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Introduction
Pre-Internship Equipping Workshop Series is a preparatory workshop series carefully
planned and prepared for all SOE students who are candidates for the practice teaching for
Second Semester, SY 2015-2016.
Several sessions were organized like sessions entitled “Towards MTB-MLE
teaching” by Prof. Jestoni P. Babia, chair, Department of Teacher Education at University of
San Jose- Recoletos. Also, a talk on Drug Abuse Prevention was organized last October 17,
2015 in order for us to know how to address this problem if ever we will encounter such
cases.
Parallel sessions were also organized with topics that are very relevant to our
internship experience like lesson-planning, assessment, trends in Facilitating the Teaching-
Learning Process, classroom management, updates on the K-12 Program and how to fill-up
DepEd forms.
To wrap-up the things we learned from the series of workshop, pre-internship
teaching demonstration were organized wherein all candidates for the practice teaching of
SOE were required to do the individual demo, observers or panelists of the said activity were
from respected and prestigious private schools.
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October 26, 2015
Dr. Jovelyn D. Delosa
Dean, School of Education
Xavier University-Ateneo de Cagayan
Corrales Avenue, Cagayan de Oro City, 9000
Dear Dr. Delosa:
I am fourth year student taking up Bachelor of Secondary Education major in Mathematics at
Xavier University-Ateneo de Cagayan. I am writing this letter to express my interest to apply
for an internship in order to gain practical experience and skills in the field of teaching.
My knowledge, skills and capabilities together with my personal qualities make me an ideal
candidate to perform internship. My experience in tutorials, seminars, member in
organizations, workshops and symposium combined with my definite learning in Education
subjects and love for Mathematics have convinced me that being a teacher is a vocation, the
noblest profession, which I would like and wanted to attain and uphold in the near future.
Having an internship would be a great springboard in reaching my dream to become a
productive and passionate teacher and I know that my experience is not that enough, yet my
willingness to grow, my skills and education, and enthusiasm to develop and excel will make
me an asset to the department.
Also, my active involvement in academic and extracurricular activities has done so well in
developing my communication and leadership skills, which are vital in finding success in the
world of teaching. With these, I am certain that I would make a meaningful contribution.
Enclosed is my resume that enumerates my experiences and particular skills. I shall be much
thankful to you, if you grant me an interview at your most convenient time. I am looking
forward to your positive response
Yours sincerely,
Rogie Mae B. Guillano
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PIEWS Outputs
IPP Lesson Plan
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Image 1.1 PIEWS kicks off with a session entitled “Towards MTB-MLE teaching”
by Prof. Jestoni P. Babia, chair, Department of Teacher Education at University of San Jose-
Recoletos last September 16, 2015.
Image 1.2 Faces after the first parallel session about IPP Lesson Plan last September
19, 2015 with Ms Maria Cecilia S. Jumalon of XUHS with the nine Math majors.
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Image 1.3 Assessment and trends in Facilitating the Teaching-Learning Process in
Mathematics class were discussed by Ms Maria Cecilia S. Jumalon last September 27, 2015.
Image 1.4 A talk on Drug Abuse Prevention was organized last October 17, 2015 in
order for us to be aware, prepare and know how to address this problem if ever we will
encounter such cases.
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Pre-Internship Teaching Demonstration Lesson Plan
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PITD Evaluation Sheets
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PITD Evaluation Sheets
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PITD Evaluation Sheets
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Reflection
Pre-Internship Equipping Workshop Series serves an avenue for us candidates for the
practice teaching for Second Semester, SY 2015-2016 to review and prepare for the whole
semester of on and off campus internship program.
Experiences during the series were remarkable especially during the pre-internship
teaching demonstration last October 30, 2015. The panelists really scrutinize every individual
who participated the activity from the lesson plan, development of the lesson to how you
look and how you confidently move, even how you correctly used the English grammar.
The experience really was beyond my expectations, it enables me to review myself as
an individual and how equip I am to be a teacher. Indeed, learning is a continuous and not an
easy process. Despite of the negative comments of the panelists still I'm very blessed because
I was corrected which I thought was already correct. It's a stressful experience but I'm
holding to those commendable things they said and still willing to change and pursue
teaching to continue to learn.
