College of Education: Jose Rizal Memorial State University

Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Dipolog Campus, Turno, Dipolog City
COLLEGE OF EDUCATION
In Partial Fulfillment of the Experiential Learning Course
Field Study 7
STUDENT TEACHING
By:
KEVIN F. MENORIAS
May, 2018
FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 1

Dedication
This humble piece of endeavor is wholeheartedly dedicated to my

loving parents Gil T. Menorias and Rosalie F. Menorias and to my
brothers and sister, who have been part of my life to help me when
needed them most. To my supportive teachers and fellow classmates
who’ve been my inspiration towards the accomplishment of this output.
Also to my Alma matter Jose Rizal Memorial State University whose
humble existence has make well-changed life for me.
To my church family, moved by the works of God and all those
who prayed for me.
Above all to the Almighty God, the giver of all gifts, the fountain
of mercy and source of all blessings, who is always there to guide and
provide all my needs.
Thank you for all strength thus makes me pushed through this
intellectual endeavor.

ACKNOWLEDGEMENT
I, Kevin F. Menorias so gratified and mirthfully acknowledge the presence of

the persons who had helped me completed my portfolio in Field Study 7 (Practice
Teaching)
The following are the people who extended their arms to me:
Mr. Gil T. Menorias and Pastor Rosalie F. Menorias, my affectionate parents,
who work hard for me, for their unceasing support consideration and encouragement for
the success of this work. The love and prayers that bestowed hope and light in my way.
They spontaneously supported me with my needs basically, morally and financially. For
their unfading love which inspires me to finish this paper work despite of the exhaustion
it accompanies.
To our College Supervisor in Student Teaching, Gemma S. Orosca, M.A.FIL.,
for the guidance, assistance, valuable support, consideration and encouragement
throughout the duration of this work and the knowledge she had been imparted to me.
To our instructor in this Field Study 7 courses, Ma’am Perla E. Velasco,
Ed.D.,FRIEDr for the guidance, reminders, consideration, encouragement and help
throughout the duration of our Practice Teaching.
To my resource teacher Mrs. Juriefe A. Gahuman, for her motherly advice and
comments and suggestions which help me accomplish this work.
To my church family, especially to Bishop Clarita G. Murro for the prayers and
spiritual enlightenment, also for the financial supports she provided.
My deepest and sincere thanks to our Heavenly Father, for giving me strength,
good health, knowledge, and enlightening my mind in making this portfolio. Thank you
Lord for the unfathomable love and mercy poured upon me and to all of us.

The Premier University in Zamboanga del Norte
OFFICE OF THE COLLEGE OF EDUCATION
PHILOSOPHY
Jose Rizal Memorial State University

adheres to the principle of dynamism and
cultural diversity in building a just and
humane society. CERTIFICATION FROM THE
ENGLISH EDITOR
VISION
A dynamic and diverse internationally

recognized University
MISSION
I hereby certify that this Portfolio of “Student
Jose Rizal Memorial State University
pledges to deliver effective and efficient Teaching” written by Kevin F. Menorias has undergone
services along research, instruction,
production and extension. thorough analyzing and editing. I further endorse its
It commits to provide advance
readiness for final printing.
professional, technical and
technopreneurial training with the aim of
producing highly competent, innovative Given this _____ day of May, at Jose Rizal
and self-renewed individuals.
Memorial State University, Dipolog Campus, Dipolog
Goals
City.
Jose Rizal Memorial State
University focuses on developing
graduates who are exemplars of
Rizal’s ideals that can:
E - xhibit relevant and responsive

competencies across
discipline towards
X - enial delivery of services;
C - ommunicate ideas proficiency
in both written and spoken
form;
E - ngage in lifelong learning;
L - ead effectively and efficiently
amidst socio-cultural
diversity;
L - ive up to the challenges of the
global community;
E - mbody professional, social
and ethical responsibilities;
N - urture a harmonious PERLA E. VELASCO, Ed.D., FRIEdr
environment;
C - onserve and promote Filipino Portfolio/English Editor
cultural heritage; and
E - valuate their contribution to
the local and global
communities.

TABLE OF CONTENTS
Page
Title Page 1
Acknowledgement 2
Dedication 3
Approval Sheet 4
Certificate of Completion
Certification From Critic Teacher
Cooperating School Clearance
Certification from the English Editor
Table of Contents 5
Chapter I. INTRODUCTION
Introduction 11
What is Practice Teaching? 12
Goals of Practice Teaching 14
Chapter 2. TOWARDS BECOMING A PROFESSIONAL TEACHER
JRMSU VMGO 17
College of Education Goals and Objectives 18
Student Teacher’s Educational Philosophy/Credo 20
Code of Ethics for Professional Teachers 23
Code of Ethics for Professional Teachers 33

(with accompanying reflections for chosen 5 articles)
Student-Teaching Expectations 36
Terms and Reference in Student Teaching 39
JRMSU Student Internship Supervisors 41

Pictorials and Documentations
Chapter 3. OFF-CAMPUS STUDENT TEACHING EXPERIENCES
A Brief Description of the Cooperating School
a. History 42
b. VMGO and Policies 44
c. Organizational Structure 54
d. Programs and Activities 57
My Tasks
Week 1
1. The Cooperating Schools Expectation 58
2. The facilities of the Cooperating School 59
3. Basic Information:
a. Cooperating School 62
b. Cooperating Teacher 63
c. Orientation seminar 63
d. Orientation of Cooperating Principal 63
e. School Tour 64
4. Responsibilities as a Student Teacher 68
5. How did I feel when I saw my Cooperating School? What are my
apprehensions? 70
6. The tools that I need to bring in my Cooperating School: 71
a. Knowledge
b. Attitude
c. Skills

d. Habits
7. My Grade Level Assignment, Class Schedule and Official time 72
8. Reflection 73
a. Am I really prepared to teach?
9. Pictorials and Documentations 74
Week 2
1. My tasks and responsibilities as instructed by my Cooperating Teacher 75
2. My observation report in assisting my Cooperating Teacher 75
3. My own expectations 75
4. The characteristics of the learners I am handling 76
5. Synopsis about the developmental stages of the grade level I am handling 77
6. My first encounter with my Cooperating Teacher 77
7. My first dealing with my learners 78
8. Reflection
a. I am really meant for the teaching profession because 78
9. Pictorials and Documentations 80
Week 3
1. My task and responsibilities as instructed by my Cooperating Teacher 81
2. The learning resources of the Cooperating School that I utilized 81
3. The DepEd officials/Personnel/Teaching Staff in my Cooperating School 82
4. The importance and utilization of the school’s facilities in the teaching -
learning process 85
5. My perceptions of my Cooperating School as my second home 85

6. I can always make my second home: 86
a. Safe and secure by
b. Friendly by
c. Non-threatening by
7. Reflection: After analyzing the cooperating school’s Misson, Vision and Goals
a. I realized that 88
b. So I need to
Week 4
1. The daily classroom routine performed by my cooperating teacher 90
2. Synopsis on establishing classroom routines 91
3. My observation of the following: 91
a. Attendance
b. Passing of papers or books
c. Getting materials
d. Making assignments
4. The routines that I have established to become a better classroom manager 92
5. The rules that I set in my class 94
6. Reflection 95
a. In my future class, I shall employ the following teaching skills and
strategies...
Chapter 4. WEEKLY NARRATIVE/SUMMARY OF EXPERIENCES
Narrative reports (week 1- week 9) 97
Working with Pupils/Students 105

Working with the School Personnel 106
-the Critic Teacher
-the Cooperating Principal
-other School Staff
Working with the Community and other School Stakeholders 108
Community Survey 108
Origin/History/Assets 108
Traditions/Customs/Practices 109
Actual Classroom Teaching 110
Special Demonstration Teaching 111
Final Demonstration Teaching 113
Chapter 5. PERSONAL ASSESSMENT/VIEWPOINT OF STUDENT-TEACHING
Self assessment for being a Student Teacher 115
Personal point of view of Student Teaching Experiences 116
Chapter 6. MEMENTOS FOR BETTER TEACHING
Lesson plans (Detailed, Semi – Detailed, Explicit) 117
(With accompanying reflection: Why did you choose this Lesson
Plan as your sample in the portfolio?) 136
Chapter 7. PROFESSIONAL DEVELOPMENT OR CAREER PLAN
(At least 1 page) 138
APPENDICES

Appendix A
Lesson Plans (with Evaluation Sheets and Comments)
a. Daily 139
b. Special Demonstration 151
c. Final Demonstration 158
Appendix B
Summary Table of 40Actual Teachings, Ratings and General Average 166
Appendix C
Comments about the Student Teacher from Critic Teacher and Students 168
Appendix D
DepEd Forms
(All kinds of forms uses in the DepEd, filled up properly and correctly)
Appendix E
Student’s output
Appendix F
Songs, games, and other re - creational materials 172
Photo Documentations 183
Appendix G
Certificates
(Merits, Recognition, Appreciation, Participation, etc.)
Curriculum Vitae 196

Introduction
Education is a life-long process of learning and to become an efficient and
effective one, the strategies, tactics and teaching styles must be upgraded.
It is the time of trial and error and for growing confidence and beginning of
expertise. It is not the time of perfection but of striving for competence. Though student
teaching, is a process whereby a potential teacher confirms to himself/herself and others
that he/she has the resourcefulness to survive with educators, he/she must first understand
the value of continuous learning because this could be the best tool in molding
individuals into a better and more competitive one.
The first major step in moving from amateur status toward gaining competencies
that mark the real professional is the student teaching opportunities to the educational
theories and methods into practice.
Student teaching is first and foremost a learning situation. This is the craft before
he or she has to put his/her skills on the lime in the own classroom. This is the student
teacher’s chance to learn from his mistakes without causing harm to his/her students. This
is the time for the student teacher to find out an actual teaching situation, the prospect
teacher gains more experiences that would serve as a credential in their path.
As we all know, teaching is a noble profession. It requires a long preparation and
more training sessions to be equipped in facing the real environment that awaits them in
the near future.
Student teaching serves as an internship in the education profession where
theories, knowledge, attitudes and skills develop through course work and observation

are fused in more meaningful interpretation through practical experience in actual
teaching situation.
What is Practice Teaching?
Practice teaching is an important component of becoming a teacher. It grants
student teachers experience in the actual teaching and learning environment. Student
teachers are exposed when they work in classrooms and schools where they are assigned.
Teaching is a passion. It is also an integral component of teacher training. You need to
love what you are doing. Good teaching practice is a key influence on student learning - a
desired outcome and primary goal of higher educational institutions.
Practice teaching played an important part in their development as teachers by
providing a context wherein they could merge theory and practice find their own teaching
and management styles as well as coping with the demands of multi-tasking that being in
a classroom demands.
Practice teaching is very challenging but it is an important part of training as a
future teacher in developing and molding ones abilities and skills. In the dictionary,
Practice Teaching is defined as a teaching by a student under the supervision of an
experienced teacher. Meaning, the student teaching experience is designed to give the
student a full time internship under the supervision of a cooperating teacher. The
experienced teacher provides trainee teachers with the opportunity to integrate different
type’s of knowledge and use them in specific contents in order to achieve the desired
educational aims, objectives, and values. The student teacher must teach contents by
applying general pedagogical knowledge and their specific knowledge of the certain
subject to teach. At the same time, they must take into account the characteristics of the

students they’re handling who are the recipients of the teaching as well as the knowledge
of the educational context in which teaching takes place. During the teaching practice, the
student teacher and the students learn to understand problems, and aware of the influence
of other pedagogical materials have on teaching. Not just by developing and teaching the
students but also the student teacher’s ability, skills, the way of teaching and his/her
values are improved throughout the trainingh by the help of the cooperating teacher.
Student teaching is often characterized as the most transformative experience in
teacher education. During student teaching, you will enact in the classroom the teaching
theories, strategies, and standards you’ve learned in your core courses. To help you make
the transition from student to teacher, you will share the classroom with an experienced
professional who will impart to you his or her knowledge of best practices and the
wisdom acquired from years of experience. The teaching practice also represents an
opportunity for student teachers to socialize, and learn to “behave” like teachers. In this
sense, it is important that student teachers should analyze different aspects of the state of
the teaching profession. This includes areas such as professional culture, autonomy,
involvement, commitment, teaching as a career, etc.
Practice teaching played an important part in their development as teachers by
providing a context wherein they could merge theory and practice, find their own
teaching and management styles as well as cope with the demands of multi-tasking that
being in a classroom demands. The paramount role of the host teacher and the importance
of positive relationships with all stakeholders were fore grounded - as was the importance
of an awareness of the cultural and contextual make-up of learners.

Goals of Practice Teaching
The student teaching experience is designed to give the student a full time
internship under the supervision of a cooperating teacher. The Education Department
requires that the student’s total scholastic effort be devoted to the student teaching
experiences. There would be no other college course responsibilities during this time
period. Specifically, the student teacher will be able to:
1. Obtain immediate knowledge of educational reality in terms of personal, material
and functional elements.
2. Acquire real experience that compensates the theoretical training.
3. Provide an encounter between pedagogical knowledge and school reality in order
to develop the future teacher’s sense of security this derives from contrasted, useful
and applicable knowledge;
4. Provide knowledge of the motives and conditioning factors (social, personal,
economic, etc.) which sometimes require the teacher to adapt pedagogical norms to
reality;
5. Perfect teaching skills while it is true that teaching requires a number of base
skills, it is also the case that these skills can be improved with guidance and practice.
6. Check the level of interest the student teacher has in the profession.
7. Gain an insight into the students (interests, needs, individual differences, etc).
8. Have an idea how the school and classroom works.
9. Understand the school as a collective enterprise that arises as a result of the
positive relationship between its members.

10. Complete routines, such as organizing, classifying material, applying
classroom management techniques, etc.
11. Learn from experienced teachers.
12. Contrast academic knowledge with the school reality.
13. Put techniques learned (motivation techniques, how to introduce a theme,
carry out a dialogue, etc.) into practice.
14. Judiciously put the profession of teaching into practice.
The broad goal of student teaching is that the students have the best possible
introduction to the teaching field. Major responsibilities rest with the cooperating teacher
to set reasonable and specific objectives befitting the individual ability and development
of the student teacher.
It is assumed that the cooperating teacher will guide the student through a variety
of experiences ranging from the practice of basic teaching skills to classroom
management. The cooperating teacher should decide on specific goals and objectives
after observing the student in a classroom teaching situation. It is quite possible that
many competencies will be proven early, while other such as asking higher order
questions need more practice.
In addition to learning about teaching skills and methods and dealing with
classroom management, the student should gain knowledge about the community where
he or she is teaching. The Department of Education recommends, but does not insist, that
the student must stay in the locality while teaching. It is hoped that this will help him/her
to better understand the children being taught.

It is also a must that the student teacher like me, will be developed in the area of
professionalism. Ethical behavior towards students and peers is essential. The
cooperating teacher and Pre – Service Supervisors should be alert to counsel and advise
the student on matters like these.

The Premier University in Zamboanga Del Norte
PHILOSOPHY
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural
diversity in building a just and humane society.
VISION
A dynamic and diverse internationally recognized University
MISSION
Jose Rizal Memorial State University pledges to deliver effective and efficient services
along research, instruction, production and extension.
It commits to provide advance professional, technical and technopreneurial training with
the aim of producing highly competent, innovative and self-renewed individuals.
GOALS
Jose Rizal Memorial State University (JRMSU) focuses on developing graduates who are
exemplars of Rizal’s ideals that can:
E – xhibit relevant and responsive competencies across disciplines towards
X – enial delivery of services;
C – ommunicate ideas proficiently in both written and spoken form;
E – ngage in lifelong learning;
L – ead effectively and efficiently amidst socio – cultural diversity;
L – ive up to the challenges of the global community;

E – mbody professional, social and ethical responsibilities;
N – urture a harmonious environment;
C – onserve and promote Filipino culture heritage and
E – valuate their contribution to the local and global communities
College of Education
GOALS
The College of education aims to produce globally competent and committed

professional teachers.
BEED PROGRAM OUTCOMES
1. Demonstrate in-depth understanding of the development of elementary learners

anchored on Rizal’s ideals.
2. Exhibit comprehensive knowledge of various learning areas in the elementary

curriculum.
3. Create and utilize materials appropriate in the elementary level to enhance

teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary

learning outcomes.
BSED PROGRAM OUTCOMES
1. Demonstrate in-depth understanding of the development of adolescent learners

anchored on Rizal’s ideals.
2. Exhibit comprehensive knowledge of various learning areas in the secondary

curriculum.
3. Create and utilize materials appropriate in the secondary level to enhance teaching
and learning.
5. Design and implement assessment tools and procedures to measure secondary

learning outcomes.

QUALITY OBJECTIVES OF THE BACHELOR OF SECONDARY
EDUCATION
The Bachelor of Secondary Education shall:
1. exhibit professional, social and ethical responsibilities as educator amidst cultural

diversity;
2. demonstrate proficient communication skills in both written and spoken form in

the global perspective;
3. carry out pedagogy in the real secondary classroom setting;
4. excel in the Licensure Examination for Teachers beyond the National Passing
Percentage for the secondary education;
QUALITY OBJECTIVES OF THE BACHELOR OF ELEMENTARY

EDUCATION
The Bachelor of Elementary Education shall:
1. exhibit professional, social and ethical responsibilities as educator amidst cultural

diversity;
2. demonstrate proficient communication skills in both written and spoken form in

the global perspective;
3. carry out pedagogy in the real elementary classroom setting;
4. excel in the Licensure Examination for Teachers beyond the National Passing
Percentage for the elementary education;

Student Teacher’s Educational Philosophy/Credo
Teaching is more that simply an obligation implementing the curriculum it is
engaging and expanding the knowledge of the students to help inspire them with the need
for learning. There are many qualities that I believe a teacher should possess. The ones
that I believe is the most essential for me to be an exceptional teacher, that should be
endearing, creative, attentive, open-minded and create a positive learning environment
suitable for all in order to create the most appropriate and safe learning environment for
all my students. I must gain their trust. The way in which I would start to build the
foundation of the relationship is to show that I value all of them and then learn. I believe
that it is very important to provide the students with the adequate respect and trust that I
expect from them. I will strive to be a respectful teacher, taking all my students’ needs
and feelings by heart in every situation.
Through the relationships with all my students, I will then be able to develop a
community amongst everyone where we will be able to work together. I will always be
determined on creating and maintaining an inclusive classroom where all students respect
one another and everyone has the opportunity to participate. It is also important to me as
a teacher to build relationships with the parents, guardians, and my fellow colleagues. As
a teacher, it is very important to have a cooperative and trusting partnership among all
those involved in the child’s learning. A child’s learning goes beyond the classroom and
it is important that everyone is on the same page as to what the child needs in order to be
successful.
My goal as a teacher is to instill the will of learning and confidence in each of
them. I strongly believe that every child has the ability to learn no matter what and it is

my obligation as a teacher, to find the most suitable method of learning that benefits each
student. My goal is to be as diverse and inviting to all possibilities in the classroom
learning environment as well as being aware of all social justice issues. I am a strong
supporter and believer in the idea that students learn by doing. This way of implementing
concepts to the students will be a major factor that will shape my teaching. I hope to help
each student find their strengths and to build as well as encourage them to work on their
weaknesses. I need to be very attentive and be aware of all my learners’ needs in order to
provide all opportunities for success. My goal is also to help the pupils feel much ease as
possible in any situations when they feel unsafe like environmental distractions, harmful
materials, classroom conflicts, and the likes. I will encourage them to challenge
themselves and to look at things with critical analysis. I will treat all my pupils as
individuals, especially in times of assessment. Every learner does not fit into the same
bubble, therefore, assessment tools should not always be kept the same. This will allow
me to gain a real understanding on what each can do. I will seek to find the extra help and
assistance for those students who are struggling in my class. I’ll strive to make learning
meaningful and a connective process bringing in some of their everyday lives experiences
into their learning in the classroom. I hope to inspire their interests’ and curiosity in the
materials they are studying and to extend their learning beyond the classroom.
Learning is a fundamental and ongoing process that every child and adult
experiences throughout their life. It is essential that I respect and consider all my
learners’ way of learning in order for them to have a positive experience. The more
positive the learning experience for the child, the more they will take out of the situation
and value their own learning process. To help ensure that I am providing them with the

best education I possibly can, I will continue my own learning. My own learning will
never cease, as I will always be constantly learning new ways to make my classroom a
better learning environment and to expand my own educational background. I will be
reflective of my own pedagogy, so I can modify and adapt different teaching tactics for
the benefit of all my students.

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

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

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

Section 7 Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8 A teacher possesses freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1 Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2 Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.
Section 3 Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
Section 4 Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and
other questionable means.
Section 5 Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a decent living.

