Practice Teaching Portfolio

Submitted by:Mikaela T. Garcia

BBTE 4-1

Submitted to:Prof. Sheryl Morales

Dedication

This portfolio is dedicated to my Family, friends, my critic teacher, my professors and all those who had been beside me,

helping me this whole time.

And Bill Kaulitz for being my aesthetic inspiration.

A c k n o w l e d g e m e n t

I would like to express my gratitude first to my parents, for funding my education and making everything possible for me, then to my professors, to all the knowledge they imparted and all the help they had offered, to my critic teacher, Mr. Archie Salangsang for being patient and for guiding me throughout the days of my practicum, my friends for persuading me to try

harder and to my sisters for pushing me to work.

Also to Tokio Hotel, my musical inspiration, for keeping me awake at times that I just wanted to sleep my whole life away.

Lastly, for my students for being gracious learners who allowed me to impart knowledge with them.

A Prayer for Teachers

Giver of all Wisdom and Greatest Teacher of all Teachers,Look upon our teachers with love.

Grant them the resolveTo nurture our eager minds

And to never give up onus who fall behind

Bless their heartsFor they rejoice when we succeedAnd encourage us when we fall

Endow them with gentle patienceFor the path of learning is never easy

Kindle a spirit of passion in themIt is the flame that ignites the love of learning in us

Help them to see the potential in each studentTheir belief in us means much more than the grade we make

Instill in them a commitment to keep on learningIt shows us to not fear new Knowledge and experiences

Inspire them to touch the futureThey influence how big a dream we dream for ourselves

Bless our teachers who have come beforefor their work endures to this day

Let the light of Your example shine upon all teachers:

To build up with their wordsTo love with their mind

To share with their heart

Amen.

IntroductionStudent Teaching is a requirement for the last year of the teaching program before

certification if given. A required 310 hours should be completed before the end of the semester along

with the requirements passed with it.

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

culminating course in a university/college undergraduate education or graduate school program

leading to teacher education and certification. Examples of programs include Early Childhood (Birth-

Grade 3), Middle Childhood (Grades 4-9), and Adolescence to Young Adult (Grades 7-12). It is required

by those earning either a Bachelor of Education or Master of Education degree.

Student teaching is required for students who are not yet certified to teach. It is

different from a practicum, which is required when a student already holds certification to teach, yet

wants a certificate extension to teach another area of specialization; they are both college-supervised

field-based experiences.

This program strives to give the students hands-on experience on the field supervised

by experienced teachers. Their critic teachers who will guide them throughout the process helping the

student to learn new things and improve as well as correct mistakes. It also helps gear the student

teacher to being thrust to the profession by gradually exposing them to their future environment.

The critic teachers serve as the in-field professors of the student teachers, with their

respective subject they will show their younger counterparts the ways of the profession and the

responsibilities along with them.

The student teacher is expected to absorb as much information about their practice

teaching school as possible. The rules and regulations inside and outside the classroom.

Polytechnic University of the Philippines

Philosophy

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

• Education is an instrument for the development of the citizenry and for the

enhancement of nation building;

• Meaningful growth and transformation of the country are best achieved in an

atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented

education imbued with the spirit of humanist internationalism.

GoalsReflective of the great emphasis being given by the country's leadership aimed at providing

appropriate attention to the alleviation of the plight of the poor, the development of the

citizens, and of the national economy to become globally competitive, the University shall

commit its academic resources and manpower to achieve its goals through:

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

of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant

and responsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and

qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher education

resources.

Vision

Towards a Total University

Mission

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global

education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing

needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and

competence among all members of the academe, stressing their importance in building a truly

independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the

advancement of moral and spiritual values;

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

5. Develop in the students and faculty the values of self-discipline, love of country and social

consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader

understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and economic

problems and encourage them to contribute to the realization of nationalist industrialization

and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop

proficiency in English and other foreign languages required by the students’ fields of

specialization;

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

community where people of diverse ideologies work and learn together to attain academic,

research and service excellence in a continually changing world; and

10.Build a learning community in touch with the main currents of political, economic and cultural

life throughout the world; a community enriched by the presence of a significant number of

international students; and a community supported by new technologies that facilitate active

participation in the creation and use of information and knowledge on a global scale.

Practice Teaching School

Silver Link School of Caloocan Inc.

Goals – Guided by its philosophy, Silver Link School of Caloocan Inc. believes that it's major responsibility is to develop the individual student to the maximum level of his/her capabilities: Intellectual, Moral, Physical, Spiritual, Emotional and Social Being.

