Student

Teaching
Practicum

Submitted by:
Jenera M. Balingit
BBTE 4-1

1
 TABLE OF CONTENTS
Dedication…………………………………………………………………………………………3
Acknowledgment………………………………………………………………………………….4
Prayer for Teachers………………………………………………………………………………..5
Introduction……………………………………………………………………………………….6
PUP Philosophy, Goals, Vision and Mission……………………………………………………..7
Cielito Zamora High School II Profile……………………………………………………………9
Brief Synopsis of Professional Readings and References
Student Teaching Guidelines……………………………………………………………14
ICT………………………………………………………………………………………16
Learning Approaches…………………………………………………………………….17
Professional Development Plan/ Career Plan……………………………………………………20
Narrative Report………………………………………………………………………………….21
A. Photographs………………………………………………………………………….31
B. Lesson Plan…………………………………………………………………………..24
C. DTR………………………………………………………………………………….27
D. Curriculum Vitae…………………………………………………………………….34

2
 Dedication

To: My dear Students (I-B, I-F and I-H)

And
Mrs. Loly D. Mallari, my Cooperating Teacher

3
 Acknowledgment
Special thanks to the following:
Mrs. Loly D. Mallari and Mr. Tirso dela Cruz of Cielito Zamora High
School for accommodating us in our 300 hours on-the-job training in their
school.

Prof. Sheryl Morales and Prof. Marilyn Isip for guiding us in Practicum II.

To my parents for providing me financial support throughout this semester.

And very special thanks to Lord, Almighty God for giving me strength
throughout the journey of my college life.

4
 Prayer for Teachers
Lord, let me be just what they need.
If they need someone to trust, let me be
trustworthy.
If they need sympathy, let me sympathize.
If they need love, (and they do need love), let
me love, in full measure.
Let me not anger easily, Lord but let me be
just.
Permit my justice to be tempered in your mercy.
When I stand before them, Lord, let me look
strong and good and honest and loving.
And let me be as strong and good and honest and
loving as I look to them.
Help me to counsel the anxious, crack the
covering of the shy, temper the
rambunctious with a gentle attitude.
Permit me to teach only the truth.
Help me to inspire them so that learning will
not cease at the classroom door.
Let the lessons they learn make their lives
fruitful and happy.
And, Lord, let me bring them to You.
Teach them through me to love You.
Finally, permit me to learn the lessons they
teach.

5
Introduction

Student teaching is a college-supervised instructional experience; usually the

culminating course in a university/college undergraduate education or graduate school program
leading to teacher education and certification. It is required by those earning either a Bachelor of
Education or Master of Education degree. Student teaching is required for students who are not
yet certified to teach.

The student teaching experience lasts about the length of a semester; long enough to
fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the
prospective teaching professional an opportunity to teach under the supervision of a permanently
certified master teacher.

The student teacher is usually placed in a neighboring or participating school district. The
student teacher is monitored by the cooperating teacher from the district, as well as a supervisor
through the college. The supervisor acts as a liaison between the cooperating teacher and the
head of the college’s student teaching department.

The student teacher essentially shadows the cooperating teacher for about one week,
eventually gaining more responsibility in teaching the class as the days and weeks progress.
Eventually, the student teacher will assume most of the teaching responsibilities for the class
including class management, lesson planning, assessment, and grading. Thus, the student teacher
is able to more fully experience the role of the teacher as the classroom teacher takes on the
observation role in the class. There is sometimes a "phasing out" week were the student teacher
returns the teaching role back to the regular teacher.

The supervisor, as well as cooperating teacher, are to monitor the progress of the student
teacher throughout the experience, ensuring it’s satisfactory. A grade of Pass or Fail in student
teaching, as well as satisfactory completion of a school's education program, is an indication as
to whether the college recommends the student for certification to teach.

6
 PUP Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of

quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and
qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual
returns and benefits derived from the utilization of higher education resources.