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

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

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

and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2 A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3 Under no circumstance shall a teacher be prejudiced or discriminate against
alearner.
Section 4 A teacher shall not accept favors’ or gifts from learners, their parents or others
in their behalf in exchange for requested concessions, especially if undeserved.
Section 5 A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6 A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7 In a situation where mutual attraction and subsequent love develop
betweenteacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment of the learner.
Section 8 A teacher shall not inflict corporal punishment on offending learners nor
makedeductions from their scholastic ratings as a punishment for acts which are clearly
notmanifestation of poor scholarship.
Section 9 A teacher shall ensure that conditions contribute to the maximum development
of learners are adequate, and shall extend needed assistance in preventing or solving
learner’s problems and difficulties.

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

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

Code of Ethics for Professional Teachers
(With accompanying reflections for chosen 5 articles)
Article 1:
Scope and Limitation
It states in this article that this code shall apply to all teachers in schools in the
Philippines. It covers all the public and private school teachers in their educational
attainment. The term “teachers” shall include industrial arts or vocational teachers and all
other persons performing supervisory and /or administrative functions in all schools
whether a full time or part time basis.
This means that every school has their own teachers to manage and teach the
learners whether it is in private or public schools. It tackles the roles of teachers in
teaching and the kind of school environment they have.
Article 2
The Teacher and the State
In this article, the schools are future citizens of the state; each teacher is a trustee
of the cultural and educational heritage of the nation and obligation to transmit to learners
such heritage as well as to elevate national morality, promote national pride, cultivate
love for our country. They promote obedience to the law of the state. Every teacher or
school official shall actively help carry out the declared policies of the state. Every
teacher shall posses and actualized a full commitment and devotion to their studies. It
also states that a teacher should not be involved in any promotion of political shall hear

parents’ complaints with sympathy and understanding and shall discourage unfair
criticism.
Article 5
The Teacher and the Teaching Community
This articlemeans that teachers shall at all times, be imbued with the spirit of
professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good, and full cooperation with colleagues. A teacher shall hold inviolate all
confidential information concerning associates and the school, and shall not divulge to
anyone documents which have been officially released or remove records from files
without official permission. It is the responsibility for evry teacher to seek correctives for
what may appear to be unprofessional and unethical conduct of any associate. A teacher
may submit to the proper authorities any justifiable criticism against an associate
preferably in writing, without violating any right of the individual concerned.
Article 9
The Teacher and Parents
A teacher shall establish and maintain in a good relationship of parents, and shall
conduct him/herself to merit their confidence and respect. A teacher shall inform parents,
through proper authorities of the progress of deficiencies of learners under him,
exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of learners. A teacher
shall hear parents’ complaints with sympathy and understanding and shall discourage
unfair criticism.

Article 10
The Teacher and Business
It states that the teacher has a right to engage, directly or indirectly, in legitimate
income generation, provided that it does not relate to or adversely affect his work. A
teacher shall maintain a good reputation with respect to financial matter such as in the
settlement of his just debts, loans, and other financial affairs. No teacher shall act directly
or directly, as agent of any commercial venture which furnishes textbooks and other
school commodities in the purchase or disposal of which he can exercise official
influence, except only when his assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations.

Student-Teaching Expectations
Beginning teachers often set the bar when it comes to student’s expectations. As a
student teacher, it is common to be portrayed as a competent teacher who has a control
over the classroom. These are few suggestions that help Pre - Service teacher like me to
make realistic and achievable goals:
 Classroom and capstone/seminar participation is required.
 During the student teaching experience, the student teacher is required to follow
the cooperating school calendar and calendar of activities.
 The student teacher is expected to conform to the same professional standards as
the regular staff members of the cooperating school. The student teacher should
arrive at the school the same time as the cooperating teachers spend the full
school day and any additional planning time as the cooperating teacher requests.
Incase of unforeseen circumstances, should cause the student teacher to be late,
the student teacher must contact the school clerk, the cooperating teacher and the
university supervisor. The same applies if the student teacher is going to be absent
due to illness. He/She must contact the cooperating teacher and the University
supervisor ahead or as early as possible. In addition, when absent, the student
teacher must provide plans and other materials necessary for the cooperating
teacher and add the extra time to his/her Pre - Service teaching experience.
 As a student teacher, 100 percent attendance is expected to fulfill requirements for
state licensure. Any absences can result in the lowering of the final student
teaching grade or termination of the experience. During the student teaching

quarter, if a student teacher experiences significant illness, death in the family or
other critical incident, the student teacher must immediately notify the university
supervisor, the cooperating teacher and the school clerk. The decision as to
whether to continue the Pre – Service Teaching or to be withdrawn will be made
on individual basis. Students who are aware of outstanding obligations that
require absences during the student teaching experience should contact the Office
of Field Study and Pre - Service Teaching to defer their student teaching to the
next quarter.
 The student teacher works with the cooperating teacher each day to assure the
immediate assistance in planning, teaching and evaluating.
 The student teacher should collaborate with the cooperating teacher to designate
meeting times at least twice a week to discuss progress, plans, responsibilities and
concerns. The number of meetings should be agreed upon in advance and should
suit to the schedules of both parties. It is expected that the student teacher must
have a clear understanding of his/her responsibilities for each week.
 The Field Study Supervisors will make at least four supervisory visits for each
student teacher. When arranging the visits, the student teacher should plan a time
when it is possible for the supervisor to confer with the student teacher following
the observation and to confer with the cooperating teacher after.

 When the University Supervisor visits the classroom, the student teacher must
provide the supervisor with his/her daily lesson plans, as well as any additional
materials requested.
 Each student teacher is mandated by law to report instances of child abuse. If such
matters are observed, they must with the cooperating teacher and/or school head.
 Student teachers must satisfactorily demonstrate their competence as a teacher, as
outlined in the evaluation forms completed by the cooperating teacher and
University Supervisor.
 Each student teacher must exhibit professional behavior and dress appropriately
for all teaching situations and school functions.
 Student teachers must consider all cooperating school obligations of high
priorities and display willingness to participate in faculty meetings, department
meetings, institute days, conferences, programs, activities, etc.
 Student teachers must promptly prepare the materials requested by their
cooperating teacher, university supervisor, and capstone/seminar instructor (i.e.,
schedules, logs, record books, timesheets, reflection sheets, lesson plans,
attendance records, discipline referrals, etc.).
 All student teachers must display the dispositions of the Urban Professional
Multicultural Educator.

 Student teachers must maintain good professional relations, public relations, and
human relations not only with the teaching and non-teaching personnel of the
cooperating school, but also with the community that the school serves. Pre –
Service Teachers must remember that they are not only student teachers, but also
a representative.
 Student teachers must maintain academic integrity at off-campus sites.
 Student teachers may not do unnecessary tasks during school hours.
Terms and Reference in Student Teaching
The following terms and their definitions may provide clarification, as needed, for
the professional vocabulary used for the student teaching experience:
Pre – Service Teacher - The University student who is enrolled for the
professional term mostly rendering off – campus teaching.
Student Teaching Experience- A full term of guided teaching during which the
student teacher takes increasing responsibility for classroom/school work with a given
group of learners in a DepEd designated school.
Cooperating Teacher - The certified, experienced teacher of students in grades
K-12 who cooperates with the University in supervising student teaching, in
communicating the student teacher’s progress to the University supervisor throughout the
term, and in providing a recommended grade and evaluation for the student teacher at the
conclusion of the term. In the Elementary academic program, cooperating teachers are
also responsible for scheduling the distribution of their student teacher’s time between

their own classroom and the classrooms of other cooperating teachers, and for arranging
observation and/or participation in co-curricular activities.
Student Teaching Site - A school that is not controlled or supported by the
University but that has historically provided facilities for student teaching as an
established center determined by University personnel and school administrators.
University Pre – Service Supervisor - The University representative who is
responsible for supervising a student teacher or a group of student teachers, for
communicating with student teachers and their cooperating teachers about the students’
progress throughout the term, and for determining the final grade for student teachers.
Field Study Coordinator - The University faculty member who is responsible
for coordinating all field experience work, including arrangements for student teaching.

Do’s and Don’ts in Student Teaching
1. DO introduce yourself to teachers, administration and guidance counselors.
DON’T forget to say thank you for the opportunity to partner with that school.
2. DO eat lunch in the teacher’s lounge and get to know the faculty.
DON’T engage in gossip.
3. DO treat this opportunity to put your best professional self forward.
DON’T act like you are already an expert. Be gracious about accepting feedback.
4. DO stay visible during your student teaching by volunteering for after school
activities.
DON’T focus solely on what you are getting out of te experience; rather think about what
added value you can bring to the school.
5. DO request informational interviews to obtain job search and resume advice.
DON’T try to catch someone in passing schedule a meeting at their convenience.
6. DO write thank you letters before you leave and continue to stay in touch.
DON’T expect them to remember you if you don’t stay in touch.
JRMSU Student Internship Supervisors
- GEMMA S. OROSCA, M.A. FIL
Field Study Internship Supervisor, Chairperson BSED Program
- PERLA E. VELASCO, Ed.D. FRIEdr.
Field Study Internship Coordinator, Chairperson, BEED Program

A Brief Description of the Cooperating School
a. History
Dipolog Pilot Demonstration School is a Public Elementary School specifically
located at Rizal Avenue in the municipality of Dipolog City (capital), in province
of Zamboanga Del Norte, and in the region of IX - Zamboanga Peninsula.
Situated at the hub city, Dipolog Pilot Demonstration School evolves as the show
window of the schools in Dipolog City Division. It was established way back in the year
1923. Its location is equidistant from the church, city hall and public market. It has a total
land area of 12, 832 square meters.
Dipolog Pilot Demonstration School has a total of 70 rooms, 65 of which are
instructional purposes and the remaining 5 for non – instructional uses. All in all, the
school has at least one canteen, clinic, computer lab, general academic classroom, home
economic, laboratory, library, and office. Of the instructional rooms, all of them are
standard rooms, meaning they meet the DepEd’s guidelines for safety and usability.

Currently the old buildings of Dipolog Pilot Demonstration School have been
demolished namely, the H.E Building and ALS Canteen. Now the place is under
construction for its new buildings.
The Dipolog Pilot Demonstration School enrollment profile as of 2017-2018, they
has a total enrollment of 129 Kindergarten, 56 males and 73 females; 281 Grade 1, 140
males and 141 females; 310 Grade 2, 127 males and 183 females; 320 Grade 3, 167
males and 153 females; 378 Grade 4, 174 males and 204 females; 370 Grade 5, 172
males and 198 females; and 418 Grade 6, 212 males and 206 females, atotal of males of
1,048 and 1,158 females. Overall total population is 2,206.

b. Philosophy, Objectives, and Policies
The DepEd 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.
The DepEd Mission
As s learner – centered in th public institution of the Department of Education is
to continuosly improve the learning condition of the students and serves better with the
stakeholders.
 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.
Our Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Objectives
1. To provide the knowledge and develop the sskills, attitudes, and values
essential to personal development and necessary for living in and contributing
to a developing and changing social milieu;
2. To provide learning experiences which increase the child’s awareness of
responsiveness to the changes in and just demands of society and to prepare
him for constructive and effective involvement;
3. To promote and intensify the child’s knowledge of, identification with, and
love for the nation and the people to which s/he belongs; and
4. To promote work experiences which develop the child’s orientation to the
world of work and creativity and prepare him to engage in honest and gainful
work?

School Policies
I. Policies Affecting Pupils
The DPDS shall maintain discipline inside the school campus as well as
outside the school premises when pupils are engaed in activities authorized by
the school.
1. IMPOSITION OF DISCIPLINARY ACTION
School officials and teachers shall have the right to impose appropriate
and reasonable disciplinary measure in case of minor offenses or
infractions of good discipline. However, no cruel or physical harmful
punishment shall be imposed or applied against any pupils. (D.O. 17,s,
1999)
1.1.OFFENSES PUNISHABLE BY SUSPENSION
a. Gross misconduct
b. Cheating and stealing
c. Assaulting a teacher or any other school authority or pupils
d. Smoking inside the premises (refer to D.O. NO. 73, S, 2010)
e. Vandalism, writing on or destroying school property like chairs tables,
windows, books and others.
f. Gambling of any sort
g. Drinking intoxicants and liquors
h. Carrying and concealing deadly weapons
i. Extortion r asking money from others
j. Using, possessing, and selling of prohibited drugs

k. Fighting causing injury to others
l. Hazing in any form or manner whether inside or outside the school
premises
m. Forging or tempering school records or transfer forms
n. Immortality/sexual harassment
o. Instigating, leading or participating in concerted activities leading to
stoppage of classes.
p. Preventing, threatening pupils or teachers or school authorities from
discharging duties or from attending classes or entering school premises.
q. Violation of Anti – Bullying Act
 The use of corporal punishment by teachers (slapping, jerking or pushing pupils)
imposing manual work or degrading tasks as penalty, meting out cruel and
unusual punishment of any nature, holding up pupils to unnecessary ridicule, and
expressions tending to destroy the pupil self – respect and the permanent
confiscation of the personal property of pupils are forbidden.
 Therefore the function of Guidance Teacher is to help the pupil to understand why
his misbehavior is unacceotable which result to punishment. Pupils will undrgo
counseling to enable him to find out why such behavior was committed.
1.2. ATTENDANCE AND PUNCTUALITY
1.2.1. Regularity and punctuality of attendance are required in
all classes. A pupil who has been absent or has cut
classes is required to present a letter of explanation
from his/her parents or guardian or to bring them to

school for a short conference wtith the adviser or grade
level grievance commitee as the case may be.
1.2.2. A pupil who incurs absences of more than twenty
percent of the prescribed number of class during the
school year shall be given a failing grade. Furthermore,
the principal may at his discretion and in the individual
case exempt a pupil awho exceeds the twenty percent
limit for reasons considered valid and acceptable to the
school, “Such discretion shall not excuse the pupil
concerned from responsibility in keeping up with lesson
assignments and taking examinations where indicated.
The discretionary authority is vested in the school head,
and may not be availed of by a pupil nor granted by the
teachers without the consent of the school head.
1.2.3. Habitual tardiness especially during the first period in
the morning and in the afternoon shall not be allowed.
Teachers concerned shall call for the parents of the
pupils concerned or visit him/her at home.
1.3. SCHOOL UNIFORM
1.3.1. Pursuant to DepEd instruction on “pupil uniform” is
optional. However, for the sake of proper identity of
DPDS pupils and intruders, it is recommended that all
pupils must wear the old prescribed uniform from

Mondays to Thursdays and any casual but decent and
neat clothing on Fridays.
1.3.2. All pupils shall be required to wear the official school
I.D., the school will provide the ID free of charged.
Replacement of lost ID will be purchased by the pupil.
1.3.3. The acceptable haircut for boys shall be at least one (1)
inch above the ear and three (3) inches above the collar
line and are prohibited to wear earings.
1.4. CAMPUS SECURITY
1.4.1. Only bona fide pupils of the school shall be allowed
inside the school campus.
1.4.2. No visitors shall be allowed inside the campus during
the school hours except for valid reasons. They shall be
required to sign the logbook of the security service.
1.4.3. Teachers shall confer with parents/guardians or
entertain visitors during off period.
1.4.4. No pupils or visitors shall be inside school building and
the premises after the class period.
1.5.CLASSROOM MANAGEMENT
1.5.1. No cellphone, food, drinks during classes. Violation of
such will be confisticated and to be turned over to the
principal and to be redeemed by the owner.

1.5.2. Keep our clases home clean and tidy. Observe proper
waste disposal.
1.5.3. Listen and consider others opinion and respect the
rights of others.
1.5.4. Study and answer assignments daily.
1.5.5. Never bully classmates/ schoolmates.
1.5.6. Be friendly and accommodating.
1.5.7. Do the the assigned tasks/duties at all times without
being told.
1.5.8. Use free time by reading books, magazines and do other
related concernes for learning.
1.5.9. Seek permission before leaving the room.
1.5.10. Don’t hesitate to offer assistance to those in need.
1.5.11. Good character traits should be properly observed,
adopted, practiced and developed. Any misdeed/
misconduct/ mischief should be attended by the teacher
or grade level grievance committee as the case may be
supported by an Anecdotal Record.
1.5.12. Classroom is a “Sanctuary of Learning” so silence
shold be observe once inside and to be used for
academic purposes only.

II. POLICIES AFFECTING TEACHERS
A. ATTENDANCE AND WORK HOURS (DepEd Manual Chapter 1
Section 8)
 All government officials and employees are required to tender eight (8)
working hours a day for five (5) working days a week or a total of (40)
hours a week, exclusive of time of lunch.
 Teachers however, shall render six (6) hours of actual teaching and spend
remaining two (2) hours to complete the required eight (8) hours daily
service in preparing lesson plans and instructional devices or rendering
other non teaching services.
 The school head shall be responsible to monitor the arrival and departure
of her personnel. (Book V Excutive Order 292 and CSC Omnibus Rules,
MC No. 40, s. 1998, CSC MC No. 15, s. 1999)
Official time: 7:15-11:45; 12:45-4:35 pm

Classes Start: 7:30- first subject in the morning
1:00 first subject in the afternoon
 Be punctual in reporting to work. The time appears in the biometric must
be reflected in the logbook.
 Always attend the Flag Raising Ceremony and must stay at the back of
your respective pupils together with the others subject teachers.
B. DRESS CODE
 All teachers must strictly adhere to DepEd Order No. 12, s. 2009 on the
set schedule on wearing school uniform.
C. LEAVE OF ABSENCE

 All applications for Leave of Absence for one full day or more shall be
made on the prescribed form and shall be filled immediately upon return
of duty.
 Application for Sick of Leave in excess of five (5) days shall be
accomplished by a proper medical certificate.
D. SCHOOL ACTIVITIES
 All teachers must be Child-Friendly
 Rehearsal and practice preparation in any school event should be done
during free time. Teacher is responsible and liable in case of untoward
incidents.
E. PARENT – TEACHER ACTIVITIES
 All teachers should organized HRPTA and inform the parent when to have
a dialogue or conference with them.
F. REQUIRED REPORTS
 SF 2 – last day of the month
 SF 3
 SF5
 Grading Sheet
 MPS – every after quarterly examinations
 Ranking of Academic and Co–Curricullar Achievers– every end of quarter
 FORM 48
 REMEDIAL SESSION REPORT – every end of the month
 INDIVIDUAL PERFORMANCE COMMITMENT FORM - March

Our Mandate
The Department of Education was established through the Education Decree of
1863 as the Superior Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in the 20th century in order to
better define its purpose Vis a Vis the changing administrations and charters. The present
day Department of Education was eventually mandated through Republic Act 9155,
otherwise known as the Governance of Basic Education act of 2001 which establishes the
mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates
policies, plans, programs and projects in the areas of formal and non-formal basic
education. It supervises all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provides for the establishment
and maintenance of a complete, adequate, and integrated system of basic education
relevant to the goals of national development.

c. Organizational Structure
DPDS ORGANIZATIONAL CHART 2017-2018

d. PROGRAMS AND ACTIVITIES
a. 3rd Quarter Awarding of Pupil Achievers Recital and Project Exhibit

b. Valentine’s Day
c. Earthquake Drill
d. Fire Prevention Month
e. SSG Election
f. Lac Session
g. Mr. and Ms DPDS 2018
h. Graduation Day
i. Recognition Day
j. Moving – Up for Kindergarten

Week 1
THE COOPERATING SCHOOLS EXPECTATION
There are things that the cooperating schools whould expect from the Pre - Service
Teacher and here are the following:
1. Provides a written lesson plan (in a recommended format) to the cooperating teacher
and the University Supervisor at least two days before the date of observation for review
and critiquing.
2. Be familiar with the core curriculum content standard.
3. Follows the cooperating teacher’s curriculum schedule.
4. Coordinadte with the cooperating teacher before making important decisions (e.g.
parents, communication, grades, tests and assignments).
5. Uses the resources within the school, but also initiates in finding outside resources
such as those available in the curriculum library.
6. Discusses classroom management and any different techniques planned to be used by
the students before hand.
7. Valuing reflective practices and innovations to meet the needs of each learner.
8. Having the ability to reflect on and respond to constructive criticism from the
cooperating teacher colleagues and administrators.
9. Demonstrates willingness for continued learning, and openness to new experiences and
new perspectives.
10. Respectful and considerate to other people.
11. Practices confidentiality and privacy
12. Being sensitive and shows respect for individual differences.

