as equip them with knowledge
and skills to meet the demands of tertiary education and the challenges of life.

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(Second Shift)
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:- Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment
-Teachers facilitate learning and constantly nurture every learner
- Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen
- Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners

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OBJECTIVES
The Articles of Incorporation of Central Philippine University state that CPU was
founded for the purpose of carrying on a program of spiritual, mental, moral, scientific,
industrial, technical, cultural training and allied studies for the youth, men and women under
influences which strengthen Christian faith and buildup character and promote scholarship
and research.
To this end the university has set for itself the following objectives:
1. To cultivate sound moral and spiritual values adequate to deal with the
ultimate issues of life.
2. To enable the student to actualize his potential as an individual and as a member of
society.
3. To develop toward knowledge and skills necessary for critical thinking, self-directed
learning a continuing education.
4. To further the acquisition of knowledge of and the appreciation for the world’s
heritage, especially that of one’s country.
5. To nurture appreciation of beauty and sensitivity to various art forms, and to
provide opportunities for creative expression.
6. To foster ideas and attitudes which will enhance social justice.
7. To instill social conscience concerning existing values and practices.
8. To uphold the importance of the family life by nurturing the spirit of cooperation,
mutual love and concern.
9. To stimulate involvement in public service and international relations.
10. To encourage participation in activities designed to conserve, protect and develop
natural resources.
11. To promote advance study and training in specialized professional fields.

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12. To facilitate the development of skills and attitudes necessary for success in any
vocation.
13. To help improve socio-economic conditions by meeting local manpower needs
through community-oriented educational programs.
14. To assist in developing research competence among students and faculty, and to
contribute, through research, to general advancement and knowledge.

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OBJECTIVES
The main concern of the College is to prepare professionals imbued with ideals,
aspirations and traditions of Philippine life and culture and to equip them with the
knowledge of an effective delivery system to provide opportunities for the realization of the
objectives in:
A. GENERAL EDUCATION
1. To cultivate and practice a set of sound moral and spiritual values that will reflect the
Christian ideals of the institution.
2. To appreciate and promote desirable values, cherish ideals and traditions that strengthen
Filipino identity.
3. To promote belief and practice the tenets of human rights as a foundation for sound
teaching.
4. To keep abreast of the developments and programs in science and technology.
5. To develop and maintain one’s physical, social, moral, spiritual and mental well-being.
6. To contribute to economic development through active community development
B. PROFESSIONAL EDUCATION (B.E.Ed./B.S.Ed./Dip.T)
1. To identify the nature, needs and motivation of students as well as the nature, needs and
problems of the community.
2. To devise and use suitable materials, methods, and techniques for effective
teaching/learning.
3. To practice sound educational management and innovations.
4. To promote independent, creative and critical thinking.

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5. To understand the legal aspects of education and exercise the rights, privileges and
corresponding responsibilities under Philippine laws.
6. To develop the necessary competencies this consists of a balance of
the cognitive, affective and motor skills?
7. To inspire students to strive for outstanding performance in teaching.
8. To develop skills for engaging in scientific research.
9. To inspire commitment to continuous personal and professional growth.
C. OTHER OBJECTIVES
1. To develop ability to weigh values and solve problems intelligently/rationally.

2. To be responsible for one’s decisions.
3. To assume leadership and carry out responsibilities.
4. To keep a balance of interests and activities that are satisfying, stimulating and
constructive.
5. To take active and intelligent part in community life.
6. To maintain one’s physical, spiritual and mental health.
7. To make wise/effective use of both human and material resources for the welfare of
home, school and community.
8. To understand the technical aspect of one’s work as well as its demands and conditions.
9. To evaluate objectively student’s performance based on valid and reliable instruments.
D. SPECIAL OBJECTIVES
1. To practice the ideals of an Exemplary Christian Education for Life in teaching-learning

activities as well as dealing with colleagues and the community.
2. To help realize the University’s Vision Statement, as well as that of the college.
3. To live up to the standards of academic integrity.

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E. BLIS
1. To keep abreast of library and global information science and technology.

2. To have access to library and information science through cyber and internet media.

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OBJECTIVES
(First Shift)
Central Philippine University is a church-related institution founded by an American

missionary under the auspices of the American Baptist Foreign Mission Society. This
institution stresses high standards of scholarship and the formation of a strong Christian
character. The University High School as a unit of this institution upholds the same
University purposes and objectives.
As one of the region’s centers of academic prominence, the University High School
gears itself towards a cutting-edge educational milieu for global competitiveness and
excellence and continues to strive to remain true and faithful to its mission and culture as a
Christian institution whose motto is “Scientia et Fides” (Knowledge and Faith).
Moral and Spiritual Development

To believe firmly in the existence of God as revealed through the Bible, the inspired
Word of God, and through the other forms of religious literature for building of
Christian character;
To gain a saving knowledge of and accept Jesus as Lord and Saviour;
To make an intelligent choice in the matter of his/her religious faith and practice;
To acquire and possess a proper scale of moral and spiritual values, ideals and attitudes
necessary for Christian living; and
To contribute constructively to the building of a society throughout the world,
embodying the fatherhood of God and the brotherhood of men.

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Social and Civic Awareness

To acquire positive values such as love of country, citizenship, honesty, social
responsibility, thrift, hard work, and obedience;
To actively participate in civic and extracurricular organizations with the purpose of
developing leadership qualities and aiding and serving poor students, adults and out of
school youth and children;
To realize his/her responsibility and share in the building of strong democratic society;
To help support the government’s program for socio-economic development through
the youth civic action program with a view to direct the student’s potentials and
capabilities towards the attainment of national development goals.
To value and preserve his/her cultural heritage; and
To preserve the cherished values of concern of social justice, integrity in, and dedication
to, service and government, of industry and wise use of personal, community, human
and natural resources.
Cultural and Aesthetic Consciousness

To appreciate the country’s best literature, music, and the arts;
To express oneself through the fine arts; and
To foster a feeling of pride for one’s cultural and aesthetic heritage.
Intellectual Training
To attain self-actualization to the maximum through proper study, guidance and
outreach;
To use the basic skills in preparation for education beyond the high school level;
To communicate clearly his/her ideas in speaking and writing and to read and listen with
understanding; and
To utilize scientific knowledge acquired in the classroom and out-of-school learning
situations to make life for him/her and his/her fellowmen more useful and meaningful to
better solve community problems.
To acquire a well-rounded personality through a programmed physical training.

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To recognize that man’s body is a dwelling place of his/her soul and spirit and hence
should be regarded with dignity and importance;
To show self-discipline, good sportsmanship, endurance, and unselfish loyalty to the
group; and
To gain enough strength, agility, flexibility, coordination and muscle toneness necessary
for daily living.
Career Development
To acquire knowledge, habits, skills and competence in choosing the right occupation;
To use one’s talents and develop them properly through a functional guidance,
counseling, and testing program;
To analyze his/her potential as a human being thorough vocational guidance;
To enhance the range and quality of student and group participation in the basic
functions of society;
To strive to become a productive citizen; and
To use middle-level skills training for national development through the practical arts
program, and a work-oriented and production-oriented curriculum.

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OBJECTIVES
(Second Shift)
To efficiently and effectively plot direction of the school, the vision-mission

statements were formulated and the core values were identified in congruence with the
Department of Education’s vision-mission statements and core values. The current school
situation was effectively analyzed based in the school data the school report card using the
Streams Analysis. The core areas considered in this plan are the following:
1. Provision of Equitable Access. Includes a. Enrolment, b.Personnel, c. Learning

Materials and equipment, and d. Physical Ancillary Services.
2. Quality and Relevance. Includes a. Learner Performance, b. Curriculum

Implementation/ Instructional Delivery, and c. Staff Development, d. Health Status of
Learners, e. Student/Pupil Services, f. Learning Environment and e. Others.
3. Management of Educational Services. Includes a. Stakeholders Participation, b.

Instructional Supervision, c. Public Expenditure/School Finance, d. School Community
Environment and e. Management and Administration.
4. Performance Indicators. Includes a. Graduation Rates, b. Promotion Rate, c.

Simple Drop-Out rate, d. Failure Rate, e. Retention Rate, and f. Completion Rates.

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RULES AND REGULATIONS
The folowing are prohibited at Central Philippine University\, and violators will be subjected
to administrative sanctions*
1. Any conduct which threatens or endangers the health, and/or safety of any person
within the University premises or which adversely affects the students acceptability as a
member of the academic community such as:
a. Carrying around or using explosives (e.g. big firecrackers) or deadly weapons (e.g.
“pitzikorno”, “Indian targets”, guns, other bladed weapons) or bringing in, carrying,
or possession of a deadly weapon inside the University during an academic function
or school activity.
b. Intimidating, by covert or overt act, any student, faculty or staff member, or school
authority.
c. Threatening, assaulting or insulting any student, faculty or staff member or school
authority.
d. Threatening another with any act amounting to a crime, delict, or wrong, or with
the infliction of any injury or harm upon his person, honor or dignity. Any kind of
provocation that results in a heated verbal or physical confrontation between
students or group and group of students.
e. Defaming any student, faculty member, employee or school authority.
f. Behaving abusively towards any students, faculty member or school authority.
g. Gross acts of disrespect in words or in deed that tend to put the University or any
administrator, member of the faculty, staff, security guards, or students vested with

107
the authority (e.g. council officers and student assistants) and visitors in ridicule or
contempt.
h. Causing outsiders to assault any bona fide member of the University.
i. Brawls within the University premises or outside the University during an academic
function or school activity.
j. Inflicting physical injuries on other students, faculty, or staff inside the University
premises or outside the University during an Academic function or school activity.
2. Hazing or physical injuries, for the purpose of initiation admission or continuance of

membership in any organization, society or group, whether open or secret.For this
committed in their presence, they shall be liable whether they actually participated in the
actual hazing or not. The officers or advisers of the organization, society or group, shall be
liable, whether or not they are present during the hazing incident.
3. Forcefully or illegally occupying or using any University property whether field, park,
building, lot or any other place.
4. Destroying, defacing or stealing any University property. Vandalism shall mean the
destruction of property belonging to the University or to an administrator, a member of the
faculty, staff, another student or to a visit while on campus.
5. Tampering with or forging school records, documents, transfer forms, CPU ID or using
forged records or transfer credentials or intentionally making a false statement of any
material fact, or practicing fraud or deception in connection with anything that pertains to
the University.
6. Tampering with official notices, announcements, etc. posted on bulletin boards or

displayed streamers.

