Republic of the Philippines

Camiling Colleges
Camiling, Tarlac

CERTIFICATION SHEET

We, the undersigned, hereby certify that KHRISBELLE CYRAH A.

IMBAT, an intern from Camiling Colleges Collegiate Department, assigned for
off-campus training at Camiling Colleges High School Department, has undergone
internship activities and experiences embodied in this Narrative Report.

Noted:

SHALILIH ANN T. BAAGA

Cooperating Teacher

Approved by:

BILLY B. SANTOS
Principal

1
 College of Education
Camiling Colleges
Camiling, Tarlac

APPROVAL SHEET

In partial fulfilment of the requirements in the course Bachelor of

Secondary Education this Narrative Report on Student Teaching Experiences has
been prepared and submitted by KHRISBELLE CYRAH A. IMBAT.

Noted:

SHALILIH ANN T. BAAGA

Cooperating Teacher

Recommending Approval:

PAMELA C. CARBONEL
Coordinator of interns

Approved by:

ELENA A. HAMSILANI, PH. D.

College Dean

2
Preliminaries
Title Page xi
Table of Contents xii
Certification Sheet 1
Approval Sheet 2
Preface
3
Acknowledgement 4
Dedication 5

Chapter I- Introduction 6
Introduction 7
Internship Program 8

Objectives of the Internship Program 9

What is expected from a Student Teacher? 10
Nature in Teaching 11
The Coordinator of Interns 12
Responsibilities of Coordinator of Interns 13
The Cooperating Teacher
14 The Teacher and His Profession
16 Guidelines in Maintaining Discipline
17 Classroom Management and Techniques
18 Methods of Teaching Learned
19 Code of the Professionals Ethics for Teachers and School Officials
21
Code of Ethics 26
Terminologies in Student Teaching 27

Chapter II- The School 29

Brief History 30
Vision and Mission of the School 34

Chapter III- Off Campus Activities 35

Daily Teaching Experiences 36
Summary of Teaching Experiences 42
 xii
Chapter IV- Summary, Conclusion,
Recommendation and Pictorials 46
Summary 47
Conclusion 48
Recommendation 49
My Final Demonstration Lesson Plan 50
Pictorials: 56
Oath Taking 57
Election for SSG Officers 58
Earthquake Drill 59
Nutrition Month 60
My Students 61
 xiii

Camiling Colleges
Camiling, Tarlac

A NARRATIVE REPORT
CAMILING COLLEGES
CAMILING, TARLAC

Submitted to:
Mrs. PAMELA C. CARBONEL
Coordinator of Interns

And

ELENA A. HAMSILANI, Ph.D.

College Dean

In Partial Fulfilment of the Requirements for

Education 15 (Practice Teaching)

Submitted by:
KHRISBELLE CYRAH A. IMBAT
Student Teacher
Bachelor of Secondary Education

October 2016
 xi
Region III- Central Luzon
Schools Division of Tarlac Province
Camiling Colleges High School Department
CAMILING COLLEGES
Camiling, Tarlac

PR E FAC E

This narrative report of teaching experiences is purposely prepared for the incoming
interns of this institution to serve as reference and guide for them in their narrative in no time.

This contains as acknowledgement, certification, suggestion, program of activities,

narration of experiences and some pictures taken during my off-campus training activities.

Therefore, I believe that this is somewhat useful to the incoming student teacher.

The Author,

KHRISBELLE CYRAH A. IMBAT

Student Teacher
BACHELOR OF SECONDARY EDUCATION
 3
ACKNOWLEDGEMENT

With deepest gratitude and appreciation, I humbly give thanks to the people who
helped me for this training be possible. Despite of all the unexpected problems and
challenges that I encountered during my training, I am thankful to the Almighty God for
giving me guidance, hope, strength, patience, and good health to finish my on-campus
teaching.

To my parents, for their undying love and support, for providing all my needs
financially and morally, for their patience and understanding during my tiring days and I
cant help them in the chores, for their never fading advices and for being there for me no
matter what.

To my siblings who serve as an inspiration to me, who keep on encouraging me to

always make the best out of everything and for their being proud and ever supporting to
me.

To my friends and love ones, I thank you for the help, love and support that all of you
give. To those uphill battles that I needed help, you were all there to aid me. Thank you for
inspiring me all day.

I want to express my gratitude for the Camling Colleges Faculty Members, all of
them gave me the necessary advice, guidance for my practice teaching and for the morale
support and lessons they had given. I will never forget.

To the Institution where I am studying, Camiling Colleges, where I am continuously

growing as a Bachelor of Secondary Education student and to Mrs. Elena A. Hamsilani, Ph.
D. for giving me the opportunity to be educated without spending too much. I also thank
the students of BSE and BEED for their heartwarming appreciation and respect they had
given me.

To all my professors who shared and continuously sharing their knowledge with
students like me and keep on molding me into a better person. I am extending my warming
thanks especially to Mrs. Shalilih Ann T. Baaga, for accommodating me as one of her
student teacher a grateful thank Mr. Billy B. Santos, Secondary Education Practice
Teaching Coordinator for the support and guidance he gave to us trainees.
 4
DEDICATION

As well as everything that I do, I would be honor to dedicate this work to my family
for the undying support, unwavering trust, love, and the reason behind my success. For
without them, I wont be here where I stand.

To my Grandmother, Adelaida Imbat

To my Father, Crisanto V. Imbat
To my Mother, Annabelle A. Imbat
To my Sisters, Chris Ann and Chris Arlyn
To my Brothers, Khrys Joshua and Chris Franklyn
To my Cousins, Aicel Ann R. Troumbley and Mitchelle Gem I. Papa
To my Auntie, Rowena Imbat

To all my friends and love ones, this is for all of you who gave me the help, support
and love that I needed in my journey. I hope that I can make you proud, the same way that
I am proud having you all in my life.

To my very loving boyfriend, John Louie D. Casio who supports me on every step I
make, and decision I take. The man who inspires me every single day I face and cheering
me up when I feel so down.

To my best friend, Kacha Mhay I. Pala whom I can comfortably share every little
detail of my life. The girl who brings out the best in me.
 5

CHAPTER I

INTRODUCTION
 6
INTRODUCTION

A Transition from a Student to a Teacher If you will come and think of it, being a
student isnt an easy role, what more is to be a teacher? But what makes it more challenging is
when these two words student and teacher were smashed together, ending up with student-
teacher. The courses Curriculum Development and Practice Teaching prepared me for a
transition from being a student to a student-teacher.
These courses provided me the experience of how was it to become a real teacher
through my observation period at the Camiling Colleges High School Department during the
First Semester of the school year 2016-2017.
To be a student teacher or to have practice teaching is an integral and important part of
all teacher training programs. It is a practical and hands-on type of work that will really
prepare and train would be teachers in the real battle field of teaching that is why it is highly
valued compared the other courses during the training of future teachers like me.
The student teaching experience is frequently cited having the highest impact on future
teaching behaviours of candidate teachers. And for me, my student teaching experience was the
most meaningful portion of my professional preparation as a educator.
By browsing in this narrative report, you will have a glimpse of what took place during
my student teaching period the learning and experiences which are bitter, yet fruitful; the
hardships and struggles Ive gone through as I strive to reach my goal of becoming a full pledge
teacher; the memories that will forever remain carved in my heart; and the fulfilment and the
joys of my teaching experience. Id be happy to share with you all these experiences in my
journey and may you also be inspired to follow the steps of our Great Teacher Jesus Christ.
 7
THE INTERNSHIP PROGRAM

Internship is the most important stage in student teaching. It is an initial direction that

will direct the student teacher to the right path because through the help of the cooperating

teachers, he will act as a real teacher for the period of one semester. It is in this stage where the

student teacher will be familiarized with the daily routine of actual teaching. In short, it is the

preparation for the actual performance that the pupils will surely undertake later on when he

shall be exercising his/her profession.

