0% found this document useful (0 votes)
495 views31 pages

Narrative Report

The document provides a narrative report on a teaching internship submitted to the Office of College of Teacher Education at Laguna State Polytechnic University. It includes a school profile of Francisco Benitez Memorial School in Pagsanjan, Laguna, which details the school's history, change of name in honor of educator Francisco F. Benitez, and current situation with over 900 students enrolled across kindergarten through sixth grade. Student teachers' activities and required appendices are also included as parts of the narrative report.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
495 views31 pages

Narrative Report

The document provides a narrative report on a teaching internship submitted to the Office of College of Teacher Education at Laguna State Polytechnic University. It includes a school profile of Francisco Benitez Memorial School in Pagsanjan, Laguna, which details the school's history, change of name in honor of educator Francisco F. Benitez, and current situation with over 900 students enrolled across kindergarten through sixth grade. Student teachers' activities and required appendices are also included as parts of the narrative report.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 31

Republic of the Philippines

Laguna State Polytechnic University


Province of Laguna

A NARRATIVE
REPORT
Presented to the
Office of College of Teacher Education

In Partial Fulfilment
Of the Requirements to
ProfEd 100: Teaching Internship

Submitted by:
Borgonia, Lhea C.
Casantusan, Ma.Michaela D.
Dela Cruz, Erica Lyn C.
Javilinar, Jean Andrei R.
Lintac, Jiezelle A.

Submitted to:
Ray Samuel G. Grecalda, EdD
PST Supervisor
Parts of the Narrative
I. School Profile

II. Student Teachers Activities w/ Photos and Caption

III. Appendices (Communications, Letters, Memorandum etc.)

IV. Certificate of Completion


I. School Profile

School ID: 108384


School Name: Francisco Benitez Memorial School
School Name w/ address: Francisco Benitez Memorial School, Pagsanjan, Laguna
Short Name: FBMS
Address: B. Cosme St. Brgy. Poblacion Dos, Pagsanjan, Laguna
Municipality: Pagsanjan
Region: Region IV-A
Province: Laguna
Division: Pagsanjan
Legislative District: 4th District
Curricular Class: Elementary
Date of Operation: Tuesday, January 01, 1907
District: Pagsanjan
Classification: DepEd Managed
School Type: School with no Annexes
Class Organization: Monograde
HISTORY

With the establishment in Pagsanjan of the democratic local government in 1903, the free
public elementary school with English as the medium of instruction was opened in the town. The
first teachers were American soldiers who laid aside their guns and taught children the rudiments
of the English language. Schooling then was held in private houses and it was not until 1907 that
school buildings were constructed at the present site at the foot of San Isidro Hill. From then on,
formal schooling was centered in PAGSANJAN ELEMENTARY SCHOOL now known as
FRANCISCO BENITEZ MEMORIAL SCHOOL.

Heads of the school come and go as the years went by and theses heads of the schools
who had given the best years of their lives to the education of the youth are worth mentioning in
this brief history of Pagsanjan, once a barrio of Lumban.

At the onset, Pagsanjan Elementary School was a single school building (GABALDON
Type) perching at the foot of San Isidro Hill with American teachers heading the school, but first
Filipino Principal was Mr. TIMOTEO ABAYA (deceased) who was chosen one among the one
hundred Filipino pensionados to study in the COLLEGES and UNIVERSITIES of the United States
in 1903.

Succeeding him was Mr. EUSEBIO ABELLA (deceased) up to the outbreak of the Pacific
War in 1941, in which time he was able to add the SHOP BUILDING, HOME ECONOMICS
BUILDING and the two-storey PRIMARY BUILDING (ARSENIO BONIFACIO BUILDING). The
Home Economics Building was patterned after the Teahouse of the August Moon in Kyoto, Japan.
A playground measuring 18, 42 sq. meters was acquired by the PARENTS-TEACHERS
ASSOCIATION during his term.

The school was used by the Japanese as headquarters during the Second World War.
During the Japanese occupation, classes were suspended for a number of months, but they were
resumed and Mr. TIMOTEO ABAYA was re-assigned to head the school until before March 1945
when the town was bombed and burned down to ashes. Some classes during those days were
held at the PAGSANJAN ACADEMY in front of the town plaza as some rooms in the elementary
school were occupied by the Japanese forces.

