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West Visayas State University

Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

INTRODUCTION
Teaching is the greatest contribution that an individual can offer to his country.
His roles are crucial in the total development of the child. The family, the community as
well as the society are the focal points of his undertakings. The teaching profession
should keep pace with societal changes as the advent of technology.

The present vision of the Philippine educational system is the development of a


Filipino teacher for the world, he who is of global competence. This vision could only be
realized if all the individuals in the academe work hand in hand and do their share for
one’s personal development and for the improvement of the community. This
envisioning must start with student teachers who must have a general direction toward
modernization or technological advancement inspired by positive Filipino values.

As stipulated in the Philosophy of basic Education in both formal and non-formal


(Torno, 2007), the academe is tasked to develop empowered a Filipino learner equipped
with multiple intelligences who is Makabayan (patriotic), Makatao (mindful of humanity),
makakalikasan (respectful of nature) and Maka-Diyos (Godly).

One of the experiences which the future teachers should undergo is practice
teaching. It is a pre-requisite for graduation and it involves several persons inside and
outside the school where the student is enrolled. Among the personages that play an
important role in the student teaching world are the student teachers themselves, critic
teachers and the supervising instructors.

Critic teachers should provide the necessary supervision which determines the
success or failure of a student teacher. They serve as models to neophyte teachers, and
they make, or unmake a student teacher. They also serve as partners and coordinators
of student teachers (Beltran, 1992).
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

STUDENT TEACHING
Student teaching is the culmination of the education curriculum. This experience
is provided in the last year of the pre-service education which serves as the transitional
phase between the part-time and full-time teachers (Bustos, 1982). This is the period of
guided teaching where the apprentice teacher assumes the responsibility for a task with
a group of learners over duration of time. Apprentice teachers do not only teach
knowledge and skills but they are also tested on their character and capabilities in facing
a bulk of tasks expected of them.

Educating student teachers involve three stages; the student-teacher as an


observer, the student-teacher as an apprentice and the student-teacher as a trainee.
The observing student teacher should possess a skill of comparison and diagnosis; the
apprentice does the actual classroom activities that enable him to metamorphose slowly
into a blown teacher during which he assumes the responsibilities in the mother school.
The teacher trainer does not post conferences on a regular schedule to identify the
areas for improvement for the attainment of the goals and objectives of student-
teaching.

Student Teaching is the culminating field experience of the teacher education


program. This field of endeavour is an entire day duration activity as well as full-
semester placement in a school setting in the teacher education program. Applications
must be submitted before the onset of the activity. Orientation activities and
demonstration teachings are conducted to ensure that student teachers possess the
competencies required of a real teacher.

For all teacher education programs, students must complete all Teacher
Education Program course work and degree course work prior to student teaching.
Student teaching must be the final semester of their Student Teacher Program.
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

I. A. VISION
Quality and Excellence providing a supportive atmosphere facilitated by qualified
faculty members who teach courses in their line of specialization.

II. B. GOALS
 Develop professional educators who are competent in the different areas
of teaching and learning.
 Provide the prospective teachers with an overview of the total educational
scene.
 Give them opportunity through a wide range of activities involved in
teaching.
 Broaden their knowledge of the total program of a school and the
relationship that exist among its various components.
 Put into practice whatever they have learned formally, as well as
informally to make them effective teachers.
 Develop professional educators who keep abreast with and are
responsive to the needs of the globally competitive nation.

STUDENT TEACHING OBJECTIVES


(Linda B. Beltran)

1. To provide opportunities for the student teacher to apply in actual situation


the theories, principles and techniques learned in the professional education course;
2. To provide the prospective teacher with experiences that will equip him with the
different competencies needed to be an effective teacher;
3. To develop the student teacher’s personality as a prospective professional
teacher;
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
4. To deepen and enrich the insights of the future teacher on the teaching –
learning situations and the evaluative measures for these situations;
5. To provide the student teacher with the opportunity to get oriented with the total
school environment and to get adjusted to the school life;
6. To provide the student teacher with experiences for promoting school –
community relations;
7. To harness future teacher experiences to be in direct contact with the pupils, and
to learn firsthand experiences in dealing with children;
8. To enable the prospective teacher to form his philosophy relevant to the
teaching profession and to develop professional ideals and sound attitudes;
9. To help student teacher gain perspective of the whole role of the teacher;
10. To provide experiences for student teachers to discover new ways of working on
needs, new principles and information.