 8

OBJECTIVES OF THE INTERNSHIP PROGRAM

I. To develop understanding and skill in the teaching process so that theory and practice
harmonize and verify each other. This process involves knowledge of the subject matter,
the preparation of materials and the use of instructional procedure with sound educational
principles, the appraisal of learning in the pupils and teaching on the part of the subject
matter and some requisite knowledge about the student.

II. To praise in some related or constructional procedure and professional activities among
other things. This includes a familiarization of the school curriculum, staff and personnel,
physical plants including the plant library and special services, attendance of faculty
meetings, participation in extracurricular activities and community services, knowledge
of essential rules and regulation governing the works of the teacher and the use of forms
required by the school administration.
 9
WHAT IS EXPECTED FROM A STUDENT TEACHER?

1. Get acquainted with the organization set up of the laboratory school.

2. Know where this are located, the directors office, the principals office the medical and
dental clinic, the comfort rooms, the visual rooms and the multi-purpose room.

3. Know the administration, the instructors, librarian and janitor of the laboratory school.
 10
THE NATURE OF TEACHING

In its broadest sense, teaching is a process that facilitates learning. Teaching is the
specialized application of knowledge, skills and attributes designed to provide unique service to
meet the educational needs of the individual and of society. The choice of learning activities
whereby the goals of education are realized in the school is the responsibility of the teaching
profession.

In addition to providing students with learning opportunities to meet curriculum

outcomes, teaching emphasizes the development of values and guides students in their social
relationships. Teachers employ practices that develop positive self-concept in students. Although
the work of teachers typically takes place in a classroom setting, the direct interaction between
teacher and student is the single most important element in teaching.
 11
THE COORDINATOR OF THE INTERNS

The Coordinator of the Interns in the link between of the student teacher and the
cooperating school. She prepares the ground for your assignments in the cooperating school
when you are already to be assigned off- campus. She confers with the local superintendent of
the school regarding your possible assignment. She request permission for you to teach. She
helps you to understand your role as a student teacher in the school where you will be assigned.
She supervises your work as a student teacher in cooperating school assists you in every ways
she can, of course that to do all this for you as her students in the field. So the Coordinator of the
Interns has to get the cooperation at all the school authorities concerned.

12
 RESPONSIBILITIES OF COORDINATOR OF THE INTERNS

1. To exercise general supervision set the total off- campus student teaching.

2. To hold general or individual conference with the student on student teaching problems.

3. To take charge in cooperation of the principal of teaching assignment of the cooperating

teacher.

4. To assist the principal in the selection of the cooperating teacher.

5. To extend professional assistance to the student teacher and cooperating teachers by

utilizing the resource of the college.

6. To coordinate the advisers the methods of instruction in the assignment of the student

teachers.

7. To keep individual records of the student teachers and all other records pertinent to the

program.

8. To implement policies laid down by the committee on student teaching.

9. To hold group or individual conference with the student teacher.

10. To observe the classes taught by the student teacher.

11. To give recommendation whenever this help brought for placement purpose.

12. To work closely with the college supervisor and to coordinate the off- campus teaching

program.

13
 THE COOPERATING TEACHER

A. Who the cooperating teacher really is?

1. The cooperating teacher is generally a member of the teaching force of the cooperating
school.
2. He is a model for the pupils, a key figure in sharing their attitudes and in helping to
acquire the competencies needed for successful teaching.
3. He is sympathetic and understanding person who is willing to share his skills and
knowledge with his student teacher.
4. He does not assume the student teacher comes into his class as a teacher really to perform
every classroom duty. If what were the case there would be no need for the student
teaching program.
5. He is expected to guide the student teacher in preparing and evaluating daily major unit
and long range plans.
6. He is always ready to counsel and advise the student teacher in ideal situation, there
should be complete empathy between the two.

B. What does the cooperating teachers role in student teaching require?

1. It requires that to be supervising teacher of a student.

2. It requires that to be sympathetic guide and counsellors of neophytes.
3. It requires that be thoroughly familiar with the whole range of the teachers
responsibility.
4. It requires that be a competent in assisting the profession.
5. It requires that be a competent in assisting the student teacher requires professional
knowledge, attitudes, skills and judgment.

C. Essential Activities of the Cooperating Teacher

1. The cooperating teacher is a person with at least 3 years of the professional experiences
in the classroom. He also understands and he puts the students at ease by making himself
confident. He is gently tolerant of the name of students who thinks of himself superior to
the cooperating teacher on his first day in the classroom.

14
2. Before the student teacher report to the cooperating teacher, he explain his class that
young men preparing to be teacher have to learn how to teach just as doctors, nurses,
priest, farmer and carpenters by observation and experience. He asks his class to be fair
and courteous to the student teacher. By his desire to make stay of the student teacher in
the school, a pleasant a profitable experience.

3. The cooperating teacher encourage the students teacher to look upon teaching a as a
series of related problem solving activities and to consider each day a challenge to
discover the better ways to present the materials of teaching. He takes positive attitudes
towards instructions. He considers teaching as a high adventure in learning instead of a
series to bring their own solution to problem.

4. Above all, he shows the student how to become teacher effectively, how to develop a
different technique in adding fractions, how to introduce poem that captures the students
interests and teach the students in doing their projects.

15
THE TEACHER AND HIS PROFESSION
1. The teacher performs his duties and responsibilities in the best tradition in the service.
2. He believes that education is a continuous process and is only obtain in book and in the
classroom but also in the immediate environment.
3. He remains an open mind in the classroom.
4. He continuous to grow professionally.
5. He shows pride in his work and believes firmly that teaching is a noble profession.
6. Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teasing as a noble calling.
7. Every teacher shall uphold the highest possible standards of quality education shall make
the best preparation for the career of teaching and shall be at his best at all times in the
practice of his profession.
8. Every teacher shall participate in the continuing profession EDUCATION Program of the
Prep and shall pursue other studies as well as improve his efficiency, enhance the prestige
of the profession, strengthen his competence, virtues and productivity in order to be
nationality and internationally competitive.
9. Every teacher shall help, if duly authorized, to seek support for the school, but shall not
make improper representations through personal advertisement and other questionable
means.
Every teacher shall use the teaching profession in a manner that makes it a dignified
means of earning a decent living

16
GUIDELINES IN MAINTAINING DISCIPLINE

1. Know your subject matter and well- prepared.

2. Stand at the door of your classroom or be in the room when students arrive for class
3. Call the class to order as soon as the bell ring.
4. Follow an established routine every day until students learn to follow it automatically.
5. Have all needed materials and equipment ready for use so you do not waste students
time getting things arranged.
 6. Walk around the room whenever possible to make sure all students are doing what they
are supposed to be doing.
7. Check on the previous days assignment promptly. If you ignore it or give a little
importance, so will your students.
8. Make it clear to students that you expect them to work.
9. Allow a reasonable amount of time for special activities. When pupils have just received
their yearbooks, for example, do not create a situation whereby they must sneak them to
each other throughout the class period to obtain autographs. By assigning ten minutes at a
convenient point for circulating the books openly you will no doubt retain pupils
attention for the reminder of the period.
i. Avoid the use of threats, if threatened, pupils often feel challenged to see
how far they can go before you carry out your treat.
10. Provide for some change of pace during each class period.
11. Keep your sense of humor.