I must say after that, I have prepared myself for the more unexpected journey- actual
internship. Anyhow, I thank everyone who was with me in journeying with the common
passion to teach and help the greater community.
I know it is a challenge. But as teachers, especially a 21st
century skilled teacher, youhave to, not only because your demanded by your subject but because it is your duty not only
to assess your students’ learning but also to assess your effectivity as your teacher to them.
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Description of Internship Site
Students are diverse this implies that each students have different needs and
preferences, thus differentiated instruction must serve to attend students’ learning
preferences. In addition, one of the domains of National Competency-Based Teacher's
Standard (NCBTS) is the Learning Environment (domain 2) which focuses on the importance
of providing for a social and physical environment within which all students, regardless of
their individual differences in learning, can engage the different learning activities and work
towards attaining high standards of learning.
A learning environment must be a best place for a student to study and learn. True
enough, Xavier University-High School (XUHS) provides every detail to make the physical
environment safe and conducive for learning. The beginning of my internship journey in
XUHS was marked by a trip to the school area and its facilities spearheaded by the school’s
principal FR. Joaquin Sumpaico, SJ.
Xavier University High School is located at Pueblo, Cagayan de Oro City. And for
almost two months, my observations revealed a cheerful and helpful disposition displayed by
the staff and students creating a school climate very conducive to teaching and learning.
Image 2.1 The school’s
library is always clean and
the books are properly
arranged; kudos to the
librarians for always
reminding the students to
always return the books in
their proper places after
using.
Image 2.2 Activity areas on every floor help students in preparing for their classroom
activities like creative presentations, poster makings, and group discussions.
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Image 2.5 With my cooperating teacher Engr.
Mary Grace Bajuyo, 4th
year Mathematicsteacher at XUHS
My Cooperating Teacher
On my experience with my
cooperating teacher, I was so amazed by the
fact that she’s a licensed chemical engineer.
Every time she gave me a task she always
said that, “Kapoy kayo mag teacher roj,
kapoy gyud.” With that statement which I
heard countless times, I really confused
why she was now a teacher. And then I
once asked her why, she didn’t answered
until my 3rd try, she said “the previous job
of my engineering days made me realized
that the field would not be my life, and to
shift to be a teacher was my tough decision
I made.” Indeed it was a tough decision but
as I observed that decision made her
happier because as what I have heard she was
enrolled to be a master teacher.I am so inspired by her experience; I
can relate that to be a teacher is not her 1st love, true enough that love is not only a feeling but
a decision. At first, I just forced but as I go through the journey, I learn to love teaching,
though I still can’t fully figure it out for now since I’m still an intern yet I have made a
decision, a decision for me to stand and to fight for. I know it is a battle within me yet I know
I won, and will win. It is hard to keep the fire burning but my willingness to pursue, my
perseverance for me to learn and my passion to keep fighting will soon be enough.
As a future teacher, I must be flexible enough to be a good teacher. Flexible in a way
that I must expect the unexpected and also flexible in adapting changes if what unexpected
things may happen along the way. Since giving up is not an option, I must not quit as a
student and a teacher in the future, if it need to pour a lot of sweat and blood, then I should
pour it.
Even ambiguity still flows in my veins, if I really want to be a teacher, I will always
convince myself that teaching is really for me because teaching gives me a lot of fulfilment.
Even it takes time, yet I know I am able and capable of doing it. I must not quit, I must keep
moving forward.
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The Learners
Considering the given factor which is the diversity of learners, in order to cope-up
with this diversity, teachers must be flexible enough to really attain his/her objectives to
impart the specific knowledge needed. Teachers must consider learning styles and multiple
intelligences thus; planning is really needed so the teaching approaches, methods, and
strategies will be aligned to the objectives and the learning preferences of the students.
However, all of these must start in getting to know your audience or your students.