OBSERVATION AND
PARTICIPATION
According to Contreras, (2016), purposeful observation helps the student teacher
to grow and provides them with a diversity of perspectives. The entire student –
teaching process consists of two (2) phases of activities – the observation and
participation phase and the actual teaching both on campus and off campus.
The Observation and Participation phase consists of observation of classes as
well as the gradual involvement of the student teacher in the actual teaching
experiences. A carefully planned student teaching program involves various endeavours
like orientations, observation of classes and other classroom activities.
Observation Phase in student teaching is characterized as purposely watching
the actual teaching – learning situation. Classroom observation, to be effective, must be
realistic and specific. The student teacher should not approach the task casually, but
rather should identify specific observation goals. Observations of the cooperating
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
teacher and the assignedstudent teaching class should begin immediately and continue
throughout the semester.
The scheduled observations in the first few days after the immersion, student
teachers should become thoroughly familiar with school setting, school policies and
procedures, classroom routines as well as the various school activities. Student teachers
are advised to keep a record of written observations for discussion with the supervising
instructor and/or cooperating teacher.
The student teachers will be endorsed to the District Supervisor of the
Cooperating School. The District Supervisor then assigns the student teachers to
different schools within the district. The school principals subsequently prorate the
different student teachers assigned by the District Supervisor to the different teachers
within his area of jurisdiction. The student teachers should be assigned to the best
teachers to assure that they will obtain quality experience and exposure to the teaching
learning situations. Moreover, they may be routinely assigned to more than one (1)
cooperating teachers throughout the duration of the student teaching activity. The
student teacher should also make every effort to observe a variety of diverse teaching-
learning situations.
Student teachers should be encouraged to note effective techniques and to be
positive in assessing observations. Student teachers should extend gratification the
other teachers and members of the staff for the opportunity to observe them.
Participation level includes assisting the cooperating teacher in all activities
included in a teaching – learning situation. Participation experiences should not be
confined only to actual classroom setting but should include the intra and extracurricular
activities.
Student teachers should have intensive participation in instructional tasks and
professional development activities throughout the student teaching experience.
The teaching hours are defined as the student teaching candidate assumes the
primary responsibility for teaching students in small or whole group setting. The student
teacher should always teach with a lesson plan. The lesson plan is the bible of a
teacher.
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

Major Roles
Role of the Teacher Education
Institution

The TEI shall:

1. Determine the readiness and ability of the student teacher to go on


off-campus;
2. Request the provincial/ City Division Office to designate cooperation
schools in the province/ city;
3. Initiate conference with School Division Superintendents (SDS) in
selecting public and private cooperating schools;
4. Allocate a modest honorarium to personnel (principals and
cooperating teachers) involved in student teaching as stipulated in the
Memorandum of Agreement.

Roles of the SDS

The SDS in collaboration with the TEI and school principals shall:

a. Review and subsequently approve requests for cooperating


schools;
b. Conduct orientation on student- teaching with TEI’s inclusive of
the Dean, College Student Teaching Supervisors and School
Principals/ Head Teachers;
c. Whenever possible, assign student teachers close to their
residence
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

DUTIES AND RESPONSIBILITIES


OF
STUDENT TEACHERS
As the final phase of a teacher pre-service, internship provides the teaching intern the
necessary experiences to gradually assume the role of a teacher under the guidance of
the cooperating teacher. The student teacher is guided and trained to develop the habit
of reflecting on, and process one’s experience and learn from it.

Student teachers shall have the following duties and responsibilities:

1. Participate actively in all school related activities;


2. Notify the cooperating teacher in case of absences;
3. Consider/ be open to constructive criticisms;
4. Respect the dignity and rights of children;
5. Come prepared at all times;
6. Return all borrowed books and materials to the cooperating school before the
term ends, accomplished clearance from the cooperating school;
7. Accomplished the internship portfolio;
8. Project a good image as a teacher at all times by observing;
 The code of ethics
 Proper dress code
 Punctuality in all activities of the internship
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

PRAYER OF A STUDENT TEACHER


God Love…Thank you for every teacher who notices child’s special gift.
Thank you for teachers who are listeners and gentle guides. Thank you for teachers who
expect much and love enough to demand more.
Thank you for the special teacher each one of us remembers.