17
CLASSROOM MANAGEMENT AND TECHNIQUES

Good classroom management depends on the teacher, the teachers create the atmosphere
of learning therefore carefulness and alertness is highly- required.

Knowing the name of the pupils in one way to have snappy teaching learning situations,
pupils are happy learning their name, so as a teacher she could possessed this kind of attitude in
order to gain the confidence of ever pupils even the most timid as well the slowest pupils in
class.

A teacher must prepare a well- planned lesson suited to the ability of the pupils with
accompanying devices to lovely and effective teaching. While teaching, a teacher should smile
once at a time, so that the pupils will not be afraid rather they will be encouraged to participate in
class discussion. In the development of the lesson, every childs contribution should be accepted.
The questions should be distributed so that every pupil should participate in the discussion.
Giving applause and praises to every pupils should be developed and maintained by the teacher,
and never discouraged the one who will give answer by rather direct the student to get the right
answer.

A teacher should be fair in every aspect, regardless in family background, mental ability,
sex and others. Therefore playing exciting ongoing experiences firm the pupils and never forget
to give them success which will lead them to attain their goals in life.

18
METHODS OF TEACHING LEARNED

The method of teaching refers to the regular ways orderly procedures employed the
teacher in guiding the pupils in order to accomplished the aims of the learning situations as
applied to classroom teaching method is a teaching series of relating and progressive acts
performed by the teacher and pupils to accomplished the general and specific aims to the lesson.
Methods involves regular step to guide the mental processes of the learner in mastering the
subject matter being presented to him. It implies arrangement.

In so far method of teaching is concern; the following are the methods of teaching
learned during internship day.

A. DEVELOPMENTAL METHOD

This method is considered as one general method of wide application in the inductive
process. What the teacher should do in this method depends on what is required to secure the
qualities of experiences selecting and mean while planning teaching and evaluating the activities
of the learning teaching relationship.

The developmental method will be effective in so far as the teacher provides the following
steps:

a. Motivation
The aim in this step is to prepare the learner for the work or lesson to be learned.

Preparing the pupils for learning is the first step in a good teaching procedure.

b. Development
The purpose of this step is to realize that the aims of the teacher and the

Students, actual learning takes place in this step wherein the teacher helps the students to
compare, contrast, generalized and evaluate the fact experienced or ideas presented.

c. Application
This step refers to the application of the facts learned, or principles on rule

through the cooperation of the teacher and students. Application of the facts learned or
experiences gained to the actual situation complete the teaching pattern and makes learning
meaningful.

19

B. DEDUCTIVE METHOD

A method of teaching which proceeds from the generally applicable principles to

particular application of this principle.

The following on deductive method:

1. Statement of the problem.

In this step, it involves the purpose and the importance of the problem, as the motivation.
2. Statement of the principle or fact.
3. Inference or conclusion.
4. Verification
It is the verification step that the teacher presents that fact to satisfy the correctness of the
conclusion.
 20

CODES OF THE PROFESSIONAL ETHICS FOR TEACHERS AND

SCHOOL OFFICIALS

Teachers are duly licensed professionals who possess dignity and reputation with moral
values as technical and professional competence in the practice of their noble profession, they
strictly adhere to observe and practice this set of ethical and moral principles standards and
values.

ARTICLE I

SCOPE AND LIMITATION

SECTION 1. The Philippines Constitution provides that all educational institution shall offer
quality education for all Filipino citizens a vision that requires professionally competent teachers
committed to its full realization. The provisions of this Code shall apply, therefore, to all teachers
in all schools in the Philippines.

SECTION 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, secondary and tertiary levels whether
academic, vocational, special, technical, or non- formal. The term teacher shall include industrial
arts or vocational teachers and all others persons performing supervisory and administrative in
all schools at the aforesaid levels, whether on full time or part time basis.

ARTICLE II
THE TEACHER AND THE STATE
SECTION 1. The schools are the nurseries of citizens of the state; each teacher is a trustee of the
cultural heritage.
ARTICLE III
THE TEACHER AND THE COMMUNITY
SECTION 1. A teacher is a facilitator of learning and of the development of the youth, he shall
therefore, render the best service by providing an environment conducive to such learning
growth.
SECTION 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.

21
SECTION 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain from such activities as gambling, smoking,
drunkenness and other excesses such less illicit relations.
SECTION 4. Every teacher shall live for and with the community, and shall, therefore, study and
understand local customs and tradition in order to have a sympathetic attitude, therefore, refrain
disparaging the community.
SECTION 5. Every teacher shall help the school keep the people in the community informed
about the schools work and accomplished as well as its needs and problems.
SECTION 6. Every teacher is an intellectual leader in the community especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate and to actively be involved in matters affecting the welfare of the people.
SECTION 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with the people, individually or effectively.
SECTION 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall
not use his position and influence to proselyte others.
 ARTICLE IV
THE TEACHER AND THE PROFESSION
SECTION 1. Every teacher shall actively help insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noblest calling.
SECTION 2. Every teacher shall uphold the highest possible standards quality education, shall
make the best preparation for the career of teaching, and shall be at his best at all times in the
practice of his profession.
SECTION 3. Every teacher shall participate in the continuing professional Education Program of
the PRC and shall pursue such other studies as well as improve his efficiency, enhance the
prestige of the profession, strengthen his competence, virtues and productivity in order to be
nationally competitive.
SECTION 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall
not make improper misinterpretations through personal advertisements and other questionable
means.
SECTION 5. Every teacher shall use the teaching profession in a manner that makes it a
dignified means for earning a decent living.

22
ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY
SECTION 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self- sacrifice for the common good and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake in
any controversy, teachers shall support one another.
SECTION 2. A teacher is not entitled to claim for work not his own, and shall give due credit for
the work of others which he may use.
SECTION 3. Before leaving his position, a teacher shall organize and leave his successor
such records and other data as are necessary to carry on the work.

ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES
SECTION 1. A teacher shall make it his duty to make an honest effort to understand and support
the legitimate policies of the school and the school administration regardless of personal feelings
or opinion and shall faithfully carry them out.
SECTION 2. A teacher shall not make any false accusation or changes against superiors,
especially under anonymity. However, if there are valid charges, he should present such under
oath to component authority.
SECTION 3. A teacher shall transact all official business through channels except when special
condition warrant a different procedure, such as when reforms are advocated but are opposes by
the immediate superior, in which case the teacher shall appeal directly to the appropriate higher
authority.
SECTION 4. A teacher, individually or as part of a group, has a right to seek redress injustice
and discrimination and, to the extent possible, shall raise his grievances within democratic
processes. In doing so, he shall avoid the interest and welfare of learners whos right to learn
must be respected.
SECTION 5. A teacher has right to invoke the principle that appointments, promotions, and
transfers are made only on the basis of merit and need in the interest of the service.
SECTION 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contrast, assuming full knowledge of the employment terms and conditions.

23
ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL
SECTION 1. School officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effectiveness
school of effective school supervision, dignified administration, responsible leadership and
enlightened direction.
SECTION 2. School officials, teachers, and other school personnel shall considerate their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.
SECTION 3. School officials shall encourage and attend to the professional growth of all
teachers under them such as in recommending them for promotions, giving them due for
recognition for meritorious performance and allowing them to participate in conference and
training.
SECTION 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinate for cause.
SECTION 5. School authorities concerned shall ensure that public school teachers are employed
in accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws, and provided, further, that they
are duly registered and licensed professional teachers.

ARTICLE VIII
THE TEACHER AND LEARNERS
SECTION 1.A teacher has the right and duty to determine the academic marks and promotion of
learners in the subjects they handle. Such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any complaint shall immediately
take appropriate action, observing due process.
SECTION 2. A teacher shall recognize that the interest and welfare of learners are his first and
foremost concern, and shall handle each learner justly and impartially.
SECTION 3.Under no circumstances shall a teacher be prejudiced or discriminatory against any
learner.
SECTION 4. A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions especially if undeserved.
SECTION 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other than what is authorized for such service.

24
SECTION 6. A teacher shall have the evaluation of learners work on merit and quality of
academic performance.
SECTION 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
SECTION 8. A teacher shall not inflict corporal punishment or offend learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
SECTION 9. A teacher shall ensure the conditions contributively to the maximum development
of learners are adequate, and extend needed assistance in preventing or solving learners
problems and difficulties.

ARTICLE IX
THE TEACHER AND PARENTS
SECTION 1. A teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit confidence and respect.
SECTION 2. A teacher shall inform parents, through proper authorities of the progress or
deficiency of learners under him, exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parents cooperation for the proper guidance and improvements of
learners.
ARTICLE X
THE TEACHR AND THE BUSINESS

SECTION 1. A teacher has a right to engage, directly or indirectly, in legitimate income

generation, provide that it does not relate to or adversely affects his work.
SECTION 2. A teacher shall maintain a good reputation with respect to financial matters such as
in settlement of his just debts, loans and other financial affairs.
SECTION 3. No teacher shall act, directly or indirectly, as agent of or be financially interested
in, any commercial venture which furnish textbooks and other school commodities in the
purchase and disposal of which he can exercise official influence, except only when his
assignment in inherently related to such purchase and disposal, provided that such is in
accordance with existing regulations.
ARTICLE XI
THE TEACHER AS A PERSON
SECTION 1. A teacher shall live in dignity in all places at all times.

25

CODE OF ETHICS

A formally stated standard of conduct for members of a profession or other groups. Its

function is to assist in achieving a true professional standing for members of a group by building

up integrity around specified standards and to effect discipline within the members of the

profession.
 26

TERMINOLOGY IN STUDENT TEACHING

1. Accomplishment Chart- is a device to show the projects finished by each pupil. His
chart shows also the dates when the project was started and finished.

2. Assignment Sheet is used in making assignment for investigation and in the

presentation of problems and scientific principles.

3. Activities Coordinated- those activities of the school which are closely related to
instruction but not a part of it such medical and dental inspection, nurse service and
enforcement of compulsory attendance law.

4. Activities Directed- activities carried or under the guidance of the teacher including the
reading of specific references in solving of problems and the answering questions.

5. Activities, Extra-Activities class anticipation outside the regular class routine but which
are out growth of class interest.

6. Activities School Life- a term used to designed extra activities conducted in the
elementary schools.
7. Actual Teaching- it includes those activities in which student teachers (work with pupils,
students, and teachers) give individual instruction and community instructions.

8. Adjustment to Community- the fitting of the individual into the life activities of local
area or unit of population.

9. Aid, Audio- any device by which learning process may encourage or carried in through
the sense of hearing.

10. Aid, Audio Visual- - any device by which learning process may encourage or carried in
through the sense of hearing and sight simultaneously.

11. Anecdotal- a method of analyzing child behavior chiefly characterized by reports on

isolated occurrence, a technique by means of student behavior response are recorded as
they occur on concentrating on the study and analysis of the students problem.

12. Arts, applied- an area of study with the principles of arts related to the planting,
manufacturing and arrangement of such commodities as foods, clothing, shelter and
household furnitures.

13. Arts, Industrial- arts utility aims primary administering to men and materials needed.

14. Assimilation- the principles that newly learned materials and skills tend to become part
of the total experience pattern.

27
15. Attendance-aggregate- the sum of all the day attended by pupils in the school system on
any subdivision during the entire school year on any part of it counting days on which
the school are close on any reason whatever on school having two session a day, if the
attendance of the pupils is limited to half day session, because of question on the other
reason, pupil is counted or being present for the whole day.

16. Attendance, Average- a measured obtained by dividing the aggregate attendance by the
actual number of days the school have in session.

17. Avocation- an activity which is usually done while one in cut of his employment.

18. Block a group of jobs which all offer the learner the kind of learning difficulties. It
calls skill or calls for the use of the same kind of tools and machine.

19. Block Base- the part of trade has instructional elements of a certain other characteristics
that are common to all block and which must be included in the training of learner or
any blocks or any division of the trade.

20. Classroom Management- the control of the physical condition and material things that
make for the effective teaching.

21. Co-Education- an educational practice, according to which both boys and girls attend the
same school.

22. Course of Study- an organized body of material necessary for the teaching of a particular
subject or the presentation of the entire teaching units for the given time.
23. Curriculum, Integrated- a curriculum which subject matter boundaries are ignored all
offering being taught in relation to the broad areas of study and in relation mutually
associated in some genuine life.
24. Cooperating school- Off-Campus School who are used for practice teaching instruction,
not integral part of instruction but by agreement that provides opportunities for student
teaching.

28

CHAPTER II
 THE SCHOOL

29

HISTORY OF CAMILING COLLEGES

CAMILING COLLEGES was born as CAMILING JUNIOR COLLEGE in June, 1946, a

few days before the whole nation witnessed the reacing of the Phillipine Flag As since then
flys alone in the sky a symbolic gesture of our countrys re-acquisition of independence from
foreign rule.
CAMILING JUNIOR COLLEGE was a brain child of a civic Camilenos, GILBERTO P.
ROMULO, The younger brother of Brigadier General CARLOS P. ROMULO, one of the
greatest men Camiling has ever produced.