Image 2.6 Students of 4t
year Arrupe, they’re the most cheerful, sometimes
emotional, restive, and eager to get moving, like group activities and excursions. They
are reflective, appreciate my reflection and named me Ma’am Roj Hugot.
Image 2.7 Students of 4th
year
Calungsod, most of the
Mathematically-inclined students are
here, they are eager to learn,
appreciate the techniques and
shortcuts that I gave to them. They
Considers fairness to be important.
And most of them takes initiative and
are self-motivated.
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Image 2.8 Students of 4t
year Alingal, my cooperating teacher used to call them section
‘Alingasa’ because of their unending noise. Most of them are expansive, adventurous,
curious, eager to learn, energetic, always in motion, loud, and emotional. They like to work
in groups, but will need assistance.
Image 2.9 Students of 4
t
year Ruiz, the moderating class of my cooperating teacher, theirattention span are very limited that’s why you need to crack jokes and vary strategies and
activities. They like to work in groups, but will need assistance.
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Image 2.10 I was at the back
observing my CT, how she handles
her 4th
year Alingal during a class
with a topic of graph of Sine.
Image 2.11 My CT integrates
technology using GeoGebra
application as part of her
instructional so that her students of
4th
year Arrupe class to see the
vivid picture of the graph.
Image 2.12 Observing how my
students in 4th
year Calungsod
behave during an exam.
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The Ignatian Pedagogical Paradigm
The worldview and ideal of Jesuit education for our time has been expressed in The
Characteristics of Jesuit Education. Ignatian Pedagogy assumes that worldview and moves one step
beyond suggesting more explicit ways in which Ignatian values can be incarnated in the teaching-
learning process. It is a paradigm that can provide a more than adequate response to critical
educational issues facing us today. It is a paradigm with inherent potential for going beyond mere
theory to become a practical tool and effective instrument for making a difference in the way we
teach and in the way our students learn. Ignatian Pedagogical Paradigm (IPP), I might say the best
asset of Xavier University, particularly the School of Education. This distinguishes education from
the education provided at other colleges and universities, IPP marks that we really a Jesuit School.
We believe there is: a cycle of experience, reflection, action, and evaluation that can be traced back to
the Spiritual Exercises of St. Ignatius.
Moreover, Grade 8 to Grade 10 of XUHS adopted the K to 12 Curriculum, which specifically
in Math subject follows the spiral curriculum. In a spiral curriculum, learning is spread out over time
rather than being concentrated in shorter periods. In a spiral curriculum, material is revisited
repeatedly over months and across grades. IPP helps teachers to show the connection of every topic
and how every topic related to real-life context, in order for students to appreciate the relevance of
what they have and need to be discussed.
IPP follows the CERAE format. C for Context- what needs to be known about learners (their
environment, background, community, and potential) to teach them well?E for Experience- what is
the best way to engage learners as whole persons in the teaching and learning process? R for
Reflection- How may learners become more reflective so they more deeply understand what they
have learned? A for Action- How do we compel learners to move beyond knowledge to action? E for
Evaluation- How do we assess learners’ growth in mind, heart, and spirit?
Through its commitment to Jesuit ideals, Xavier University School of Education
prepares not only the future educators to become effective in their field but also prepares
them to become educational leaders who will improve and transform the society. Through
reflective practice emphasizing values, and social responsibility, which is actually transparent
in their way of teaching by using the IPP lesson plan, learners mindfully pursue the answer to
the question, “How ought we to live and lead as educators?” This expressed vision of SOE
focuses on the use of reflective practice as a way to transform future educators from
consumers of knowledge to producers of knowledge in service to others.
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My IPP Lesson Plan
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Assessment Tools and Sample Works
Image 2.13 My cooperating teacher asked me to make a quiz.
Assessments should reveal how well students have learned what we want them to
learn while instruction ensures that they learn it. For this to occur, assessments, learning
objectives, and instructional strategies need to be closely aligned so that they reinforce one
another – this is just to incorporate how learning assessment should be, this was also one
thing I really put into application to my In-campus Internship journey.
Image 2.14 Action part of my graded IPP lesson plan
Image 2.15 Board work. I explained after my student complains that his answers are
correct even it is not.