In July 1945, after the town was liberated and condition warranted the opening of schools,
Mrs. Licaros took over as the school head for one school year, 1945-1946. When her family
transferred to the city of Manila to reside there permanently, Mr. Eusebio Abella Sr. was re-
assigned up to 1952 on compulsory retirement.
THE CHANGE OF NAME

Pagsanjan Elementary School was changed to Francisco Benitez Memorial School as a


recognition for the educational contribution and eminent services rendered to the country by the
late Francisco F. Benitez.

WHO IS FRANCISCO F. BENITEZ?

Francisco F. Benitez, one of the country’s foremost educators, was born in Pagsanjan,
Laguna on June 4, 1887 to Don Higinio Benitez, a singer of Malolos Constitution, and Soledad
Francia. He had four brothers: Ceferino, Teofilo, Conrado, and Eulogio, and a sister, Antonia. His
brother Conrado was an economist, historian, and a business leader, while Eulogio was a
congressman of Laguna and the first to use English in the sessions of the Philippine House of
Representatives.

A patriot at heart, Dean Benitez served his countrymen and the government in different
capacities. He worked as honorary correspondent of the Philippines in the International Bureau of
Education at Geneva, president of the National Federation of Teachers in the Philippines, and
chairman of the educational sector in the First Independence Congress in 1930. He was also the
director of the World Federation of Education Associations and of the Institute of the Pacific
Relations, and president and director of the Philippine China Society and of the Japan Philippine
Society, respectively.

As an educator, Benitez believed that education could make the country stable and
progressive and that every Filipino child should have the right to an education in order to develop
his potentials to the full. He also strongly advocated the development of the spirit nationalism,
particularly in the youth, the development of internationalism, and of the national language. As
director of the Office of Private Education, he advocated the idea of having social studies taught
exclusively by Filipino teachers.

He died on June 30, 1951 at the age of 64 at the Singian Clinic after suffering a heart attack
while walking along Carriedo, Quiapo, Manila. He was survived by his wife, Pat Marcjez Benitez,
and children Ana Virginia, Francisco Jr., Roberto, and Rafael.

His death was deeply mourned by his countrymen; he truly deserved their respect and
veneration, for he was the one of the pillars of the Philippine education.

DEPARTMENT OF EDUCATION VISION, MISSION AND CORE VALUES STATEMENT

Anchored to DepEd Vision, Mission, and Values, the school shall sustain the
provision of a rich learning environment for the pupils, which promotes individual growth,
creative thinking and independence through active participation, risk-taking opportunities
and real-life problem-solving experiences to meet academic excellence.

This School Improvement Plan is a comprehensive presentation which will serve as


the basis of priority through which the school will focus and utilize all possible resources
to achieve Transparency, Ethical, and Accountability.
Furthermore, this plan is developed based on the school needs and priorities,
appropriate action to be undertaken, and evaluation of the outcomes so as to further
improve the school and for the continuum of learners’ achievement.

Anchored to DepEd Mission, FBMS id continuously providing a Child-friendly,


gender-sensitive, safe and motivating environment.

 A child-friendly school recognizes, encourages, and support children’s growing


capacities as learners by providing a school culture, teaching behavior and
curriculum content that are focused on learning and learners. Staff members are
friendly and welcoming to children and attend to all their health and safety needs.
 A gender-sensitive environment is also evident in our school. Democratic values
freedom among both male and female exist and there is equal emphasis and
participation of both genders in every activity.
 A motivating environment is also vital in keeping the learners’ momentum in
studying. It is one of the major functions of the teachers to act as motivators. They
boost and keep develop learners’ self-confidence and believe that they can
accomplish every task they have to face.

Anchored to DepEd Core Values, Francisco Benitez Memorial School strongly


encourages its pupils to always wear the values of being Maka-Diyos, Maka-Tao,
Makakaliakasan, and Makabansa. The school believes that moral excellence is equally
important with academic excellence. For this reason, every teacher recognizes the good
character each learner embodies. They always give time to elaborate the importance of
being beautiful inside and out. If one learns how to be Maka-Diyos, then the next three
values will follow. If we love God, we will surely obey the rules of loving thy neighbor,
respect our environment and honor our country.

