Cavite, Guimba, Nueva Ecija To Campus Coordinator Eduardo L. Joson Memorial College Guimba Annex, Pacac, Guimba, Nueva Ecija Mr. Juanito F. Ignacio Please consider my application as an instructor at Eduardo L. Joson Memorial College Guimba Annex Pacac. As my resume reveals, I was graduate at Eduardo L. Joson Memorial College with a BS degree in Education major in English. My student teaching experiences afforded me the opportunity to assume all the responsibilities of a college level. My student teaching experience includes several urban settings with diverse student populations. I have also worked successfully with students with various disabilities. Furthermore, with a strong background in psychology, I bring a true understanding of the many factors affecting the education of children. I feel confident and qualified to take on the challenges that teaching offers. I am eager to demonstrate my talent and teaching skills within a school district that is committed to high standards in the education of children. I look forward to an opportunity to meet with you and further discuss my qualifications. In the meantime, should you need to reach me, please feel free to call me at 09072400077. I am free anytime. Thank you for considering my application.

Very Truly Yours, Norman Kristoffer U. Cruz Applicant

A NARRATIVE REPORT ON OFF-CAMPUS STUDENT TEACHING IN GUIMBA WEST CENTRAL SCHOOL, GUIMBA, NUEVA ECIJA 2nd Semester, S.Y. 2010-2011

NORMA JEAN U. CRUZ Bachelor of Elementary Education

College of Education EULOGIO R. DIZON COLLEGE OF NUEVA ECIJA Under the New Management of WORLD CITI COLLEGES Guimba, Nueva Ecija

April 2011

TABLE OF CONTENTS

PAGE

Title Page Table of Contents Approval Sheet Acknowledgement. Introduction I. The School.. a. Location b. Teacher Profile. c. Student Profile. d. Enrolment Profile..... e. History of the School... II. Working with the Cooperating Teacher. III. Working with the Pupils. IV. Classroom Teaching V. Working with the Community.

VI. Action Research... VII.Case Study.. VIII.Insights Gained.. IX. Appendices

APPROVAL SHEET

This NARRATIVE REPORT ON OFF-CAMPUS TEACHING at the GUIMBA WEST CENTRAL SCHOOL, prepared and submitted by Norma Jean U. Cruz in partial fulfillment of the requirements for the degree BACHELOR OF ELEMENTARY EDUCAION, is hereby accepted.

MRS. CONCEPCION SADORNAS PT ADVISER

Accepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education.

ARMESTO CORPUZ PH.D.

DEAN, COLLEGE OF EDUCATION

ACKNOWLEDGEMENT

This piece of work expresses my gratitude to the people who extend their assistance and guidance in my practice teaching and in my life. I want to express my gratitude to Armesto Corpuz, PH. D., Dean of College Education, Eulogio R. Dizon College of Nueva Ecija under the new management of World Citi Colleges, for his encouragement and support to me. To Mrs. Concepcion L. Sadornas, P.T. Adviser, who gave her valuable suggestions, supervision and encouragement to me. To Mr. John H. Dela Cruz, District Monitoring Area Supervisor of Guimba for the seminar he gave to us and for his undying support. To Mr. Alberto P. Rodriguez, Principal of Guimba West Central School, for his guidance and constructive criticism and the care he gave to us. To Mrs. Josephine M. Cruz and Mrs. Rubi Rose G. Dumayas, my cooperating teachers, for their professional pieces of advice and constructive criticisms and suggestions, supervisions and guidance to improve redound, and success during my practice teaching. To Madam Antonia A. Galapon, our PT Coordinator of Guimba West Central School, for the laughter and joy we shared together, to the faculty and staff of the said school for their warm welcome and acceptance, invaluable time and assistance they have