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Observation and Evaluation Forms
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Observation and Evaluation Forms
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Observation and Evaluation Forms
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Observation and Evaluation Forms
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Development Plan
Come to School Prepared.
Don’t be nervous.
Appreciate and criticism.
Learn from mistakes.
Be the teacher I wanted to
be.
Make Math easier for
students.
Make every class enjoyable
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Reflection
My In-campus internship experience teaching 4 sections in 4th
year level specifically
in Trigonometry at Xavier University-High School with my cooperating teacher Engr. Mary
Grace Bajuyo provided me with a cumulative opportunity to integrate all I had learned at
Xavier University- Ateneo de Cagayan School of Education, and apply it in a practical
setting particularly in a private school.
Challenges are part of the experience; it is inevitable especially if you are new with
the setting. Some of the challenges I have encountered were; my cooperating teacher was not
easy to talk to, I have 4 sections everyday, there are many papers to check considering I have
almost 180 students, my CT was absent for 3 days, I was observed by 6 math teachers
including the department chairman and personal challenge includes discipline, time
management and waking up early to be at school as early as 7:10 a.m. These challenges
really help me more prepared and more discipline individual that will surely help me in the
future.
Despite the challenges I faced, I am still greatly thankful for my supportive parents,
appreciative students, helpful friends, and good health and to my Great Father, Lord Jesus
who really helped me in everything and still give me a reason to look forward for the
wonderful things.Moreover, the significant experience that will surely make me better as an individual
was when my CT was absent for three days, I acted as her substitute, it was not a planned
absent that’s why I also left unplanned, her note to her co-teachers was only to observe me,
because she knew that I can. I am so nervous that time; especially I didn’t expect that
teachers will still observe me. Unfortunately, I was corrected by one of the teachers because I
unconsciously put a theta sign in a wrong place. The experienced taught me about
acceptance, patience, and be always prepared.
Indeed, it was a challenging experience but so grateful that I survived. I really learned
a lot, it took kilograms of patience and tons of passion to be an effective teacher, and it must
be a Never Quit, Never Surrender unending stories.
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Description of Internship Site
A learning environment may be understood to be the complete physical, social and
pedagogical context in which learning is intended to occur. Indeed Iponan National High
School (INHS) provides an environment for a social and physical wherein all students,
regardless of their individual differences in learning, can engage the different learning
activities and work towards attaining high standards of learning.
INHS is located at Zone 5, Iponan, Cagayan de Oro, Misamis Oriental, few more
distance from National High Way. It has a total of 21 rooms - 19 of which are for
instructional purposes and the
remaining 2 for non-instructional
uses. All in all, the school has at
least one computer lab, general
academic classroom, laboratory,
library, and office. Of the
instructional rooms, all of them
are standard rooms, meaning
they meet the DepEd's guidelines
for safety and usability.
Image 3.1 Non instructional building, at the ground
floor you’ll found the principal’s office, 2 TLE rooms.
At the 2nd
floor are the library, science laboratory and
computer lab.
Image 3.2 Grade 7 classrooms,
near at the canteen.
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Image 3.3 The 2-storey building
for grade 8 student.
Image 3.4 Grade 9 classrooms,
installation of electricity is still
on going.
Image 3.5 New 2 storey building
for grade 10 students
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Image 3.6 Educational parks of INHS to show creativity as they integrate learning.
Image 3.7 They also segregate garbages, but unfortunately students still burn plastics.
Image 3.8 Activity areas or students’ places during vacant time wherein they can meet
for group activities.
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Image 3.9 On-going construction
of a two-storey building in
preparation for the K to 12
Image 3.10 The covered court serves for the outdoor activities, general meetings and
rehearsals.
Considering the school is the 2nd
home of the students and the fact that learners
are diverse. It must be comfortable, inviting and conducive for them in order to really
attend students and their different needs. Though INHS is not that typical ideal school yet
you will see how they are eager to be one.
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Image 3.11 Photo taken after we present
during the opening night of the Brgy. Iponan
fiesta last Febrary 1, 2016, I’m with my
cooperating teacher Mrs. Ester A. Alias.
