Fs2 Manual

Philippines – Australia
BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 2 MANUAL
Classroom Management Skills in the Teaching Learning Process

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COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be given by the BEAM Project Management Unit and the source must be clearly acknowledged.

TABLE OF CONTENTS
I. RATIONALE 1 Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): 1
II. ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN FIELD STUDY 2 2
III. COURSE DESCRIPTION 4 Course Objectives 4 Grading System 4
IV. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2 5
V. COURSE CONTENT 6 A. Classroom Management Skills and Styles 6 B. Enriching the Teaching and Learning experiences 9 C. Communication Skills Enhancement with Buddy and Mentor 11 D. On-campus Post Conference (debriefing) 12
VI. GLOSSARY OF TERMS 13
VII.REFERENCES 14
VIII. APPENDICES 15 Appendix A: Reflective Journal Entries 16 Appendix B: Checklist for Effective Classroom Management 17 Appendix C: Competency Checklist 18 Appendix D: Checklists for Communication Skills 19 Appendix E: Rubric for Journal Writing 21

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COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be given by the BEAM Project Management Unit and the source must be clearly acknowledged.

RATIONALE
Field study 2 is an integral part of the new teacher education curriculum. It is a course that focuses on the pre-service teacher’s observation of the mentor’s classroom management skills in the teaching-learning process applied in the classroom. This one-unit course will enable the pre-service teachers to identify the various aspects of teaching, classroom management, and techniques used by the cooperating teacher. These aspects and techniques will then be described by the PST through a narrative report reflected as journal entries. These techniques in the teaching-learning process and classroom management will provide students with opportunities to examine their application in the teaching learning environment.
Good’s Dictionary of Education defines classroom management as “the administration or direction of activities with special reference to such problem as discipline, democratic teaching-learning techniques, the use and care of supplies and reference materials, the physical features of the classroom, general housekeeping and the social relationships of the learners.”
A well-managed classroom is conducive to mental growth and development of the learners’ skills in teaching. Learning becomes interesting and enjoyable under favorable working conditions and an organized classroom environment.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): Domain 2- Learning Environment focuses on the ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning of different kinds of the effort

2.1.1 Maintains a learning environment of courtesy and respect for different learners (ability, culture, gender).
2.1.2. Provides gender-fair opportunities for learning.

2.2.1 Maintains a safe, clean and orderly classroom free from distractions.

2.3.2 – encourage learners to ask questions.
2.3.3 Provide learners with a variety of learning activities 2.4.1 Handles behavior problems quickly and with due respect to children’s rights.
2.4.2 Gives timely feedback and reinforcement appropriate to learner’s behavior.
2.4.3 Guides individual learners requiring development of appropriate social and learning Behavior
2.4.4 school policies and procedures for classroom behavior are communicated and followed.

Domain 3 – Diversity of Learners
3.1.2. – Establishes goals that define appropriate expectation for all learners.
3.1.4 provides differentiated activities for learners
3.1.6 sensitive to multicultural background of the learner
3.2.4 is sensitive to unusual behavior of learners and takes appropriate action.

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ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN FIELD STUDY 2
The Teacher Education Institution (TEI)
A. The College Dean shall: 1. Designate practicum manager to oversee and coordinate the Practicum program of the TEI. 2. Assign practicum supervisor with 25 – 30 PST’s 3. Allocate a flexible incentive to DepEd personnel involved in student teaching as stipulated in the MOA. 4. Initiate conferences with SDS in selecting public and private schools in the province/City. 5. Assign space for a Practicum Office and appoints an office staff.
B. Practicum Manager shall: 1. Monitor the teachers handling Field Studies. 2. Supervise practicum office Staff. 3. Formulate policies and systems for the practicum 4. Manage administrative matters such as preparation and signing of MOA. 5. Coordinate with the SDS in the selection of cooperating schools. 6. Communicate with stakeholders and handles paperwork with regards to the practicum program. 7. Release the PST’s from any academic loads not prescribed by the curriculum in the final year of internship.
C. The TEI Practicum Supervisor shall: 1. Prepare the program of activities of the student teachers. 2. Coordinate regularly with the principal and cooperating teachers regarding the performance of the student teachers. 3. Coordinate with the Principal of the cooperating school regarding the activities and needs of pre-service teachers relative to their observation of classes. 4. Prepare the pre-service teachers for their off-campus observation activities. 5. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher regarding the performance of the pre-service students. 6. Conduct post-conference, interview, case studies of pre-service teachers.
D. The Pre-service Teachers shall: 1. Perform in accordance with the basic professional expectations detailed in these guidelines. 2. Attend all sessions and scheduled school visits with the DepEd partner school. 3. Meet the individual objectives for performance as described. 4. Offer and perform services to the school at an appropriate level, in return for the services which the school provides. 5. Operate and cooperate with the school community and its requirements and expectations. 6. Observe and embrace the Ethics of the Profession. 7. Maintain a journal of the experience. 22