Philosophy
As a state university, the Polytechnic University of the Philippines believes that:

 Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
 Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.

Vision
Towards a Total University

7
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced

academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.

8
 Cooperating School’s Profile
Brief History of Camarin High School

Camarin High School is one of the city schools in the Division of Caloocan City, situated in the
heart of District I then commonly called as the Bukid Area now Caloocan North.

Founded in 1967 as a barangay high school, the school served the Camarin and the nearby
barangays. For more than a decade, it was under the management and supervision of the
Principal of Camarin Elementary School where it held classes in four classrooms inside it's
premises.

In 1980, it became an annex of Caloocan High School and a head teacher was assigned as
secondary school head. In that same year, it acquired its present site of 21,049 square meters
donated by the Caloocan City Government. However, the area was narrowed down to 20,499
square meter donated by the Caloocan City Polytechnic College (now University of Caloocan
City) extension campus with 600 square meters area at the northern portion of its site. For the
first five years of its operation, the school had only three buildings and an old house that made
up seven classrooms.

In 1986, the school was finally declared as a National High School - independent from
Caloocan High School - with it's own budgetary office from the National Government.

At present, Camarin High School has eleven buildings housing 128 sections of 7,207
students it has also other buildings used as offices, library and faculty rooms. There are also two
covered courts and a multipurpose building.

In it's 39 years of existence, Camarin High School is proud to have successfully

accomplished its vision and mission. It has also attained great progress in the physical, human
and non-human aspects.

Cielito Zamora High School is an annex school of Camarin High School sharing the same
program.

Guidance and Counseling Programs

EASE Program… making secondary education accessible, an opportunity to everyone

another chance for the future. One of the programs used to help reach the students who can’t
afford to go to school because of different situations.

Effective and Affordable Secondary Education (EASE) Program aims to give students another
chance to finish their Secondary Education without going to school everyday. Make the study
9
accessible and reach the disadvantage group by the help of the guidance counselor. Let’s find out
how…

Reading Improvement in English I

Target Beneficiaries: First Year Students who have Reading Problems.

Purpose:
1.To offer solutions to reading deficiency
2. To inculcate in the students the love for learning that is brought about by a well developed
reading skill.
Target Date: starts July 27, 2009
Everyday 11:00- 12:00 pm for afternoon session
12:00- 1:00 pm for morning session
Reading Teacher: Mrs. Jennifer Salen
Department Head: Mrs. Remedios L. Carlos

Student Government:
"Oplan-Linis Camarinians"

January 29, 2010 7:00 – 12:00 pm

SSG President: Carlo Lavado
SSG Adviser: Mrs. Carlota Hernaez
Department Head: Mr. Hermilino S. Tusi

Math Club:

"Mathematics Tutorial Program"

Target Beneficiaries: First Year students

Purpose: To enhance students about basic lessons in Mathematics
Target Date: Every Tuesday and Friday starting the month of October- February 2010 with the
following schedules:
10:00 am – 12:00 noon for afternoon session
1:00 pm – 3:00 pm for the morning session
Club President: Micah B. Bautista
Club Adviser: Mrs. Corazon E. Formeloza
Department Head: Mrs. Merly T. Sandoval

10
 Student Volunteer Organization
Rationale:

The Student Volunteer Organization (SVO) is created primarily in order to develop

among the students the spirit of volunteerism in a manner beneficial to both the volunteers, the students,
the teachers in particular and the school in general.

Objectives:

The creation of SVO is founded on the following objectives:

1. Develop among the student-members the value of

a. responsibility
b. accountability and
c. commitment

2. Enhance command of respect between and among students;

3. Instill discipline and orderliness among the students; and

4. Create a system-mechanism that will ensure proper coordination between student organizations
and students; between students and teachers; and between teachers and administrators.

The management of SVO as an organization shall be directly the responsibility of the Discipline
Officers in close coordination with the office of the assistant-to-the-principal.