13. Use wisely free periods.
14. Recognizing teachers as role models.
15. Upholds standards of professional appearance.
16. Practices professional behaviors.
17. Punctuality
18. Dependability
19. Preparedness
20. Abiding the rules and regulations of the school.
THE FACILITIES OF THE COOPERATING SCHOOL
a. Library
Is the heart of the school because it serves as the depository of books that brings
knowledge and where both teachers and pupils could broaden their minds especially for
better future.

b. Classroom
Is the place of interaction between teachers and learners A classroom climate must be
conducive for learning.
c. Guidance Office
This is where the pupils given advises and counseling from the guidance
counselor if they commit mistakes with other pupils like; physical harassment and
even small fights.

d. Canteen
In this area of the school clients can soothe the cleanliness of the surroundings
especially the facilities used in serving the foods. Healthy and delicious foods are being
served and displayed in the canteen.
e. Computer Laboratory
Computer laboratory is one of the facilities in school which greatly help the
learnerss to enhance their learnings. This is very helpful and useful whenever pupils have
projects or whenever they gather information through surfing on a certain subject areas.
This facility is very important in every school so that students can engage in hands-on
activities. On the other hand, knowledge about computers is highly recommended
nowadays due to advance technologies that challenge every learner right now.

Basic Information
Cooperating School
Dipolog Pilot Demonstration School

Rizal Avenue, Central Barangay, Dipolog City
Dipolog Pilot Demonstration School is a Public Elementary School specifically located
at Rizal Avenue in the municipality of Dipolog City (capital), in province of Zamboanga
Del Norte, and in the region of IX - Zamboanga Peninsula.
Situated at the hub city, Dipolog Pilot Demonstration School evolves as the show
window of the schools in Dipolog City Division. It was established way back in the year
1923. Its location is equidistant from the church, city hall and public market. It has a total
land area of 12, 832 square meters.
Dipolog Pilot Demonstration School has a total of 70 rooms, 65 of which are
instructional purposes and the remaining 5 for non – instructional uses. All in all, the
school must have at least one canteen, clinic, computer lab, general academic classroom,
TLE room, laboratory, library, and Principal’s Office. Instructional rooms, must have
standard sizes, meaning they meet the DepEd’s guidelines for health and safety.

The Cooperating Teacher
Name: Juriefe A. Gahuman

Address: Madison County, Dicayas, Dipolog City, Zam. Del Norte
Age: 37 yrs. old
School Graduated: Saint Vincent’s College, Dipolog City
Length of Service: 12 years
Orientation and Seminars
Orientation sessions are conducted to provide an opportunity to answer questions
and define roles, assess skills level and experiences, set expectations, and anticipate to
problems. Orientations and Seminars are also conducted in order to ensure the orderly
transition of moods, behaviors, and to size up the needs of the new environment as well
as the needs of my pupils in the said school. Orientation sessions gave background to Pre
– Service Teachers there Do’s and Dont’s of out off – campus exposure.
During our orientation seminar held at JRMSU Gymnasium Dipolog Campus, we
tackled a lot of disseminations about internship, the things to do during internship, and
what to prepare. A lot of reminders and advices given by the Field Study Coordinator,
Supervisor, Dean and School Administrator, also our guests from DepEd., Dipolog City
Schools Division. An open forum was conducted regarding the problems experienced by
the Pre – Service Teachers during observation of classes from different schools.
Orientation Conducted by the Cooperating School Principal
During our orientation seminar with the school principal, Mrs. Sharika D.
Jumawan, a highly respected principal of Dipolog Pilot Demonstration School with her
assistant Mrs. Mary Ann Q. Patagoc last January 18, 2018, She showed professionalism
in dealing with all of us. She informed us the Do’s and Don’ts of student teachers and
acquint us of the school policies and rules. She was firm for the strict implemaentation of

the rules and regulations of the school. Afterwards, Mrs. Mary Ann Q. Patagoc assigned
us to our respective teachers.
School Tour
I toured myself within the areas of Dipolog Pilot Demonstration School so that I
could familiarize the facilities they have and the kind of environment inside the campus.
There were many students studying and I have observed they were competitive and
achievers. The school environment was great and the classrooms were very conducive to
learning. I could see the eagerness of every pupil to learn. I can see in their faces the
willingness to learn and gain more knowledge and about the wants and changes
happening in the society. There were lots of classrooms and teachers around.
Here are some of the scenarious taken from Dipolog Pilot Demonstration School:
Old Gabaldon Building

Covered court (DPDS/SPED GYMNASIUM)
School Canteen

Principal’s Office
SPED School building

DPDS-SPED Multi-Purpose Cooperative Office
Grade IV and Grade V Building

Responsibilities as a Student Teacher
Pre - Service Teachers gradually assume the role of a full - time teacher during
the semester. Indicated below are the duties and responsibilities of the student teacher.
 SET CLEAR PURPOSES — competent teachers have clear purposes in mind
for each learning experience. Daily lesson plans, each unit of study,
contributes to the achievement of worthwhile purposes.
 DEALING WITH PUPILS AND THEIR NEEDS — formulates purposes and
based his planning on the specific needs, abilities, achievement and interests
of the pupils whom he is working with.
 STUDY THE COMMUNITY — this is done to gain understanding of
children and their home background. Provides a balanced program — Utilizes
teacher's lesson guides, teacher's manuals, courses of study and other
curriculum materials.
 MAKE EFFECTIVE PLANS — good planning involves bringing together
clear purposes, know more the school and the community and study
suggestions from curriculum guides and teacher's manual.
 MAKE CONTENT MEANINGFUL — a thorough knowledge of the subject
matter and use of effective methods for developing both the meaning and
the significance of what is taught.
 PROVIDE FOR INDIVIDUAL AND GROUP WORK —Individual work is
provided to ensure that the specific needs of each learner are met. Group

works are provided when common needs and purposes of the entire class, or a
group within the class are to be achieved.
 PROVIDES A GOOD ENVIRONMENT FOR LEARNING — it must be a
healthy environment with proper lightings, ventilation and temperature.
The room should be inviting and challenging to the school children.
 USES APPROPRIATE METHODS AND MATERIALS — employ skills in
using the most effective methods and instructional resources.
 EVALUATES FROM THE BEGINNING TO THE END — Appraisal of
children's learning and value of various methods and materials should be
conducted.
 MAINTAINS PROFESSIONAL RELATIONSHIP —relationships with co-
workers, pupils, parents, the community and other stakeholders, are clearly
outlined in the Code of Ethics for Public School Teachers.
 Observes the Code of Ethics for Professional Teachers.
 Comes to school well-groomed and properly dressed, must have the image of
a modest and descent teacher.
 Observes punctuality throughout the duration of the school practicum.
 Participates actively in all the school related activities.
 Notifies the Cooperating Teacher of his/her absences in case of emergencies
accordingly.

 Suggests for the improvement of routinary practices that may be overlooked
by the Cooperating Teacher.
 Be responsible, objective and open to constructive criticisms.
 Be a good role model to students.
 Respect the dignity of children and their rights to human rights
 Make teaching more meaningful by using appropriate teaching methods and
strategies.
 Be prepared all the time before teaching.
 Settle all financial obligations to the cooperating school.
 Return all borrowed materials to the cooperating teacher and other school
personnel before the term ends.
How did I feel when I see my Cooperating School? What were my apprehensions?
When I saw my cooperating school, though it was not the first time I was assigned
in DPDS, I felt excited and challenged upon entering together with my co-interns. Mixed
emotions I have had that day. I do prayed to God that he will guide me along the way,
that the critic teacher whom I will be assigned that would be approachable, kind and
willing to help me to improve my skills. The cooperating school was a memorable one
for me and I learned a lot where I could apply as a future teacher. I’m free to socialize
with others. The school is a child-friendly. How I wish my pupils are kind and
cooperative that could help me manage throughout my practice teaching. We have a good
relationship with each other as well as the school’s teaching staff and more importantly to
my cooperatiung teacher. I realized that the school is an institution of love, responsibility,

respect, and competitiveness. The school had been nurtured not only academically but
also in the good values and attitudes of its clientele.
The tools that I need to bring in my Cooperating School:
a. Knowledge- implementing appropriate teaching methodologies
- adapting to the existing curriculum
- facilitating actual recall
- utilizing and maximizing appropriate instructional materials
- promoting HOTS questions
b. Attitude – relating lesson to real life situation
- Self-reflection
- Sizing up attitudes by means of giving reinforcement
- motivating the students to participate in the class
- extending assistance
c. Skills- feeding students with the 21st century skills
- fostering acquired skills
- engaging students to some sorts of activities
- letting students exercise “learning by doing”
- enhancing one’s skills
d. Habits- monitor their bad and good habits
- get along with them
- get in touch
- do well and avoid evil

My Grade Level Assignment, Class Schedule and Official time
MORNING SESSION
TIME NO. OF MIN. SUBJECT GRADE & SEC. TEACHER

7:40-8:10 30 Edukasyon sa Pag-uugali V – Garnet Juriefe A. Gahuman
8:10-9:00 50 Filipino V – Garnet Juriefe A. Gahuman
9:00-9:50 50 Filipino V – Emerald Juriefe A. Gahuman
10:05-10:55 50 Filipino V – Topaz Juriefe A. Gahuman
10:55-11:45 50 Filipino V – Amethyst Juriefe A. Gahuman
AFTERNOON SESSION
TIME NO. OF MIN. SUBJECT GRADE & SEC. TEACHER

1:00-2:00 60 EPP V – Topaz Juriefe A. Gahuman
2:00-3:00 60 EPP V – Garnet Juriefe A. Gahuman
Note:Fun Time every Friday afternoon. (1:00 – 4:00)
Daily Classroom Program

4½ Day Work Week Plan
Grade V – Garnet
S.Y. 2017-2018
MORNING SESSION
TIME NO.OF MIN. SUBJECT TEACHER

7:30-7:40 10 FLAG RAISING CEREMONY
7:40-8:10 30 Edukasyon sa Pag-uugali Mrs. Juriefe A. Gahuman
8:10-9:00 50 Filipino Mrs. Juriefe A. Gahuman
9:00-9:50 50 Science Mr. Ricardo D. Gabonada
9:50-10:05 15 RECESS
10:05-10:55 50 English Mrs. Sarah N. Cabanlit
10:55-11:45 50 Araling Panlipunan Mr. Junar U. Anotado
AFTERNOON SESSION
TIME NO.OF MIN. SUBJECT TEACHER

1:00-2:00 60 Mathematics Mrs. Lucille Villasan
2:00-2:40 40 MAPEH Mrs. Ma. Judith S. Fellerin
2:40-3:00 20 Remedial Mrs. Ma. Judith S. Fellerin
3:00-3:50 50 EPP Mrs. Juriefe A. Gahuman
3:50-4:00 10 Remedial Mrs. Juriefe A. Gahuman
4:00-5:00 60 Preparation of Instructional
Material
Note: Fun Time every Friday afternoon. (1:00-4:00)

Reflection
a. Am I really prepared to teach?
The common litany that runs if we talk about teaching is that “it is the noblest of all
professions”. Nothing is more profound profession than teaching for teachers invest their
own time, energy, and in the long run, invest their own lives just to touch the lives of others.
Teaching is not an easy task, this is a noble profession and you have to take this seriously, to
love it and dedicate yourself into this profession. And the question is, am I really prepared to
teach? I am at my best and really have the passion in teaching. I know I can do it! I am ready
to teach! Spending everyday life working as a teacher is really handful. Waking up early
preparing for work, I always ask this to myself “Am I ready? While checking my daily lesson
plan for a week lesson and activities, I realized I didn’t spent much of a time for myself,
researching for lessons and modules that will coincide in the curriculum guide what is in the
DepEd website. Finding activities that would be fun and exciting for the students and doing
an extra time preparing for visual aids. One day, I attempt to give up because of some reasons
but I believe that teaching is my passion and this is a noble profession and is an element of
change for the society. And I accept the challenge in improving myself always and dedicate
myself in teaching and to be competitive and a compassionate one in the future. Impart
knowledge for the students and mold them to become a competitive individual.
I believe that a truly prepared teacher is someone who can make difference in a
child’s life, to ignite curiosity and growth. I must ensure that the students are really learning
from me; how they assimilate knowledge, imbibe the values, and foster the skills must be
monitored. Again, Yes! I am exactly prepared to teach. This is with the help and inspiration
of the people behind me especially my teachers who always motivate me to strive, to do my
best and to make the most out of my teaching.

Pictorial
Grade V - Sapphire
The pictures were captured during my first day of Practice Teaching.

Week 2
My tasks and responsibilities as instructed by my Cooperating Teacher
It is my job to follow and obey what my cooperating teacher instructed, in doing
so it is very helpful for me as a student teacher in obeying her advices. Accept criticisms
and suggestions with regards to my teaching skills so that, I can improve my way of
teaching. I must be opened-minded for whatever situations arise regarding my
performances. Considering that my cooperating teacher had a lot of experienced in
different ways of teaching the students in a meaningful way, more fun and enjoyment
while learning the subject matter being taught.
My observation report in assisting my Cooperating Teacher
My observations with regards to assisting my cooperating teacher are: she plans
instruction that will address the needs of diverse and special needs students. Familiarize
students' behavior. Develop an effective and consistent approach to classroom
management. Manage time and transitions effectively. She uses effective verbal and
nonverbal communication techniques. She’s very fluent in speaking Filipino language;
she practiced the kind of techniques she used during her class instructions. Regularly
reflects on teaching practices and set goals for continued improvement. She assesses the
pupils regularly to set instructional goals. Most importantly, she serves as a role model of
integrity, honesty, and confidentiality.
My own expectations
Teaching is not an easy job. There are lots of preparations that need to be
finished; lesson plans, instructional materials, teaching methodologies, etc. Teachers

serve as the breathe and life in the classroom. Upon their shoulders lie the futures of the
youth. They are the critical thread that ties the learners into lifelong process of learning.
Likewise, myself that as a teacher, expects to be prepared all the time; physically,
emotionally, and mentally, because there are circumstances that I may not expect to
happen with my clients like misbehaviors, irregularities, and whatsoever flaws and
inconsistencies. These add to the difficulty of the teaching profession. But then, I realized
that in this kind profession, I am helping, motivating, educating, and inspiring my pupils
to bring out the best of them, to help them reach their maximum potential and goals.
The characteristics of the learners I am handling
The characteristics of the learners I am handling as observed; they are respectful
towards teachers, other staff in the school premises, to us their foster teachers, They are
responsible and values - oriented. Specifically, in my class they value each other’s
company inside and outside the classroom. They were not a burden to handle in the class
because they are smart learners also they have the good characteristics as responsible
pupils. When they are assigned to do different tasks, they worked for it until finished.
Aside from that, these learners are active during classroom discussion. Whatever the
teacher asks them to do they are able to accomplish the tasks. Cooperative, in a sense that
they are helping each other in doing tasks inside the class. Helpful towards their co-
pupils, teachers and other personnel. Behaved students whenever the teacher teaches in
front or in between the discussions. In general, these learners possess good attitudes and
behaviors.

Synopsis about the developmental stages of the grade level I am handling
Developmental stages of the grade level I am handling is formal operational even
though they were grade 5 students most of them gain the ability to think in an abstract
manner, the ability to combine and classify items in a more sophisticated way, and the
capacity for higher order reasoning. As formal operational thinker they have the ability to
consider many different solutions to a problem before acting. This greatly increases their
efficiency, because they can avoid potentially unsuccessful attempts at solving a problem.
I consider them as, 21st century learners.
My first encounter with my Cooperating Teacher
God answered my prayers. I asked for a kind, thoughtful and considerate and
instructional cooperating teacher that could help me in enhancing and widening my
knowledge and skills in teaching. And I got her. She dealt with me nicely. She showed
me books needed for the lesson and what lesson she is at, and the teaching guide she had.
Though she’s not the type of a teacher who chatty, but I can feel that she’s a very
intelligent teacher that is capable of improving one’s confidence, skills, and abilities. She
is value-oriented. She has a good personality. Cheerful to me the day we first met. I know
she can look after me, guides me along the way, providing me an adult perspective. I
know that her willingness to help and I believe she’s capable to give answers to my
questions, offers advice in improving my teaching skills. I could idolize Ma’am Juriefe
for my future career to become more competitive individual or mentor. I am expecting
for her to cooperate with me and vice – versa, during the whole teaching learning
process. She provides feedbacks to improve my weaknessess and help me maintain my

strengths in teaching give me an opportunity to explore and discover because I do believe
that there are many concepts still to learn, lessons to explore, and principles to apply.
My first dealing with my learners
My first dealing with my learners is quite nervous and attitudes because I don’t
have the idea what kind of learners they are. Student diversity is evident. This is one of
the challenges I encountered. Different learning styles, different levels of abilities, some
are average but multitude are fast learners of different behaviors, different beliefs,
different set of moral and ethical standards. I consider all these differences. I must be
flexible and creative enough to address this kind of dilemma in order to satisfy the wants
and needs of my learners. I have to study more and be not contented with the pupils’
modules. I need to do researches such as the internet, books in English to be more
informed about the topic. And be getting ready to teach and deal with my class.
Reflection
a. I am really meant for the teaching profession because
I am really meant for the teaching profession because this is my passion. I want to
be involved in the process to help rise new generations. I do believe that four years and
more years of preparation are enough. I have gained healthy knowledge, receptacle of
good values, and storehouse of useful skills. The kind of profession I have chosen from
my earliest days of childhood. The most rewarding part of teaching for me is that as a
teacher I can make someone’s life different and change for the better. But as much as
teaching can be rewarding, it can also be frustrating and stressful when dealing with
unmotivated students, large classes, and heavy workloads. Most frustrating one, teachers
will sometimes have to deal with unruly behavior and violence from students. I know

these are all part of teaching. Teaching is not simply “teaching” for me. I need to plan
instruction that will address the needs of my pupils.
Since, I finally undergone this practice teaching; I have now the perspective of
being a future effective teacher. The things that a teacher “must do” and “mustn’t do” in
and outside school I was assigned. Now I have the experience on how to deal with my
class based on their needs and interests. Now I am knowledgeable on teaching
methodologies.
There goes my readiness.

PICTORIALS
Writing of homework, captured during my second week of actual

demonstration teaching.

Week 3
My tasks and responsibilities as instructed by my Cooperating Teacher
As a student teacher of an experienced teacher as instructed by her I need to
follow and obey what she wants me to do. Specifically in teaching my cooperating
teacher instructs me to be more facilitative in a way it could help my class “construct”
meaning and will understand important ideas and processes. She instructed me to use
different kinds of approaches, methods, and resources.
The learning resources of the Cooperating School that I utilized
A learning resource is a facility within a school containing several information
sources like school libraries. The need to develop school libraries is urgent in that, on the
other hand there is a need to convey information via a wide diversity of technologies and
resources. I often use the libraries inside the campus where I am teaching especially using
the books needed. I used to have my lesson planning there. I studied the lessons that I am
going to teach for the day or next. Making visual aids, encoding and reading books. The
DPDS library contains several information resources. As a student teacher it directly
helps me acquire searching skills of information, analyze and evaluate so I could build
new knowledge and experience. It helps me develop using several learning methods.