Image 3.12 Post conference with Mrs. Marisa Cayetuna, Principal of INHS,
Ms. Roble, one of the faculty and with
my supportive cooperating teacher
My Cooperating Teacher
“Small but terrible” – three words that
mostly students and co-teachers describe Mrs
Ester A. Alias. A librarian, a prefect of
discipline, and a Grade 9 Mathematics
teacher of 4 sections, imagine how busy she
is but you will really see how she exerted her
best in everything, truly she is a product of
Xavier University-Ateneo de Cagayan, whom
the spirit of Magis truly flows in her veins.
I’m so amazed by the fact that she
really loved Math as well as teaching
“I just can’t live without it” her answer when
I asked of all the subjects, why Mathematics?
I’m so inspired by the fact that her words are
authentic; you can really see it, the way she
confidently teaches her students. Indeed she
serves as a positive and powerful role model to
me and to her students.She graduated at Xavier University-Ateneo de Cagayan at the year of 1991 and
directly land a job in a private school, after many years she went abroad and as she went back
to Philippines at the year 2006 she entered the
Department of Education, perseverance and willingness
to grow was her driving force, that's why every time in
her discussion she integrates these values and other
important values to her students, which she said the
most important part in teaching.
Furthermore, I commend the way she teach
though the development of her discussion is sometimes
fast, still she motivates her class to self-study by giving
them assignments.
To be her student teacher was a great privilege
for me to grow more and develop, she is so supportive
that even during my graded demonstration which I was
observed by the principal and other Math teacher, she's
the one to guide and comfort me, she's really like a
mother to me. In my off-campus internship with her, I
learn to be more flexible, to save and sustain my energy and to accept criticism positively.
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Image 3.13 My daily schedule with
only 30 minutes break of 4 classes
from 10:00am to 2:30pm
Image 3.14 I’m assigned to do everything from lesson planning, make different activities,
and check papers and record students ’scores and attendance
Image 3.15 I’m assigned to give an
assignment, I give these as part of their
review to all triangle theorems that we
have discussed.
My Assignments
As a student-teacher, you will not only engage with the students but also to the
administration, the faculty and the community. You also need to abide the rules and willingfollows your assigned task.
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Image 3.16 To serve is to lead; I’m assigned to lead during the flag ceremony.
Image 3.17 Encouraged to help
and to participate during the
General Assembly, in preparation for the Brgy. Fiesta.
Image 3.18 My cooperating
teacher asked me to give students
a summative assessment.
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Image 3.19 The faculty asked if
we could decorate the stage for
the awarding of honors.
Image 3.20 We are assigned to facilitate the awarding of honors.
Image 3.21 We are encourage to
attend the mass, opening for the
Brgy. Fiesta.
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Learning is a cooperative and collaborative process -one of the principles of learning,
so in order for learning to takes place, teacher must be an effective facilitator. Being an
effective and efficient teacher is not an easy task, it comes with great responsibility which
requires patience, passion and love. Since its collaborative process, the process is only
possible if you are in good terms with your student, that’s why there is a need to first know
them.
Image 3.22 My students of Grade 9-Edison, their total class number is 39, with 22 boys
and 17 girls. The boys have lower attention span compared with the girls, most of them
are willing to learn yet half number of the boys is hesitant to participate and observe
flaws in others easily but slow to acknowledge own faults. They’re active in group
activities.
Image 3.23 My students of Grade 9-Einstein, their total class number is 40, with 17 boys
and 23 girls. They’re section is the silent type, maybe because their Math class schedule is
11:00-12:00nn, most of them are hungry. As a challenge, I cracked jokes and I used
exploration activity in order for their interest will be aroused. In this section you will be
amazed that half of them are intelligent and good in oral recitation. Furthermore, every time
I enter their classroom, they are always happy because they anticipated that they will enjoy at
least my Math class.
The Learners
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Image 3.24 The most bubbly and energetic students of Grade 9-Newton, their total class
number is 40, with 16 boys and 24 girls. They are motivated to learn when lessons are related
to immediate goals and interests. They are talented and very participative, that shows their
creativity when there are group activities.