Mr. Gilberto P. Romulo not only served as one of the founders of Camiling Junior College. He
was elected as its first president and continued to serve in the same capacity till his death. He
devoted his entire life promoting quality education in his beloved hometown.

The birth of this College was not sole of Mr. Gilberto P. Romulo. He was assisted by his equally
energetic fellow incorporators and founders whose initiative and foresight were to benefit
countless pupils and students in the past and for generations yet to come. In 1946, these men,
incorporators and founders, of unique breed, pioneers all, were as follows:

PRESIDENT MR. GILBERTO P. ROMULO

VICE PRESIDENT ATTY. BARTOLOME C. DOMINGO
SECRETARY MR. MILANO G. PEREZ
TRESURER DR. AMADO R. DIZON
MEMBERS DR. CARLOS R KIPPING, SR.
MR. VIVENCIO A. BALAOING
MR. PIO O DIZON
MR. CASIMIRO BRILLIANTES
MR. FRANCISCO D. DOMINGO
MR. INCENCIO LACTAOEN

For three from its foundation, students of Camiling Junior College were housed
in three residential homes fronting the town plaza. This three rented homes were owned by a
generous and famous Doctor Adriano Cabrera; a notable wealthy old man, Mr. Primo Cabrera;
and a charitable and very benevolent fellow; Ms. Estanislao Martin. With the early passing
away of Dr. and Mrs. Adriano Cabrera, their spacious house and lot was purchased by the
college, thereby renovated into a three-floor building which became the first main building for
all its departments.

30

In 1949, after only three years of meteoric existence, Camiling Junior College was renamed
CAMILING COLLEGES. It initially offered the following courses:

4-Year Bachelor of Science in Education (BSE)

2-Year Junior Normal: Elementary Teacher Course (ETC)
2-Year Liberal Arts (Pre-Law)
1-Year General Clerical Course
6-Month Steno-Type Course
6-Month Dressmaking Course
Complete Secondary Course
Complete Elementary Course
Kindergarten Course

Mrs. Asuncion G. Romulo, The wife of President Gilberto P. Romulo was down to earth
disciplinarian and very meticulous in everything. She was then the Registrar-Principal. She
helped maintain complete laboratory facilities of the College. Other very important athletic
facilities were likewise maintained; so with drum-lyre-bugle instruments, a piano, several
drinking fountains, a sizable stage for literary-musical presentations, and a well-furnished
library to meet the exacting requirements for quality education.
Likewise the ever active and ever concerned members of the board of members of the board
of trustees did all human means to have this College surface over and above the competing
schools in this part of the globe.

Tangibly notable in terms of expansion, starting in 1948, was the simultaneous mushrooming of
Camilng Colleges school branches in the three (3) adjacent towns of Western Tarlca, namely,
Sta. Ignacia Academy, Mayantoc High School, and San Clemente High School. Up to now, these
schools are equally growing, improving and marching in cadence with other good schools in
Central Luzon.

A worthwhile historic addition is historic men, Engr. Perpetuo M. Guzman and Mr. Pio O.
Dizon. They are Institutions themselves. Who will ever forget Engr. Perpetuo M Guzman? He is
a perfectionist! He is a durable and a never to be forgotten instructor in Mathematics,
Science particularly Physics, Dances, Drama, both in secondary and tertiary departments of
college a manifestation of his being brilliant and multi talented in many ways. As the saying
goes, Always imitated but never equalled. In the late seventies, he was appointed the principal
of the high school de[artment, a position held till 1990.

Mr. Pio O. Dizon was the first college registrar and he the prime mover that helped and is still
helping makes Camiling Colleges a great and famous institution. Though a natural born short
fellow, he is an intellectual giant in the campus, for several terms, he was elected Secretary of
the Board of Trustees. He could not affor to waste precious energy and moments in worry. He
shies off the depressive thinkers filled with shadows and doubts. He is a well disciplined man,
very punctual and never been absent for illness. As educational consultant, he actually helped a
many good students, teachers, and parents. He, too, is a terrific combination of wit, wisdom and
humor and keeps people around him bubble with happiness. Six years short of his centennial
year, he is still very much around either physically as member of the board of trustees or in
spirit.

In 1992, Mr. Mercurio Y. Mendoza, a retired public school district supervisor took over the
position as Assistant Administration Office for two years only due to illness.

31
II. THE EXPANSION IN 1970
As one of the best and well knowm educational institutions in the part of Tarlac ,
Camiling Colleges grew tremendously as regards is buildings, enrolment and school
facilities. There was an unprecedented increase in its enrolment and then College
President Gilberto P. Romulo found it imperative to construct more buildings in anew
campus in Palimbo in addition to its original three storey building at Torres street
near the town plaza in 1970, the dream of expansion of the physical plan materialized
through the initiative of Mrs. Asuncion G Romulo. A new concrete building was
inaugurated in Palimbo amidst what used to be rice fields of Vice President,
Bartolome C. Domingo, one of the most prominent lawyers of Camiling Colleges, and
decidedly well to do, respected and trusted.

This new campus was to become the main campus three years later. Through the years, the
palimbo campus expanded to meet the exigencies of the times. The torres campus, on the other
hand, would later be used exclusively by Camiling Colleges Elelmentary Training Department.

III. FOUR SETBACKS OF THE COLLEGE:

In 1970, Vice President, Atty. Batolome C. Domingo died, it was sudden blow, an interruption
of the progress of the campus. Thus, the void left by him was filled up by Dr. Carlos Romulo
Kipping, Jr. The only son of Mr. Carlos Rivera Kipping,Sr. And the former Lourdes Pena
Romulo. Elder sisiter of Brig. General Carlos P. Romulo, Dr. Carlos P. Kipping, Jr. is Maria
Clara;s only grandson.

The second setback was on August 24, 1972. It was the passing away of the principal registrar
of the college, Mrs. Asuncion G. Romulo. In loving memory her, the main building College in
Palimbo was named after her.

The third setback unexpectedly happened on January 9, 1973 just over a week when every
household welcomed advent of the New Year with the traditional firecrackers and all the noise
when then one of a kind three floor main building of Camiling Colleges was razed to the
ground caused by the fire that gutted the whole of it.

The board of trustees had to think and moved fast. Several big houses were rented some tents
were purchased which served as emergency classrooms of the displayed students till graduation
time in March, 1973. Summer, 1973 Prompted the board of trustees to rush the construction of
school buildings with forty two classrooms to acconodate students for school year 1973 1974
school opening. Two prominent and distinguished Camilenias, Carlos P. Romulo and George
Pena, a balikbayan immediately came to the rescue to restore the library of the college by the
donating two thounsand five hundred science, mathematics, history, literature and cultural book.

Collegiate classes are held in the evening partly due to lack of the classroom and because most
of them are working students.

The fourth and inevitable event came on May 8, 1991 when the revered College President joined
the innumerable caravan. His demise was so much of a loss for after dedicating forty four
years of his life as living spirit of the rapid advancement of the HOUSE he has built on a rock,
his fatherly and professional presence is no longer around.

In spirit, the great Gilberto P. Romulo is very much alive and real in the hearts of all.