The School Officials of the DepEd and in my Cooperating School
CENTRAL OFFICE
Leonor M. Briones Secretary
Atty. Nepomuceno A. Malaluan Assistant Secretary – Chief of Staff
Dina S. Ocampo Undersecretary - Bureau of Curriculum

Development
Jesus Lorenzo R. Mateo Undersecretary - Planning and Field Operations
Atty. Alberto T. Muyot Undersecretary - Legal Services Sites Titling Office
Atty. Josephine G. Maribojoc Assistant Secretary - Legal Services Sites Titling

Office
Victoria M. Catibog Undersecretary - Accounting Division
Annalyn M. Sevilla Undersecretary - Budget and Performance

Monitoring
Alain Del B. Pascua Undersecretary - Administrative Service
Atty. Tonisito M.C. Umali Assistant Secretary - Legislative Liaison Office
Revsee A. Escobedo Assistant Secretary - Procurement Service
G.H.S. Ambat Assistant Secretary - Public Affairs Service
REGIONAL OFFICE
Dr. Isabelita M. Borres, CESO III Regional Director
Pedro Melchor M. Natividad, CESE OIC, Assistant Regional Director
Dr. Eugenio B. Penales Chief - Curriculum and Learning Management

Division
Dr. Danny B. Cordova, CESE Chief - Education Support Services Division
Dr. Visminda Q. Valde Chief - Quality Assurance Division
Judith V. Romaguera Chief - Human Resource Development Division
Crisologo L. Singson Chief - Administrative Officer

Elizabeth B. Tatel Chief - Budget and Finance Division
Dr. Romeo M. Daligdig Chief - Field Technical Assistance Division
Aurelio A. Santisas Chief - Policy, Planning and Research Division
DIVISION OFFICE
Victorina G. Perez, CEO VI Schools Division Superintendent
Dr. Majarani M. Jacinto, CESE OIC-Assistant Schools Division Superintendent

/Chief-SGOD
Dr. Amelinda D. Montero Chief - Curriculum and Implementation Division
Atty. Vanessa V. Patcho Legal Officer III
Pergentino S. Yabres Education Program Supervisor (SGOD)
Ronillo S. Yarag Education Program Supervisor (LRMDS)
Dr. Roy S. Tuballa, CESE Education Program Supervisor (Aral Pan)
Elma G. Quimpo Education Program Supervisor (English)
Dr. Rogelio A. Murro Education Program Supervisor (TLE)
Dr. Araceli G. Macasasa Education Program Supervisor (Filipino)
Helen B. Silao Education Program Supervisor (Kindergarten)
Violeta H. Rosal Education Program Supervisor (MAPEH)
Zyhrine P. Mayormita Education Program Supervisor (Science)
Jacinta B. Yusoph Education Program Supervisor (Mathematics)
Monina R. Antiquina Education Program Supervisor (Values)
Dr. Renie B. Bael Public School District Supervisor
Catalina S. Barinaga Public School District Supervisor /ALS Coordinator
Joy O. Campiseño Public School District Supervisor

Dr. Nur N. Hussein Public School District Supervisor
Dr. Bernie P. Laranjo Public School District Supervisor
Ferdinand J. Ortiz Public School District Supervisor
Dr. Jovencia M. Samante Public School District Supervisor
Arsenia C. Zamoras Public School District Supervisor
Dr. Janette A. Zamoras Public School District Supervisor
Petrush G. Macute Public School District Supervisor
Ivy J. Estadilla Administrative Officer V

The importance and uses of the cooperating school facilities in the teaching-learning
process
The use of school facilities provides for the equitable and prudent use of public
school facilities by community groups and agencies. In addition, the importance of school
facilities help the students provide their needs in learning.
FACILITIES THE IMPORTANCE OF THESE FACILITIES IN THE

TEACHING LEARNING
Library Serve as depository of books where both teachers and students can
read spontaneously and widen their knowledge.
School Canteen Gives opportunity for the students and teachers to eat healthy foods.
Medical Clinic This is very useful for safeguarding the health of the students,
teachers, and for first aid purposes.
Classroom This is where they can learn with fun/enjoyment with the use of
different strategies and methods of the teacher.
Guidance Office This is where the students will be given advises from the guidance
counselor if they commit mistakes from other students like; physical
harassment and even in small fights.
Computer Student normally goes to the computer labs sometime for research
Laboratory and also they try to make practical whenever they have been taught a
particular topic
The perceptions of my Cooperating School as my second home
Good in atmosphere
All educators know that the atmosphere within a school contributes as much to
the success of the student as the curriculum. More importantly, it has a great more
bearing on whether or not a child develops a love for learning. The challenge of creating
a positive atmosphere transcends the debate of whether our schools need to become more
goal-oriented, and more accountable for their results. It is about making school a place
where children feel challenged but competent, where they work hard but enjoy it, where
achievement is the product but not the sole objective. And a positive classroom
environment yields positive students who are motivated to learn.

Comfortable
If you feel comfortable, you will work better. If you are in discomfort, you will
not work at your potential. It should be a school that is comfortable for the learners to
learn without being distracted by the loud areas such as parking vehicles and bicycles.
Comfortable seating leads to better breathing. And the classroom must be conducive to
learning.
Have tools
The school should have a wide strategy for creating and sustaining a positive,
nurturing school climate, based on respectful relationships between teachers and students,
teachers and teachers, students and students is that they have the tools for teaching-
learning process that they are needed. In that way, the school learning tools that are
utilized by the students and teachers help them to work easier and convenient.
I can always make my second home:
a. Safe and secure by
I can always make my second home safe and secure by the learning environment
and community where the students are studying. In the school, there are violent students
who are only looking for an opportunity to launch their attacks or an outsider that
sometimes may affect to other students lives. The school’s security personnel should
make adequate arrangement to identify students that sneak into the school. Thorough
checking must be conducted at the gates of the school to achieve that. Another valuable
measure to be taken is planting cameras to key areas within the school premises to
monitor the general conduct of the students. In that way, we can avoid any incident and

threatening inside and outside the school. In general, guide the students the do’s and
don’ts of the school and monitoring classroom facilities to ensure safety.
b. Friendly by
I can always make my second home friendly by equality, dignity, respect, non-
discrimination and participation. It is a school community where human rights are
learned, taught, practiced, respected, protected and promoted.From the way decisions are
made in schools, to the way people treat each other, and where the students are being
taught. Encouraged the students and teachers to take active part in school life, regardless
of status or role, and where cultural diversity is celebrated. Students, teachers and the
school community learn about human rights by putting them into practice every day and
have a friendly school zone. And showing enthusiasm to preserve respectable atmosphere
or smiling back to students’ greetings in and outside of the school.
c. Non-threatening by
I can always make my second home non-threatening by showing the students that
they are feel safe and secure, free to learn and the school is out source of any harmful
things. Some may find the subject itself threatening—it may be embarrassing, distasteful,
or just too difficult. Others are threatened because they think that everyone in the class
knows more than they do. The personalities of some students threaten or intimidate
fellow students. To avoid this situation, the students should feel that there are no
barriers/hindrances for them to learn in the school in a way of engaging the students
outdoor activities when needed. And also, maintaining good rapport to teachers, school
personnel, and stakeholder.

Reflection: After analyzing the cooperating school’s Mission, Vision and Goals
a. I realized that
The school’s mission, vision, and goals of my cooperating school prepares
creative critical thinkers and lifelong learners who are capable of coping the changes in
the environment and with competition. After analyzing the school’s mission, vision and
goals the school can provide access to quality instruction. Based on my understanding the
teaching-learning process will be effective because the teachers should do their best to
find appropriate instructions for the learners. For this reason, the student will find reason
to learn and go to school every day, so the teachers.
The teachers should teach the pupils to become God-fearing and friendly so that
they could posses good characteristics in dealing with other people. They also impose a
good parent-teacher relationship. Also DPDS have conceptual and technical skills to
engage productively.
b. So I need to
So I need to be more competitive, manpower for different sectors of the work. Try
to improve what the environment needs. The process to set goals that allow my learners
to choose where they want to go and what they want to achieve. By knowing what they
want to achieve, I will help them to concentrate on the lessons for them to improve
learning. Having sharp, clearly defined goals, my pupils can measure; I will allow them
to take pride in accomplishing these goals. By setting the mission, vision and goals in my
cooperating school, pupils will: improve their academic performance, increase their
motivation to achieve, increase pride and satisfaction in performance, and improve their
self-confidence. In order for us to learn, it is important to listen to the cooperating

teacher’s advices because she is the most reliable source of information in terms of
teaching and in the classroom routines. In addition, preparation of the things needed to in
the class ahead of time will minimize stress. Planning is very important for possible
outcomes will be maximized for the success of a future teacher.

Week 4
The daily classroom routines performed by my cooperating teacher
My critic teacher is particular with the classroom routines. She established the
daily works to the children to be performed in the morning, after recess, noon time and
before living the room. Here are the following rules:
C Prayer
L Seat properly
A Customary greeting
S Checking of Attendance
S Collection and distribution of assignments/papers
R Appropriate time for moving around the classroom
O Calling the attention of late comers
O Drills and procedures
M Discussion
R Giving activities/tasks of the students
O Passing in and out of the classroom
U Giving assignments
T There is an interaction
I Checking and recording the scores
N Dismissal

Synopsis on establishing classroom routines
I want to employ proper routines and procedures which would serve as the
students guideposts in doing the tasks assigned to them. Unbiased and constructive
approach in implementing discipline towards them as well as setting rules and regulations
in the classroom should also be established. In doing so, the learners would know how to
manage their time efficiently on their own. They will be able to develop discipline inside
the classroom and build leadership among others.
Establishing classroom routines is the backbone of daily classroom life. It
facilitates teaching and learning process.If you have set a routine, you can have your
students carry out daily tasks that require a high level of responsibility. They may not
perfect it the first time or even the second time, but doing something every day is a sure –
fire way to become proficient at it. Added responsibility also improves student’s self –
esteem. This helps their social intelligence and makes them go to school to look for
something to learn.
My observation of the following:
a. Attendance
Daily school attendance is very important for all students. Students who attend
school regularly are more engaged in learning, have a greater sense of belonging to
community and are more likely to obtain a high school diploma.
My observation with regards to attendance of the students, there is a permanent
seat assignment established inside the classroom so that the assigned student or the
teacher can easily check the attendance for every class. My cooperating teacher imposes
seat plan in every section.

b. Passing of papers or books
Regarding with passing of papers or books they exchanged papers with their seat
mates or pass the paper in front and then exchange by row to avoid cheating or
exchanging answers.
c. Getting materials
All instructional materials were in the proper designated area/place. The teacher
assigned two pupilss to get the materials and then distribute to their classmates. The
pupils were well-disciplined that they obeyed what the teacher instructed.
d. Making assignments
With regards to assignments and reminders, these will be given before the class
ends. The pupils worked on their assignments at home and not in the classroom or during
class hours.
The routines that I have established to become a better classroom manager
Establishing effective classroom routines early in the school year helps keep your
classroom as a teacher running smoothly and ensures that no time is wasted while
students wonder what they should be doing during times of transition. Classroom routines
can be established for many activities, including entering the classroom in the morning,
transitioning between activities and preparing to leave the classroom. The basic
procedures for establishing solid routines remain the same regardless of the routine
procedure that you are teaching your students.
Once students understand the routine, have them complete those during the day.
As I implemented the routine, I reminded my pupilss of the proper procedures and the

expectations, making my reminders less detailed until they are able to complete the task
on their own. If the class struggles to remember the routine or has trouble completing the
routine after break from school, I let them review the expectations and have pupils
practice the proper way to complete the routine again.
To sum up, routines are the backbone of daily classroom life. They facilitate
teaching and learning. Routines don’t just make your life easier, they save valuable
classroom time. And what do most important, efficient routines make it easier for
students to learn and achieve more. Simply, the routines that I will establish inside the
classroom are the following:
 Entering the classroom
 Cleaning
 Posting of visual aids
 Prayer
 Greetings
 Checking of attendance
 Checking of assignments
 Review on previous lessons
 Present the new lesson with exciting and learnable motivations
 Following all the steps in the lesson plan while teaching like;
- Discussion
- Application (group activity)
- Generalization, Evaluation, and Assignment
- Break time on recess

- Dismissal
The rules that I set in my class
School rules are important to follow because they enable the class to run smoothly
so that everyone can learn and benefit from what the teacher has to offer. When students
follow school rules, everyone, from the teachers to the students, can achieve their goals in
the classroom. The following are the rules set in my class:
 Be punctual.
 Be respectful.
 Be responsible.
 Raise your right hand if you want to answer.
 Do not answer in chorus.
 Do not talk to your classmates or seatmates when the teacher is talking in front.
 Be cooperative, and energetic during class discussion
 Call your classmates with their first name not their family name.
 Turn Off your cell phones when the class started.
 Do not copy the answer of your classmates, it’s plagiarism or cheating.
 Don’t be talkative.
 Do not laugh when your classmates got the incorrect answers.
 Follow simple instructions.
 Always set your English activity notebook and books.
 Arrange the chairs properly at the beginning and at the end of the lesson.

 Follow directions the first time they are given.
 Treat others with respect.
 Do not leave the classroom without permission.
 Maintain cleanliness.
 Keep hands and feet to self.
 Work your assignment at home.
Positive Consequences:
 Praises
 Positive rewards
Negative Consequences:
 Warnings
 Dialogue with pupil concern
 Teacher calls parent
 Teacher sends child to the Guidance Office
 Teacher sends child to the Principal
Reflection
a. If I already have my own class in the future, I want to employ
Teachers with well established and clearly definedclassroom management
strategies can make fantastic positive effects on their student’s behavior. You may be
wondering how you successfully implement classroom routines. Incorporating effective
routines into your classroom will take time, consistency, follow up, and effort. The
classroom climate that is conducive for learning that is non-threatening yet business-like.

If I already have my own class in the future, I want to employ discipline among
my learners. I want them to be morally upright, so that in the long run they can apply to
their everyday life. Establishing classroom routines can contribute to the change of
behavior among the students. There must be self discipline among the students where
they will follow all the time. It will help develop their positive attitudes towards
something if they are aware of the do’s and don’ts. There must be a good relationship
between the teacher and pupilss. It is in the classroom where specific classroom rules and
procedures are clear. These classroom rules and procedures I will discuss on the first day
of class. My pupils are involved in designing of rules and regulations. Techniques to
acknowledge and reinforce acceptable behavior provide negative consequences are to be
employed. Clear limits for unacceptable behavior are established. There would be a
healthy balance between dominance and cooperation. I must be aware of the needs of
every pupil. Awareness of the happenings in and out of the class. And pupils’
responsibility for their own behavior is enhanced. Most importantly, my classroom
should be a placeof interaction between me and my learners.

Week 1 (January 22- 26, 2018)
My first day of internship started today! I was deployed at Dipolog Pilot
Demonstration School. We went with my collagues to the principal’s office to submit our
documents and for us to know the critic teacher to handle us. The principal, Mrs. Sharika
D. Jumawan let her assistant Mrs. Marry Ann Q. Patagoc orient us what to be done in the
school premise. After the orientation process, she introduced us to our cooperating
teacher. I am blessed to be assigned to Mrs. Juriefe A. Gahuman who apparently became
my critic/cooperating teacher for this particular course study (Practice Teaching).
My cooperating teacher was approachable. As I entered the room where I was
assigned, I felt nervous yet excited to finally meet them. I introduced myself to my
cooperating teacher then, she introduced me to the students and I’m happy for they
respond positively. She had a class that time so she let me sit for a while and continue
with her class discussion. The teacher used an effective teaching strategy that was suited
to the needs and interest of the students. She let the pupils to be actively involved in the
class discussion. She constantly called the attention of pupils to let them participate and
to hinder them from talking with their seatmates. After discussing the lesson, she
reminded the students to study the lesson at home. Then the class ended. It was a section
Grade V Section – Garnet, my cooperating teacher’s advisory class. She asked me for a
few questions regarding the demonstration. After that, I explained to her the requirements
such as; to twenty-two (22) lesson plans including the special and final demonstrations
that I have to undergo and forty (40) evaluation sheets. She looked for topics that I could
demonstrate for the week. She told me to have my first demonstration the next day and
gave me the topic immediately.

This week, I have started my demonstration teaching. I demonstrated twice, I
handled four classes in the morning. I am lucky that I am assigned to her because I know
I can learn many things through her guidance and advices regarding my demonstration
teaching.
Week 2 (January 29-31, Feb 1, 2 2018)
This week, I have demonstrated four times. The topic I discussed was about
“Pamilyar at Di Pamilyar na mga Salita”. I handled four sections in the morning; section
Garnet the smartest and cooperative class among all section followed by Emerald the
quiet good class, and the section Topaz the noisy class and Amethyst the silent class yet
quiet good also. I am amazed whenever I gave them activities they were cooperative,
suggesting and giving their ideas about the topic. I believe they were diverse from each
other but they all have the capability to actively participate in class discussion. No need
for me to discuss everything so I let the students to discover the lesson and discussed it
their own. I let them engaged in activities that I have given so that they would directly
learn the importance in proper capitalization. I gave them the differentiated instructions
in that way they could actually explore more to learn how to identify the meaning of the
“Pamilyar at Di – Pamilyar na sa Salita” in a sentence or paragraph or story by
connecting it to their own experiences and understanding. I discovered that pupils had
their own uniqueness in dealing with their difficulties that is why as a future teacher I
need to have the reinforcement to those learners who could hardly cope with their
difficulties.
This week my teaching skills and confidence were improved gradually.
Sometimes, I’ve found hard times in instilling in the minds of the pupils because they

have different behaviors in dealing with their teachers. Educators need to help students
examined their learning styles since every learners have different strategies, approaches,
and capabilities for learning.
Week 3 (Feb 5-9, 2018)
This week, I am the one who handled the class for four days in the morning. My
critic teacher let me handle the class and demonstrate for her to observe me how I deal
the learners and deliver the lesson to the students. After my demonstrations, during our
vacant time, have discussed about the teaching strategies and methods that would catch
the attention and interest of the students. She told me that as a teacher you are the
facilitator and let the students talked during discussions. 25% talking time for the teacher
and the rest would be for the pupils and engaged them in differentiated instructions. It’s
better to let the students engaged more in activities because in the implementation of the
K-12 program, teachers serve as facilitators not to spoon-feed the learners/students.
Another thing, she said an effective learning takes place when learners feel challenged to
work towards appropriately high goals; therefore, appraisal of the learner’s cognitive
strengths and weaknesses, as well as current knowledge and skills, is important for the
selection of instructional materials of optimal degree of difficulty. She told me to have
different activities that surely get the interest of the learners to cooperate in the beginning
of the lesson until the end. I was also observing my cooperating teacher’s class for that
week and based on what I have noticed she can handle the class very well, there were
interaction happened in the discussion that the students participated.
This way, learning can be more enhanced when the learner has an opportunity to
interact and to collaborate with others on instructional tasks. That reason, I agree that

learning is influenced by social interactions, interpersonal relations, and communication
with others. The contact experience between teachers and the pupils are given value, an
authentic meeting on sharing ideas and affections.
Week 4 (February 12-16, 2018)
My fourth week in demonstration teaching went well. This week, I demonstrated
2 times. The topics were “Pagbibigay ng panuto gamit ang pangunahin at pangalawang
direksyon, Paggamit ng iba’t ibang uri ng pangungusap” at “Pagbibigay kahulugan ng
salitang pamilyar at di pamilyar sa paglalarawan, Pagsasagot sa mga tanong sa binasang
paliwanag.” At first it was easy for me to handle the class because the pupils were very
active, eager to learn and there was an interaction during discussions. In an interactive
and collaborative instructional contexts, pupils have the opportunity for perspective
taking and reflective thinking that may lead to higher levels of cognitive, social, and
moral development. The pupils challenged me for the reason that they were intelligent
and observants to the teacher’s way of talking and teaching.
In the next class, I found it difficult in explaining and helping the students
understand the lesson because all of them are not willing to listen to the discussion, this is
where the slow learners belong. They just listened to what I’ve imparted to them, when I
asked them questions they’re too silent even though I simplified the questions for them to
be able to answer. Though, it was hard for me but I tried my best to help them understand
the lesson before the session ended. I want them to learn something from me every time I
taught them. So my techniques were the activities done from the fast learners were
different from the slow learners for fair instructions.

As we all knew, individuals learned with different styles so educators need to be
sensitive to individual differences. They also need to attend learner’s perceptions to
which these differences are accepted and adapted by varying instructional methods and
materials. When learners perceived that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected, and accommodated in
learning tasks and contexts, levels of motivation and achievement are enhance.
Week 5 (February 19-23, 2018)
In this week lies the day of my Special Demonstration Teaching. First day of the
week, I still have my actual demonstration, the topic is all about “Paggamit ng Card
Catalog”, the same routine in the morning, and I have my first class in section Garnet
followed by Emerald, Topaz and Amethyst. They have already the knowledge of how to
use card catalog because Teacher Juriefe already presented the topic on week 1 as part of
the lesson. In the following sections, I changed the activities that suited to the learners’
abilities and interests.
Second day, I did not have any demonstrations because I’m busy preparing for the
Special Demonstration the next day. I finalized my lesson plan and master the lesson and
prepare my visual aids and Power Point presentation.
On the third day, Feb 21, 2018 was the day of Special Demonstration Teaching, I
feel nervous a little. I welcomed my observers warmly so as the pupils and my critic
teacher. As they sat down I gave them my lesson plan and evaluation sheet then I asked
them I could start already with the demonstration and they said go and start. I started the
demonstration with all the confidence and positivity that I could deliver my lesson well
and the pupils could understand my discussion. My topic is all about “Sanhi at Bunga.”

After my demonstration I was very thankful to God for he gave me enough strength,
knowledge, wisdom and understanding of my tlesson and it was successfully done with
the help of my pupil’s participation. I was thankful also to my observers Ma’am Glenda
Tampon and Ma’am Darla Morandarte for giving me the ceiling grade of 90%, and to my
critic teacher for giving me more than ceiling grade. I was also thankful to myself for
doing such good work. I can say that I have the skill; I have the talent of being a teacher
receiving the grade. Hoping and aiming to get more than the ceiling grade on my Final
Demonstration. Of course it needs more mastery of the lesson, not just that but more
efforts prayers, wisdom and understanding and most of all the help and blessing from
God.
Fourth day, I didn’t have any actual demonstration as a rest after the special
demonstration. My critic teacher had a class to continue her lessons to teach.
Fifth day, I have my second actual demonstration for this week. My topic was all
about “Pagsipi ng talata, Pag-uugnay ng sariling karanasan sa napanood”. I discuss to
them a little about the topic and I let them write some paragraphs to see if they
understand the topic.
Week 6 (February 26-28, March 1, 2 2018)
This week, I have my actual demonstration twice. On the second day my topic
was all about “Pagsunod sa panuto, Paggamit ng call number ng aklat” in connection
with our lesson in week 5. After my discussion I let the pupil’s tour in the library. This
tour relates in to the activity. I group them into five thenI gave them number of a certain
book where they are going to find inside the library.

