Vernie Onting BSED 406

1. Describe your performance in your English major courses? Was it good, fair, very
good? Why?

In terms of my performance in English major courses, I would like

to rate and say that it’s fair. It is because I have learned a lot in some
major courses such as Mythology and Folklore, Structure of English,
English and American Literature and others. This learning was sustained
by means of having dedicated teachers assigned by the school. On the
other hand, I didn’t perform well in other subjects because some of our
teachers before were passive. They were always mad on us if they begin
to start the lesson. Perhaps, they arrived in the class unprepared. At
times, the classes fell in boisterous laughing due to some jokes which
were indeed irrelevant to the subject matters discusses. At the end, they
rated us not on our actual performances but rather, they only based on
their emotional dispositions as driven by the degree of their closeness with
us. No matter how performing we are in paper works and other activities,
our efforts had still remained in vain.

2. Describe your performance in your language teaching strategy courses? Was it

good, fair, very good? Why?

In my performance in the language teaching strategy courses, I

would like to rate it as good because I’ve utilized my learning in the
recently-concluded student teaching program wherein I’ve enjoyed well in
discussing my lessons as aided by the language teaching strategies
endorsed to us by the institution’s prolific teachers.

3. Describe your performance in your demonstration teaching? Was it good, fair,

very good? Why?

With regards to my performance in demonstration teaching, I could

say that it’s good because it had served as a gateway for me to discover
more in my skills and capacities as a pre-service teacher. Through this, I
saw what is lacking in my own which needs to be improved so that in the
actual classroom instructions, I won’t find any difficulty anymore. But
surprisingly, I was delighted with what I’ve done in the schools I had
inclined with in student teaching program because my cooperating
teachers had often praised the entire classes I had conducted with their
students. Of course, I could say that it was a product of my demonstration
teaching before.
4. In your demonstration lessons, did you integrate higher-order thinking questions?
If so, describe.

Of course, it’s truly advisable for every teacher to constantly employ

higher-order thinking skills in the class. This is significant in order to
arouse the critical thinking skills of the students. From it, you can derive so
many ideas from them. For instance, I had a lesson entitled “Confucian
Analects” in my Grade 8 class before. I saw that this lesson is a good topic
for me to ask higher-order questions as grounded with the
contextualization of the lesson. Based from their personal experiences
and as extracted from the lesson, I asked my students if how they are
going to do good to others so that other people will also do the same as
what they initiated first. The keyword for the HOT question was “how.
Through this, my students shared numerous ideas based on what was
prompted by their minds.

5. In your demonstration lessons, did you provide communicative tasks such as

debates, role plays, word games, and the like? If so, describe.

In my case, I have provided a lot of communicative tasks such as

debates and role plays. In debates, I mandated my students to have a role
play on the topic, “The Cask of Amontillado.” From it, they were guided by
a question in order to create a certain scenario. The question is, “If you will
be given a chance to change the end of the story, what would it be and
why?” From the said question, they created role plays and I saw how
interesting and innovators my students were because their ideas were
reflected on the performances they have done.