SCHOOL’S CURRENT SITUATION

Francisco Benitez Memorial School, one of DepEd Laguna’s premier elementary school that
offers the Special Science in Elementary School (SSES) curriculum. This school year,
FBMS has a total enrolment of nine hundred twenty-eight (928) compose of four hundred
forty-seven (447) male and four hundred eighty-one (481) female. There are three (3) kinder
sessions under three teachers, four (4) grade I sections, five (5) grade 2, five (5) grade III,
five (5) grade IV, four (4) grade V, and five (5) grade VI sections which are all mono grades.
Each grade level has one SSES section with an average of 30 learners per class. Enrolment
of both male and female gradually increased from S.Y. 2017 – 2018 to S.Y. 2018 – 19, then
S.Y. 2019 – 2020.

It has 32 classrooms used for instruction, one canteen, one computer room and one
administrative building with toilets and washing areas.
The number of books and modules in all grade levels are enough to the number of children
enrolled in the school. Electricity is supplied from grid while water is from the local water
district.

There are thirty-six nationally funded teachers; one (1) Master Teacher II, two (2) Master
Teacher I, twelve (12) Teacher III, fifteen (15) Teacher II, and six (6) Teacher I.

The resources of fund come from the MOOE, Canteen, SEF, Fund form the GPTA, Barangay
and donations from other stakeholders.

The performance indicators show the situation of the school: Participation Rate of 88%,
Retention Rate of 101%, Transition Rate of 98%, Cohort Survival Rate of 102%, Repetition
Rate is .10%, Graduation Rate of 100%, Promotion Rate of 100%, Dropout Rate of .11%, and
Completion Rate 100%.

It is quite disturbing that while there us a significant decrease of enrolment in the last 3
years there is also the existing dropouts which can be attributed to migration of some of
the residents from Barangay I, II, and San Isidro.

It can be gleaned from the recorded data in 2017 – 2018 (.68%), 2018 – 2019 (.51%), and 2019
– 2020 (.43%). Though the record shows that is declining, still, it deserves prevention.
Migration cannot be controlled but can be talked about and with good communication
between the parents, the learner’s ability to finish his study in our school is possible
through available technology that we have.

Classrooms need major repair. They were just maintained constantly that is why some of
them are still conducive to learning. It is one of the targets of the school to ensure better
learning outcomes.

In this, the school needs improvement to overcome the problems and to cope up for the
quality education for developing life-long learners. The purpose of the school improvement
plan is to develop the quality of teaching and learning in the school, so that greater
numbers of learners achieve proficiency in the core academic subjects especially in
Science. It aims to provide a framework for analyzing problems and addressing
instructional issues that has not made sufficient progress in learners’ achievement.
II. Student Teachers Activities w/ Photos and Captions

A. FINAL DEMONSTRATION NARRATIVE

I. RATIONALE

The rationale is to demonstrate a pre-service teacher's ability to plan and deliver


effective lessons, manage a classroom, and assess student learning while also applying
the knowledge and skills acquired during the education program. This will ensure that pre-
service teachers are adequately prepared for successful teaching careers, making
investing in pre-service teacher education programs essential for the development of a
thriving educational system.

II. OBJECTIVES

To demonstrate the methods, approaches, and techniques that preservice teachers


learned during the pre-service experience at Francisco Benitez Memorial School.

III. AGENDA

1. Final Teaching Demonstration

2. Post Conference with the observers, Dr.Geraldine C. Anacleto, Sir Ray Samuel G.
Grecalda, Dr. Henly F. Martirez, Cooperating Teacher, Master Teacher, and the Guardian.

IV. DOCUMENTATION

CASANTUSAN, MA.MICHAELA D.

The final demonstration period was not just a one-day event for me, but rather the
culmination of my entire student teaching experience. It was a chance to demonstrate the
growth I had made as a teacher, to showcase the knowledge I had gained, and to prove
that I was ready to step into the next phase of my career.

Our final demonstration teaching is scheduled April 20 and as the final demonstration
period approached, I felt a range of emotions. On one hand, I was excited to have the
opportunity to demonstrate what I had learned and to receive feedback from my peers and
mentors. On the other hand, I was nervous about the thought of standing in front of my
peers and mentors and being evaluated on my teaching abilities.
To prepare for the final demonstration period, Me and Ma’am Chesstine spent
months in reviewing and revising my lesson plans, researching best practices, and fine-
tuning my presentation. I also collaborated with my peers, seeking their feedback and input,
and incorporated their suggestions into my lessons.