given to us. To all pupils of Guimba West Central School, especially the Grade IV-Red and Grade II-Earth pupils, who shared their wonderful moment togetherness, and truly made my practice teaching as the most memorable in my life. To my co-practice teachers namely Charville, Lailyn, Lysiel, April Rose, Evangeline, Joan, Vanessa and Violita, for their companionship, tears and laughter we shared with each other. To my classmates and friends for their valuable assistance, moral support and concern. To my beloved father, Mr. Anselmo J. Cruz Jr. , and loving mother, Norma U. Cruz, for their undying love, understanding, financial support and prayers, and to my brothers Dante, Ronaldo, Ryan, Norman and Robin, and to my sisters Leilani and Karen, for their love and care. Above all, I want to give praises and thanks to our Almighty God for giving my life, faith, strength, hope, wisdom and blessings to pursue my studies. To all of them, this work is wholeheartedly dedicated: Thank you and God bless!

The Student-Teacher

INTRODUCTION

Each student who dreams of becoming a teacher should undergo trainings to learn different methods and strategies of teaching that need in the profession which they want to belong. Three half years of pure lectures about the profession they choose, and during those times, the students were still undecided on their course. The remaining semester was the deciding moment that determines for their success or failure. At this period, the students still undergo practice teaching to apply the theories, teaching strategies and methods they learned. It was the time in which the student will teach in real classroom situations, where they would handle pupils whom they did not know what kind of behavior they had. During this period, the students expect that all things might happen to them. They also prepared themselves about the possible problems they might encounter when they are inside the school. They also should always be prepared on what possible solutions to solve their problems. I could say that this was one of the memorable parts of my entire life. In this period, I learned a lot of things like dealing with my pupils, my cooperating teachers, and other personnel in the school. I learned how to love this profession that I had chosen. I could say that I did the right choice to become a teacher.

I.

THE SCHOOL

a. Location Guimba West Central School is located near the old municipal hall of Guimba, Nueva Ecija. The place is conducive for teaching and learning process. The school ground is wide enough for different school activities. The classroom building is well organized, has good ventilation, adequate lighting, and good arrangement of chalkboards, chairs and other school facilities. b. Teaching Profile Guimba West Central School has 43 teachers, 38 of them were teaching, and the remaining 5 were in the higher positionthe district supervisor, school officer-in charge, district liaison officer, district property custodian and the guidance coordinator. The district supervisor was very strict in school rules and regulations. All the faculty and staff were very supportive and active in all the activities of the school. c. Students Profile The total number of pupils enrolled at the primary level was 822. There 407 boys and 415 girls. In the intermediate level, there were 376 pupils176 boys and 200 girls. The total number of pupils enrolled in the S.Y. 2010-2011 was 1,198.

d. Enrollment Profile for S.Y. 2010-2011 GRADE LEVEL I II III IV Total Primary V VI Total Intermediate Total I-VI MALE 102 98 103 104 407 92 84 176 583 ENROLLMENT FEMALE TOTAL 114 216 116 214 95 198 90 194 415 822 103 195 97 181 200 376 615 1,198

e. Brief Historical Background of Guimba West In 1920, the first Grade I was organized. The class was accommodated temporarily at the ground floor residence of the late Lorenzo Cuyuco located north of the Ongjanco

Street and north of the public auditorium, no school building was available then. In 1922, a seven-room building made of light materials like nipa roofing and sawali walling was constructed at the southern portion of the present Guimba West Central School site facing L. de Ocampo Street. The building orientation was east to west and gate was at the L. de Ocampo Street. The school was headed by a supervising principal with seven barrio schools. In 1928, because there was an abrupt increase in the yearly enrollment, so there was a need for additional school buildings and classrooms in all schools in the district. To improve for this, a three-storey building replaced the temporary school building with ten rooms, an office at the third floor and a library room at the second floor. A home Economics building was also constructed and the ground floor served for the shop classes. During the Second World War in 1924, the storey building was burned by Japanese forces when they had made a building as their headquarters. After the war, in 1948, when the educational program expanded, the primary and the complete elementary school were established. The Gabaldon Type School Building was constructed at Guimba East Central School, Guimba West Central School, and to the other five barrio school like Manacsac, Pacac, Maturanoc, Bunol and San Roque. These buildings were named after Senator Isauro Gabaldon who hailed this province. Presently, the Gabaldon buildings were demolished because they will build new buildings. This growth were attained through the leadership of the District Monitoring Area Supervisor, Mr. John A. dela Cruz, and the concerted efforts of the whole teaching force and the school population in their involvement, cooperation and participation on any school project. An overview of the district growth and development is quite impressive,