Guidelines and Mechanics

Qualifications and Recruitment

1. Only students who are academically qualified shall be recruited as members of the SVO.
Academically qualified students are those with no grade lower than 80 in all learning areas in all
grading periods. For existing SVO volunteers, no failing grades in the second semester.

2. Membership to SVO shall be maintained while good academic standing of the students is maintained.

3. Membership to SVO shall be upon the recommendation of the applicant’s section adviser of the
preceding school year who shall attest to the good character of the applicant.

4. Applicant for membership to SVO shall undergo screening by the school’s Guidance Counselor and
Discipline Officers. The membership shall afterwards be approved by the Principal.

5. Parent’s permit is also one important requirement to become a member of the SVO.

11
6. An SVO should be physically fit. He/she should present a medical certificate from the Barangay
Health Officer.

7. SVO volunteers should be model of good academic standing and high standard of respect to authority
among fellow students of Camarin High School.

8. SVO will be issued ID, and should be worn only when on official duty.

Privileges

1. Definitely, being an SVO volunteer will not earn for anyone any academic favor in terms of ranking
for honors and other awards. They can however be given credits under the extra curricular component
of the selection of Honor Students.

2. SVO members shall undergo regular leadership training and other seminars related to building and
keeping discipline in an organization.

3. SVO members shall be the priority of the school in sending participants to student-seminars and other
similar activities.

Proponents:

Mr. Mauro V. Sucgang Mr. Jonathan M. Tadeo

Discipline Officers

Mrs. Remedios V. Basco

Guidance Counselor

Noted:

Miss Esperanza A. Gulapa

Assistant-to-the-principal

Note: Cielito Zamora High School is an annex school of Camarin High school sharing the
same program.

12
Brief Synopsis of
Professional
Readings and
References

13
 Supporting Student Teaching through Virtual Classrooms
Viewpoint

Supporting Student Teaching through Virtual Classrooms

In the face of increasing difficulty placing teacher candidates in schools for their practicum, using a cyber
practicum offers several advantages

By Jiyoon Yoon

All teacher education programs require teacher candidates to have in-school practicum
experiences. Placing student teachers in schools is not always easy, however, and it is getting
harder. Institutions must find local schools willing to participate in the student teacher program.
According to the field experience office at the University of Minnesota, Duluth, it is getting
more difficult to find schools where the teacher candidates can practice because of the limited
number of local schools and the increasing competition for spaces from competing institutions.

Even after schools agree to participate in the student teacher program, teachers at those schools
must agree to work with the teacher candidates. These mentor teachers spend considerable time
with the teacher candidates, helping them get oriented to the school and sharing what they have
learned about teaching. They also supervise the student teachers in the classroom. Their
participation in the practicum program requires teachers to invest additional effort and patience
to work with student teachers.

Because of these challenges, many school administrators and teachers do not want teacher
candidates in their schools. It thus becomes more difficult to find proper schools for the teacher
candidates to practice teaching.

What to Do?
To address these problems, I propose using a cyber practicum in the form of a three-dimensional,
online world adapted for student teaching. With the cyber practicum, the teacher candidates
create their own classroom spaces rather than sharing a supervising teacher's classroom.
(Alternatively, the program administrators could create generic and specialized classrooms
before student teachers enter the system.) The teacher candidates would create avatars (an
interactive representation of a human in a virtual reality environment), develop lesson plans, and
teach in the virtual classrooms. The cyber practicum thus eliminates the need to place teacher
candidates in practicum schools, although it does not eliminate the need for mentors and students
willing to participate in the online classrooms, or the need for program administrators.
Cooperative teachers and students could potentially live anywhere in the world as long as they
had Internet access. The institution could create and administer its own cyber practicum or

14
participate in a practicum created and administered by a consortium of institutions with similar
program needs.