God Mercy…Sustain teachers who give everything they have and feel
abandoned when society expects too much. Strengthen teachers who
assume the blame for so many problems beyond their control. Help
exhausted teachers rest.

God of Strength…Encourage teachers to care and inspire them to nourish. Motivate


teachers to keep on learning for the fun of it and to make learning fun for students.

Bless the people who are expected to accomplish these miracles and who know how to
comfort children when miracles don’t happen.

God of Justice… help our national find a way to steward our vast wealth to support
teachers in
their special calling, wherever they teach and whatever the race or religion or
gender or wealth of the student.

We pray these things in the name of our Jesus Christ.


Amen.
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

PERSONAL/ EDUCATIONAL PHILOSOPHY

Personal Philosophy:
“I can’t taste the sweetest success if you don’t experience the worst life
sickness” Teaching young minds is a task that cannot be taken lightly. It is full of
challenges, frustrations, and responsibilities. However, it is a task that is also full of
excitement, wonder, and joy. I strongly believe that all students are capable of learning,
if they have the proper motivation and direction from their teachers.
As a teacher someday I need to aware of learning, motivation, behavior, and
development theories in order to relate to my students and push them to reach their full
potential. It is my duty to see that all my students are being motivated; this is only fair
to the students. They deserve my time and full attention in regards to their education.

Educational Philosophy:
“Teachers is just a guide but education are your wings to make your fly so high”
Teaching is a field that I feel that I am naturally talented in. I do extremely well
explaining information to students, motivating them, and connecting with them. I love
being able to use a wide range of various sources to make lessons engaging. I enjoy
feeling like I'm an important part in a child's life.
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

STUDENT TEACHER’S INFORMATION SHHET

PERSONAL INFORMATION:

Name: PAGDATO MARKLESTHER D.

(Last Name) (First Name) (M.I.)

Curriculum: BACHELOR OF SECONDARY EDUCATION major in MATH

Major Field: MATH

Reasons for Pursuing the Course: I already love this profession

Date of Birth: May 18, 1994 Gender: MALE

Place of Birth: BRGY. QUINAGARINGAN GRANDE PASSI CITY

Civil Status: SINGLE

Name of Spouse (if married) NONE No. of Children: NONE

Father: CARLITO P. PAGDATO Occupation: FARMER

Employment Address: BGRY. QUINAGARINGAN GRANDE PASSI CITY, ILOILO

Mother: ALICIA D. PAGDATO Occupation: HOUSEWIFE

Employment Address: BGRY. QUINAGARINGAN GRANDE PASSI CITY, ILOILO

Guardian: ALICIA D. PAGDATO Relation: MOTHER

Scholarship Grant, if any NONE

Personal strengths: God

Weakness: Family

Special Talents or Skill: drtawing

Awards or Honors Received: none


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
HEALTH INFORMATION:

Height: Weight:

Check the specific health Problem you are experiencing:

Eyesight None Asthma None

Hearing impairment None Heart ailment None

Migraine None Allergy None

Others (Specify) None

Academic Information:

Professional Education Course Completed: Bachelor of Secondary Education

Major or Area of Specialization Completed: Mathematics

Seminars/Workshops Attended (Please indicate inclusive dates)

Title Date

PAFTE FEBRUARY 15-16

Membership in School Name of Organization Position

Organization/Association

SCHOOL OF EDUCATION Buss. Manager

Students Teacher’s Signature:

Cell Phone Number: 09129434526

Date:
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

LIST OF STUDENTS
Grade 7-E

Male Female

Ala-an, Renz Adio, May Joy


Alvero, Louie Cadete, Kyla
Canias, Kfir Carpintero, Jeneva
Caras, Lawrence Casalmer, Rechie
Carumba, Aris Caspillo, Shieka Lenelyn
Carumba, Khem Andrew Castor, Annie
Castor, Mark Ivann Castormayor, Dalia
Castro, Justine Cerbania, Cherry Lou
Catoto, Christian Edsel Cercado, Althea
Dela Torre, Robe John Cercado, Milyn
Elacar, John Paul Chavez, Daisyre
Escorido, Janryl Conctantino, Cassandra
Fernandez, Ryan Encarges, Eden Rose
Gomez, Niki Galan, Jessa Mae
Labiste, John Rovic Gonzales, Christine
Momblan, Eroll Lebuna, Rea Mae
Paez, Kliomar Marquilencia, lerica
Palomillo, Ronnel Pacite, Bea
Panganiban, Kristian Glad Pet, Angela
Paspe, Jonel Porras, Jhared
Labiscase, Prince Aj Mathew
Catapan, John Loyd
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

ORGANIZATIONAL AND ADMINISTRATION


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

SCHOOL LOCATION MAP


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

CLASSROOM STRUCTURE
Grade 7- E

(Direction: Draw the aerial view of the classroom of your cooperating teacher specifying
the placement of the prominent structures therein.)

