Republic of the Philippines

St. Anthony’s College

College of Education
Sta. Cruz Sta. Ana, Cagayan 3514

MY PRACTICE TEACHING

A Narrative Report
Presented to
The Faculty of College of Education
ST. ANTHONY’S COLLEGE
Sta. Ana, Cagayan

In Partial Fulfilment
Of the requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in Social Science

PHILIP ANTHONY G. CASTILLO

2019
 ACKNOWLEDGEMENT

I feel proud to present this hard work of mine as I performed my

practice teaching at Sta. Ana Fishery National High School.

Rigorous hard work has been put in this project to ensure that it proves
to be a good one. I hope that this project would be a model for the next
generation of student teachers that will guide them in every possible way.

This project wouldn’t have been possible without the proper and
hands-on guidance of all the special people behind me. I wish to extend my
heartfelt and profound gratitude to all these people who in one way or
another have contributed efforts and support to make this endeavor a
reality.

First, my professor, Ma’am Wilhelmina P. Mata, Ph. D, who guided me in

fulfilling one of my dreams to become an educator. She may have been
severe in disciplining us to comply with the required standards but this
disciplinary ways necessitate me to always be on time and precise with my
actions and works.

Secondly, Ma’am Rhodalina T. Dalipe, LPT, my cooperating teacher

who helped me all throughout my journey as a practice teacher. She instilled
in me the importance of integrating values had lasting effect to my students.
With her thoughtful feedbacks, suggestions and recommendations has
taught me how to become more effective teacher.

Special appreciation, to my supermom, Mama Beth, for always

showing me how wonderful our world is. I am offering this another considered
achievement to her and wanted her to know that she is my real world.

In addition, my classmates and friends, our catch-ups, molded us to

exert higher than the usual. Rest assured that our bondings will be treasured
forever as part of my life and professional development

Above all, to our Almighty God, for lighting up the lamp of hope,
courage and patience to the success of this undertaking. For all His graces,
my prayers of thanks.

These inspirations aimed me to always move forward.

 TABLE OF CONTENTS

ACKNOWLEDGEMENT………………………………………………………..
INTRODUCTION…………………………………………………………………
TEACHER’S CREED
TEACHER’S PRAYER
PROFESSIONAL DEVELOPMENT PLAN
CURRICULUM VITAE
A BRIEF DESCRIPTION OF THE SCHOOL
VISION, MISSION AND CORE VALUES
SCHOOL ID, LOCATION AND CONTAN DETAILS
EXAMPLES OF EXECUTED LESSON PLAN
OBSERVATION AND EVALUATION FORMS
BEST LESSON PLAN USING CREATIVE STRATEGIES
MY FINAL DEMONSTRATION DAY
*What went well in my lesson? Why?
*What did not go well?
*What did my students learn?
*What improvements did I make to become more effective
NARRATIVE EXPERIENCES – A SUMMATIVE JOURNAL
*Meeting with the cooperating teacher
*My 1st Day in school
*Introducing myself to the students
*My First Executed Lession Plan
*Card Day and parents meeting
*Integrating Values- A Role of Lifelong influence and friendship
*The Peak of Practice Teaching
*The Last Two Weeks – Bidding Goodbye
DOCUMENTATIONS
 STUDENTS ON THEIR GROUP ACTIVITIES
 STUDENTS PRESENTATION
 RENDERING ASSISTANCE AND PROVIDING COUNSELING DURING
VACANT TIME
 STRUCTURING THE BULLETIN BOARD
 ATTEINDING THE MONDAY FLAG CEREMONY AND WEEKEND FLAG
RETREAT
 FACILITATING SSG AND YES-O ELECTION OF OFFICERS
 AN IMAGE WITH THE SSG OFFICERS TACKLING PROGRAMS AND
PROJECTS
 SEATING IN AT THE TEACHER’S MEETING/LOCK SESSION
 HOLIDAY SEASON, CHRISTMAS PARTY CELEBRATION
  A GLAM NIGHT EXPERIENCE DURING THE JS PROMENADE
 BREAK TIME, PLAY TIME
 CLEANING THE ROOM AS PART OF CLASSROOM MANAGEMENT
 CLASSROOM BEAUTIFICATION DURING SATURDAYS
 RETREAT OF GRADUATING STUDENTS
 GETTING MYSLEF INVOLVED TO THE COMMUNITY(ATTENDING GENERAL
ASSEMBLY)
 JOINING THE CLEAN-UP DRIVE WITHIN THE MUNICIPALITY
 A SHOT WITH MY STUDENTS DURING THEIR MOVING-UP PICTORIAL
SESSIONS
 SNEAK PEAK OF OUR GRADUATION PICTORIAL
 STUDENTS AT THE PARK WAITING FOR DISMISSAL
 SAMPLES OF LEARNER WORKS AND FEEDBACK
 NC-II TRAINING AND WORKSHOP ATTENDED FOR SKILL ENHANCMEENT
 PREPARATIONS MADE BEFORE THE FINAL DEMO
 FINAL DEMO SHOTS
 A SIMPLE CELEBRATION AFTER THE FINAL DEMO
 EXECUTING THE FINAL EXAM- AN ACHIEVEMENT TEST
 OUR LAST SHOT TAKEN DURING THE LAST DAY OF REGULAR CLASS
 PRACTICE TEACHING EXIT PROGRAM
 SCHOOL FACILITIES
 EVIDENCES OF COMMUNITY OUTREACH
DAILY TIME RECORD
ARTICLES RELATED TO EDUCATION

 ARTICLE 1: Teaching and Learning with Mobile Technology: A

Qualitative Explorative Study about the Introduction of Tablet Devices in
Secondary Education
 ARTICLE II: Teaching Proficiency and Preparedness of Pre-service
Secondary Social Science Teachers: its Implications to Actual Practice

 ARTICLE III: The Effect of the Teacher's Teaching Style on Students'

Motivation Action Research
 Introduction

In DepEd Order No. 3, s. 2008, the Experiential Learning Courses (ELCS)

are indispensable components of the New Teacher Education Curriculum,
per CMO No. 30, s. 2004. The ELCS are intended to provide students with
actual learning experiences in a variety of authentic school settings after a
thorough preparation on both theories and concepts that were taught from
any Teacher Education Institutions (TEIs). Moreover, this order also ensures that
the pre-service teachers get maximum benefits from their experimental
learning courses.