Once the supervising teachers register for the cyber practicum, they can choose a specialized
area (science, social studies, language, art, and so on, and a specific grade level) and create their
own spaces for supervising and communicating with teacher candidates. Supervisors can use
chat rooms on the site to communicate with teacher candidates. They also create their own
avatars. The use of avatars allows them to combine gestures, actions, facial expressions, visual
cues, and lip-synchronized speech, making the conversations between the teacher candidates and
the supervisors more realistic and engaging.

The traditional school practicum is an intensive experience with one group of learners, which
usually limits the range of problems a student teacher faces. In a cyber practicum, however, the
teacher candidates can meet a variety of students—whoever signed up from anywhere around the
world. Each student has his or her own account, and the teacher candidates can develop lessons
targeting each student's needs. The cyber practicum supervisors review the lessons, and the
teacher candidates revise them to address their suggestions.

Benefits and Concerns

The cyber practicum provides a virtual alternative to a real school setting. It could replace the
school practicum or serve as a pre-practicum program, allowing teacher candidates to practice
role-playing and lesson planning. The choice would depend on the teaching program's needs and
the willingness of mentors and students to participate in the virtual classrooms. A key question is
whether the cyber practicum would replace real classroom experience or simply provide
additional training for student teachers outside the physical classroom. Another question is
whether students would "attend" virtual classes taught by the teacher candidates or just receive
additional, outside-class help through the cyber practicum. Answering these questions requires
research and close work with practicum administrators and participants, which I plan to
undertake.

Cyber worlds attract attention in education because of their potential benefits: communication
without limitations of time and space, realistic and engaging conversations through chat and
using avatars, and effective, individualized teaching and learning in an interactive 3D
environment. Given the problems facing teacher practicum programs, the cyber practicum offers
an interesting solution.

Source: EDUCAUSE Quarterly Magazine Volume 30, Number 2, (2007)

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SupportingStude
ntTeachingThrou/157451

15
 How ICT Help in Education
Information and communication technology (ICT) has become an integral part of the
learning process in the recent times across the globe. ICT enhances the learning environment,
and in the organization and management of schools, colleges and universities. Many Teachers
understand the importance of the ICT into the education and mastering concepts of ICT to
enhance their teaching skills as part of the core of education, alongside reading, writing and
numeracy.

Learners are more interested and are extremely enthusiastic in the ICT learning
environment.
ICT opens up a world of exciting potentials for interactive and innovating teaching ideas and
learning environment. ICT teaching aids such as Interactive whiteboards, visualiser, projectors,
response systems etc incorporates audio visuals effects to impact on students mind and aids in
their learning skills.

Projector is a popular ICT device used in the schools, colleges and the universities for
projecting the information stored in computer as a large image on projection screen or on the
wall such as multimedia, power point files, animation, motion video and other computer
contents.
Visualiser is a kind of camera that can display document , 2D or 3D teaching samples on display
devices like projection screen, plasma screens etc providing detailed view.

Interactive whiteboards are larger interactive digital boards which are connected to
projector and computer. An educator writes with finger or pen on interactive whiteboard.
Interactive whiteboards are extensively used in schools, colleges and universities at all level of
learning as a replacement of traditional whiteboards or flip charts. ICT has a huge impact on
teaching ideas and learning process.

Reaction:
If you wish to enter the world of ICT and bring with you your students, you must be an
explorer, open to new innovations and set aside being a conventional teacher. Remember, these
gadgets serve not only as tools for teaching but also a motivation for your students.

Source:http://www.articlesbase.com/education-articles/how-ict-help-ineducation3843094.html

16
 Felder and Silverman's Index of Learning Styles

One of the most widely used models of learning styles is the Index of Learning Styles
developed by Richard Felder and Linda Silverman in the late 1980s. According to this model
(which Felder revised in 2002) there are four dimensions of learning styles. Think of these
dimensions as a continuum with one learning preference on the far left and the other on the far
right.
Figure 1: Learning Styles Index
Sensory Intuitive

Sensory learners prefer Intuitive learners prefer

concrete, practical, and conceptual, innovative,
procedural information. and theoretical
They look for the facts. information. They look for
the meaning.

