PORTFOLIO Final
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
Tagum-Mabini Campus
PORTFOLIO in
Educ. 11: Student Teaching
In Partial Fulfilment of the Requirements
For the Degree of Bachelor in Elementary Education
Submitted by:
MR. BILLY JOHN A. DE GUZMAN
Pre-service Teacher
Submitted to:
DR. ROQUE N. LANGCOY II
Practicum Supervisor
March 13, 2015
ACKNOWLEDGMENT
I would like extend my warmest gratitude and thanks to the people and institution that helped me to finished this portfolio. Their guidance and full support lead me to accomplish this project. First and foremost is to our Almighty Father, our God, for His holy presence that gives me strength when discouragement attacks me. Thank you Oh, God, without You, I can’t finish this one. To my parents, Pa and Ma, thank you so much for your full support, guidance and love for me. In financial aspects, in efforts waking up very early in the morning and for the good advices that you gave to me, thank you so much Pa and Ma. To Magugpo Pilot Central Elementary School, that became our laboratory school in our practice teaching, to the faculty and staff thank you so much for accommodating us in your beloved home. To my Cooperating Teacher, Dr. Gemma C. Mabalod, Mr. Jhon Kristoffer A. Gabut and Mrs. Lea J. Ensomo, thank you so much dear teachers for sharing to me your knowledge. Thank you so much for the words of wisdom that you gave to me where the best words that I heard. I hope in future we will be able to become a co-workers. To our Practicum Supervisor, Dr. Roque N. Langcoy II, thank you so much Sir, for your time, for your patience and for your hardwork enable for us to finish this project. Thank you so much Sir for not leaving us in the middle of the battle. To my Colleagues, thank you guys for sharing your ideas, your materials and your strength for helping me finish this portfolio. I hope that we will be able to attain our goals and dreams. Thank you so much guys. To all, once again. Thank you so much.
Author
TABLE OF CONTENTS
Title Page
Acknowledgement
Table of Contents
Introduction
School Profile
Vision
Mission
Goal
History Background
Cooperating Teacher’s Profile
First Fielding
Second Fielding
Third Fielding
Class Program
First Fielding
Second Fielding
Third Fielding
Class List
First Fielding
Second Fielding
Third Fielding
Reflective Journal Entries
Journal #1: Planning and Implementation of Learning Programs
Rubric for Reflection/ Journal Entries
Journal # 2: Using Instructional Materials
Rubric for Reflection/ Journal Entries
Journal #3: Actual Teaching
Rubric for Reflection/ Journal Entries
Journal # 4: Test Preparation
Rubric for Reflection/ Journal Entries
Journal #5: Checking, Marking and Interpretation of Test Results
Rubric for Reflection/ Journal Entries
Journal # 6: Self-Evaluation
Rubric for Reflection/ Journal Entries
Lesson Plan’s Taught
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
Lesson Plan 6
Lesson Plan 7
Lesson Plan 8
Lesson Plan 9
Lesson Plan 10
Lesson Plan 11
Ratings
Pre-Service Teacher’s Actual Teaching Rating by Cooperating Teachers
Actual Rating 1
Actual Rating 2
Actual Rating 3
Actual Rating 4
Actual Rating 5
Actual Rating 6
Actual Rating 7
Actual Rating 8
Actual Rating 9
Actual Rating 10
Actual Rating 11
Pre-Service Teacher’s Non-Teaching Rating by Cooperating Teachers
Non-Teaching Rating (Pre)1
Non-Teaching Rating (Post)1
Non-Teaching Rating (Pre)2
Non-Teaching Rating (Post)2
Non-Teaching Rating (Pre)3
Non-Teaching Rating (Post)4
Various School Forms
Form 138 (Student’s Report Card)
Form 137 (Student’s Permanent Record)
Form 1(Class/School Register)
Form 2 (Monthly Attendance Report)
Appendices
Schedule of Activities
Signed Daily Time Record
Daily Time Record(Punch Card)
Monitoring Sheet
Application Letter
Certificate of Attendance/Participation/Recognition
Sample of Learner’s Quizzes/Work/Projects
Documentation
Curriculum Vitae
Clearance
Rubric for Portfolio
INTRODUCTION
EDUCATION 11 RATIONALE
Practicum is a key component of an extended school experience of the teacher education curriculum which a pre-service teacher undertakes as part of his/ her elementary or secondary education course. It is viewed by many educators as the most important experience in the professional education of a pre-service teacher.
This six unit practicum could be treated as practice teaching in two different field exposures. This could be conducted in a number of ways. For example, the pre-service teacher may be fielded first in urban schools, and then in rural schools for their second fielding. Please note, re-locating PSTs mid semester can cause difficulties for teaching and for supervision.
This school-based teaching experience will provide focus and flexible linkage by crossing three learning domains. First, the teacher preparation programs or the content knowledge, colloquially known as the “what to teach.” Second, the professional knowledge which includes the “whom to teach,” what to know about schooling, schools and the people in them. Third, where much of the activity in the practicum relates is knowledge and skills needed to function as capable and caring professionals, called “how to teach” .
This course concentrates on helping the pre-service teachers develop as capable and committed teachers who will bring practical life to learners so they manage and thrive in school or community settings. It provides clear and progressive stages for the development of the acquired knowledge, skills, attributes and disposition of the beginning teachers. Practice teaching can have a powerful influence on the future success and direction of prospective teachers. The teacher education institution will strive to develop close partnerships with schools, administrators and cooperating teachers. By working together, they nurture the professional growth of teacher candidates, contribute to the continued professional development of cooperating teachers, and provide for quality learning experiences for children and young adults in the schools.
It is envisioned that during practice teaching these prospective teachers will be exposed in all aspects of teaching such as delivery of instruction, management of a class, and dealing with various types of learners, assisting the cooperating teacher, and doing numerous teaching tasks.
EDUCATION 11 COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of professional preparation of teachers. It is the culminating internship that engages the pre-service teachers in an intensive and extensive practicum in the laboratory (on-campus) and in cooperating schools (off-campus teaching or public school teaching) that will prepare them for the actualization of the teaching-learning process equipped with ethical standards and professional competencies. This course serves also as an avenue for further developing student teacher’s effective human relations and communication as two significant factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and teach them during regular classes under the supervision of a cooperating teacher and/or practicum supervisors. The students are expected to progress from half day teaching to whole day teaching. They will also write weekly reflections as part of their student teaching journal. They should act according to their roles and responsibilities and guidelines for student teaching.
COURSE OBJECTIVES:
At the end of the course, the pre-service teachers will:
1. Articulate a coherent personal teaching style appropriate to the learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-disciplinary individual working in the school community;
4. Collaborate with peers and other professionals;
5. Design a teaching portfolio for their context and roles, drawing upon the educational philosophies, methods and principles of teaching.
6. Teach effectively for an extended period of time.
SPECIFIC OBJECTIVES/EXPECTED OUTCOME:
1. Demonstrate increasing confidence in integrating professional knowledge and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small groups and whole classes for five full days in a week;
3. Implement a range of appropriate teaching and assessment strategies across the curriculum;
4. Teach inclusively with appropriate understanding of social justice and equity issues which impact on the curriculum and the profession
5. Select, produce, use and evaluate appropriate information and communication technologies and other resources;
6. Exhibit classroom management practices that contribute to the children’s self-esteem and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and apply emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher educators in the collection and analysis of data that contribute to their professional development
COURSE REQUIREMENTS:
1. Daily classroom teaching by PST observed and evaluated by cooperating teacher. Final demonstration teaching observed by cooperating teacher and practicum supervisor.
2. Detailed lesson plans, checked and approved by cooperating teachers. Student Teachers must prepare at least 2 lesson plans daily to be taught in at least 2-3 sections.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed and correctly filled -in daily time records or attendance log books.
6. Attendance in classes, school function, assemblies, co-curricular activities and post conferences.
7. Presentation of a student portfolio.
8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research/ Professional Reading.
DEPED’S NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning, Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development
SCHEDULE OF ACTIVITIES
WEEK
VENUE
SITE OF PRACTICUM
ACTIVITY
TIMEFRAME IN SCHOOL
FIRST FIELDING
WEEK 1
WEEK 2
(Complete this table according to the schedule you’ve been through in VVCES.)
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL PROFILE
(Cooperating School)
Schools also people learn to enjoy the arts and to develop other interest that would make leisure time more rewarding. When Mr. William Villanueva was the principal (1959-1963), the school was the beneficiary of the American International Development (AID) a sort of foreign aid which made possible the construction of a Science and Library building. This building is presently occupied by the grade five SPED Classes. There were also American Peace Corps Volunteers were assigned in the school. This American Peace Corps Volunteers assisted the teachers in the teaching of English, Science and Modern Mathematics. Thus the school became Magugpo Pilot Demonstration Center not only for the District of Tagum but for the whole Davao Province which then was composed of Davao del Sur, Davao City, and Davao Oriental. All teachers in the school were always ready and prepared to demonstrate in any subject area, Educational Supervisors, District Supervisors, Principals, and Teachers from other districts would like to observe. When Davao Province was finally divided into three provinces, the school became Magugpo Pilot Central Elementary School.
In 1972, the school became well known because of its large population of teachers and pupils and for easy supervisory purposes, it was divided into two schools MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL, whose teachers and pupils were occupying the main buildings while RIZAL ELEMENTARY SCHOOL was composed of teachers and pupils located across the school playground especially within the vicinity of the school grandstand.
As school enrollment population increased in 1984, the two big schools were again divided. Magugpo Pilot was divided into MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL and MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL. Rizal Elementary School was divided into RIZAL ELEMENTARY SCHOOL and RIZAL ELEMENTARY SCHOOL II. Currently, the principal of the school is Dr. Vincente Apolinares Jr. and located at Mabini Street Tagum City.
COOPERATING SCHOOL’s VISION, MISSION, GOALS and OBJECTIVES
School 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.