The next day, my lesson was all about “Bahagi ng Pahayagan.” I brought samples
of newspaper and presented it in the class. I introduced to them the different parts of a
newspaper and discuss the use of its parts and where it can be seen in the newspaper. I
was thankful that my actual demonstration teaching was successful for they cooperate
with each other.
Week 7(March 5-9, 2018)
Time is fast approaching, and this was my seventh week of practice teaching in
Dipolog Pilot Demonstration School. I was tasked to discuss about “Paghahambing ng
iba’t ibang dokumentaryo” at the same time gave them activities that suited to their
interest by letting them prepare the differentiated instruction. They could perform better
if they cooperate with each other in a group.
The next day, I taught about Pagsasakilos ng Napakinggang Awit, Pagbabahagi
ng obserbasyon sa kapaligiran” in which I let them listen a song in connection to the
nature, after which, they will interpret the song in an action.The students were able to
create an action about the song and they easily understood the lesson. After the activity
the students were able to share their observations about nature and compose songs with
appropriate actions.
Week 8 (March 12-16, 2018)
Another day to remember as the day goes by. February 12 marks the day of my
Final Demonstration scheduled in the afternoon at exactly 2:00 o’clock. Before the time,
in the morning I prepared and arranged all my instructional materials in order so that it
will be easy for me to reach by the time I need them during my demonstration. I also
master my lesson plan. I prepared myself well for the demonstration. My topic was all

about “Pagkilala ng Bagong Salita Sa Pamamagitan ng Pagamit Nito Sa Pangungusap” sa
isang tula entitled “Sa Araw Ng Aking Pagtatapos”.
During the demonstration I let the pupils’ tour around the classroom where I
prepared six stations posted at the corners of the classroom. The tour was called “Gallery
Walk”. In each station were the stanzas of the “tula”. During the tour I gave the students
20 seconds to read the stanza in each station. The activity made the pupil interested to
participate and listen during my discussion. My motivation is a song entitled “Estudyante
Blues” which was a connected with the “tula”.
It was a good feeling that my pupils learned a lot. As a teacher I should be able to
catch their attention to listen. There were lots of strategies to use to win their attention.
When they start to listen you must also be able to know how to make them focus or hold
their attention on listening to you because it is a fact that the students have only short
attention span. By the help of the strategies and techniques I know as a teacher I can
achieve it.
To complete my 40 actual demonstration, after my final demonstrations I also
have another demonstration this week. My topic was all about “Paggamit ng iba’t ibang
uri ng Pangungusap sa Pagsali sa isang Usapan”.
Week 9 (March 19-23, 2018)
Since my deployment I never expected to learn those much. I’m thankful and
blessed given a chance to boost my self-confidence and enhanced my knowledge to
manage a class. As time goes by, this week I completed my 40 actual demonstration
teachings. We’ve talked with my critic teacher, and she had some comments and

suggestions to me so I will improve. Now, I realized, I should develop more my skills
and discover techniques that will be helpful for my future teachings.
I had a chit chat with the students and discovered their behavior. I have a chance
to roam around in the school and discovered the facilities they utilized. I’m happy that
this school helped me to grow not just as future teacher but as a person. My critic teacher
guided me towards the accomplishment of my practice teaching. I’m thankful to
everyone who helped me. I learned many things that encouraged me more to strive harder
to reach my goals in life.
Working with Pupils
The experiences I have had with my pupils were so memorable because every
pupil had different great abilities. Even though, sometimes I had difficulty of handling
their misbehaviors but we were still in a good relationship. A quality personal
relationship that provides stability, trust, and caring that can increase learner’s sense of
belonging, self-respect and self acceptance. Being a student teacher for me was an
opportunity to use instructional practices that is appropriate for learner’s level of prior
knowledge, cognitive abilities and their learning and thinking strategies. In that way, the
pupils were willing to learned more and help to establish pupils feel safe to share ideas,
and actively participate in the leaning process. I found out different techniques, strategies
and methods to catch the attention and willingness of my learners. The pupilss help me to
love more the teaching profession because what benifits could you gave them if teaching
is not your passion.

Every time I worked with my pupils I felt that I was already a real teacher because
they relied on my ideas about what they’re taught of. It challenges me so much. I am very
thankful and happy to have them as my pupils because we are learning from each other.
I’ve learned to adjust to the kind of learners they are. I should overcome the kind of
learners I have in order for me to develop my skills and enhanced my capacity in
teaching. These experiences I have will remind me in the future when I am in the field of
teaching already. All I can say is that, working with the learnerss is the greatest
accomplishment I ever had during my Pre – Service Teaching.
Working with the School Personnel
My experiences with the school personnel were very challenging as part of my
internship. They treated us (interns) as part of this profession.
The Critic Teacher
My critic teacher was excellent in the field of teaching. I learned a lot from her.
She reminds me of the strategies, methods and approaches to use every time I am going
to have my demonstrations. She’s particular on SMART; Specific, Measurable,
Attainable, Reliable and Time-bounded way of teaching the lesson and the classroom
climate. She demonstrated the environment of the interaction between and among teacher
and pupils. How to deal with the pupils with good rapport, sympathetic listening to them
not only about life inside the classroom but more about their lives in general. Knowing
the students individually, their likes and dislikes, the personal situations affecting
behavior and performance, consistently behaving in a friendly personal manner while
maintaining professional distance with the pupils, provide reinforcement and

encouragement for the pupils. Helping pupils succeed by using differentiated instructions
and encouraging students to be responsible for their own learning. These are the things
that I’ve learned from my cooperating teacher. In the future, it would not be difficult for
me to handle things especially my pupils because I now know how to deal with them.
Lastly, in the teaching profession I should be firm of what I’ve promised and pursue with
my plans.
The Cooperating Principal
Working with cooperating principal enhances my knowledge on how to manage a
school especially leading school activities. The Principal internalized the school’s
mission and vision. Organized school activities with the teachers. Monitored from time to
time the dprogress of the school, teachers and the students. Managed very well all areas
of responsibilites.
Other School Staff and Personnel
Working with other school staff in DPDS was quite good. They treated each other
nicely so with us interns. When my critic teacher tasked me to get something from them,
they were approachable. There was one my teacher before when I was in Grade - 2 we
have seen each other inside the school; we usually talked about something before when I
was still under him he is Mr. Junar Anotado. Another scenario, with a mathematics
teacher who asked me something personal until we shared about our lives. She asked me
about my status as a student teacher. Also, another teacher who use to be my friend, when
I first started my practice teaching in the school premise. We talked a lot of things on the
third day of my internship, he lend me books and treat me snacks. I can say that, the
school staffs were approachable, friendly and kind.

Working with the Community and other School Stakeholders
My experiences in working with the community was great. It give me the
opportunity to experience real life situations. Especially on the partnership with the
school and community for the implementations of the clean and green project. I liked the
environment a lot because of its natural beauty and the fresh air. The environment was
conducive to teaching-learning process. The community was non-threatening, safe and
secure with friendly people around.
Community Survey
To be in a new environment of course you need to observe first the people you are
dealing with. I surveyed the community of Central Barangay where DPDS is located, I
felt their warmest welcome. They showed respect to me as what they have shown to other
teachers and they work well together with us.
Origin/History/Assets
Long before the establishment of the barangay system of local governance in the
city of Dipolog, the city proper was called Poblacion. With the declaration of martial law
on September 21, 1972 by the late president Ferdinand E. Marcos, he obtained absolute
power over the country and rule the issuance of Presidential Decree No. 86, known as “A
Law Creating Citizen Assembles” taken the Revised Barrio Charter of Republic Act No.
3590. Bassed on the Presidential Decree, the late Mayor Felisicimo Herrera divided the
City Poblacion into 5 districts and establishing its boundaries, which was concurred by
the Sangguniang Panlungsod sometimes on March or April 1973. The 5 Poblacion
Districts were Miputak, Central, Barra, Biasong and Estaka. Thus, the Central District
was known as Central Barangay.

Central Barangay established its boundaries on the north along Bonifacio St. with
Barrangay Barra and Biasong to the south along Gen. Malvar Street with Barangay
Miputak, to the west, the vast extent of Sulu Sea and the east, along P. Ramon St, with
Barangay Estaka making Central Barangay the heart of Poblacion Dipolog.
The assets of this barangay are the business establishments, such as hotels,
restaurants, etc. lies in the heart of the city.
Land Use: Residential, Institutional and Bussiness
Attractions: Plaza Magsaysay, City Hall, Cathedral
Traditions/Customs/Practices
A tradition is a belief or behavior passed down within a group or society with
symbolic meaning or special significance with origins in the past. The community of
Central Barangay had the tradition of celebrating fiesta, greetings, and the people are
very hard working and strive to make life better for the next generation of their family.
The Barangay celebrates fiesta. Most of the people of this barangay were
Christian people. They were active in participating religious activities in their churches.
They had good relationship with the people living in this place. They were friendly and
hospitable. Most of them were business minded. And most of all, they always observe
cleanliness in their sorroundings because the city had implemented the City Ordinance
123 to maintain cleanliness. For their ethical race, it can be noticed that the habitants of
Dipolog are mostly migrants from Visayas, particularly from the Provinces of Cebu,
Negros Oriental, Bohol, Siquijor, Leyte and Samal. There are few Illonggos, Tausog, and
Pampangueña in the city. A significant number of Chinese were also residing in the city
having their businesses.

Actual Classroom Teaching
My actual classroom teaching was everyday a challenged. Learning in schools
emphasized the use of intentional processes that pupils can use to construct meaning from
the information, experiences, and their own thoughts and beliefs. I need to exert efforts.
From lesson planning, preparation of materials to be used so that they could catch the
attention and interests of the students. They were learning as well as enjoying. I felt
nervous on the first actual demonstration teaching because I don’t have any idea what
kind of learners they were and how to meet the standards of my cooperating teacher. I
went along, nervousness had gone and it helped me a lot to boost my self-confidence and
challenged me to communicate my ideas as well as increased my level of thinking
beyond cognition. I am able to use the different strategies and methods of teaching that
fits my learners. As a future teacher, I should overcome fears so that in a long run I am
confident to face circumstances and solve it my own.

For two months I can say that I am now well-trained with the help of my critic
teacher. I can use my knowledge from field to the field of teaching in my future career.
Most importantly, in actual teaching I know how to impart knowledge to my pupils and
mold them as competitive individuals.
Special Demonstration Teaching

My special demonstration teaching was a great success. I have good grades given
by my observers Mrs. Glenda Tampon and Mrs. Darla Morandarte. At first, I felt nervous
when I saw them I found it uneasy to talk in front but I’m always positive I can do it. The
nervousness I’ve felt was gone when I started presenting the lesson until the end of the
discussion. My topic was all about “Sanhi at Bunga”. I’ve prepared everything from
lesson planning and instructional materials to be used. They listened carefully when I
discuss the lesson and they were able to answer the questions when I asked them. I knew
they’ve understand what “Sanhi at Bunga” is. The lesson was presented very well
because my students were cooperative, interactive in the class discussion, and
participative. Such a relief after my Special Demonstration teaching because I made it
well. The good points, suggestions and comments given by my observers as well as my
critic teacher helped me to improve more the way I taught. I am also thankful to our
Heavenly Father for the guidance, strengths, and blessings to help me accomplish special
demonstration teaching.

Final Demonstration Teaching

My final Demonstration Teaching was very successful because I prepared
everything. My lesson was all about “Pagkilala ng Bagong Salita sa Pamamagitan ng
Paggamit sa Pangungusap”. One week before the schedule, I prepared already a detailed
lesson plan and the instructional materials in order that I have more time to study the
lesson for more days. I aimed of having successful and effective demonstration, that’s
why the preparation was tough. I’ve done researches for the collection of information
about the topic, examples, and best activities to motivate the students to have an effective
learning outcome. My students really helped me; they participated and interact in the
class. They cooperated with each other to accomplish the tasks given.
My observer is Dr. Sergio M. Andolero, I’m very thankful that he gives me more
than the ceiling grade as well as my cooperating teacher. I really appreciated the
suggestions and good points of my observer based on my demonstration. I was glad that
they informed my lapses in the teaching scenario especially in showing “enthusiasm” and
etc. It helped me boost my confidence to teach and pursue in teaching profession.

Self assessment for being a Student Teacher
As we all know, teaching is a noble profession. It requires a long preparation and
more training sessions for them to be equipped in facing the real environment that awaits
them in near future. Student teaching serves as an internship in the profession education
where theories, knowledge, attitudes and skills develop through course work and
observation are fused in more meaningful interpretation through practical experience in
actual teaching situation. In education, the student teacher should undergo practice
teaching because this is very challenging but it is important part of training as a future
teacher in developing and molding ones abilities and skills.
Student teacher is very challenging part of the requirements as education student.
I have evaluated myself as a student teacher for two months, I encountered many flaws
and trials in teaching, I knew those circumstances happened helped me to persevere with
my teaching capacities and abilities. I evaluated how far I have gone through in my
teaching skills, used the different approaches, strategies and methods in teaching the
students effectively. I could say that, I was improving in a sense that, I was exposed to
the field of teaching and in the real world of classroom situation in which it was a
challeng for me as a student teacher. In teaching, my knowledge on how to deal with the
learners, implementing appropriate teaching methodologies, relating the lesson to real life
situation, motivating the class to participate by means of reinforcement, engaging the
students to some sort of activities and letting the students exercise “learning by doing”
were enhanced with the guidance of my cooperating teacher. I was enlightened by the
things that you need to do being a real teacher soon. I improved a lot but I need to study
more to improve my teaching-learning skills. Student teaching experienced really helped

me identify the negative and positive attributes that I possessed in handling the class and
helped me developed my communication skills. It has a great contribution to me and I am
now acquainted with different skills being a teacher. I learned that as a future teacher I
should set realistic goals, track my own progress, and set clear expectations for the
performance of the pupils. I guess these experiences molded me to become a good
teacher in the future.
Personal point of view of Student Teaching Experiences
As a student teacher, my point of view in teaching experiences was very
momentous yet challenging. Student teaching practices help me in preparation with the
field. Student teachers have different experiences. Some find difficulties in making lesson
plans and instructional materials every day. Based on my own experiences I could say
that teaching profession is not easy when I don’t love what I am doing.
At first, there were many obstacles to face every now and then like, financial
constraints one of the factors that affect me as it cost me a lot of money for the daily
needs. Instructional materials expenses, personal problems and hardships but despite of
those trials I manage to survive until the finale of the practicum. I made it! And I realized
that teaching is really my passion and this is where I belong.
Practice teaching helped guide me to do the right moves in handling students with
different backgrounds of interests. It is an irreplaceable learning experience a student
teacher could have. Furthermore, student teaching experience is the toughest foundation
to become an effective educator someday.

Tahasang Banghay Aralin
Filipino V
Layunin
Nasasagot ang mga literal na tanong tungkol sa napakinggang kwento
A. Paksang Aralin
Pagsagot ng mga literal na tanong tungkol sa napakinggang kwento
B. Sanggunian
F5PN-IVb-3.1
Pagdiriwang ng Wikang Filipino 5 (Pagbasa) pahina 118-119
Pagdiriwang ng Wikang Filipino 5 TM ph. 139-144
C. Mga Kagamitan
kwento, graphic organizer
Pamamaraan
1. Pagsasanay
Ipabasa ang mga salitang nakasulat sa metacards.
tuso kapagud-pagod naglalambitin lahi
Bungang-kahoy matakaw pampang pulo
2. Balik – Aral
Paano mo masasagot ng wasto ang mga tanong mula sa napakinggang
alamat?
3. Mga Gawain
A. Pagganyak

Ipasuri sa mga mag-aaaral ang isang larawan. Magtanong sa mga bata
kung may alam silang kwento tungkol sa mga unggoy at buwaya. Hayaang
ikwento ang ibang bahagi nito.
Pasagutan ang inihandang talasalitaan. Ipagamit ang mga salita sa sariling
pangungusap.
B. Paglalahad
Ilahad ang pamagat ng kwento. Ipaalala ang mga pamantayan sa
pakikinig. Iparinig ang kwento sa klase.
Ang Unggoy at ang Buwaya

Sa isang pulo ay may nakatirang mag-amang lahi ng mga unggoy. Sa
pulong ito, malinaw, malalim, malinis ang tubig sa ilog na nakapalibot ditto.
Nakatira rin ang lahi ng matatakaw na buwaya sa ilog na nakapalibot sa pulo.
Masarap at Masaya ang buhay ng mga unggoy dahil marami ang mga
punungkahoy na namumunga rito. Gayundin ang mga buwaya dahil sagana sila sa
isda at iba pang hayop na minsan ay naliligaw sa ilog. Subalit dahil sa pagdami ng
mga matsing at buwaya, dumating ang panahon na wala na halos silang makain.
Isang araw, habang masayang naglalambitin sa mga sanga ang mga

unggoy, napansin ng isa na maraming bungang-kahoy sa kabilang pulo. Tuwang-
tuwa ang kanyang mga kasamahan. Gustong-gusto nilang lumangoy papunta sa
kabilang pampang. Ngunit dahil maraming buwayang gutom ang nakaabang sa
kanila, wala silang madaraanan. Gustung-gusto ng buwaya ang masarap nilang
atay.
Pumunta ang tusong unggoy sa tabi ng ilog at tinawag ang pinuno ng mga
buwaya. “Pinunong Buwaya, may mahalagang mensahe ang hari,” ang kanyang
pakli.

Lumabas naman ang pinuno na halos nasa tabi ng unggoy. “Ano ang
maipaglilingkod namin sa mahal na hari?” usisa ng punong buwaya.
“Nais malaman ng hari kung ilan kayong lahat. Magpapasko na kasi at

bibigyan kayo ng regalo. Pumila kayo at bibilangin ko kung ilan kayong lahat,”
sagot namn ng unggoy. “Isa, dalawa, tatlo, apat…tatlumpo’t pito,” sabay talon sa
kabilang pampang. Nakatawid siya sa kabilang pulo nang walang kapagud-pagod.
C. Pagtatalakay
Pagkatapos ng nakalaang oras para pakinggan ang kwento,
magkaroon ng talakayan tungkol sa napakinggang teksto.
Itanong:
1. Tungkol saan ang kwentong napakinggan?
2. Sinu-sino ang tauhan sa kwento?
3. Saan at kailan nangyari ang kwento?
4. Illarawan ang tirahan ng mag-aamang unggoy.
5. Bakit naubos ang pagkain ng mga unggoy at buwaya?
6. Ano ang katangian ng unggoy? Bakit?
7. Isalaysay kung paano nakatawid sa kabilang pulo ang unggoy.
Ipaliwanag na ang mga tanong na iyong ginamit sa pagtatalakay ay mga
tanong na literal kung saan ang mga sagot sa mga tanong na ito ay mga
impormasyong tuwirang nakalahad sa tekstong napakinggan.
D. Pagpapayamang Gawain
Para sa Gawin Mo, pasagutan ang balangkas tungkol sa kwentong
napakinggan.

E. Paglalahat
Ano ang kahulugan ng literal na mga tanong?
Paano mo masasagutan ang mga literal na tanong mula sa inyong
napakinggang teksto?
F. Paglalapat
Magkakaroon ng pangkatang gawain. Bawat pangkat ay pipili ng
isang magbabasa ng maikling kwento na inihanda ng guro. Pagkatapos
mapakinggan ang kwentong binasa ng ka grupo, ang mga miyembro ang siyang
magsasagot sa mga tanong na tungkol sa kanilang napakinggan.
Maaaring gamitin ng guro ang kahit na anong kwento na kanyang
nabasa o nahanap sa iba pang sanggunian.
Pagtataya
Pakinggang mabuti ang kwentong babasahin ng guro. Sagutan ang mga
sumusunod na literal na mga tanong ayon sa inyong napakinggang kwento.
Taniman sa Bukid
Isa sa pinakamasayang panahon sa kabukiran ang pagtatanim. Masiglang
isinagawa ng mga magsasaka ang gawain ito. Nasa takdang panahon ang
pagtatanim. Naniniwala ang mga magsasaka na hindi aani nang maganda kung di
mabuti sa panahon ang pagtatanim.
Nasa kabukiran ang kaligayahan ng magsasaka. Maluwag sa loob nilang
tinanggap ang anumang kapalaran. Maligaya nilang hinaharap ang kaloob sa
kanila ng Maykapal.