Visual Verbal

Visual learners prefer Verbal learners prefer to

graphs, pictures, and hear or read information.
diagrams. They look for They look for
visual representations of explanations with words.
information.

Active Reflective

Active learners prefer to Reflective learners prefer

manipulate objects, do
physical experiments, and
learn by trying. They
enjoy working in groups
to figure out problems.
to think things through, to
evaluate options, and learn
by analysis. They enjoy
figuring out a problem on
their own.

Sequential Global

Sequential learners prefer Global learners prefer a

to have information
presented linearly and in
an orderly manner. They
put together the details in
order to understand the
big picture emerges.
holistic and systematic
approach. They see the big
picture first and then fill in
the details.
17
Once you know where your preferences lie on each of these dimensions, you can begin to stretch
beyond those preferences and develop a more balanced approach to learning. Not only will you
improve your learning effectiveness, you will open yourself up to many different ways of
perceiving the world.
Balance is key. You don't want to get too far on any one side of the learning dimensions. When
you do that you limit your ability to take in new information and make sense of it quickly,
accurately, and effectively.
.
Figure 2: Bringing Your Learning Styles into Balance
Sensory Learners – if you rely too much on sensing, you can tend to
prefer what is familiar, and concentrate on facts you know instead of
being innovative and adapting to new situations. Seek out opportunities
to learn theoretical information and then bring in facts to support or
negate these theories.
Intuitive Learners – if you rely too much on intuition you risk missing
important details, which can lead to poor decision-making and problem
solving. Force yourself to learn facts or memorize data that will help
you defend or criticize a theory or procedure you are working with.
You may need to slow down and look at detail you would otherwise
typically skim.
Visual Learners – if you concentrate more on pictorial or graphical
information than on words, you put yourself at a distinct disadvantage
because verbal and written information is still the main preferred choice
for delivery of information. Practice your note taking and seek out
opportunities to explain information to others using words.
Verbal Learners – when information is presented in diagrams,
sketches, flow charts, and so on, it is designed to be understood
quickly. If you can develop your skills in this area you can significantly
reduce time spent learning and absorbing information. Look for
opportunities to learn through audio-visual presentations (such as CD-
ROM and Webcasts.) When making notes, group information
according to concepts and then create visual links with arrows going to
and from them. Take every opportunity you can to create charts and
tables and diagrams.
Active Learners – if you act before you think you are apt to make
hasty and potentially ill-informed judgments. You need to concentrate
on summarizing situations, and taking time to sit by yourself to digest
information you have been given before jumping in and discussing it
with others.

18
 Reflective Learners – if you think too much you risk doing nothing.
ever. There comes a time when a decision has to be made or an action
taken. Involve yourself in group decision-making whenever possible
and try to apply the information you have in as practical a manner as
possible.
Sequential Learners – when you break things down into small
components you are often able to dive right into problem solving. This
seems to be advantageous but can often be unproductive. Force yourself
to slow down and understand why you are doing something and how it
is connected to the overall purpose or objective. Ask yourself how your
actions are going to help you in the long run. If you can't think of a
practical application for what you are doing then stop and do some
more "big picture" thinking.
Global Learners – if grasping the big picture is easy for you, then you
can be at risk of wanting to run before you can walk. You see what is
needed but may not take the time to learn how best to accomplish it.
Take the time to ask for explanations, and force yourself to complete all
problem-solving steps before coming to a conclusion or making a
decision. If you can't explain what you have done and why, then you
may have missed critical details.