The years that were years jam packed with untold miseries cause by the terrible and devastating
earthyquakes in 1990. Not long after, came the Mt. Pinatubo eruptions, followed by ash falls,
sand falls, typhoons, floods mudflows, lahar signals, etc.

32
You get a surprise of your life to know that his only son is very organized son. He was reared in a
wealthy home. Indeed, with a father and mother and two sisters packed full full of life, love and
religiously.

Under the three years mof active administration of President Carlos R. Kipping, Jr. He furnished
the college with three classrooms full of computer machines for students, a nearly completed
gymnasium, a Home Economic Building, five additional multi purpose classroom and face
lifted facade of the Asuncion G. Romulo Building. To date, there are six offices, two laboratories,
two libraries, two quadrangle, one medical and dental clinic, a college canteen, ten drinking
fountains, a fountain a backyard for CMT drilling sports, and gardening, and then then comfort
rooms. These and many more are visibly in the campus, tangible proofs of his concern for the
college.

There are more multi faceted plans of the College President but lack funds prevents him to
move fast. Furthermore the GOLDEN JUBILEE FOUNDATION ANNIVERSARY will be
celebrated on the second week of February, 1996 which entails the hustles and bustles of
activities. One of the highlights of this once in a lifetime affairs is the Presidents clarion call
for all alumni to come home and share in rejoicing; for they are part of his institution what
they were, what they are and what they will be could be traced to their grass roots their Alma
Mater, The CAMILING COLLEGES.
 33
CAMILING COLLEGES
Camiling, Tarlac

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 private institution, the Camiling Colleges continuously improves

itself to better serve its stakeholders
 MISSION

To protect and promote the right of every Filipino to quality, equitable, cultured-based
and complete education where:

Students learn in a child-friendly, gender sensitive, safe and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staffs, 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.

34

CHAPTER III
 OFF CAMPUS
ACTIVITIES

35
DAILY TEACHING EXPERIENCES

JUNE 13, 2016

I enrolled my Educ. 15 which is Practice Teaching.

JUNE 14, 2016

We went to Sir Billys office for our Practice Teaching Deployment. He said that Kacha,
Ruby and I will be the substitute of Maam Liezl Duque. Then when she arrives, thats the time
hell assign us in our different Cooperating Teachers. We agree with that.

Schedule: Mon-Thurs

7:30 a.m. 8:30 a.m. - JUPITER

8:30 a.m. 9:30 a.m. MARS
10:00 a.m. 11:00 a.m. SATURN
11:00 a.m. 12:00 p.m. - MERCURY
3:00 p.m. 4:00 p.m. NEPTUNE
4:00 p.m. 5:00 p.m. VENUS
JUNE 15, 2016
Introducing myself likewise with the students and informed them that we will be
substituting Mrs. Duque due to her maternity leave.

JUNE 16, 2016

Discuss about the Rules and Regulations inside the classroom

JUNE 17, 2016

We arrived in school at exactly 7:15 a.m. and made our way to the Grade 7 Jupiter for
English class. Our first topic for that day was about Chinese Literature.

JUNE 20, 2016

I greeted the class and checked their attendance. I started the class by asking them what
was our topic yesterday. Then Ruby, Kacha and I prepared a game related from the topic
yesterday and divide the class into two groups.

JUNE 21, 2016

We have a short quiz.

JUNE 22, 2016

For this whole day, I just observed Mrs.Duques Class.

JUNE 23, 2016

Campaign for the running SSG Officers

JUNE 24, 2016

Election Day for SSG Officers

36

JUNE 27, 2016

All students and faculty members are in the gymnasium to introduce the chosen SSG
Officers 2016.

JUNE 28, 2016

We tackled about Synonyms, Antonyms and Homonyms.

JUNE 29, 2016

Sir Quintos assigned me to teach Science 8 and Math 8.

JUNE 30, 2016

We have a graded recitation about the topic Synonyms, Antonyms and Homonyms.

JULY 4, 2016
I went to Pangasinan

JULY 5, 2016
Seminar about Fire Drill and Earthquake Drill

JULY 6, 2016
Holiday
JULY 11, 2016
Review

JULY 12-14, 2016

1stPreliminary Examination of High School

JULY 15, 2016

Colligates Nutrition Month Celebration

JULY 18, 2016

The students are preparing for their examinations.

JULY 20, 2016

Typing Test Questions for English 8 under Maam Liezl Duque

JULY 21, 2016

Review

JULY 22, 2016

1st Preliminary Examination

JULY 25, 2016

The students are preparing for their examinations.

JULY 26, 2016

Preparation for Nutrition Month

37
JULY 27, 2016
My Last Day in Grade 8 Students

JULY 28, 2016

High Schools Nutrition Month at CC Gymnasium

AUGUST 1, 2016
Maam Liezl Duque has arrived from maternity leave

AUGUST 2- 5 2016
Sir Billy gives us also a 1 week leave.

AUGUST 8, 2016
I went inside Sir Billys office to ask if who will be my Cooperating Teacher. Then he
assigned me to Maam Shalilih Ann T. Baagaan English Teacher of Grade-7 students.

AUGUST 9, 2016

I arrived in school, 7:30 a.m., I went to the faculty office to report to my cooperating teacher.
Maam Baaga and she gave my schedule in English Grade 7.
A.M. Mon-Thurs
7:30-8:30 Ipil-ipil
 8:30-9:30 Vacant
9:30-10:30 Molave
10:30-11:30 Mahogany

I accepted the offer and she told me that tomorrow, Ill just observe in the class but the next day
I will be the one wholl discuss the lesson. She instructed me also on how to establish and
deliver topics.

AUGUST 10, 2016

I observed in Maam Baagas class.

AUGUST 11, 2016

I arrived in school 7:10 a.m. and I prepared myself for the English Class in Ipil-ipil Grade 7 that
Maam Baagaassigned to me. Our topic is about Noun.

AUGUST 12-17 2016

Class Suspension due to the Typhoon Habagat

AUGUST 18, 2016

Activity about Noun

AUGUST 19, 2016

Practice for SabayangPagbigkas

AUGUST 22, 2016

College Seminar about Drug Abuse

38
AUGUST 23, 2016
Program at CC Gymnasium
Theme: IpinaglabangKasaysayanDapatIngatanngKasalukuyan

AUGUST 24, 2016

BUWAN NG WIKA at Camiling Colleges Gymnasium
Theme: Wikang Karunungan

AUGUST 25, 2016

Discuss about a short story.
AUGUST 26, 2016
Short quiz

AUGUST 29, 2016

Holiday

AUGUST 30, 2016

Review about the last topic.