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7. Fraudulent representation of the University such as:

a. Representing the University or any of its faculty, schools, colleges, or departments
without proper authorization or for any fraudulent or unlawful purpose.
b. Using any identity symbols or identification cards of the University without proper
authorization of for any fraudulent or unlawful purpose.
8. Producing and/or distributing written, printed or mimeographed materials containing

language that is defamatory, slanderous, libelous or subversive in nature.
9. Engaging in immoral acts such as:

a. Being found in possession or caught viewing obscene or immoral literature or
pornographic materials including accessing Internet sites that do not correlate to
any specific subject or course within the University.
b. Caught in any sexual act or conducting oneself lewdly including acts of public display
of physical intimacy. This includes cases of sexual harassment.
10. Cheating and committing plagiarism and other forms of dishonesty. Cheating in any form
during a written examination, test or quiz.
The act of cheating includes but is not limited to the following:

a. Unauthorized use of notes or any material relative to the examination, quiz or test
whether the student actually uses them or not.
b. Copying or allowing another copy from one’s examination papers. In latter case.
Both parties are liable.
c. Glancing or looking at another student’s examination paper, or allowing another
student to glance or look at his or her examination paper.
d. Communicating with another student or any person in any form during an
examination, quiz or test without permission from the teacher or proctor. This
includes leaking examination questions to another or other student.

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e. Having somebody else take an examination or test for one’s self or prepare a
required report or assignment. If both parties are students, both are liable.

110
CENTRAL PHILIPPINE UNIVERSITY AND UNIVERSITY HIGH SCHOOL
RULES AND REGULATIONS
(First Shift)
The following are prohibited at Central Philippine University, and violators will be
subjected to administrative sanctions
1. Any conduct which threatens or endangers the health, and/or safety of any person
within the University premises or which adversely affects the student’s acceptability as a
member of the academic community such as:
a. Carrying around or using explosives (e.g. big firecrackers) or deadly weapons (e.g.
“pitzikorno”, “Indian targets”, guns, other bladed weapons) or bringing in, carrying, or
possession of a deadly weapon inside the University during an academic function or
school activity.
b. Intimidating, by covert or overt act, any student, faculty or staff member, or school
authority.
c. Threatening, assaulting or insulting any student, faculty or staff member or school

authority.
d. Threatening another with any act amounting to a crime, delict, or wrong, or with
the infliction of any injury or harm upon his person, honor or dignity. Any kind of
provocation that results in a heated verbal or physical confrontation between students
or group and group of students.
e. Defaming any student, faculty member, employee or school authority.

111
f. Behaving abusively towards any students, faculty member or school authority.
g. Gross acts of disrespect in words or in deed that tend to put the University or any
administrator, member of the faculty, staff, security guards, or students vested with the
authority (e.g. council officers and student assistants) and visitors in ridicule or
contempt.
h. Causing outsiders to assault any bona fide member of the University.
i. Brawls within the University premises or outside the University during an academic
function or school activity.
j. Inflicting physical injuries on other students, faculty, or staff inside the University
premises or outside the University during an Academic function or school activity.
2. Hazing or physical injuries, for the purpose of initiation admission or continuance of

membership in any organization, society or group, whether open or secret. For this
committed in their presence, they shall be liable whether they actually participated in the
actual hazing or not. The officers or advisers of the organization, society or group, shall be
liable, whether or not they are present during the hazing incident.
3. Forcefully or illegally occupying or using any University property whether field, park,
building, lot or any other place.
4. Destroying, defacing or stealing any University property. Vandalism shall mean the
destruction of property belonging to the University or to an administrator, a member of the
faculty, staff, another student or to a visit while on campus.
5. Tampering with or forging school records, documents, transfer forms, CPU ID or using
forged records or transfer credentials or intentionally making a false statement of any
material fact, or practicing fraud or deception in connection with anything that pertains to
the University.

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6. Tampering with official notices, announcements, etc. posted on bulletin boards or

displayed streamers.
7. Fraudulent representation of the University such as:
a. Representing the University or any of its faculty, schools, colleges, or departments

without proper authorization or for any fraudulent or unlawful purpose.
b. Using any identity symbols or identification cards of the University without proper
authorization of for any fraudulent or unlawful purpose.
8. Producing and/or distributing written, printed or mimeographed materials containing

language that is defamatory, slanderous, libelous or subversive in nature.
9. Engaging in immoral acts such as:
a. Being found in possession or caught viewing obscene or immoral literature or

pornographic materials including accessing Internet sites that do not correlate to any
specific subject or course within the University.
b. Caught in any sexual act or conducting oneself lewdly including acts of public display of
physical intimacy. This includes cases of sexual harassment.
10. Cheating and committing plagiarism and other forms of dishonesty. Cheating in any form
during a written examination, test or quiz.
The act of cheating includes but is not limited to the following:

a. Unauthorized use of notes or any material relative to the examination, quiz or test
whether the student actually uses them or not.
b. Copying or allowing another copy from one’s examination papers. In latter case.
Both parties are liable.
c. Glancing or looking at another student’s examination paper, or allowing another

student to glance or look at his or her examination paper.

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d. Communicating with another student or any person in any form during an

examination, quiz or test without permission from the teacher or proctor. This
includes leaking examination questions to another or another student.
e. Having somebody else take an examination or test for one’s self or prepare a
required report or assignment. If both parties are students, both are liable.

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RULES AND REGULATION
(Second Shift)
1. The Principal reserves the right to deny enrolled to any undesirable student.
2. Upon enrollment all undesirable students and all male students should seek
the approval of the committee on discipline.
3. Good moral conduct should be maintained at all times.
4. Male students with earrings are not allowed to enroll.
Prohibited Acts in School Which Are Punishable by Fine, Suspension or Expulsion
1. None wearing of school ID’s and and proper school uniform during school days.
2. None attendance during Flag Ceremony every Monday morning.
3. Forging or tampering school records, documents or transfer forms.
4. Threatening, assaulting, insulting or defaming any student teacher or school authority.
5. Fighting and/or inflicting body injury against any student or teacher.
6. Drunkenness or under the influence of liquor or drugs while inside the school campus.
7. Carrying or concealing deadly weapons like explosives, guns or bladed weapons.
8. Vandalism
9. Causing outsiders to assault any student or teacher.
10. Bringing immoral literature and/or using obscene language or action.
11. Extortion
12. Gambling and smoking
13. Loitering along the corridors during class hours.

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14. Sporting long hair more than one inch (above the collar line) below ear level.
15. Membership to any fraternity and/or organization not recognized by the school
authorities.

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CENTRAL PHILIPPINE HIGH SCHOOL
GRADING SYSTEM
(First Shift)
Filipino
1. Written Works------------------------------------------------------------ 30%
Quizzes, Seatworks, Assignments------------------------------------------- 15%

Long Test ----------------------------------------------------------------------- 10%
Theme---------------------------------------------------------------------------- 5%
2. Performance Tasks-------------------------------------------------------- 50%
Projects-------------------------------------------------------------------------- 15%
Output---------------------------------------------------------------------------- 25%
Individual------------------------------------------------------------------------ 15%
Group---------------------------------------------------------------------------- 10%
Behavior ------------------------------------------------------------------------- 5%
Attendance----------------------------------------------------------------------- 5%
3. Quarterly Assessment ---------------------------------------------------- 20%
TOTAL ----------------------------------------------------------------------------100%

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GRADING SYSTEM
(Second Shift)
FILIPINO
Written Works……………………………………………..30%
Performance Task…………………………………………...50%
Quarterly Exam……………………………………………...20%
TOTAL………………………………………………………100%

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School Forms
(First Shift)

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120

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Madurriao National High School
(Second Shift)

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123

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List of Faculty
(First Shift)
Full-Time
1. Engr. Mary Ann M. Abecedario 25. Mr.

Reymond M. Guidoragao
2. Mrs. Lilian Rose J. Asesor 26. Engr. Joren M.
Guilab
3. Mrs. Mary Jane P. Balderas 27. Mrs.
Emelyn A. Jamerlan
4. Mrs. Mary Grace R. Barcelona 28. Asst.
Prof. Sheila A. Java
5. Asst. Prof. Lloyd U. Basco 29. Mrs.
Sampaguita M. Jereza
6. Miss Ghia Joy B. Bermejo 30. Miss Natividad
S. Jornadal
7. Asst. Prof. Eric A. Biso 31. Miss Jasmin A.
Junsay
8. Mrs. Jonah-El E. Buenvenida 32. Asst.
Prof. Christine Joyce A. Lacson
9. Mr. Lester Jan A. Cayabyab 33. Asst.
Prof. Marigold E. Jutare
10. Asst. Prof. Jayner F. Cornel 34. Miss
Erna Joy C. Magbanua
11. Mr. Juden John G. De La Banda 35. Miss
Virginia M. Narido

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12. Engr. David Robert A. dela Cruz 36. Mr. Joe

Marie P. Navigar
13. Miss Mariette Jessele T. dela Cruz 37.
Mrs. Flordeliza E. Pablero
14. Mrs. January Love A. Desamero 38. Mr.
John D. Paguntalan
15. Miss Mahalaleel D. Devera 39. Mrs.
Daisy Lynn C. Palmejar
16. Mr. Hepolito C. Doroteo 40. Mr. Jay T.
Panistante
17. Mr. Joel L. Encajonado 41. Miss Hannah
Rose H. Pastrana
18. Mrs. Charity May Flor D. Escobin 42.
Asst. Prof. Arlene D. Pet
19. Asst. Prof. Mary Jane I. Espanola 43. Mr.
Jobert H. Pillado
20. Mrs. Sandraliza D. Espinosa 44. Mrs.
Marie Liza M. Rodinas
21. Mrs. Ma. Gina F. Garganera 45. Mr.
Ranier S. Sabid
22. Mrs. Elda P. Gasataya 46. Mrs. Ma. Nilfa
S. Salanio
23. Mrs. Juvi Joy D. Guatelara 47. Mr. Mark
Agustin J. Seresula
24. Mr. Ricky B. Guay 48. Miss Akeena Rosalie
G. Siladan
49. Assoc. Prof. Jessica G. Tababa
50. Mrs. Charlett B. Dianala, Assistant Principal
51. Prof. Janet S. Jalbuena, Principal