Reaction
Learning styles and preferences vary for each of us and in different situations.
By understanding this, and developing the skills that help you learn in a variety of ways, you
make the most of your learning potential. And because you're better able to learn and gather
information, you'll make better decisions and choose better courses of action.
And by understanding that other people can have quite different learning preferences, you can
learn to communicate your message effectively in a way that many more people can understand.
This is fundamentally important, particularly if you're a professional for whom communication is
an important part of your job.
Take time to identify how you prefer to learn and then force yourself to break out of your
comfort zone. Once you start learning in new ways you'll be amazed at how much more you
catch and how much easier it is to assimilate information and make sense of what is going on.
This article has the significance for teachers to know how they can bring out the best on
their students.

Source: http://www.mindtools.com/mnemlsty.html
19
 Professional Development Plan (After 5 years)
After 5 years, I’m already 25 years old. I should have stable job. I already have my
master’s degree and hopefully taking up my doctoral degree. I am planning to apply as a
principal and become a college professor or work in DepEd or CHED in a higher level position.
After those 5 years, I will start planning to put up my own school; it’s either pre-school or
institution that will offer technical courses.

And I will work hard until my retirement age. After those years, I’ll just enjoy the fruits
of my hardship.

20
 Narrative Report
1st Week

It was just a week for exploration, observation and preparation for the real work that will
start on Monday, November 15. During the first day, I met my cooperating teacher, Mrs. Loly
D. Mallari, the TLE Department Head. I was given the chance to handle freshman students and
that will also give me the training for the new Curriculum approach, the UBD. I highly
appreciated the seminar last November 5, Friday. It was the principal who invited us to watch
their demo festival. And it was such an honor to join a free seminar and the knowledge they had
given us is like a meter ahead from our other batch mates. Since this will be the learning
approach that we will use in the near future. However, there are still a lot of things that we’re
confused of. So we really need more training. And I’m happy to say that Cielito Zamora High
school II will be our partner in preparing for our future jobs.

I’m handling 3 sections (B, F, and H). I’m teaching food trades. This week, my students
had baked pandesal. Next week, another menu. It’s so interesting since I really want to study
culinary in the future when I can afford.

So much for this week, I’m hoping for more fruitful days next week.

2nd Week

Wow! I should describe this week as thrilling, exciting, challenging and surprising. I had
experience the real work. There were times that I wanted to give up because of my students’
undisciplined behavior. But nevertheless, I end up thinking that these are only challenges. After
this training, I’ll be a better person, better student.

The most remarkable thing that happened this week was when a parent enters the
classroom while I am teaching my advisory class and there was commotion. There was an issue
about her son, which was bullied by some of his classmates and was able to steel six thousand
pesos and an iPod gadget from his own family just to satisfy his classmates’ cravings. I did not
panic, I call for Mrs. Mallari to take over for the issue and they went to the guidance center. I
was annoyed because of the interruption since I had hard time to catch my students’ attention.
The following days, the involved students were always on the guidance center during my class
and I heard that their parents were also called and they’re under investigation.

On the other hand, I’m preparing a video presentation for my class discussion next week.
I hope it will succeed.

3rd Week
21
 My video presentation was a success and I spent hundreds to prepare it. But it’s ok. At
least I have given my CT a simple remembrance. Aside from presenting a video clip, we had
discussions and a sort of activities for the following days. That’s how UBD is acted. More and
more activities. On the lasts day, Friday, the students took their monthly exams for the entire
subject. And everyday, I felt mad on my students because of their misbehaviors, especially my
advisory class which is the lasts section. It looks like I’m in a day care center with hostile kids.
Im always praying that god will give me more strength to handle that kind of situation everyday.

4th Week

This week was like a rest for me. I only went to Cielito once and the rest I was absent. I
had important things to do that are why I asked permission from my CT to take absences. Next
week, its Boys and Girls week and we’ll just supervise the class and the teaching will be on the
part of the 4th year Student Teachers.

5th Week

I really had fun during this week. We’re not teaching our classes because of the Boys
and Girls Week. They had their 4th year student teachers. We just joined the teachers in making
their Christmas tree. During the whole week, their agenda was all about their competition that
will be held on their Christmas Party. They should be able to create their own Christmas tree
made of recycled materials and also they keep on practicing for their performance as an entry for
the competition.