Department of Education (DepEd)
A. Schools Division Superintendent (SDS) shall: 1. Review and subsequently approve TEI’s request for cooperating schools; 2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean, Practicum Manager, Practicum Supervisors and the School Principals, site Coordinators, and the Cooperating Teachers. 3. Approve authority for MOA between TEI’s and DepEd.
B. The Cooperating Teacher shall: 1. Serve as mentor of the PST’s 2. Provide support to PST’s by: a. regular class observation b. classroom management c. accomplishment of different forms and related work 3. Observe, coach, mentor and evaluate the performance of the PST’s 4. Model effective teaching and management techniques.
C. The Cooperating Principal shall: 1. Collaborate with TEI Practicum Supervisor in facilitating placement of pre-service student teachers and provide the social and professional aspects of administering practicum teaching. 2. Orient the student teachers on: a. VMGO and organizational structure of the school b. Orient student teachers on school policies on students and personnel discipline 3. Identify exemplary cooperating teacher/s to handle pre-service teacher’s exposure for FS2. 4. Coordinate with site coordinator and TEI’s on the assignment of student teachers. 5. Monitor and provide feedback on the performance of student teachers to TEI’s 6. Prepare required reports to the TEI’s, copy furnish the Schools Division Superintendent
D. The Site Coordinator shall: 1. Assist the principal on the assignment and discipline of the student teachers 2. Conduct regular conference with cooperating teachers as regards to the performance and behavior of student teachers 3. Coordinate with the TEI supervisor of the student teachers 4. 23
See to it that student teachers are not allowed to substitute for teachers who are absent or on leave.
COURSE DESCRIPTION
Field Study 2 is the second in a series of six related field study courses. It is focused primarily on observing the teacher’s application of the teaching theories and principles and his/her classroom management skills in the learning environment. It has special reference to aspects such as creating a conducive teaching-learning atmosphere, observing a child friendly school environment, discipline, use and care of supplies and reference materials, the physical features of the classroom and, general housekeeping.
FS 2 is also concerned with the development of the pre-service teacher’s communication skills as he/she interacts with the buddy and cooperating teacher.
This FS can be anchored on the following Professional Education subjects: Facilitating Learning, and Principle of Teaching 1 & 2.
Course Objectives
This FS 2 aims to: 1. Provide Pre-service Students (PSTs) with opportunities to observe and examine the different classroom management techniques applicable in the learning environment. 2. Enriche PSTs knowledge of the teaching methods, strategies, learning activities and appropriate instructional materials used by teachers (mentors). 3. .Reflect on the importance of a well managed classroom in creating a conducive and healthy teaching-learning atmosphere. 4. Develop PSTs communication skills as he/she interacts with the buddy and cooperating teacher.
Grading System Rater CT PS

Reflective Journal Writing ------------------------ 50% (at least 4 entries) Portfolio ------------------------------------------------ 20% 20% Checklist on Management Skills and Competency Checklist on Communication Skills and Activity Sheets Seat plan Class list

Attendance in scheduled school visits----------- 10% TOTAL ------------------------------------------- 30% 70%

CT - Cooperating Teachers
PS - Practicum Supervisor
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SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2