School 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. Core Values
Maka-Diyos
Makatao
Makakalikasan
Makabansa
PRE-SERVICE TEACHER’S CURRICULUM VITAE
Personal Data
Name: Billy John A. De Guzman
Birthday: August 18, 1995
Address: Prk. 1, Buclad, Asuncion, Davao del Norte
Age: 19 years old
Sex: Male
Height: 5’3”
Weight: 54 kgs.
Religion: UCCP
Educational background
Elementary: Buclad Elementary School
High school: Asuncion National High School
Tertiary: University of Southeastern Philippines
Educational Philosophy: “Education Without God is Nothing”
COOPERATING TEACHERS’ PROFILE
Name: Gemma C. Mabalod
Birth Date: September 04, 1975
Place of Birth: Tagum, City
Age: 39 years old
Sex: Female
Civil Status:Married
Citizenship: Filipino
Height: 5’3”
Weight: 62 kgs
Spouse’s Name: Rommel S. Mabalod
Children: Una Gabriella C. Mabalod DujaDaniella C. Mabalod
Educational Attainment:
Elementary: Magugpo Pilot Central Elementary School (1980-1987)
High School: University of Mindanao Tagum College (1987-1991)
College: ST. Mary’s College (1991-1985) and graduated as Cum Laude.
Motto in Life: “Success is not success until you didn’t achieve what you want.”
COOPERATINGTEACHERS’ PROFILE
Name: Jhon Kristoffer A. Gabut
Birth Date:
Place of Birth:
Sex:
Civil Status:
Citizenship:
Height:
Weight:
Father’s name:
Mother’s name:
Educational Attainment:
Elementary:
High School:
College:
Employment Records:
COOPERATINGTEACHERS’ PROFILE
Name: Lea J. Ensomo
Birth Date: December 20, 1972
Address: Prk. Durian, Mankilam, Tagum City
Place of Birth: Andili, Mawab
Sex: Female
Civil Status: Married
Citizenship: Filipino
Height: 5’0”
Weight: 45 kg.
Spouse’s Name: Edwin D. Ensomo
Father’s name: Sabas S. Jacob Sr.
Mother’s name: Candelaria C. Soliven
Educational Attainment:
Elementary: Don Ricardo Briz Elementary School (Year Graduated: 1985)
High School: University of Mindanao (Year Graduated: 1989)
College: University of Southeastern Philippines, Apokon (Course: BEED)
University of Southeastern Philippines, Obrero (Year Graduated: 1993)
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
SECTION: SUNFLOWER
GRADE III
NAME: GEMMA C. MABALOD
CS ELIGIBILITY: PBET
TRAINING EXPERIENCE: 18 YEARS
EDUCATIONAL QUALIFICATION: BEED, MAED-EDAD, MAED-GENSCI, PhD EDUCATIONAL LEADERSHIP
S.Y 2014-2015
Morning Session
Time
No. of Minutes
Learning Areas
7:15 – 7:30
15
Flag Ceremony
7:30 – 8:20
50
MTB-MLE
8:20 – 9:10
50
English
9:10 – 9:30
20
Recess
9:30 – 10:10
40
Araling Panlipunan
10:10 – 11:00
50
Math
11:00 – 11:30
30
Essential Services
Afternoon Session
1:00 – 1:30
30
ESP
1:30 – 2:20
50
Science
2:20 – 3:10
50
Filipino
3:10 – 3:50
40
MAPEH
3:50 – 4:30
40
Remedial Instruction
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
SECTION: SIERRA MADRE
GRADE VI
NAME: JHON KRISTOFFER A. GABUT
CS ELIGIBILITY: LET
TRAINING EXPERIENCE: 4 YEARS
EDUCATIONAL QUALIFICATION: BEED WITH 42 MASTERAL UNITS
S.Y 2014-2015
MORNING SESSION
TIME
NO. OF MINS.
SUBJECT AREAS
NAME OF TEACHERS
7:15-7:30
15
FLAG CEREMONY
7:30-7:50
20
EP
MR. JOHN KRISTOFFER A. GABUT
7:50-8:50
60
SCIENCE
MR. JOHN KRISTOFFER A. GABUT
8:50-9:20
30
RECESS
MR. VILLANUEVA
9:20-10:20
60
FILIPINO
MRS. REDJEL D. EMBRADURA
10:20-11:20
60
ENGLISH
MR. JULIUS D. TACLIBON
AFTERNOON SESSION
1:00-1:40
40
HEKASI
MS. ROMELYN A. TEDLOS
1:40-2:40
60
MATH
MRS. ROSARIO L. MACO
2:40-3:20
40
EPP
MR. JESUS PAHANG
3:20- 4:00
40
MSEP
MRS. ARMIE D. BULA
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
Section: Dove
Grade IV
NAME: LEA J. ENSOMO
CS ELIGIBILITY: PBET
TRAINING EXPERIENCE: 20 YEARS
EDUCATIONAL QUALIFICATION: BEED-MAEM
S.Y. 2014-2015
Time
No. of Minutes
Subject Area
Subject Teacher
6:00 – 7:00
60
Math
Mrs. Lea Ensomo
7:00 – 8:00
60
English
Mrs. Evelyn Jamisola
8:00 – 9:00
60
Filipino
Mrs. Emelda Carnicer
9:00 – 9:40
40
EPP
Mrs. Lea Ensomo
9:40 – 10:20
40
MSEP
Ms. Venus Evangelista
10:20 – 11:00
40
HEKASI
Mrs. Yolly Peralta
11:00 – 12:00
60
SCIENCE
Mrs. Ma. Luisa Cilo
12:00 – 12:20
20
ESP
Mrs. Lea Ensomo
Teaching Load: Monday-Friday
Time
Subject
Section
Adviser
6:00 – 7:00
MATH
DOVE
ENSOMO
8:00 – 9:00
MATH
KALAW
CARNICER
9:00 – 9:40
EPP
DOVE
ENSOMO
10:00 – 11:00
MATH
HERON
CILO
11:00 – 12:00
MATH
PARROT
JAMISOLA
12:00 – 12:20
EP
DOVE
ENSOMO
CLASS LIST
GRADE III – SUNFLOWER
BOYS GIRLS
1. Canopen, Joruss Dheo L. 1. Africano, Leslie Kate L.
2. Clapiz, Brint Sam A. 2. Apoc, Stephany V.
3. Cucharo, Ronel Gerard 3. Bagaslao, Princess Kaye
4. Diuda, Kastere Hasim Paduran 4. Baldo, Gail Maxyn L
5. Dominguez, Reiver L. 5. Barbaso, Modessa
6. Flores, Zoe C. 6. Battad, Almarie
7. Iduyan, Kyser D. 7. Benares, Patricia G.
8. Imbang, Kendrick Dave D. 8. Buhian, Trixie Fae P.
9. Jose, Rhejim Z. 9. Catapang, Evan Nicole F.
10. Labrador, Jay Lloyd M. 10. Cruda, Mary Louise R.
11. Laniba, Christian C. 11. Cuarte, Noreen P.
12. Lebumfacil, Mel Rich Nicholas P. 12. Florencio, Kathleen Joy L
13. Mabaso, Drexie Jude T. 13. Gregorio, Jilyn, M.
14. Necosia, Dwyne C. 14. Labastida, Eliyah Faith B.
15. Payot, Xavier Vinz. P. 15. Mahilom, Alyanna Y.
16. Piloton, Carlos Miguel A. 16. Malinao, Maricon R.
17. Poralan, Lawrence Zeph A. 17. Nitcha, Samantha Sheen
18. Sardoma, Xious N. 19. Omega, Precious Angel
19. Serono, Brent Lawrenz O. 20. Omusora, Abigail C.
20. Tizon, Ian Benedict A. 21. Porras, Hannah B.
22 . Real, Stephanie A. 23. Ren, Neil Rose M. 24. Tumale, Jules Keziah 25. Tungal, Janine L.