Image 3.25 My students of Grade 9-Curie, their total class number is 41, with 20 boys
and 21 girls. The boys have their own world, they sometimes cut classes. They are
sometimes stubborn but manageable; their character reflects of typical teenagers that
show desires to make their own choices but wanted to be socially-accepted. However,
they’re the sweetest and easily get the lessons.
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Best DepEd Lesson Plan
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Image 3.26 Netbook and projector for PowerPoint and video presentation
Image 3.27 Integrating technology in the
classroom setting.
Media and Technology Used
Students use computers, tablets, and smart boards while learning. In mathematics,
these tools can be very useful for teachers in engaging students to new material and lessons.
Videos and images particularly help students to see a vivid picture of your examples, and as
they are attracted to your material the more they are interested to your topic.
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My PowerPoint Presentation
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Image 3.28 Assignment for
student’s to practice and
motivate to study.
Image 3.29 I gave a long quiz
every Wednesday or Friday to
check if they retained what
they have learned from the
whole week activity and
discussion
Assessment Tools and Sample W orks
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Image 3.30 Let students
evaluate if the given ratios
are correct or not, let them
use their creativity to color
the regions of their answer.
Image 3.31 Exploration
Activity to let the students
derive the Isosceles Right
Triangle Theorem
Image 3.32 Motivation part,
check if they already
encounter these words
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Observations and Evaluation Forms
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DepEd Forms
Image 3.33 Compute grades; separate the written and performance task, also records attendance.
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Community Service
Image 3.34 Photo taken last
February 1, 2016 at Iponan
Plaza for the Brgy Fiestaopening night
NCBTS domain 6 or the domain of Community Linkages focuses on the ideal that
school activities are meaningfully linked to the experiences and aspirations of the students
in their homes and communities. Thus the domain focuses on teachers’ efforts directed at
strengthening the links between school and community activities, particularly as these links
hel in the attainment of the curricular ob ectives.
Image 3.35 Smile with my co-
interns, while waiting out part
to perform
Image 3.36 Perform before the
big crowd during the High
school night last February 5,
2016
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Reflection
Off campus internship experience is very different with my on campus internship
experience it is really a make or break experience. You really need to answer the question:
“To quit or to survive?” It is different because in my on campus experience I was just an
observer, compared to my off campus experience I am the one to be observed everyday, not
to mention the only 30 minute break of 4 classes from 10:00am to 2:30pm. However, I chose
to survive, I chose to endure the idea of struggling and be motivated to the thought that I will
survive.
The 6 weeks experience really an application of the sum total learning of my college
life, on campus experience and even my high school life. I came from public school and I
never imagined that I will be the one who will get mad in front of almost 45 students just
because they don't wanted to listen, they don't wanted to participate and worst, they don't
wanted to take your quiz. I'll tell you, it is not easy especially if you have another 45 students
waiting for you in the next class.
However, challenges will make your experience worth to fight for. Challenges started
on our 1st day when Bulua NHS let us feel that were not worth keeping, other challenges I
have encountered are: the distance from Patag,Camp to Iponan NHS; the 'not conducive for
learning' of some of the classrooms because it is very hot; my CT always pressures me to befast on phasing of the lesson because they're still at the 1
st part of the 3
rd quarter that
supposedly it must be in the 4th
quarter; cutting classes of half of the total number of the
class; you should be prepared everyday from your day-to-day lesson plans, strategies and
activities and my CT was always busy. Yet these challenges were the things that luckily I
survived. I learned to be more and extra patient, always reminding myself of the thought of
“the will to serve”, research different strategies in order to get the attention of those students
with limited attention span and sleep late at night just to check papers and make lesson plans
and wake up early to study the lessons to make Math easier for my students just to make
myself prepared enough for the next day lesson.