Philosophy – The Silver Link School of Caloocan, Inc. adheres to the philosophy of education that is both idealism and realism. The institution believes that idealist philosophy of education provides the students with the basic knowledge to be able to concretize the state's educational thrusts. In the realist philosophy of education, the school believes that learning takes place more effectively by considering the practical applications of the cries to real live situations.

Vision – Silver Link School of Caloocan. Inc aims to provide a quality education that is geared towards the development of the child in order to make them responsible citizens for the national development and competitive Filipinos globally.

Mission Statement

The Silver Link School of Caloocan, Inc. will continuously endeavor to actualize its commitment for total development of the child by:

• Offering enriched curriculum and providing a wholesome environment which is conducive to teaching and learning process.

• Improving child's academic performance.

• Supplementing it's academic program with varied activities.

• Providing adequate facil ities to enhance the instructional program.

• Establishing Harmonious relationship between the school administrator and teaching/non-teaching personnel.

Final Demo Plan

Different Retail Outlets

Objectives:

• The learner should be able to identify the different retai l outlets and their classifications.

• Discuss the difference of each retai l outlet from each other and their processes.

• The learner should be able to appreciate the importance of retail outlets on our nation's economy.

Teaching Materials:

• Visual Aid

• Lesson Plan

• Textbook: Technology and Livel ihood Education: making l ife and a l iving II (Unit 4 Lesson 9: Pages 246-248)

Procedure :

• Review

• Lesson Proper

Content:

Stores are retail establishments where retailing or the process of selling goods to the ultimate consumers are performed. These establishments are open to the general public and sales are made in small quantities.

Below are the different retail outlets classified according to:

A. Forms of Ownership

1. Independent Stores.

2. Franchise

3. Chain Stores

B. Level of Service of functions performed

1. Cash and Carry Stores

2. Supermarkets

3. Cash on Delivery

4. Credit Sale

C. Mode of Operation

1. Direct selling

2. Mail order firms

3. Automated vending machines

D. Merchandise Line

1. General Stores

2. Specialty Stores

3. Convenience Stores

Evaluation :

• Give a ten i tem quiz on the topic.

Assignment

• Answer hands-on Activities on the textbook (pages 247-248)

Professional Reading

All about Teaching Practice Aijaz Ahmed Gujjar

Practice teaching occupies a key position in the programme of teacher education. It

is a culminating experience in teacher preparation. It provides opportunity to

beginning teachers to become socialized into the profession (Furlong et.al , 1988).

Performance during practice teaching provides some basis for predicting the future

success of the teacher. Outgoing popularity and central ity of practice teaching is an

important contributing factor towards the quality of teacher education programme.

During practice teaching working with students in schools provides a high degree of

emotional involvement of a mostly positive nature.

Student teachers feel themselves grow through experience and they begin to link to a culture of

teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge

and Bybee, 1994; sharafuddin, and Allison, 1969).

Definitions of Practice Teaching

A number of terms such as the practice teaching, student teaching, teaching practice, field studies,

infield experience, school based experience or internship are used to refer to this activity (Taneja,

2000). The term practice teaching embraces all the learning experiences of student teachers in schools

(Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching

skills and acquisition of the role of a teacher; the whole range of experiences that students go through

in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and

morris, 1977).

Practice teaching is the name of the preparation of student teachers for teaching by practical training.

It is the practical use of teaching methods, teaching strategies, teaching principles, teaching

techniques and practical training and practice / exercise of different activities of daily school life.

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher

pupil relationship.

2. To provide an opportunity for evaluating the student potential as a teacher and suitability for

the teaching profession.

3. To develop personal relationship with others: administrators, teachers, parents and students.

4. To provide the future teacher with practical experience in school to overcome the problems of

discipline and enable him / her to develop method of control.

5. To provide with an opportunity to put theories into practice and to develop a deeper

understanding of educational principles and their implication for learning.

6. To enable the student teachers effectively to plan and prepare lessons.

7. To develop skill in the use of fundamental procedures, techniques and methods of teaching.

8. To develop desirable professional interests, attitudes and ideas relative to teaching profession.

9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to

display appropriate behaviour.

10.To provide student teachers with an opportunity to have teaching evaluated and to gain from

the benefits of constructive criticism.

11.To provide an opportunity for self evaluation and to discover own strengths and weaknesses.

12.To develop skills in future teachers related to teaching like fluent speaking, meaningful reading,

using blackboard and other teaching material.

13.To provide an opportunity to liaise with school environment, its functioning and with

community and its resources.