particularly the remarkable accomplishment in both academic and physical aspects of the school. Most school surroundings are now laboratories of learning with school facilities very much innovated.

II.WORKING WITH THE COOPERATING TEACHERS a. The Cooperating Teachers On January 10, 2011, was our first day in Guimba West Central School. We introduced ourselves to the district supervisor, Mr. John A. dela Cruz. Then, Mrs. Concepcion L. Sadornas came to introduce us to Mrs. Antonia A. Galapon, the StudentTeacher Adviser in the said school, and to Mr. John A. dela Cruz, District Supervisor, and to other teachers in the office. After a sort talk, Mrs. Sadornas left us to Mrs. Tonette. She welcomed us with open arms. She accompanied us to our first cooperating teacher, Mrs. Josephine M. Cruz, 31 years old. She finished the degree of Bachelor of Science in Elementary Education at Central Luzon State University. She earned 42 units of masteral degree at San Jose Christian Colleges. Her field of specialization is Mathematics. She started teaching on December 15, 2000 as a Grade III teacher. She has been teaching in the school for 10 years and 3 months. She is happily married to Mr. Dante U. Cruz with 1 daughter. b. Orientation given by the Cooperating Teacher During our first day in the school, Mrs. Tonette oriented us about the rules and regulations in the school. The school Administrators and other personnel gave us ideas on what the things might happen while we were inside the classroom and also in the school. She oriented us how to do our responsibilities in the school, pupils and teachers. In the classroom, my own cooperating teachers oriented me about the behavior of

the pupils that I might encounter during the period of practice teaching.

c. Assignments and other Duties As a student-teacher, I need to cooperate with my first shifting cooperating teacher and second shifting cooperating teacher. I need to think of ways on how I could help them even in a single ways only. On the first day, my first cooperating teacher told me the things that I might do while I was in the school. During the first day, she let me observe what the things a teacher can do. I observed ways of teaching and dealing to the pupils. Since I was in grade IV class, I need to supervise their task inside the classroom, like cleaning the room, watering the plants and preparing the classroom before the recitation. During my second day, I taught all the subjects of grade IV because our adviser told that we need to be a real teacher inside the school. My cooperating teacher is always guiding me in my practice teaching. Whenever I done wrong in my teaching, she taught me to do the right way, so that the next time I know what to do. On the second shifting, my cooperating teacher allowed me to observe on the first day. On the following day, I taught all the subjects in Grade II-Earth. Since I was in grade II class, I did many of the tasks inside the classroom, like cleaning and preparing the classroom. I was glad that parents did not allow me to do all those tasks alone. They also asked me something about myself. I also observed and assessed the improvement of the pupils in each week and did remedial measures to bring out their best. I became a good listener and sensitive even with a small problem of the pupils.

III.WORKING WITH THE PUPILS a. Pupils Profile Table 1. Total number of the pupils in Grade IV-Red for S.Y. 2010-2011. GRADE IV-RED Table 2. Total number of the pupils in Grade II-Earth for S.Y. 2010-2011. GRADE IIEARTH As the common scenario in every school are expected that all my pupils have the ability to cope with the classroom activities. The class composed of heterogeneous pupils which required me to use different methods that are suitable in their way of learning. BOYS 10 GIRLS 34 TOTAL 44 BOYS 22 GIRLS 28 TOTAL 50