Challenges also involve that I'm the only Mathematics intern assigned at Iponan
NHS, you don’t only need to adjust with your CT and to your students but also to your
teammates, other teachers and workplace itself. Luckily, which I still consider myself blessed
because of my understanding and supportive teammates. Even I'm bullied, I found another
family with them, I have a friendly environment, someone who gave an honest and direct
advice, someone who will comfort you because you feel so down because you burst your
anger to one of your class, someone who will make you happy with his/her corny jokes,
someone who will supports your decision and someone who will always bring and buy foods
especially when most of us are stress and tired. Happy is just an understatement if you want
to describe me my teammates. Also, I'm so thankful to my uncle who also wakes up early
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just to send me at Iponan, to my supportive parents, appreciative students, helpful friends,
and good health and to my Great Father, Lord Jesus who really helped me in everything and
still give me a reason to look forward for the wonderful things.
Furthermore, the significant experience that until now lingers in my mind is the fact
that I have received low scores on my demo and to my disposition. It's disturbing, though
grades will not define you but for this experience it will be undeniably the basis. I thought I
have a good grades since my CT always commend me the way I teach and the way my
graded teaching demonstration worked out. Maybe I just expected too much because of
course I was deceived by the beautiful words, but I'll just accept it positively and a challenge
that I'll still need to have something more, i'll just look into the angle that it's part of the off-
campus experience.
Des pite of everything, I’ll still consider myself as a survivor. With all of the
challenges who would have thought I would survive, challenges are made not to break you
but an opportunity to make those broken pieces, ideas and philosophies stick to attend wha t
supposedly intended, challenges adds up to the definition because you’re a human, it's part of
the path you need to take. Eventhough I faced the sad reality emerging in the public school
system. Constant reflections and discernment were made just to survive this tide-like
experience of mine. And still, I wanted to teach and to pursue my goal to make Math easier
to be loved subject of my future students.
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Case Study
The environment of the school, also referred to as school climate, “is based on patterns
of school life experiences and reflects norms, goals, values, interpersonal relationships,
teaching, learning and leadership practices and organizational structures” (National SchoolClimate Council). According to the National School Climate Council and the National School
Climate Center, school climate can be organized into the following four areas of focus:
Safety (e.g. rules and norms; physical safety; social-emotional safety);
Relationships (e.g. respect for diversity; school connectedness/engagement; social
support – adults; social support – students; leadership);
Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for
learning; professional relationships); and
Institutional Environment (e.g. physical surrounding)
Clearly Learning Environment is included in the NCBTS which is the domain 2. This
does not limit to classroom management but also how comfortable students in their
environment or in their classrooms.
Undeniably, very high temperatures can affect the ability of teachers and students to
concentrate and to work effectively, and can cause physical discomfort and illness. If people
get too hot, they risk dizziness, fainting and physical discomfort. In very hot conditions the
body’s blood temperature rises. If the blood temperature rises above 39°C, there is a risk of
heat stroke or collapse.
I am assigned at grade 9 level, wherein their classrooms are not yet finished, no
electricity and unfortunately have no ceiling but they still need to occupy it. Temperature rises
especially at noon untilafternoon. My students are not comfortable especially they are busy
complaining. Some of my students have colds and others have fever with reddish eyes.
Image 3.37 As a student-teacher and a concern sister, I let them what they want. We did
our class outside of their classroom. Eventhough it is not an assurance that they will feel
comfortable yet they established the will to participate and learn.
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The Health and Safety Executive’s Approved Code of Practice (ACoP) on the
1992 Regulations requires employers to take all reasonable steps to achieve a reasonably
comfortable temperature (paragraph 46 of the ACoP).
The ACoP requires workplaces to be ventilated by a sufficient quantity of fresh
or purified air. Windows which are intended to be opened to allow natural ventilationshould therefore be able to be opened. Where windows are not intended to be opened,
there should be an alternative means of artificial ventilation.
In Conclusion, the administration must see to it, if the school building or the
classrooms are prepared to be occupied by students. Or if this was not actualized, taking
account and initiative of the teacher is necessary.
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Leaner’s Feedback
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Daily Time Record
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Medical Certificate
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CERTICATES
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Permit to exam
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Summary of Ratings
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Final Portfolio Rating
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