14.To provide for the exchange of ideas and methods between practicing school and teacher

training institution, by teacher training institutions’ staff and students, perceiving new ideas

material and equipment in use in practicing schools and introducing new ideas, material and

equipments into the school.

Stages in Practice teaching

Following are the stages in practice teaching:

Primary Stage

It is necessary to make a trip of student teachers to that particular school, where they are going for

practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and

school staff in order to acquire information about school and its environment. Student teachers must

observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of

the students and their usual routine. On return from the tour student teachers must have the details

about scheme of studies, age of the students, strength of the class, abilities and specific problems of

the students, timing of the school, textbooks and teaching aids.

Preparation of Lesson

For the preparation of lesson student teachers must know the subject, the relevant books and audio

visual aids. Which he / she is going to teach. Because already prepared lessons give confidence to the

teacher. Student teachers and supervisor can reform the teaching learning process after its evaluation.

Qualities of a Good Lesson

A good lesson has the following qualities:

i) Lesson planning should be in complete detail.

ii) Lesson should be interesting.

iii) Effective and timely use of teaching methods and teaching aids.

iv) Student should be ready for learning.

v) Students should be involved practically in teaching learning process.

vi) Lesson should be taught in professional and friendly environment.

vii) All students should be given same attention by keeping in view their individual differences.

Teaching in Classroom

The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching

in the classroom passes through different steps of his / her teaching (Introduction, presentation,

recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson.

Evaluation of Teaching Practice

In order to evaluate the teaching practice supervisor observe the student teacher while teaching in

the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods,

use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson,

interest of the students, discipline of class, use of black / white board, students’ notebooks and

objectives of the lesson.

Participation in Other routine Works of School

Teaching in the classroom is not only the objective of teaching practice, but also to provide training in

all activities / work which student teachers are going to perform in future during their job. For this

purpose they have to spend whole day in school as teacher. They have to participate in all the

activities of school e.g preparation of timetable, preparation and maintenance of different registers,

evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning

assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school

timing, decoration of classroom, preparation and maintenance of attendance board, news board,

information board, look after and arrangements of A V aids room, home economics room, science

laboratories and library.

How to deal with students’ parents, officers of the school, school employees and guests are also the

part of teaching practice. Duties as invigilators, preparation of question papers for examinations,

evaluation of answer scripts and compilation of results is also part of teaching practice.

Role of Supervisor in Teaching Practice

Supervisor has an important role in practice teaching as:

i) A resource person

ii) An adviser

iii) A general moral booster

iv) An interpreter of feedback

v) An assessor

Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his / her all the

abilities to make this experience (All the stages of teaching practice) result oriented. He / she should

has all the planning before hand. He / she should have meeting and conversion with teacher

educators, experienced teachers of the institution, educationists, concerned school head teachers and

other teachers.

Introductory lectures should be arranged before the departure of student teachers to the practicing

schools in order to aware the student teachers about the preparation of lesson plans and other

assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons,

other assigned activities, guidance and counseling as well as provide the student teachers with feed

back and to enable them so that they can criticize and reform themselves. During the teaching

practice student teachers should not be criticized in front of the practicing school staff and students. If

there is a need then all the student teachers should be gathered and should be scolded and warned

without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore

he / she should act as a facilitator.

Teaching Practice in Pakistan

Different teacher training programmes are being offered in Pakistan. In all the programmes teaching

practice is compulsory component except M.Ed (Master of Education). In true spirit we can produce

good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the

time. Teaching practice duration is very short, it is about 4 to 8 weeks or teaching of 60 to 75 lessons.

During teaching practice student teachers are bound to the classrooms for teaching. They are not

trained for the other activities performed in schools. Therefore, effective learning could not take

place. Student teachers are bound to use easy principles and methods of teaching. They are just being

taught how to start the lesson, how to control the class, how to keep an eye over the students while

writing on the black / white board.

Teaching practice is doing nothing to teaching other than adhoc basis. The schools where teaching

practice is conducted are doing nothing but only bearing it and not taking active part in the

preparation of teachers of future. The administration and teachers of practicing schools are not aware

with the information and evaluation techniques, which are used during teaching practice. They are not

fully aware about the importance of teaching practice for student teachers and future generations.

It is a fact that student teachers are not perfect teachers, practicing schoolteachers can’t give them

full authorities but they can trust on them. Practically two ways are being seen here in Pakistan. Firstly

these uninvited guests are consider inferiors teachers and criticized without any justification. Secondly

some teachers transfer their all burden to them.

In some teacher training institutions selection of lessons is kept up to the choice of student teachers

and they select such lessons which are very easy and in which minimum audio visual aids are used.