CLASS LIST
GRADE VI– SIERRA MADRE
BOYS GIRLS
1. Abion, Jay Mark L. 1. Albano, Barbie Girl E.
2. Ballares, Marion Angelo A. 2. Andiron, Jessa P.
3. Bustamante, Arsan Malic E. 3. Angel, Rosebill S.
4. Cabreros, Jayriel R. 4. Antipuesto, Mary Hope R.
5. Canceran, Jayson T. 5. Baldemor, Ma. Angelika F.
6. Capurihan, Jhaylou S. 6. Espinosa, Leigh Andrea B.
7. Cinco, John Lloyd D. 7. Gonzales, April Jassery B.
8. Curimao, Ian R. 8. Handog, Dexie D.
9. Dayo, Rhitz Vincent V. 9. Homoc, Vinnise Pearl
10. De Guzman, Mark Bradley C. 10. Mamon, Ivy Love
11. Dela Cruz, Jeffrey Jill S. 11. Masubia, Hannah May
12. Delos Reyes, Markhen C. 12. Morante, Regen A.
13. Delos Santos, Dixon B. 13. Namalata, Realyn M.
14. Filipinas, Jhun Rey A. 14. Olavides, Abegail P.
15. Lagula, Cyber Jhon T. 15. Ramada, Jay Ann P.
16. Lasquite, Euvenerie Jeus S. 16. Romano, Sky Louise
17. Luzon, Roniel C. 17. Seno, Gretchen Mae L.
18. Morales, Kurt Anthony C. 18. Sualog, Lea Marie
19. Ortega, Jovanie U. 19. Sugarol, Kristine Joy D.
20. Requinto, Michael James P. 20. Taraya, Lovely Jane C.
21. Rubio, Frinz Jude R. 21. Torillo, Kaye Zhyriel P.
22. Tamayo. John Christian N. 22. Villeza, Eulah Myrr A.
23. Tumala, Jaimner P.
24. Tumanda, Mark R.
25. Vidad Jr., Alberto C.
26. Villesas, Jammel
CLASS LIST
Grade IV- Dove
BOYS GIRLS
1. Albios, Aaron Dave 1. Almedilla, Erika Mae
2. Badonio, Shan Jastter M. 2. Alolor, Mydhea Kaye A.
3. Bahalla, Adrian Ken H. 3. Armamento, Mariel J.
4. Basigsig, Alfie R. 4. Bastillas, Jeanny A.
5. Buntag, Kent Lloyd D. 5. Bingil, Shylla Marie A.
6. Calibadan, Karl Louie 6. Bolanio, Maesha Rhe D.
7. Cartoneros, Christian Dave P. 7. Briganza, Regine L.
8. Cervera, Art John Paul C. 8. Caasi, Arianna Marie D.
9. Chavez, Kent Vincent P. 9. Cabarse, Catherine
10. Colotario, Brain Casper R. 10. Castillon, Jannah Kate
11. Espineda, Mark Sigfred 11. Doller, Christine Vera
12. Eugenio Jr., Eugenio B. 12. Dumat, Patrizia L.
13. Grabador, Jerwin Jay 13. Hojilla, Kaycee Mae H.
14. Facinal, Anjelo M. 14. Koiwa, Amika C.
15. Fernandez, Christian Luke S. 15. Lumiares, Erich Dea P.
16. Fontanos, Dave A. 16. Macasil, Ryle Jane A.
17. Lamoste, Cedric Jay 17. Mapili, Paula Venia M.
18. Mawalic, Jhon Paul M. 18. Masumbid, Winona
19. Morata, Niel John Z. 19. Monilla, Alyssa Joyce L.
20. Mulod, Zedric C. 20. Mumar, Hannah Joy G.
21. Ondagan, Rejay G. 21. Mundiz, Hazel Ann A.
22. Pamplona, Felix John M. 22. Tindaan, Richelle Ann N.
23. Perez, Daniel Julie T. 23. Tumolac, Aeiou Rezreal
24. Rafael, Roncel Arn L.
25. Ramos, Jhon Red M.
26. Reyes, Randolph Aiman
27. Saberon, Ronel D.
28. Salmeo, Arnie James N.
29. Serrano, Raymart D.
30. Trinidad, Wilson C.
REFLECTIVE JOURNAL NO. 1
Planning and Implementation of Learning Programs
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. To what extent is your learning lesson outcomes achieved? How do you know? What are the indicators?
The outcomes of my lesson achieved to the extent that my students attained the objectives that I prepared for the specific topic. They got high scores during the evaluation time. During my class hours, students show enthusiasm to learn about what my discussion is all about. They are so participative and very attentive. When we proceed to our next topic students can still recall our past lessons that make me ensure that they learn from me.
2. How do you ensure that your learning activities are relevant to the topic? What factors do you consider? Do you implement these effectively? How?
I can ensure that my learning activities are relevant to the topic in the sense that, when you make group activities, it is of course related to your topic, you need to find activities that suits to the topic. I also need to know my students their skills and abilities if they can do the activities that I prepared, if I think that they can’t I find activities that e enjoyable that is related and appropriate to the students. I think I did it effectively in the sense that through my activities, students can do more, meaning they are learning through doing, so I am assured that my activities were implemented effectively.
3. Do your lesson plans contain all essential elements? What are these elements? What do you do to consider the learners’ needs and capacity, available resources and your teaching skills?
The lesson plans that I made is purely contain all essential elements. I always remember the “SMART” format of the objectives of my lesson plan, that it should be Specific, Measureable, Attainable, Reliable And Time-bounded. Objectives are also clear and use appropriate behavioural terms. I also employ specific teaching strategies and activities to attain the lesson objectives that I made. In considering the learners’ need what I did first is just observation. I just observe the behaviours and the capacities of the students, after I got the information what I did is that think and implement specific activities and strategies for the learners’ needs.
4. What verbal and non-verbal communication skills do you apply to make your teaching effective? What evidences will show that you are effective in what you do?
In my verbal communication, I am making sure that my voice was loud and clear to get the attention of the students, I also use vernacular to discipline my students, and as well as for them to fully understand the lesson. Non- verbal communication was also useful, I used gestures to give emphasis to a certain word or concept, I also touched the students when I feel that they are making noises or making unnecessary actions. The evidences that will show that I am effective in what I am doing is that the students indeed. They show positive responses to my questions and as well as these two kinds of communication suffice the needs of the students.
5. To what extent do you participate in and/or cooperate with your cooperating teacher in the planning and implementing of the classroom activities that contribute to the development of your learners? Provide two examples.
After every demonstration, I and my Cooperating Teacher will also have post-conference, wherein my CT gives insights and reviews to my demonstration. By these, my Cooperating Teacher gives me further improvements to my discussion, to my lesson plan making and as well as handling the class.
6. How often do you make use of available instructional materials in teaching? What evidences would show that these materials contribute to the attainment of your lessons’ objectives?
Instructional Materials are our weapons in teaching the students, so I always prepare Instructional Materials. I make sure that it is clear for the students. By the use of these materials students will become motivated and feels that the class are enjoyable. These materials are very useful for my discussion to contribute the attainment of my objectives.
REFLECTIVE JOURNAL NO. 2
Using Instructional Materials
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What instructional materials have you used in your actual teaching? Have you used them effectively? How?
We know that Instructional Materials are very essential in teaching our students. So I used flashcards, pictures, colourful visual aids to essentially manage the learnings of the students. Yes, I am sure that I used them effectively, by the use of those Instructional Materials I am able to catch the attention of the students and as well as I clearly discussed the lesson properly.
2. At what point in the lesson did you present instructional materials? Why is there a need to use them in those instances?
I used my Instructional Materials from drill until to the assignment. I have to use it so that the learners can easily follow to the discussions and grasp the information I am giving to them.
3. Are your instructional materials interesting enough to arouse and sustain the interest of the learners? What evidences would show that you have been successful in ensuring their effectiveness?
Yes, my Instructional Materials were interesting enough to arouse and sustain the interest of my learners. I can say they because when I started to discuss, I can see in their faces that they are motivated and interested to learn as well as they are very participative to my discussion.
4. What two insights have you gained regarding the use of instructional materials?
First is that when you use your instructional materials, always remember that these are only just tools to discuss clearly your topic, these are not the one who will take place the teacher rather these are just an aid for the learning of the children. Second is that you need to use the Instructional Materials effectively in the sense that the students can understand your topic and participate in the class very well.
REFLECTIVE JOURNAL NO. 3
Actual Teaching
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. Describe 2 measures you took to make your test items clear?
The measures that I took to make my items clear are that by thinking of my students’ capacity and as well as if my test was anchored to the objectives. So I thought of activities and quizzes to support the needs of the student.
2. Explain how you overcame two of the problems you encountered during test preparation.
We know that preparation of test is very complicated wherein you need to think and consider the learners’ needs and as well as to your topic. I overcame problems by just being optimistic and have a faith to God that I can do these things in accordance to the needs of the students. And as well as I also asked guidance to my Cooperating Teacher and to my colleagues.
3. What did you do to cater for the testing of slow learners, and of advanced learners?
We know that every students are diverse, in order to cater the testing of slow learners and advance learners, I not focus on just one type of questions. So not only multiple choices but I also used matching type and identification. So by then there is also diversity of testing wherein you find where the students are good to answer. As well as slow learners can find their weaknesses and strengths and for the advanced they can also improve their strengths.
REFLECTIVE JOURNAL NO. 4
Test Preparation
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What measures have you taken to assure yourself that your test items were clear and simple?
I evaluated the students to assure if my test items were clear and simple, they also got high scores. I also made sure that my test items were suited to my students. I use simple words and understandable terms for the students.
2. What problems have you encountered? How can you respond to them?
In preparing a test, of course i encountered problems, problems for example that I need to think of very simple questions for my students in which they are able to answer it. I respond to the problems by just communicating to my Cooperating Teacher, for her to give me advices on how to overcome such problems and on how I improve my respond to those problems.
3. Do your test items provide for a wide range of differences in ability? Describe how this has been catered for.
Yes. I believe that the test items that I had made catered and provided a wide range of differences in ability of the students, I made not only one type of test, but rather I made various types of test like multiple choices, identification and matching type for the diverse learners in my every class.
REFLECTIVE JOURNAL NO. 5
Checking, Marking and Interpretation of Test Results
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What types of information about your pupil’s /student’ progresses have you obtained? How have you recycled this?
The good works and the good performance of the students are the information that I obtained, by these I can track the progress of my students. But if majority of the class got low score then a remediation or re-teaching of the topic is appropriate thing that I made for them to gain the knowledge of the topic discussed.
2. If there were learners who did poorly in one subject area, what did you do to address this?
If I have learners who did poorly in one subject area, what I did is that after the class I have a short remediation for at least 10-15 mins. for these students who got poorly in the topic we discussed and when we go to our next lesson I make sure that we have review our past lesson for the students will be able to recall it
3. What have you learned about assessing learners?
I have learned that assessing the learners is very important because assessment is the key and the very important thing, because by these you can have the idea if your learners understand your lessons or not.
As well as assessing the learners is the indicator of what is the outcome of your discussion, so you need to find strategies efficiently for the students to understand your topic well.
REFLECTIVE JOURNAL NO. 6
Self-Evaluation
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What major problems did you encounter during your Practice Teaching?
The major problems that I encountered during my Practice Teaching is that the classroom management, when the students do not listen to me during class time and when they were very noisy I feel disgusted because as a teacher we need to think and find specific way to negate such problems.
2. What immediate actions or solutions did you make to solve these problems?
When the students are very noisy I immediately call their names ask what’s wrong and why there are very noisy. When I encountered problems in my Practice Teaching I just thinking positively that I can handle the situation smoothly. 3. What risks did you take during your practice teaching? Why? What happened?
As a teacher we should take the risks. The risks that every night making Instructional Materials, wake up very early in the morning, discusses the topic to different sections and diverse student. But I overcome these obstacles and risks that I took by have faith to God and think positive as well as I am motivated enough to finish this practice teaching.