b. Strategies Used to the Pupils Before we began our practice teaching, our adviser gave us lectures to recap all the teaching strategies we have learned in the college. It was the right time to apply all those which we learned. While I was in Guimba West Central School, my two cooperating teachers helped me in deciding what teaching strategy I will use to teach the lessons effectively in the different subject areas To avoid monotony in class, I used different strategies like lecture, discussion, inductive method, deductive method and experimentation. To motivate pupils, I used

different kinds of games to develop interest of the pupils. Motivating the pupils enhanced their participation during discussion. In teaching the grade IV and grade II, I utilized activities and use many methods. The pupils performed their activities with our guidance. Using games in teaching the pupils made the teaching-learning process lively and enjoyable. After each discussion, quizzes were given to assess whether they learned something or not.

IV.CLASSROOM TEACHING a. Techniques, Methods and Strategies Used I used different techniques, methods and strategies to get the pupils attention. I applied the right strategies to ensure learning among the pupils. I also made sure that in all discussions, my approaches were pupils centered to achieve the development and improvement of their abilities. I also used games, different visual aids and real objects to develop the pupils participation during discussion. After the discussion, I give evaluation to find out what the pupils have learned. If the result was negative, I found another ways to discuss further the topic until it become clear to the pupils.

b. Instructional Materials Utilized In teaching the lesson, I used suitable instructional materials to facilitate learning. These materials motivated the pupils to participate during the discussion of the lesson. Every night, I prepare visual aids in teaching the Grade IV-Red and Grade II-Earth pupils. The use of the visual aids was very indispensable to make teaching real and interesting. There were activities which needed extensive preparation. To make the pupils participate

actively, I assigned them to bring particular materials. This will also develop confidence, unity and resourcefulness among pupils. Preparation of instructional materials would mean nothing if the teacher do not know how to use them. She must be familiar and knowledgeable in using them to prevent confusion and waste of time.

c. Lesson Planning Since the college of education taught us to write lesson plans based on the Revitalized Basic Education Curriculum, we were not hard up in making the objectives, and determining the subject matters, procedure, evaluation and assignments. I utilized appropriate activities and games in each particular lesson. All I have to do was to copy them. But I found it hard because of lack of references that I could use. The books and the list were not available. This was the only problem that I noticed in lesson planning that was provided by the RBEC. But the aim of restructuring was good because all the discussion become pupil centered. Through the use of the prototype lesson plans, the teacher discovered the possible strategies that she could use to make her teaching effective. I learned that in some instances, it was impossible for a teacher to finish or discuss one topic in a day. Since the pupils were hard to cope up in a certain topic in one discussion, there was a need to re-teach the lesson on the following day for them to attain mastery of the lesson.

d. Classroom Management In classroom management, I focused on the pupils discipline and routine activities. One of the important aspects is the proper classroom discipline in order to achieve

good classroom management. I conduct activities to create pupils interest and attention. My cooperating teachers advised me to become strict in classroom discipline. They also advised me to provide activities to prevent the pupils from creating noise. I also learned that the teaching process is not effective if there were undisciplined pupils. I must learn to get the attention of the pupils before I proceed to teach the pupils. In performing routinely activities, the pupils and parents help me. As a result, I have enough time to prepare my daily lesson plans and visual aids.

e. Art of Questioning I asked questions that were clear and suitable to the pupils. I asked questions that were appropriate only to the lesson and within their mental ability. I made sure also that the question lead to the attainment of the instructional objectives.

IV. WORKING WITH THE COMMUNITY a. Parents The parents accompany their children in school. Some of them waited until recess comes and brought snacks for their children. This practice was very common in the primary. I noticed also that all the parents participate in routinely activities like cleaning inside and outside the room. I had good relationships among the parents. All of them are willing to help me in performing routinely activities. I felt very lucky for the kind treatment the parents gave to me.

b. Other Personnel

During my practice teaching, I have to cooperate not only with my cooperating teachers, pupils and parents, but even with other personnel like the vendors. I also did ways to help them even in just simple ways. I respect them as they respect me. Every time they greeted me, I immediately responded with a smile. I show them much appreciation on the help they did to me.

