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PREFACE
FS Practice Teaching 2
(PST s Own Word)
FS Practice Teaching 3
TABLE OF CONTENTS
ACKNOWLEDGMENT ……………………………………2
PREFACE 3
TABLE OF CONTENTS ……………………………………4
RATIONALE ……………………………………5
• Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) ……………………………………6
• Roles, Duties, and Responsibilities of Stakeholders in the Practicum 6-9
……………………………………
COURSE DESCRIPTION 10
……………………………………
• Course Objectives 10-11
……………………………………
• Course Requirements 11-12
……………………………………
• TEI Requirements/Guidelines 12-14
……………………………………
• Assessment and Marking 15
……………………………………
SCHEDULE OF ACTIVITIES FOR PRACTICUM 16
……………………………………
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES 17
GLOSSARY OF TERMS 18-19
……………………………………
REFERENCES 20
……………………………………
BACKGROUND OF THE COOPERATING SCHOOL 21
……………………………………
School's VMGO 22
COOPERATING TEACHER'S PROFILE 23
……………………………………
PRE-SERVICE TEACHER'S PROFILE 24
……………………………………
CLASS LIST 25
……………………………………
SEAT PLAN 26
……………………………………
Appendix A: Practicum Reflective Journals 27
……………………………………
• Reflective Journal 1: Planning and Implementation of Learning Programs 27
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 28
……………………………………
• Reflective Journal 2: Using Instructional Materials 29
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 30
……………………………………
• Reflective Journal 3: Actual Teaching 31
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 32
……………………………………
• Reflective Journal 4: Test Preparation 33
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 34
……………………………………
• Reflective Journal 5: Checking, Marking and Interpretation of Test Results 35
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 36
……………………………………
• Reflective Journal 6: Self-Evaluation 37
……………………………………
Appendix B: Rubric for Reflection/Journal Entries 38
……………………………………
Appendix C: Pre-Service Teacher’s Actual Teaching Rating 39-40
……………………………………
Appendix D: Rating Scale for Non-Teaching Performance 41-42
……………………………………
Appendix E:Summative Evaluation Rating 43
Appendix F: Rubric for Student Teaching Portfolio 44
……………………………………
Appendix G: Lesson Plans 45
……………………………………
Appendix H: Assessment Tools 46
……………………………………
Appendix I: Daily Time Record 47
……………………………………
Appendix J: Various School Forms 48
……………………………………
Appendix K: Application Letter 49
……………………………………
Appendix L: Certificates/Recognition/Participation/Clearance 50
……………………………………
Appendix M: Samples of Learner's Quizzes/Works/Projects 51
……………………………………
Appendix N: Documentation 52
……………………………………
PRACTICE TEACHING
Rationale
FS Practice Teaching 4
Practicum is a key component of an extended school experience of the
teacher education curriculum which a pre-service teacher undertakes as part
of his/ her elementary or secondary education course. It is viewed by many
educators as the most important experience in the professional education of a
pre-service teacher.
This six unit practicum could be treated as practice teaching in two different
field exposures. This could be conducted in a number of ways. For example,
the pre-service teacher may be fielded first in urban schools, and then in rural
schools for their second fielding. Please note, re-locating PSTs mid semester
can cause difficulties for teaching and for supervision.
FS Practice Teaching 5
learners, assisting the cooperating teacher, and doing numerous teaching
tasks.
Domain 4- Curriculum
C. Practicum Supervisor:
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The primary role of the TEIs Practicum Supervisor is to provide
support for the Pre-service teachers and the cooperating teachers,
clarify requirements and assist interns in organization, planning,
reviewing teaching and non-teaching plans and scheduling class/non-
class observations. Specific duties and responsibilities are, but not
limited to, the following:
FS Practice Teaching 7
8:00 in the morning of absence and must also notify their TEI
practicum supervisor.
4. Appropriate professional behavior requires pre-service teachers to
display a cooperative attitude, be responsible, follow appropriate
dress codes, be punctual, respect confidentiality of information, ask
questions, return borrowed resources promptly and in good
condition, show initiative and generally be prepared to learn.