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Part-Time
1. Asst. Prof. Maredil R. Ambos
2. Mrs. Marynel B. Bajilidad
3. Mr. Roger C. Dellosde
4. Miss. Candelaria T. Evangelista
5. Miss Maebelle H. Junsay
Staff
1. Miss Roann May M. Ababa, Clerk
2. Engr. Marc Hermel G. Agriam, Computer Lab Coordinator
3. Asst. Prof. Eunice G. Alayon, Guidance Counselor
4. Mrs. Ma. Leen C. Gahum, Librarian
5. Mr. Simon Peter P. Jandinero, Stockroom Assistant
6. Asst, Prof. Kenith B. Villaruel, Program & Admin. Assistant to the GSC
Prof. Janet Jalbuena
Principal

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FACULTY AND STAFF
(Second Shift)
FILIPINO DEPARTMENT AP DEPARTMENT

1. Jereos, Lyneth A. (SSHTIII) 1. Gasacao, Ma. Teresa L. (SSHT III)
2. Aceña, Rhoda C. 2. Andiano, Eugene C.
3. Aguirre, Emelyn D. 3. Anala, Jocelster B.
4. Alada, Ria Mae D. 4. Antioquia, Niño H.
5. Decena, Riza May R. 5. Arturo, Rey M.
6. Gabasa, Julie V. 6. Barnuevo, Renefie G.
7. Gunay, Merey B. 7. Canong, Marife D.
8. Marquillero, Loradel J. 8. Estapor, Cita L.
9. Menor, Aileen N. 9. Otico, Clarissa D.
10. Mosaso, Gina Mae C. 10. Sonza, Ma. Corazon C.
11. Patrimonio, Myla L. 11. Sumagaysay, Ariene O.
12. Peldonia, Narissa J. 12. Tallo, Sarah Rose C.
13. Villanueva, Mervic Hope G. 13. Villacampa, Gino A.
ENGLISH DEPARTMENT TLE DEPARTMENT

1. Capatayan, Marie Luna Mae C. (SSHT III) 1. Sumagaysay, Israelita R. (SSHT III)
2. Aguirre, Gilda V. 2. Beloso, Isabel G.
3. Arsenal, Nerie Ann B. 3. Calambro, Mario Hector G.
4. Balleza, Giovanni Lord T. 4. Cañonero, Aira B.
5. Derecho, Ronalyn D. 5. Dilag, Maria Cecilia G.
6. Fermin, Shena Mae G. 6. Huervana, Rene Rose
7. Gempeson, Vanessa Jade S. 7. Naredo, Rafael H.

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8. Gonzales, Janice R. 8. Nismal, Elsa S.

9. Jazmin, Jerald 9. Plana, Roger H.
10. Kilayko, Hershey S. 10. Ravena, Ma. Ruby S.
11. Naredo, Maria Fe F. 11. Sanico, Victor A.
12. Pornel, John Kevin B. 12. Tigaronita, Ailyn V.
13. Sabandal, Ivy B. 13. Yucarisa, Estela H.
14. Salting, Resha Ann B. 14. Yungot, Rutchel S.
15. Segovia, Nona O.
16. Sutacio, Schelly S. MAPEH DEPARTMENT
17. Tayupon, Ria May A. 1. Garzon, Hernane M. (SSHT III)
18. Uy, Cheryl D. 2. Campos, Lalaine G.
19. Zamora, Arvee Mae M. 3. Dela Cruz, John Paul
4. Dela Rosa, Edilberto B.
MATH DEPARTMENT 5.Desamero, Chona B.

1. Cajita, Evelyn P. (SSHT III) 6. Hilado, Jonathan C.
2. Balberona, Jenelyn L. 7. Lalata, Djoana G.
3. Baylosis, Novelyn Grace L. 8. Lozada, Noralena H.
4. Borromeo, Edwin Allen S. 9. Pedro, Rogen C.
5. David, Arnel L. 10. Silvano, Efren S.
6. Dema-ala, Ronan C. 11. Soledad, Ricky M.
7. Firmalino, Mark VincentE. 12. Talamor, Cherry Earl G.
8. Gicano, Catherine Marie G. 13. Yabut Charlemagne B.
9. Gison, Nenita A
10. Hernandez, Maricar C. EP DEPARTMENT
11. Lego, April Rose C. 1. Arcedas, Marcia Teresa L. (SSHTIII)
12. Pastrana, Ana Lyn O. 2. Bocala, Janet H.
13. Pedregosa, Eleazer V. 3. Calceña, Lisanette Q.
14. Porras, Rhaden D. 4. Dy, Ma. Lynette T.

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15. Sabido, Lisa S. 5. Lima, Janet E.

16. Sermonia, Juanito S. 6. Nuñez, Hesidel A.
17. Tarrosa, Aura Ner A. 8. Silvano, Mailyn S.
SCIENCE DEPARTMENT
1. Ustan, Luz M. (SSHT III) SUPPORT STAFF
2. Alamo, Jo Ann C. 1. Abolucion, Joemarie A. (Bookkeeper)
3. Baron, Russel F. 2. Aquito, Elsa S.
4. Chan, Andrew S. 3. Bernadas, zenaida H.
5. Delallarte, Gerly M. 4. Espiel, Dynnah D. (SHS-Registrar)
6. Derecho, Ellen Rose T. 5. David, Liafre B.
7. Dominguez, Ju Ann J. 6. Dumagpi, Julius
8. Dumasis, Mamerto B. 7. Garcesto, Aireen Gail Marie V.
9. Lorenzo, Rachel T. 8. Gayamat, Guia S.
10. Mayormente, Kieven O. 9. Golez, Ma. Eden A.
11. Millano, Agripina A. 10. Hablado, Guia T.
12. Pueyo, Joy C. 11. Mupada, Daisy Marie F.
13. Tambalo, Melanie S. 12. Panelo, Leomel C.
14. Tarrosa, John Lee R. 13. Perez, Mary Sullan S.
15. Velado, Melvin D. 14. Surmila, Jimmy C.
15. Tagudinay, Francis J.
ALPHA A. JAVA
OIC PRINCIPAL

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LIST OF STUDENTS
(First Shift)
Grade 10- Newton (SSC)
Juvi Joy Guatelara

Adviser
1. Alamcen, dawn Darienne A. 17. Lavente, Micah Luisa D.

2. Bañares, Erica Clarice A. 18. Mamon, Allayza Zigrid E.
3. Bimbo, Allysa May G. 19. Orrica, Lykah Joyce L.
4. Biton, Alana Yzabel O. 20. Oscares, Karen Joy S.
5. Borra, Bea Marie M. 21. Plagata, Keith Erwin C.
6. Calvez, Aurora Angela B. 22. Pragale, Krystel Joyce H.
7. Casa, Glydelle S. 23. Sarinas, Rhalyn Erika G.
8. De Tomas, Jenny Vey L. 24. Savella, Arnin Grace A.
9. Esmao, Je Erryl Shayne C. 25. Segovia, Arianne Leigh D.
10. Galotera, Patrice Hyacinth G. 26. Silubrico, Janielle S.
11. Herbolario, Samantha Faye G. 27. Sonido, Rica Marie G.
12. Honorario, Rosebelle T. 28. Sumollo, Fredda Marie A.
13. Javellana, Meliza Louise B. 29. Te, Ash Belle F.
14. Labatorio, Bethany S. 30. Tejada, Karylle Kaye E.
15. Lamanosa, Larri Daniel G. 31. Umadhay, Freya T.
16. Lamasan, Mariah Alexis G. 32. Zurbito, Albie Jane D.

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Grade 10- Earth
MRS. Elda P. Gasataya

Adviser
1. Alfonso, Mariah Renzel C. 20. Mendoza, Zayin P.

2. Andea, Andrea Mikaelah R. 21. Minguez, Leigh Gerald L.
3. Apalisok, Kathleen Kim D. 22. Ortigas, Helyn Rose C.
4. Apellido, Anne Yvonnie S. 23. Paciente, Ganiel Faith G.
5. Barrios, Aubrey Anne 24. Portento, Angeline C.
6. Biñas, Jonathan G. 25. Posadas, Ruby Lin D.
7. Biton, Angelica Antonette T. 26. Romero, Angel Gian T.
8. Calanza, Eliziah Marie Abigail N. 27. Sianson, Kyen Christine T.
9. Felongco, Samantha Grace E. 28. Silvela, Therese Margarette B.
10. Gaje, Louella Nicole C. 29. Sinha, Alim Kumar E.
11. Galeno, Edgiecylin S. 30. Siosan, Jhazena Joy C.
12. Guelos, Ericka Joy C. 31. Sobremisana, Jelly Anne S.
13. Joligon, Richard Alan M. 32. Sobremisana, Jelly Marie S.
14. Leal, Mikka Ela S. 33. Suarez, Ken Enrique S.
15. Macasa, Lyanne Michael P. 34. Sumergido, Lei Anne D.
16. Magapan, Rogem Michael P. 35. Tavarro, Diego Emmanuel T.
17. Mamon, Shayne Nicole B. 36. Tobias, Krysfaith Angelie S.
18. Mana-ay Kelly Marie P. 37. Villan, Jugie Marie D.
19. Mana-ay Kimberly Kathleen Y.

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Manduriao National High School
(Second Shift)
GRADE 9- TURQUOISE
Mr. Eleazer Pedregosa

Adviser
MALE FEMALE
1. Arsenio, Kim Steward G. 1. Anas, Rejena Irah S.
2. Belen, Kristian 2. Bariguez, Ednitte Mayrille E.
3. Bergantino, en Arlie N. 3. Bignayan, Virlyn D.
4. Borcillo, Kevin P. 4. Cabuday, Zhaina Jacel H.
5. Cabarrubias, Maxito Jr., R. 5. Caniban, Kyla Marie L.
6. Cristales, Christian Rich M. 6. Caratao, Angelica V.
7. Domingues, John Cyrile C. 7. Consume, Juarren Rose S.
8. Engada, John Bert S. 8. Cordero, Arriane M.
9. Garcia, Marlou A. 9. Dela Cruz, Mylene J.
10. Grecia, Alejandro Jr., R. 10. Elias, Lyka H.
11. Infant, Paul Lester D. 11. Engallado, Jenni Den A.
12. Jamolo, Mark Laurence Lee A. 12. Felicisimo, Tysa S.
13. Jongay, Jerson G. 13. Fuentespina, Rowella O.
14. Jor, Jeffrey P. 14. Galaura, Rhea Mae M.
15. MontañO, John Edward C. 15. Guanzon, Pauline B.
16. Onate, Elizer C. 16. Lancara, Shaira A.
17. Peniero, Ed Louie A. 17. Lopez, Trexie Angelie G.
18. Sevilla, Dave Humphrey J. 18. Lumogdang, Jestilyn D.
19. Solo, John Michael S. 19. Magbanua, Faith P.