On the day of the final demonstration period, I woke up early and went through my
notes one last time. I arrived at the classroom early and set up my materials, making sure
that everything was ready to go. As my peers and mentors began to arrive, I felt a mixture
of nerves and excitement.

I was the fourth person in line to perform my demonstration. My panels included Dr.
Anacleto, the school principal, Ma'am Lizbeth Martinez, one of the master teachers at the
school, Dr. Ray Samuel Grecalda, the LSPU student teacher supervisor, and Dr. Henly
Martirez, our ProfEd 100 professor. Everything seemed to fall into place as I began to teach
my lessons. My pupils were interested, asking questions, and taking part in the activities. I
was confident in my ability to deliver the content and manage the classroom.
After my lesson, there was a post-conference with the panel, and there I received
valuable feedback from my panel and mentors. They praised me for my creativity and
enthusiasm, how well I handle my students, and most of all, for my arc of questioning. I felt
a sense of relief and accomplishment. I was proud of myself for all the hard work I had put
in and felt that I had demonstrated my growth as a teacher. At the same time, I knew that
there was still room for improvement, and I was grateful for the feedback that I had
received.

Looking back on the final demonstration period, I feel like it was a transformative
experience for me. It helped me to realize the importance of preparation, collaboration, and
feedback, and to understand that teaching is a continuous learning process. It also showed
me the power of education and the incredible impact that teachers can have on the lives of
their students.
Overall, the final demonstration period was a momentous occasion in my education
journey. I am grateful for the opportunity to have worked with my cooperating teacher,
fellow pre-service teachers, and the students. I am confident that my experiences and
reflections will serve as a foundation for my teaching career, and I am excited to continue
learning and growing as an educator.

JAVILINAR, JEAN ANDREI R.

Final Teaching Demonstration is one of the requirements of student teachers before


graduating. It is sometimes said as one of the tickets for graduation for future educators. I
did my on-the-job training at Francisco Benitez Memorial School this is one of the biggest
schools in Pagsanjan. I was so nervous because my mom is a teacher so some of the
teachers there know her. I was nervous because I overthink a lot what if they are expecting
too much on me because of my parent. But that’s not what happened. All teachers there
especially the ones who became my cooperating teacher both first semesters and second
semester are very kind, approachable and humble.

Fast forward to April 20, 2023 this is the day of my final teaching demonstration. I
was the first one among all of us 5. I am handling the class of Grade 2 Narra. My assigned
time for my demonstration was from 8 am to 9 am. We are only given 1 hour each. The
subject that I taught was Mathematics. The topic was about Telling and Writing time in
Minutes including a.m. and p.m. using Analog and Digital clock. My panelists that time were
my cooperating teacher Ma’am Lilet F. Cayabyab, one of the Master Teachers of FBMS
Ma’am Romana Abella, Ma’am Geraldine Anacleto the Prinicipal of FBMS, my professor in
ProfEd 100 Ma’am Henly Martirez and our Practice Teacher Supervisor Sir Samuel
Gracalda.

When I start teaching, I was so nervous but all throughout the demonstration it fades
away. We sang a song that serves as warm up before proceeding to our lesson. Then we
had a drill where I showed them a wheel that looks like a clock and it has number 5 in the
middle. They have to multiply 5 to the number where the hand will point. This drill is for
students to recall how to skip count by 5 which is also applicable when telling time in
minutes. After that we did a review wherein, they have to find the ice creams that I hid the
day before my demonstration in their boxes. Each ice cream has a number by 5 all they
have to do is to arrange it by skip counting by 5.

After the review I let the students answer a riddle about clock as my motivation to
introduce to them our topic that day. Then we did some comparison and contrast since we
will be talking about two different clocks that day. It also serves as my Integration across
curriculum since I was advised by my CT that it is required or advised that when teaching a
lesson, integration within and across curriculum is needed. After that I proceed in presenting
and discussing my lesson. Which talks about Telling and Writing Time in Minutes Including
a.m. and p.m. using Analog and Digital clock. I showed examples of clock where it was set
at an exact time. Then let the students write the exact time on the board I also taught them
how to read it in different way like they can read it as 3:10 or 3 hours and 10 minutes.