5. Use the cooperating school to observe, ask questions, gather data
and generally make sense of the world of teaching.
6. Meet all specified requirements, e.g.
Plan ahead for all teaching sessions and share written plans
with cooperating teachers for at least the amount of time
indicated in the guide-lines provided.
Make use of improvised or self-made materials preferably those
prepared in Educational Technology classes.
Use appropriate strategies to assess, record and report student
learning
Complete written evaluations for all teaching
Employ a range of strategies for engaging in critical reflection
Compile a relevant and useful professional folio.
Complete the entries of his/ her reflection journal
7. Become fully involved in the life of the setting and take on the full
role or a teacher, including the many non-teaching responsibilities.
8. Make a classroom-based research.
II. Department of Education (DepEd)
A. School Division Superintendent (SDS)
1. Reviews and subsequently approves request for cooperating
schools;
2. Conducts orientation on student teaching with the TEIs inclusive of
the Dean, College Student Teaching Supervisors, and the School
Principals, Site Coordinators, Practicum Coordinators and
Cooperating Teachers;
3. Approves authority for memorandum of agreement (MOA) between
TEIs and DepEd.
B. The Cooperating Principal:
The role of the principal is to collaborate with TEI Practicum Supervisor
in facilitating placement of pre-service student teachers and provide the
social and professional aspects of administering practicum teaching.
PRACTICE TEACHING
Course Description
FS Practice Teaching 9
student teachers effective human relations and communication as two
significant factors in the field of teaching.
Course Objectives:
At the end of the course, the pre-service teachers will:
FS Practice Teaching 10
6. Exhibit classroom management practices that contribute to the
childrens self-esteem and a positive learning environment;
7. Reflect on experiences in learning and teaching, and analyze and
apply emerging beliefs in the creation of a professional teaching style;
8. Work autonomously and collaboratively with peers and teacher
educators in the collection and analysis of data that contribute to their
professional development.
Course Requirements:
TEI Requirements/Guidelines
A. On Attendance to the Practicum Program
1. Practice Teaching is a six (6) unit course which requires a pre-service
teacher to stay in the cooperating schools for the whole day. It is
expected that the PSTs will teach a maximum of 3 hours per day for the
first half of the placement, and a maximum of six hours for the second
half of the placement.
2. The first week of every fielding is spent on orientation at the TEI and
DepEd School.
3. A BEED pre-service teacher must conduct actual teaching in any
elementary subjects while a BSED student must teach in his/her
chosen field of specialization. Pre-service teachers should be exposed
to ideal as well as adverse classroom situation.
4. Actual teaching is done for eight (8) of the fourteen weeks. The
remaining weeks are for orientation, final evaluation and clearance or
FS Practice Teaching 11
completion of requirements, attendance and job placement program of
the TEI, for Post Conferences and Completion and Submission of
Practicum Portfolio.
5. A Pre-service teacher should have the opportunity to teach in his/her
major/minor or field of specialization and in all other subjects and in all
grade/year levels whenever possible.
6. Pre-service teachers are required to accomplish at least 12 actual
lessons with checked and approved lesson plans, instructional
materials, and observation forms (Form 178). They should be observed
by the cooperating teacher or the TEI practicum supervisor during
these lessons. The lesson plan must be made and submitted ahead of
time, at least two days before demonstration teaching. It should be
discussed with the cooperating teacher or the practicum supervisor
before actual teaching.
7. Other teaching stints may take the form of remedial and substitute
teaching.
8. Besides actual teaching, the pre-service teacher undergoes additional
experiences in other teaching related functions such as: structuring the
classrooms, preparing, administering, and interpreting tests, computing
grades, filling up pertinent school forms, make home visits, attending
curricular and co-curricular activities, seminars and workshops.
9. The pre-service teacher is required to attend school functions and
special meeting required of him or her unless s/he is required to attend
classes enrolled in the TEI. S/He must fill in the daily time record
regularly and correctly. In case of absences, the equivalent days are to
be made-up.
10. A Pre-service teacher should manifest mastery of the medium of
instruction. S/He has knowledge of effective verbal, non-verbal and
media communication techniques to foster active inquiry, collaboration
and supportive interaction in the classroom.