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20. Sumpay, Lester John V. 20. Marmeto, Angelica Mae E.

21. Vocal, Samuel G. 21. Navigar, Kishia Rose T.
22. Zamora, Gine Gage T. 22. Parreño, Honey Zane Q.
23. Pudadera, Maria Catherine B.
24. Rote, Diana Rose D.
25. Roxas, Roshell T.
26. Sampiano, Angel marie H.
27.Tasi, Catherine Anne E.
28. Tato, Andrea Gail G.
29. Teope, Joy A.
30. Valiente, Mayreene Ashley

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Grade 9-Onyx
Mrs. Maria Fe Naredo

Adviser
Male Female
1. Arellano, Cyril S. 1. Agustino, Analyn O.
2. Belen, Kane Q. 2. Arroyo, Princes A.
3. Bergantinos, Joshua M. 3. Bergantino, Michelle Joy M.
4. Calfoforo, Alexis G. 4. Borrero, Mariel M.
5. Canag, Carlo H. 5. Colon, Mary Dhel G.
6. Canlas Mariano Louise F. 6. Concolacion, Aubrey Anne C.
7. Dahili, Archie G. 7. Diamante, Ji-Rose G.
8. Damalerio, John Paul D. 8. Gallentes, Karen Joy C.
9. Ebon Ariel L. 9. Guion, Mary Cris B.
10. Ebon, Francis P. 10. Hualde, Kristal Mae A.
11. Estorninos Jr., Rommel B. 11. Licera, Jerrie Lyn P.
12. Gadian, Matsumoto P. 12. Maldecer, Margarita B.
13. Galacate, Erwin Paul S. 13. Pacheco, Sunshine S.
14. Gantala, John Gabriel V. 14. Pareja, Maria B.
15. Guion, Pretts B. 15. Solatorio, Emma Grace I.
16. Jagudilla, Christian John R. 16. Tanate, Sheena Marie F.
17. Laruan, Marlou I. 17. Tuam, Maria Reza C.
18. Lavente, Rodney Ember B. 18. Wayno, Vanessa G.
19. Marquillero, Lennox Latril P.
20. Melendez, Genesis P.
21. Melendez, John Luyd E.
22. Meniel, Jayson S.
23. Nillos, Mark Edwin M.

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24. Niog, Sean Dominic P.

25. Rondan, John Micheal M.
26. Siarot, Angelo S.
27. Salazar, Wilken
28. Tagaytayan, Elvin Jr. M.
29. Trabuco, Christian Jay A.
30. Yanoc, Jefferson E.

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Teacher-Made Materials
Character profile
Binu
Flocil Jelin G. Magsipoc

Tugmaang ganap
Educ 428-Student Teaching in High School SS 2017-2018
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Examples of Impression/ Comments of Students

138

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A Reflection Paper on the Impression and Comments of My Students
Making a good impression as a student teacher is an essential part of a practicum

days. Attitude and effort are usually the most important elements in making a good
impression. It is no news that first impressions matter. Whether it is during a professional
or social activity, the first impression that you leave with people will shape their perception
of you as a person. Multiple factors are influencing the way people judge your appearance
when first meeting you: clothing, intelligence, hairstyle, how you move, the way you talk, the
power of your handshake, and more. These factors quickly help people decide whether you
are successful, a great leader, dominant, and smart teacher. For some reason that’s the main
reason why is it my cooperating teacher used to repeat her words that we need to be
approachable aura and pleasant appearance.
In social psychology, the term person perception refers to the different mental
processes that we use to form impressions of other people. This includes not just how we
form these impressions, but the different conclusions we make about other people based
on our impressions. Obviously, person perception can be a very subjective process that can
be impacted to the life of your students. Influences the impressions you form of other
people include the characteristics of the person you are observing, the context of the
situation, your own personal traits and your past experiences.
Students were all aware that if the student teacher is leaving the will write in a paper
for the comments and suggestions. All of them are excited as I gave them the colored
papers. They don’t ask any question but they excitingly take the papers and write. I
repeatedly say that I want some negative comments to be seen in the writings and their
faces turns blank.
I have been so blessed to both school CPU National High School and Mandurriao
National High School. I have been grateful to what they brought into my life. The

140
experiences I had were worth remembering. During my last days in both schools I was able
to ask my students to write their comments and impressions in a small piece of paper about
my student teaching performance. I never expected that some of my ill-disciplined students
would extend their appreciation to me for being part of their lives and they amazingly they
told me they learned a lot from me. It was overwhelming for me because all my efforts
were paid off. As they say it’s not just a lesson for the mind but also for the heart.
From the first shift in CPU High School to Mandurriao National High School there
were two common words for all that have write a comment for me. “Ma’am our first
impression is that you are strict but as our days” I really enjoyed reading my students
comments and impressions about me. Some of them focused to how I treat them as a
student. Some said that I am a very good teacher And they tend to let me motivate me to
be a better teacher in this noble profession I took. I was delighted by what they have
written in to that small piece of paper. After reading all the comments the smile in my face
is so bright in me.
I considered their comments and impression as a motivation to my teaching career.

The comment that is heart whelming to push you to strive hard in dreaming as a teacher for
the future. I really wanted to become successful student teacher in inspiring my students to
value education. As a student teacher I have learned that I have to value the efforts and all
the hardships of my students especially those who were trying everything just to be on the
top of the class.
So honored because they considered me as the best student teacher they ever had.
Before leaving their school I felt a little bit sad because I was used to their naughty traits.
But I am still happy for I have been part of their lives. And I was one of those who imparted
some knowledge in their journey as a student. Negative comments were so few but I still
read it and ponder to myself what strategies should I use to make it as strength from a
weakness.

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Teachers are always outnumbered in the classroom, and therefore are almost always
receptive to a helping hand with students who need a bit of assistance. If you have a knack
for the topic being covered or the current activity, offering help to another student who is
having a more difficult time. Hlp them build a nice impression to me as their student
teacher. For instance, if you’ve finished with your classroom lab project, go up and ask your
teacher if you can give a bit of assistance to a classmate who seems to be struggling with the
project. Or, offer to do some peer tutoring outside of class if you’ve really got a good
handle on the material.
Teaching can’t be easy yet because of my students made me feel that being a teacher
is the happiest profession in the world. They made me feel happy because you have to
contribute in making your students as successful citizens of our country byhaving shared not
only with your lesson but the word of God which enable to enlighten their hearts.
So the departure of your students might bring a tear to an eye, and that’s perfectly
acceptable. Efforts were not put in vain. In influence on their lives is permanent, positive and
long-lasting. We teachers, in our own small way, we can change the world for the better.

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Examples of the Observation and Evaluation Reports/ Comments of my

Cooperating Teacher

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Reflection Paper on the Evaluation Reports of My Cooperating Teachers
"Evaluation is the collection of, analysis and interpretation of information about any
aspect of a programme of education or training as part of a recognised process of judging
its effectiveness, its efficiency and any other outcomes it may have."
Teachers vary in what they consider “fair game” for evaluating, but most often a
evaluating represents a combined assessment of each student’s learning achievement,
general performance, and effort. It is vital that providing clear grading guidelines and
enforce fairly.
Evaluation is a part of this practice teaching, for a procedure. This is the most
awaited part of my student teaching drama, the evaluation of my cooperating teacher to my
performance in demonstration teaching, because this is the time that I will know if I did well
in the practicum.
First of all I have been very grateful to Ma’am Mary Jane P. Balderas for trusting me
and giving the opportunity to welcome me in the classroom setting. I have been more than
thankful for everything that was being she also shared her beliefs and values about what is a
good. When I was doing my class proper she was so strict that’s why I was intimidated
every time she writes in my evaluation form. Some of it was some negative at first for I
admit that because it was my first time to stand and do a lesson in class while observed and
graded. She also noticed and shared some tips to handle a class. Mannerism was one of her
comment that I need to stop in able to show confidence. I was amazed to that she was
observing as a critic teacher yet watching the reactions of the students where she
comments the showing of unpreparedness. After a class she held to what she had observed
and tells to do well for the next. She was so detailed in evaluating students but I was so
thankful for the criticisms that she written me. While being so good in writing an evaluated
observation she always let be reminded in constructing of my question and the classroom

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management is the thing to be valued. With all the comments positive and negative it really
helps me to be a better student teacher and be a open minded one in life.
Cooperating teachers “guided teaching” relationships between student teachers and

cooperating teachers, and the influence of these relationships on learning to teach. With
few exceptions, the student teachers played limited roles in the process of learning to teach.
Exceptions were a small number of cooperating teachers who believed that they could and
should play and active role in student teachers' learning, conducted longer and more
frequent conferences with their student teachers, and provided more extensive feedback.
Cooperating teachers suggest changes in the roles of the student teacher in designing to
maximize the likelihood that student teaching will be teacher education and will help
student teachers explore new ways of teaching.
As a student teachers that consider the cooperating teachers to be one of the most
important contributors to their teacher preparation program. Therefore, the ways in which
cooperating teachers participate in teacher education are significant and valuable.
Cooperating teachers also offered information about skills and practices that work
successfully in the student teaching relationship. Both groups completed open-ended
questionnaires, the results of which were categorized and responses listed in order of
frequency. Findings indicated that selection would center on individuals with the ability to
communicate and provide feedback and who are open to sharing their internal and external
resources. Additional characteristics would include ability to provide a supportive
environment, organization, enthusiasm, pedagogical knowledge, and flexibility.
In my second shift I had Mrs. Narissa J. Perldonia as a cooperating teacher who

supervises well in the other student teachers, she likes to presents information describing
methods and strategies for providing effective student teaching experiences. In my one
month staying in MNHS with the naughty section she emphasis also aside in what is written

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in the suggestion book that student teachers must be good in decision making regarding the
choice and responsibility being a student teacher; consult her as my cooperating teacher if
had some problems in responsibilities that was in trust to me. Aside being the one who
critics me she was so open hand in helping me preparing for the lesson plans and surviving
the first day of class as a student teacher; planning of motivations and activities. Each one
that includes open-ended questions to encourage thought and stimulate interest that I need
to be driven of to have a effective classroom setting.
Ma’am Peldonia never failed to ask me realistic problem situations presented to

enhance self-analysis, consider various evaluation strategies, and allow for debate and
discussion. Each chapter also has a section suggesting ways to apply what the chapter has
covered in the classroom.
Lastly, I realized that criticism can provide valuable opportunities for personal
growth and improved work product. Learning how to extract the value from criticism has
been a long term project for me. Pats on the head feel nice, but they seldom result in
needed change. The highest performers that I have known actually seek out and embrace
criticism. For some reasons the intentions of the critic is another important factor in
communication. Criticism will be accepted and utilized if the person receiving it knows
beyond a doubt that the critic believes in them and wants them to succeed.