My biggest contribution was making the big flower with Belen as the star of their
Christmas tree. I really hope that they’ll get the first prize. If that will happen, that will be my
major accomplishment this December. So, pray to the Lord.

6th Week

I was very disappointed and upset when I heard about what happened in our Christmas
tree. It was destroyed and the one who is responsible for the destruction was not identified.
Anyway, I only reported for duty for 2 days. Because there were no regular classes so as not to
waste time and effort, I just stay at home. After this week, vacation follows. So have fun!

7th Week

It was the first week for the New Year. This will be also the beginning of our hardships.
Aside form this OJT; we also have our 12 case studies and guidance programs.

Last Week

For my last week, I will treasure all the learnings I gained from Cielito.

22
23
 Lesson Plans
Quarter 3: Baking Pies, Topic: Fundamental Principles Time Frame: 2 Days
Pastries and Breads in Baking Breads

Stage 1 – Desired Results

Students will be able to understand the different principles in baking breads.
Students will be able to apply the principles in baking breads

Enduring Understandings: Essential Questions:

Students will understand that

Applying the principles in baking breads is Why do we need to understand the principles
important in order to produce marketable underlying the process of bread making?
products.

Knowledge: Skills:
Students will know…. Students will be able to
The different principles in baking breads Apply the principles in baking breads

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:
Application of different principles in actual Assess understanding through paper and pen
baking activity. evaluation

Stage 3 – Learning Plan

Conduct diagnostic test to measure the prior knowledge of students regarding different
principles in baking breads.
Conduct activity (jumbled letters) to let students familiarize themselves with the different
terms and principles in baking breads.
Explain the different principles in baking bread
Evaluate the written output of the students.

24
Quarter 3: Baking Pies, Topic: Methods of baking Time Frame: 3 Days
Pastries and Breads Quick Breads

Stage 1 – Desired Results

Students will be able to understand the nature and classification of quick breads.
Students will be able to differentiate the four methods of baking quick breads.
Students will be able to apply the methods of baking quick breads.

Enduring Understandings: Essential Questions:

Students will understand that dough and batter Why should dough and batter be properly
should be properly mixed to achieve correct mixed when baking quick breads?
blending of ingredients, proper development of
gluten in the flour and in order not to lose the
incorporated leavening agents.

Knowledge: Skills:
Students will know… Students will be able to…
The nature of quick breads Classify the methods of mixing dough
The different methods of baking quick as used in different recipes
breads Apply the methods of baking quick
breads
Stage 2 – Assessment Evidence
Performance Tasks: Other Evidence:
Collect different examples of recipes in baking Paper and pen evaluation
quick bread and determine the methods being Contrasting the different methods of baking
used in each sample. quick breads.

Stage 3 – Learning Plan

Conduct paper and pen activity (word riddle puzzle, decoding words and arranging words
to form an effective sentence)
Picture parade on different examples of quick bread, its classification and the methods in
baking quick breads
Engage learners into a guided discussion on the methods of baking quick breads.
Evaluate the learner’s understanding through examination

25
Quarter 3: Baking Pies, Topic: Basic Bread Making Time Frame: 1 Day
Pastries and Breads Operation

Stage 1 – Desired Results

Students will be able to understand the basic bread making operation.
Students will be able to apply the basic bread making operation.

Enduring Understandings: Essential Questions:

Students will understand that What is the significance of applying the proper
Applying the proper procedure in bread procedure in bread making?
making is significant in order to avoid failures
in the production process and to produce
quality products.

Knowledge: Skills:
Students will know… Students will be able to…
The basic bread making operation Apply the basic bread making operation

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:
Prepare an example of yeast bread (e.g. pan de Teacher’s observation on the students’
sal) exhibiting the basic bread making application of procedures and work habits.
operation.