We also discussed when to use a.m. and p.m. I showed scenarios they usually do
every day and they have to tell me what time of the day they are doing it if it is a.m. or p.m.
It’s nice to know that in a very young age they already know how to read and write time and
also when to use a.m. and p.m.

To know if the students really learned I did some enrichment activity (Pair and
share) where I showed time using analog clock then they have to write the exact time in
their show me board. Then generalization where I let the students completes the paragraph
for deeper understanding of the lesson. We proceed to group activity where they have to set
the time when they do the things written on the strips of paper then complete the puzzle,
one has an analog clock and the blank piece, they have to right the exact time shown on the
clock.

After explaining what should the students do in their group activity Ma’am Martirez
called me and told me that I can stop now and it’s time to give their feedback. They
congratulate me and told me that I am very good in my Final Demonstration Teaching. My
heart was so happy that time while listening to their comments. There is just one thing that
they told me that I need to improve that is to smile while teaching, but overall, they are all
happy with my demonstration and congratulate me. Ma’am Martirez jokingly told me that
she will give me a crown.
After that I gave my tokens to the entire panelist and give their snacks. I also
prepared food for our students and a simple gift for all of them as me thanking them and
showing my appreciation to all of them.

The profession that I chose will be tiring but one thing I can say is that even teaching
is tiring I can do it happily. Once you learn how to enjoy what you do it won’t feel like
working. The students that I’ve handled don’t know how much they mean to me as they
never fail to make me feel confident and proud of myself. Based on what I had experienced,
I realized that it is easy “to teach” what is hard is how you will facilitate your own classroom
as a manager as well. Teaching is a tricky business, you always adjust, compromise, but
history has proven that the noblest profession of all is teaching.
LINTAC, JIEZELLE A.

The final demonstration teaching phase of the teaching internship was accomplished
by showing the learning and excellence of the pre-service teachers in the field of teaching.
The said demonstration was monitored by the head teacher or principal, the cooperating
teacher, and the supervisor from the university.

The pre-service teacher, Jiezelle A. Lintac, is an elementary student teacher


assigned to Francisco Benitez Memorial School, located in Pagsanjan, Laguna. Her
cooperating teacher, Mrs. Marilou T. Guiron; the school administrator, Dr. Geraldine
Anacleto; the BEED teacher for LSPU-SCC, Dr. Henly Martirez; and Dr. Ray Samuel
Grecalda, the PST Coordinator, served as her observers and offered their support
throughout the activity.

The final demonstration of teaching was conducted in face-to-face classes. It starts


at exactly 10a.m. at Francisco Benitez Memorial School. The grade one (1) Sampaguita
students (24 students) participated.

The pre-service teacher taught English, aiming to target the most essential learning
competency, which is to recognize common action words in stories listened to. EN1G-
(MELC Code: EN1G-IVa-e-3)
The pre-service teacher began her lesson with prayer, greetings, class rules, and
attendance. Before she starts with the motivation, the pre-service teacher reviews the story
with her students, calls a pupil to read the story, and after that asks questions about the
story.

In the motivation, the teacher shows a box to her students for the game called
charades. She calls them one after another to come in front and get one egg from the box.
The student will read what is written in the egg, and they act it out. The class will have to
guess what is written in the egg by looking at the action/gesture. If anyone guess it right, the
pre-service teacher will ask which part of the body moves. In the end, the students will ask
by the teacher what will be the topic for today.

She discussed the action words, giving examples from the sentence and pictures.
After the discussion, proceed to enrichment activities. In this activity, students unscramble
the letters to complete the words and spell them. Then, students were asked to give
examples of sentences with action words. For the group activity, the pre-service teacher
divided the class into four (4) groups. In this activity, students should recognize the action
words in their respective stories. After it, the students proceeded to identify the action words
in each group of words. The last activity is the evaluation, where students choose the letter
of the correct answer. It was a 5-item quiz about identifying the actions used in each
sentence. Finally, she finished her demonstration teaching by ensuring that the students
were equipped with a clear understanding of the lesson.