Marunong makipagsapalaran ang mga magbubukid. Taimtim nilang
idinadalangin na sana’y ang sususnod na anihan ay maging masagana.
Sagutin ang mga sumusunod na tanong.
1. Ano ang pamagat ng kwentong iyong napakinggan?
2. Saan nagiging masaya ang gawaing pagtatanim?
3. Paano isinasagawa ng mga magsasaka ang pagtatanim?
4. Ano ang paniniwala nila tungkol sap ag-aani?
5. Nasaan ang kaligayahan ng magsasaka?
6. Paano tinatanggap ng isang magsasaka ang kanyang kapalaran?
Takdang Aralin
Pumili ng isang maikling kwento. Bumuo ng limang literal na tanong mula
sa iyong napiling kwento. Pumili ng isang kapareha. Ang magkapareha ay
magpapalitan ng pakikingang kwento at sasagutan ang mga tanong. Iuulat sa klase
ang awtput.

MasusingBanghayAralin
Filipino V
I. Layunin
1. Natutukoy ang sanhi at bunga ng mga pangyayari.
2. Nakikilahok sa inaatasang pangkatang gawain.
3. Nauugnay ang sanhi at bunga.
II. Paksang Aralin
Paksa: Sanhi at bunga
Sanggunian: Sinag ng Kaunlaran
MgaKagamitan: Mga larawan, plaskards, powerpoint
KBI: Huwag sumagot ng sabay-sabay
III. Pamamaraan
Gawain ng Guro Gawain ng Mag – aaral
A. Panimulang Gawain
1. Balik – aral
Ano ang ating nakaraang leksyon?
Viola? Ang ating nakaraang leksyon ay tungkol sa
Pamilyar at Di – Pamilyar na salita.
Ano ang Pamilyar na salita?
Julia? Ang pamilyar na salita ay ang mga salitang
karaniwan nating ginagamit at naririnig sa pang
araw-araw.
Anoang Di – Pamilyar na salita?
Rhona? Ang Di – Pamilyar na salita ay mga salitang
hindi natin karaniwang naririnig o ginagamit.
Magaling! Bigyan natin sila ng masigabong
palakpakan.
2. Pagsasanay

May mga hiwa – hiwalay na titik ako na
nakadikit sa pisara. Ayusin ninyo ito para
makabuo ng isang salita. 1. sanhi 3. bunga
2. dahilan 4. resulta
3. Pangganyak
Ngayon ay tatawag ako ng tatlong pares at

bumunot ng tig – iisang sobre.
Sa loob ng sobre ay may nakasulat na mga
sitwasyon, isakilos ng bawat pares ang
nabunot na sitwasyon at hulaan kung ano ito.  Kumain ng marami at sumakit ang tiyan.
 Nag – aaral ng mabuti at nakakuha ng
malaking marka.
 Naligo sa ulan at nagkasakit.
(presentasyon)
Ngayon ay bigyan natin sila ng airplane clap. (nagpalakpakan)
Magsitayo ang lahat.
B. Paglinang Gawain
1. Paglalahad
Base sa mga hula ninyo, ano ang ating

leksyon ngayong umaga?
Ano ang mga nabuong ideya sa inyung mga
isipan?
Vinson? Tungkol po sa sanhi at bunga.
Tama! Ang ating leksyon ngayong umaga ay

tungkol sa sanhi at bunga.
Ito ang mga halimbawa o sitwasyon na
nagpapakita ng sanhi at bunga.
1. Pagtatapon ng mga basura

2. Sobrang pagkain ng mga matatamis
3. Paninigarilyo
2. Pagtatalakay
Sa unang larawan ano ang sanhi nito, ano ang

dahilan?
Pagtatapon ng basura.
Ladine?
Tama! Ikaw ladine sumusunod ka ba sa

Opo!
wastong pagtapon ng mga basura?
Mabuti.
Ano naman ang resulta sa pagtatapon ng mga
basura kahit saan?

Jessel? Ito ay nagdudulot ng dumi sa palagid.
Ano pa? Thalia? Ito ay bumabara sa mga kanal kaya kapag

umuulan ito ay nagdudulot ng matinding baha.
Tama Thalia.
Bigyan natin sila ng Mosquito clap.
Dito sa Pangalawang larawan ano ang bunga

nito? Ano ang resulta kapag kumain ng
sobrang matatamis na mga pagkain?
Julia? Ito ay nagdudulot ng sakit na diabetes.
Tama! Ano pa? Ito ay nakakasira ng ngipin.

Oo magaling.
Dito sa pangatlong larawan ano ang

ipinapakita nito? Ito ba ay nagpapakita ng
sanhi o bunga?
Vance? Ito po ay nagpapakita ng sanhi.
Tama! Ito ay nagpapakita ng kaganapan o

sanhi na may kahinatnan o bunga. At ang
kahinatnan ay makikita natin dito sa mga
larawang ito.

Ano ang bunga o resulta ng paninigarilyo?
Rohaima? Ang bunga po ay sakit sa baga at pagkalanta ng
bibig.
Magaling!
3. Paglalahat
Ano ang sanhi?

Julia? Ito ay tawag sa dahilan kung bakit nangyari ang
isang pangyayari.
Oo magaling.
Ano ang bunga?

Viola? Ito ay ang tawag sa resulta o epekto ng isang
pangyayari.
Tama! Mahusay Viola.
Ang sanhi at bunga ay kapag ang isang

kaganapan (sanhi), maging mabuti man o
masama ay merong kahinatnan (bunga).
Nauunawaan niyo ba mga bata? Opo!
4. Paglalapat
Magkakaroon tayo nang pangkatang gawain.

Papangkatin ko kayo sa apat na grupo. Ang
bawat grupo ay bibiyan ng envelop. Sa loob
nito ay ang inyung mga gawain. Basahing
mabuti ang panuto. Bibigyan ko lamang kayo
ng limang minutes para gawin ang inyung
mga gawain. Dalawang minutos para iulat ito
sa klase.
Maliwanag po ba? Opo guro!
Magaling!
Pero bago ang lahat ito ang ating rubrics sa

pagsasagawa ng pangkatang gawain. Basahin. RUBRIC
5 4 3 2 1
-nakapagbibigay ng
sanhi at bunga sa gawain
-natutukoy ang sanhi at
bunga sa gawain
-naiulat at naipaliwanag
ng maayosa ng gawain
-may pagkakaisa ang
lahat ng miyembro sa
pagsasagawa ng gawain
5 – Pinakamahusay
4 - Mahusay
3 – Katanggap – tanggap
2 – Mapaghuhusay pa
1 – Nangangailangan pa ng mga pantulong na
pagsasanay
Maliwanag ba mga bata? Opo!
Para sa unang grupo.

Bumuo ng pangungusap na may sanhi at
bunga. Ipaliwanag.
Para sa pangalawang grupo. Bumuo ng pangungusap na nauuna ang

bunga bago ang sanhi. Ipaliwanag.
Para sa pangkat tatlo. Mag – isip ng pangyayari o problema sa

ating komunidad na may sanhi at bunga.
Tutukuyin kung alin o ano ang sanhi at ang
bunga. Ipaliwanag.
Para sa pangkat apat.

Kumpletuhin ang pangungusap sa
pamamagitan ng pagbibigay ng bunga sa
pangyayari.
Nabasa ng ulan si Maria habang pauwi

galing sa eskwelahan _________________
__________.
(nag-uulat)
Napakagaling ninyo mga bata dahil

naunawaan ninyu ang ating leksyon ngayong
umaga.
Bigyan ng masigabong palakpakan ang
inyung mga sarili.
Ngayon ay kumuhang isang kapat na papel

(¼) at sagutan ang mga sumusunod.
IV. Pagtataya
Pag – ugnayin ang sanhi ng bawat

pangyayari. Titik lamang ang isulat.
Hanay A Hanay B
____1. Si Jack ay huli sa klase a. kaya hindi siya pumasok ng paaralan.

____2. Umiiyak ng malakas ang sanggol b. kasi na putulan sila ng kuryente.
____3. Mataas ang lagnat ni Ayen c. kasi nagugutom siya.
____4. Madilim ang bahay nina Mary Jun d. kaya nagalit ang kanyang guro.
____5. Malakas ang ulan e. kaya bumaha sa EDSA.
V. Takdangaralin
Bumuo ng limang pangungusap na may sanhi at bunga batay sa mga pangyayari at
isyu sa ating lipunan ngayon.

Masusing Banghay Aralin
FILIPINO V
I. Layunin
1. Nakilala ang mga bagong salita sa pamamagitan ng paggamit nito sa
pangungusap.
2. Naisakikilos ang mga inaatasang gawain sa pangkatang – gawain.
II. Paksang Arlin

Paksa: Pagkilala ng Bagong Salita sa Pamamagitan ng Paggamit sa
Pangungusap
Tula: “Sa Araw ng Aking Pagtatapos”
Sanggunian: Hiyas sa Pagbasa 5 pahina 228-229
III. Pamamaraan
Gawain ng Guro Gawain ng Mag-aaral
Panimulang Gawain
Balik-Aral

Ashley? Ang ating nakaraang leksyon ay tungkol sa
kard katalog.
Saan ba gagamitin ang kard catalog?
Jamaica? Ang kard katalog ay isang listahan ng lahat ng
nilalaman ng isang silid aklatan, na nakaayos
gamit ang isang tarheta o kard para sa bawat
isang bagay na makikita sa aklatan.
Gamitin sa pangungusap ang salitang silid
aklatan sa pangungusap.
Viola? Ang lahat ng klase ng libro ay makikita sa
silid aklatan.
Mahusay!
Pagsasanay
kinikilala tagalikha
pakikipagtipon sa maraming tao
Basahin ang lagom o buod ng bawat talataan.

Piliin sa kahon ang kahulugan ng salitang
nakalimbag nang pahilig.
1. Isang Amerkanong imbentor ang

gumawa ng isang makinang gumagamit
ng dumi ng kabayo upang panlinis sa
tubig na may polusyon tulad ng tinta at
mga tira ng pinta. Tagalikha
2. Ang pakikilahok sa iba’t ibang

organisasyon ay daan upang makilala
ang isang mag-aaral. Lalong nagiging
makulay ang kaniyang pakikisalamuha
kung kikilalanin ng mga tao ang
kaniyang mga natatanging kakayahan. Pakikipagtipon sa maraming tao
3. Ang pagtulog ay itinuring na

pinakamabisang gamot upang
malabanan ang anumang karamdaman. Kinikilala
A. Pangganyak
Awit
Mayroon akong awit na ipaparinig sa inyo.

Gusto niyo bang makinig ng awit? Opo!
Kung gayon ay ihanda ang inyong mga sarili sa

pakikinig. Makinig ng mabuti.
“ESTUDYANTE BLUES”
Freddie Aguilar
Tungkol saan ang awit na inyung napakinggan?

Gabriel? Tungkol sa isang estudyante.
Ang ating paksang aralin ngayong hapon ay

tungkol sa “Pagkilala ng Bagong Salita sa
Pamamagitan ng Paggamit sa Pangungusap”.
May babasahin kayong tula kung saan ay
kilalanin ninyo ang mga bagong salita na
ginamit dito. Ang pamagat ng tulang ito ay “Sa
Araw ng Aking Pagtatapos"
B. Gallery Walk

Magkakaroon kayo ng gallery walk. May anim
na estasyon kayong pupuntahan.Basahing
mabuti ang mga nakasulat at pagkatapos ay
pupunta na naman kayo sa mga susunod na
estasyon. Tumayo at magbasa ng tahimik.
Maliwanag ba? Opo!
Estasyon 1 Pinipilit kong limutan, mga masasayang

araw sa piling ng mga guro, kaibiga’t
kamag-aral; ngunit bakit, bakit kaya, tila di
ko matakasan ang masayang alaalang nasa
isip araw-araw?
Estasyon 2 A, alam ko na kung bakit ako’y lagi nang

ganito; nalalapit na nga pala, araw ng
pagtatapos ko; kaya waring nagahahari,
kasabikan sa puso ko, akala ko’y akin na
rin, pati itong buong mundo.
Estasyon 3 Ang palagi kong naalala’y ang munti kong

paaralan na siya kong itinuring na
pangalawang tahanan; ang mga nagging
silid ko’t mga aklat – karunungan ay
hahanap – hanapin ko, gabi-gabi … araw –
araw.
Estasyon 4 Tanggapan ng punongguro, hindi ko rin

malimot, ito’y malimit puntahan kapag si
“Ma’am” ay may utos; maasahan daw ako
pagkat laging sinusunod, kaya naman
ligaya ko ang sa kaniya ay maglingkod.
Estasyon 5 Ang aklatan, siyanga pala, di ko dapat na

limutin, mga aklat kong nabasa ay doon nga
pala galing; dahil dito, sina Rizal at
Mabini’y nakapiling, nakalaro ko pa man
din si Pinocchio at si Gretel.
Estasyon 6 Sa araw ng pagtatapos, pinakamapalad ako
pagkat buong pamilya ko, silang lahat ay
dadalo; si ana ang magsasabit ng medalya
sa leeg ko, si Ina ang mag – aabot nitong
aking sertipiko.

C. Pagtatalakay sa tula
Ano ang napapansin ninyo habang kayo

nagbabasa sa bawat saknong ng tula?
Ano ang inyong mga nakikita?
Ladine? May mga salitang kakaiba.
Tama!
May mga salitang kakaiba o ang tawag nito ay
mga bagong salita.
Dito sa unang saknong ng tula, alin dito ang

mga bagong salita?
Zhiljie? Ang mga bagong salita ay limutin at
matakasan.
“Pinipilit kong limutan, mga masasayang araw
sa piling ng mga guro.”
Ano ang kahulugan ng salitang limutin?

Rhona? Ang ibig sabihin ng salitang limutin ay
kalimutan.
Tama!
Hindi ko matakasan ang mga problemang

dumating sa buhay ko ngayon.
Ano ang ibig sabihin ng salitang matakasan?

Rj? Ang ibig sabihin ng salitang matakasan ay
maiwasan.
Mahusay!
Dito sa pangalawang saknong ng tula, alin dito

ang mga bagong salita?
Lumayam? Ang bagong salita na aking nakita ay
kasabikan.
Kaya waring nagahahari, kasabikan sa puso ko.

Ano ang ibig sabihin ng salitang kasabikan?
Bien? Ang ibig sabihin ng salitang kasabikan ay
……
Magaling!
Dito sa pangatlong saknong ng tula, alin dito

Rohaima? Ang bagong salita ay itinuring.

Siya kong itinuring na pangalawang tahanan.
Ano kaya ang ibig sabihin ng salitang itinuring?
Mark? Ang ibig sabihin ng salitan itinuring ay
kinilala.
Tama!
Dito naman sa ikaapat na saknong, alin ditto

Nurhaippa? Ang mga bagong salita ay malimot at malimit.
Tanggapan ng punongguro, hindi ko rin

malimot.
Ano ang ibig sabihin ng salitang malimot.
Sabas? Ang ibig sabihin ng salitang malimot ay
makalimutan.
Magaling!
Ito’y malimit puntahan kapag si “Ma’am” ay

may utos.
Ano ang ibig sabihin ng salitang malimit?
Fritz? Ang ibig sabihin ng salitang malimit ay
madalas.
Mahusay!
Mabuti naman!
D. Paglalahat
Base sa ating pagtatalakay, paano niyo

malalaman ang kahulugan ng bagong salita?
Jhulia? Malalaman ang kahulugan ng bagong salita ay
sa gamit nito sa pangungusap.
Tama! Ito ay nakadepende o ayon sa paggamit
sa pangungusap.
Mabuti!
E. Pangkatang Gawain
Magkakaroon tayo ng pangkatang Gawain.

Papangkatin ko kayo sa anim na grupo. Tingnan
ninyo ang ilalim ng inyung mga upoan kunin
ninyo ang mga inilagay ko, iyan ang magsasabi

kong anong grupo kayo. Hanapin ang inyung
mga kapareha ng tahimik.
Maliwanag ba? Opo!
Bago ang lahat ito ang ating rubrics sa

pagsasagawa ng pangkatang gawain.
RUBRICS
5 4 3 2 1
-pagsunod sa uri at anyo ng
hinihingi sa gawain
-may pagkakaisa ang bawat
miyembro sa pagsasagawa ng
gawain
-malinaw at maayos na
naipresenta ang gawain
5 – Pinakamahusay
4 – Mahusay
3 – Katanggap-tanggap
pagsasanay
Para sa unang grupo. Awitin ang unang saknong ng tula sa tunog ng

“sitsiritsit”.
Para sa pangalawang grupo Awitin ang pangalawang saknong ng tula sa

tunog ng bahay-kubo”.
Para sa pangatlong grupo E “rhyme” ang ikatlong saknong ng tula.
Para sa pang-apat na grupo Awitin ang ikalimang saknong ng tula sa

tunog ng “sitsiritsit”
Para sa panglimang grupo E “rhyme” ang ikalimang saknong ng tula
Para sa ika-anim na pangkat Isadula ang ikaanim na saknong ng tula
Ngayon ay simulan na ang inyung mga gawain,

meron lamang kayong sampung minuto para
gawin ito. (nagsasagawa)
(presentasyon)
Mahusay!

Bigyan ninyo ng masigabong palakpakan ang
inyung mga sarili.
Ngayon ay kumuha ng isang-kapat na papel at

sagutan ang mga sumusunod.
IV. Pagtataya
Hanapin sa loob ng kahon ang angkop na kahulugan ng mga salitang may
salungguhit sa pangungusap.
1. Kaya waring naghahari,

kasabikan sa puso ko.
2. Kaya naman ligaya ko ang sa
kaniya ay maglingkod. katuwaan nagmula
3. Mga aklat kong nabasa ay doon makasama
nga pala galing.
4. Sa araw ng pagtatapos, may pagpapala kinilala
pinakamapalad ako pagkat
buong pamilya ko, silang lahat namamayani sa puso
ay dadalo.
5. Dahil dito, sina Rizal at
Mabini’y nakapiling.
V. Takdang Aralin
Isulat ang kahulugan ng mga sumusunod na salita at gamitin sa pangungusap.
1. nagsisisi
2. nangangatwiran
3. layaw

Reflection:
Why did you choose this lesson plan as your sample in the portfolio?
Student teachers are required to write formal lesson plans throughout the entire
student teaching experience unless otherwise directed by the University Supervisor.
Cooperating teachers may prefer to have student teachers use the schools format if it is
comparable. Student teachers are expected to plan teaching assignments carefully and to
submit those plans to their cooperating teacher at least 24 hours in advance for guidance
and approval. Student teachers should not be permited to assume responsibility for a class
until their cooperating teachers approved the candidates’ lesson plans.
I choose these lesson plans as my sample in the portfolio for a reason that values
the topics. I planned those well in making in order that the students I am going to teach
will understand what the subject matter all about is. This is also the first lesson I’ve
taught in my actual demonstration, wherein I did all my best in delivering the lesson, the
lesson about “Pagsasagot ng mga literal na tanong tungkol sa Napakinggang Kwento”.
The second lesson plan was all about “Sanhi at Bunga”. I taught the lesson during my
special demonstration. The third lesson plan was all about “Pagkilala ng Bagong Salita sa
Pamamagitan ng Paggamit sa Pangungusap”. I taught the lesson during my final
demonstration. I was able to teach the lesson well because my pupils were cooperative,
interactive, participative and responsive. Using these lesson plans will surely catch the
interest of the students because there were differentiated instructions and activies used. In
that way, learning can be more enhance when the learner had an opportunity to interact
and to collaborate with others on given instructional tasks.

Furthermore, lesson plans are very important. Without the lesson plan, the teacher
wouldn’t be ready to teach. Before the teacher enters the classroom, he/she must well-
planned what to do and prepare what to teach, how to teach the lesson to the learners
effectively and efficiently, and the instructional methods that focus on helping learners
develop higher order thinking skills to enhance student learning and personal
responsibility for learning.

Professional Development Or Career Plan
A Professional DevelopmentPlan, also known as Individual Developmental Plan
(IDP), or Employee Development Plan (EDP), is used as a tool to help plan a career,
guide development and assess progress towards your career goals.
Since had a very memorable and worthwhile experience in my cooperating school,
this that opened my mind and heart to embrace teaching profession as my lifetime career
after graduation. With pride and honor, I promise that I will pursue a teaching career after
graduation. I want to see myself getting old still in this profession. I want to become
a MODERN TEACHER. (Modern, Obedient, Dedicated, Economical, Resourceful, Noble
Talented, Efficient, Active, Creative, Honest, Effective and Research - oriented.) With all
of these characteristics, I can surely become responsive to the changing needs that await
me in the field of work and career after graduation.
Moreover, after graduation I have set my mind to accept only teaching related
opportunities as much as possible with open arms so that the enthusiasm in me to teach
will keep on burning and the teacher in me will be kept alive. Also, I want to pass the
LET and enroll myself in the graduate school to take up Master’s Degree in Education
major in English. There are several plans that I want to achieve after graduation that I
never mentioned herein through still to be discerned. Meaning to say, I could handly
proceed to my succeeding plans without accomplishing first the previous ones. Therefore,
I need to follow step by step process in achieving my plans since the journey towards a
thousand miles begins with a single step.