With this students learn by being exposed to the situation by

acquainting themselves with a setting; by following models, pursuing
inspirations and copying behavior. In turn, TEIs provide schools with
competent teachers that are assumed to be competent both in theories and
in practice.

In St. Anthony’s College, the Teacher Education is one of the oldest

program it is offering. It practices both an Off and On-Campus Practice
Teaching as part of its total formation for pre-service teachers. The primary
aim of practice teaching is to help train its own students. Cooperating
teachers see to it that these students will already be satisfactorily equipped
on the qualities needed.

Since the school aimed to provide various real-life experiences to its

students, some students are brought out to experience public school settings
separately from primary and secondary level. In this setting, student teachers
are now focusing on adjusting and adapting to another environment which
would probably be their future homes. And following the rules and guidelines
mentioned earlier, these two different settings are expected to serve their
purposes.

The goals of the ‘Advanced Student Teaching’ include:

Independent practice in all aspects of the teacher’s work together

with other trainees;

Practicing an implementation of reflective teaching; and

Familiarizing oneself with a school community and its operations as an

organization.
 Practice teaching plays a central role in achieving the general goals of
teacher education. The 3 month practice periods take place in different
stages of the studies, and they provide a student with a chance to familiarize
him/herself with education, teaching and learning in their different forms as
well as to discuss the experiences openly and critically with his/her co-
students and teachers.

After that, a final execution will be asked from the student teachers to
assess all that is learnt from their practice period. Having them fully observed
and evaluated, the school also gives recognition to those who will excel in
the demonstration. Best Demo, Best Practice Teacher, Best Strategy, Best
Output are the awards to name a few.

This school year, thru the initiative of Professor Hely Mata and with the
cooperation of the graduating students, a first ever practice teacher exit
program with the theme “Forging partnerships in molding future Christian
educators” was done for a culminating activity in which student teachers
were able to hear general observations and feedbacks- be it positive or
negative from their cooperating teachers.
 STUDENT TEACHER’s PRAYER

Merciful Father, grant us, we pray earnestly to desire, prudently to study,

rightly to understand and perfectly to fulfill all that is pleasing to you for the
praise and glory of your name.

Lord, we thank you for all the blessings and opportunities you have given us
together with the strength and challenges we face every single day that
comes. We ask your forgiveness for all the things we have done against your
will.

Equip me with wisdom to teach my students how to live this life on earth.
Open our minds as we are about to learn another knowledge and the glory of
your creations.

May we eagerly seek the truth, resolutely do justice in our lives and be
unceasingly filled our hearts with compassion for all your sons and daughters
and in all things that you may be glorified.

We ask all this through your son, Lord Jesus Christ.

AMEN.
 TEACHER’S CREED

I BELIEVE………

That teaching is not a profession but a Vocation, demanding dedication and

a deep sense of commitment….

That I am a co-worker with God in the divine task of molding and forming the
young and growing minds entrusted to my care....

That as a lamp diffuses light, dispelling the darkness around, so I too as a

teacher meant to diffuse understanding and knowledge, dispelling the
darkness of ignorance and doubt….

That I possess- tremendous power to make a child’s life miserable or joyous. I

can humiliate or humor, hurt or heal and in all situations, it is my response that
decides whether a crisis will be escalated or deescalated and a child,
humanized or dehumanized…

That I can teach and influence far more by the example of my own life, my
principles and values, than I can by all my teaching or my precept…

That having willingly chosen to be a teacher, I must be willing to respond with

the EFFORT, DEDICATION and ZEAL, that teaching demands and deserves.
 PROFESSIONAL DEVELOPMENT PLAN

A goal-setting like this charts my direction for continuous development.

I then need to be determined and should appropriate strategies to address
these targeted ones.
After graduation, “What professional development activities do I think will
contribute to my teaching’s success?”, this is the next question that needed
to be answered and acted.

My earning units experience has been a fascinating one- mostly because I

never expected to be a teacher in the first place. I’ve always liked the idea
of helping others and explaining possible response that clears the curiosity of
students, but still- I was somehow doubted that I wasn’t meant to be a
teacher.

However, I still did possibly because there is one person who influenced me
greatly to pursue – my mother who embodies everything I admire in teachers
duely recongnized for her real-life and heartfelt instructions. So I have to
admit that she still influences my career choices and has been the main
reason why I’ve come to realize that teaching is more than just a profession,
that it’s my call. That’s why now I feel fortunate for having the chance to
teach in the future.

The time I realized that teaching could be my call was the moment I knew
that in order to be an effective and efficient teacher, I primarily need to be a
learner.

Here are my targeted plans for improvement:

To be able to teach in a school who are very purposive in training
newbies like me,
Should develop my teacher-student relationship so that I can
strengthen my personality and can connect well to my students and by
that I can continue to nurture these relationships as they give me great
pleasure and make my work enjoyable.
But if not given the opportunity to teach immediately, I’d be willing
enough to volunteer myself for extending my knowledge to the
marginalized ones.
Should mingle to professionals and seasoned teachers to interchange
ideas or issues and collect data on the updates of instruction for me to
stay involved.
Participate in accredited CPD trainings, seminars and workshops.
 Pursue graduate studies to gain a bigger voice in the national
conversation on education.
Lastly, a reflection and analyzation on my work over and over again to
evaluate which among the standards have been attained and what
room needs to be change and ratified.

As future educators, it is necessary to further develop my understanding of

teaching techniques, classroom management strategies and professional
resources. These all are my hopes and dreams after graduation and after
passing the licensure examination for teachers. If these would be all attained
and granted, I believe I can become more valuable member of the
educational community.

Then, my signature below indicates my vow and declaration that I will do

what is specified hereon.

What I can say for now, the future is still a mystery, but I definitely see myself
in a classroom. And although I can’t exactly tell where is the next stop of the
journey will lead me, one thing is for sure – I will keep teaching and learning,
learning and teaching. (as once said by a Latin Philosopher named Hobbes.)
PHILIP ANTHONY DE GUZMAN CASTILLO
Contact No. : 09357409689
Zone 2, Brgy. Tangatan Sta. Ana, Cagayan Valley 3514
philipanthonycastillo07@gmail.com

___________________________________________________________________________
SUMMARY:
Energetic, results-oriented hospitality practitioner, eager to bring strong skills
to a growing company. Excellent organization, communication, and
relationship-building skills. Articulate and friendly with a professional
demeanor.
___________________________________________________________________________
CORE COMPETENCIES:

 bove Average in Language Communication Process

 Exceptional Mathematical Skills
 Computer Skills on Microsoft Office and other Accounting Software
 Basic Foreign Language both oral and written in Mandarin (Chinese)
and Nihonggo (Japanese)
 Organizational Skills on Leadership and Directing
___________________________________________________________________________
PROFESSIONAL ATTAINMENT:

Tertiary : BACHELOR OF SECONDARY EDUCATION

Major in SOCIAL SCIENCE
St. Anthony’s College
Sta Cruz, Sta Ana, Cagayan
2018-2019

BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

Award: Academic Distinction
Cagayan State University - Andrews Campus
2016-2017

Secondary : St. Anthony's College

1st Honorable Distinction
Sta. Cruz, Sta. Ana, Cagayan
2011-2012

Primary : Tangatan Elementary School

Valedictorian
Tangatan Sta. Ana, Cagayan
2007-2008
WORK EXPERIENCE:

SK FEDERATION PRESIDENT
Local Government Unit
Sta. Ana, Cagayan
June 2018- present

HUMAN RESOURCE SPECIALIST

Succeed Asia Ventures Inc.
San Vicente Sta. Ana, Cagayan 3514
October 2017- May 2018

RESORT ON-THE-JOB TRAINING

Villa Saturnina Resort
Brgy. Rapuli, Sta. Ana, Cagayan
June - August 2017

HOTEL ON-THE-JOB TRAINING

Taj Hotel and Restaurant
Taft St., Brgy Centro 08, Tuguegarao City 3500
March - April 2017

RESTAURANT ON-THE-JOB TRAINING

Max's Tuguegarao, Max's International
26 Arellano St, Tuguegarao City, 3500
March - April 2016
___________________________________________________________________________
ACHIEVEMENTS:

 Leadership Award from Hon. Melvin Boy Vargas, Office of the Vice
Governor
 Field Efficiency Awards for 3 Consecutive Regional Championship in
Hospitality Competencies
 Literary Award for being Debater of the Year
___________________________________________________________________________
ELIGIBILITY:
CIVIL SERVICE ELIGIBILITY
Professional
CSC No. : 02-180723-018
NATIONAL CERTIFICATE II
Food and Beverage Services
Valid Until : 2019
___________________________________________________________________________
AFFILIATIONS:
Federation Treasurer
SK Provincial Federation
Cagayan Valley
2018-2020

President, Uniwide HIM Institute

College of Hospitality Industry Management, CSU
2017-2018

Mayor, College Student Government

College of Hospitality Industry Management
Cagayan State University
2016-2017

Co-Chairman, Convention and Events Management Class 2017

Regional Hospitality and Tourism Convention and Expo 2017
Cagayan, Region II
___________________________________________________________________________
SEMINARS ATTENDED:
Philippine Councilors’ League
Bohol, VIsayas
October 2018

National Movement of Young Legislators

Boracay, Visayas
November 2018

Inter-Campus Skills Olympics

"Limitless Skills, Borderless Flair Towards ASEAN Way"
May 9, 2017

Regional Financial Literacy Seminar

PLRC, Province of Cagayan
March 9, 2017

BAR EXPOSURE PROGRAM

TGIF Manila
May 15, 2016
 Seminar on Human Resource Management and Attitude Towards
Success
Legend Hongkong, Pasay City
May 12, 2016

National Tourism Convention 2015

"A Roadmap to Hospitality & Tourism Industry"
Crown Pavilion, Tuguegarao City
December 5, 2015

Forum and Workshop on Gender Issues and Problems

Amphitheater, Cagayan State University
August 18, 2015
___________________________________________________________________________
CHARACTER REFERENCES:

WILHELMINA P. MATA
Head Teacher III
Sta Ana Fishery National High School

ELSA T. BALANAY, MAEd

Academic Coordinator
St. Anthony’s College
Contact No. : 09352983691

ELVIRA C. BROOK
Owner, Villa Saturnina Resort
Brgy. Rapuli, Sta. Ana, Cagayan
Contact No.: 0174889302

___________________________________________________________________________
I hereby certify that the above information are true and correct to the best of
my knowledge and belief.

______________________________________
PHILIP ANTHONY G. CASTILLO
 SAFNHS VISION MISSION & CORE VALUES

VISION

We dream of Filipinos who passionately love their country

and whose values and competencies enable them to realize
their full potential and contribute meaningly to
building the nation

As a learner- centered, public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino

to quality, equitable, culture-based,
and complete basic education where:

Students learn in a child-friendly,

gender-sensitive, safe and motivating environment.

Teachers facilitate learning and

constantly nurture every learner.

Administrators and staff, as stewards

of this institution, ensure an enabling
and supportive environment for effective
learning to happen.

Family, community and other stakeholders

are actively engaged and share possibility
for developing life-long learners.

CORE VALUES

MAKA-DIYOS
MAKA-TAO
MAKAKALIKASAN
MAKABANSA
 “The School Logo”

School ID : 300488
School Email Address : sfnhs1977@yahoo.com.ph
School Address : Edsa Street Brgy Centro Sta. Ana, Cagayan
 BRIEF HISTORY OF THE SCHOOL

Sta.Ana Fishery National High School has its beginning as a Barangay

high school formerly known as Sta.Ana Barangay Fishery High School which
was established under Resolution No.06 series of 1977 by the Municipal
Government of Sta.Ana in conformity with the Barrio High School Act or
Republic Act No.6054.It was established July 17,1977.

Its first location was within the auspices of Sta.Ana central School. For
the first school year 1977-1978, it had 39 males and 21 females or a total of 50
first year students with only 1 section and four teachers: Namely,Mrs. Clarita
Avila,Mrs. Juana Agbayani,Mrs. Gasat Sumibcay and Mr. Rafael Avila, the
pioneer teachers. The direct supervision was given to Mrs. Vicenta Q.
Alcantara, the District Supervisor of Sta.Ana during that period.

By year 1980-1981, the school had four year levels. Mr. Leandro
Bacuyag, the principal of Camalanugan High School was in charge of the
supervision of Sta.Ana Barangay Fishery High School. In March 1981, it had its
first batch of graduates. The following school year 1981-1982, Mr. Servando
Manuela from Lallo, Cagayan took charge of the school and he became the
first full time school head of the school until 1991.

Sta.Ana Barangay Fishery High School acquired its national status

through Executive Order no.189 signed on July 1, 1987 which raised all
barangay high schools to national high schools. The school became a
recipient of the Secondary Education Development Program (SEDP) Building
Packages. The buildings were put up in an area of 10-hectare lot which was
donated by the Local Government under the administration of Hon. Mayor
Elpidio Tobias. At first, it had only 4 buildings in the old site in 1991 to 1995, in
which Mr. Rafael Avila Jr, took charge of the school.

Year 1996, Mrs. Odilona C. Custodio took charge as full-pledge

Principal I of Sta.Ana Fishery National High School. Through her initiative, the
school was able to acquire additional buildings, new teacher items and
worked on the reclassification of Teacher 1 positions to Master Teacher
positions.

With the desire of the school to respond to the demands of Economic

Enterprise and at the same time to produce quality graduates who can be
productive even just after graduation from high school, the Technological
Vocational Curriculum marched on stage on March 2011.

The school is now fully Technical Vocational School with fishery as its
foremost field of specialization.
 On the notable achievements of the school, year 1989, when the
school published its first school paper, “The Navigator” and from then, started
participating in the National Press Conference in which also recipients of
awards both from Division and Regional levels and had been qualifier for the
National Press Conference.

Year 1990, when the school started to make a name in the field of
swimming making her send swimmers to the National competitions every year
and a consistent contributor of gold medals to region 02.
In the field of academic contests, the school had been also recipients of
different awards in the Division and Regional levels.
In terms of its graduates, the school had already produced professionals who
are serving now their town, around the country and even other parts of the
world.

At present, the school has a total population of 1976 students.

The school has now the following personnel, 1 principal III, 1 Head teacher III,
4 Master teachers, 9 teacher III, 16 teacher I, 3 PSB and 3 LGU teachers with 1
book keeper, 1 disbursing officer, 2 Utility and 2 security guards.

In terms of school facilities, the school has 2 laboratories with 72 units of

computers. In 2009, SAFNHS is a recipient of 1.5M tools and 1.5M construction
of a modern fish Hatchery.

The school has 15 school building, 10 are academic, 5 non-academic

which include the Library, TLE, school canteen, reading center and the guard
house.

The gymnasium which is situated at the side of the fourth year building
and third year building is the priority project of the PTA of the school.

The concrete fencing of the 10,000 hectare lot is still going which is little
by little realized through the special education fund granted by the local
government unit and other solicitations from generous donors.
The school has also its own fiscal autonomy.

THE SCHOOL is now 41 years old and continuously serving Sta. Ana and
its people.
Best Practices

 Scholarship Program offered to the following students;

 Valedictorian and Salutatorian
 Athletes who can reach CAVRAA
 Editor-in –Chief of the School Organ
 Scholarship Program sponsored by the Teachers
 Earn While you Learn Program
 Institutionalization of the Reading Program, as early as during
enrolment period June, 2011
 Mentoring Program
 Recognition of Performing Students during the Convocation
Program every grading period and the best among the
students in all the subject areas in the lower section.

SCHOOL LOCATION AND SATELLITE MAP

 MY FINAL DEMONSTRATION DAY

After the final demonstration, I felt relieved, contented and happy.

Relieved because finally “I made it!” I had overcome my fears. Contented
because I know and I believed that I made my part since I gave my very best
to impart and share ideas to my students. I motivated my students in
enhancing their skills. I felt happy because I also saw the happiness in the
face of my students. I had enjoyed the class. They were all very engaged
and they really participated fully during the classroom activities.

After my demonstration, I realized that teaching isn’t an easy job. It

requires our full dedication, love and compassion on the profession and the
learners. Dedicated in a sense that we, teachers should have the ability to
inspire students through approaches, actions, and even through the lessons
and activities that students were engaged. “Teachers cannot teach what
they do not know”. And in teaching, things that should be taught must be
good, true and correct.

My students have taught me some invaluable lessons during my

practice teaching. The lessons where there for me to learn and taken
together as they have helped me think more clearly about what I want my
students to know and do, and who I want them to become. These are the
lessons that made me a better student teacher.

*What went well in my lesson? Why?

I believed that my lesson was good enough and well-planned for I

sacrificed several nights preparing for it.

I used the Multiple Intelligence as my strategy during their group

activity and it suit to their capability and understanding since it is in their best
interest. I grouped them into five and gave different tasks to test the MIs such
as radio broadcasting (verbal linguistic), art making (visual-spatial), short
debate (interpersonal and logical), sing and dance (bodily kinaesthetic), etc.
With this I did made them participative fully to the class and made the class
enjoyable that we didn’t even noticed the one hour class or the time
specifically. This proved that I showed effective and creative live teaching
style.

Adding more, I tracked the time for executing the parts of my detailed
lesson plan and successfully finished the time exactly from setting the mood
to assessment of learning.
 I also made use of visuals for them to see since according to research
students better remember information when it is represented and learned
both visually and verbally.

*What did not go well?

I may have overlooked of something but as far as I remember, only the

noise of the neighbouring room barred my discussion that’s why when I
noticed that, I spoke louder as I could to get my student’s full attention and
for them to clearly understand the flow of the topic.

*What did my students learn?

According to my students, they learned how valuable our votes are

and the importance of getting ourselves involved and become vigilant to the
happening of our society and/or the government. From the activities, they
appreciated the value of participating in group activities. Also because of
their interest and eagerness to learn, they all got high scores both in their
performances and quiz.

*What improvements will I make to become more effective to my class?

One of the most important lessons that I learned was the importance of
feedback. More than just asking for feedback, you need to have a good
attitude about the information that you receive. What will you do with this
information? I found that when I was teachable and willing to hear criticism, I
saw greater improvements in my teaching and increases in my confidence

During our student teaching experience, we want to find ways to

improve our teaching skills. So I asked my students and my cooperating
teacher the lapses during my demo. I think that maybe I used too many filler
words, look at the floor too often, or stood in one place the entire time. My
cooperating teacher pointed out these things to me, that’s why I made the
necessary changes to improve.

Having these flaws figured, I now knew my room for improvement and
helped me look for alternatives that would possibly be the key for a better
student-teaching process.
 SUMMATIVE JOURNAL
My daily routines and memorable experiences

MEETING WITH THE PRINCIPAL, HEADS AND COOPERATING TEACHER

October 2018 is the month when we started to observe outside the

campus. As per noticed, we tried to seat-in with different subject teachers to
find out the best classroom management styles and strategies until we
finished accomplishing all that were listed for observations.

New Year came and it’s January 14- feels like a 1st Day High but it
wasn’t. At first I was so rattled, I don’t know where to go, where to start and
who to approach. What I did was, I went to Ma’am to finally confirm who will
be my cooperating teacher. Luckily she assigned me to a very simple and
generous teacher -Mrs. Dalipe. Ma’am Hely gave me good advice that
calmed me down. She said, “upon going in, just be yourself and make small
talk (I don’t know what that small talk mean, I thought it’s because I am just
so talkative. Peace!) You know what you know, so don’t pretend you know
something you don’t”. I liked this advice that she gave me because it is true
and realistic. So I immediately went to her (Maam Rhoda) for courtesy call,
introduced myself and formally asked her time to guide me in my practice
teaching.

Then, we talked about my class assignments, gave me my schedules

and the curriculum guide for me to be aware of the lessons ahead.

Before I went home, she reminded me to prepare my lesson plans for

the whole week in advance.

INTRODUCING MYSELF TO THE STUDENTS

January 15, 2019 at 10 o’clock in the morning, I met the class of Grade
10-Grouper, so they were the first class I attended to introduce who and what
I am.

I told them that I am a student-teacher taking educational units from St.

Anthony’s College and this will be my second degree already. They were very
inquisitive how is that, can that be possible. I told yes it is for as long as you
wanted to study again and again and finally they believed me.
 Few of them knew me for we are living in the same streets and
personally with my current position in the government, they even called me
Mr. President. I replied to them that at school, it shouldn’t be that way but as
their Sir.

As usual, there were students asking my family background and where

do I live. I said that I live in Brgy. Tangatan and that I just came from a poor
family that is why I am taking this move to elevate our status.

Until I finally met all my 3 subject classes. The funniest part was they
asked my civil status. It’s complicated and it’s so hard and everybody
laughed and made some “lifehugots”.

The day finished with their willingness to know me more.

DISTRIBUTION OF CARDS TO PARENT ESP. TO THOSE WHO ARE WITH HONORS.

This week I was able to experience the challenge of dealing with

difficult behavior and difficult parents. After having helped complete this 3rd
Grading report cards, I knew that some students were going to be glad and
upset and some parents were going to reach out with their concerns.

There were a few that I knew the parents were not going to be so
excited about. There were some who were pleasing us teachers to ratify the
grades and do some considerations for their children’s bad performances.
There were students who hold themselves to high expectations, as do their
parents. I had also recognized a few parents who reached out with questions
regarding their children’s grade, and my teacher allowed and showed me
how to respond diplomatically. I learned how to address the parents’
concerns in a way that was respectful and backed up by data. It was very
encouraging to see such positive responses from them, and I have learned a
lot about how to approach difficult conversations with parents.

INTEGRATING VALUES TO CLASSES- A ROLE OF LIFELONG INFLUENCE and

FRIENDSHIP

I have always valued the role I play as a teacher in the growth of my

students. While the importance of academic growth in students is obvious, I
also recognized the importance of each student’s social and emotional
growth as well. As a teacher, I have a powerful influence on my students’
growth in each of these areas of their lives, and I was able to see the
importance of this influential role during the 1st month of teaching them.

There was a case of simple bullying or should I say a small brawling

involving several of my students this week. The students in my class refrained
from sharing what happened for some time, but they eventually pulled my
cooperating teacher aside and let her know. They were obviously upset
because of it. When my cooperating teacher involved me in this situation,
she explained that she was going to hold a class meeting at the end of the
day. I was curious as to how my cooperating teacher was going to address
this situation and how the class/students involved were going to react.

It was very interesting to both observed and contributed to a

conversation with the class the next morning where students shared personal
feelings and perspectives involving bullying. When discussing how to handle
a situation where someone is being mean to them, one student shared, “You
should ignore the person and just walk away.” Another student said, “You
should be sarcastic back.” Finally, another student said, “You should be nice
to them.” It was very eye-opening to see the various responses and
experiences that these students had. This opened an important conversation
on how to be an up stander, show kindness to others regardless of your
feelings, and how to encourage one another to do this.

I am thankful to hold this important role.

THE PEAK

Few weeks later, my cooperating teacher told me to prepare a lot of

group activities every meeting. I learned by this that students want to be
engaged if you give them the opportunity. Using Multiple Intelligence may be
sometime crucial but if it suits to their interest can be a key to a well interacted
class. I realized that I need to find a way to reach to every student because
by doing so I can even influence those who do not usually respond.

There were even days where I felt frustrated that the students were
extra talkative and somewhat rude. I was about to shout over those group but
thanked my guardian angel whispered to my ear no. I was able to control my
temper. However, after spending so much effort redirecting bad behaviors, I
started to focus that energy on the students that were on task and wanted to
learn. It made all the difference in my day.
 Student teaching was a great experience. It had its ups and downs,
but I became a better teacher by working to make the most of my
experiences and looking for opportunities to learn.

Having these experiences is the true life of a student teacher.

THE LAST 2 WEEKS

As the semester is winding down, I have been truly experiencing one of

the best parts of teaching, the relationships that are formed. I am becoming
so sad to be leaving these kids soon, and I am reminded of why I love this job
so much. As teachers, we spend the majority of the day with our students.
While they may drive us crazy many days, it is inevitable that there will be
relationships formed and connections made that leave lasting impressions. I
will miss these kids and the adventures that they bring to me each day.

I have learned the value of making these connections from day one.
My relationships with these kids have been building each day, and it is
amazing to see how far they’ve come. I have learned how intentionally
forming these relationships plays such an important role in the environment
and community of the classroom. I have built mutual respect and rapport
within my classroom, and I have seen the benefit of these relationships in
several ways.

First, I had a student who simply tell me how great a teacher I was and
how they want me to stay. They even posted a meme on Facebook that
Social Science teachers are the best teachers for they do not only
teachhistory but will leave a memory that will be part of their life history. This
was so incredible to hear, and I was so touched by this comment.

Also, I have seen students opening up to me and instinctively coming

to me with their comments and questions. I have loved watching this grow
with my relationships formed. They truly consider me their teacher and trust
me and my abilities enough to come to me rather than my cooperating
teacher.

Although the end of the semester was sad and sentimental, I am

hoping someday that these students will leave a smile on their faces and will
show me that smile whenever we got a chance to see each other along the
road/streets or anywhere.
 PROFESSIONAL READINGS

ARTICLE 1: Teaching and Learning with Mobile Technology: A Qualitative

Explorative Study about the Introduction of Tablet Devices in Secondary
Education

Information and communication technology is a principal driver in our

Information Society [1] of which the immediate consequences for
educational practice can be observed [2]. Following this evolution, several
authors [3,4] have mentioned the need to shift from the traditional classroom
setting, where the student is seen as a passive consumer of educational
knowledge, to a classroom in which learners are considered active
participants and where collaboration and sharing information in a resource-
rich environment is given precedence. To advance this shift and the
necessary educational reform, hardware and software developers promote
new technological tools, and more specifically tablet devices, as magic
devices [5,6]. These tablets are more narrowly defined by the New Media
Consortium in 2012 as iPads, Windows -or Android devices, i.e. small, wireless,
mobile personal computers which have finger-driven touch screens and are
backed-up by diverse applications in a well-provisioned application
marketplace [7].

According to this transformation to a more technology-enhanced

learning approach, Hattie [8] has indicated that: "An analysis of the meta
analyses of computers in schools indicates that computers are used
effectively (a) when there is a diversity of teaching strategies; (b) when there
is a pre-training in the use of computers as a teaching and learning tools; (c)
when there are multiple opportunities for learning (e.g. deliberative
practice, increasing time on task); (d) when a student, not teacher, is in
"control" of learning; (e) when peer learning is optimized; and (f) when
feedback is optimized." [8]. In other words, Hattie [8] claimed that the
following conditions should be fulfilled in order to integrate technology into
the classroom; namely the role of the teacher, the need of
professionalization, and the need of adapted teaching and learning
approaches.

While it can be argued that the use of technology during classes can
support constructivist approaches [9,10], implementing technology into
classes does not imply a radical change of the didactics [11,12]. According
to Yelland [13] learning with technology needs more than making learning
activities digital, it is also about creating ‘contexts for authentic learning that
use new technologies in integrated and meaningful ways to enhance the
production of knowledge and the communication and dissemination of
ideas’ [13].

Obviously, with regard to integrating technology into the classroom

setting, it is the teacher’s main responsibility to facilitate this educational
innovation [14,15]. In this light, Fullan [16] formulated three important
dimensions for educational innovation: (1) the possible use of adaptive
material; (2) the possible use of new teaching approaches and, (3) the
possible change of beliefs. While the need to investigate perceptions is
emphasized by numerous authors [15,16] who stress that cognizance of end
users’ perceptions of this technological innovation is crucial for predicting the
success, speed and extent of its integration in classroom practice, teachers’
beliefs and attitudes towards innovation should be examined. Furthermore,
research of Fullan [16] and Niederhauser & Stoddart [17] show that teachers’
beliefs are crucial; their beliefs are related to the actual uses of the
implemented technology. The personal willingness of teachers to adopt and
integrate innovations into their classroom practice is the key for successful
innovation [18, 19, 20]. In this context, Niederhauser et al. [17] and Becker et
al. [21] distinguished between two kinds of teachers; those who either have a
constructivist approach or have a more behaviorist approach to the use of
technology in education. In particular, teachers who held more traditional
beliefs about teaching and learning tended to use didactic instructional
methods while teachers with more constructivist beliefs tended to use
student-centered inquiry based methods. Understanding their beliefs is clearly
a first step in the development of a deeper understanding of educational
innovations in the context of complex classroom practices [22].

Integrating innovative technology during classroom practices

inevitably demands teachers to acquire new technological and
pedagogical skills [7]. The didactical use of tablet devices is decisive for the
learning process [23]. Teachers need skills to be able to transform the learning
content, the so-called Technological Pedagogical Content knowledge
(TPACK) [24]. However, it is known that most of the teachers integrate
technology in order to provide content in a digital way, instead of using them
to enhance learner-centered approaches [23]. In this light, Welliver' s
instructional transformation model [25] can be introduced. This model
describes the stages that reflect the level of technology integration among
teachers. The five stages are familiarization, utilization, integration,
reorientation, and (r) evolution. While familiarization entails the stage where
the teacher becomes aware of technology and its potential uses,
(r)evolution refers to the stage where technology is a learning tool that is
seamlessly woven into the teaching and learning process. In other words,
technology can be integrated from enhancing learning
to transforming learning.
 While an amount of research described teachers’ perceptions towards
a number of technological tools, such as learning management systems [26],
digital learning environments [27], and blogs [28], studies concerning
teachers’ perceptions of tablet computers are limited [29, 30]. Although there
is relatively little academic research on the use of tablet devices, the
exceptions include for instance the work of Burden [31], Clark & Luckin [7],
Clarke & Svanaes [32], Montrieux et al. [30], Cumming et al. [33], and Heinrich
[34]. This available perceptions-based research showed that teachers
expressed positive perceptions towards using tablets [8, 30, 31, 35]. The
reported instrumental advantages of this innovation were related to
administrative tasks, but more importantly it enabled teachers to provide a
wider range of learning activities. The availability of a wide range of apps,
the connectivity to the outside world beyond the formal school walls, the
immediacy of communication tools enables teachers to explore alternative
activities such as 3D, multimodal, virtual tours, … In addition, teachers
reported more possibilities to differentiate learning more easily and sharing
information [4, 8, 33]. Cumming, Strnadova, & Singh [33] claim that teachers
pointed to the possibility of ‘real world teaching’, fostering students’
involvement. Heinrich [34] pointed to the same findings concerning teacher
perceptions on tablet use, involving using tablets to administrating as taking
presence registrations and planning classes. They also felt that tablets
promote differentiated learning. Nevertheless, implementing tablet devices
into the classroom is not easy, and requires teacher training [8, 23, 31,35].

Besides the importance of the teacher, few studies examined the

impact of important school-level variables that can influence the integration
of technology into classes [36]. Studies of Goodison [37] and Hayes [38] have
shown that local school conditions affect the integration of technology into
teaching and learning practices. In particular, the importance of the ICT-
coordinator, who can guide the technology implementation by scaffolding
teachers [39], adequate school ICT-support [40] and school ICT infrastructure
[4, 41] need to be considered during technology innovation into classrooms.

A comprehensive model that highlights the different aspects of

technology integration is called the e-capacity model [42]. In this model, ICT
as a lever for educational change is influenced by the teacher who has to
implement technology in the classroom and can implement technology for
different purposes (as a basic ICT-skills tool, a learning tool, a information
tool). Followed by the actual use of the teacher, ICT-related teacher
conditions are essential, such as teacher competence to deal with the
technology and professional development. Next, ICT-related school
conditions are needed; such as ICT-support, ICT-coordinators and ICT-
infrastructure. Finally, school improvement conditions such as leadership, and
the relation between teachers, and participative-decision making are
relevant.
 Besides the importance of measuring teacher’ perceptions towards the
implementation of tablet computers, and the necessary school-supported
conditions, the perspective of secondary school learners remains under-
researched [43]. It is not immediately clear whether the use of technology in
the classroom improves learning practices [44]. Research on the impact of
tablet devices on student learning indicates that such devices have the
potential to support learners by offering them a context in which they can
construct and share knowledge in media-rich and stimulating environments
[5]. Additionally, results suggest that the use of tablet devices seems to have
an impact on student motivation and promotes meaningful learning
experiences [35,45]. For instance, multiple pathways are now available for
learning purposes in the form of multimedia, educational games, translation
tools, and applications that support learning [7].

However, more research is needed to understand students’

perceptions concerning the use of tablet devices in an educational context
[46]. The little available research, such as from Rossing, Miller, Cecil, &
Stamper [47], shows that students were very positive concerning the use of
tablets in higher education, stating these devices are beneficial for
immediate access to information and enhancing learning experiences,
according different learning styles and preferences. Other available research
such as the report from Clark & Luckin [7] confirm these findings by stating
students are generally reported to be positive about the tablet
implementation, reporting the possibilities to motivate, engage them to
learning, the possibility to make communication between peers and peers,
and peers and teachers easier, and the added value for collaboration. These
findings show an increased motivation, enthusiasm, interest, engagement,
creativity and so on. Overall, research focusing on teachers’ and students’
perceptions towards the use of tablet devices shows that learning appears to
have become more attractive. The ease of use, the availability and direct
access to the World Wide Web and the lower threshold between students
and teachers at the level of communication are some of the elements that
reflect the changing nature of learning [7,31].

However, while recent research stated that adding 21st century

technologies to 20th century teaching practices would just dilute the
effectiveness of teaching [48]. Specific research is needed to unravel the
perceptions of both teachers and students concerning the actual use of
tablet devices in education. Most of the little available perceptions-based
research reports on the students and teachers’ perceptions towards the
impact of the tablet devices for a relatively short time period and are
particularly conducted in the context of primary or higher education. Most of
this kind of research reports the perceptions towards the introduction of
tablet devices, where a novelty effect can partly explain the positive
reactions of both teachers and students. No solid information is yet available
in the literature concerning the overall perception of tablet devices. In
conclusion, more research is needed to unpack the potential of tablet
devices that goes further than the sales hype [6].

In order to expand existing research, a focus group study was

conducted to investigate the perceptions of students and teachers on these
devices after a six-month utilization period in the first ‘iPad-school’ in Belgium
that has implemented tablet devices in a radical, school-wide way where
both teachers and students used the tablet devices intensively during all
courses, and both at school and at home. This implementation gave
researchers the opportunity to investigate the students’ and teachers’
perceptions of on the changing teaching and learning practices, and as
such, contribute to the existing literature. Due to the importance of gathering
the perceptions towards this long-term implementation of tablet devices and
the given context where we have this first iPadschool in Flanders, an
explorative study was obtained. This study has the purpose to investigate the
first impressions of the teachers and students towards this implementation. In
this case, a explorative study was appropriate.

Source: https://ejournals.ph/article.php?id=10356

ARTICLE II: Teaching Proficiency and Preparedness of Pre-service Secondary

Social Science Teachers: its Implications to Actual Practice

The national government of the Philippines through the Department of

Education (DepEd) had successfully implemented Republic Act 10533
otherwise known as the ‘Enhanced Basic Education Curriculum of 2013” or
simply called as the K-12 Curriculum Act. This remarkable change in the
educational system of the country was in compliance with the 12 years
basic education curriculum around the world. In effect, graduates of the
Philippines educational system would be comparable to the graduates of
the other countries of the world and would mean greater chances of
employment in the globally competitive world. The ASEAN integration in the
year 2015 and beyond would mean member countries of the ASEAN can
actually apply for work in the Philippines and vice versa and therefore
Filipino graduates should be equipped with the necessary skills and the
DepEd K-12 curriculum hoped to fill the gap which the previous 10 years
basic educational system of the country did not fully provide to its
graduates. In terms of mathematics, the Philippines always lag behind from
other countries in the region as evidenced by the performance of the
country in the 2003 Third International Mathematics and Science Study
(TIMMS) showed that the country ranked 34th out of the 38 countries
participating in the survey. In 2008, even with only science high schools
participating in the Advanced Mathematics category, the country ranked
lowest among ten (10) countries. This underwhelming performance of the
Filipino students in the international test comparisons motivated
mathematics teachers to continually find effective teaching methodologies
and conduct researches on how to develop deeper thinking and problem-
solving skills of students. Both national and international mathematics
organizations of teachers such as Mathematical Society of the Philippines
(MSP), Philippine Council of Mathematics Teacher Educators (MATHTED),
ICMI (International Commission on Mathematical Instruction) and the
National Council of Teachers of Mathematics (NCTM) in the US and among
others hold conferences to discuss recent and relevant issues concerning
the teaching and learning of mathematics across all levels through
presentation of research outputs of mathematics educators around the
country and the world.

Mathematics teachers play an important role in the development of

students’ mathematical proficiency and therefore teacher training
institutions of the country need to produce well-trained graduates who were
excellent in both content and pedagogy [2, 5, 8, 11] . These skills can be
developed along with their experience in the actual classroom practice but
as much as possible, these pre-service mathematics teachers were already
school-ready when they will be emerged in the workplace. Mindanao
University of Science and Technology (MUST) presently named as the
University of Science and Technology of the Philippines (USTP) mandated to
provide advanced education in science and mathematics started offering
the course Bachelor of Science in Education major in Mathematics through
the Commission on Higher Education (CHED) Memorandum Order (CMO)
No. 30 series of 2004 or the Revised Policies and Standards for
Undergraduate Teacher Education Curriculum since 2008. The university has
produced already five batches of graduates of this program and most of
these graduates already worked in either public or private high schools in
the city and even to some parts of Northern Mindanao. The majority of
these secondary mathematics education graduates has been successful in
taking in the licensure examination for teachers. The passing rate of these
graduates was always higher than the national passing rate, in fact, the first
batch of graduates got an overwhelming 92.86% passing rate while batch
2015 graduates got 77% passing rate. There was already a decline from the
licensure examination for teachers passing rate and this is quite alarming for
the universityIn order to examine the level of proficiency and preparedness
of these pre-service teachers in the actual teaching scenario as observed
by their cooperating teachers, this study was conducted. The result would
be of beneficial for the university to know what specific area these pre-
service teachers’ needs to be cultivated and appropriate training would be
created to address these problems and could be a solution for the
underwhelming performance of the graduates in the licensure examination
for professional teachers.

Source: https://www.journals.elsevier.com/teaching-and-teacher-
education/recent-articles

ARTICLE III: The Effect of the Teacher's Teaching Style on Students' Motivation
Action Research
SUBMITTED BY: MARIA THERESA BARBEROS, ARNOLD GOZALO, EUBERTA
PADAYOGDOG SUBMITTED TO: LEE TZONGJIN, Ed.D. CHAPTER I THE EFFECT OF
TEACHERS' TEACHING STYLE ON STUDENTS' MOTIVATION

The teachers, being the focal figure in education, must be competent

and knowledgeable in order to impart the knowledge they could give to
their students. Good teaching is a very personal manner. Effective teaching is
concerned with the student as a person and with his general development.
The teacher must recognize individual differences among his/her students
and adjust instructions that best suit to the learners. It is always a fact that as
educators, we play varied and vital roles in the classroom. Teachers are
considered the light in the classroom. We are entrusted with so many
responsibilities that range from the very simple to most complex and very
challenging jobs. Every day we encounter them as part of the work or mission
that we are in. It is very necessary that we need to understand the need to
be motivated in doing our work well, so as to have motivated learners in the
classroom. When students are motivated, then learning will easily take place.
However, motivating students to learn requires a very challenging role on the
part of the teacher. It requires a variety of teaching styles or techniques just
to capture students' interests. Above all, the teacher must himself come into
possession of adequate knowledge of the objectives and standards of the
curriculum, skills in teaching, interests, appreciation and ideals. He needs to
exert effort to lead children or students into a life that is large, full, stimulating
and satisfying. Some students seem naturally enthusiastic about learning, but
many need or expect their instructors or teachers to inspire, challenge or
stimulate them. "Effective learning in the classroom depends on the teacher's
ability to maintain the interest that brought students to the course in the first
place (Erickson, 1978). Not all students are motivated by the same values,
needs, desires and wants. Some students are motivated by the approval of
others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom,

be it the ethnicity, gender, culture, language abilities and interests. Getting
students to work and learn in class is largely influenced in all these areas.
Classroom diversity exists not only among students and their peers but may
be also exacerbated by language and cultural differences between
teachers and students.

Since 2003, many foreign professional teachers, particularly from the

Philippines, came to New York City to teach with little knowledge of
American school settings. Filipino teachers have distinct styles and expressions
of teaching. They expect that: education is interactive and spontaneous;
teachers and students work together in the teaching-learning process;
students learn through participation and interaction; homework is only part of
the process; teaching is an active process; students are not passive learners;
factual information is readily available; problem solving, creativity and critical
thinking are more important; teachers should facilitate and model problem
solving; students learn by being actively engaged in the process; and
teachers need to be questioned and challenged. However, many Filipino
teachers encountered many difficulties in teaching in NYC public schools.
Some of these problems may be attributed to: students' behavior such as
attention deficiency, hyperactivity disorder, and disrespect among others;
and language barriers such as accent and poor understanding of languages
other than English (e.g. Spanish).

As has been said, what happens in the classroom depends on the

teacher's ability to maintain students' interests. Thus, teachers play a vital role
in effecting classroom changes.

As stressed in the Educator's Diary published in 1995, "Teaching takes

place only when learning does." Considering one's teaching style and how it
affects students' motivation greatly concerns the researchers. Although we
might think of other factors, however, emphasis has been geared towards
the effect of teacher's teaching style and student motivation.

Source : https://steinhardt.nyu.edu/teachlearn/research/action/motivation