A post-conference was conducted after her demonstration, led by the observers. The
observer gave her a good comment about her being neat and well-groomed. She has a
well-modulated voice during the final teaching demonstration, and her personality is strong
enough to command respect and attention from the students. The lesson plan is well-
prepared. She applies knowledge of content within and across curriculum areas. And there
is congruence between objective and subject matter. For the content, she demonstrates
deep knowledge of the subject matter and gives sufficient and concrete examples to create
a meaningful learning experience. In her questioning skills, she encourages convergent and
divergent thinking. Lastly the teacher was creative in providing visual materials. The
observers filled out the evaluation forms.

B. NARRATION OF EXPERIENCE

CASANTUSAN, MA.MICHAELA D.

Practice teaching is a vital aspect of teacher education as it provides aspiring


teachers with the opportunity to apply their knowledge and skills in real-life classroom
situations. As a pre-service teacher, I was excited to embark on my practice teaching
journey. I was assigned to a Grade 3 class at Francisco Benitez Memorial School and was
tasked with teaching and assisting my cooperating teacher. In this 5-page narrative, I will
reflect on my experiences, challenges, lessons learned, and personal growth during my
practice teaching.

For the 2nd semester, Dr. Anacleto let us pick which grade level we would like. I
chose the Grade 3 Agila under the supervision of Ma’am Chesstine De Chavez. As a
student teacher, the participation period was one of the most transformative experiences of
my educational journey. It was the moment when I could finally step into the role of a
teacher, put into practice everything I had learned in my education courses, and gain real-
world teaching experience.

I still remember the first day of the participation period vividly. I was excited but also
incredibly nervous about the thought of standing in front of a classroom full of students.
However, I was also eager to learn from my cooperating teacher, collaborate with my peers,
and make the most of this unique opportunity.

At the start of my participation period, my cooperating teacher welcomed me into her


classroom and introduced me to her students. She gave me the chance to observe her
teaching style and techniques, and I learned so much from her. I also had the opportunity to
collaborate with my peers, share ideas, and work together to create lesson plans and
activities. Ma’am Chesstine let me observe first for the first 2 weeks, I familiarize first myself
first with the class routines, rules and get to know my students as well as the different
lesson plants she uses.

As time went on, I grew more comfortable in my role as a teacher. I had the chance
to teach some lessons myself, and it was incredible to see my students engage with the
material and learn new things. I also had the opportunity to connect with my students, learn
about their interests and needs, and adapt my teaching style accordingly.

One of the most valuable aspects of the participation period was receiving feedback
from my cooperating teacher and other experienced educators. Their advice helped me to
improve my teaching techniques and become more confident in my abilities. They also
challenged me to think critically about my teaching practices and encouraged me to take
risks and try new things.

Of course, there were also challenges during the participation period. There were
days when I felt like I wasn't making any progress or that my lessons weren't engaging
enough for my students. But these moments taught me to be resilient and to keep striving
for improvement. They also reminded me that teaching is a continuous learning process,
and there is always room for growth and development.

Throughout the participation period, I felt like I was truly making a difference in the
lives of my students. It was incredibly rewarding to see them grow and learn, and to know
that I played a role in their education. I also felt like I was making progress towards my goal
of becoming a teacher, and that the participation period was preparing me for the
challenges and opportunities that lay ahead.

Despite the positive aspects of my practice teaching experience, I also encountered


several challenges. One of the most significant challenges I faced was the issue of
classroom management. I found it challenging to maintain order and discipline in the
classroom, especially during transition periods or when dealing with disruptive students. I
tried various strategies such as setting clear expectations, positive reinforcement, and
disciplinary consequences, but I still struggled to maintain control of the class. Another
challenge I faced was adapting to different learning styles and abilities. I had to differentiate
my lessons to cater to the needs of all students, including those who struggled with the
subject matter and those who were advanced learners. It was difficult to balance the needs
of individual students while maintaining the pace of the lesson.