c. Involvement in Extra Co-curricular Activities As a practice teacher I must be flexible, I should focus not only on my lesson plans, my pupils, my cooperating teachers and my visual aids, but I need to perform also other activities that might be related or not to my profession as a teacher. As a teacher, I should be a good dancer, singer and artist. These were the tasks that I did in my practice teaching. While I was at Guimba West Central School, I did not just a teacher, but also did all things that I could do. Even the things that I hate to do, I perform them well. My fellow students and I, participated in many activities held in school. The district supervisor, Mr. John A. dela Cruz, instructed us to dance in the seminars. All these activities are memorable moments during my practice teaching.

ACTION RESEARCH ON DEVELOPING PUPILS INTEREST IN DOING HOMEWORK IN MATHEMATICS AMONG GRADE IV-RED AND GRADE IIEARTH AT GUIMBA WEST CENTRAL SCHOOL S.Y.2010-2011

BY

NORMA JEAN U. CRUZ

An action research submitted in partial fulfillment of the requirements for the degree of BACHELOR OF ELEMENTARY EDUCATION

At the

Eulogio R. Dizon College of Nueva Ecija Under the new management of World Citi Colleges College of Education

April 2011

INTRODUCTION

Doing homework is one of the school activities that set the stage for lifelong habits. Doing homework for the pupils deprived them of the important process of learning how to learn. Doing homework developed in the children how to think, to organize their thoughts, to break tasks into more manageable units, to analyze and to study persistently. Homework, to serve their purpose, must be done by children, not by the parents and relatives.

Amazing scientific and technological discoveries and innovations have made rapid changes on todays life and culture. One of the greatest tools used to effect these discoveries and innovations is Mathematics, used in ways never thought of before. William Betz, a Mathematics educator was absolutely right when he said A citizen of the modern world cannot afford to be ignorant of mathematics because the world we live in is so highly mathematical. Because of the importance of mathematics in our daily lives, I choose the giving of homework as my action research.

I.PROBLEM IDENTIFICATION From January 10, 2011 to March 11, 2011, I was given a chance to handle Grade IVRed and Grade II-Earth of Guimba West Central School, Guimba, Nueva Ecija. I was also given the opportunity to teach mathematics subject. I noticed that every time I give homework, very few of the pupils did their assignments.

II.PRELIMINARY INVESTIGATION During my practice teaching, I was assigned to teach on the different learning areas. I observed that whenever I check the pupils homework in mathematics, only 70% of the

grade IV presents their work, and in grade II, there were only 57%. The usual reasons of not doing their homework are shown on the table below: Table 1. List of reasons why pupils do not do their homework in mathematics. Reasons Watching TV programs Forgot to bring Forgot to do Lack of support from guardians Did not understand the lesson Total Total no. of pupils; In Grade IV-Red= 50 In Grade II-Earth=44 No. of pupils in Grade IV-Red 5 5 3 1 1 15 e 10 10 6 2 2 30 Percentag No. of Pupils in Grade II-Earth 5 6 3 4 1 19 Formula: N= no. of pupils x 100 Percentage 11.4 13.6 6.9 9.1 2.3 43.3

total no. of pupils

III.OBJECTIVES OF THE STUDY This study aims only on factors that affect pupils interest in doing homework in mathematics among Grade IV-Red and Grade II-Earth pupils at Guimba West Central School during the S.Y. 2010-2011.

IV.STATEMENT OF THE PROBLEM This study generally focused on developing pupils interest towards doing their homework in mathematics.

Specifically, this study helps to answer the following questions: 1. What are the possible factors that affect pupils interest in doing their homework in mathematics among Grade IV-Red and Grade II-Earth at Guimba West Central School? 2. How can I develop their interest in doing homework in mathematics?

IV.HYPOTHESES 1. There are no possible reasons that affect pupils lack of interest in doing homework in mathematics among Grade IV-Red and Grade II-Earth. 2. There are no ways to develop pupils interest in doing homework in mathematics.