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Pictures
On Campus School
Central Philippine University
(First Shift)
School Canteen and Lounge
Science Building
CPU 3rd floor story building

147
Off Campus School
(Second Shift)
School Gate School Buildings
Office of the Supreme Student

Accounting Office
Government

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Supply and Records Office School Library and LRC
Office of the Department Head Faculty Room

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Overall Reflection on My Student Teaching
“There is no employing class, no working class, no farming class. You may

pigeonhole a man or woman as a farmer or a worker or a professional man or an employer
or even a banker. But the son of the farmer will be a doctor or a worker or even a banker,
and his daughter a teacher. The son of a worker will be an employer - or maybe president.
“ Herbert Hoover said. In that saying of a great man it only say never put down the teaching
profession that teachers are powerful.
My student teaching experience has been incredibly amazing! I have been able to
apply much of what I have learned when I was on college to develop effective and
engaging teaching strategies The areas of success within my experience involve creating a
safe and welcoming classroom environment, positive rapport with students, individualization
of instruction, knowledge and application of the new state standards, and practicing multiple
modes of instruction.
During student teaching, I need practice in using assessments to plan my instruction.

In my field experiences, I have assessed the progress of my students, yet I have not used this
information in planning succeeding lessons. In addition, I need to make a stronger
connection with parents and to communicate with them more. Finally, I need to develop my
ability in managing the classroom environment. I have managed the classroom for short
durations of time; therefore, I am unaware of what it is like to make a classroom for a
whole day. Overall, I need to improve my ability to plan my instruction based upon
assessment, foster relationships and manage the classroom effectively.
I do differently in encouraging working critiques more frequently. When carried out

effectively, in-process critiques can increase confidence, encourage students to think
critically and problem solve, increase art vocabulary and create a more comfortable,
engaging classroom environment. I would like to perform in process critiques at least once

150
a week, depending on the duration of the given project, so that students can develop a
sense of community and learn to observe, analyze, interpret and evaluate art. I learned that
when opportunities are given for students to reflect on artwork personally and to receive
input from others before completion, the students are far more likely to succeed.
Throughout my student teaching experience, I sought out to design lesson plans

based on the individual needs of each of my students. Accommodations for students who
were advanced and those who were struggling were always considered and employed
within lessons. I frequently spoke with students one-on-one, fostering a caring and
welcoming environment while at the same time discovering individual learning needs and
styles. The students were comfortable approaching me as well as one another for help and
input, an essential element to any successful learning environment.
The new standards for visual arts have been engrained into my style of teaching.
While student teaching I have been able to practice incorporating many different strategies
that cater to these standards such as student reflective, cooperative, and project-based
activities. With a new emphasis on the reflective process, each lesson has been tailored to
include literacy-supported activities that encourage students to reflect on the learning that
has taken place throughout the lesson. This student-centered process of reflecting allows
students to achieve a deeper level of understanding of material and processes previously
learned. Cooperative group activities were included to allow students to take responsibility
for their own learning and learn from one another as well. Each lesson is also project-based
and allows students to explore techniques, concepts and materials "hands-on."
As I progressed further into my student teaching, it became more apparent to me

that my instructional leadership skills were strong but always in need of development. I have
always believed that the pursuit of content knowledge had to be accompanied with a pursuit
for better classroom management strategies as well. I experienced this need for more
knowledge, when I enforced new classroom management strategies. Practicing multiple

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modes of instruction has been another element of success within my student teaching
experience. I have been able to explore various methods of teaching and facilitating student
learning, including lecture, demonstration, skill and concept building, inquiry activities, and
technology-based activities. The students I had the privilege of teaching this past semester
were not robots and therefore responded well to the differentiated instruction. For
example, I handed out rubrics for each lesson taught in the secondary unit. I gave students
the rubric information verbally as well as in written form; I also demonstrated expectations
whenever possible.
Being organized and planning appropriately are two things that I have learned more
about during this experience. I found that organization is what allows me to be an effective
teacher. I can be flexible, adapt and improvise within lessons but this is not possible without
beginning with a thoughtful and organized plan- one that considers the needs of the students
as well as the possibilities and limitations of the classroom as a whole. Also in relation to
organization, the classroom tends to function more smoothly when materials and projects
are given a place in the room. Not having to constantly answer questions about where to
find things translates into more time for meaningful interaction with the students.

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Code of Ethics for Professional Teachers
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section
6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code
of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with
high moral values as well as technical and professional competence in the practice of their
noble profession, and they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers. Committed to its full realization, the provision
of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether academic,
vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts
or vocational teachers and all other persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full time or part-time basis.

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Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies
of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce
any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results are
inimical to the declared policies of the State, they shall be brought to the proper authorities
for appropriate remedial action.

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Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning
and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honour and dignity at all times and refrain from such activities as gambling,
smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study
and understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend
counseling services, as appropriate, and to actively be involved in matters affecting the
welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.

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Section 8. A teacher possesses freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as
will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.

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

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Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated
but are opposed by immediate superiors, in which case, the teacher shall appeal directly to
the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances within
acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and
the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions,
and transfer of teachers are made only on the basis of merit and needed in the interest of
the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to

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

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Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlightened
directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training
programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed
in accordance with pertinent civil service rules, and private school teachers are issued
contracts specifying the terms and conditions of their work; provided that they are given, if
qualified, subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.

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Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a

learner.
Section 4. A teacher shall not accept favours or gifts from learners, their parents or others
in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality
of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development
of learners are adequate, and shall extend needed assistance in preventing or solving
learner’s problems and difficulties.
Article IX: The Teachers and Parents

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Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress
and deficiencies of learner under him, exercising utmost candour and tact in pointing out
the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and
shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactorily his private financial
affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested
in, any commercial venture which furnish textbooks and other school commodities in the
purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution and
sale of such commodities.
Article XI: The Teacher as a Person

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Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behaviour in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny
and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or any
newspaper of general circulation, whichever is earlier.

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My Reflections on The Code of Ethics for Professional Teachers
A code of ethics is a guide of principles designed to help professionals conduct

business honestly and with integrity. A code of ethics document may outline the mission
and values of the business or organization, how professionals are supposed to approach
problems, the ethical principles based on the organization's core values and the standards to
which the professional is held. A code of ethics, also referred to as an "ethical code," may
encompass areas such as, a code of professional practice and an employee code of conduct.
Code of ethics help teachers create a safe, productive, and positive learning
environment in their teaching career. Teachers are expected to maintain challenging
expectations that will improve the potential of all learners through meaningful and inclusive
participation in the classroom, school, and community. The Ethical Principles promote good
relationships between teachers, students, and parents when making educational decisions. In
addition, this relationship between the students, the parents, and the teachers, all parties
can improve the teaching and learning activities and resources that will help improve the
outcome of the individual’s education.
Moreover, the Code of Ethics also challenges teachers to use current data and
professional knowledge to improve teaching and learning activities in the classroom.
Keeping up with new trends and current information, through professional development
and continuing education, allow teachers to do their best to each student.
Suffice it to say, I will keep my plan to run and own a school. A school that focuses
on spiritual value and social awareness in the society through the government curriculum.
Later this school is expected to outcome students to be not only intelligent outside but also
inside through their spiritual growth. I will just do it and see what will be happened next.
Another ideal to be realized in the process of abiding by your code of ethics is to

make quick and prudent decisions. Teachers should not delay ethically correct decisions for

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long periods of time before putting them into practice. If your code of ethics is strong, you
should be able to make decisions on the spot and have the conviction to bear the
consequences. Too much pondering or hesitation takes the impact out of even the soundest
ethical decisions.
Ultimately, the way you respond to what you believe is right and wrong provides
insight into your code of ethics. And that’s why a personal code of ethics is not a stringent,
formulated code. You can approximate and set guidelines for yourself based on what you
think is right and depend on these guidelines to solve dilemmas and complex educational
situations. Individual codes of ethics are not formal codes laid out by organizations and
institutions to be obligatorily adhered to by their members. They are intangible moral
guidelines that individuals appropriate on their own.
Also people expect to teachers that we know everything because the knowledge or
the ideas we have, we share it our students. In every actions we may do we have to think
not only twice if we could think at least thrice because all the eyes of people are always
watching to us. It is important that teachers understand that when they get a teaching
position they are agreeing to follow the code of ethics. I hadn't realized some the things that
were in it so I am glad we went over it.
Aside from colleagues, teachers have a responsibility to interact positively with

parents and other stakeholders in a child's education. Contact with parents must be kept
professional, free from arguments and physical contact. If a teacher has an issue with a
parent, another teacher or administrator must be present during all meetings. Teachers also
must avoid being unduly influenced by parents and other stakeholders when it comes to
students' grades or other school-related matters.
Being organized and planning appropriately are two things that I have learned more
about during this experience. I found that organization is what allows me to be an effective
teacher. I can be flexible, adapt and improvise within lessons but this is not possible without
beginning with a thoughtful and organized plan- one that considers the needs of the students

164
as well as the possibilities and limitations of the classroom as a whole. Also in relation to
organization, the classroom tends to function more smoothly when materials and projects
are given a place in the room. Not having to constantly answer questions about where to
find things translates into more time for meaningful interaction with the students.
All in all teachers are still humans, do still make mistakes but as they are one of the
intelligent people of the society they need to be guided by the ethics for they are the one
who mold live and hold the future of everyone by educating them.