Through my practice teaching experience, I learned several valuable lessons that I


will carry with me into my teaching career. One of the most important lessons was the
significance of building positive relationships with students. I realized that students are more
likely to engage in learning and follow classroom rules when they feel valued and
respected. I made a conscious effort to get to know my students, listen to their opinions,
and provide feedback that focused on their strengths. Another lesson I learned was the
importance of being flexible and adaptable. I had to adjust my lesson plans and teaching
strategies to cater to the needs of the students continually. I learned that it is essential to be
responsive to the students' needs and feedback to create an environment that is conducive
to learning.
My practice teaching experience was a significant period of personal growth for me. I
became more confident in my abilities as a teacher and developed a greater understanding
of the complexities of the classroom. I learned to manage my time effectively, be organized
and prepared, and to be open to feedback and constructive criticism. One of the most
significant aspects of my personal growth was my development of critical reflection skills. I
learned to reflect on my teaching practices, to identify areas that needed improvement, and
to seek out solutions. I also learned to accept and learn from my mistakes, which enabled In
conclusion, my practice teaching experience was both challenging and rewarding. I
encountered several obstacles, but I also learned valuable lessons and experienced
personal growth. I am grateful for the opportunity to have worked with my cooperating
teacher, fellow pre-service teachers, and the students. I am confident that my experiences
and reflections will serve as a foundation for my teaching career, and I am excited to
continue learning and growing as an educator.

JAVILINAR, JEAN ANDREI R.

February 20, 2023 was our Pinning ceremony and Mass endorsement. All of the
cooperating school Principals were all invited. Then the day after, February 21, 2023 is our
first day of on-the-job training for our second semester. Our OJT for this semester is
different from the first semester, because this semester is the time where we have to
practice teaching in front of the students.

We went to the principal’s office to greet the principal and to ask what grade level we
will be assigned. But Ma’am Anacleto is very kind that she lets us choose which grade level
we want to handle. She told us that in work it is important to listen to your co-workers. They
will be the one doing the job so it is important that they do it whole heartedly and happily.
After we finished talking about which grade level, the principal accompanied us to our
respective cooperating teachers and introduced us to them.
In FBMS, there is a Science section and regular section. All of us 5 chose the
science section. I chose Grade 2-Narra and my cooperating teacher was Ma’am Lilet F.
Cayabyab. At first, I was so nervous because I will get to meet new faces of students and of
course to my CT since she knows me since I was young because she is one of my “ninang”.
The pressure and the nervousness that I am feeling that very moment is unimaginable. I
come to the point where I want to switch grade levels with my fellow student teachers. It’s
not because my CT is scary but the feeling that she knows me makes me nervous. But as
time passes by, I get to know them and we got comfortable with each other. They are all
sweet and genuine in showing appreciation even on the small things that you do to them.

For the first two weeks my CT just let me observe and be familiarize with her
students. While I was still observing my CT sometimes asks me to check the activities of
her students. I don’t have any problems with that since I really love doing it. I was trained by
my mother because she is also a teacher so sometimes, I am the one who checks the
papers of her students. I also help in cleaning the classroom every dismissal time.

After two weeks of observations, the classroom settings, the behavior of the pupils
and how the teacher manage the classroom, Ma’am Cayabyab told me that I will be
teaching next week. She lets me choose the subject that I want, and I chose ESP. But
during the weekends there was an announcement that there will be a cancellation of
classes due to strike. There was no means of transportation. Some schools including FBMS
decided to switch the mode of learning to modular modality. The presentation that I
prepared for ESP was just sent to the group chat of the parents so the students can still
study our supposed lesson for that week.

On Monday after the week of no classes, I asked my CT if the subject that I will teach
is still ESP. She said yes and offered me her lesson plan. Since it’s my first time she sent
me her lesson plan for that week that I can use as my guide. Then, she told me that I just
have to ready the PowerPoint presentation. ESP is their first subject and also my first-time
teaching in front of them. During the flag ceremony I was so nervous and I really prayed to
God for guidance. While I was teaching, the teacher of grade 1 went inside the classroom
and my CT ma’am Cayabyab told her that I am very good. It makes me happy to hear that
feedback coming from my CT.

Every week I was assigned to teach different subjects. After ESP, the following week
I taught Araling Panlipunan (A.P.). Ma’am Caybayab asked me ahead of time when will be
our final demonstration and what subject do I want to teach. I told her that I want to teach
Science. So, she lets me teach Science and Math the following week. Her reason is for me
to practice teaching the subject and for me to know if that is what I really want to use for my
demonstration. While teaching science I realized that it’s a little difficult to teach than the
other subjects. It’s a very broad subject unlike math that there is only one answer in one
question. And in that very moment I decided to teach Math instead of Science in my final
demonstration. I also experience teaching English and MTB.