Filipino V
Layunin
Naipapahayag ang sariling opinyon o reaksyon o ideya sa napakinggang
isyu
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipagdebate tungkol
sa isang isyu
A. Paksang Aralin
Pagpapahayag ng sariling opinyon o reaksyon o ideya sa napakinggang
isyu
Paggamit ng iba’t ibang uri ng pangungusap sa pakikipagdebate tungkol sa
isang isyu
B. Sanggunian
F5PS-IVb-h-1
F5WG-IVb-e-13.2
Landas sa Wika 6 pahina 70-74
C. Mga Kagamitan
Kwento, puzzle, activity card
Pamamaraan
1. Pagsasanay
Ipabasa nang wasto ang mga pangungusap. Ipabigay kung anong
uri ng pangungusap ang kanilang binasa.
1. Maraming tao ang nagsimba sa araw ng pista.
2. May palaro ba sa plasa?

3. Papasukin mo ang mga bisita natin.
4. Maaari po bang humingi ng tubig na miinom?
5. Naku! Nadulas ang mga bata sa palosebo!
6. Masaya ang pista ditto sa inyo.
7. Gusto mo pa ng leche flan?
8. Masakit ang tiyan ko!
9. Pahiran mo ng acete de manzanilla.
10. Pwede na po ba akong umuwi?
2. Balik-Aral
Magkaroon ng pagbabalik-aral sa uri ng pangungusap. Ipatukoy sa
mga bata kung anu-ano ang mga uri ng pangungusap.
3. Mga Gawain
A. Pagganyak
Ipahanap sa puzzle ang mga salitang may kinalaman sa
tatalakaying aralin. Ipasulat ito sa metacards. Papagbigayin ng ilang
paliwanag ang mga bata tungkol sa bawat salitang kanilang nahanap.
B. Paglalahad
Ilahad sa klase ang teksto/isyu. Pumili ng batang magbabasa ng
nasabing teksto sa klase. Maaari rin itong ipabasa ng dalawahan, tatluhan
o pangkatan.
Marami nang nalathalang mga balita at impormasyon ukol sap ag-
unlad ng mga karatig-bansa ng Pilipinas. Tinagurian silang pitong dragon.
Napakabilis ng pag-unlad ng mga bansang tulad ng Indonesia, Malaysia,

Thailand, Hongkong, Taiwan, Singapore, at South Korea. Hindi katulad
ng Pilipinas na hanggang ngayon ang mga Pilipino ay nakasadlak pa rin sa
kahirapan.
May mga suliranin tayong dapat luhtasin upang umunlad ang ating
bansa. Unang-una ay ang isyung kapayapaan at katahimikan sa bansa.
Ikalawa ay ang kalinisan at pangangalaga sa paligid na tila nalilimutan na
ng bawat Pilipino. Ikatlo ay ang isyu ng kahirapan ng nakararaming
mamayan. Ikaapat ay ang kawalan ng edukasyon ng mga kabataan na
siyang inaasahang maglilingkod sa bayan. Paano nga ba malulutas ito ng
bansang Pilipinas?
C. Pagtatalakay
Magkakaroon ng talakayan ang klase tungkol sa binsang teksto.
Ipasagot ang mga sumusunod na tanong.
1. Tungkol saan ang binasang teksto?
2. Ano ang tawag sa mga karatig-bansa ng Pilipinas na patuloy sap ag-
unlad?
3. Ano ang dapat na gawin ng Pilipinas upang makasabay sa mga karatig-
bansa nito?
4. Anu-anong mga isyu ng bansa ang dapat na lutasin o bigyang pansin
upang tayo ay umunlad?
Mula sa binasang teksto, ipagawa ang Gawin Natin kung saan
magbibigay ang mga bata ng mga pangungusap na ginamit sa teksto.

Papagbigayin ang mga bata ng kanilang reaksyon o ideya at opinyon
hinggil sa isyung kanilang nabasa/napakinggan.
Sa Gawin Mo, hahatiin ang klase sa dalawang grupo. Ang
dalawang grupoay magsasagawa ng isang debate tungkol sa isyung
mapipili nila. Bigyang diin na kailangang gumamit sila ng iba’t ibang uri
ng pangungusap sa kanilang pagdedebate.
E. Paglalahat
Ano ang iyong natutuhan sa aralin ngayon? Sa paanong paraan mo
maihahayag o maibibigay ang iyong mga reaksyon, opinyon at ideya
tungkol sa isang napakinggang isyu? Ano-anong uri ng pangungusap ang
maaari mong magamit sa pakikipagdebate?
F. Paglalapat
Pangkatang Gawain
Ang bawat pangkat ay bibigyan ng envelop na may lamang manila
paper, marker at kwento. Tahimik na babasahin ang nakatakdang gawain
at pagkatapos ay isasagawa na ito.
Unang Pangkat
Pumili ng isang napapanahong isyu at magbigay ng mga reaksyon,
opinyon o ideya tungkol ditto. Iulat ito sa klase.
Ikalawang Pangkat
Mag-isip ng isang napakinggan o nabasang isyung
kinasasangkutan ng bansa. Magsagawa ng tatlong minutong debate
tungkol ditto. Gumamit ng iba’t ibang uri ng pangungusap sa pagdedebate.

Pagtataya
Magbigay ng sariling reaksyon, opinyon o ideya hinggil sa sumusunod na
isyu.
Labanan ang Polusyon
Malaking isyu ngayon ang pagkasira ng kapaligiran dahil sa lumulubhang
polusyon sa lupa, tubig, at hangin. Malulutas ang suliraning ito kung
makikipagtulungan ang bawat tao. May mga batas na dapat sundin at may mga
kautusang ipinatutupad ang ating pamahalaan. Magiging malinis ang paligid kung
gagawin ng bawat isa ang kanilang tungkulin. Tayo ang dapat mangalaga ng likas
na kayamanan at ang pag-unlad ng bayan ay sa atin nakasalalay.
Takdang Aralin
Gamit ang iba’t ibang uri ng pangungusap, ibigay ang sariling reaksyon o
ideya sa panukala ng ilang mambabatas na tuluyang ipagbawal ang pagtotroso at
pagpuputol ng mga punongkahoy.

Filipino V
Layunin
Nasasagot ang mga literal na tanong tungkol sa napakinggang kwento
A. Paksang Aralin
Pagsagot ng mga literal na tanong tungkol sa napakinggang kwento
B. Sanggunian
F5PN-IVb-3.1
Pagdiriwang ng Wikang Filipino 5 (Pagbasa) pahina 118-119
Pagdiriwang ng Wikang Filipino 5 TM ph. 139-144
C. Mga Kagamitan
kwento, graphic organizer
Pamamaraan
1. Pagsasanay
Ipabasa ang mga salitang nakasulat sa metacards.
tuso kapagud-pagod naglalambitin lahi
Bungang-kahoy matakaw pampang pulo
2. Balik – Aral
Paano mo masasagot ng wasto ang mga tanong mula sa napakinggang
alamat?
3. Mga Gawain
A. Pagganyak

Ipasuri sa mga mag-aaaral ang isang larawan. Magtanong sa mga bata
kung may alam silang kwento tungkol sa mga unggoy at buwaya. Hayaang
ikwento ang ibang bahagi nito.
Pasagutan ang inihandang talasalitaan. Ipagamit ang mga salita sa sariling
pangungusap.
B. Paglalahad
Ilahad ang pamagat ng kwento. Ipaalala ang mga pamantayan sa
pakikinig. Iparinig ang kwento sa klase.
Ang Unggoy at ang Buwaya

Sa isang pulo ay may nakatirang mag-amang lahi ng mga unggoy. Sa
pulong ito, malinaw, malalim, malinis ang tubig sa ilog na nakapalibot ditto.
Nakatira rin ang lahi ng matatakaw na buwaya sa ilog na nakapalibot sa pulo.
Masarap at Masaya ang buhay ng mga unggoy dahil marami ang mga
punungkahoy na namumunga rito. Gayundin ang mga buwaya dahil sagana sila sa
isda at iba pang hayop na minsan ay naliligaw sa ilog. Subalit dahil sa pagdami ng
mga matsing at buwaya, dumating ang panahon na wala na halos silang makain.
Isang araw, habang masayang naglalambitin sa mga sanga ang mga

unggoy, napansin ng isa na maraming bungang-kahoy sa kabilang pulo. Tuwang-
tuwa ang kanyang mga kasamahan. Gustong-gusto nilang lumangoy papunta sa
kabilang pampang. Ngunit dahil maraming buwayang gutom ang nakaabang sa
kanila, wala silang madaraanan. Gustung-gusto ng buwaya ang masarap nilang
atay.
Pumunta ang tusong unggoy sa tabi ng ilog at tinawag ang pinuno ng mga
buwaya. “Pinunong Buwaya, may mahalagang mensahe ang hari,” ang kanyang
pakli.

Lumabas naman ang pinuno na halos nasa tabi ng unggoy. “Ano ang
maipaglilingkod namin sa mahal na hari?” usisa ng punong buwaya.
“Nais malaman ng hari kung ilan kayong lahat. Magpapasko na kasi at

bibigyan kayo ng regalo. Pumila kayo at bibilangin ko kung ilan kayong lahat,”
sagot namn ng unggoy. “Isa, dalawa, tatlo, apat…tatlumpo’t pito,” sabay talon sa
kabilang pampang. Nakatawid siya sa kabilang pulo nang walang kapagud-pagod.
C. Pagtatalakay
Pagkatapos ng nakalaang oras para pakinggan ang kwento,
magkaroon ng talakayan tungkol sa napakinggang teksto.
Itanong:
1. Tungkol saan ang kwentong napakinggan?
2. Sinu-sino ang tauhan sa kwento?
3. Saan at kailan nangyari ang kwento?
4. Illarawan ang tirahan ng mag-aamang unggoy.
5. Bakit naubos ang pagkain ng mga unggoy at buwaya?
6. Ano ang katangian ng unggoy? Bakit?
7. Isalaysay kung paano nakatawid sa kabilang pulo ang unggoy.
Ipaliwanag na ang mga tanong na iyong ginamit sa pagtatalakay ay mga
tanong na literal kung saan ang mga sagot sa mga tanong na ito ay mga
impormasyong tuwirang nakalahad sa tekstong napakinggan.
Para sa Gawin Mo, pasagutan ang balangkas tungkol sa kwentong
napakinggan.

E. Paglalahat
Ano ang kahulugan ng literal na mga tanong?
Paano mo masasagutan ang mga literal na tanong mula sa inyong
napakinggang teksto?
F. Paglalapat
Magkakaroon ng pangkatang gawain. Bawat pangkat ay pipili ng
isang magbabasa ng maikling kwento na inihanda ng guro. Pagkatapos
mapakinggan ang kwentong binasa ng ka grupo, ang mga miyembro ang siyang
magsasagot sa mga tanong na tungkol sa kanilang napakinggan.
Maaaring gamitin ng guro ang kahit na anong kwento na kanyang
nabasa o nahanap sa iba pang sanggunian.
Pagtataya
Pakinggang mabuti ang kwentong babasahin ng guro. Sagutan ang mga
sumusunod na literal na mga tanong ayon sa inyong napakinggang kwento.
Taniman sa Bukid
Isa sa pinakamasayang panahon sa kabukiran ang pagtatanim. Masiglang
isinagawa ng mga magsasaka ang gawain ito. Nasa takdang panahon ang
pagtatanim. Naniniwala ang mga magsasaka na hindi aani nang maganda kung di
mabuti sa panahon ang pagtatanim.
Nasa kabukiran ang kaligayahan ng magsasaka. Maluwag sa loob nilang
tinanggap ang anumang kapalaran. Maligaya nilang hinaharap ang kaloob sa
kanila ng Maykapal.

Marunong makipagsapalaran ang mga magbubukid. Taimtim nilang
idinadalangin na sana’y ang sususnod na anihan ay maging masagana.
Sagutin ang mga sumusunod na tanong.
1. Ano ang pamagat ng kwentong iyong napakinggan?

2. Saan nagiging masaya ang gawaing pagtatanim?
3. Paano isinasagawa ng mga magsasaka ang pagtatanim?
4. Ano ang paniniwala nila tungkol sap ag-aani?
5. Nasaan ang kaligayahan ng magsasaka?
6. Paano tinatanggap ng isang magsasaka ang kanyang kapalaran?
Takdang Aralin
Pumili ng isang maikling kwento. Bumuo ng limang literal na tanong mula
sa iyong napiling kwento. Pumili ng isang kapareha. Ang magkapareha ay
magpapalitan ng pakikingang kwento at sasagutan ang mga tanong. Iuulat sa klase
ang awtput.

Banghay Aralin
Filipino V
(Semi – Detailed)
Layunin
Naiuugnay ang sariling karanasan sa napanood
A. Paksang Aralin
Pag-uugnay ng sariling karanasan sa napanood
B. Sanggunian
F5PD-IVb-d-17, youtube.com
C. Mga Kagamitan
Video Clip, Metacards. Larawan, Activity Card
Pamamaraan
1. Pagsasanay
Gamit ang metacards, magpasulat sa mga bata ng mga karanasang
hindi nila nalilimutan. Paramihan sila ng maisusulat. Ipaulat ito sa klase.
2. Balik-Aral
Magkaroon ng balik-aral tungkol sa nakaraang leksyon.
3. Mga Gawain
A. Pangganyak
Magtanong sa mga bata kung ano ang mga bagay na ibinibigay o
binibili ng kanilang mga nanay para sa kanila. Magtanong kung naranasan
naba nilang sila ang magbigay sa kanilang mga nanay. Ipabahagi ito sa
klase.
B. Paglalahad

Ilahad ang pamagat ng video clip. Isa-isahin muli ang mga
pamantayan sa panood. Pagsasagawa ng panonood ng mga bata.
C. Pagtatalakay
Talakayin ang paksa at magtanong ng ilang mga katanongan
tungkol ditto.
Ipabahagi o ipaugnay ang napanood na palabas sa kanilang sariling
karanasan. Magpasulat ng maikling talata tungkol ditto.
E. Paglalahat
Magtanong sa mga bata kung ano ang kanilang natutunan sa aralin.
F. Paglalapat
Magkaroon ng pangkatang gawain na pagsasadula tungkol sa isang
pelikula o palabas na kanilang naisip.
Pagtataya
Ipasulat sa mga bata ang kanilang sariling karanasan sa isang pelikulang
tumatak sa kanilang isipan sa isang maikling talata.
Takdang Aralin
Magbigay ng gawain na gawin nila sa bahay.

MasusingBanghayAralin
Filipino V
I. Layunin
1. Natutukoy ang sanhi at bunga ng mga pangyayari.
2. Nakikilahok sa inaatasang pangkatang gawain.
3. Nauugnay ang sanhi at bunga.
II. Paksang Aralin
Paksa: Sanhi at bunga
Sanggunian: Sinag ng Kaunlaran
MgaKagamitan: Mga larawan, plaskards, powerpoint
KBI: Huwag sumagot ng sabay-sabay
III. Pamamaraan
Gawain ng Guro Gawain ng Mag – aaral
A. Panimulang Gawain
1. Balik – aral
Viola? Ang ating nakaraang leksyon ay tungkol sa
Pamilyar at Di – Pamilyar na salita.
Ano ang Pamilyar na salita?
Julia? Ang pamilyar na salita ay ang mga salitang
karaniwan nating ginagamit at naririnig sa pang
araw-araw.
Anoang Di – Pamilyar na salita?
Rhona? Ang Di – Pamilyar na salita ay mga salitang
hindi natin karaniwang naririnig o ginagamit.
Magaling! Bigyan natin sila ng masigabong
palakpakan.
2. Pagsasanay

May mga hiwa – hiwalay na titik ako na
nakadikit sa pisara. Ayusin ninyo ito para
makabuo ng isang salita. 1. sanhi 3. bunga
2. dahilan 4. resulta
3. Pangganyak
Ngayon ay tatawag ako ng tatlong pares at

bumunot ng tig – iisang sobre.
Sa loob ng sobre ay may nakasulat na mga
sitwasyon, isakilos ng bawat pares ang
nabunot na sitwasyon at hulaan kung ano ito.  Kumain ng marami at sumakit ang tiyan.
 Nag – aaral ng mabuti at nakakuha ng
malaking marka.
 Naligo sa ulan at nagkasakit.
(presentasyon)
Ngayon ay bigyan natin sila ng airplane clap. (nagpalakpakan)
Magsitayo ang lahat.
B. Paglinang Gawain
1. Paglalahad
Base sa mga hula ninyo, ano ang ating

leksyon ngayong umaga?
Ano ang mga nabuong ideya sa inyung mga
isipan?
Vinson? Tungkol po sa sanhi at bunga.
Tama! Ang ating leksyon ngayong umaga ay

tungkol sa sanhi at bunga.
Ito ang mga halimbawa o sitwasyon na
nagpapakita ng sanhi at bunga.
1. Pagtatapon ng mga basura

2. Sobrang pagkain ng mga matatamis
3. Paninigarilyo
2. Pagtatalakay
Sa unang larawan ano ang sanhi nito, ano ang

dahilan?
Pagtatapon ng basura.
Ladine?
Tama! Ikaw ladine sumusunod ka ba sa

Opo!
wastong pagtapon ng mga basura?
Mabuti.
Ano naman ang resulta sa pagtatapon ng mga
basura kahit saan?

Jessel? Ito ay nagdudulot ng dumi sa palagid.
Ano pa? Thalia? Ito ay bumabara sa mga kanal kaya kapag

umuulan ito ay nagdudulot ng matinding baha.
Tama Thalia.
Bigyan natin sila ng Mosquito clap.
Dito sa Pangalawang larawan ano ang bunga

nito? Ano ang resulta kapag kumain ng
sobrang matatamis na mga pagkain?
Julia? Ito ay nagdudulot ng sakit na diabetes.
Tama! Ano pa? Ito ay nakakasira ng ngipin.

Oo magaling.
Dito sa pangatlong larawan ano ang

ipinapakita nito? Ito ba ay nagpapakita ng
sanhi o bunga?
Vance? Ito po ay nagpapakita ng sanhi.
Tama! Ito ay nagpapakita ng kaganapan o

sanhi na may kahinatnan o bunga. At ang
kahinatnan ay makikita natin dito sa mga
larawang ito.

Ano ang bunga o resulta ng paninigarilyo?
Rohaima? Ang bunga po ay sakit sa baga at pagkalanta ng
bibig.
Magaling!
3. Paglalahat
Ano ang sanhi?

Julia? Ito ay tawag sa dahilan kung bakit nangyari ang
isang pangyayari.
Oo magaling.
Ano ang bunga?

Viola? Ito ay ang tawag sa resulta o epekto ng isang
pangyayari.
Tama! Mahusay Viola.
Ang sanhi at bunga ay kapag ang isang

kaganapan (sanhi), maging mabuti man o
masama ay merong kahinatnan (bunga).
4. Paglalapat
Magkakaroon tayo nang pangkatang gawain.

Papangkatin ko kayo sa apat na grupo. Ang
bawat grupo ay bibiyan ng envelop. Sa loob
nito ay ang inyung mga gawain. Basahing
mabuti ang panuto. Bibigyan ko lamang kayo
ng limang minutes para gawin ang inyung
mga gawain. Dalawang minutos para iulat ito
sa klase.
Maliwanag po ba? Opo guro!
Magaling!
Pero bago ang lahat ito ang ating rubrics sa

pagsasagawa ng pangkatang gawain. Basahin. RUBRIC
5 4 3 2 1
-nakapagbibigay ng
sanhi at bunga sa gawain
-natutukoy ang sanhi at
bunga sa gawain
-naiulat at naipaliwanag
ng maayosa ng gawain
-may pagkakaisa ang
lahat ng miyembro sa
pagsasagawa ng gawain
5 – Pinakamahusay
4 - Mahusay
3 – Katanggap – tanggap
pagsasanay
Para sa unang grupo.

Bumuo ng pangungusap na may sanhi at
bunga. Ipaliwanag.
Para sa pangalawang grupo. Bumuo ng pangungusap na nauuna ang

bunga bago ang sanhi. Ipaliwanag.
Para sa pangkat tatlo. Mag – isip ng pangyayari o problema sa

ating komunidad na may sanhi at bunga.
Tutukuyin kung alin o ano ang sanhi at ang
bunga. Ipaliwanag.
Para sa pangkat apat.