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Weekly Journals
Central Philippine University National High School
(First Shift)
Week One (December 7, 2017- December 8, 2017)
Honestly, I felt this week was so long like the days were for a month. The agony and
excitement of what practice teaching could bring to me. First, I was cramming because of
my student teaching uniform. The tailor was so slow to make my uniform done for we have
already set our deadlines. I was so nervous not to wear my uniform at the first day of
deployment, for some reasons our adviser told us to be on complete uniform. But because
someone helps the old lady to finish my uniform as early as 7am I was able to wear it on my
day of deployment. Before we went to the CPU High School we were oriented by our
adviser Dr. Nelson Pomado for final advises like to greet all the teachers and faculty
members, follow the rules and regulations of the school, follow the rules set in the
classroom when you are already there and lastly always smile. We went first to the
principal’s office and there they welcomed ua so well. Our adviser divided us by pair for we
are having a great number of Filipino majors and I was with Ma. Lallyn Pama, a great friend
of mine. After pairing our adviser gives us our cooperating teacher and we have Mrs. Mary
Jane P. Balderas room 306 of CPU High School building. Excitingly, both of us we’re too
nervous for the first day. We went to the room and Mrs. Balderas noticed us immediately
and let us get inside the room while the students are doing their reporting. The way she
approached us was she was so intimidating and there my knees begun to shake and butterfly
on my stomach begun to play. After the class has ended we have our orientation with our
cooperating teacher. There she divided us the sections that we will handling with and for
this week and another week we will just supervise the reporters. We will just do the

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attendance but first I need to call the attention for the leader of the prayer. After that we
dismissed and she gave us the name of students and we put it to the class record. Doing the
supervision to the reporters was so relaxing for they did their best to do their reporting
well.
Week Two (December 11-15, 2017)
I arrived at school at exactly 7:30 am in Monday for I was so excited to witness how
they done their flag ceremony. But when I get inside the gate the students were so peaceful
inside their classroom. I was confused if I came late for the flag ceremony was already
finished. I was anxiety then for I will be scolded by mu cooperating teacher. So I hurry up
and take the stair to the highest floor, the 3rd floor. Sweaty I arrived to the classroom and
then I asked the students if the flag ceremony was already finished and they she told us that
it’s done for the second period class. A great relieve that I was not late and I'm just on time.
During the flag ceremony I was amazed how few they are, I thought they have a larger
population in the university in all. But then they are just few and every line is patterned by
sections From Grade 7 to Grade 9 Venus. Another thing that I have noticed is SSC is
combined in line with the regular class and I remembered then my high school days where
giving of priority line to the SSC students than the regular class. This I say that CPU High
School embraces equality of students. Therefore, I come to realize that day that even I’m
just doing a supervision to the reporters I need to treat them equally.
Week Three (December 18-22, 2017)
Reporters of every chapter are half way done in the list so my cooperating teacher
told me that I need to prepare my learning plan before the semester break starts. When I
heard the word "learning plan" it was like I'm in the middle of the night. It was not taught
during are learning years in college so I bravely asked my cooperating teacher to give
example or of ever taught us how to do it. Mrs. Balderas noticed that we didn't know how

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to do it so she guides us for making the learning plan possible. The lesson that we will be
teaching is assigned to us and need to be pass within the week. Christmas party was in this
week and we joined the class advisory of Ma'am Balderas, the Grade 9 Venus. I feel so easy
in finding a gift for my SP. Draw lots were made twice and my partner in student teaching
was my SP. The Christmas party came and food was all over the table. Lallyn and I donated
ice creams for the students. And the year ends that hangs me up to my excitement to teach.
Week Four (January 3-5, 2018)
New Year, new classroom setting for I will be the teacher for the week and as long
our deployment stops. Jan. 3 we are supposed to check our fully done learning plan but
because I had a fever last night I was not able to attend the morning class. Amazingly my
partner was absent too so we are both absent at the morning at that day. Evening before
January 3, I texted my cooperating teacher for early information that I am sick. But after
that scene I gained back my strength and I was able to teach my first ever lesson for this
practice teaching drama. Grade 9 Mercury was my breakfast that day of teaching. I was
nervous and my partner was not able to give me the visual aids on time. So go the plan b of
the preparation so that the class would not be destructed. The class at first was so quiet
and all eyes are focused and me. I feel the pressure of teaching them for their eyes seeks
new strategies and a fun class.
Week Five (January 8-12, 2018)
A week pass and I was so challenged how to apply my learning’s in college especially
in classroom. The class was so dry last week therefore I search for new motivational
materials and activities that will enhance their psychomotor skills and cognitive skills. I have
a goal for this week that is so have a fun class so that the learning would be memorable to
them. I did some games for motivation like charades and pass the message. I can know see
in their eyes that they are know eager to learn for new ideas. This week we had made some

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role playing and group collaborating activity. And we build some relationship bridges
between my students and I. Some of the students tend to do some hugot and class
participation easily in our lessons in chapter.
Week Six (January 15-19, 2018)
Strong bonds are now built in class. They are jollier to answer the questions I have
thrown to them. They were always open to new activity that I assign to them. Newton class
(SSC) were always absent for they have many activities to be done. Therefore it was a big
challenge to me to comply their needs and to fit in their time. This week i questioned them
how important to them the subject Filipino? And some of them are honest enough to say
sorry that they focus only in other subjects and they left Filipino behind. It was a relief for
me that they realize that they still need to value the Filipino subject. Because they were too
late as the other section that I teach with I also made them do the games and activity in able
to motivate them to study Filipino too. There was a student of in SSC class that find hard to
construct sentence written in Filipino. In this week I let them made a activity wherein their
use of words and grammar in Filipino will be checked. And with this activity I felt so drain
because I was like a little dictionary to them "Ma'am ano sa Filipino ang amo ni.. " was a so
common question.
Week Seven (January 22-26, 2018)
Third grading exam is near, normal classes continued to go in progress. I prepared

an activity sheet to be used by my students in introduction for our lesson in the next
chapters of El Filibusterismo and as a reviewer for them.
The next morning I decided to made a lesson proper and set new activities for then as a
continuation of the stopped topic. I know that will greatly help them on their preparation

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given that they also have their notes.For the whole week we have discussed topics up to
the Chapter 20 of El Filibusterismo.
Week Eight (January 30- February 2, 2018)
This week was the examination week and my final week as their student teacher. My
cooperating teacher told me that I need to hurry up the chapters and if ever don't do
activities so that we could tackle more chapters before the examination came. I saw the
examination paper and I review my students and let them make their projects in able to
manipulate the remaining time. The SSC class was the first class that gave me comments and
suggestion for they will not be with me for the last day of my practicum for they will be
having a science camp. But other sections like the Mercury and Earth was so teary when I
said I will leave them. I was the one who lead the prayer as I end my student teaching in
their school. While praying I was so touch when they appreciate my prayer for them and
again some of the student cries and I was able to hug them all.

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Weekly Journals
(Second Shift)
Week One (February 7, 2018 – February 9, 2018)
New environment, new adjustment. This was all new for the week. New students,
new cooperating teacher, new school. I will be back to the place where I belong, where my
skills where discovered and enhanced, the public school. In this week I was able to meet my
new cooperating teacher named Mrs. Narissa J. Peldonia. At first she let me ask what grade
should I handle and I take the grade 9 sections. After that she told me that grade 9 classes
where in the morning for they have divided class in a day. Honestly I doubt to take back the
grade 9 and teach grade 7 students. But the decision was all set grade 9 Turquoise and
grade 9 Onyx was the 2 sections I will be teaching. I didn't have the time to observe the
students and how she teaches in class because after the orientation I will be teaching the
two sections already. My cooperating teacher was so happy for I will take over the class. In
my first day to teach I have a big challenge to myself to use colorful visual aids in able to
catch the student’s attention. I started the class with a prayer and I did a little bit wrong
when I asked a Jehovah's Witness to lead the prayer. So I ask the one beside her to lead the
prayer and I checked their attendance. The situation was so chaotic; there is a student who
loves to put make up, loves to roam around and chat with his seatmate, loves to sing and
loves to shout. I felt so little while I was standing in front of them. I begun to pander what
activity should I use so that they will be all active in class rather that in doing their unrelated
things.

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Week Two (February 12-16, 2018)
This week I tend to teach only for two days. At the first day of the week all of my
students both two section asked me if who would be my valentine. I told them that we will
be having a seminar so I can't be with them for the date of February 14. My cooperating
teacher was informed ahead of time so I tackled a fast lesson enable to comply my absent.
The day after February 14 my cooperating teacher told me to made a new lesson plan for
the day I am absent. February 15 was the Manduriao National High School Card Day, they
don't have a class therefore I am not absent. Our seminar was for the Professional Teachers
Seminar where in we were oriented ahead of time about the registrations for PRC and they
also open up some situational problems that others encounter. During the night session we
had our socialization night wherein other school here in Region 6 was able to get close to
one another. After that seminar I was able to know that there is a major in TLE because I
thought this major is not under the curriculum of education. 15th of February was the
College of Education Day after our seminar we run to the event and eat our lunch. This
week was a fun week of fellowship and food.
Week Three (February 19-23, 2018)
This week was the same as what happened last week I just have 3 days to handle a
class. Seminars are all over the week since last week. Activities and lesson proper was for
the 3 days in the chapters of Noli Me Tangere. I handle my class well and before I left them
I sure to it that I have given then some activities to be done or seat works. But even though
in a day I had a goal for them in a week. The goal of the lesson was to review the concepts
from the previous two classes by working on a set of exercises that allowed students to
practice their coin values. I did not believe that this would take the whole hour to
complete. Therefore, I chose a group activity from the Noli Me Tangere book, which talks
about purchasing pets with various coin combinations. I planned to have the students follow
along as I read the book and demonstrated the coins that were being used to purchase a
particular pet.