Stage 3 – Learning Plan

Presentation of pictures/ video clips regarding basic bread making operation.
Explain the bread making operation and the three conventional bread making methods.
Evaluating the output of performance of the students.

26
 Cielito Zamora High School II
Daily Time Record
Name:Jenera M. Balingit Position:ST

Dept.: TLE Yr.&sec: BBTE 4-1

Month: November 2010 IN OUT

1
2
3
4
5
6
7
8 12:10 6:30
9 12:10 6:30
10 12:10 6:30
11
12 12:10 6:30
13
14
15 12:10 6:30
16
17 12:10 6:30
18 12:10 6:30
19 12:10 6:30
20
21
22 12:10 6:30
23 12:10 6:30
24 12:10 6:30
25 12:10 6:30
26 12:10 6:30
27
28
29
30
31

Mrs. Loly D. Mallari Jenera M. Balingit

Signature Signature

27
 Cielito Zamora High School II
Daily Time Record
Name:Jenera M. Balingit Position:ST

Dept.: TLE Yr.&sec: BBTE 4-1

Month: December 2010 IN OUT

1 12:30 6:30
2 12:30 6:30
3 12:30 6:30
4
5
6 12:30 6:30
7 12:30 6:30
8 12:30 6:30
9 12:30 6:30
10
11
12
13 12:30 6:30
14 12:30 6:30
15 12:30 6:30
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31

Mrs. Loly D. Mallari Jenera M. Balingit

Signature Signature

28
 Cielito Zamora High School II
Daily Time Record
Name:Jenera M. Balingit Position:ST

Dept.: TLE Yr.&sec: BBTE 4-1

Month: January 2011 IN OUT

1
2
3 12:30 6:30
4
5 12:30 6:30
6 12:30 6:30
7 12:30 6:30
8
9
10 12:30 6:30
11 12:30 6:30
12 12:30 6:30
13 12:30 6:30
14 12:30 6:30
15
16
17 12:30 6:30
18 12:30 6:30
19 12:30 6:30
20 12:30 6:30
21 12:30 6:30
22
23
24 12:30 6:30
25
26
27 12:30 6:30
28 12:30 6:30
29
30
31 12:30 6:30

Mrs. Loly D. Mallari Jenera M. Balingit

Signature Signature

29
 Cielito Zamora High School II
Daily Time Record
Name:Jenera M. Balingit Position:ST

Dept.: TLE Yr.&sec: BBTE 4-1

Month: February 2011 IN OUT

1 12:30 6:30
2 12:30 6:30
3 12:30 6:30
4 12:30 6:30
5
6
7 12:30 6:30
8 12:30 6:30
9
10 12:30 6:30
11 12:30 6:30
12
13
14 12:30 6:30
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31

Mrs. Loly D. Mallari Jenera M. Balingit

Signature Signature

30
Photographs

31
32
33
 JENERA M. BALINGIT
#066 Mangga St., San Vicente Ferrer Camarin
Caloocan City
09488255360
jenerabalingit@gmail.com

EDUCATIONAL BACKGROUND

TERTIARY
2007 - Present Bachelor in Business Teacher Education (4th year)
Polytechnic University of the Philippines
Commonwealth, Quezon City

SECONDARY
2003 - 2007 Camarin High School
Cadena De Amor St., Area B.
Camarin, Caloocan City

PRIMARY
1997 - 2003 Camarin D. Elementary School
Nangka St., Area D.
Camarin, Caloocan City

PERSONAL INFORMATION

Date of Birth: May 12, 1991

Place of birth: Tondo, Manila
Nationality: Filipino
Gender: Female
Civil Status: Single
Religion: Catholic
Father’s Name: Gener Balingit
Occupation: Mason
Mother’s Name: Flora Balingit
Occupation: Housewife
Person to be contacted in case of emergency: Jenerose Manese
Contact No.: 09204178649

34
35