VI.PLAN INTERVENTION In order to develop pupils interest in doing their homework in mathematics, the following plan interventions were employed: 1. As a facilitator of the class, I came to know the interest. They have different levels of intelligence and varied interest. Teachers have important role in considering these differences to adopt their methods in giving assignments to the pupils. 2. The pupils were interview to find out if they did their homework by themselves or their parents or other relatives did for them 3. The researcher asked the pupils to identify the reasons that made them lose interest in doing their homework in mathematics.

Homework is a lesson to be study or prepare outside the classroom in the pupils at home. In getting the pupils interest, a strong motivation is needed. There are two types of motivation, the intrinsic and extrinsic motivation. Intrinsic motivation means creating a desire to learn, while extrinsic motivation comes in a form of reward or punishment. The teacher has to capitalize more on the intrinsic motivation as the effect is more permanent and lasting to the pupils.

VII.OUTCOMES After the study, I came up with the effective ways to facilitate the pupils in doing their homework. For further clarifications, I prepared tables for the result.

The table is classified into two: A.Table 2. Kinds of home works employed in relation to pupils participation. Kinds of homework employed No. of pupils who performed Homework with drawing or picture Plain computation Read and study homework Total (Grade IV) 24 12 14 50 48 24 28 100 Percent No. of pupils who performed (Grade II) 21 17 6 44 47.73 36.64 13.63 100 Percent

Table 2 shows that all the Grade IV-Red pupils like to do homework. Doing homework with drawings or pictures makes 24 pupils or 48% of participation, while in Grade II-Earth makes 21 pupils or 47.73% of participation. In plain computation, there are 12 or 24% in grade IV, while in grade II it makes 17 pupils or 36.64%. The remaining 14 pupils or 28% in grade IV and 6 pupils or 13.63% in grade II like to read and study homework. Motivation plays important role in arousing pupils interest. So, I identify what particular motivation would create more of pupils interest in doing their homework in mathematics. These are presented in table 3.

B.Table 3.Result of motivation Types of motivation Punishment Reward Total No. of pupils in grade IV 20 30 50 Percent 40 60 100 No. of pupils in grade II 15 29 44 Percent 34.1 65.9 100

In terms of motivation, 20 pupils in grade IV or 40% and 15 pupils in grade II or 34.1% made their homework when they were punished. While in the form of reward, 30 of the grade IV or 60% and 29 in grade II or 65.9% of the pupils participate actively. The table shows that most of the pupils want reward as a form of motivation.

RECOMMENDATION: Based on the results of the study, the following recommendations were provided:

1. Every individual has different levels of intelligence and learning styles. Therefore, the teacher must be aware of the behavior of the pupils and the interest in doing homework. And also, the teacher should know the reasons why some pupils are not doing their homework. 2. The teacher must know how to motivate the pupils to get the interest in doing their homework. 3. The teacher who might experience the same problems must give rewards like stars to symbolized high grades. Giving punishments didnt mean harassing pupils but reminding, guiding and teaching them the sense of value and responsibility.

However, the teacher must be extra careful in giving punishment to exercise caution. She/He must not hurt or degrade the pupils personality. Use only a punishment that guides and teaches them the value of doing their homework, so as to foster in the pupils the sense of duty and responsibility, and the desire to do their own homework. The teacher should use more intrinsic motivation for their permanent values in their lives a desire to learn rather than to use extrinsic motivation.

LIST OF TABLES

Table 1. List of reasons why pupils did not do their homework in mathematics. Table 2. Kinds of homework employed in relation to pupils participation. Table 3. A result of motivation.