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I had few expectations coming into the lesson. I guess you can say that I was
protecting myself and wanted to experiment with the notion of "teaching in the moment".
Constrained by my extensive and well laid out plans for the previous two lessons, I had
been a little tense and unaware of my surroundings and students. I was focusing on myself
instead. To my surprise, week’s lesson flowed smoothly. The students seemed a little more
at ease and followed directions. The difference was that I focused less on myself, and more
on my students, as I taught in the moment.
During review, I put five questions of varying levels on the board, and asked students
to pick one they could solve. There was this one student who usually did not participate in
any class activity or interact with any other students. He was diagnosed as being "selectively
mute" - he had not spoken one word at school for about a year or so. I noticed him sitting
at the far end of the carpet and counting with his fingers. I was reluctant to call upon him to
answer a question, but when he looked up and smiled at me I took the initiative. I asked him
if he would like to come up and solve the first problem, and, to my surprise, he did. As he
walked up he received encouraging words from his classmates. As he wrote the answer on
the board I became all choked up with tears of joy - for me that was my first heartfelt
teaching moment. Needless to say, I was on a natural high for rest of the day.
Week Four (February 26- March 2, 2018)
The biggest challenge of lesson four was the preparation. The activity of the lesson
was to play Crossword puzzled. Preparing the card took about 45 minutes, including several
trips to the photocopying machine. This was one aspect of teaching that I never thought to
account for. After all the time, the cutting, and pasting, I realized that I had no "free" square
- at that point, I wasn't too concerned.
This lesson went along pretty well, as did the activity. The students were very much
engaged in the activity, and displayed their new found confidence by asking if they could help
others. The activity itself was completed and handed in after about fifteen minutes, as

173
opposed to the last activity, which took about twenty-five minutes. I had supplied the
students with bags of coins, and various other manipulatives to use while working on their
activities. This activity seemed to boost certain student's confidence and learning about
money, which was really satisfying to see.
Week Five (March 5-9, 2018)
I have had the opportunity to reflect on my strengths and weakness as a teacher and
a learner. I think that I need to learn how to incorporate a multitude of learning styles and
interests into a lesson. This had been another challenge that I was faced with during my
teaching time. As a teacher, I found myself wanting to work with everyone and help them -
especially when those tears started to roll down. The most interesting thing is that I also
shed tears during this experience. This has made me think that it is okay to see your
students and yourself struggle through a lesson or activity, that this is a natural part of
learning. At the same time, as a teacher, I need to offer support and guidance for my
students so that they may strive for success and not begin to foster negative feelings
towards a particular subject.
On a personal level, I have been able to reflect on my experiences and learn so

much more about who I am becoming as a teacher, and how much I have grown as an
individual. Having the opportunity to initiate a unit of study and follow it up to the end has
provided me with a sense of ownership over my learning - an important element for anyone
to have. Through my teaching experience I have formed special bonds with the students and
fellow peers. I have also been able to develop my professional identity within a classroom
setting - which is very closely linked to my personal identity.

174
Poems for the Teachers
A Bad Or A Good Teacher
By: Sylvia Chidi
A bad teacher is negatively pessimistic A bad teacher shouts every moment

A good teacher is positively optimistic A good teacher scouts for every talent
A bad teacher swears all the time A bad teacher is up for crude devices
A good teacher cares in their prime A good teacher is up for good advice
A bad teacher passes on rude fear A bad teacher lets students fight on in the
A good teacher has on good ears dark
A good teacher sets students on the right
A bad teacher discourages track
A good teacher encourages
A bad teacher feeds on their looks
A bad teacher despairs A good teachers reads many books
A good teacher prepares
A bad teacher sings along with wrong
A bad teacher likes to bitch faults
A good teacher likes to teach A good teacher brings along the right
results

175
Why I went to the foot?
By Ellis Parker Butler
Why I went to the foot?
Was ever a maiden so worried?
I'll admit I am partial to Jim,
For Jimmie has promised to wed me
When I'm old enough to wed him.
But then I love teacher, too, dearly,
She's always so lovely to me,
And she's pretty and kind and sweet-tempered,
And gentle as gentle can be.
I wouldn't for worlds hurt Jim's feelings,
For he never would like me again-
But there was my dearest, sweet teacher,
And I'd die if my words gave her pain.
"Two plus two equals what?" was the problem.

176
And I knew teacher thought it made "four";
But Jimmie said "six," and maintained it
As long as he stood on the floor.
And I saw I must soon choose between them,
For I was the next in the line.
Should I side with my teacher or Jimmie?
What a sad situation was mine!
And just as my heart with that problem
Of friendship was so sorely vexed
I was called on to answer the other,
For teacher had said, sharply, "Next!"
It was then that the brilliant thought struck me,
That by compromise I could contrive
To hurt neither teacher nor Jimmie,
And that's how I came to say "five."

177
When You Thought I Wasn't Looking
By: Mary Rita Schilke Korzan
When you thought I wasn't looking,
you displayed my first report, and I wanted to do another.
you fed a stray cat, and I thought it was good to be kind to animals.
you gave me a sticker, and I knew that things were special things.
you put your arm around me, and I felt loved.
When you thought I wasn't looking I saw tears come from your eyes,
and I learned that sometimes things hurt--but that it's all right to cry.
When you thought I wasn't looking, you smiled,
and it made me want to look that pretty too.
When you thought I wasn't looking, you cared,
and I wanted to be everything I could be.
When you thought I wasn't looking I looked...
and wanted to say thanks for all those things you did when you thought I wasn't looking.

178

179
On Teaching the Young
BY YVOR WINTERS
The young are quick of speech.
Grown middle-aged, I teach
Corrosion and distrust,
Exacting what I must.
A poem is what stands
When imperceptive hands,
Feeling, have gone astray.
It is what one should say.
Few minds will come to this.
The poet’s only bliss
Is in cold certitude—
Laurel, archaic, rude.

180
Napoleon
BY MIROSLAV HOLUB
Children, when was Won a war, the children say.
Napoleon Bonaparte born, Lost a war, the children say.
asks teacher. No one knows.
A thousand years ago, the children say. Our butcher had a dog
A hundred years ago, the children say. called Napoleon,
Last year, the children say. says Frantisek.
No one knows. The butcher used to beat him and the dog
died
of hunger
Children, what did
a year ago.
Napoleon Bonaparte do,
asks teacher.
And all the children are now sorry
for Napoleon.

181
Mrs. Stein
BY BILL DODDS
The school bell rings, we go inside,
Our teacher isn’t there.
“Maybe she’s sick!” her pet cries out.
Yeah, right. As if I’d care.
I have a D in Language Arts,
My grade in math’s the same.
And now my teacher might be sick.
Could be I’m part to blame.
She doesn’t like me, that’s a fact,
I wouldn’t tell a lie.
She says stuff like: “You’re very smart,
But you don’t even try.”
I start to laugh—my teacher’s sick!
And boy, I’m feeling fine . . .

182
When someone knocks the door right in,
And there stands Frankenstein.
She’s six-foot-eight, her dress is black,
She’s wearing combat boots.
I start to gasp, she growls and says,
“I’ll be your substitute.”
The teacher’s pet is whimpering;
She doesn’t stand a chance.
The smart kid stares and points and faints.
The bully wets his pants.
“My name is Mrs. Stein,” she says,
And every student cringes.
She leans the door against the wall,
She’s knocked it off its hinges.
“Now let’s begin. You there! Stand up!”
She looks me in the eye.

183
I try to move, my legs won’t work.
I know I’m going to die!
In one big step she’s next to me,
And she does more than hover.
She blocks the sun, it’s dark as night,
My classmates run for cover.
“Now get up to the board,” she says.
“I’d like to see some action.
Pick up the chalk, explain to us
Division of a fraction.”
I leap away to save my life,
This time I really try.
I think and think and think and croak,
“Invert and multiply.”
“Correct! She says. I breathe again
And head back for my chair.

184
“You, FREEZE!” she shouts, and I stop cold.
“And don’t go anywhere.”
This all begins at nine o’clock,
I fight to stay alive.
It seems to last a million years—
The clock says nine-o-five.
That’s just three hundred seconds,
And then my turn is through.
She points at every one of us—
“Now you. Now, you. Now, you.”
We all get nailed this awful day,
There’s nowhere we can hide.
The lunch bell rings, we cannot eat,
We simply crawl outside.
We can’t believe the other kids
Who run and play their games.

185
Not us, who have big Mrs. Stein—
Our world is not the same.
The bell has tolled, I must go in,
My time on earth is through.
I’ll leave this on the playground—
Here’s what you have to do.
You must listen to your teacher
And pray her health is fine,
Or one day soon you’ll hear the words:
“My name is Mrs. Stein.”

186
To Number One Teacher
By: Joanna Fuchs
I'm happy that you're my teacher;
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.
With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.
You help me fulfill my potential;
I'm thankful for all that you've done.
I admire you each day, and I just want to say,
As a teacher, you're number one!

187
A Teacher for All Seasons

By Sam Foster
A teacher is like Spring,

Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,

While it’s snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
You’re a teacher for all seasons,
And you have my gratitude!

188
Star Teachers
By George William Russel
EVEN as a bird sprays many-coloured fires,

The plumes of paradise, the dying light
Rays through the fevered air in misty spires
That vanish in the heights.
These myriad eyes that look on me are mine;

Wandering beneath them I have found again
The ancient ample moment, the divine,
The God-root within men.
For this, for this the lights innumerable

As symbols shine that we the true light win:
For every star and every deep they fill
Are stars and deeps within

189
MENTOR, MOLDER, EDUCATOR
By Rommel Mark Dominguez Marchan
as Mentor
let the mentor gives an advice
full of concern with values likewise
shows counsel as a noblest teacher
who design youth's future
full of love valor and vigor
as Molder
let the teacher molds children's wit
making him an instrument in harnessing intellect
developing the innocent with word of respect
motivating and molding future's best
on gaining knowledge kit
as Educator
an educator, the teacher is
who heals ignorance which people faced
in his hands lie great opportunities
of ambitious youth heading
towards dream way
no brilliant lawyer without a patient teacher
nor comes a great doctor
without an intelligent educator
let us honor and exalt such effort then

let us pray God shall bless all of them

190
Qoutes for Teachers
Teaching is a very noble profession that shapes the character, caliber, and future of an
individual. If the people remember me as a good teacher, that will be the biggest honour for
me.
-A. P. J. Abdul Kalam
“Intelligence plus character-that is the goal of true education.”
-Martin Luther King Jr.
Let us remember: One book, one pen, one child, and one teacher can change the world.
-Malala Yousafzai
It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
-Albert Einstein
Success is a lousy teacher. It seduces smart people into thinking they can't lose.
-Bill Gates
“If kids come to us from strong, healthy functioning families, it makes our job easier. If they
do not come to us from strong, healthy, functioning families, it makes our job more
important.”
-Barbara Colorose
“Live as if you were to die tomorrow. Learn as if you were to live forever.”

