Practice Teaching is an important component of becoming a teacher.

It grants student teachers

experiences in the actual teaching and learning environment. During practice teaching, a student teacher is given
the opportunity to try the art of teaching before actually getting into the real world of the teaching profession.

Towards the end of teaching practice, the student teachers were asked about their experiences during
practice teaching and whether these experiences may have influenced their perception of the teaching profession.

Student teachers should experience the excitement of being a part of a real classroom setting, of getting
to know learners, of planning and organizing the classroom tasks.

On the other hand, student teachers could have doubts about their ability to cope with unfamiliar
situations, controlling and managing learners or establishing a working relationship with the mentor or supervisor.
It is such mixed feelings that can contribute to the making or breaking of a student teacher.

At last, student teachers should be afforded the opportunity to participate in all school activities. Beside
the fact that students were teachers-in-training, they had to be given the opportunity to integrate in a practical
way and had to apply the theoretical knowledge and newly acquired teaching skills. Students had to be exposed
to, for example, completing class registers, marking learners’ books, attending staff meetings, helping with
extracurricular activities, to mention but a few duties.

I, as a student teacher became motivated to take up the teaching profession after the practice teaching
because of the constant guidance I received from my cooperating teacher. I am indebted to my mentor. She
dedicated her time to ensure that I did the right thing and gained good experience in the process. She inspired me
and helped me translate the theory I learned into practice. She enhanced the skills I acquired during the course,
for example preparing a lesson plan, powerpoint presentations, visual aids, worksheets and assessment tools. The
teacher sits in class whilst I am teaching, and this helps to maintain discipline. I saw her as a role model and I
enjoyed her mentoring style.

Practice teaching provided me the opportunity to integrate the theory of education with that which they
are experiencing at first hand. But of course, there are lots of things I learned from the school where I had my
practice teaching. One of the profound example is the assessment method. On the first days of my practice
teaching, she asked me to make a quiz using several test methods I know. After that, she started to teach me more
complicated types of assessment, like the double matching type connecting the past and the present issues in our
society. I am now confident in making standardized exams for she instructed me on how to do it. Even these
assessment types are hard to do, as a teacher, I started to develop these attitudes to make it possible to get up –
perseverance and dedication to learn.

From these things, I also started to make authentic classroom activities, like board games (for particular
lessons), powerpoint games and online quizzes from my account in Socrative.

The key to become successful in practice teaching is building a trust. Student teachers should make a good
bridge to his/her cooperating teacher. This is what I did during the first weeks in my practice teaching. Although
it is very hard, it is very worthful when you did it. At first, my cooperating teacher do not trust me for she thinks I
lied to her because the first time I was assigned to teach, I have had lost my flashdrive where it contains my
powerpoint presentation for the lesson, she thought that I am lying but later on I proved it wrong.

In all, student teachers must know the value of teaching practice, they perceive it as the crux of their
preparation for the teaching profession since it provides for the real interface between studenthood and
membership of the profession. As a result, practice teaching creates a mixture of anticipation, anxiety, excitement
and apprehension in the student teachers as they commence in this program in the teacher education.
 Department of Education
Division of City Schools Manila

Manila Science High School

Taft Ave. cor. P. Faura sts., Ermita, Manila

CERTIFICATE OF COMPLETION

This is to certify that STEVEN R. BACALSO of the Pamantasan ng

Lungsod ng Maynila, College of Education has satisfactorily completed his

fourteen (14) weeks of Practice Teaching (EDUC 82) in this institution.

Certified by:

Gina G. Amarillo
Cooperating Teacher

Approved by:

Virgilio Bea
Head, Social Studies

Maria Eva S. Nacion

Principal
 Department of Education
Division of City Schools Manila

Manila Science High School

Taft Ave. cor. P. Faura sts., Ermita, Manila

CLEARANCE

This is to certify that Steven R. Bacalso from the Pamantasan ng Lungsod

ng Maynila, College of Education, has completed the required weeks for their
Practice Teaching (EDUC 82) and is CLEARED of all liabilities and
responsibilities as a Student Teacher in this institution.

Certified by:

Gina G. Amarillo
Cooperating Teacher

Approved by:

Virgilio Bea
Head, Social Studies

Maria Eva S. Nacion

Principal
 PAMANTASAN NG LUNGSOD NG MAYNILA
(University of the City of Manila)
Intramuros, Manila

COLLEGE OF EDUCATION
Department of Teacher Education
Student Teaching Program

NOTICE OF FINAL DEMOSTRATION SCHEDULE

Student-Teacher: Bacalso, Steven R.

Subject: Araling Panlipunan 8 (World History)
Cooperating School: Manila Science High School
Address: Taft Avenue cor. Padre Faura Sts., Ermita, Manila

Schedule of Demonstration:
Date: February 8, 2018 Time: 3:00 pm – 4:00 pm
Room: MB 407

Approved by:

Gina G. Amarillo
Cooperating Teacher

Noted by:

Virgilio Bea
Head, Social Studies Department