VII. CASE STUDY

PAGSUSURI SA ISANG MAG-AARAL

A. First Shifting Bawat tao ay may kanya-kanyang pag-uugali at kakayahan na dapat nating unawain. Lahat tayo ay pantay-pantay sa mata ng Diyos, may kapansanan ka man o wala. Sa aking pamamalagi sa paaralan ng Guimba West Central School, sa baiting na IV-Red, ay marami akong nakahalubilong bata at isa sa kanila ang nakakuha ng aking atensyon. Itago nalang natin siya sa pangalang Tomas, sampung taong gulang at naninirahan sa bayan ng Guinba, Nueva Ecija. Siya ay isang batang puno ng pangarap at pagmamahal sa kapwa. Nang nakita ko siya sa unang pagkakataon ay pinahanga na niya ako ng sobra-sobra sapagkat kahit mayroon siyang kapansanan ay nakukuha ps niyang makapag-aral.

Sa paglipas ng mga araw ay napansin kong napakasioag niya at may tinatago din siyang talino. Kahit hindi mo siya utusan ay ginagawa niya ang iba-ibang Gawain tulad ng pagdidilig at pag-lilinis sa loob ng silid-aralan. Sa mga asignatura naman ay naipamamalas niya ang kaiyang katalinuhan sapagkat asi siya a mga nakakakuha ng mataas na marka. Sa tuwing recitation naman ay hindi siya nagpapahuli kahit siya ay hirap sa pagsasalita. Napakabait niyang bata na talagang ipagmamalaki ng sinumang magulang. Sa tagal ng inilagi ko na kasama siya ay napansin kong lagi siyang tinutukso subalit hindi siya nagagalit at nakikipag-away bagkus ay tumatawa lang siya. Isa siya sa pinakamalapit sa aking puso sapagkat pinakita niya na hindi hadlang ang kapansanan sa pag-abot ng pangarap. Napakabait ng Diyos sapagkat binigyan siya ng talino at pag-unawa sa kabila ng kanyang kapansanan. Inspirasyon siya ng lahat, kabilang na ako, sa kanyang pinamamalas na kagandahang pag-uugali.

B. Second Shifting Lahat ng tao ay may kanya-kanyang pag-iisip, hilig at ugali. Ngunit akoy naniniwala na mayroon parin tayong natatagong kabutihang loob sa ating puso. Sa panahon na aking inilalagi sa baitang na II-Earth ay may isang bata ang nakakuha agad ng aking atensyon. Itago nalang natin siya sa pangalang Levy, siyam na taong gulang at nakatira sa bayan ng Guinba, Nueva Ecija. Sa tuwing kami ay nagkaklase ay napansin kong nakikinig siya ng mabuti, subalit kapag tinawag ko ay wala namang maisagot. Sa pagdaan ng araw ay napuna ko na hindi siya makapagbasa ng maayos. Dahil doon ay tinanong ko ang iba niyang kaklase at sinabi nilang hindi nga daw siya ganun kahusay magbasa. Kaya sa tuwing nagtuturo ako ay lagi ko siyang tinatawag upang

magbasa ng magbasa. Minsang nagkaroon ng eleksiyon ang mga mag-aaral ng Guimba West Central School ay kinailangang gamitin ang aming silid-aralan kaya kaming lahat ay namalagi sa gym. Duon ay naglaro kami at nagkuwentuhan ng biglang nagwala si Levy ng walang dahilan. Inaway niya ang lahat ng kaniyang kaklase. Kinausap ko siya subabalit hindi niya ako pinakikinggan. Sabi ng kanyang mga kaklase na gaoon daw talaga ito, biglang nagwawala kaya minabuti ko munang lumayo. Lumipas ang oras ay bigla siyang lumapit sa akin at humingi ng paumanhin sa kanyang inasal. Niyakap ko siya at sinabi kong wag siyang ganon, dapat makinig siya lagi sa aking payo. Simula nuon ay hindi na ulit nangyari iyon. At sa tuwing klase ay nakakasagot na rin siya ng mahusay. Sa tuwing pababasahin ko siya ay nagagawa na niya ito ng may pagunawa. Dahil doon ay tuwang-tuwa ako sa mga pagbabagong pinakikita niya.