11. A student must complete all the entries in his/her reflective journal.
12. A student must maintain a Pre-service Teacher s Portfolio. The
portfolio is a comprehensive and a well-organized record of contextual
information, planning, teaching, observation, samples of assessment,
sample records of progress and information, personal reflection,
research and resources. Many of these items are contextual so the
pre-service teacher will need to make decisions about what material is
relevant and useful to the students development as a beginning
teacher.
B. Culmination of the Practicum Program
1. A pre-service teacher must submit all rating sheets/evaluation forms
completely filled in by the concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
4. S/He may produce and present and/or report a classroom-based
research. This shall be presented to a group of panelists which may
include the school head, TEI Practicum supervisor, cooperating teacher
and other grade/year level or department heads. (optional)
C. Dress Code and Deportment
1. Pre-service teachers should be dressed appropriately and modestly
that projects professionalism reflecting the values of a teacher and the
institution where they belong.
2. The Pre-service teacher is expected to behave properly and
appropriately at all times, in the presence of the learners, teachers,
school personnel, administration, staff and parents.
FS Practice Teaching 12
3. Project the good image of the teacher by demonstrating personal
qualities such as courtesy, respect, honesty, diligence, commitment
and the like.
D. On Performance Evaluation
The performance ratings of a pre-service teacher shall be shared
accordingly such that:
RATER
CT
PS
4. Non-Teaching Performance 5%
Total 10
FS Practice Teaching 13
Assessment and Marking
The following assessment items are required from students:
1. A Reflection Journal
2. Approved and Taught Lesson Plans
3. Performance Rating for Daily Classroom Teaching (by the Cooperating
teacher)
4. Performance Rating of Non-Teaching Performance (by the Cooperating
teacher)
5. Summative Evaluation (by the Cooperating Teacher and the TEI Practicum
Supervisors)
6. Classroom-based Research/Reaction Paper on Professional researches and
readings (optional)
7. Communication Skills in Teaching
8. The student portfolio containing:
a. Class Program
c. Assessment tools
g. Journal Entries/Reflection
*The TEIs may adjust the given weights depending on the additional
requirements set to a pre-service teacher. A specific weight may be given to
action research done if required so.
FS Practice Teaching 14
PRACTICE TEACHING
Schedule of Activities
TIME FRAME IN
VENUE SITE OF PRACTICUM ACTIVITY
WEEK SCHOOL
FIRST FIELDING
Week 1 TEI School Conference Room/ Orientation Seminar One week
Designated Classroom Sending Off/
January 8-12, Orientation on Cooperating
2018 School Policies, Meeting
with School Personnel/
Induction/Transition Period
Week 2 School Designated Classroom Induction/ Transition Period One week
January 15-18,
2018
Week 3 7 School Designated Classroom Half Day Teaching Five weeks
(3 hours per day)
Jan 22-25
Jan 29-Feb 1
Feb 5-8
Feb 12-15
Feb 19-22,
2018
SECOND FIELDING
Week 8-12 School Designated Classroom Whole Day Teaching Five Weeks
Feb 26-Mar 1
Mar 5-8
Mar 12-15
Mar 19-22
Mar 26-29
2018
Lab Sch/ Conference Post Conference One week
Week 13
DepEd Sch Room/Designated
Apr 2-5, 2018
Classroom
FS Practice Teaching 15
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES
GLOSSARY OF TERMS
FS Practice Teaching 16
For a vivid understanding of the terms cited in the manual, a glossary has been prepared.
Daily Classroom/Actual
Teaching - Refers to the actual teaching hours of the pre-
service teachers with checked and approved
lesson plans, complete instructional materials
and taught under the observation, guidance and
supervision of the cooperating teacher and/or
TEI practicum supervisor.
Elementary Grades - These refer to the six levels of the primary and
elementary under the Basic Education
Curriculum of the DepEd.