191
-Mahatma Gandhi
“Good teaching is one-fourth preparation and three-fourths theater.”
-Gail Goldwin
“Teaching is not a lost art, but the regard for it is a lost tradition.”
-Jacques Barzun
We can teach from our experience, but we cannot teach experience.”
-Sasha Azevedo
“A teacher affects eternity: he can never tell where his influence stops.”
-Henry Adams
“The teacher who is indeed wise does not bid you to enter the house of his wisdom but
rather leads you to the threshold of your mind.”
-Kahlil Gibran
“The art of teaching is the art of assisting discovery.
-Mark van Doren
“I’m m not a teacher but an awakener.”
-Robert Frost

192
“Don’t try to fix the students, fix ourselves first. The good teacher makes the poor student
good and the good student superior.”
-Marva Collins
When our students fail, we, as teachers, too, have failed.”
-Marva Collins
“There are three things to remember when teaching: know your stuff; know whom you are
stuffing; and then stuff them elegantly.”
-Lola May
“The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires.”
-William Arthur Ward
“The average teacher explains complexity; the gifted teacher reveals simplicity.”
-Robert Brault
“A teacher affects eternity; he can never tell where his influence stops.”
-Henry Brooks Adams
“Be not angry that you cannot make others as you wish them to be, since youcannot make
yourself as you wish to be.”
-Thomas A. Kempis

193
Teacher's Prayer
(written by Olga de Juana)
Help me to be a fine teacher, to keep peace in the classroom, peace between my students
and myself, to be kind and gentle to each and every one of my students. Help me to be
merciful to my students, to balance mercy and discipline in the right measure for each
student, to give genuine praise as much as possible, to give constructive criticism in a
manner that is palatable to my students. Help me to remain conscientious enough to keep
my lessons always interesting, to recognize what motivates each of my students, to accept
my students' limitations and not hold it against them. Help me not to judge my students too
harshly, to be fair to all, to be a good role model, but most of all Lord help me to show
your love to all of my students.
Amen.
Prayer of the Teacher
You, O Lord,
are my strength, my patience, my light, and my counsel.
It is you who touch the hearts of the children entrusted to my care.
Abandon me not to myself for one moment.
For my own guidance and that of my students,

grant me the spirit of wisdom and understanding,
the spirit of counsel and fortitude, the spirit of knowledge and piety,
the spirit of a holy fear of you and an ardent zeal to procure your glory.

194
A Prayer for a Teacher
Father,
We thank you for the opportunity
to begin this new school year,
and we ask that you bless
the students, faculty, and student families
that make our school a great place.
We pray that you will guide us in all ways,
so that we will seek your will
in everything that we do.
We ask this in the name of Jesus Christ our Lord. Amen
Prayer for Teacher

By: Dr. Josie Carr
This is the day that the Lord has made; I choose to rejoice and be glad in it. Father, I pause to give
You thanks for who You are in my fiends in the lives of all students.
As my students and I start this day, I declare they are disciples taught of the Lord and obedient to
Your will. Great is the peace of my students and undisturbed is their composure
I pray and believe my students choose to obey Your Word and to submit to those in authority
over them. They choose to respect their parents and teachers. They use wisdom and make the
right choices in every situation. They speak only that which is good and beneficial. They please You
with their thoughts, words, and actions as they walk in integrity of heart.

195
Thank You, Father, that my students have the mind to stay focused in all their academic
endeavours, They are ten times wiser than the children of the world. They are the head and not
the tail. They are above only and not beneath, blessed coming in and going out.
I pray and confess that my students find favour, good understanding, and high esteem with God,
their parents, classmates, and other staff members.
I believe, as I stand before them as vessel being used of You, that they will cultivate an appreciation
for education and living a life that is pleasing to God, in Jesus’ name.
Amen.
Nations Prayer for Teacher
Dear God,
Grant our teachers an abundance of Your wisdom. Prepare their hearts to welcome and
love our loved ones, and may we make sure to show them love and respect in return. Give
them grace as they help students who aren’t thriving, courage to say what needs to be said,
tools and knowledge on how and when to speak love, and strength when they feel weak.
When they feel unseen, remind them that no moment goes unnoticed. They are shaping the
future in one million small - yet incredibly important - ways every day. We are
overwhelmed with gratitude for the gift of learning they share with our children. Bless
them, Lord, and may they see even just a glimpse of how their faithfulness will forever
impact generations to come.
Amen.

196
Am I Really Meant For The Teaching Profession?
Every teacher wants to be a good teacher, but what is this myth about being a "good
teacher"? Who is it?
Teaching jobs are often rewarding and satisfying for people who love to teach. I am a
future teacher but I seldomly ask myself if I will be a good teacher the students want? But I
know for one thing that majority of my see my effort to be one of the good teachers was
seen by them while I was having my pactice teachinf days, and I guess this is the point where
good things start to happen.
I was thinking if I fit for the title of a good teacher and how can be I one. Or which
characteristics and qualities should a good teacher possess? So I came up with some
qualities which I found most relevant for a person involved in a teaching job. I believe if a
teacher possesses the following characteristics and qualities, he/she can become a very good
teacher with large fan base too.
I’ve seen teachers who worked for hours on their lessons, who were scholars in the
field fail miserably, and I’ve seen teachers who, if you give them five minutes before they
walked in to glance over their material, they could run a class for an hour on any topic
under the sun.
I as a teacher has a very good personality; Yes at first I have been my second
thought choosing this profession. For I know students always get attracted to teachers with
good personality which leads to better communication, understanding, and ultimately good
results. Everyone can have a good, decent, likable, and presentable personality. Just dress
sensibly well, smell good, and be a little gentle and kind.

197
In addition I’m a kind of teacher who has the quality and characteristic of having a
good sense of humor. It is a logical fact that a person generally teaches the next generation
and as they are younger than the professor, they are expected to have more fun in the class
too. So, a good teacher is the one who can keep up with his sense of humor, and with his
strong communication skills and personality, can also maintain the discipline of the class.
Lastly, it is really obviously one of the most important characteristics to be a teacher

by profession to have in his box of qualities: I should be a gentle, kind, chivalrous, and
benevolent person. Students should love the teachers, and when they do love him, they
idolize him. Then ultimately, they will respect them, will do the homework, and eventually
will bring greater outputs and results.
In conclusion, If am I really meant for this profession? Yes God gave this to me and
lately I have appreciate its beauty. The world of givinf and not asking for any return, the
world of sacrificing for their future, he world of pressure and hardwork.

198
My Professional Development Plan
A teacher is the one who listens to the “strange” boy talk about his fascination with
dragons and not judge. A teacher listens intently to the very animated child and might not
understand what he is speaking of, but a teacher listens. Being a teacher is not an easy task as
many people could think. To be a teacher does not only imply to know the subject to be
taught, it also includes being willing to constantly improve oneself integrally, as much as
updating the resources and materials one uses in teaching. Reflecting and analyzing over and
over again the best way to teach to learn and how to make students to extend what has been
learned. The many hours spend in the classroom will never be enough to plan lessons,
prepare materials, review students tasks and exams, as well, all the administrative
requirements one has to cover for whatever institution we work.
The role of a teacher is to use classroom instruction and presentations to help

students learn and apply concepts.. Teachers prepare lessons, grade papers, manage the
classroom, meet with parents, and work closely with school staff. As my graduation is fast
approaching, I felt great because at last the fruits of my toils and diligence have already
ripened. Excitement fulfilled my heart but I know my family is more excited than I in this
very special day of my life.
After graduation, I am planning to apply in private schools in my municipality of

Dumangas to earn extra income as I review for the upcoming Board Examination. I must
use my time wisely by finding temporary jobs in order to help my parents. I will really work
hard in order for me to pass the LET, this is my passport for future application in schools. I
have faith in God that He will provide the desire of my heart: to pass the exam but faith
without work is dead. By choosing best review centers, taking time to have a self-review
and with God’s provisions.

199
Teachers' roles today are considerably different than they used to be.Teachers were
once issued a specific curriculum to teach, and a set of instructions on how to teach it, using
the same methods for all students. In today's world, a teacher's role is quite multifaceted.
Their job is to counsel students, help them learn how to use their knowledge and integrate
it into their lives so they will become valuable members of society. Teachers are
encouraged to adapt learning methods to each individual student's learning, to challenge and
inspire them to learn. The modern teaching profession is also about taking on broader roles
to promote education.
A great teacher shows kindness to students, colleagues, parents and those around
her/him. My favourite saying is “kindness makes the world go around”. It truly changes the
environment in the classroom and school. Being a kind teacher helps students feel
welcomed, cared for and loved. I always dreamt what I want my dream house to look like
and I will really make that dream come true. After building a comfortable house for my
family, I plan to go abroad to relax and enjoy. This has been my dream since I was in my
first year college, I am going there not only to enjoy but to seek job opportunities to earn
more money because I still have one sister and one brother that need my help in order to
finish their college.
I also want to pursue my Master’s Degree in Education with a specialty in Filipino.

Learning is forever so as long as I can, I will continue to study to be an expert in this field. I
want to pursue and aim further on higher goals and I don’t want to stop learning. I want to
continue improving myself to be more effective and productive as a teacher.

200
Certificates of Attendance and Participations in
Seminars/Conferences

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CENTRAL PHILIPPINE UNIVERSITY

Prayer of a Student Teacher

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

What Student Teaching Means to Me

In conclusion my meaning of Student Teaching is not what the lady teacher

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Success Story of a Teacher

Randy Halasan: The teacher from ‘place where light shines’

At first, Halasan Ramon Magsaysay (RM)

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

A Reflection Paper on the Success Story of Randy Halasan

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Through Halasan’s help, the Matigsalug community acquired a rice-and-corn mill, a

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

In Maslow’s Hierarchy safety is one of the needs of a person. Therefore I want to

As a future educator, it is critical to remember to enjoy students and everything

In summary, then, as a future educator I am very committed in providing a learning

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

My Practice Teaching Kit (PT KIT)

 Teacher should be knowledgeable

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

that waits if you have the skills to be

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

FLOCIL JELIN GABASA MAGSIPOC

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Trainings & Seminars

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

 Pre-employment Training Seminar (February 22-23, 2018)

 Mrs. Salome Gabawa

 Mrs. Candelaria Deza

FLOCIL JELIN G. MAGSIPOC

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Competency Standards for Graduates of BEEd and BSEd Programs

OF BEED AND BSED PROGRAMS

(from section 6 of CHED Memo 30, s. 2004, www.ched.gov.ph)

 have the basic and higher level literacy, communication

 can demonstrate and practice the professional and ethical

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

 can facilitate learning of diverse types of learners, in diverse

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Nationalism -Show love of country by supporting national development

Stewardship -Live a life worthy of emulation and respect of other people

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

-Serve diverse communities, promote well-being and

Scholarship -Show continous effort to grow personally and proffessionaly

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Central Philippine University High School Main Gate

Mandurriao National High School Main Gate

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

A Brief Description of the Site of Practice Teaching

Central Philippine University High School

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

A Brief Description of the Site of Practice Teaching

Mandurriao National High School

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Central Philippine University High School

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018

Flocil Jelin G. Magsipoc Educ 428-Student Teaching in High School SS 2017-2018