4. What questions have arisen and major issues and /or concerns have encountered? How did you resolve these matters?
The questions that have arisen and the major issues and concerns that I encountered during my practice teaching are: Can I finished this one?, Can I be a good teacher for the students?, Can I discussed the topics very well?, Does my Teaching Strategies are appropriate and enough to cater the needs of the students?. These are the questions that go around my mind during my practice teaching. But, as there practice teacher I need to exert effort and believe to myself that whatever happens and whatever problems that I encounter during this practice teaching, I can do it all and I can manage the situations. 5. Did you consult with and/or ask advice from your cooperating teacher, TEI practicum supervisors and other practicum mentors? What did you ask? How did they respond?
Yes, I ask my Cooperating Teacher on what to do when my class are not able to cope up to the topics, their respond is that, just give a remediation and give more activities for the students. I also asked my CT’s about what kind of students they. Luckily they also helped me in managing the class.
6. What is the most important learning insight did you have about teaching that will surely inspire you in your chosen profession?
The important thing that I learn from my teaching experience is that: “Never leave your students behind”. Because I feel pity for the students who cannot able to cope up to my discussions. So I am now to the full level of being motivated because of those students who cannot able to read, write, and understand.
What also inspires me is that my very supportive and kind Parents, I am very thankful to them because they didn’t leave me behind to this practice teaching. So I am very thankful to the both of them, Pa and Ma.
7. Comments/Other Learning Insights
I feel so great for experiencing how nice and how hard the life of a teacher is. But I am so lucky for helping my students and I was also able to touched their lives, when they said that “ Salamat Sir”, its a complement that came to a child speaking of what he feels because of me. For this time I have the courage to become a teacher and touch lives of more people in the near future.
Assessment Tool Prepared
First Fielding
Direction: Name as to what type of soil is described. (sand,clay,silt,loam)
1. It has the biggest particles.
2. It holds the greatest amount of water.
3. Its particles are bigger than that of clay but smaller than that of sand.
4. It is best for planting.
5. It contains the greatest amount of natural fertilizer.
True or False: Write whether the statements below are true or false.
1. You can drink solid objects.
2. Without air you can still breathe.
3. Liquid can take the shape of the container where you put it.
4. You can see air and you cannot feel it.
5. Solid matters have different properties.
1. He (go) to the playground tomorrow to play baseball.
2. They (make) a Super Market in Tagum next year.
3. I (bring) the cupcakes later.
4. She (deliver) your orders this Sunday.
5. The fisherman (give) you many fishes tonight.
Second Fielding Direction: Write True if the statement is True and write False if the statement is False.
1. Constellations are used to track artificial satellites in the space.
2. Constellations are pattern of stars in the night sky.
3. Constellations are just design during night time.
4. Constellations are used to locate certain stars or galaxies.
5. Constellations tell the time the Earth will be ended up.
Direction: Match column A to Column B. Write only the letter of the correct answer.
A
1. Big Bang Theory
2. Divine Creation Theory
3. Big Crunch Theory
4. Steady State Theory
5. Oscillating Theory
6. Dust Cloud Theory
B
a. Believes in the power of God, Deity and Creator.
b. Says that the universe is infinite in time.
c. Says that the universe continues to expand and collapse.
d. Says that the universe came from an explosion of a big ball of energy.
e. This theory says that because of the force of gravity, billions of galaxies moved towards one another.
f. This theory says that the universe began with a cloud of dust.
Third Fielding
Direction: find the perimeter of the square below.
1. 4.
2. 5.
3.
Find the area of each triangle below.
1.
2. 3.
4. 5.
Direction: Find the area of the square below.
1. 11cm 5. 12 m
2. 14 cm
3. 9 cm
4. 10 cm
NON-TEACHING PERFORMANCE RATING SCALES
Rated by the CT in the 1st fielding
Rated by the CT in the 2nd fielding
CO-CURRICULAR and EXTRA-CURRICULAR INVOLVEMENT FORM
A.
1. Violence Against Women and Children Symposium.
2. Christmas Party
3.King and Queen of Hearts
B. Reflective Questions:
1. Which particular activity will you be involved in? Why? - I involve myself in the last day of our first fielding and that day is the
2. How often will you involve yourself to this kind of activity? Why?
3. How does this activity help student learning?
4. As a teacher, which co-curricular or extra-curricular activities would you like to be involved with? Why?
SIGNED DAILY TIME RECORD
VARIOUS SCHOOL FORMS
School Forms (1 sample form from each CT)
School Register
Form 137-E: Elementary School Permanent Record
Form 138-E: Report Card
Form 18 E2: Report on Promotions
And other required forms
APPLICATION LETTER
Billy John A. de Guzman
Prk. 1, Buclad, Asuncion Davao del Norte
09076871827
deguzman_billyjohn@yahoo.com
March 13, 2015
Dear Ma’am/Sir,
I am interested in applying for a teacher position, on the elementary level, in your school district. As a Graduate of 2014-2015, I have student teaching student experience in third, fourth and sixth Grade Level in Magugpo Pilot Central Elementary School.
I can guarantee you that I will be able to efficiently perform that functions entailed with position I am applying for. I am challenged to be creative, nurturing and most of all, patient.
In my Senior Year University of Southeastern Philippines, I experienced to teach MTAP (Mathematics Teachers Association of the Philippines) at Concepcion Elementary School, the passion of teaching push me to handle this MTAP class sessions.
It is my goal to combine all my knowledge and skill to teach my knowledge and teaching is my passion. I would welcome an interview and hope to hear from you at your earliest convenience.
Sincerely,
Billy John A. de Guzman
CERTIFICATES
Certificates of Attendance, Participation, Recognition, etc.
(Each must be scanned.)
LEARNERS’ SAMPLE OUTPUTS, QUIZZES, PERFORMANCES, ETC.
Each photo must have photo credit.3 photos per page.12-15 photos with caption
PHOTO DOCUMENTATIONS
Pictorials (with the CTs, co-PSTs, students, school environment, etc.)
Each photo must have photo credit.3 photos per page.15-18 photos with caption
GLOSSARY OF TERMS
Cooperating Teacher (Mentor)
Daily Classroom/Actual Teaching
Department of Education Schools
Elementary Grades
Journal
Non-Teaching Performance
Off-Campus Student Teaching
On-Campus Student Teaching
Practicum
Pre-service Teachers
Pre-Conference
Post-Conference
Site Coordinator
Secondary years
Summative Evaluation
Teacher Education Institutions
TEI Practicum Supervisor
- A teacher who is a member of the staff of the laboratory school or affiliated school in a teacher education institution and who has as one of his major responsibilities the supervision of student teaching done in his classroom.
- Refers to the actual teaching hours of the pre-service teachers with checked and approved lesson plans, complete instructional materials and taught under the observation, guidance and supervision of the cooperating teacher and/or TEI practicum supervisor.
- Serve as the natural laboratory of the Extended School Experience of the pre-service teachers.
- These refer to the six levels of the primary and elementary under the Basic Education Curriculum of the DepEd.
-A record of experiences which traces progress and development of pre-service teacher’s observations.
Refers to other aspects of related performances of the pre-service teacher needed to be evaluated by the cooperating teacher. This includes compliance to school policies and professional expectations, attendance to regular classes and other school activities, relationships with the cooperating teacher, co-interns and other school personnel, and values on professionalism.
Student Teaching activities carried on in an affiliated or cooperating schools that are not on the campus of an institution engaged in preparing teachers.
Student Teaching that is done on campus laboratory school or in any other school staged or administered by a college or university.
Also called student teaching or practice teaching, is the culminating stage where pre-service teachers put theory into practice the learning competencies acquired in the teacher training institution. It would also refer to the different stages of field exposure the pre-service teacher experiences in the different schools
A college student enrolled in a college or university who is acquiring practical teaching experience and skill under the guidance of a cooperating teacher or other qualified persons.
Serves as an orientation period specifying the activities or tasks to be undertaken by the pre-service teacher undergoing practicum.
Serves as the post-activity appraisal of pre-service teachers in the conduct of practicum.
He/She is responsible for assigning student in classrooms and scheduling classes for observation and participation who is usually the principal or anybody designated of the Cooperating School.
These refer to the four year levels of the secondary course using the Basic Education Curriculum of the DepEd.
Refers to the summative evaluation on personality and teaching performance of the pre-service teacher. This shall be both accomplished by the cooperating teacher and the TEI practicum supervisor based on their observations and feedback on the progressive development of the pre-service teacher as he/she performs designated teaching responsibilities.
Any educational institution concerned with the conduct of activities regarded as significant in the professional education of teachers the program of which is given appropriate recognition by state agencies that certify teachers.
The person immediately responsible for assisting the teacher in the supervision of the student teachers.
REFERENCES
BOOKS
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science Press
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper Saddle River
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy Report Prepared for the National Institute for Quatily Teaching and School Leadership
Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for Supervision and Curriculum Development
STUDENT TEACHING HANDBOOKS/MANUAL
Anderson University School of Foundation Student Teaching Handbook
Colorado State University Student Handbook, August 2005, Student Teaching-Teacher
Work Sample Scoring Rubrics
Illinois Wesleyan University Student Teaching Handbook
Michigan Technological University, Student Teaching Handbook
Northern Illinois University Student Teaching Handbook
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook
Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide, Australia
University of Wisconsin, Student Teaching Handbook
RUBRIC FOR STUDENT TEACHING PORTFOLIO
CLEARANCE
One clearance per CT.