Practicum
- Also called student teaching or practice
teaching, is the culminating stage where pre-
service teachers put theory into practice the
learning competencies acquired in the teacher
FS Practice Teaching 17
training institution. It would also refer to the
different stages of field exposure the pre-service
teacher experiences in the different schools.
- A college student enrolled in a college or
Pre-service Teachers university who is acquiring practical teaching
experience and skill under the guidance of a
cooperating teacher or other qualified persons.
- Serves as an orientation period specifying the
Pre-Conference
activities or tasks to be undertaken by the pre-
service teacher undergoing practicum.
- Serves as the post-activity appraisal of pre-
Post-Conference service teachers in the conduct of practicum.
- He/She is responsible for assigning student in
Site Coordinator classrooms and scheduling classes for
observation and participation who is usually the
principal or anybody designated of the
Cooperating School.
REFERENCES
BOOKS
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science
Press
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper
Saddle River
FS Practice Teaching 18
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy
Report Prepared for the National Institute for Quatily Teaching and School
Leadership
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
PRACTICE TEACHING
(Background of Cooperating School)
FS Practice Teaching 19
School Vision, Mission, Goal and Objectives
of the Cooperating School
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FIRST FIELDING
Cooperating Teachers Profile
FS Practice Teaching 21
Pre-service Teachers Curriculum Vitae
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Class List
FS Practice Teaching 23
Seat Plan
FS Practice Teaching 24
Appendix A: Practicum Reflective Journals
Reflective Journal 1: Planning and Implementation of Learning Programs
Name: Date:
Course/Major Field: Cooperating Teacher:
1. To what extent are your learning lesson outcomes achieved? How do you know?
What are the indicators?
2. How do you ensure that your learning activities are relevant to the topic? What
factors do you consider? Do you implement these effectively? How?
3. Do your lesson plans contain all essential elements? What are these elements?
What do you do to consider the learners needs and capacity, available resources
and your teaching skills?
4. What verbal and non-verbal communication skills do you apply to make your
teaching effective? What evidences will show that you are effective in what you
do?
FS Practice Teaching 25
6.How often do you make use of available instructional materials in teaching? What
evidences would show that these materials contribute to the attainment of your
lessons objectives?
Appendix B
Performance 5 4 3 2 1
1 Needs Improvement (75-79) The pre-service teacher is introduced to the elements and/or demonstrates only a basic level of
knowledge and understanding. S/He has yet to acquire skills for effective classroom teaching.
2 Developing (80-84) The pre-service teacher demonstrates an increased knowledge and understanding of the elements.
S/He is able to demonstrate, with assistance, the significant elements in a classroom teaching or field
setting. S/He is able to evaluate, with assistance, the success of teaching performance. S/he has
still to improve on this element to improve teaching performance.
3 Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and understanding of the elements but
commits mistakes in some aspects. S/He is able to exhibit this element satisfactorily to perform a
classroom teaching with self-confidence but still has to exert more effort to improve teaching skills.
4 Proficient ( 90-94) The pre-service teacher is able to demonstrate a substantial knowledge and understanding of the
element and has the competent ability to apply the elements in a field setting.
FS Practice Teaching 26
5 Advanced/Excellent
(95-100) The pre-service teacher demonstrates a comprehensive knowledge and understanding of the
element. S/He can consistently apply the elements for an effective classroom teaching. S/He can
also skillfully integrate the elements into an overall lesson. S/He can critically evaluate student
learning and teaching effectiveness in order to guide subsequent instruction.
Name: Date:
Course/Major Field: Cooperating Teacher:
1. What instructional materials have you used in your actual teaching? Have you
used them effectively? How?
2. At what point in the lesson did you present instructional materials? Why is there
a need to use them in those instances?
3. Are your instructional materials interesting enough to arouse and sustain the
interest of the learners? What evidences would show that you have been
successful in ensuring their effectiveness?
4. What two insights have you gained regarding the use of instructional materials?
FS Practice Teaching 27
(Attach Rubric for Journal)
2. Explain how you overcame two of the problems you encountered during test
preparation.
• The problem I overcome was the learners in general section are hard to
understand, internalize the problem and answer the assessments. The learners
are easy to destruct the people outside especially to their seatmates they are
chattering and moving around
3. What did you do to cater for the testing of slow learners, and of advanced
learners?