SESSION/VISITS / TIME FRAME | VENUE | SITE/OBSERVATION | ACTIVITY | First session3 hrs. | TEI | Conference Room | Orientation/WorkshopFS 2 Manual on Classroom MGT skills: a.- Time MGT b.- Students misbehavior c.- Teacher’s profession ethics | Second session/1st visit3 hrs. | DepEd(Elementary/Secondary) | Classroom AClassroom BClassroom C | Observation on the Teacher’s style onRoutine Activities:a. attendanceb. seating arrangementc. handling materials | Third session/2nd visit3hrs. | DepEd(Elementary/Secondary) | Classroom DClassroom EClassroom F | Observation on the teaching strategies, activities, assessment and instructional materials used by the teacher | Fourth sessession/3rd visit3 hrs. | DepEd(Elementary/Secondary) | Classroom GClassroom HClassroom I | Observation on theenhanced communicationskills of buddies | Fifth session/4th visit 3 hrs. | DepED(Elementary/ Secondary) | Classrooms | Post Conference/dialogue with the CTS | | Sixth session | TEI | Conference room | Debriefing/evaluation with STs | 25

COURSE CONTENT
A. Classroom Management Skills and Styles

------------------------------------------------- ------------------------------------------------- Classroom management is defined as the “administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, the physical features and the social relationship of learners” in the classroom (Good, Dictionary of Education)
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------------------------------------------------- The management of a classroom includes the organizations of its physical conditions as well as the use of materials of instruction. Classroom routines that can be established to save time, effort and resources may include seating arrangement to facilitate checking of attendance, distributing and returning of instructional materials, entering and leaving the room and observing classroom courtesy. The way the classroom teacher interacts with the learners and the way learners interact with their mentor and with one another is an attribute of a healthy environment conducive for learning.
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------------------------------------------------- Good classroom management establishes an atmosphere that permits activities to be carried out efficiently and economically. A well - organized classroom is conducive for mental development because the teaching and learning process becomes enjoyable and interesting under favorable conditions.

1. The focus of observation is on the mentor’s classroom management skills which facilitate an effective teaching and learning process. These management skills include: a. Routine activities to ensure classroom discipline, such as; * checking the attendance * seating arrangement * handling materials and devices * classroom courtesies b. Monitoring of the learner’s behavior and the teacher’s response to the various forms of student behavior. Overview: The learners are observed at the beginning of the day, upon arrival, during their sharing time, in the distribution and collection of materials and in all other learners’ activities and responsibilities in the classroom. Attendance is also checked. The success of teaching and learning is determined by the way the class is managed and organized.

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Objectives: At the end of the sessions, the students will be able to: 1. observe the cooperating teacher’s style of managing his/her class 2. acquaint themselves with the classroom routine established by the teacher to maximize time for teaching – learning activities. 3. describe the classroom routine established by the teacher and how a classroom is well organized and managed, a classroom is and appreciate its importance in establishing a classroom atmosphere conducive to learning 4. reflect on the application of different theories of learning and knowledge acquisition and how planned Activities are facilitated in the classroom.. 5. observe different ways of teaching a lesson. Expected Outcomes The Pre-service teacher is expected to: 1. describe how students are organized to facilitate the implementation of planned activities in the classroom. 2. identify some facilities, equipments, materials and resources and other structures found in the room and describe how these are arranged or utilized by the learners to facilitate their mobility and the teaching-learning effectiveness. 3. discuss with the buddy and mentor the importance of a well-managed and orderly classroom to effective teaching and learning and report on this in the journal.

4. identify and select learning methods and activities appropriate to learners and aligne to objectives of the lesson.

5. reflections on the different kinds of learning-teaching theories demonstrated and the different resources used by the teacher.

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be given by the BEAM Project Management Unit and the source must be clearly acknowledged.