References: BOOKS Barry, K and Len King (2001) Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper Saddle River Corvallis, V Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for Supervision and Curriculum Development STUDENT TEACHING HANDBOOKS/MANUAL Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and Resources for Schools and Organizations
University of Southeastern Philippines
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
Tagum-Mabini Campus
PORTFOLIO in
Educ. 11: Student Teaching
In Partial Fulfilment of the Requirements
For the Degree of Bachelor in Elementary Education
Submitted by:
MR. BILLY JOHN A. DE GUZMAN
Pre-service Teacher
Submitted to:
DR. ROQUE N. LANGCOY II
Practicum Supervisor
March 13, 2015
ACKNOWLEDGMENT
I would like extend my warmest gratitude and thanks to the people and institution that helped me to finished this portfolio. Their guidance and full support lead me to accomplish this project. First and foremost is to our Almighty Father, our God, for His holy presence that gives me strength when discouragement attacks me. Thank you Oh, God, without You, I can’t finish this one. To my parents, Pa and Ma, thank you so much for your full support, guidance and love for me. In financial aspects, in efforts waking up very early in the morning and for the good advices that you gave to me, thank you so much Pa and Ma. To Magugpo Pilot Central Elementary School, that became our laboratory school in our practice teaching, to the faculty and staff thank you so much for accommodating us in your beloved home. To my Cooperating Teacher, Dr. Gemma C. Mabalod, Mr. Jhon Kristoffer A. Gabut and Mrs. Lea J. Ensomo, thank you so much dear teachers for sharing to me your knowledge. Thank you so much for the words of wisdom that you gave to me where the best words that I heard. I hope in future we will be able to become a co-workers. To our Practicum Supervisor, Dr. Roque N. Langcoy II, thank you so much Sir, for your time, for your patience and for your hardwork enable for us to finish this project. Thank you so much Sir for not leaving us in the middle of the battle. To my Colleagues, thank you guys for sharing your ideas, your materials and your strength for helping me finish this portfolio. I hope that we will be able to attain our goals and dreams. Thank you so much guys. To all, once again. Thank you so much.
Author
TABLE OF CONTENTS
Title Page
Acknowledgement
Table of Contents
Introduction
School Profile
Vision
Mission
Goal
History Background
Cooperating Teacher’s Profile
First Fielding
Second Fielding
Third Fielding
Class Program
First Fielding
Second Fielding
Third Fielding
Class List
First Fielding
Second Fielding
Third Fielding
Reflective Journal Entries
Journal #1: Planning and Implementation of Learning Programs
Rubric for Reflection/ Journal Entries
Journal # 2: Using Instructional Materials
Rubric for Reflection/ Journal Entries
Journal #3: Actual Teaching
Rubric for Reflection/ Journal Entries
Journal # 4: Test Preparation
Rubric for Reflection/ Journal Entries
Journal #5: Checking, Marking and Interpretation of Test Results
Rubric for Reflection/ Journal Entries
Journal # 6: Self-Evaluation
Rubric for Reflection/ Journal Entries
Lesson Plan’s Taught
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
Lesson Plan 6
Lesson Plan 7
Lesson Plan 8
Lesson Plan 9
Lesson Plan 10
Lesson Plan 11
Ratings
Pre-Service Teacher’s Actual Teaching Rating by Cooperating Teachers
Actual Rating 1
Actual Rating 2
Actual Rating 3
Actual Rating 4
Actual Rating 5
Actual Rating 6
Actual Rating 7
Actual Rating 8
Actual Rating 9
Actual Rating 10
Actual Rating 11
Pre-Service Teacher’s Non-Teaching Rating by Cooperating Teachers
Non-Teaching Rating (Pre)1
Non-Teaching Rating (Post)1
Non-Teaching Rating (Pre)2
Non-Teaching Rating (Post)2
Non-Teaching Rating (Pre)3
Non-Teaching Rating (Post)4
Various School Forms
Form 138 (Student’s Report Card)
Form 137 (Student’s Permanent Record)
Form 1(Class/School Register)
Form 2 (Monthly Attendance Report)
Appendices
Schedule of Activities
Signed Daily Time Record
Daily Time Record(Punch Card)
Monitoring Sheet
Application Letter
Certificate of Attendance/Participation/Recognition
Sample of Learner’s Quizzes/Work/Projects
Documentation
Curriculum Vitae
Clearance
Rubric for Portfolio
INTRODUCTION
EDUCATION 11 RATIONALE
Practicum is a key component of an extended school experience of the teacher education curriculum which a pre-service teacher undertakes as part of his/ her elementary or secondary education course. It is viewed by many educators as the most important experience in the professional education of a pre-service teacher.
This six unit practicum could be treated as practice teaching in two different field exposures. This could be conducted in a number of ways. For example, the pre-service teacher may be fielded first in urban schools, and then in rural schools for their second fielding. Please note, re-locating PSTs mid semester can cause difficulties for teaching and for supervision.
This school-based teaching experience will provide focus and flexible linkage by crossing three learning domains. First, the teacher preparation programs or the content knowledge, colloquially known as the “what to teach.” Second, the professional knowledge which includes the “whom to teach,” what to know about schooling, schools and the people in them. Third, where much of the activity in the practicum relates is knowledge and skills needed to function as capable and caring professionals, called “how to teach” .
This course concentrates on helping the pre-service teachers develop as capable and committed teachers who will bring practical life to learners so they manage and thrive in school or community settings. It provides clear and progressive stages for the development of the acquired knowledge, skills, attributes and disposition of the beginning teachers. Practice teaching can have a powerful influence on the future success and direction of prospective teachers. The teacher education institution will strive to develop close partnerships with schools, administrators and cooperating teachers. By working together, they nurture the professional growth of teacher candidates, contribute to the continued professional development of cooperating teachers, and provide for quality learning experiences for children and young adults in the schools.
It is envisioned that during practice teaching these prospective teachers will be exposed in all aspects of teaching such as delivery of instruction, management of a class, and dealing with various types of learners, assisting the cooperating teacher, and doing numerous teaching tasks.
EDUCATION 11 COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of professional preparation of teachers. It is the culminating internship that engages the pre-service teachers in an intensive and extensive practicum in the laboratory (on-campus) and in cooperating schools (off-campus teaching or public school teaching) that will prepare them for the actualization of the teaching-learning process equipped with ethical standards and professional competencies. This course serves also as an avenue for further developing student teacher’s effective human relations and communication as two significant factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and teach them during regular classes under the supervision of a cooperating teacher and/or practicum supervisors. The students are expected to progress from half day teaching to whole day teaching. They will also write weekly reflections as part of their student teaching journal. They should act according to their roles and responsibilities and guidelines for student teaching.
COURSE OBJECTIVES:
At the end of the course, the pre-service teachers will:
1. Articulate a coherent personal teaching style appropriate to the learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-disciplinary individual working in the school community;
4. Collaborate with peers and other professionals;
5. Design a teaching portfolio for their context and roles, drawing upon the educational philosophies, methods and principles of teaching.
6. Teach effectively for an extended period of time.
SPECIFIC OBJECTIVES/EXPECTED OUTCOME:
1. Demonstrate increasing confidence in integrating professional knowledge and insights and pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for small groups and whole classes for five full days in a week;
3. Implement a range of appropriate teaching and assessment strategies across the curriculum;
4. Teach inclusively with appropriate understanding of social justice and equity issues which impact on the curriculum and the profession
5. Select, produce, use and evaluate appropriate information and communication technologies and other resources;
6. Exhibit classroom management practices that contribute to the children’s self-esteem and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and apply emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher educators in the collection and analysis of data that contribute to their professional development
COURSE REQUIREMENTS:
1. Daily classroom teaching by PST observed and evaluated by cooperating teacher. Final demonstration teaching observed by cooperating teacher and practicum supervisor.
2. Detailed lesson plans, checked and approved by cooperating teachers. Student Teachers must prepare at least 2 lesson plans daily to be taught in at least 2-3 sections.
3. Preparation of instructional materials appropriate to the lessons taught.
4. Accomplished journal reflection sheets.
5. Completed and correctly filled -in daily time records or attendance log books.
6. Attendance in classes, school function, assemblies, co-curricular activities and post conferences.
7. Presentation of a student portfolio.
8. Accomplished school forms completely and accurately filled –in.
9. *Classroom-Based Research/ Professional Reading.
DEPED’S NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning, Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development
SCHEDULE OF ACTIVITIES
WEEK
VENUE
SITE OF PRACTICUM
ACTIVITY
TIMEFRAME IN SCHOOL
FIRST FIELDING
WEEK 1
WEEK 2
(Complete this table according to the schedule you’ve been through in VVCES.)
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL PROFILE
(Cooperating School)
Schools also people learn to enjoy the arts and to develop other interest that would make leisure time more rewarding. When Mr. William Villanueva was the principal (1959-1963), the school was the beneficiary of the American International Development (AID) a sort of foreign aid which made possible the construction of a Science and Library building. This building is presently occupied by the grade five SPED Classes. There were also American Peace Corps Volunteers were assigned in the school. This American Peace Corps Volunteers assisted the teachers in the teaching of English, Science and Modern Mathematics. Thus the school became Magugpo Pilot Demonstration Center not only for the District of Tagum but for the whole Davao Province which then was composed of Davao del Sur, Davao City, and Davao Oriental. All teachers in the school were always ready and prepared to demonstrate in any subject area, Educational Supervisors, District Supervisors, Principals, and Teachers from other districts would like to observe. When Davao Province was finally divided into three provinces, the school became Magugpo Pilot Central Elementary School.
In 1972, the school became well known because of its large population of teachers and pupils and for easy supervisory purposes, it was divided into two schools MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL, whose teachers and pupils were occupying the main buildings while RIZAL ELEMENTARY SCHOOL was composed of teachers and pupils located across the school playground especially within the vicinity of the school grandstand.
As school enrollment population increased in 1984, the two big schools were again divided. Magugpo Pilot was divided into MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL and MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL. Rizal Elementary School was divided into RIZAL ELEMENTARY SCHOOL and RIZAL ELEMENTARY SCHOOL II. Currently, the principal of the school is Dr. Vincente Apolinares Jr. and located at Mabini Street Tagum City.
COOPERATING SCHOOL’s VISION, MISSION, GOALS and OBJECTIVES
School 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.