Mark Lesther D. Pagdato


Student Teacher’s Signature over Printed Name

Lyra Mae C. Jocson


Cooperating Teacher’s Signature over Printed Name
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

CLASS SCHEDULE
Of Grade 7 – E and F

Time Monday Tuesday Wednesday Thursday

10:30 - 11:30 7–E 7–E 7–E 7-E


Math Math Math Math
1:30 - 2:30 7–F 7-F 7–F 7–F
Math Math Math Math

Mark Lesther D. Pagdato


Student Teacher’s Signature over Printed Name

Lyra Mae C. Jocson


Cooperating Teacher’s Signature over Printed Name
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

SAMPLES
OF
LESSON PLAN

Lesson Plan in Math


I. OBJECTIVES
At the end of lesson, students must have:
a) Will be able to translate verbal phrases to mathematical phrases
and vice versa.
b) Internalize what is the difference in verbal phrase and
mathematical phrase.
c) To construct own verbal and mathematical phrase.
II. SUBJECT MATTER
Topic: Verbal Phrases and Mathematical phrases
Reference: Math Grade 7 Learners Material (quarter 1-2) pp. 117-119
Materials: manila paper, marker, chalk, chalkboard and cartolina
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

A. P r e l i m i n a r y A c t i v i t i e s
 G r e e t i n g s
 P r a y e r

B. R e v i e w
Who could remember our past lesson about constant, variable, term and expression? (students raise their hand)

Y e s M s C a r d o s ? ?

Sir constant is a number on its own. Variable is a symbol usual y let ers. Term is a constant or a variable multiplied togeth er, and expres ion is a group of terms separated by plus or minus sign.

Thank you sir!!!

V e r y g o o d M s C a r d o s

C. M o t i v a t i o n
Now I have here an activity for you
To answer so we will be able to know if you have knowledge about the topic.

C o l u m n A C o l u m n B
1. The sum of a number and three A . X + 3
2. four times a certain number decreased by one B . 3 + 4 X
3. one subtracted from four times a number. L . 4 + X
4. a certain number decreased by two I . X + 4
5. fo0ur increased by a certain number L . 4 X - 1
6. a certain number decreased by three M . X - 2
7. twice a number decreased by three N . X - 3
8. twice a number decreased by three P . 3 X - X
9. a number added to four Q . 2 - X
10. the sum of four and a number R . 2 X - 3
11. the difference of two and a number U . 4 X + 3
12.The sum of four times a number and three
(The students will answer individually and comprehensively.)
13. a number increased by three

14. the difference of four times a number and one


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
Ok class let’s check your papers.

Exchange papers with your sit mate.

O k s o n u m b e r :
1. A
2. L
3. L
4. M
5. E
6. N
7. A
8. R
9. E
10. E
11. Q
12. U
13. A
14. L

So how’s your score class??

I t ’ s o k c l a s s ! !

D. D i s c u s s i o n
The activity that you have done was an opening to our topic. Our topic for today is about verbal and mathematical phrases. To understand further there are some guidelines and instruction to remember.

1. Addition would indicate an increase, a putting together, or combining.

U n d e r s t a n d c l a s s ? ?

V e r y g o o d ! !

2. Subtraction would indicate a lessening, diminishing action. Thus, phrases like decreased by, less diminished by are subtraction phrases. (The students exchange their papers)

Do you understand class??

V e r y g o o d ! !

3. Multiplication would indicate a multiplying action phrases like multiplied by or n times are multiplication phrases.

D i d y o u g e t i t c l a s s ? ?
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
V e r y g o o d ! !

4. Division would indicate partitioning a quotient and a ratio. Phrases such as divided by, ratio of and quotient of are common for division.

S o u n d e r s t a n d c l a s s ? ?

Ok so let’s proceed to number five instructions.

5. The inequalities are indicated by phrases such as less than and greater than. I little bit fine sir!!!!!

S o d i d y o u g e t i t ? ?