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Assessment:
The pre-service teachers will be rated based on the quality of performance they manifested while in attendance to or as they conduct classroom observations. These observations should be reflected in their Journal, required documents and reports included in their portfolio and in-line with the Rubric and Rating scale.
The following documents will be submitted during the debriefing with cooperating teacher and TEI Practicum Supervisor: * Class lists, seat plan and policies on materials distribution and collection are to be compiled in their professional folio to be submitted during the debriefing session with the TEI Practicum Supervisor. Discuss the importance of that seat plan in your journal. * Discussions on the importance of a well- managed classroom This. will be written in the reflective journal. * Pre-Service Teachers’ Observation Guide on Classroom Management. The responses to these questions should be written in the Journal. (see Appendix A for questions) * Use the self-rating competency checklist and activity sheets 1-3 ELC p.41-45

Tasks for Pre-service Teachers: 1. Use the checklist in Appendix B to record specific information about classroom management 2. Secure a class list and draw a seat plan to save time in checking attendance of students. Why is this important? 3. Observe a class and record notes on: A. how and in what ways students are organized for the activities (e.g. pairs, groups, teams). Are the learners given respect regardless of ntheir gender, culture and ability? B. how the classroom is arranged and structured to facilitate mobility of students during class activity which is ,free from hazard and distractions C. ways in which students and teacher, students and students interact with one another, and describe how each one responds to questions. D. materials and equipment used during the lesson. Describe how they are distributed, collected, used and arranged in a challenging activities.

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Learning Content II
B. Enriching the Teaching and Learning experiences
The teaching-learning process becomes enjoyable and interesting when learners are placed in a healthy environment conducive for learning.
Students working under a conducive learning environment can interact without fear or inhibitions with their teachers. This facilitates an effective teaching and learning process.

In this aspect of teaching-learning process, the pre-service teachers (PSTs) are provided with opportunities to observe the application of principles, methods, and strategies used in the learning environment. They are given the chance to be familiar with, develop, try out and enrich their knowledge of teaching method and strategies, learning activities, assessment strategies and instructional materials used by their mentors/cooperating teachers. I. Objectives: This aspect of the lesson aims for the PSTs to: 1. be familiar with, and develop their understanding of teaching competency using the checklist provided in the manual; 2. observe and list different methods, and strategies used by the cooperating teachers in the classroom; 3. identify the instructional materials and learning activities employed by the CTS that fit in with the strategies used by the teacher; 4. learn to match the objectives with the subject matter, teaching strategies/ activities, and assessment strategies. II. Expected outcomes: PSTs are expected to: 1. Determine the teaching competencies employed in teaching. 2. Write/list down different methods, strategies, and learning activities employed by their cooperating teachers. 3. Make a matrix showing the subject matter lesson objectives, the strategies, learning activities, institutional materials and assessment tools employed by the teacher as observed in the classroom. 4. Make a reflection about how learning activities and instructional materials used by the teachers helped facilitate an effective teaching-learning process. III. Assessment: 1. 29
The Pre-service teachers will be assessed based on the completeness of the documents, journals, and reports required them to be submitted at the end of the specified period of deployment.

Learning Content II
C. Communication Skills Enhancement with Buddy and Mentor

------------------------------------------------- ------------------------------------------------- Communication embraces the variety of behaviors, processes and technologies by which meaning is transmitted or derived from information (Encyclopedia of Knowledge, International Edition, 2002). The term is used to describe diverse activities: conversation, exchange of views, opinions or ideas, expression of feelings and emotional state of a person. This focused observation on communication is specifically aimed at how the language, verbal or non-verbal is used as a medium of interpersonal communication between and among the pre-service teachers, the mentor and the learners.
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------------------------------------------------- There are several important elements of classroom management and one is being a good communicator. The teacher establishes effective communication which includes verbal and non-verbal behaviors. The teacher can also communicate clearly in a logical way using language that learners can understand.