• For the slow learners I asked them easiest and simplest questions in order to
answer the questions. For the advanced learners I asked them a hard or difficult
questions in order to develop their critical thinking.
FS Practice Teaching 29
Name : Regelyn A. Taray Course: BEED IV DAY
1. What measures have you taken to assure yourself that your test items were
clear and simple?
• The measure had I taken to assure myself that my test items were clear and
simple. First thing to do is to review the students about the lessons I taught them in
order to recall the lesson and to ready their selves when I give them an assessment.
I gave them clear and simple assessment in order to answers the questions to all
learners especially to the slow learners.
2. What problems have you encountered? How can you respond to them?
• The problems I encountered, not all learners were gained high score during the
assessment and they are not participating during my discussion. Their are also a
students are not response your questions to them. They are noisy, chattering with
their classmates so that they are not focus the assessment
FS Practice Teaching 30
FS Practice Teaching 31
Reflective Journal 5: Checking, Marking and Interpretation of Test
Results
Name: Date:
1. What types of information about your pupil s /student progresses have you
obtained? How have you recycled this?
2. If there were learners who did poorly in one subject area, what did you do to
address this?
FS Practice Teaching 32
(Attach Rubric for Journal)
FS Practice Teaching 33
Reflective Journal 6: Self-Evaluation
Name: Date:
1. What major problems did you encounter during your Practice Teaching?
2. What immediate actions or solutions did you make to solve these problems?
3. What risks did you take during your practice teaching? Why? What
happened?
4. What questions have arisen and major issues and /or concerns have
encountered? How did you resolve these matters?
5. Did you consult with and/or ask advice from your cooperating teacher, TEI
practicum supervisors and other practicum mentors? What did you ask? How
did they respond?
6. What is the most important learning insight did you have about teaching that
will surely inspire you in your chosen profession?
FS Practice Teaching 34
Republic of the Philippines
Compostela Valley State College
College of Arts, Sciences and Education
Compostela, ComVal Province
Directions: Please rate the actual teaching performance of the PST in a particular subject area. There are five
major components in these rating criteria and each component has specific indicators. Put a check on the column
that corresponds to your rating.
FS Practice Teaching 35
Appendix D: RATING SCALE FOR NON-TEACHING PERFORMANCE
Name of Pre-service Teacher Date:
Subject Taught:
School:
AREAS 5 4 3 2 1
I. OBSERVATION OF SCHOOL POLICIES
1. Reports to class regularly and promptly.
2. Observes policies on student discipline and exudes a desirable conduct expected to
a student teacher during an off-campus teaching.
II. ATTENDANCE AND PARTICIPATION TO SCHOOL ACTIVITIES
1. Attends and participates in school assemblies, meetings and other co-curricular
activities required of them during the off-campus teaching.
III. RELATIONSHIPS WITH STUDENTS, COOPERATING TEACHERS, CO-INTERNS,
SCHOOL HEADS AND OTHER SCHOOL PERSONNEL OF THE COOPERATING
SCHOOL
1. Relates well with, and teach effectively and manage efficiently diverse and multitude
type of learners;
2. Works effectively with the cooperating teacher.
3. Goes along with the co-interns and is helpful to them.
4. Shows respect to the school heads and other personnel.
IV.PROFESSIONALISM
1. Shows respect and belief to oneself.
2. Maintains professional poise and good grooming.
3. Assumes responsibility and exhibits initiative, resourcefulness and commitment.
4. d. Accomplishes work on time and is able to produce quality work and good output.
V. PERSONALITY
1. Neat in appearance; observant of personal hygiene; has professional bearing; Wears
appropriate attire during classes and school functions.
2. Maintains composure when under pressure.
3. Courteous and respectful.
4. Manifests honesty and integrity in dealing with others.
5. Accepts criticisms open-mindedly.
6. Acts optimistically in his or her undertaking and responsibilities.
7. Develops feeling of mutual trust with other pre-service teachers.
8. Projects self-confidently with others.
9. Communicates clearly, sensibly and comprehensively.
VI. PERFORMANCE
1. Reports to classes regularly and attends school functions and other required extra
curricular activities.