Kumpletuhin ang pangungusap sa
pamamagitan ng pagbibigay ng bunga sa
pangyayari.
Nabasa ng ulan si Maria habang pauwi

galing sa eskwelahan _________________
__________.
(nag-uulat)
Napakagaling ninyo mga bata dahil

naunawaan ninyu ang ating leksyon ngayong
umaga.
Bigyan ng masigabong palakpakan ang
inyung mga sarili.
Ngayon ay kumuhang isang kapat na papel

(¼) at sagutan ang mga sumusunod.
IV. Pagtataya
Pag – ugnayin ang sanhi ng bawat

pangyayari. Titik lamang ang isulat.
Hanay A Hanay B
____1. Si Jack ay huli sa klase a. kaya hindi siya pumasok ng paaralan.

____2. Umiiyak ng malakas ang sanggol b. kasi na putulan sila ng kuryente.
____3. Mataas ang lagnat ni Ayen c. kasi nagugutom siya.
____4. Madilim ang bahay nina Mary Jun d. kaya nagalit ang kanyang guro.
____5. Malakas ang ulan e. kaya bumaha sa EDSA.
V. Takdangaralin
Bumuo ng limang pangungusap na may sanhi at bunga batay sa mga pangyayari at
isyu sa ating lipunan ngayon.

Masusing Banghay Aralin
FILIPINO V
IV. Layunin
3. Nakilala ang mga bagong salita sa pamamagitan ng paggamit nito sa
pangungusap.
4. Naisakikilos ang mga inaatasang gawain sa pangkatang – gawain.
V. Paksang Arlin
Paksa: Pagkilala ng Bagong Salita sa Pamamagitan ng Paggamit sa
Pangungusap
Tula: “Sa Araw ng Aking Pagtatapos”
Sanggunian: Hiyas sa Pagbasa 5 pahina 228-229
VI. Pamamaraan
Gawain ng Guro Gawain ng Mag-aaral
Panimulang Gawain
Balik-Aral

Ashley? Ang ating nakaraang leksyon ay tungkol sa
kard katalog.
Saan ba gagamitin ang kard catalog?
Jamaica? Ang kard katalog ay isang listahan ng lahat ng
nilalaman ng isang silid aklatan, na nakaayos
gamit ang isang tarheta o kard para sa bawat
isang bagay na makikita sa aklatan.
Gamitin sa pangungusap ang salitang silid
aklatan sa pangungusap.
Viola? Ang lahat ng klase ng libro ay makikita sa
silid aklatan.
Mahusay!
Pagsasanay
kinikilala tagalikha
pakikipagtipon sa maraming tao
Basahin ang lagom o buod ng bawat talataan.

Piliin sa kahon ang kahulugan ng salitang
nakalimbag nang pahilig.
4. Isang Amerkanong imbentor ang

gumawa ng isang makinang gumagamit
ng dumi ng kabayo upang panlinis sa
tubig na may polusyon tulad ng tinta at
mga tira ng pinta. Tagalikha
5. Ang pakikilahok sa iba’t ibang

organisasyon ay daan upang makilala
ang isang mag-aaral. Lalong nagiging
makulay ang kaniyang pakikisalamuha
kung kikilalanin ng mga tao ang
kaniyang mga natatanging kakayahan. Pakikipagtipon sa maraming tao
6. Ang pagtulog ay itinuring na

pinakamabisang gamot upang
malabanan ang anumang karamdaman. Kinikilala
F. Pangganyak
Awit
Mayroon akong awit na ipaparinig sa inyo.

Gusto niyo bang makinig ng awit? Opo!
Kung gayon ay ihanda ang inyong mga sarili sa

pakikinig. Makinig ng mabuti.
“ESTUDYANTE BLUES”
Freddie Aguilar
Tungkol saan ang awit na inyung napakinggan?

Gabriel? Tungkol sa isang estudyante.
Ang ating paksang aralin ngayong hapon ay

tungkol sa “Pagkilala ng Bagong Salita sa
Pamamagitan ng Paggamit sa Pangungusap”.
May babasahin kayong tula kung saan ay
kilalanin ninyo ang mga bagong salita na
ginamit dito. Ang pamagat ng tulang ito ay “Sa
Araw ng Aking Pagtatapos"
G. Gallery Walk

Magkakaroon kayo ng gallery walk. May anim
na estasyon kayong pupuntahan.Basahing
mabuti ang mga nakasulat at pagkatapos ay
pupunta na naman kayo sa mga susunod na
estasyon. Tumayo at magbasa ng tahimik.
Maliwanag ba? Opo!
Estasyon 1 Pinipilit kong limutan, mga masasayang

araw sa piling ng mga guro, kaibiga’t
kamag-aral; ngunit bakit, bakit kaya, tila di
ko matakasan ang masayang alaalang nasa
isip araw-araw?
Estasyon 2 A, alam ko na kung bakit ako’y lagi nang

ganito; nalalapit na nga pala, araw ng
pagtatapos ko; kaya waring nagahahari,
kasabikan sa puso ko, akala ko’y akin na
rin, pati itong buong mundo.
Estasyon 3 Ang palagi kong naalala’y ang munti kong

paaralan na siya kong itinuring na
pangalawang tahanan; ang mga nagging
silid ko’t mga aklat – karunungan ay
hahanap – hanapin ko, gabi-gabi … araw –
araw.
Estasyon 4 Tanggapan ng punongguro, hindi ko rin

malimot, ito’y malimit puntahan kapag si
“Ma’am” ay may utos; maasahan daw ako
pagkat laging sinusunod, kaya naman
ligaya ko ang sa kaniya ay maglingkod.
Estasyon 5 Ang aklatan, siyanga pala, di ko dapat na

limutin, mga aklat kong nabasa ay doon nga
pala galing; dahil dito, sina Rizal at
Mabini’y nakapiling, nakalaro ko pa man
din si Pinocchio at si Gretel.
Estasyon 6 Sa araw ng pagtatapos, pinakamapalad ako
pagkat buong pamilya ko, silang lahat ay
dadalo; si ana ang magsasabit ng medalya
sa leeg ko, si Ina ang mag – aabot nitong
aking sertipiko.

H. Pagtatalakay sa tula
Ano ang napapansin ninyo habang kayo

nagbabasa sa bawat saknong ng tula?
Ano ang inyong mga nakikita?
Ladine? May mga salitang kakaiba.
Tama!
May mga salitang kakaiba o ang tawag nito ay
mga bagong salita.
Dito sa unang saknong ng tula, alin dito ang

mga bagong salita?
Zhiljie? Ang mga bagong salita ay limutin at
matakasan.
“Pinipilit kong limutan, mga masasayang araw
sa piling ng mga guro.”
Ano ang kahulugan ng salitang limutin?

Rhona? Ang ibig sabihin ng salitang limutin ay
kalimutan.
Tama!
Hindi ko matakasan ang mga problemang

dumating sa buhay ko ngayon.
Ano ang ibig sabihin ng salitang matakasan?

Rj? Ang ibig sabihin ng salitang matakasan ay
maiwasan.
Mahusay!
Dito sa pangalawang saknong ng tula, alin dito

Lumayam? Ang bagong salita na aking nakita ay
kasabikan.
Kaya waring nagahahari, kasabikan sa puso ko.

Ano ang ibig sabihin ng salitang kasabikan?
Bien? Ang ibig sabihin ng salitang kasabikan ay
……
Magaling!
Dito sa pangatlong saknong ng tula, alin dito

Rohaima? Ang bagong salita ay itinuring.

Siya kong itinuring na pangalawang tahanan.
Ano kaya ang ibig sabihin ng salitang itinuring?
Mark? Ang ibig sabihin ng salitan itinuring ay
kinilala.
Tama!
Dito naman sa ikaapat na saknong, alin ditto

Nurhaippa? Ang mga bagong salita ay malimot at malimit.
Tanggapan ng punongguro, hindi ko rin

malimot.
Ano ang ibig sabihin ng salitang malimot.
Sabas? Ang ibig sabihin ng salitang malimot ay
makalimutan.
Magaling!
Ito’y malimit puntahan kapag si “Ma’am” ay

may utos.
Ano ang ibig sabihin ng salitang malimit?
Fritz? Ang ibig sabihin ng salitang malimit ay
madalas.
Mahusay!
Mabuti naman!
I. Paglalahat
Base sa ating pagtatalakay, paano niyo

malalaman ang kahulugan ng bagong salita?
Jhulia? Malalaman ang kahulugan ng bagong salita ay
sa gamit nito sa pangungusap.
Tama! Ito ay nakadepende o ayon sa paggamit
sa pangungusap.
Mabuti!
J. Pangkatang Gawain
Magkakaroon tayo ng pangkatang Gawain.

Papangkatin ko kayo sa anim na grupo. Tingnan
ninyo ang ilalim ng inyung mga upoan kunin
ninyo ang mga inilagay ko, iyan ang magsasabi

kong anong grupo kayo. Hanapin ang inyung
mga kapareha ng tahimik.
Maliwanag ba? Opo!
Bago ang lahat ito ang ating rubrics sa

pagsasagawa ng pangkatang gawain.
RUBRICS
5 4 3 2 1
-pagsunod sa uri at anyo ng
hinihingi sa gawain
-may pagkakaisa ang bawat
miyembro sa pagsasagawa ng
gawain
-malinaw at maayos na
naipresenta ang gawain
5 – Pinakamahusay
4 – Mahusay
3 – Katanggap-tanggap
pagsasanay
Para sa unang grupo. Awitin ang unang saknong ng tula sa tunog ng

“sitsiritsit”.
Para sa pangalawang grupo Awitin ang pangalawang saknong ng tula sa

tunog ng bahay-kubo”.
Para sa pangatlong grupo E “rhyme” ang ikatlong saknong ng tula.
Para sa pang-apat na grupo Awitin ang ikalimang saknong ng tula sa

tunog ng “sitsiritsit”
Para sa panglimang grupo E “rhyme” ang ikalimang saknong ng tula
Para sa ika-anim na pangkat Isadula ang ikaanim na saknong ng tula
Ngayon ay simulan na ang inyung mga gawain,

meron lamang kayong sampung minuto para
gawin ito. (nagsasagawa)
(presentasyon)
Mahusay!

Bigyan ninyo ng masigabong palakpakan ang
inyung mga sarili.
Ngayon ay kumuha ng isang-kapat na papel at

sagutan ang mga sumusunod.
IV. Pagtataya
Hanapin sa loob ng kahon ang angkop na kahulugan ng mga salitang may
salungguhit sa pangungusap.
6. Kaya waring naghahari,

kasabikan sa puso ko.
7. Kaya naman ligaya ko ang sa
kaniya ay maglingkod. katuwaan nagmula
8. Mga aklat kong nabasa ay doon makasama
nga pala galing.
9. Sa araw ng pagtatapos, may pagpapala kinilala
pinakamapalad ako pagkat
buong pamilya ko, silang lahat namamayani sa puso
ay dadalo.
10. Dahil dito, sina Rizal at
Mabini’y nakapiling.
V. Takdang Aralin
Isulat ang kahulugan ng mga sumusunod na salita at gamitin sa pangungusap.
4. nagsisisi
5. nangangatwiran
6. layaw

The Premier University in Zamboanga Del Norte
SUMMARY TABLE OF 40 ACTUAL TEACHING

(RATINGS & GENERAL AVERAGE)
Grade V Sections Topics Ratings

Garnet
Emerald Pagsasagot ng mga literal na tanong tungkol sa 86%
Topaz napakinggang kwento 86% Jan. 24, 2018
Amethyst
Garnet Pagpapahayag ng sariling opinion o reaksyon o
Emerald ideya sa napakinggang isyu 87%
Topaz Paggamit ng iba’t ibang uri ng pangungusap sa 87% Jan. 26, 2018
Amethyst pakikipagdebate tungkol sa isang isyu
Naibibigay ang kahulugan ng salita pamilyar at
Garnet di-pamilyar na mga salita sa pamamagitan ng 88%
Emerald pag-uugnay sa sariling karanasan 89% Jan. 29, 2018
Topaz Natutukoy ang paniniwala ng may-akda ng teksto
Amethyst sa isang isyu
Garnet
Emerald Pag – uugnay ng sariling karanasan sa napanood 90%
Topaz 91% Jan. 30, 2018
Amethyst
Garnet
Emerald Pagsasakilos ng napakinggang awit 92%
Topaz Pagpapangkat ng mga salitang magkaka -ugnay 92% Jan. 31, 2018
Amethyst
Garnet
Emerald Paggamit ng iba’t ibang uri ng pangungusap sa 92%
Topaz pakikipanayam/interview 92% Feb. 1, 2018
Amethyst
Garnet
Emerald Pagsagot ng mga tanong sa binasang tekstong 92%
Topaz pang - impormasyon 92% Feb. 5, 2018
Amethyst
Garnet
Emerald Paggamit nang wasto ng Dewey Classification 92%
Topaz System 92% Feb. 6, 2018
Amethyst
Garnet
Emerald Pagsulat ng iskrip para sa radio broadcasting at 94%
Topaz teleradyo 94% Feb. 7, 2018
Amethyst
Garnet
Emerald Paggawa ng Dayagrama ng ugnayang sanhi at 94%
94% Feb. 8, 2018

Topaz bunga 94%
Amethyst
Garnet Pagbibigay ng panuto gamit ang pangunahin at
Emerald pangalawang direksyon 97.5%
Topaz Paggamit ng iba’t ibang uri ng pangungusap 98% Feb. 12, 2018
Amethyst 98%
Garnet
98%
Emerald Pagbibigay kahulugan ng salitang pamilyar at di
98% Feb. 14, 2018
Topaz pamilyar sa paglalarawan
98%
Amethyst Pagsasagot sa mga tanong sa binasang paliwanag
Garnet
Emerald Paggamit ng Card Catalog 96%
Topaz 96% Feb. 19, 2018
Amethyst 96%
Garnet
96%
Emerald Pagsipi ng talata
96% Feb. 23, 2018
Topaz Pag-uugnay ng sariling karanasan sa napanood
96%
Amethyst
Garnet
96.5%
Emerald Pagsunod sa panuto
96.5% Feb. 28, 2018
Topaz Paggamit ng call number ng aklat
96.5%
Amethyst
Garnet
Emerald Bahagi ng pahayagan 96.5%
Topaz 97% March 2, 2018
Amethyst 97%
Garnet
97%
Emerald Paghahambing ng iba’t ibang dokumentaryo
97% March 6, 2018
Topaz
97%
Amethyst
Garnet
97.5%
Emerald Pagsasakilos ng Napakinggang Awit
97% March 8, 2018
Topaz Pagbabahagi ng obserbasyon sa kapaligiran
97%
Amethyst
Garnet
Emerald Paggamit ng iba’t ibang uri ng pangungusap sa 98%
Topaz pagsali sa isang usapan 98% March 15, 2018
Amethyst 98%
Garnet
98%
Emerald Pagpapangkat ng mga salitang magkakaugnay
98% March 20, 2018
Topaz Pagsasagot sa mga tanong na Bakit at Paano
98%
Amethyst
Garnet
Paksa ng napakinggang kwento 97%
Emerald
Pagbibigay ng maaaring solusyon sa isang 97% March 21, 2018
Topaz
naobserbahahang suliranin 98%
Amethyst
General Average: 97.37%
Prepared by: Kevin F. Menorias

Pre – Service Teacher

Comments from Critic Teacher and Students

SONG
10, 000 Reasons
(Matt Redman0
Bless the Lord oh my soul

Oh my soul
Worship His Holy name
Sing like never before
Oh my soul
I'll worship Your Holy name
The sun comes up

It's a new day dawning
It's time to sing Your song again
Whatever may pass
And whatever lies before me
Let me be singing
When the evening comes

Oh my soul
Oh my soul
You're rich in love

And You're slow to anger
Your name is great
And Your heart is kind
For all Your goodness
I will keep on singing
Ten thousand reasons
For my heart to find

Oh my soul
Oh my soul

Bless You Lord
And on that day

When my strength is failing
The end draws near
And my time has come
Still my soul will
Sing Your praise unending
Ten thousand years
And then forevermore
Forevermore

Oh my soul
Oh my soul

Oh my soul
Oh my soul
Yes I'll worship Your Holy name

Oh my soul
Jesus I will worship Your Holy name
Worship Your Holy name

POEM
An Educator
Minds are different and diverse.

You and I may not have an agreement
But you have to understand my sentiment
For I have tried so much
To do my task so fervent.
How complex could it be to educate minds?

With different learning styles,
Oh, too much kinds!
The right technique,
I could never find all by myself,

Without help, I would be blind.
Theories and principles
That guide spectators
They consider everything,

Including factors at least with these,
I'm not just an actor
I become a Real Educator!

OTHER MATERIALS
1. Visual Aids

2. Technology

3. Papers (Quizzes, Assignments and Activities)

PHOTO DOCUMENTATIONS
A. CLASS PICTURE

B. ACTIVITIES
3rd Quarter Awarding Of Pupil Achievers, Recital and Project Exhibit

Earth Quake Drill

Mr. and Ms DPDS

Graduation, Recognition and Moving Up for Kindergarten

With Honor Pupils (Grade V – Garnet)
Pre – Service Teachers with the Principal and School DepEd Officials

With the Principal
Pre – Service Teachers

Last Day (April 6, 2018) with Critic Teachers

CURRICULUM VITAE
Kevin F. Menorias
Personal Profile
Address : 288 Sta. Filomena, Dipolog City
Date of Birth : July 27, 1993
Place of Birth : Brgy. Old Sagay, Sagay City, Negros Occidental
Gender : Male
Civil Status : Single
Height : 5’6’’
Weight : 50 kgs
Religion : Born-again Christian
Citizenship : Filipino
Father’s Name : Gil T. Menorias
Occupation : Farming
Mother’s Name : Rosalie F. Menorias
Occupation : Pastor
Their Address : Brgy Old Sagay, Sagay City, Negros Occidental
Educational Background
Primary : Olingan Elementary School, Olingan Dipolog City

Secondary : Galas National High School, Galas Dipolog City
Vocational : Ben Villarino Vocational School, Sta. Filomena Dipolog City
Course : Consumers Electronics Technician major in Electronics
Tertiary : Jose Rizal Memorial State University-Dipolog Campus
Course : Bachelor in Elementary Education (BEED)

College of Education: Jose Rizal Memorial State University

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

College of Education: Jose Rizal Memorial State University

Încărcat de

Drepturi de autor:

Formate disponibile

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

In Partial Fulfillment of the Experiential Learning Course

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 1

This humble piece of endeavor is wholeheartedly dedicated to my

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 2

I, Kevin F. Menorias so gratified and mirthfully acknowledge the presence of

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 3

OFFICE OF THE COLLEGE OF EDUCATION

Jose Rizal Memorial State University

A dynamic and diverse internationally

E - xhibit relevant and responsive

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 4

Certification From Critic Teacher

Cooperating School Clearance

Certification from the English Editor

What is Practice Teaching? 12

Goals of Practice Teaching 14

Chapter 2. TOWARDS BECOMING A PROFESSIONAL TEACHER

College of Education Goals and Objectives 18

Student Teacher’s Educational Philosophy/Credo 20

Code of Ethics for Professional Teachers 23

Code of Ethics for Professional Teachers 33

Terms and Reference in Student Teaching 39

JRMSU Student Internship Supervisors 41

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 5

Chapter 3. OFF-CAMPUS STUDENT TEACHING EXPERIENCES

A Brief Description of the Cooperating School

b. VMGO and Policies 44

d. Programs and Activities 57

2. The facilities of the Cooperating School 59

d. Orientation of Cooperating Principal 63

4. Responsibilities as a Student Teacher 68

5. How did I feel when I saw my Cooperating School? What are my

6. The tools that I need to bring in my Cooperating School: 71

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 6

7. My Grade Level Assignment, Class Schedule and Official time 72

a. Am I really prepared to teach?

9. Pictorials and Documentations 74

1. My tasks and responsibilities as instructed by my Cooperating Teacher 75

2. My observation report in assisting my Cooperating Teacher 75

4. The characteristics of the learners I am handling 76

5. Synopsis about the developmental stages of the grade level I am handling 77

6. My first encounter with my Cooperating Teacher 77

7. My first dealing with my learners 78

a. I am really meant for the teaching profession because 78

9. Pictorials and Documentations 80

1. My task and responsibilities as instructed by my Cooperating Teacher 81

2. The learning resources of the Cooperating School that I utilized 81

3. The DepEd officials/Personnel/Teaching Staff in my Cooperating School 82

4. The importance and utilization of the school’s facilities in the teaching -

5. My perceptions of my Cooperating School as my second home 85

FIELD STUDY 7 – PRACTICE TEACHING PORTFOLIO | 7

a. Safe and secure by

1. The daily classroom routine performed by my cooperating teacher 90

2. Synopsis on establishing classroom routines 91

3. My observation of the following: 91

b. Passing of papers or books

4. The routines that I have established to become a better classroom manager 92

5. The rules that I set in my class 94

a. In my future class, I shall employ the following teaching skills and

Chapter 4. WEEKLY NARRATIVE/SUMMARY OF EXPERIENCES