This area is focused toward interactive and effective communication with the buddy and the mentor. The pre-service teacher should take note of how the classroom teacher interacts with his/her students, responds to the learners’ questions and answers to the questions and how the message is clearly and coherently communicated to the whole class. The pre-service teacher should also observe his/her buddy’s communication skill by taking note of how the buddy articulates and carry on the conversation either with the buddy (ies) or with the mentor as they share their observations after the end of every session.
Focus questions for the mentor and pre-service teacher to reflect on:
Does the mentor’s communication fall within the level of the pre-service student teacher’ ability to comprehend and understand the language?
Does the PST show language proficiency?
Do the buddies engage their mentor into a constructive exchange and sharing of ideas? The written entries in the reflective journal enhance the development of the writing skill of pre-service teachers. These include written narrative reports that are free from grammatical and spelling errors and are written clearly, coherently and concisely. I. Objectives: The PST will be able to: 1. enhance speaking skills through interactive communication with the buddy and their cooperating teacher manifested through: a. the use of correct grammar and appropriate vocabulary; b. the use of language in effective ways that express thought clearly and fluently; c. active listening and interacting appropriately with buddy and mentor; and d. responding appropriately to non-verbal and verbal messages conveyed by the buddy and mentor. 1. recognize and appreciate the importance and use of clear, coherent and concise interactive communication with the buddy and mentor. 30

II. Expected Outcomes: It is expected that at the end of the sessions, pre-service teachers can communicate with: 1. the use of correct grammar consistently with appropriate vocabulary; 2. the use of language in effective ways that enhance the meaning of the message; 3. listening attentively and interacts appropriately with buddy and cooperating teacher; 4. expressing thoughts fluently; 1. responding appropriately to both verbal and non-verbal communications for the mentor and pupils. III. Task: 1. Hold a discussion with your buddy and cooperating teacher through a triad at the end of the session. Discuss your recorded observation checklist and compare it with the observations of the two others. Take note of the similarities and the differences; How else are you going to further improve your communication skills? 1. Write your responses in your journal. 2. Use the checklist on self, buddy and mentor (see Appendix D) to self-evaluate your communication skills. D. On-campus Post Conference (debriefing) After making four (4) classroom observations, a post conference session will be held at the University/College to gather feedback from the pre- service teachers regarding their experiences and observations. A fourth entry of the reflective journal will be submitted to the TEI Practicum Supervisor.

Guide questions:

1. What examples of classroom management skill have been observed and applied by the cooperating teacher?

2. What skills in classroom management were observed by you? What implication can you draw out of this activity as a pre-service teacher? As a future teacher?

3. How did your observations influence your thoughts about your career choice as a teacher? About the teaching profession in general?

4. What other learning insights were gained out of your observations on classroom management? 31

GLOSSARY OF TERMS

Classroom management - refers to the planning, directing and controlling of classroom activities that can be carried on efficiently and economically to facilitate effective teaching-learning process.

Conference/Briefing - serves as general orientation and workshop on the tasks expected to be accomplished during the field study (practicum) program.

Cooperating teacher/Mentor - normally, is a classroom teacher at the laboratory school directly responsible for providing mentoring support to the pre-service teacher.

Department of Education Schools - serve as the natural laboratory of the Field Study Program of the TEI’s pre-service teachers.

Effective interpersonal communication - produces the intended result that is the receiver receives the message the way the sender intended (Smith, et. al. 2003).

Learners - refer to elementary pupils/high school students of the partner schools (elementary and high school).

Practicum - refers to the Field study Course which involves exposure to all types of schools of the DepEd.

Pre-Service teachers (PST’s) - are TEI students of BEED and BSED who are enrolled in the Field Study Courses and are involved in observation, micro and team teaching and teaching the whole lesson.

Post-conference (debriefing) - is a critical appraisal by the TEI Practicum Supervisors on the performance of pre-service teachers during their observations tasks at DepEd Schools.

Site coordinator - is responsible for assigning pre-service students in the classrooms and in scheduling classes for observation and participation who is usually the Principal of the Cooperating School.

TEI Practicum Supervisor - is a University/College faculty directly responsible for supervising, monitoring and providing support to the pre-service teachers in their on/off campus field study experience.

Practicum Manager- is a university faculty responsible for managing the administrative matters such as coordinating & monitoring the practicum supervisors.
He/she oversees and coordinates the extended practicum program of the TEI.

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REFERENCES

BOOKS

Acero, Victoria et al. 2000. Principles & Strategies of Teaching. Rex Book Store.

Atienza, Sonia et al. 2000. Student Teaching Handbook. Rex Book Store.

Barry, Kevin ans Len King. 1998. Beginning Teaching and Beyond. Social Sciences Press.

Bullock, Ann Adams and Parmalee P. Hawk. 2001. Developing a Teaching Portfolio. Merill Prentice Hall. Ohio.

Colin, Marsh. 2004. Becoming A Teacher. Pearson Prentice Hall. Australia.

Corpuz, Brenda and Gloria G. Salandanan. Principles and Strategies of Teaching. 2003. Lorimar Publishing Co. Inc.

Corpuz, Brenda et al. 1997. Manual for OBSERVATION, Participation and Community Immersion. Katha Publishing co. Inc.

Logus, Modesta Grey . Student Teaching Manual. National Book Store.

Pohl, M. 2000. Learning to Think, Thinking to Learn. Hawker Brownlow Education.

Singh, Amarjit. 2004. Classroom Management: A Reflective Perspective. Kanishka Publishers Distributors, India.

Smith, Susan G. et al. 2003. teaching Challenges and Dilemmas. Nelson Smith. Australia Pty. Limited.

MANUALS/HANDBOOKS

A Self-Assessment Guide for the Child Friendly School. Department of Education. UNICEF.

Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

Mentoring the Student Teacher. 2002. DepEd. Region X.

Professional Application and Reflections 2 (PAR2). UNISA.

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APPENDICES

A. Reflective Journal Entries B. Checklist for Effective Classroom Management C. Competency Checklist D. Checklists for Communication Skills, part 1 and part 2 E. Rubric for Journal Writing

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COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be given by the BEAM Project Management Unit and the source must be clearly acknowledged.

Appendix A: Reflective Journal Entries

Guide Questions on Classroom Management Skills

These guide questions should be answered by the pre-service teachers based on actual observation of a mentor. The responses to these questions will be written in the individual’s reflective journal.

1. What have you observed regarding the general atmosphere of the classroom? Was the instructional environment conducive to learning? 2. Was there a system in distributing and collecting materials of instruction? Describe how the teacher handled the following routine in order to economize on time and energy in teaching and learning: a. roll call of attendance b. distribution and collection of resource materials and devices such as: examination papers (quizzes, activity sheets). c. Use of resources and materials such as books, apparatus, equipments, etc. d. asking and answering questions posed by the teacher or by other students e. proper behavior in entering and leaving the classroom. 3. What is your concept on discipline and its importance in maintaining a well managed classroom? What were some routine activities that contributed to good classroom management? 4. Describe an observed classroom courtesy that helped maintain harmonious relations between the teacher and learners and among the learners themselves.

5. How does the teacher respond to the learners’ questions? How do students respond to the teacher’s questions? 6. Cite two (2) misbehaviors observed from students and the behavior management techniques used by the cooperating teacher to change the behavior. 7. Was a child friendly atmosphere observed in the classroom? Cite some instances where this was observed.

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) Project. Prior approval must be given by the BEAM Project Management Unit and the source must be clearly acknowledged.

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References: Atienza, Sonia et al. 2000. Student Teaching Handbook. Rex Book Store. Barry, Kevin ans Len King. 1998. Beginning Teaching and Beyond. Social Sciences Press. Bullock, Ann Adams and Parmalee P. Hawk. 2001. Developing a Teaching Portfolio. Merill Prentice Hall. Ohio. Colin, Marsh. 2004. Becoming A Teacher. Pearson Prentice Hall. Australia. Corpuz, Brenda and Gloria G. Salandanan. Principles and Strategies of Teaching. 2003. Lorimar Publishing Co. Inc. Corpuz, Brenda et al. 1997. Manual for OBSERVATION, Participation and Community Immersion. Katha Publishing co. Inc. Pohl, M. 2000. Learning to Think, Thinking to Learn. Hawker Brownlow Education. Singh, Amarjit. 2004. Classroom Management: A Reflective Perspective. Kanishka Publishers Distributors, India. Smith, Susan G. et al. 2003. teaching Challenges and Dilemmas. Nelson Smith. Australia Pty. Limited. Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004. Mentoring the Student Teacher. 2002. DepEd. Region X.