2. Shows creativity and resourcefulness in his/her performance.
3. Attends sessions well prepared; participates intelligently and actively in discussions.
4. Shows mastery of the subject matter taught and prepares lesson plans promptly.
5. Learns new teaching methods and acquires new teaching techniques and skills.
6. Cooperates with other teachers to accomplish desired goals.
7. Accomplishes all required assignments and tasks promptly and diligently.
8. Observes efficiently management skills.
9. Quality of work acceptable.
10. Inspires other pre-service teachers with his/her ideas, plans actions resulting to
better performance.
11. Possesses physical ability to work long period of time with sustained energy and
soundness of the mind.
12. Draws logical conclusions and make decisions easily from given situations.
FS Practice Teaching 36
Comments:
By Cooperating Teacher:
By Practicum Supervisors:
By PST:
1 Basic ( 75-79) The student teacher is introduced to the elements and/or demonstrates only a basic
level of knowledge and understanding. S/He has yet has the enhanced skills to apply
the significant elements to be an effective teacher.
2 Developing (80-84) The student teacher demonstrates an increased knowledge and understanding of the
elements. S/He is able to demonstrate, with assistance, the significant elements in a
classroom teaching or field setting. S/He is able to evaluate, with assistance, the
success of teaching performance. The teaching performance and other professional
competencies still needed to be improved.
3 Satisfactory (85-89) The student teacher demonstrates satisfactory knowledge and understanding of the
elements but commits mistakes in some aspects. S/He is able to perform teachers
responsibilities with self-confidence but still has to exert more effort to improve ones
competencies.
4 Proficient ( 90-94) The student teacher is able to demonstrate a substantial knowledge and
understanding of the element and has the ability to apply the elements in a field
setting. S/He is also able to continuously exhibit progress in her or his performance.
FS Practice Teaching 37
APPENDIX F: Rubric for Student Teaching Portfolio
Performance 5 3 1
FS Practice Teaching 38
Follows the Slightly follows the Does not follow
sequence sequence the sequence
Organization prescribed in prescribed in prescribed in
organizing the organizing the organizing the
contents of the contents of the contents of the
portfolio. portfolio. portfolio.
Presentation
Presentation
demonstrates
demonstrates Presentation is
Presentation neatness and
neatness and neither neat nor
creativity in all
creativity to some creative.
areas and pages of
extent.
the portfolio.
FS Practice Teaching 39
APPENDIX H: Assessment Tools and Students Output Sample
FS Practice Teaching 40
APPENDIX I: Daily Time Record
FS Practice Teaching 41
APPENDIX J: Various Schools Forms
FS Practice Teaching 42
APPENDIX K: Application Letter & Résumé
FS Practice Teaching 43
APPENDIX L: Certificates/Recognition/Clearance
FS Practice Teaching 44
APPENDIX M: : Samples of Learners Quizzes/Clearance
APPENDIX N: Documentation
FS Practice Teaching 45
I. Format and Style
A. Margin: 1 inch (2.54 cm) for top, bottom, and right and 1.5 inch (3.81
cm) for the left.
FS Practice Teaching 46
B. Spacing: 1.5 between all lines of every entry; double space after
every line in the title, headings, footnotes, quotations, figure captions,
and all parts of tables
C. Paper: 8.5 x 13 white paper, sub. 20
D. Font/Type: Arial 12 pt.
E. Line alignment: Justified
F. Page numbering: For the preliminary pages, use small Roman
numerals (i, ii, iii, iv); use Arabic numerals for the rest of the
manuscript. Paging should be placed at the upper right hand corner.
G. In case of any dividers inserted, you can use any format.
H. For documentation, always put caption at the bottom of every photo.
I. For PSTs and CTs Profile, always use a formal,2x2 size picture. Profile
should be essay format with 3 paragraphs (introduction, body,
conclusion)
J. Page numbers should at the bottom right side of the portfolio.
K. Do not put pages on dividers
FS Practice Teaching 47