6. Equalities are indicated by phrases like the same as equal to.

S o u n d e r s t a n d ? ?

Ok so I think all of you had understood our lesson so very good class.

E. G e n e r a l i z a t i o n
Who could recall our discussion??

Y e s M s C a r d o s ? ?

Y e s s i r ! ! ! ! !

V e r y g o o d M s C a r d o s ! !

F. E v a l u a t i o n
So I think all of you had understood our topic so I give you a test. Get one half sheet of pad paper and answer the fol owing.
Y e s s i r ! ! ! !
Directions: translate mathematical phrases to verbal phrases.

C o l u m n A C o l u m n B
1 . x + 5
2 . x - 3
3 . 2 x + 1
4 . 5 x + 1
5 . 4 x - 1 Y e s s i r ! !
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
G. A s s i g n m e n t
As your assignment create your own verbal and mathematical phrases.

G o o d b y e c l a s s ! !
Y e s s i r ! ! !

Y e s s i r ! ! !

Y e s s i r ! !

(Students raise their hand)

Sir our topic is all about verbal and mathematical phrases and how to translate verbal phrases to mathematical phrases.

T h a n k y o u s i r ! !
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

Goodbye sir goodbye classmates!!!!

Prepared by: Jehu C. Caras

INSTRUCTIONAL
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

MATERIALS

FORMS AND RECORDS


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

NAME OF FORM/ RECORD D E S C R I P T I O N / U S E


Form 138 R e p o r t C a r d
F o r m 1 3 7 P e r m a n e n t R e c o r d
S F 1 C l a s s R e g i s t r y
S F 2 D a i l y A t t e n d a n c e
S F 3 Books Issued and Returned

JEHU C. CARAS
Student Teacher’s Signature over Printed Name

RENATO L. MACAPAS
Cooperating Teacher’s Signature over Printed Name
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

SAMPLES OF FORMS AND


RECORDS
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

DAILY TIME RECORDS

EVIDENCES OF COMMUNITY OUTREACH

Tree Planting Activity


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

JEHU C. CARAS
Student Teacher’s Signature over Printed Name

SAMPLES OF LEARNER’S
WORK
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

JEHU C. CARAS
Student Teacher’s Signature over Printed Name

NARRATIVE REPORT OF A STUDENT TEACHER


“Teachers are the molders of the future”, this is the quote that inspires me
whenever I face my students to apply certain knowledge in their schema. Chalks,
chalkboard and erasers are my weapons to face another day of battle in four walled
classroom. This was my aid to make things clearer to my students, I may say that I ‘am
also a student that facing also students but with different levels of knowledge
acquisition. To teach was a very hard job to do; you may not know that at the end of
the day if the students really learn what they have acquired on you. Making lesson
plans, instructional materials and checking their activity was very frustrating and carking
but ones you see the eagerness of your students to learn you are motivated to do those
work for the sake of learners.
Inside the room there are lots of people that you will be engaging too, some are good in
common things, some seat on the front row just to show how they are interested on
your lesson, some are in the middle row and just chill out they may be sometimes
listening sometimes they don’t mind you, and students mostly seat at the back really
don’t mind the world in front they create another galaxy on their creative minds. I may
not know what the attitude was and how they participate on things mostly what are
their insights or purpose why they show those perceptions but I know it has the content
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
that their selves only knows. The lessons I distributed in every classes there are inputs
that they acquired same as me I have been given chance to teach and also to learn
from the different students I had faced with, the experiences that has implicated me
were the experiences that my students taught me how to be real in front of a class.

JEHU C. CARAS
Student Teacher’s Signature over Printed Name

COMMENTS AND
SUGGESTIONS

Keep up the spirit. The potential is in there in you,


discover and explore.