My cooperating teacher is very kind and approachable. Even though she is teaching
for a long time you can see how humble she is. She sometimes gives me pointers on how I
will facilitate my classes in the future when I become a professional teacher. One thing that I
remember she told me that in a classroom you as a teacher should be mindful and
observant to your students. You should know who are having difficulty in seeing, hearing
etc. You should be aware of your students needs. We should know our students not just by
their names but holistically, meaning, are they physically, emotionally, and mentally fit?

I also experience doing SF2. My cooperating teacher lets me mark the absentees for
the month of February and March. She was recording it first in her notebook and then she
lets me transfer it to her SF2. While doing it, I realized that keeping records of students
absent is important. You as a teacher can know easily if the higher ups asked for a record.
Also, I saw how children of their age are very honest. We all know that if you are absent you
have to submit an excuse letter the next day. Ma’am Cayabyab always read what is written
on the excuse letter. One time when she asked a student if what is written on the
excuse letter is true the students immediately answered “no”.

I also experienced arranging books in the library. There was one time when all the
student teachers were called to the library to arrange and encode the book in the system. It
was so overwhelming because of the numbers of books especially the story books. Other
books like encyclopedia, dictionaries, almanac etc. were to be encoded in the system but
for the story books we just have to count it one by one. And if you will go to the library, I
think there are 1-3 shelves of story books. But thankfully we are 10 that time because also
the ST of Union College was there to help.
I work also at the school canteen. To be organized, School canteen used to send
“bilao” to every classroom. So, the pupils will just have their snacks inside the classroom. I
helped one of the canteen staff in putting different snack in the biliao. Then my second duty
at the canteen I experienced selling to students, I was pressured because it was too
confusing when the students are buying, giving their money at the same time. I find it hard
to memorize the prizes so I am always asking my fellow ST the price of the snack. We were
also tasked to do the monthly sales of the canteen for the month of April. Then after a long
day of duty we helped the canteen staff in counting the total amount of sales for that day.
And that day was very productive.

I can say that this is a good experience because in an actual field of teaching you
can be assigned in different positions. It doesn’t mean that you are a teacher you will just
always stay inside the classroom. You can also be placed at the canteen.

One of the moments that I will never forget is that every time my students see me
entering the gate, they will run fast towards me and they will say to me that they missed me
so much. To think that we just saw each other yesterday. Sometimes when I go to the office
to log in, they will join me and say “teacher Jean train train po tayo.” And almost all of them
will fall in line behind me and we will start walking going to the office. These pupils really
taught me a lot of things. They showed me the real-life situation inside and outside of the
school. I learned that respect begets respect. I do believe that the way your pupils treat you
reflects the way you treat them.

It makes my heart happy whenever they greet me “Good morning, Ma’am Jean”
“Hello Teacher Jean” I took pride on myself knowing that they respected me and they
looked up to me. Knowing that, I’m not yet finished with the course.
LINTAC, JIEZELLE C.

As a practice teacher, I found myself facing a unique set of challenges that tested my
patience, flexibility, and problem-solving skills. It was an exciting and rewarding experience,
but it was not without its difficulties.

One of the biggest challenges I faced was adapting to the different learning styles of
my students. Each child had their own unique personality, interests, and needs, which
meant that I had to tailor my teaching approach to suit each individual. This required a lot of
patience and creativity on my part, as I had to constantly come up with new ways to engage
my students and keep them motivated.
Another challenge was managing the classroom effectively. Maintaining discipline
and order was essential for creating a productive learning environment, but it was not
always easy to achieve. I had to find the right balance between being firm and being
approachable, and I had to be able to identify and address any issues that arose quickly
and effectively.

In addition to these challenges, I also had to deal with the stress of lesson planning
and grading. As a practice teacher, I was responsible for developing lesson plans that
aligned with the curriculum and provided a meaningful learning experience for my students.
This required a lot of time and effort, and I often found myself working late into the night to
ensure that everything was ready for the next day.
Despite these challenges, being a practice teacher was an incredibly rewarding
experience. It gave me the opportunity to make a positive impact on the lives of my students
and to help them grow and develop both academically and personally. It also allowed me to
gain valuable experience and skills that will be invaluable as I continue on my teaching
journey

III. Appendices (Communications, Letters, Memorandum etc.)


IV. Certificate of Completion

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy