University of Southeastern Philippines: Course Objectives

University of Southeastern Philippines
Tagum-Mabini Campus
College of Teacher Education and Technology
COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of professional preparation of teachers. It is
the culminating internship that engages the pre-service teachers in an intensive and extensive practicum in the
laboratory (on-campus) and in cooperating schools (off-campus teaching or public school teaching) that will prepare
them for the actualization of the teaching-learning process equipped with ethical standards and professional
competencies. This course serves also as an avenue for further developing student teacher’s effective human
relations and communication as two significant factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and teach them during regular classes under
the supervision of a cooperating teacher and/or practicum supervisors. The students are expected to progress from
half day teaching to whole day teaching. They will also write weekly reflections as part of their student teaching
journal. They should act according to their roles and responsibilities and guidelines for student teaching.
Course Objectives
At the end of the course, the pre-service teachers will:
1. Articulate a coherent personal teaching style appropriate to the learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-disciplinary individual working in the school
community;
4. Collaborate with peers and other professionals;
5. Design a teaching portfolio for their context and roles, drawing upon the educational philosophies, methods
and principles of teaching.
6. Teach effectively for an extended period of time.
1
FS Practice Teaching 1
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning, Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development
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Tagum-Mabini Campus
Specific Objectives / Expected Outcomes
Specific Objectives Expected Outcomes
1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

integrating professional knowledge and
insights and pedagogical skills;
2. Conducts actual teaching across grade Pre-service Teacher’s Actual Teaching Rating
level or placements;
3. Plan, initiate, implement program of Accomplishment Report of Program of Activities to
activities which strengthens school- includes- Plans, Programme, Photo-documents,
community- partnership; Letters, Certificates
4. Conduct Classroom Action Research Classroom Action Research Paper
5. Present a student Teaching portfolio. Portfolio
6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

understanding of social justice and equity Rating
issues which impact on the curriculum
and the profession.
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Tagum-Mabini Campus
SCHEDULE OF ACTIVITIES FOR PRACTICUM
(2018-2019)
Approved New Scheme for Practicum: 2nd Sem start of class: Jan. 14, 2019
SITE OF
VENUE ACTIVITY TIMEFRAME
PRACTICUM
TEI Conference Room/ Orientation Seminar Sending Nov. 19-21
School Designated Classroom Off/ Orientation on CS,
Meeting with School
Personnel/Induction/Transition
Period
TEI Conference Room/ Capacity Building for Action Jan. 14-15
School Designated Classroom Research
Cooperating School
Deployment/Orientation
CS Designated Conference Cooperating School Jan. 16-18
Room Deployment/Orientation
First Fielding
CS Designated Classroom Induction/Transition Period – Jan. 21-25
Week 1 Half-Day Teaching (3 hours
per day)
CS Designated Classroom Half-Day Teaching (3 hours Jan. 28 – 31-Feb. 3
Week 2 per day)
CS Designated Classroom Whole Day Teaching (6 hours Feb. 4-8
Week 3-5 per day) Feb. 11-15
Feb. 18-22
Second Fielding
CS Designated Classroom Induction/Transition Period – Feb. 25 -28- Mar. 1
Week 6 Whole-Day Teaching (3 hours
per day)
CS Designated Classroom Whole Day Teaching (6 hours Mar. 4-8
per day) Mar. 11-15
Week 7-8 Filling up of School
Forms/Securing Clearance or
Completion Certificates
CS CS Conference Room Exit Conference Mar. 18-22
Week 9
TEI/CS Conference Room/ Job Placement Programs Mar. 25-29
Week 10 Designated Classroom
TEI Conference Room/ LET Enhancement Program Apr. 1-5
Week 11 Designated Classroom Action Research

TEI Conference Room/ Post Conference/Portfolio April 22-26
Week 14 Designated Classroom Completion/Submission/Final
Evaluation
TEI Conference Room/ LET Enhancement Program April 29-May 3
Week 15 Designated Classroom (Gen.Ed.)
TEI Conference Room/ LET Enhancement Program May 6-10
Week 16 Designated Classroom (Prof.Ed.)
4
TEI Conference Room/ LET Enhancement Program May 13-16
Week 17 Designated Classroom (Specialization and Mock
Board)
TEI Conference Room/ Fellowship May 17
Week 18 Designated Classroom
*** Please note:
1. Where possible Pre-service teachers should experience rural, deprived, disadvantaged,

underprivileged (DDU) or multi-grade schools.
2. A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each
week. Visitations, observations and monitoring of pre-service teachers shall be done at least three times
during each practicum.
Total Duration of Practicum: = 14 weeks (70 days)
Old Scheme New Scheme

 In-campus (TEI): Week 1 and 14 (Monday-  In-campus (TEI): Week 1(?) and Week 10-14
Friday) + 12 Fridays = 22 days (5 weeks of Monday-Friday) = 25 days
 Off-campus (CS): 12 weeks x 4 days = 48  Off-campus (CS): 10 weeks x 5 days = 50 days
days (Monday-Thursday only) (Monday-Friday)
Note: Submission of Grades (Graduating) – May 30, 2019
5
Mangga Elementary School
-Photo
Every institution possesses a PAST which it fondly looks back to, a PRESENT which is
carefully nurtures and develops and a FUTURE which it eagerly looks forwrd to. Mangga
Elementary School is no exemption. In 1987, the Family Bagares opened an annex of the
Visayan Village Central Elementary School, Visayan Village, Tagum City. The annex was
located in the humble house of Mr. & Mrs. Rodolfo Bagares with onl two classes, the first and
secong grades composing of 82 pupils. After a month from it‟s inception, it had been
temporarily moved to the Chapel of San Roque in July 16, 1987 while the construction of its
school building was then underway. Mrs. Ceferina C. Bagares served as School-In-Charge
from 1987 to 1993.
In 1990, Mangga Elementay School was officially a separate school from Visayan
Village Central Elementary School. Mrs. Ceferina C. Bagares was appointed as Head Teacher
from 1993-1999 and became full-pledged principal in the year 1999-2007.
In 2003, through Mayor Rey T. Uy, who was then a mayor before, constructed 14
classrooms taken from the City‟s Local School Board Fund and was pursued by Mayor
Gelacio Gemetiza. Former Governor Prospero Amatong and former Congressman Baltazar
Sator shared their valuable contributions by providing additional buildings and other
infrastructure projects. This was the time also that the school populaton increase to 1,
407menrolled pupila with 42 faculty members.
Through the reshuffling of Principals, in July 2007, Dr. Nestor C. Satinitigan took the
leadrership of the school. On May 17, 2009, Dr. Edgar V. Sangalang heads the school till
September 27, 2013. He pursued the painstaking Accreditation Program for Public Elementary
School (APPES) complying the different criteria in the seven (7) components namely: The
School Head, The Learner, The Teacher, The Curriculum and Institution, The School plant,
Facilities and Services and The Community Stakeholders that evaluated and assessed last
January 31, 2011 for the Division Level and March 17, 2011 for the Regional Level and
fortunately, the Department of Education, Region XI, granted the school a Level 1 status last
April 28, 2011 at the National Educators Academy of the Philippines (NEAP) Leadership and
Development Center, Elpidio Quirino Avenue, Davao City.
On September 1, 2011, Mangga Elementary School is a recipient of AGAPP

Foundation school building program for pre-schoolers, with two (2) classrooms sponsored by
PETRON CORPORATION. Ms. Aurora “Pinky” Aquina Abellada, Chairperson, AGAPP
Foundation Incorporated visited and turned over the Silid Pangarap.
Mangga Elementary School is a recipient of two (2) buildings with four (4) standard
clasrroms from DEPEd funds. Itwas blessed and inaugurated last March 25, 2013.
There was reshuffling of Principal on September 27, 2013 by Mrs. Cristy C. Epe, the
OIC- School Division Superintendent, Mrs. Siony Y. German heads the school from
September 29, 2013 to present.
6
Mangga Elementary Scool still moves forward to meet the demands of an increasing
student population and new programs vis-a-vis academic excellence.
7
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
Mission
To protect and promote the right of every Filipino

to quality, equitable, culture-based,
and complete basic education where:
Students learn in a child-friendly, gender-sensitive,

safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged

and share responsibility for developing life-long learners.
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Goals
CURRICULUM DEVELOPMENT AND MANAGEMENT
To provide relevant comprehensive curriculum that caters to the individual

needs and abilities of our students and supports their academic and personal
development.
STAFF MANAGEMENT AND DEVELOPMENT
To develop human resource management practices in motivating staff to

maximize the contribution of each individual in improving the standard of teaching and
learning.
LEARNING ENVIRONMENT
To provide a safe, caring, conducive and friendly environment that encourages

personal responsibilities and promotes student‟s desirable behaviors that following the
policies, rules and regulations of the school being a responsible individual.
RESOURCE MOBILIZATION AND MANAGEMENT
To ensure that all human and physical resources of the school are utilized to
attain the school goals.
COMMUNITY PARTNERSHIP
To develop positive relationship with the parents and stakeholders for effective
school governance.
9
Pre-service Teacher’s Profile
Name : Elmar S. Dianos
Age : 24 yrs. old
Birthday : September 20 , 1995
Address : Prk. 16 San Isidro Bulahan STO. Tomas

Tibal-og davao Del Norte
Fathers Name : Mario S. Dinaos
Mothers Name: Thelma S. Dianos
Educational Background
Elementary : San Isidro bulahan elementary school
Secondary : STNHS
College : University of Southeastern

Philippines
10
Name: JOY LIRAZAN MOLINA
Date of birth: Aug 31, 1972
Place of birth: Coronon, Sta. Cruz, Davao Del Norte
No. of years in service: 14 years in DepEd Tagum City
6 years in Private School
Spouse’s Background , Levi Camacho Molina
Occupation: Teacher
Business Address: Dep Ed Kapalaong District, Davao Del Norte
No. Of Children: Jolienne- Bs Civil Engineering Student
Jodeanne Mae- Grade 8
Zedik Mae- Grade 5
Ziy Lawrence- Grade 2
Educational Background:
Elementary: Rizal Elementary School II
11
High school: Tagum National Trade School
College: UM Tagum College
Course: Bachelor in Secondary Education
BSED Major in Mathematics/ BEED
Graduate Studies: MAED-UMTC (18 units)
12
Class program first fielding
SECTION: Sunflowers
Class Adviser: Mrs. Lor Ruble
CLSS PROGRAM
time Min Subject Teac

her
7:30-8:00 30 ESP Mrs.
Ruble
8:00-8:55 55 English Mrs.
Cabo
nsi
8:50-9:40 50 Sciece Mrs.
Ruble
9:50- 40 Aral-pan Mrs.
10:30 lusay
a
10:30- 50 Filipino Mrs.
11:20 Opin
aldo
Afternoon
1:00-1:30 30 Read Mrs.
Ruble
1:30-2:20 50 Math Mrs.
Ruble
2:20-3:00 40 EPP Mr.
Opin
aldo
3:00-3:40 40 Mapeh
Mrs.
Ruble
13
1. Alisan, Giovanni Paulo 1. Almora, Princess wyeah
2. Alberca, Charls 2. Bruto, Pauline
3. Ballena, Rein Aldrous 3. Butigan, Merrycrist
4. Buyan, Jessie 4. Cabactutan, Princess Ashly
5. Calamba, MJ 5. Conteoso, Alexandra Sophia
6. Carpio, Prince cedric 6. Corporal, Shane
7. Dela cruz, Jhonh Lloyd 7. Daya, Fhamulan
8. Gavino, Gabriel 8. Demil, Anacele
9. Gumajob, Lindon 9. Diana, Irish
10.Guteirez, Rex ryan 10.Gubantes, Althea
11.Handyan, Milo 11.Lamano, Jillian
12.Israel, Jasmir ben 12.Orejudos, Jennel
13.Jandayan, Den michael 13.Paglinawan, Lyka
14.Lagbawan, Louie jay 14.Pama, Angela
15.Layupan, Jhonjoel 15.Piedad, Arielle joyce
16.Nunez, Ron Adrey 16.Piedad, Hazel
17.Palmagil, Vanle 17.Sison, Julienne clair
18.Quizon, Vharles 18.Tactaquin, Jullian
19.Tampipi, Lerick Lloyd 19.Tayactac, Jessame,
20.Villavito Henry
15
Mt. Mariveles
1. Acmad, Arkeen 1. Aggasid, Charmaine Comamao

2. Ang, Xaiver Luke 2. Alcoriza, Johanna
3. Asoy, Rence Andrew 3. Bahan, Zosepine
4. Baldos, Carlloyd
4. Barbarona, Jharelle Ann
5. Bararcal, Gerry boy
5. Cagay, Jean Rich
6. Campo, Ajay
7. Casialdo, Cris Jay 6. Espinosa, Jennie Babe
8. Claren, Sean 7. Galleto, Charlotte Marie
9. Costanos, Prince Lauro 8. Garces, Jenive
10 Estioso, Rasheed 9. Gog-ong, Christine Mae
11 Gonzales, Ivan James 10 Labrado, Abigail Faith
12 Hayag, Louie jay 11 Libot, Recheal Ann
13 Heneral, Ian Dave
12 Mabaso, Ma.Jerly Mae
14 Labajo, Kyle
15 Lamoste, Xyrone
13. Oclaret, Larah Mae
16. Libradilla, Jaren 14, Razal, Trisha mae
17 Natividad, Orly 15 Sugcay, Phoebe Khae
18, Nuyad, Grand, Kevin
19, Obero, Sam Angelo
20 Pabilis, Jeff
16
17
Seat Plan first fielding
Blackboard
Teacher’s Table
Teacher’s table at the

back PST’S Table
18
Seat Plan second fielding
Blackboard
Teacher’s Table
Teacher’s table at the

PST’S Table
back
19
Reflective
journal
20
Journal 1
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Tagum-Mabini Campus
Appendix A: Practicum Reflective Journals

Reflective Journal 1: Planning and Implementation of Learning Programs
Name: Elmar S. Dainos _______________________Date:_____________________________________
Course/Major Field :BEED Generalist Cooperating Teacher: ________________________
1. Do your lesson plans contain all essential elements? What are these elements? What do you consider the
learner’s need and capacity, available resources and your teaching skills?
Base on my knowledge about to make a lesson plan. A lesson plant consist of essential
elements to understand what the topic all about. In my first lesson plan in my first demo.
I am afraid and nervous because I don‟t know this lesson plan can obtain the needs of
the learners or this lesson plan can learn more, because i know that the lesson plan is
the bases or the guide of the teacher to deliver the topic. But in my first lesson plan I
cannot assure that my lesson plan has an all essential elements. But the essential
elements of lesson plan is very important to get the attention of the learner to learn. And
also being teacher someday we need to consider the capacity of every learner. In my
first lesson plan I set different activity every group. This first group they need to write a
poem the second group they need to write a songs base on the topic the last group they
need to Act base on the topic to see and they able to cooperate.
RATING DESCRIPTION
5 Presents comprehensive description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on theories learned.
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on some theories learned.
Proficient
3 Presents some description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on few theories learned.
Satisfactory
2 Presents few description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses.
22
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and
weaknesses.
Needs
Improvement
2. How do you ensure that you’re learning activities are relevant to the topic? What factors do you consider?
For me when I make my lesson plan. First I insure that my activity is suitable for
my learner. I insure that when I set an activity all mu student can participate in terms of
the lesson. And also my activity is related to my topic. It is very important to connect
your activity to your topic. Nowadays the learner is very connected to the technology
and we cannot deny that sometimes they focus on technology instead of listening to the
teacher and also the learner in our generation has a more than 10-15 mints so we
need the activity to get the attention in the whole lesson to learn what the topic is all
about and what is the importance of the topic that I discuses. And last I really consider
those children has low level that they cooperate in my class by set another activity that
very suitable to them.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. To what extend do you participate in/and or cooperate with your cooperating teacher in the planning and
implementing of the classroom activities that contribute to the development of your learner? Provide two
examples.
in my first lesson plan I already approach my cooperating teacher to guide me

what lesson plan did I use or what methods or activity that I can apply in my lesson
plan. Because my cooperating teacher know about the habits of every learners. The
23
first suggest of my cooperating teacher is I need to prepare differentiated activity
because according to my cooperating teacher that the student this generation they
very active in terms of play and every learner has a habits or ability so I need to
prepare a differentiated activity. We all know that the differentiated activity is a
method to get the attention of every children or learner. Differentiation means a
activity or instruction to meet individual needs. The concept of differentiated
instruction was originally based on the need for teachers to differentiate instruction to
meet the needs of diverse learners in the general education class (Chapman & King,
2005; 2003; O‟Meara, 2010; Tomlinson, 1999; 2003). So it is very important for the
teacher to use the differentiated instruction or activity to meet the needs of every
learner. The when I start my first demo teaching they all alive until the end of my
demo.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
Signature of the Pre-service Teacher: _____________________
TEI Practicum Supervisor’s Feedback
Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Areas for Improvement
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Journal 2
25
Tagum-Mabini Campus
Reflective Journal 2: Using Instructional Materials
Name: Elmar S. Dianos Date:
Course/Major Field: Cooperating Teacher:
1. How often do you make use of available instructional materials in teaching? What e
vidences would you show that these materials contribute to the attainment of your lessons ’objectives?
In this generation in the profession of teaching it is easy to fine materials r instruction materials in your teaching
profession. When I teach I observe in my classroom of my cooperating teacher that they are so many materials
that I can use in my teaching. First is the monitor the monitor is very important when delivered my lesson to my
student or to my learner by the monitor I can present the topic the objectives and some video to my student to
catch their attention in my lesson. And also the traditional instruction materials I use when if no electricity I use
the Manila paper and color paper to make an instruction materials. Last but not the list is the environment,
environment we can use in instruction materials when the reality happiness in our society. But I cannot deny
that when I choose instruction materials that must be suitable to my learner it is very hard for me what
instruction materials because I use different activity in every learner. That is why sometime I use recyclable
materials to make an Instructional materials for my demo teaching.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. Are your instructional materials interesting enough to arouse and sustain the interest of the learners? What
evidences would show that you have been successful in ensuring their effectiveness?
26
In m teaching and my instruction materials. Sometimes we cannot deny that we can’t assure that all student will
participate in my demo teaching. But in my 3rd demo not all they participate but most of them they participate in
terms of activity. On my 3rd demo in second fielding I create a big Rubik’s cube on that instruction materials they
enjoy. I can see their face that they enjoy. Some student sees that in my next demo we use again the Rubik’s
cube because they enjoy when they play on the activity. But not all my activity they catch their attention
sometimes my activity is not enough to give an impact to them to listen. However I kept looking forward and
make another activity and search other activity to catch their attention in my demo.
RATING DESCRIPTION
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on some theories learned.
Proficient
Satisfactory
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and weaknesses.
Needs
Improvement
Strengths
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________
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Journal 3
28
Tagum-Mabini Campus
Reflective Journal 3: Actual Teaching

Course/Major Field: Beed Generalist Cooperating Teacher:
1. Cite evidences that would show the relevance of learning activities to lessons’ objectives.
We all know that the lesson plan is compose of the 3 objectives Knowledge,
Skills and attitude and we all know that when we make lesson plan by this 3 objectives
we also connect our 3 objectives I the learning activity to provide a materials to them to
meet the 3 objectives. In my teaching when I demo my topic. One of my evidence that
shows a relevance of learning activity to lesson objectives is the activity itself because it
is useless if you‟re learning activity is not suitable to your lesson objectives. We must
sure that the important that each activity is meaningful, to the learner. That is our goal
why we create a activity and objectives o learn them what is the topic all about.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. What verbal and non-verbal communication skills do you apply to make your teaching effective? Cite
instances.
When my third demo comes I already know what is the ability and habits
of my learner when it terms of discussing. Some student we cannot deny that
some learner has no intention to listen the topic or some student always chatting
with their set meat because some they said that listing in discussion is boring.
But in my 3rd demo I use the non-verbal communication to say that they need to
listen. I use the eye-contact we know that the eye contact is very effective to get
the attention of the learner.
29
Some of the student says that I am very sensitive in teams of discussion.
After the class I explain why I am very sensitive of noise because I want
everybody listen. Second nonverbal communication is the gesture I use the
gesture and the tune of voice. Because when I get mad I use my big voice to
deliver the topic and my gesture to says to my learner that they need to listen the
topic
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Journal
4
31
Tagum-Mabini Campus
Reflective Journal 4: Test Preparation
Name: Date:
1. What measures have you taken to assure yourself that your test items were clear and simple?
When I came to the point that I must to prepare a test question or test item for the quiz or for the long quiz
because every Friday the Mangga Elementary School has a weekend long quiz all topic of this week I must
to summarize and make a test item. My test item is clear and simple because all my test item has a good
indicator and good distractor and clear instruction. A good and simple test item has a boundary. We cannot
go beyond instead all item of the test must in to my topic that I discuss.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. How did you provide testing accommodations for disadvantaged learners? Advance learners?
We all know that every learner has a strong and weaknesses some learner has not the
same capacity.
32
In my class there are some student has a capacity to compete to the other learner and some
student has a normal capacity. That is why it is very hard for me to make a test item or question
to suitable for them. I create test item that has a order in the simple to difficult item. And also in
times of grouping activity I mix the learner every group has a leader which the advance learner.
I choose the advance learner to become a leader in every group to help those who not advance
learner.
RATING DESCRIPTION
Excellent
Proficient
3 Presents some description of worthwhile experiences, explains sound judgment on personal strengths and
weaknesses anchored on few theories learned.
Satisfactory
Developing
weaknesses.
Needs
Improvement
3. Do your test items provide for a wide range of differences in ability? Describe how this has been catered for.
For me yes my test item it provide a wide range differences in ability for my learner.
Because every test has a different level in every learner. There are some questions that very
simple and some question is hard and for me my test item that I create is not a perfect output
or a perfect test item but I assure that it is relevant and suitable for my learners. And also my
test question provides comprehension to my learners.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
33
Developing
weaknesses.
Needs
Improvement
Strengths
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
34
Journal 5
35
Tagum-Mabini Campus
Reflective Journal 5: Checking, Marking and Interpretation of Test Results

1. What types of information about your pupil’s /student’ progresses have you obtained? How did you make
use of these effectively?
In my first visit of the section Sunflower, when I observed of their
behaviour some student are not participative they passive learner not active
learner. After my all demo all my activity that I present i see some student they
slowly participative I my activity. They develop the social activity with their
friends. After the discussion of the topic I call those learner who silent only to
answer my question. I can see the small progress to my learner. In the way that I
approach them after the class or lunch time. I approach them to talk and share in
that way they can share their story and in the discussion they can share also I
really appreciate their answer weather it is wrong or correct as long as they talk
and participate in the class. And last In every my demo I use the award system to
boost their confidence to answer my question. I give 5 points to those who got
the correct answer and 3 points those who not correct their answer. So when I
gather all the quiz and exam I am very happy that they are progress and grow.
36
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
2. If there were learners who did poorly in one subject area, what did you do to address this?
In my class I know that there are some student has a poor in every subject but they are
intelligence to other subject. For me as a teacher someday I know that someday I encounter
some student has a poor intelligence on the other subject. For me I as the student I interview
one on one face to face and ask him or her what is the problem why they cannot catch up this
subject do you have a reason why ? And then after I recognize what is the problem I help her or
him I give a box or other things or encouraging words to encourage hat learner to love that
subject or to study hard that subject. As a teacher we cannot discourage the learner to learn
instead of discourage we can help them by give encouraging words so that the learner can
progress for that subject.
RATING DESCRIPTION
Excellent
4 Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses
anchored on some theories learned.
Proficient
Satisfactory
37
Developing
1 Presents no description of worthwhile experiences, does not explain sound judgment on personal strengths and weaknesses.
Needs
Improvement
Strengths
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_______________
38
Journal
6
39
Tagum-Mabini Campus
Reflective Journal 6: Self-Evaluation

Name: Elmar S. Dainos Date:
1. What concerns and/or major problems did you encounter during your practice teaching? How did you
resolve these?
For me my first problem or a major problem that bother me in the whole Practicum is me.
The way I delivered my topic the way I discuss I feel nervous because /of the language. I
prepared to use the Tagalog language but the subject that I assign is the Math Science
Mapeh. When my first demo done my teacher ask me directly are you nervous? She ask me
I am very nervous because of the language that 3 subject I must to tough tin English
language but that is my weakness. My cooperating said that if I cannot explain in English I
can use the Tagalog language but not in Bisaya but she said also that I must to practice and
after that conversation I try my best and sometimes I stand front of the mirror and deliver my
topic every night before I sleep I stand on the front of the mirror and practice my demo.
Second is the lesson plan because I prefer to use the detailed lesson plan when my
cooperating teacher chick my lesson plan there are some that they omit so it is very hard for
me to adjust but my cooperating teacher said that it is okay that is part of learning so . That is
why every my demo come I choose to chick my lesson plan before I demo.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
40
Developing
weaknesses.
Needs
Improvement
1. Did you find your consultation, conferences with your cooperating teacher, TEI practicum supervisors and
other practicum mentors? What did you ask? Cite an instance where such was most significant. Why?
Every my demo done my cooperating teacher give feedback about my demo.
What I must to improve next time what is my strength and my weaknesses. She
always says to me that I must to set boundary to the student when I am teaching.
My cooperating teacher notice that I am open to my student and I am admit that
because I am close to the children because every Saturday we have a children
ministry and I am one of the teacher we teach bible story that is why I am close
to the children. All the suggestion of my cooperating teacher I grab as a positive
weather it is weakness or strength.
To my Practicum supervisor she always says to me that I must to check
my lesson plan to my cooperating teacher before I demo. And she always that
kaya lage na that‟s a short words come t my Practicum supervisor it is a big to
me as a Practicum that that words as symbol of entourage.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
41
3. What is the most important learning insight did you have about teaching that will surely inspire you in your
chosen profession?
For me base on my experience in my teaching. There are so many learning
insight that I learn during my teaching. I learn of patience ne of the most importance because
some of the learner this generation the behavior of the learner are worst. But I know that this
is the beginning of my chosen profession and every day when I go to the school I keep going
on and think positive. And I know that the process of being profession is not easy and I am
ready to face the circumstances and problem that I face someday. By the help of my
experience in my practicum days. Last is never give up and keep going because this the path
that I chose and in my practicum days I learn a lot that being a teacher is not easy. But that
some problem I think that is a positive side not negative.
RATING DESCRIPTION
Excellent
Proficient
Satisfactory
Developing
weaknesses.
Needs
Improvement
42
Signature of the Pre-service Teacher:
Strengths
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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43
Demonstra
tion
Teaching
44
First
fielding
Lesson
plan
45
Semi-Detailed Lesson Plan in Grade 4- Sunflower
January 27, 2020
I. Objectives:
At the end of the class, the pupils will be able to:
a. Explain the use of water in our daily activities,
b. Demonstrate the use of water in daily activity by deferent
presentation, and
c. Appreciate the use of water in daily activities.
II. Subject Matter :
Topic: Uses of water in Our Daily Activities
References: teachers Guide Page.63-66,
https://www.indiahomehealthcare.com/blogpost/the-importance-of-water-in-our-
daily-lives/
Materials: bond paper, marker, power point presentation
Values Integration: love the importance of water
III. Procedure:
A. Preliminary Activities:
1. Greetings :
2. Prayer : the teacher will lead the prayer
3. Attendance :the teacher will chick first the attendance
4. Reviewing : the teacher will ask the student what are the
different source of water.
B. Development Activities
1. Activity
 The teacher prepare a activity
 The teacher will divide the class into 3 groups.
 The teacher will give each group a task and this task they
will present in the whole class.
 The teacher will give a criteria of how they grade for their
presentation
Content originality Creativity Impact Total
40% 20% 20% 20 100
Group 1 role play they need to act the use of daily

activity by the use of water.
 Group 2. They need to make a sentences that talk
about the importance of water and they need to
present it in a rap version.
 Group 3. They need to make a poem that talk about
the importance of water in daily activities.
 What have you notice in our activity?
 What our daily activities that make use of water?
 Do you think we can live without water?
2. Analysis
 The teacher will introduce the lesson for today.

 The teacher will discuss what the importance of water in our
daily activity is.
46
 The teacher will show an example of daily activity with the
use of water.
3. Abstraction
 The teacher explain the importance of water in daily activity

We use water in daily activity when we need to cook a rice or
any food they need water to wash the vegetables or any
food that we need to cook.
4. Application
 Direction
In your paper write if the statement is correct
about the use of the water in daily activities and
write if the statement is wrong.
1. I use water to grow my plants.

2. When I cook rice I must first wash the rice before I
cook.
3. I use water to clean my computer.
4. When the cage of my pet was so dirty I use water
to clean the cage.
5. I use water to wash my pants.
IV. Evaluation:
 Direction:
In the box choose the words that use water in daily activities write it
in your notebook
Cooking rice watering the plants exercise

Clean the cage wash the plates folding clothes
Wash the pants clean the computer
V. Agreement:
 List 5 activities in your home that you use water write in your notebook
Prepared by: Elmar S. Dianos
Pre- service Teacher
Checked by Mrs. _Lor P. Ruble ________
Cooperating Teacher
47
48
49
January 30, 2020
VI. Objectives:
d. Identify the types of disasters,
e. Draw an image of types of disaster
f. Appreciate the importance of being ready for disaster.
VII. Subject Matter :

Topic: types of disaster in my community
References: Edukasyong Pangkatawan at Pangkalusogan Page. 380-384
Materials: power point, marker, cartolina,
Values Integration: be ready
VIII. Procedure:
C. Preliminary Activities:
5. Greetings :
7. Attendance :the teacher will chick first the attendance
8. Reviewing : the teacher will ask the students what was the
last topic that they discuss
D. Development Activities
5. Activity
 The teacher prepare the activity
 The teacher will give each group a task and this task they
will present in the whole class.
Instruction:
 Every group has assign to discuss one disaster and
give what they experience. After that they going to
present it in the whole class.
 Group 1 Bagyo at baha
 Group 2. Lindol
 Group 3. Volcanic eruption
 The teacher will ask the student
 What have you notice in our activity?
 What have you learn for our activity this day?
 How many types of disaster that they discuss?
50
6. Analysis

 The teacher will discuss the different types of disaster.
 XThe teacher will show a picture the types of disaster.
7. Abstraction
 The teacher explain the importance of being ready in time of
disaster.
 The teacher will explain the importance of radio TV and
other way of having a information about the disaster
8. Application
 Direction
 In your paper answer the following question write the
answer after the question.
1. What are the types of disaster that we discuss?
____________________________________
2. What are the cause of disaster to our lives?
___________________________________
3. What are the disaster sometimes we encounter in
our community?
4. What are some instrument that we use to get the
advance information about the typhoon or
earthquake? Give me 2 instrument
________ and ___________.
IX. Evaluation:
 Direction:
Choose the answer in the box write your answer before the number
51
Lindol Baha Bagyo
Landslide Pagputok ng Bulkan
______1. May dalang malakas na hangin at ulan.
______2. Pagguho ng lupa.
______3. Bungan g walang tigil o lakas ng pag-ulan.
______4. Pagyanig ng lupa.
______5. Pagsabog o pagbuga ng usok.
X. Agreement:
 In your paper list the example of disaster and describe it.
Checked by: ______Lor P. Robles __
Cooperating Teacher
52
53
54
February 6, 2020
XI. Objectives:
g. Identify the tips when the disaster is coming,
h. Apply the tips when the disaster is coming, and
i.Appreciate the importance of being ready.
XII. Subject Matter :
Topic: Sa Panahon ng bagyo.
References: internet
Materials: PowerPoint presentation, Printed pictures
XIII. Procedure:
E. Preliminary Activities:
9. Greetings : the teacher will greet the student
11. Attendance :the teacher will check first the attendance
12. Reviewing : the teacher will ask the students what was the
last topic that they discuss
F. Development Activities
9. Activity
 The teacher prepare a game entitled “Guess me “
Instruction:
 Each group they need to choose one representative.
All of the representative they need to action the words
and all member of the group will guess what word that
the action of the leader. The teacher will give 2 mints
time those who team has many word that they guess
they consider as a win of this game.
 What have you notice in our activity?
 What words that you guess?
10. Analysis
 The teacher will introduce the topic for this day.

 The teacher will discuss about the tips when the disaster is
coming.
 The teacher will discuss the four signal.
11. Abstraction
56
 The teacher will explain why we need to be ready when the
storm or earthquake is coming. Or what we need to do when
the disaster is coming.

12. Application
 Direction: check the statement if the statement is true
about what we need to do when the storm or earthquake
is coming and put x if the statement is false.
_____1. Mag lalaro ako sa bahay kahit paparating na ang

bayo
______2. Mag- imbak ng sapat na dami ng tubig at pagkain.
______3. Manonood ng balita sa telebisyon o making sa

radio ukol sa lagay ng panahon.
______4. Mag lalaro ako sa labas kahit masama na ang

panahon kahit paparating na ang bagyo.
_______5. Iwasang maglagay ng mga bagay na maaring

mahulog at magdulot ng malaking panganib
XIV. Evaluation:
 Direction: Write happy face if the picture shows the image of being
ready of the disaster sad face if the picture not shows being ready.
1. ______
2. _____
3. _____ 56
4. ______
Agreement:
 For your assignment you are going to find a picture of the people who
suffer of the typhoon and give your own deception.
Checked by: ______Lor P. Robles __
Cooperating Teacher
57
58
59
60
61
62
Demonstrati
on Teaching
nd
2 Fielding
Lesson
Plan
63
64
65
66
67
68
69
70
Macario P. Bermudez St, Village, Tagum City
Lesson Plan in Mathematics V

February 4, 2020
8:00 – 8:50 AM
I. OBJECTIVES
At the end of the lesson, the learners will be able to:
a) Record and display result of probability experiment
b) Calculate the probability of an event
c) Cooperate with the other member of the group.
II. SUBJECT MATTER

Topic : Simple probability
Instructional Materials : PowerPoint presentation, charts, worksheets
References : BEC PELC V .A.3.3.2, Lesson Guide 21st
Century Mathletes teacher‟s manual. P131-134
Value integration : Cooperation
III. INSTRUCTIONAL PROCEDURE:

1. Unlocking of difficulties:
1. Probability-
A meaning of how often a particular event will happen
if something is done repeatedly. The chance that something
will happened.
2. Ratio –
The relationship that exist between the often size,
number or amount of two and often represented by two
numbers.
Historical Background:
The one who first used the probability is known as a gambler. In

1600’s fermat in his correspondence with Pascal developed the theory of
probability. Pascal also worked on the concept of mathematical
expectation and there is a distribution named after him.
2. Motivation:
 Which of the following is impossible to happen?
 A frog will swim in water.
 You make it to the top 10 of your class.
 A carabao will climb a tree.
 A mother gives birth.
Developmental Activities
1. Activity
Activity on simple probability
71
 The teacher will present a big box, inside of the box
has colored square paper. 20 blue and 5 green.
The teacher will let the student pick 5 colored paper

on the big box. After that they need to record what
colored paper they pick in the box.
Questioning:
■ On the bases of the five draws, how many colored square paper there in the
box?
■ What are the totals of each color of colored paper?
■ Do you think there were more colored paper in the box?
■ If so what do you think the ratio of one color to the other might be?
■ What is the ratio of one color to other color?
2. Analysis
 The teacher will explain the process of getting the
probability of the problem.
 The teacher will show an example of getting the
probability.
 The teacher will show the formula of getting the
probability.
3. Abstract:
 Oral questioning
 What is probability?
 How do you tell the number of favorable outcomes in
an event
 What is the formula of getting the probability?
4. A
p
Regina
p write the letters of the word below in
l of paper and puts them in a box. She then
pieces
i
pick one
c letter at a time. What are the possible
a
outcomes?
t Find the probability of drawing P; a
i
vowel:
o
I or P.
n
:
 R
eP H I L I P P I N E S
a
d
the word problem and answer the question
72
1. What is the possible outcomes of picking
one letter at a time from the word P H I
LIPPINES
2. What is the probability of drawing
P?
3. What is probability of drawing a
vowel?
4. What is the probability of drawing I
or P?
IV. Evaluation:
 Solve the following problem
1. Sylvester played the roulette wheel in a fiesta carnival. A

roulette wheel has 38 number: 18 are red, 18 are black and
2 are green. And the wheel was spun what is the chance
that it land on a red number? Black?
2. A captain and co-captain for a volleyball team are chosen
from a box with the names of all 12 members in all the box.
Determine the probability that Stefh and Norhe are chosen
as captain and co-captain respectively.
3. In the Christmas raffle, Johnny has just dropped his name in
a drop box with 10,000 entries. Determine the probability
Johnny wins the prize if everyone has equal chance of
winning.
4. Jonalyn has 10 cards on her table. She wrote letter M on 2
of them and N on 8 of them. What are the odds that
someone would randomly pick a card with letter M?
V. Assignment / Agreement
Study our lesson because next meeting we have activity
Prepared by:
ELMAR S. DIANOS
Pre-Service Teacher
Checked by:
73
JOY L. MOLINA
Cooperating Teacher
74
75
March
8:00 – 8:50 AM
VI. OBJECTIVES
d) Visualize the volume of a cube and rectangular prism
e) Estimate and use appropriate units of measure for volume
f) Cooperate with the other member of the group.
VII. SUBJECT MATTER

Topic : Volume of a cube and Rectangular prism
Instructional Materials : PowerPoint presentation, charts, worksheets
References : BEC PELC V .A.3.3.2, Lesson Guide 21st
Century Mathletes teacher‟s manual. P131-134
Value integration : Cooperation
VIII. INSTRUCTIONAL PROCEDURE:

1. Drill:
The teacher will divide the class into 4 groups
Find the area of a rectangular using the following

measurement.
1. Length= 5 cm, width = 3 cm
2. Length= 20 cm, width = 10 cm
2. Revi 3. Length = 23 m, width = 12 m
ew: 4. Length = 13 cm, width = 19 cm
 5.F Length= 6 cm, width = 8 cm
i
n
d the area of a square if one side measures:
1. 5 cm
2. 10 mm
3. 8m
4. 15cm
5. 12 cm
3. Motivation:
 The teacher will shows a Rubik‟s cube to the students,
 Ask them on how many squares of the same color are there
in a Rubik‟s cube.
 How many colors in the Rubik‟s?
5. Activity
Activity on volume of a cube and Rectangular prism.
 Every group has given word problem. And they need
to solve what is ask of the given word problem.
Group 1.
 Mang kanor want to know what the area is and
volume of the rectangular of the box, the Length is 8ft
76
width is 4 ft. height 3ft. What is the volume of the box?
Draw the box figure then find the volume.
 Group 2. K
 Karen want to donate her sandals to her friend, so
Karen decide buy a big box to put her sandals. Karen
want to know what is the area and volume of the box
the Length is 10 width is 5 and the height is 8. What is
the volume of the box? Draw the box figure then find
the volume.
Group 3
Teacher jean want to know what is the volume of her
box the length of the box is 15ft the width is 10ft and the
height is 5. Draw the box figure then find the volume.
Group 4. Haban has a box the length of the box is 20ft

the width is 15ft and the height is 10ft. what is the volume
of the box of Haban? Draw the box figure then find the
volume of the box.
 What have you observe in our activity?

 What do you feel in our activity?
 Do you really enjoy in our activity?
6. Analysis :
 How did you get the volume of the box figure?
 How did you get the evolume of the figure/box?
7. Abstract:
 What have you learn in our lesson?
 What is the formula of getting the area and volume of
the cube and rectangular prism?
 What is the difference between the rectangular [prism
and the cube?
8. Application:
 Draw a cube base on the given data and give
what is the volume of every question
1. Length =10width = 6 height = 5

2. Length = 8 width = 4height = 2
3. Length =5 width = 4height = 2
77
IX. Evaluation:
 Solve the following problem
 Visualizing the following. Find the volume of
every problem
1. Janna want to buy some fruit but they need buy a

box to put all fruit in one box. The length of the
box is 5ft width is 3ft and the height is 2. What is
the volume of the box that Janna buy?
2. Teacher Richie has a big Box they want to know
what is the area and the volume of the big box to
X. Assignmen
t /
identify the capacity of the big box. The length of
Agreement the big box is 30ft the width is 15ft and the height
Study ourwhat
is 10ft. lessonisbecause next
the area andmeeting
volumewe have activity.
of the big box?
Prepared by:
ELMAR S. DIANOS
Pre-Service Teacher
Checked by:
JOY L. MOLINA
Cooperating Teacher
78
79
80

March11 , 2020
8:00 – 8:50 AM
XI. OBJECTIVES
g) identify the parts of the thermometer;
h) draw an label the parts of thermometer ; and
i) tell the importance of being a good sport.
XII. SUBJECT MATTER

Topic : Parts of the thermometer
Instructional Materials : PowerPoint presentation, printed picture of
thermometer and real thermometer,
References : BEL PELC III.D1.2, 21st Century MATHLetes
p 318-324
Value integration : Industry and helpfulness
XIII. LEARNING EXPERIENCE :

A. Preparatory activities :
1. Drill / Review –
Direction: Rearrange the words to 4 science
terms.
 EPATMERETRU
 RURMCYE
 BETU SSALG
 CALES
2. Motivation:
 The teacher will give the students a situation.
 A boy was sick and her mother want to find out
if his son has a fever.
 The teacher ask to the student.
 What is the best thing mother can use to find
the body temperature of her sick son?
9. Activity
 The teacher will present a printed picture of

thermometer.
 The teacher ask some student what is the use of

thermometer? Each question has a corresponding
points.
81
10. Analysis
 The teacher will introduce the topic for this morning.
 The teacher will discuss what the different part of the
thermometer is.
 The teacher will discuss what the use of every part of
the thermometer is.
 The teacher will show a short video to the student
about the every part of the thermometer.
11. Abstract:
 The teacher ask to the students by oral
questioning.
 Does each part of a thermometer have its own
use?
 What are the parts of a thermometer?
 What holds the glass build?
 What goes up and down the temperature
change?
 What tells how far the mercury goes up or
down?
12. Application:
 Match Colum A with Colum B write the letter only
a) Holds the tube that contains

________1. Mercury the liquid
b) Rises and falls when there is
________2. Glass Tube
change in temperature
________3. Glass bulb c) Tells how far the liquid goes
up and down
________4. Scale d) Holds the liquid
XIV. Ev e) Device that measures body
alu ________5. Thermometer temperature
ati
on:
 Label the parts of the thermometer.
XV. Assignment / Agreement

 On a bond paper, draw and color a thermometer with
its parts.
 Make an improvised thermometer with all parts visible
Prepared by:
82
ELMAR S. DIANOS
Pre-Service Teacher
Checked by:
JOY L. MOLINA
Cooperating Teacher
83

March 12
8:00 – 8:50 AM
I. OBJECTIVES
j) Find the area of circle in square meters and centimeters;
k) Manipulate and measure the diameter and radius of the circle ; and
l) Find enjoyment in doing the activity.
II. SUBJECT MATTER

Topic : Area of a Circle
Instructional Materials : PowerPoint presentation, printed picture of a
circle, marker bond paper,
References : BEL PELC III.D1.2, 21st Century MATHLetes
p 318-324
III. LEARNING EXPERIENCE :

B. Preparatory activities :
3. Drill /
The teacher create a game entitle Game Ka Na
Ba?
Direction: The teacher must read the question with a

choices twice.
1. What is122 ?
a) 100
b) 200
c) 144
2. What is152 ?
a) 250
b) 200
c) 225
3. What is102 ?
a) 100
b) 96
c) 80
4. What is 52 ?
a) 24
b) 25
c) 26
5. What is 82 ?
a) 64
b) 36
c) 65
84
4. Motivation:
 The teacher will instruct the learner to find any object
inside the classroom or any round object and show
the diameter and radius.
IV. Developmental Activities

1. Activity Group Activity:
 The teacher will group the learner into 4 groups and
every group has a different round figure.
 Let the every group to measure the diameter of round
figure that assign to them.
 The teacher will tell the pupils divide the diameter by
2 to get the radius. And the value of is
approximately 3.14 and that the formula in finding the
2
area of circle is
 Let the every group to solve what is the area of the
circle that assign to them
2. Analysis
 The teacher will introduce the topic for this morning.
 The teacher explain and discuss to the learners that
the ratio of the circumference of a circle to the
diameter is the same for all circle.
 Circumference of any circle is about 3 or 3.14
 For example the diameter of the circle is 5dm
5 dm
dm
 find the area of a circle

2

 3 14 5 5
 3 14 25
2
 Area= 78.50
3. Abstract:
Oral questioning
 The teacher ask to the students by oral
questioning.
 What is the formula in finding the area of a circle?
 What is the equivalent of the ?
 How can we get the radius of the circle?
4. Application:
 Solving problem show your solution
85
1. Cellular telephone send message within a circular area called a cell. Suppose
a cell has a diameter of 10dm. what is the radius of the cell?
2. Tony want to eat pizza, but they want to find first the area of the pizza. The
pizza has a radius of 5 what is the area of the pizza?
3. What is the area of a paper plate? The paper plate has a 15 dm.
V. Evaluation
 Find the radius and area of the circle.
1. 3. 10
5d
m dm
20 dm
2. 4. 15
dm
VI. Agreement/Assignment
 Find any circle in your home and measure the
diameter and fine the radius and area of the circle.
Prepared by:
ELMAR S. DIANOS
Pre-Service Teacher
Checked by:
JOY L. MOLINA
Cooperating Teacher
86
Demonstratio
n Teaching
(PracSup
First fielding
87
February 17, 2020
I. Objectives:
j. Identify the meaning of 4 storm signal;
k. Observed the every level of storm signal; and
l. Appreciate the importance of being ready in coming of typhoon.
II. Subject Matter :
Topic : Identify the safety precautions
References : Science book. Internet
Materials : PowerPoint presentation, Printed pictures
Values Integration : ready for the typhoon
III. Procedure:
G. Preliminary Activities:
13. Greetings : the teacher will greet the student
15. Attendance :the teacher will check first the attendance
16. Reviewing : the teacher will ask the students what was the last
topic that they discuss
H. Development Activities
13. Activity
 The teacher prepare an activity
Instruction:
 Every group has given a same scrambled words and
they need to arrange the words. Those who first to
finish the task they have a 10 points and those groups
who cannot arrange correctly the words they get 5
points.
 What have you noticed in our activity?
 What words have you created?
 What is safety precaution?
14. Analysis

 The teacher will discuss the 4 level of storm signal.
 the teacher will show a picture of every level of storm signal
15. Abstraction
 The teacher will call some student to answer the question.
88
 How many types of level that we have to determine how
strong the typhoon. And after the typhoon?
 What level is the strongest?
16. Application
 Direction: What storm signal is described below?
_____1. The wind speed is more than 185kph is expected in
a certain areas in at least 12 hours.
_____2. The wind speed is more than 100kph up to 185kph
in a place in at least 12 to 18hrs.
_____3. The wind speed is 60kph in a certain place in at
least 36hrs.
_____4. The wind speed is more than 60kph but not more
than 100kph in a certain place in at least 24hrs.
IV. Evaluation:
 Direction: Write the correct letter on the blank before the number
______1. What should to do during typhoon?
a. Stay outside b. go to mall c. stay in the house
______2. When a typhoon hits our barangay what should I do ?
a. Stay calm b. shout c. playing online game
_______3. After the typhoon what I am should I do?
a. Go to your friends.
b. Help your father to repair the damage of your house.
c. Watching your father when your father repair the damage
of the typhoon.
_______4. What you are going to do before the typhoon?
a. Prepare flash light, batteries, candles, first aid kit.

b. Prepare your toys.
c. Relax
Agreement:
 In your paper list the important things to remember before the typhoon
comes.
Prepared by: ELMAR S. DIANOS
Checked by: __ SEPTEMBERLY G. SUPERALES __
Practicum Supervisor
89
90
91
Demonstratio
n Teaching
(PracSup
nd
2 fielding
92

March 9, 2020
8:00 – 8:50 AM
I. OBJECTIVES
a. describe experimental probability;
b. solve routine and non-routine problems involving experimental
probability; and
c. cooperate with the other member of the group.
II. SUBJECT MATTER
 Topic : Simple probability

 Instructional Materials : PowerPoint presentation, charts,
worksheets
 References : BEC PELC V .A.3.3.2, Lesson Guide 21st Century
Mathletes teacher‟s manual. P131-134
 Value integration : Cooperation
III. INSTRUCTIONAL PROCEDURE
A. Preliminary Activities
1. Greetings : the teacher will greet the students
2. Prayer : the teacher will lead the prayer.
3. Attendance : teacher will check the attendance
4. Reviewing : the teacher will ask the students
Oral questioning
How can we get the probability?
What is the formula to get the probability?
Who is the one who use first the probability?
1. Activity
The teacher will show a short video of the topic.
 The teacher will ask the student what video all
about?
 How they get the experimental probability?
2. Analysis
93
 The teacher will present the topic for this morning
 The teacher will explain what experimental probability
is.
 The teacher will explain the process of getting the
experimental probability result.
 The teacher will show an example of getting the
experimental probability result.
 For example:
 A coin is tossed 60 times. A head appeared twenty-
seven times. Find the experimental.
 Solutions:
Number of times the event occurs (head appeared)

Over total number of trials
2
2
20
3. Abstract:
 How can we get the experimental probability?
 What is the formula of getting the probability?
 Can we apply the experimental probability in our daily
lives?
4. Application:
 The teacher will group divide the class into 4 groups
and every group has word problem to be solve to get
the experimental probability.
Group 1. What is the experimental probability of

getting the 1 if you spin 10x?
Group 2. In the box there are 5 different color 1 red, 1

blue, 1violet, 1 pink, 1 yellow. You want to pick the re
color. What is the experimental probability in getting
the red color if you pick 10x in the box?

getting the 3 in the dice? If you going to 5x rolled the
dice.

getting the 4 if you spin 8x?
IV. Evaluation:
94
 Find the experimental probability of every
problem.
1. A coin tossed 60 times. A head

appeared twenty-seven times. Find the
experimental probability of getting
heads.
2. A bag contains 10 red marbles, 8 yellow

marbles, and 2
Black marbles. Roma took a marble and
returned it. After 10 trials, a read marbles was picked 6
times. Find the experimental probability of getting a red
marble.
3. In the box has 3 colors 1 red, 1 orange,

and one yellow. Karen took a color and
returned it after the 10 trials yellow color
pick 4 times. What is the experimental
probability of getting the yellow color?
V. Assignment / Agreement
 Answer show the solution
5. A bag contains 10 red marbles, 8 yellow marbles, and black
marbles. Roma took a marble and returned it. After 10 trials
a red marble was picked 6 times. Find the experimental
probability of getting a red marble.
Prepared by:
ELMAR S. DIANOS
Pre-Service Teacher
Checked by:
SEPTEMBERLY G. SUPERALES
Prac-sup teacher
95
96
97
PST's
Applicati
on Letter
98
June 23, 2020
MRS. MERLYN L. TIMBAL
School Principal
Division of Davao del Norte
San Isidro Bulahan, Sto tomas, Davao del Norte
Ma‟am;
Greetings.
May I have the honor to apply as an elementary teacher in a grade level. I am ELMAR
S. DIANOS 24 years of age, single and resident of Prk 16 Bulahn Sto. Tomas Davao
del Norte . I am a graduate of Bachelor of Elementary Education major in General
Education at the University of Southeastern Philippines (USeP) Batch 2020.
It is my desire to be part of your school and willing to undergo any challenging task to
enhance my knowledge and proficiency as a teacher. I am willing to undertake new
things that will be of help in developing my skills as a teacher. I am also eager to show
and use my talents and skills to the improvement of the school.
My additional details regarding in my qualifications and expertise, I am attaching my

resume for your kind perusal and review.
Thank you so much for taking the time to consider this application. I look forward to
hearing from you. I am very much willing to come for an interview at a time and place
most convenient to you. You may contact me through the following phone number:
09263831879, or email Address at elmardianos83@gmail.com
Respectfully Yours,
ELMAR S. DIANOS
Applicant
99
RESUM
E
Of
PST
100
ELMAR S. DIANOS
Purok 16 - Bulahan, Brgy, Tibal-og, Sto. Tomas, Davao Del Norte
09305798981 (TM)
elmardianos83@gmail.com
OBJECTIVES
To apply in a Special Education teaching position where I can gently be of service to the
Bachelor of Elementary Education-Generalist (BEED)

College of Teacher Education and Technology (CTET)
University of Southeastern Philippines (Usep)
Tagum-Mabini Campus
Apokon, Tagum City
July 31, 2019
SKILLS
Teaching - related skill
 Capable to explain the subject what I teach to my student.
Computer - related skill

 I capable to use the computer to make my lesson plan for my demo teaching
Personality –related skill

 I have a skills to handle the emotion of my students and to mold them
Art-related skill
 I can play or handle the guitar to teach them in music subject
SEMINAR ATTENDED
Personhood and Career Pathing

Theme: „Anything that changes your values, changes your behavior‟
101
Miko‟s Brew, Tagum City
Participant
July 31, 2019
PRACTICUM/ ON- THE- JOB TRAINING

Educ11- Practice teaching
Grade II-
Apokon Elementary school
Purok 4- Apokon, Tagum City
January 20- May 16- 2020
FS 6- On Becoming Teacher
Grade IV
Apokon Elementary School
Purok 4- December 16, 2019
FS 5 – The Teaching Profession

Grade IV
Apokon Elementary School
Purok 4- December 16, 2019
FS 3- Micro -Teaching and the use of technology

Grade II
Maco Height Central Elementary School
Maco. Davao de Oro
August 28- December 8, 2018
FS 2- Classroom Management skills in the Teaching Learning Process

Grade II
Maco Height Central Elementary School
Maco. Davao de Oro
January 22- May 1, 2018
FS 1- Observation of Learner s’ and classroom Environment

Grade VI
Union Elementary School
Mankilam. Tagum City
August 21- December 8, 2017
PERSONAL INFORMATION
Date of Birth: September 20, 1995

Place of Birth: Sto.tomas Davao Del Norte
Civil Status: Single
Nationality: Filipino
ORGANIZATION
Member
Organization of Future Elementary Educators (OFFE)
University of Southeastern Philippines (USeP)
August, 2016 – May, 2020
PROFESSIONAL REFERENCES
Mary Jane C. Ningas
102
Assistant Professor II
0927-356-9870
Shirley Marie A. Villanueva

Instructor
Bachelor of Elementary Education (BEED)
09176247692
Loren P. Sangco
Instructor
Bachelor of Elementary Education (BEED)
09172411505
This is to certify that the above information is true and correct.
ELMAR S. DIANOS
Applicant
103
104
105
106
107
108
109

110
111
112
113
114
115
Photo
Documenta
tions
116

First
Fielding
117
FS Practice Teaching
118
113
119
120
PhotoDocs
(2nd
Fielding)
121
122
123
124
GLOSSA
RY
OF
TERMS
125
Tagum-Mabini Campus
GLOSSARY OF TERMS
For a vivid understanding of the terms cited in the manual, a glossary has been prepared.
Cooperating Teacher (Mentor) - A teacher who is a member of the staff of the laboratory school
or affiliated school in a teacher education institution and who
has as one of his major responsibilities the supervision of
student teaching done in his classroom.
- Refers to the actual teaching hours of the pre-service teachers

with checked and approved lesson plans, complete instructional
Daily Classroom/Actual Teaching materials and taught under the observation, guidance and
supervision of the cooperating teacher and/or TEI practicum
supervisor.
- Serve as the natural laboratory of the Extended School

Experience of the pre-service teachers.
- These refer to the six levels of the primary and elementary under
Department of Education Schools
the Basic Education Curriculum of the DepEd.
- A record of experiences which traces progress and

Elementary Grades development of pre-service teacher’s observations.
- Refers to other aspects of related performances of the pre-

service teacher needed to be evaluated by the cooperating
teacher. This includes compliance to school policies and
Journal professional expectations, attendance to regular classes and
other school activities, relationships with the cooperating
teacher, co-interns and other school personnel, and values on
professionalism.
Non-Teaching Performance - Student Teaching activities carried on in an affiliated or

cooperating schools that are not on the campus of an institution
engaged in preparing teachers.
- Student Teaching that is done on campus laboratory school or

in any other school staged or administered by a college or
university.
- Also called student teaching or practice teaching, is the

culminating stage where pre-service teachers put theory into
practice the learning competencies acquired in the teacher
126
training institution. It would also refer to the different stages of
field exposure the pre-service teacher experiences in the
Off-Campus Student Teaching different schools.
- A college student enrolled in a college or university who is
acquiring practical teaching experience and skill under the
guidance of a cooperating teacher or other qualified persons.
- Serves as an orientation period specifying the activities or tasks
to be undertaken by the pre-service teacher undergoing
practicum.
- Serves as the post-activity appraisal of pre-service teachers in
On-Campus Student Teaching the conduct of practicum.
- He/She is responsible for assigning student in classrooms and
scheduling classes for observation and participation who is
usually the principal or anybody designated of the Cooperating
School.
- These refer to the four year levels of the secondary course

Practicum
using the Basic Education Curriculum of the DepEd.
- Refers to the summative evaluation on personality and teaching

performance of the pre-service teacher. This shall be both
accomplished by the cooperating teacher and the TEI practicum
supervisor based on their observations and feedback on the
progressive development of the pre-service teacher as he/she
performs designated teaching responsibilities.
Pre-service Teachers - Any educational institution concerned with the conduct of

activities regarded as significant in the professional education of
teachers the program of which is given appropriate recognition
by state agencies that certify teachers.
Pre-Conference - The person immediately responsible for assisting the teacher in

the supervision of the student teachers.
Post-Conference
Site Coordinator
Secondary years
Summative Evaluation
127

Teacher Education Institutions
TEI Practicum Supervisor
128
129
Tagum-Mabini Campus
REFERENCES
BOOKS
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney: Social Science Press
Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching Portfolio. New Jersey: Upper Saddle River
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A Consultancy Report Prepared for the
National Institute for Quatily Teaching and School Leadership
Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios. Virginia, U S A. Association for Supervision
and Curriculum Development
STUDENT TEACHING HANDBOOKS/MANUAL
Anderson University School of Foundation Student Teaching Handbook
Colorado State University Student Handbook, August 2005, Student Teaching-Teacher
Work Sample Scoring Rubrics
Illinois Wesleyan University Student Teaching Handbook
Michigan Technological University, Student Teaching Handbook
Northern Illinois University Student Teaching Handbook
Professional Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook
Teaching Experience Centre Practicum Handbook, Flinders University, Adelaide, Australia
University of Wisconsin, Student Teaching Handbook
130
APPENDICES
A. Journal Entries
Journal 1: Planning and Implementation of Learning Programs
Journal 2: Using Instructional Materials
Journal 3: Actual Teaching
Journal 4: Test Preparation
Journal 5: Checking, Marking and Interpretation of Test Result
Journal 6: Self-Evaluation
B. Rubrics for Reflection/Journal

C. Pre-service Teacher’s Actual Rating
D. Rating Scale for Non-Teaching Performance
E. Rubric for PST’s Portfolio
F. Pre-Service Teacher’s Classroom-Based Research
131
STUDENT TEACHING
PORTFOLIO RUBRIC
132
Tagum-Mabini Campus
APPENDIX E: STUDENT TEACHING PORTFOLIO RUBRIC
Performance Weight 4 3 2 1 Total
Criteria (Very Good) (Good) (Fair) (Poor)
Components X3 9
include:
cover/title page,
Few of the Many of the
table of All components Some of the
components components
contents, main are present. components
are missing. are missing.
contents, are missing.
references and
appendices.
X2 8
Follows all the Follows most of Does not follow
sequence the sequence Follows slightly the sequence
prescribed in prescribed in the sequence prescribed in
Organization prescribed in
organizing the organizing the organizing the
contents of the contents of the organizing the contents of the
portfolio. portfolio. contents of the portfolio.
portfolio.
X3 Presentation 9
demonstrates Presentation
neatness and demonstrates Presentation Presentation is
Presentation creativity in all neatness and demonstrates neither neat nor
areas and creativity to neatness and creative.
pages of the some areas. creativity to few
portfolio. areas.
X1 Submitted Submitted five 4

Submitted on or Submitted one-
three-four days days and
before the two days after
Promptness after the beyond after
prescribed the prescribed
prescribed the prescribed
deadline. deadline.
deadline. deadline.
Tot
al= 30/36
*50
+50 = 91.67
Name of Evaluator: SEPTEMBERLY G. SUPERALES
Signature over Printed Name
133

University of Southeastern Philippines: Course Objectives

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University of Southeastern Philippines

2. Apply knowledge and skills in teaching in a variety of settings;

4. Collaborate with peers and other professionals;

6. Teach effectively for an extended period of time.

Domain 2- The Learning Environment

Domain 3- Diversity of Learners

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal Growth and Professional Development

Specific Objectives / Expected Outcomes

Specific Objectives Expected Outcomes

1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

4. Conduct Classroom Action Research Classroom Action Research Paper

5. Present a student Teaching portfolio. Portfolio

6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

SCHEDULE OF ACTIVITIES FOR PRACTICUM

TEI Conference Room/ LET Enhancement Program Apr. 15-19

*** Please note:

1. Where possible Pre-service teachers should experience rural, deprived, disadvantaged,

Total Duration of Practicum: = 14 weeks (70 days)

Old Scheme New Scheme

Note: Submission of Grades (Graduating) – May 30, 2019

On September 1, 2011, Mangga Elementary School is a recipient of AGAPP

As a learner-centered public institution,

To protect and promote the right of every Filipino

Students learn in a child-friendly, gender-sensitive,

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an

Family, community, and other stakeholders are actively engaged

To provide relevant comprehensive curriculum that caters to the individual

STAFF MANAGEMENT AND DEVELOPMENT

To develop human resource management practices in motivating staff to

To provide a safe, caring, conducive and friendly environment that encourages

RESOURCE MOBILIZATION AND MANAGEMENT

Name : Elmar S. Dianos

Age : 24 yrs. old

Birthday : September 20 , 1995

Address : Prk. 16 San Isidro Bulahan STO. Tomas

Fathers Name : Mario S. Dinaos

Mothers Name: Thelma S. Dianos

Elementary : San Isidro bulahan elementary school

College : University of Southeastern

Date of birth: Aug 31, 1972

Place of birth: Coronon, Sta. Cruz, Davao Del Norte

No. of years in service: 14 years in DepEd Tagum City

6 years in Private School

Spouse’s Background , Levi Camacho Molina

Business Address: Dep Ed Kapalaong District, Davao Del Norte

No. Of Children: Jolienne- Bs Civil Engineering Student

Jodeanne Mae- Grade 8

Zedik Mae- Grade 5

Ziy Lawrence- Grade 2

Elementary: Rizal Elementary School II

College: UM Tagum College

Course: Bachelor in Secondary Education

BSED Major in Mathematics/ BEED

Graduate Studies: MAED-UMTC (18 units)

time Min Subject Teac

1. Acmad, Arkeen 1. Aggasid, Charmaine Comamao

Teacher’s table at the

Teacher’s table at the

Appendix A: Practicum Reflective Journals

Name: Elmar S. Dainos _______________________Date:_____________________________________

Name: Elmar S. Dainos _Date:_______________

Checked by: ____Lor P. Robles