JEHU C. CARAS
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
Student Teacher’s Signature over Printed Name

RENATO MACAPAS
Cooperating Teacher’s Signature over Printed Name

STUDENT TEACHER RATING SHEET

Name:____Jehu C. Caras______________Semester : ____2nd Semester__________


Course: _______BSED____ Date of internship: from Nov. 27, 2017_To: Feb. 28, 2018
Cooperating School: Fernandez Perez Memorial National High School
Grade Assignment: __Grade 7__
Subject(s): ____Math_________________
____Renato Jr. L. Macapas
Supervising/ cooperating teacher

I. Personal and social qualities 20%


Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

C r i t e r i a O V S S U S P
1 2 3 4 5
1. Manifest professional interest in and love for teachin g /

2. I s e n t h u s i a s t i c i n t e a c h i n g /
3. Maintains emotional stability (not over-critical or oversensitive) /

4. Attends to personal grooming and cleanlines s /


5. Extends a helping hand whenever needed. /
6. I s r e s o u r c e f u l a n d c r e a t i v e . /
7. Is punctual ( in reporting for duty, submitting reports, etc. and meets obligations. /

8. S h o w s m a t u r i t y i n d e c i s i o n m a k i n g . /
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
9. R e l a t e s w e l l t o c o l l e a g u e s a n d p u p i l s /
10. H a s a g o o d s e n s e o f h u m o r /
11. I s o p e n t o s u g g e s t i o n s a n d c r i t i c i s m s /
12. I s fair and impartial to all pupil s /
13. Is free from mannerisms and unacceptable language that distracts the teaching learning process /

14. Speaks clearly and distinctly using well-modulated voice /

15. U s e s r e f i n e d l a n g u a g e a n d o b s e r v e a m e n i t i e s /

16. O b s e r v e s r u l e s a n d r e g u l a t i o n s o f t h e s c h o o l /

17. S h o w s r e s p e c t f o r d u t y c o n s t i t u t e d a u t h o r i t i e s /
18. Shows honesty and integrity in all his/her activitie s /

19. U s e s f r e e t i m e w i s e l y a n d p r o f i t a b i l i t y /

Total score: 23
Area mean: 1.21
Equivalent points: 0.242

II. INSTRUCTIONAL COMPETENCIES 60%


A. PLANNING AND PREPARATION SKILLS 10%

C r i t e r i a O V S S U S P
1 2 3 4 5

1. Clarifies lesson requirements in advance when neede d /

2. Reads studies and consistently spends time gathering information for his/her teaching plan /
3. P r e p a r e s o r g a n i z e d d a i l y p l a n s /

4. Analyzes and identifies specific learning task to written in behavioral terms to be attained within the time frame /
5. Selects appropriate learning experiences and activities reflecting creativity and imagination /
6. Prepares a variety of teaching aids for specific purposes /
7. Provides learning situations that show balance among the cognitive, affective and psychomotor domain /

8. P r e p a r e s t h e c l a s s r o o m f o r t h e d a y s l e s s o n /
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
9. Plans learning experiences/ activities which provide maximum individual/ small group participation /
Total score: 18
Area mean: 2
Equivalent points: 0.2

B. TEACHING SKILLS 20%


O C r i t e r i a V S S U S P
1 2 3 4 5
1. Shows evidence of the mastery of the subject matter. /

2. Prevents ideas /concepts clearly within the students intellectual level. /


3. U s e s i n s t r u c t i o n a l a i d a n d d e v i c e s e f f e c t i v e l y . /
4. Relates subject matter to actual experiences and integrates with other fields. /
5. G o e s b e y o n d t e x t b o o k t e a c h i n g ./
6. Re l at es n e w le ss o n to pr ev io us a nd fut ure le ss on . /
7. Uses varied and interesting methods and strategies or techniques. /

8. Stimulates interest to learn more about the subject matter. /


9. Poses challenging and thought provoking questions. /
10. Restates difficult questions to elicit desired response . /
11. R e s p o n d s e f f e c t i v e l y t o q u e s t i o n s . /
12. Provide appropriate reinforcement (verbal or non verbal) /
13. Provides opportunities to develop mental curiosity and the ability to question. /

14. Grabs every opportunity to use problem solving processes and critical thinking. /

15. P r ov i d e a c t i v i t i e s t o m e e t i n d i v i d u a l d i ff e r e n c e s . /
16. I n i t i a t e s a c t i v i t i e s t o e n h a n c e c r e a t i v i t y . /
17. E n c o u r a g e s t h e u s e o f F i l i p i n o a n d E n g l i s h . /
18. Use handwriting style appropriate for grade/year level . /