SEPTEMBER 1, 2016
Lecture about Pronoun

SEPTEMBER 2, 2016
 Discussion about Pronoun

SEPTEMBER 5, 2016
Recitation

SEPTEMBER 6, 2016
Practice for Convocation Program

SEPTEMBER 7, 2016
Grade-7 Convocation Program

SEPTEMBER 8, 2016
Lecture Kinds of Pronoun

SEPTEMBER 9, 2016
Discussion

SEPTEMBER 12, 2016

Holiday

SEPTEMBER 13, 2016

Preparation for Intrams

SEPTEMBER 14-16 2016

College Intramurals

SEPTEMBER 19, 2016

Sir Dulay assigned me to teach MAPEH 8

39
SEPTEMBER 20, 2016
Sci-Math 2016 at CC Gymnasium
Morning: Ramp Modeling
Speech Choir
Quiz Bee
Afternoon: Introduced the Science and Math Club Officers

SEPTEMBER 21-22 2016

Practice for Yell and Modern Dances

SEPTEMBER 23, 2016

Face off in dancing competition for Intrams

SEPTEMBER 26, 2016

Camiling Colleges High Schools Parade
Opening of the Intramurals 2016

SEPTEMBER 27-29 2016

Ball Games

SEPTEMBER 30, 2016

Search for Mr. and Ms. Intrams 2016
OCTOBER 4, 2016
Review

OCTOBER 5, 2016
Teachers Day

OCTOBER 6, 7, 2016
2nd Preliminary Exam

OCTOBER 10, 2016

Flag Ceremony
(checking of test papers)

OCTOBER 11,12,13, 2016

APSTAP

OCTOBER 14, 2016

College Seminar at Camiling Colleges Gymnasium
about General Awareness and Development

OCTOBER 17, 2016

Maam Baaga checked my Lesson Plan and helped me prepare for my demo.

OCTOBER 18, 2016

Preparation formy Final Demonstration. My topic is all about Pronoun.

OCTOBER 19, 2016

I have practiced my final demo lesson plan to grade 7 Mahogany.

40

OCTOBER 20, 2016

Class Suspension (Super Typhoon Lawin)

OCTOBER 21, 2016

Maam Ruby Anns Demonstration

OCTOBER 24, 2016

My Final Demonstration
 41
SUMMARY OF TEACHING EXPERIENCE

My student teaching experience has been inspires me a lot. I had a great time with my

students, and I could not have asked for a better report with my cooperating teacher. I felt

supported since day one, and she gave me the confidence I needed to keep progressing.

Interacting with my students was fantastic, and I was very surprised at how much my students

taught me, from everything to relationships to school practices.

More specifically, there were three parts of my student teaching experience that stick out

to me as the most important strengths or wins for the semester: relationships, planning and

time management. Throughout the semester I was able to create a really great atmosphere in my

classrooms. I was a little worried about a few of my classes early on, but as I got to know the
students better and establish relationships with them, the problems mostly vanished. Once I

established those connections and relationships with students, it was easy to tell that they bought

into what I was teaching them considerably more. They started to ask more questions, be more

interested in the topics and generally have fun with learning history. However, my relationships

with students were not the only relationships that went well this semester. I would also say that

my relationships with the staff here at Camiling Colleges went very well. I sustained a great

working relationship with my cooperating teacher, as well as other teachers in the social studies

department. There was other staff in the building of which I grew very fond of as well;

specifically, the ladies in the library who have been very helpful.

Another aspect that went well for me this semester was planning and time management.

Throughout the semester, I was almost always a week ahead in my planning. My schedule was a

42

great help; due to the block schedule I was able to have three consecutive off periods.

This allowed me to plan, grade, and make copies, etc. in a timely manner. Also, I taught a study

hall, which gave me more time to plan and grade assignments. The actual process of planning my

lessons went smoothly as well. My cooperating teacher took the time to show me how she goes

about planning a unit, and I gathered very valuable advice from her. Therefore, I was able to plan

my units, using Understanding by Design, rather easily. While planning, I also had a large

amount of documents, readings, maps, etc. at my disposal, which made the process go more

smoothly. My time management skills have definitely improved over the course of the semester.

While I never found myself seriously overwhelmed with grading or planning, there were still a
few days where I wished I had spent more time on a particular task. However, towards the end of

the semester, I was able to get everything that I needed to all done, and work ahead of myself.

I learned many things through my student teaching experience, which will shape the way

I teach for years to come. The biggest and most important thing I learned during student teaching

is to be confident. In the beginning of the semester, I was a little timid with my students, even

while presenting them information that I know backwards and forwards. After a couple weeks,

however, I was more comfortable in front of the class. This experience has taught me that

students are much more likely to buy into your class and listen to you when you come in with a

positive and confident demeanor. Once I gained my confidence in the class, I had more fun with

teaching, and my students had more fun as well. My increased confidence levels definitely

translated to the students doing better in class, and even worked to stem some of the problems I

had with classroom management. Respect for myself and my students ties into this as well, and is

43

closely related to the relationships you have with students. I learned that respect and confidence

will go a long way in terms of connecting and maintaining relationships with your students,

which does help the classroom atmosphere and performance.

Classroom management was another area which I learned a lot about during student

teaching. My biggest take away about classroom management is the relationship piece. When I

started building better relationships with my students, there was an obvious correlation to

classroom management improvements. The students listened and respected me more, so there

were less distractions and negative behaviors. Another effective strategy I learned to implement

was walking around the room. At the beginning of the semester, I was glued to the front of the
room. Although part of this was because I needed to be close to the computer to change the slide,

I felt most comfortable at the front. Throughout the semester, once I had relaxed and gained

confidence, I was able to move smoothly around the room. This greatly helped with my

classroom management, because of proximity to the students. When I stood right next to a

student, they would immediately put their phones away or stop whatever negative behavior.

During classes in which I walked around constantly, the students were more attentive to the

lesson, and listened more actively as well.

Although my semester went very well, and I have many positive experiences to share,

there were a few things that I would do differently. First, I would like to start implementing some

quick classroom management tools for attending skills. For the most part, I was satisfactory at

getting the students attention. However, there were some days when I would spend several

minutes trying to get their attention. When I teach in the future, I would like to establish some

44

quick technique to get their attention such as clap once if you can hear me [claps], clap twice if

you can hear me [claps]. That is an example of one technique I have seen used in the classroom,

and it seems to help. I would also like to work on giving clear directions in the future. I created

classroom management problems for myself when I did not give clear directions. Students would

be confused, chatting to their neighbors to try and figure out what to do, or they would ask a

million questions all at once so I could not hear them. I would like to work on spending more

time frontloading information so that I do not have those issues in the future.

I would also have organized myself a little differently. The system that I used all semester

worked well for me, but only because I was teaching in someone elses room. There were some
aspects that didnt work as well because I didnt have a ton of my own space. For example, it

was hard for me to separate homework that was graded and plugged into the grade book, work

that was graded but not plugged in, and ungraded work. However, Im sure it will be easier to

work out these details when I have my own room.

Overall, my student teaching experience was very positive. The things I would change are

small and easy changes to make, and the things I have learned are invaluable. I could not have

asked for a better cooperating teacher or students, and I will miss Camiling Colleges very much.

45

CHAPTER IV
 SUMMARY,
CONCLUSION,
RECOMMENDATION
AND PICTORIALS

46
SUMMARY

This narrative report contains all the things that transpired for two months during our
practice teaching in Camiling Central Elementary School.