INSIGHT GAINED

a. Overall assessment on student-teaching program of the Department or College. Every year, the College of Education assigned their graduating students to different schools where they will have their practice teaching. During practice teaching, they will apply all the techniques and methods they have learned. They will now experience the real classroom situation. They will experience to teach the pupils and to write their lesson plans alone. I found that this program is effective because we learned a lot through our experiences.

This is a preparation before we go on the field of teaching. During practice teaching, they may have time to think if they can be an effective teacher or not and also if they want to pursue the teaching profession. I could say that the objectives of every student-teacher are achieved. I feel the enjoyment in my practice teaching together with my cooperating teachers, pupils and other personnel in the school.

Mala-Detalyadong Banghay-Aralin sa Filipino II

I.

Mga Layunin: 1. Naibibigay ang katangian ng tauhan batay sa sinabi ng mga ito. 2. Nabibigyang kahulugn ang sinabi ng tauhan sa kuwento.

Ang Kasamaan ay Laging may Katapat na Kaparusahan. II. Paksang-Aralin:

Paksa: Pagbigay sa katangian ng Tauhan Batay sa sinabi ng mga ito. Sanggunian: BEC-PELC blg. Sining sa Wika at Pagbasa 2 d. 190-197 M.G. d. 96-99. Kagamitan: Tsart, mga larawan, at plaskard.

III.

Pamamaraan:

A. Balik-aral: Anu-ano ang mga kuwentong nabasa na sa mga nakaraang aralin? B. Pagganyak: Anu-ano ang mga ibat-ibang Gawain ng mga Pilipino kapag may ipinagpipista? C. Paglalahad: Ilahad ang kuwento ng Moriones sa Marinduque sa mga bata. Ipabasa ito ng tahimik.

D. Pagtalakay at Paglinang sa kasanayan: 1. Sino si Longhino? 2. Paano siya makikilala sa mga Moriones? 3. Bakit siya hinahabol ng kapwa niya Moriones? E. Paglalahat: Anu-ano ang dapat tandaan sa pagbibigay ng katangian ng tauhan sa kuwento at pagbibigay ng kahulugan sa mga sinabi? F. Pagpapayamang Gawain: Bakit kailangan nating gumawa ng mabuti?

IV.

Pagtataya:

Basahin ang kuwentong Mapinsang Magkaiba. Sagutin ang mga sumusunod: 1. Sino ang magpinsan? 2. Ano ang kanilang pinagkaiba? 3. Sino ang mas kinagigiliwan ng kanilang kaklase? 4. Anong ugali mayroon silang dalawa?

V.

Takdang-Aralin:

Tukuyin ang katangian ng nagsasalita batay sa kanyang sinabi. 1. Pumili na po kayo ng inyong gusto, sabi ng tindera. 2. Ako na po ang gagawa niyan, sabi ni Luz sa ina. 3. Lumayas ka nga diyan, sabi ng bata sa matanda. 4. Mag-iingat po kayo, sabi ng anak sa kanyang ama.

Republic of the Philippines Department of Education Region III GUIMBA WEST CENTRAL SCHOOL CLEARANCE To Whom It May Concern: This is to certify that according to the record filed in this office, Ms. Norma Jean U. Cruz, a student-teacher of Guimba West Central School, Guimba, Nueva Ecija, has been cleared of all money and property responsibilities and hereby granted complete clearance. This certificate is issued upon the request of Ms. Norma Jean U. Cruz for reference purposes. Given this ___ day of _________ at Guimba West Central School.

Recommending Approval: NORMA JEAN U. CRUZ Team Leader MRS. JOSEPHINE M. CRUZ LAILYN CARRERA Treasurer MRS. RUBI ROSE G. DUMAYAS

First Cooperating Teacher

Second Cooperating Teacher MRS. ANTONIA A. GALAPON PT Coordinator

Approved: MR. ALBERTO P. RODRIGUEZ Principal II MR. JOHN A. DELA CRUZ Monitoring Area District Supervisor