School 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. Core Values
Maka-Diyos
Makatao
Makakalikasan
Makabansa
PRE-SERVICE TEACHER’S CURRICULUM VITAE
Personal Data
Name: Billy John A. De Guzman
Birthday: August 18, 1995
Address: Prk. 1, Buclad, Asuncion, Davao del Norte
Age: 19 years old
Sex: Male
Height: 5’3”
Weight: 54 kgs.
Religion: UCCP
Educational background
Elementary: Buclad Elementary School
High school: Asuncion National High School
Tertiary: University of Southeastern Philippines
Educational Philosophy: “Education Without God is Nothing”
COOPERATING TEACHERS’ PROFILE
Name: Gemma C. Mabalod
Birth Date: September 04, 1975
Place of Birth: Tagum, City
Age: 39 years old
Sex: Female
Civil Status:Married
Citizenship: Filipino
Height: 5’3”
Weight: 62 kgs
Spouse’s Name: Rommel S. Mabalod
Children: Una Gabriella C. Mabalod DujaDaniella C. Mabalod
Educational Attainment:
Elementary: Magugpo Pilot Central Elementary School (1980-1987)
High School: University of Mindanao Tagum College (1987-1991)
College: ST. Mary’s College (1991-1985) and graduated as Cum Laude.
Motto in Life: “Success is not success until you didn’t achieve what you want.”
COOPERATINGTEACHERS’ PROFILE
Name: Jhon Kristoffer A. Gabut
Birth Date:
Place of Birth:
Sex:
Civil Status:
Citizenship:
Height:
Weight:
Father’s name:
Mother’s name:
Educational Attainment:
Elementary:
High School:
College:
Employment Records:
COOPERATINGTEACHERS’ PROFILE
Name: Lea J. Ensomo
Birth Date: December 20, 1972
Address: Prk. Durian, Mankilam, Tagum City
Place of Birth: Andili, Mawab
Sex: Female
Civil Status: Married
Citizenship: Filipino
Height: 5’0”
Weight: 45 kg.
Spouse’s Name: Edwin D. Ensomo
Father’s name: Sabas S. Jacob Sr.
Mother’s name: Candelaria C. Soliven
Educational Attainment:
Elementary: Don Ricardo Briz Elementary School (Year Graduated: 1985)
High School: University of Mindanao (Year Graduated: 1989)
College: University of Southeastern Philippines, Apokon (Course: BEED)
University of Southeastern Philippines, Obrero (Year Graduated: 1993)
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
SECTION: SUNFLOWER
GRADE III
NAME: GEMMA C. MABALOD
CS ELIGIBILITY: PBET
TRAINING EXPERIENCE: 18 YEARS
EDUCATIONAL QUALIFICATION: BEED, MAED-EDAD, MAED-GENSCI, PhD EDUCATIONAL LEADERSHIP
S.Y 2014-2015
Morning Session
Time
No. of Minutes
Learning Areas
7:15 – 7:30
15
Flag Ceremony
7:30 – 8:20
50
MTB-MLE
8:20 – 9:10
50
English
9:10 – 9:30
20
Recess
9:30 – 10:10
40
Araling Panlipunan
10:10 – 11:00
50
Math
11:00 – 11:30
30
Essential Services
Afternoon Session
1:00 – 1:30
30
ESP
1:30 – 2:20
50
Science
2:20 – 3:10
50
Filipino
3:10 – 3:50
40
MAPEH
3:50 – 4:30
40
Remedial Instruction
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
SECTION: SIERRA MADRE
GRADE VI
NAME: JHON KRISTOFFER A. GABUT
CS ELIGIBILITY: LET
TRAINING EXPERIENCE: 4 YEARS
EDUCATIONAL QUALIFICATION: BEED WITH 42 MASTERAL UNITS
S.Y 2014-2015
MORNING SESSION
TIME
NO. OF MINS.
SUBJECT AREAS
NAME OF TEACHERS
7:15-7:30
15
FLAG CEREMONY
7:30-7:50
20
EP
MR. JOHN KRISTOFFER A. GABUT
7:50-8:50
60
SCIENCE
MR. JOHN KRISTOFFER A. GABUT
8:50-9:20
30
RECESS
MR. VILLANUEVA
9:20-10:20
60
FILIPINO
MRS. REDJEL D. EMBRADURA
10:20-11:20
60
ENGLISH
MR. JULIUS D. TACLIBON
AFTERNOON SESSION
1:00-1:40
40
HEKASI
MS. ROMELYN A. TEDLOS
1:40-2:40
60
MATH
MRS. ROSARIO L. MACO
2:40-3:20
40
EPP
MR. JESUS PAHANG
3:20- 4:00
40
MSEP
MRS. ARMIE D. BULA
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
Tagum Central District
MAGUGPO PILOT CENTRAL ELEMENTARY SCHOOL
Section: Dove
Grade IV
NAME: LEA J. ENSOMO
CS ELIGIBILITY: PBET
TRAINING EXPERIENCE: 20 YEARS
EDUCATIONAL QUALIFICATION: BEED-MAEM
S.Y. 2014-2015
Time
No. of Minutes
Subject Area
Subject Teacher
6:00 – 7:00
60
Math
Mrs. Lea Ensomo
7:00 – 8:00
60
English
Mrs. Evelyn Jamisola
8:00 – 9:00
60
Filipino
Mrs. Emelda Carnicer
9:00 – 9:40
40
EPP
Mrs. Lea Ensomo
9:40 – 10:20
40
MSEP
Ms. Venus Evangelista
10:20 – 11:00
40
HEKASI
Mrs. Yolly Peralta
11:00 – 12:00
60
SCIENCE
Mrs. Ma. Luisa Cilo
12:00 – 12:20
20
ESP
Mrs. Lea Ensomo
Teaching Load: Monday-Friday
Time
Subject
Section
Adviser
6:00 – 7:00
MATH
DOVE
ENSOMO
8:00 – 9:00
MATH
KALAW
CARNICER
9:00 – 9:40
EPP
DOVE
ENSOMO
10:00 – 11:00
MATH
HERON
CILO
11:00 – 12:00
MATH
PARROT
JAMISOLA
12:00 – 12:20
EP
DOVE
ENSOMO
CLASS LIST
GRADE III – SUNFLOWER
BOYS GIRLS
1. Canopen, Joruss Dheo L. 1. Africano, Leslie Kate L.
2. Clapiz, Brint Sam A. 2. Apoc, Stephany V.
3. Cucharo, Ronel Gerard 3. Bagaslao, Princess Kaye
4. Diuda, Kastere Hasim Paduran 4. Baldo, Gail Maxyn L
5. Dominguez, Reiver L. 5. Barbaso, Modessa
6. Flores, Zoe C. 6. Battad, Almarie
7. Iduyan, Kyser D. 7. Benares, Patricia G.
8. Imbang, Kendrick Dave D. 8. Buhian, Trixie Fae P.
9. Jose, Rhejim Z. 9. Catapang, Evan Nicole F.
10. Labrador, Jay Lloyd M. 10. Cruda, Mary Louise R.
11. Laniba, Christian C. 11. Cuarte, Noreen P.
12. Lebumfacil, Mel Rich Nicholas P. 12. Florencio, Kathleen Joy L
13. Mabaso, Drexie Jude T. 13. Gregorio, Jilyn, M.
14. Necosia, Dwyne C. 14. Labastida, Eliyah Faith B.
15. Payot, Xavier Vinz. P. 15. Mahilom, Alyanna Y.
16. Piloton, Carlos Miguel A. 16. Malinao, Maricon R.
17. Poralan, Lawrence Zeph A. 17. Nitcha, Samantha Sheen
18. Sardoma, Xious N. 19. Omega, Precious Angel
19. Serono, Brent Lawrenz O. 20. Omusora, Abigail C.
20. Tizon, Ian Benedict A. 21. Porras, Hannah B.
22 . Real, Stephanie A. 23. Ren, Neil Rose M. 24. Tumale, Jules Keziah 25. Tungal, Janine L.
CLASS LIST
GRADE VI– SIERRA MADRE
BOYS GIRLS
1. Abion, Jay Mark L. 1. Albano, Barbie Girl E.
2. Ballares, Marion Angelo A. 2. Andiron, Jessa P.
3. Bustamante, Arsan Malic E. 3. Angel, Rosebill S.
4. Cabreros, Jayriel R. 4. Antipuesto, Mary Hope R.
5. Canceran, Jayson T. 5. Baldemor, Ma. Angelika F.
6. Capurihan, Jhaylou S. 6. Espinosa, Leigh Andrea B.
7. Cinco, John Lloyd D. 7. Gonzales, April Jassery B.
8. Curimao, Ian R. 8. Handog, Dexie D.
9. Dayo, Rhitz Vincent V. 9. Homoc, Vinnise Pearl
10. De Guzman, Mark Bradley C. 10. Mamon, Ivy Love
11. Dela Cruz, Jeffrey Jill S. 11. Masubia, Hannah May
12. Delos Reyes, Markhen C. 12. Morante, Regen A.
13. Delos Santos, Dixon B. 13. Namalata, Realyn M.
14. Filipinas, Jhun Rey A. 14. Olavides, Abegail P.
15. Lagula, Cyber Jhon T. 15. Ramada, Jay Ann P.
16. Lasquite, Euvenerie Jeus S. 16. Romano, Sky Louise
17. Luzon, Roniel C. 17. Seno, Gretchen Mae L.
18. Morales, Kurt Anthony C. 18. Sualog, Lea Marie
19. Ortega, Jovanie U. 19. Sugarol, Kristine Joy D.
20. Requinto, Michael James P. 20. Taraya, Lovely Jane C.
21. Rubio, Frinz Jude R. 21. Torillo, Kaye Zhyriel P.
22. Tamayo. John Christian N. 22. Villeza, Eulah Myrr A.
23. Tumala, Jaimner P.
24. Tumanda, Mark R.
25. Vidad Jr., Alberto C.
26. Villesas, Jammel
CLASS LIST
Grade IV- Dove
BOYS GIRLS
1. Albios, Aaron Dave 1. Almedilla, Erika Mae
2. Badonio, Shan Jastter M. 2. Alolor, Mydhea Kaye A.
3. Bahalla, Adrian Ken H. 3. Armamento, Mariel J.
4. Basigsig, Alfie R. 4. Bastillas, Jeanny A.
5. Buntag, Kent Lloyd D. 5. Bingil, Shylla Marie A.
6. Calibadan, Karl Louie 6. Bolanio, Maesha Rhe D.
7. Cartoneros, Christian Dave P. 7. Briganza, Regine L.
8. Cervera, Art John Paul C. 8. Caasi, Arianna Marie D.
9. Chavez, Kent Vincent P. 9. Cabarse, Catherine
10. Colotario, Brain Casper R. 10. Castillon, Jannah Kate
11. Espineda, Mark Sigfred 11. Doller, Christine Vera
12. Eugenio Jr., Eugenio B. 12. Dumat, Patrizia L.
13. Grabador, Jerwin Jay 13. Hojilla, Kaycee Mae H.
14. Facinal, Anjelo M. 14. Koiwa, Amika C.
15. Fernandez, Christian Luke S. 15. Lumiares, Erich Dea P.
16. Fontanos, Dave A. 16. Macasil, Ryle Jane A.
17. Lamoste, Cedric Jay 17. Mapili, Paula Venia M.
18. Mawalic, Jhon Paul M. 18. Masumbid, Winona
19. Morata, Niel John Z. 19. Monilla, Alyssa Joyce L.
20. Mulod, Zedric C. 20. Mumar, Hannah Joy G.
21. Ondagan, Rejay G. 21. Mundiz, Hazel Ann A.
22. Pamplona, Felix John M. 22. Tindaan, Richelle Ann N.
23. Perez, Daniel Julie T. 23. Tumolac, Aeiou Rezreal
24. Rafael, Roncel Arn L.
25. Ramos, Jhon Red M.
26. Reyes, Randolph Aiman
27. Saberon, Ronel D.
28. Salmeo, Arnie James N.
29. Serrano, Raymart D.
30. Trinidad, Wilson C.
REFLECTIVE JOURNAL NO. 1
Planning and Implementation of Learning Programs
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. To what extent is your learning lesson outcomes achieved? How do you know? What are the indicators?
The outcomes of my lesson achieved to the extent that my students attained the objectives that I prepared for the specific topic. They got high scores during the evaluation time. During my class hours, students show enthusiasm to learn about what my discussion is all about. They are so participative and very attentive. When we proceed to our next topic students can still recall our past lessons that make me ensure that they learn from me.
2. How do you ensure that your learning activities are relevant to the topic? What factors do you consider? Do you implement these effectively? How?
I can ensure that my learning activities are relevant to the topic in the sense that, when you make group activities, it is of course related to your topic, you need to find activities that suits to the topic. I also need to know my students their skills and abilities if they can do the activities that I prepared, if I think that they can’t I find activities that e enjoyable that is related and appropriate to the students. I think I did it effectively in the sense that through my activities, students can do more, meaning they are learning through doing, so I am assured that my activities were implemented effectively.
3. Do your lesson plans contain all essential elements? What are these elements? What do you do to consider the learners’ needs and capacity, available resources and your teaching skills?
The lesson plans that I made is purely contain all essential elements. I always remember the “SMART” format of the objectives of my lesson plan, that it should be Specific, Measureable, Attainable, Reliable And Time-bounded. Objectives are also clear and use appropriate behavioural terms. I also employ specific teaching strategies and activities to attain the lesson objectives that I made. In considering the learners’ need what I did first is just observation. I just observe the behaviours and the capacities of the students, after I got the information what I did is that think and implement specific activities and strategies for the learners’ needs.
4. What verbal and non-verbal communication skills do you apply to make your teaching effective? What evidences will show that you are effective in what you do?
In my verbal communication, I am making sure that my voice was loud and clear to get the attention of the students, I also use vernacular to discipline my students, and as well as for them to fully understand the lesson. Non- verbal communication was also useful, I used gestures to give emphasis to a certain word or concept, I also touched the students when I feel that they are making noises or making unnecessary actions. The evidences that will show that I am effective in what I am doing is that the students indeed. They show positive responses to my questions and as well as these two kinds of communication suffice the needs of the students.
5. To what extent do you participate in and/or cooperate with your cooperating teacher in the planning and implementing of the classroom activities that contribute to the development of your learners? Provide two examples.
After every demonstration, I and my Cooperating Teacher will also have post-conference, wherein my CT gives insights and reviews to my demonstration. By these, my Cooperating Teacher gives me further improvements to my discussion, to my lesson plan making and as well as handling the class.
6. How often do you make use of available instructional materials in teaching? What evidences would show that these materials contribute to the attainment of your lessons’ objectives?
Instructional Materials are our weapons in teaching the students, so I always prepare Instructional Materials. I make sure that it is clear for the students. By the use of these materials students will become motivated and feels that the class are enjoyable. These materials are very useful for my discussion to contribute the attainment of my objectives.
REFLECTIVE JOURNAL NO. 2
Using Instructional Materials
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What instructional materials have you used in your actual teaching? Have you used them effectively? How?
We know that Instructional Materials are very essential in teaching our students. So I used flashcards, pictures, colourful visual aids to essentially manage the learnings of the students. Yes, I am sure that I used them effectively, by the use of those Instructional Materials I am able to catch the attention of the students and as well as I clearly discussed the lesson properly.
2. At what point in the lesson did you present instructional materials? Why is there a need to use them in those instances?
I used my Instructional Materials from drill until to the assignment. I have to use it so that the learners can easily follow to the discussions and grasp the information I am giving to them.
3. Are your instructional materials interesting enough to arouse and sustain the interest of the learners? What evidences would show that you have been successful in ensuring their effectiveness?
Yes, my Instructional Materials were interesting enough to arouse and sustain the interest of my learners. I can say they because when I started to discuss, I can see in their faces that they are motivated and interested to learn as well as they are very participative to my discussion.
4. What two insights have you gained regarding the use of instructional materials?
First is that when you use your instructional materials, always remember that these are only just tools to discuss clearly your topic, these are not the one who will take place the teacher rather these are just an aid for the learning of the children. Second is that you need to use the Instructional Materials effectively in the sense that the students can understand your topic and participate in the class very well.
REFLECTIVE JOURNAL NO. 3
Actual Teaching
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. Describe 2 measures you took to make your test items clear?
The measures that I took to make my items clear are that by thinking of my students’ capacity and as well as if my test was anchored to the objectives. So I thought of activities and quizzes to support the needs of the student.
2. Explain how you overcame two of the problems you encountered during test preparation.
We know that preparation of test is very complicated wherein you need to think and consider the learners’ needs and as well as to your topic. I overcame problems by just being optimistic and have a faith to God that I can do these things in accordance to the needs of the students. And as well as I also asked guidance to my Cooperating Teacher and to my colleagues.
3. What did you do to cater for the testing of slow learners, and of advanced learners?
We know that every students are diverse, in order to cater the testing of slow learners and advance learners, I not focus on just one type of questions. So not only multiple choices but I also used matching type and identification. So by then there is also diversity of testing wherein you find where the students are good to answer. As well as slow learners can find their weaknesses and strengths and for the advanced they can also improve their strengths.
REFLECTIVE JOURNAL NO. 4
Test Preparation
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What measures have you taken to assure yourself that your test items were clear and simple?
I evaluated the students to assure if my test items were clear and simple, they also got high scores. I also made sure that my test items were suited to my students. I use simple words and understandable terms for the students.
2. What problems have you encountered? How can you respond to them?
In preparing a test, of course i encountered problems, problems for example that I need to think of very simple questions for my students in which they are able to answer it. I respond to the problems by just communicating to my Cooperating Teacher, for her to give me advices on how to overcome such problems and on how I improve my respond to those problems.
3. Do your test items provide for a wide range of differences in ability? Describe how this has been catered for.
Yes. I believe that the test items that I had made catered and provided a wide range of differences in ability of the students, I made not only one type of test, but rather I made various types of test like multiple choices, identification and matching type for the diverse learners in my every class.
REFLECTIVE JOURNAL NO. 5
Checking, Marking and Interpretation of Test Results
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What types of information about your pupil’s /student’ progresses have you obtained? How have you recycled this?
The good works and the good performance of the students are the information that I obtained, by these I can track the progress of my students. But if majority of the class got low score then a remediation or re-teaching of the topic is appropriate thing that I made for them to gain the knowledge of the topic discussed.
2. If there were learners who did poorly in one subject area, what did you do to address this?
If I have learners who did poorly in one subject area, what I did is that after the class I have a short remediation for at least 10-15 mins. for these students who got poorly in the topic we discussed and when we go to our next lesson I make sure that we have review our past lesson for the students will be able to recall it
3. What have you learned about assessing learners?
I have learned that assessing the learners is very important because assessment is the key and the very important thing, because by these you can have the idea if your learners understand your lessons or not.
As well as assessing the learners is the indicator of what is the outcome of your discussion, so you need to find strategies efficiently for the students to understand your topic well.
REFLECTIVE JOURNAL NO. 6
Self-Evaluation
Name: Billy John A. De Guzman Date:
Course: BEED Cooperating Teacher:
1. What major problems did you encounter during your Practice Teaching?
The major problems that I encountered during my Practice Teaching is that the classroom management, when the students do not listen to me during class time and when they were very noisy I feel disgusted because as a teacher we need to think and find specific way to negate such problems.
2. What immediate actions or solutions did you make to solve these problems?
When the students are very noisy I immediately call their names ask what’s wrong and why there are very noisy. When I encountered problems in my Practice Teaching I just thinking positively that I can handle the situation smoothly. 3. What risks did you take during your practice teaching? Why? What happened?
As a teacher we should take the risks. The risks that every night making Instructional Materials, wake up very early in the morning, discusses the topic to different sections and diverse student. But I overcome these obstacles and risks that I took by have faith to God and think positive as well as I am motivated enough to finish this practice teaching.
4. What questions have arisen and major issues and /or concerns have encountered? How did you resolve these matters?
The questions that have arisen and the major issues and concerns that I encountered during my practice teaching are: Can I finished this one?, Can I be a good teacher for the students?, Can I discussed the topics very well?, Does my Teaching Strategies are appropriate and enough to cater the needs of the students?. These are the questions that go around my mind during my practice teaching. But, as there practice teacher I need to exert effort and believe to myself that whatever happens and whatever problems that I encounter during this practice teaching, I can do it all and I can manage the situations. 5. Did you consult with and/or ask advice from your cooperating teacher, TEI practicum supervisors and other practicum mentors? What did you ask? How did they respond?
Yes, I ask my Cooperating Teacher on what to do when my class are not able to cope up to the topics, their respond is that, just give a remediation and give more activities for the students. I also asked my CT’s about what kind of students they. Luckily they also helped me in managing the class.
6. What is the most important learning insight did you have about teaching that will surely inspire you in your chosen profession?
The important thing that I learn from my teaching experience is that: “Never leave your students behind”. Because I feel pity for the students who cannot able to cope up to my discussions. So I am now to the full level of being motivated because of those students who cannot able to read, write, and understand.
What also inspires me is that my very supportive and kind Parents, I am very thankful to them because they didn’t leave me behind to this practice teaching. So I am very thankful to the both of them, Pa and Ma.
7. Comments/Other Learning Insights
I feel so great for experiencing how nice and how hard the life of a teacher is. But I am so lucky for helping my students and I was also able to touched their lives, when they said that “ Salamat Sir”, its a complement that came to a child speaking of what he feels because of me. For this time I have the courage to become a teacher and touch lives of more people in the near future.
Assessment Tool Prepared
First Fielding
Direction: Name as to what type of soil is described. (sand,clay,silt,loam)
1. It has the biggest particles.
2. It holds the greatest amount of water.
3. Its particles are bigger than that of clay but smaller than that of sand.
4. It is best for planting.
5. It contains the greatest amount of natural fertilizer.
True or False: Write whether the statements below are true or false.
1. You can drink solid objects.
2. Without air you can still breathe.
3. Liquid can take the shape of the container where you put it.
4. You can see air and you cannot feel it.
5. Solid matters have different properties.
1. He (go) to the playground tomorrow to play baseball.
2. They (make) a Super Market in Tagum next year.
3. I (bring) the cupcakes later.
4. She (deliver) your orders this Sunday.
5. The fisherman (give) you many fishes tonight.
Second Fielding Direction: Write True if the statement is True and write False if the statement is False.
1. Constellations are used to track artificial satellites in the space.
2. Constellations are pattern of stars in the night sky.
3. Constellations are just design during night time.
4. Constellations are used to locate certain stars or galaxies.
5. Constellations tell the time the Earth will be ended up.
Direction: Match column A to Column B. Write only the letter of the correct answer.
A
1. Big Bang Theory
2. Divine Creation Theory
3. Big Crunch Theory
4. Steady State Theory
5. Oscillating Theory
6. Dust Cloud Theory
B
a. Believes in the power of God, Deity and Creator.
b. Says that the universe is infinite in time.
c. Says that the universe continues to expand and collapse.
d. Says that the universe came from an explosion of a big ball of energy.
e. This theory says that because of the force of gravity, billions of galaxies moved towards one another.
f. This theory says that the universe began with a cloud of dust.
Third Fielding
Direction: find the perimeter of the square below.
1. 4.
2. 5.
3.
Find the area of each triangle below.
1.
2. 3.
4. 5.
Direction: Find the area of the square below.
1. 11cm 5. 12 m
2. 14 cm
3. 9 cm
4. 10 cm
NON-TEACHING PERFORMANCE RATING SCALES
Rated by the CT in the 1st fielding
Rated by the CT in the 2nd fielding
CO-CURRICULAR and EXTRA-CURRICULAR INVOLVEMENT FORM
A.
1. Violence Against Women and Children Symposium.
2. Christmas Party
3.King and Queen of Hearts
B. Reflective Questions:
1. Which particular activity will you be involved in? Why? - I involve myself in the last day of our first fielding and that day is the
2. How often will you involve yourself to this kind of activity? Why?
3. How does this activity help student learning?
4. As a teacher, which co-curricular or extra-curricular activities would you like to be involved with? Why?
SIGNED DAILY TIME RECORD
VARIOUS SCHOOL FORMS
School Forms (1 sample form from each CT)
School Register
Form 137-E: Elementary School Permanent Record
Form 138-E: Report Card
Form 18 E2: Report on Promotions
And other required forms
APPLICATION LETTER
Billy John A. de Guzman
Prk. 1, Buclad, Asuncion Davao del Norte
09076871827
deguzman_billyjohn@yahoo.com
March 13, 2015
Dear Ma’am/Sir,
I am interested in applying for a teacher position, on the elementary level, in your school district. As a Graduate of 2014-2015, I have student teaching student experience in third, fourth and sixth Grade Level in Magugpo Pilot Central Elementary School.
I can guarantee you that I will be able to efficiently perform that functions entailed with position I am applying for. I am challenged to be creative, nurturing and most of all, patient.
In my Senior Year University of Southeastern Philippines, I experienced to teach MTAP (Mathematics Teachers Association of the Philippines) at Concepcion Elementary School, the passion of teaching push me to handle this MTAP class sessions.
It is my goal to combine all my knowledge and skill to teach my knowledge and teaching is my passion. I would welcome an interview and hope to hear from you at your earliest convenience.
Sincerely,
Billy John A. de Guzman
CERTIFICATES
Certificates of Attendance, Participation, Recognition, etc.
(Each must be scanned.)
LEARNERS’ SAMPLE OUTPUTS, QUIZZES, PERFORMANCES, ETC.
Each photo must have photo credit.3 photos per page.12-15 photos with caption
PHOTO DOCUMENTATIONS
Pictorials (with the CTs, co-PSTs, students, school environment, etc.)
Each photo must have photo credit.3 photos per page.15-18 photos with caption
GLOSSARY OF TERMS
Cooperating Teacher (Mentor)
Daily Classroom/Actual Teaching
Department of Education Schools
Elementary Grades
Journal
Non-Teaching Performance
Off-Campus Student Teaching
On-Campus Student Teaching
Practicum
Pre-service Teachers
Pre-Conference
Post-Conference
Site Coordinator
Secondary years
Summative Evaluation
Teacher Education Institutions
TEI Practicum Supervisor
- A teacher who is a member of the staff of the laboratory school or affiliated school in a teacher education institution and who has as one of his major responsibilities the supervision of student teaching done in his classroom.
- Refers to the actual teaching hours of the pre-service teachers with checked and approved lesson plans, complete instructional materials and taught under the observation, guidance and supervision of the cooperating teacher and/or TEI practicum supervisor.
- Serve as the natural laboratory of the Extended School Experience of the pre-service teachers.
- These refer to the six levels of the primary and elementary under the Basic Education Curriculum of the DepEd.
-A record of experiences which traces progress and development of pre-service teacher’s observations.
Refers to other aspects of related performances of the pre-service teacher needed to be evaluated by the cooperating teacher. This includes compliance to school policies and professional expectations, attendance to regular classes and other school activities, relationships with the cooperating teacher, co-interns and other school personnel, and values on professionalism.
Student Teaching activities carried on in an affiliated or cooperating schools that are not on the campus of an institution engaged in preparing teachers.
Student Teaching that is done on campus laboratory school or in any other school staged or administered by a college or university.
Also called student teaching or practice teaching, is the culminating stage where pre-service teachers put theory into practice the learning competencies acquired in the teacher training institution. It would also refer to the different stages of field exposure the pre-service teacher experiences in the different schools
A college student enrolled in a college or university who is acquiring practical teaching experience and skill under the guidance of a cooperating teacher or other qualified persons.
Serves as an orientation period specifying the activities or tasks to be undertaken by the pre-service teacher undergoing practicum.
Serves as the post-activity appraisal of pre-service teachers in the conduct of practicum.
He/She is responsible for assigning student in classrooms and scheduling classes for observation and participation who is usually the principal or anybody designated of the Cooperating School.
These refer to the four year levels of the secondary course using the Basic Education Curriculum of the DepEd.
Refers to the summative evaluation on personality and teaching performance of the pre-service teacher. This shall be both accomplished by the cooperating teacher and the TEI practicum supervisor based on their observations and feedback on the progressive development of the pre-service teacher as he/she performs designated teaching responsibilities.
Any educational institution concerned with the conduct of activities regarded as significant in the professional education of teachers the program of which is given appropriate recognition by state agencies that certify teachers.
The person immediately responsible for assisting the teacher in the supervision of the student teachers.
REFERENCES
BOOKS
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science Press
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper Saddle River
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy Report Prepared for the National Institute for Quatily Teaching and School Leadership
Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for Supervision and Curriculum Development
STUDENT TEACHING HANDBOOKS/MANUAL
Anderson University School of Foundation Student Teaching Handbook
Colorado State University Student Handbook, August 2005, Student Teaching-Teacher
Work Sample Scoring Rubrics
Illinois Wesleyan University Student Teaching Handbook
Michigan Technological University, Student Teaching Handbook
Northern Illinois University Student Teaching Handbook
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook
Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide, Australia
University of Wisconsin, Student Teaching Handbook
RUBRIC FOR STUDENT TEACHING PORTFOLIO
CLEARANCE
One clearance per CT.
References: BOOKS Barry, K and Len King (2001) Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper Saddle River Corvallis, V Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for Supervision and Curriculum Development STUDENT TEACHING HANDBOOKS/MANUAL Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and Resources for Schools and Organizations
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