This portfolio is divided into four (4) chapters. The first chapter is introduction, which
includes the definition of terms, responsibilities and rights of a teacher, coordinator of the
interns, cooperating teacher, the teacher in his profession, maintaining the classroom discipline,
classroom management and techniques, methods of teaching learned and techniques of teaching.
In chapter II is all about the history of the school and vision and mission of the school. In chapter
III is the Off Campus Activities. In this chapter all the experiences of the practice teacher was
complied. In the last chapter contains the summary, conclusion, recommendation and pictorials.
 47
CONCLUSION

A student Teaching Internship is a bridge between the educational

theory and practice. Within this supervised teaching experience, the teacher candidate begins the
transition from teacher candidate to professional teacher. A successful transition requires the
teacher candidate to demonstrate knowledge, dedication, enthusiasm and professionalism. In turn
the cooperating teacher, and college supervisor needs to demonstrate encouragement, assistance,
trust and compassion.
 48

RECOMMENDATION

What characteristics make a great teacher?

To be a teacher in the right sense is to be a leaner. Almost anyone can become a teacher, but it takes a
special person to be a great teacher. To inspire not just a great student, but a great person, a teacher must
rise above the crowd and make a lasting impression.

Empathy

You should be sensitive to your students needs.

Enthusiasm

No teacher can be great without loving what they do.

Creativity

It is a key to captivating student.

Dedication
 This requires being flexible and adapting to each student. A great teacher never gives up.

Discipline

Having rules in the classroom does not have to include being overly strict.

49
 50

Republic of the Philippines

CAMILING COLLEGES
Camiling, Tarlac

Grade 7 Mahogany
Date of Demo : October 24, 2016

A DETAILED LESSON PLAN IN ENGLISH VII

I. OBJECTIVES:
1. Identify the connection between nouns and pronouns
2. Recognize them in a sentence
3. Use pronouns to replace nouns in the sentences
 II. SUBJECT MATTER:
Topic: PRONOUN
Web: https://www.google.com.ph/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=pronoun
https://www.google.com.ph/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=pronoun+list
Materials: projector, handouts, board, chalk
Skills: Listening, Speaking, Grammar, Viewing, Writing
Values: Self-confidence, Cooperation, Collaboration

III. PROCEDURES:

Teachers Activity Learners Activity

A. Preliminary Activities
Good morning, students! Good morning, Maam Imbat

Before we start, may I call on

Ashley to lead the prayer. (Student come in front and
lead the prayer)

Let us all stand and let us pray

51

Oh Lord Jesus, we praise you and

thank you for giving us this
wonderful day. Thank you for our
good health and good mind. Bless
us for the activities that we are
going to have for today especially
with our lessons. May you guide us
and be the center of our lives. In
Jesus name we pray. Amen.

Class, will you please arrange your chairs. Students: Yes Maam

Whos absent among the girls? Student: Maam, no one is absent

among the girls.

How about the boys? Student: No one is absent

maam.

B. Developmental Activities
1. REVIEW
Yesterday we tackled about Noun. Again, Noun is a name of a person,
place,
What is a Noun? things, animal and idea.

What are the two kinds of Noun? Student: Maam, Proper Noun
and Common Noun

And what is a Proper Noun? Proper Noun is a name

of specific one-of-a- kind items,
and they begin with capital
letters.

How about Common Noun? Common Nouns are words

used to name general items
rather than specific ones and begin
with a small letter.

Is everything clear with the Nouns? Yes, Maam.

2. MOTIVATION
I will present two pictures on the screen Yes, Maam
and there are six words on it. The first who
found those words will go in front and I will giving
him/her a reward. Is that clear?

Okay. Are you ready? Yes, Maam

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(Flash the first picture ) (Student come in front)

Kindly pin point the six words you (Did the task)
had found.

(Giving the reward)

(Flash the second picture) (Student come in front)

(Giving another reward)

Now Let us give them a Firework clap (Clapping)

3. LESSON PROPER
A. Discussion
Who has an idea about Pronoun? Pronoun a word takes the place of
a noun.

Very good!

Any other idea? Maam It, He, She , They

There are Five Types of Pronoun

Personal Pronoun is a pronoun that Okay Maam.

refers to a particular person, group, or
thing.

Sentence: We use them all the time.

Ill give you an activity.
You better listen to me.

Will you give me a sentence using a Student: It is the gift

of my mother.
personal pronoun?

Another sentence? Student: He is my father.

Nice!

Demonstrative Pronoun tells or demonstrate Okay Maam.

Which or what noun you want to identify.

Sentence: These Kittens are cute.

This book is new.

They can also work as a subject in their own

These are cute. This is new.

Will you give me a sentence using a Student: Those girls are

talented.
demonstrative pronoun?

Another sentence? Student: This is important to

me.

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Possessive Pronoun showing possession

Sentence: My hair is a mess.
Your speech was excellent.
His book makes me cry.

Will you give me a sentence using a Student: The notes on

the table is yours.
Possessive pronoun?

Another Sentence? Student: My room is full of

dirt.

Interrogative Pronoun use to ask questions

Sentence: Who are you?
Which chocolate bar is the yummiest?
What makes you happy?

Will you give me a sentence using an Student: Whom do you

want to be with?
Interrogative pronoun?

Another sentence? Student: What are you doing?

Indefinite Pronoun they describe specific
noun
Sentence: Everything is perfect.
Someone is looking for Tina.
All men are mortals.

Will you give me a sentence using an Student: Somebody

stole the guards
indefinite pronoun? phone.

Another sentence: Student: All of them are my

enemy.

What have you learn for todays lesson? All about pronouns

What are the five kinds of pronoun? Personal Pronoun

Demonstrative Pronoun
Possessive Pronoun
Interrogative Pronoun
Indefinite Pronoun

IV. EVALUATION:

Write the correct pronoun in the blank:

1. My sister Jane loves books. This novel is for (she, her) ________ .
2. My children like Disney films. (They, it) _________ enjoy the video.
3. My brother Matt collects picture postcards. These postcards are for (he,
him) __________ .
4. My parents like Latin music. (They, What) _______ are dancing while
listening songs.
5. I like watches. This nice watch is for (I, me) _______ .
6. My wife and I love sweets. These sweets are for (us, we) _______.

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7. My nephew likes cars. The toy truck is for (him, he) _________ .
8. My neighbor wants to go to California next year. The guide book is
for (she, her) ______ .
9. Here is another souvenir. I don't know what to do with (this, which)
_________ .
10. You know what? - It's for (I, you) ________ .

Teachers Activity Learners Activity

Who got 10 points? Nine? (Students raise their hands)
Eight? Eight below?

Pass your papers in front (Students pass their papers

forward)

V. ASSIGNMENT:

Use the following pronouns in a sentence:

 Which Anything They Several
Those Some Few Why
Who Theirs These Yours

Teachers Activity Students Activity

Is there any question or None, Maam
clarification regarding the lesson?

If that so, then lets call it a day. Good bye, Miss Imbat
Goodbye class!

Prepared By:
Khrisbelle Cyrah A. Imbat
Practice Teacher

Approved By:
Mrs. Shalilih Ann T. Baaga
Cooperating Teacher

Noted:
Mr. Billy B. Santos
Principal

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PICTORIALS

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OATH TAKING
 57

ELECTION FOR SSG OFFICERS

 58

EARTHQUAKE DRILL
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NUTRITION MONTH
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MY STUDENTS
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