Total score: 37
Area mean: 2.055
Equivalent points:0.411

c. Evaluation Skills 15%


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
O C r i t e r i a V S S U S P
1 2 3 4 5
1. G i v e s v a l i d , r e l i a b l e a n d r e l e v a n t t e s t s . /
2. Correct test papers returns them within reasonable time. /
3. Keeps record of all test results and accomplishments for grading purposes. /
4. Re q u i r e s a p p r o p r i a t e a s s i g n m e n t s a n d p r o j e c t s . /
5. R a t e s f a i r l y a n d o b j e c t i v e l y . /
6. U t il it i es e va l uat io n re s u lts to i mpr ove i ns tr u ct io n . /
7. Keeps arecords of test items utilized . /

8. U s e s a v a r i e t y o f w a y s i n m e a s u r i n g /

Total score: 17
Area mean: 2.125
Equivalent points:0.318

D. Management skills 15%


C r i t e r i a O V S S U S P
1 2 3 4 5
1. S t a r t s a n d e n d s a c t i v i t i e s p r o m p t l y /

2. Maintains a responsive and disciplined classroom atmosphere /


3. Keeps classroom clean, comfortable and conclusive for learning. /
4. Handless classroom problems with fairness and understanding /
5. Shows a respect for and consideration of students opinion and suggestion. /
6. Establishes systematic routine activities for effective classroom management (passing of books, attendance, greetings, etc.) /
7. Maximizes class period for learning activitie s /

8. O r g a n i z e s v a r i e s g r o u p i n g o f c l a s s . /
9. U s e s a p p r o p r i a t e m a n a g e r i a l s t r a t e g i e s . /
10. Conducts closer supervision during class periods or other related school activities. /

Total score: 21
Area mean: 2.1
Equivalent points:0.315

III. LANGUAGE PROFICIENCY 20%

C r i t e r i a O V S S U S P
1 2 3 4 5
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
1. Expresses ideas in writing using grammatically correct English/ Filipino /

2. S p e a k s g r a m m a t i c a l l y c o r r e c t E n g l i s h / F i l i p i n o /
3. S p e a k s E n g l i s h / F i l i p i n o w i t h c o r r e c t i n t o n a t i o n /
4. Uses English/Filipino appropriate to the subjects instructional objectives and student’s /pupils ability. /
5. O r g a n i z e s i d e a s e f f e c t i v e l y i n E n g l i s h o r F i l i p i n o /
6. P o s s e s s e s a d e q u a t e v o c a b u l a r y f o r t e a c h i n g . /

Total score: 13
Area mean: 2.17
Equivalent points:0.434

SUMMARY

C a t e g o r y Score Area Percent Equivalent


Mean p o i n t s
I. Per so n al a nd so c ia l q u al it i es ( 20%
2 ) 3 1 . 2 1 2 0 % 0 . 2 4 2
II. Instructional competencies (60% )
A. Planning and preparation skills (10%01 8 2 1 0 0 . 2
B. T e a c h i n g s k i l l s ( 2 0 % )
3 7 2.055 2 0 % 0 . 4 1 1
C. E v a l u a t i o n s k i l l s ( 1 5 % 1) 7 2.125 1 5 % 0 . 3 1 8
D. M a n a g e m e n t skills (15%2
) 1 2 . 1 1 5 % 0 . 3 1 5
III. L a n g u a g e p r o f i c i e n c y ( 2 01% ) 3 2 . 1 7 2 0 % 0 . 4 3 4
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
Total 1 . 9 2
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

CERTIFICATE

Republic of the Philippines


Department of education
Region IV
Division of Iloilo
District of Calinog

_March, 2018_
Date
TO WHOM IT MAY CONCERN:

This is to certify that ______Jehu C. Caras _________________________


(name of student), _Bachelor of Secondary Education___________( course )
student of West VisayasCalinog- Campus__(name of school) this academic year
______2017-2018____has satisfactorily completed his/her practice teaching (off-
campus training) from __November 28, 2017 to _February 28, 2018__ and has
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
obtained the rating of __________________.

This certification is issued upon the request of the above named person for
whatever legal purposes it may be serve him/her.

Given this __March 1, 2018__day of __March 2018___at Fernandez Perez


Memorial National High School.

___RENATO JR. L. MACAPAS_


Cooperating teacher

Approved:

ALMA L. ALCAIN
Head Teacher III

APPENDICES
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

Professional Ethics for 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 adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are a duly licensed professional who possesses 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


West Visayas State University
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Calinog, Iloilo
SCHOOL OF EDUCATION

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,
whetheron 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 to transmit to learners such heritage as well as to elevate national
morality, promote national pride, 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
another person to follow any political course of action.
West Visayas State University
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SCHOOL OF EDUCATION
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 in
community 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 honour 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, andshall welcome the opportunity to provide such leadership when needed,
to extend counselling 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 posses 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


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
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.

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.
West Visayas State University
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Calinog, Iloilo
SCHOOL OF EDUCATION
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 understand
and support the legitimate policies of the school and the administration regardless of
personal 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.
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

Republic Act No. 7


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

(Philippine Teachers’ Licensure Examination Act)


Republic Act No. 9293
(Philippine Teachers’ Professionalization Act of 1994)
West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

B l o o m ' s Ta x o n o m y o f L e a r n i n g D o m a i n s

Bloom's Taxonomy was created in 1956 under the leadership of


educational psychologist Dr Benjamin Bloom in order to promote higher forms
of thinking in education, such as analyzing and evaluating concepts, processes,
procedures, and principles, rather than just remembering facts (rote learning).
It is most often used when designing educational, training, and learning
processes.

The Three Domains of Learning


The committee identified three domains of educational activities
or learning (Bloom, et al. 1956):
West Visayas State University
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o Cognitive: mental skills ( knowledge )


o Affective: growth in feelings or emotional areas ( attitude or self )
o Psychomotor: manual or physical skills ( skills )

Since the work was produced by higher education, the words tend to be a
little bigger than we normally use. Domains may be thought of as categories.
Instructional designers, trainers, and educators often refer to these three
categories as KSA (Knowledge [cognitive], Skills [psychomotor],
and Attitudes [affective]). This taxonomy of learning behaviours may be
thought of as “the goals of the learning process.” That is, after a learning
episode, the learner should have acquired a new skill, knowledge, and/or
attitude.

While the committee produced an elaborate compilation for the cognitive


and affective domains, they omitted the psychomotor domain. Their
explanation for this oversight was that they have little experience in teaching
manual skills within the college level. However, there have been a t least three
psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting


from the simplest cognitive process or behaviour to the most complex. The
divisions outlined are not absolutes and there are other systems or hierarchies
that have been devised, such as the Structure of Observed Learning
Outcome (SOLO). However, Bloom's taxonomy is easily understood and is
probably the most widely applied one in use today.

C o g n it iv e Do m ain
The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). This includes the recall or recognition of
specific facts, procedural patterns, and concepts that serve in the development
of intellectual abilities and skills. There are six major categories of cognitive
West Visayas State University
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and processes, starting from the simplest to the most complex (see the table
below for an in-depth coverage of each category):

o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

The categories can be thought of as degrees of difficulties. That is, the first
ones must normally be mastered before the next one can take place.

REFERENCES
Arabit, PriscilaDionisio, Isable Feliciano-Inlayo, Diosdada

Castillon-Bioser. HANDBOOK ON STUDENT TEACHING.

Rex Printing.m, Inc., 1993.

Atienza, Sonia M., STUDENT TEACHING WORKTEXT.

Manila: Rex Bookstore. 2007.


West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

Beltran, Linda B. A GUIDEBOOK FOR THE SUPERVISOR OF STUDENT


TEACHERS. Quezon City: Rex Printing Company, Inc. 1992.

Bustos, Alicia S., Amelita A. Cruz, Rosalinda A. San Mateo Salvador I.


Idos.

GUIDE TO STUDENT TEACHING. 10th Printing, JMC Press Inc.,


2001.

Jesus, Mariano G., STUDENT TEACHING. Manila Bookstore. 1985.

Lardizabal, Amparo S., Theory and Practice in Student in Student


Teaching. Quezon City: Katha Publishing, 1999.

Lugos, Modesta Grey., Mariano de Jesus. STUDENT TEACHING.


Metro Manila: National Bookstore, Inc., 1985.

Stryker, Deborah D., STUDENT TEACHING MANUAL. Adapted from


Special Education Manual.Updated October 2013.

Teacher Education Council.Department of Education.EXPERIENCIAL


LEARNING COURSE HANDBOOK.TEC Copyright.

West Visayas State University.EVALUATION FORMS.College of


Education.La Paz, Iloilo City.

Vega, Violeta A., Guidebook in Student Teaching. Grandwater


Publishing. 2004.

www. google.com
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Calinog Campus
Calinog, Iloilo
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West Visayas State University
Calinog Campus
Calinog, Iloilo
SCHOOL OF EDUCATION

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