Suggestions to Improve Teaching Practice in Pakistan

Here are some suggestions to improve the teaching practice in Pakistan.

a) In teacher training institutions teaching methods were not only teach but also practically

demonstrated by the teacher educators.

b) The duration of teaching practice should be increased up to 12 weeks at least, so that practical

training should be given for a quarter of the year.

c) Teaching practice should not be consisted of classroom teaching only. Other aspects like attendance

of students, collection of fee, calculation of fee, preparation of registers, conduct of morning

assembly, conduct of co-curricular activities, preparation of question papers, marking of answer

scripts, compilation of results, solution of students’ problems and meetings with students’ parents

should be included.

d) Microteaching should be adopted in teacher training institutions and model lessons should be given

before student teachers by experts as well as by video films.

e) Student teachers are not given marks only for model lessons and all the aspects of teaching practice

should be included in evaluation.

f) In order to make the evaluation of teaching practice more effective, appropriateness of lesson,

teaching methods, teaching aids, practical organization of lesson, interest of students and teachers

and students’ answers should be included in evaluation.

g) It should be encouraged that student teachers make audio visual aids by them selves and student

teachers should be given / provided guidance after every lesson.

h) In order to make teaching practice more effective, it is also proposed that student teachers should

watch the lessons of experienced teachers for one week and write evaluation report about them and

supervisors should provide guidelines to student teachers in the light of this evaluation report.

i) It should be ensured that student teachers keep the sequence of lessons in such a way, so that they

can teach all types of lessons and use different teaching methods.

j) Prior to teaching practice student teachers should practice in their fellows in order to build more

confidence in them.

k) During teaching practice student teachers should be given projects, which cover all the aspects of

teaching practice i.e. (preparation of teaching kit, planning for decoration of classrooms, betterment

of environment and provision of facilities).

l) During practice teaching prospective teachers should be made habitual of preparing daily lesson

plan.

m) Practice teaching should be more realistic and suited to the actual class room situations.

Conclusion

Teaching practice is an activity, which can play an important role in the preparation of teachers. Its

effectiveness is necessary for the nation. It is a milestone for professional adolescence. It is a

combination of personality, professional skills, knowledge and training, which is fuel for an endless

journey. Now it is the duty / responsibility of teacher educators and teachers of practicing schools to

make this fuel / expenditure endless.

Read more: http://education.ezinemark.com/all-about-teaching-practice-

141760e626b.html#ixzz1I5h4darO

Top 10 Tips for Student TeachersBy Melissa Kelly, About.com Guide

Student teachers are often placed into an awkward and stressful situation, not really sure of

their authority and sometimes not even placed with veteran teachers who are much help. These tips

can aid student teachers as they begin their first teaching assignments. Please note: these are not

suggestions for how to approach the students but instead for how to most effectively succeed in your

new teaching environment.

1. Be On Time

Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the

right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you

are supposed to be teaching, you are placing that teacher and yourself in an awkward situation.

2. Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong

with over dressing during your student teaching assignments. The clothes do help lend you an air of

authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know

of your professionalism and dedication to your assignment.

3. Be Flexible

Remember that the coordinating teacher has pressures placed upon them just as you have your own

pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you

take on extra classes one day because he has an important meeting to attend, look at this as your

chance to get even further experience while impressing your dedication to your coordinating teacher.

Flexibility is the one the top six keys to being a successful teacher.

4. Follow the School Rules

This might seem obvious to some but it is important that you do not break school rules. For example,

if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-

free', do not light up during your lunch period. This is definitely not professional and would be a mark

against you when it comes time for your coordinating teacher and school to report on your abilities

and actions.

In addition, follow your own classroom rules.

5. Plan Ahead

If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them

completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to

follow these procedures you will be stuck without copies and will probably look unprofessional at the

same time.

6. Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and possibly trying for a

job at the school where you are teaching. These people's opinions of you will have an impact on

whether or not you are hired. They can also make your time during student teaching much easier to

handle. Don't underestimate their worth.

Coworkers and Teaching

7. Maintain Confidentiality

Remember that if you are taking notes about students or classroom experiences to turn in for grades,

you should either not use their names or change them to protect their identities. You never know who

you are teaching or what their relationship might be to your instructors and coordinators.

8. Don't Gossip

It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers.

However, as a student teacher this would be a very risky choice. You might say something you could

regret later. You might find out information that is untrue and clouds your judgement. You might even

offend someone without realizing it. Remember, these are teachers you could be working with again

some day in the future.

9. Be Professional With Fellow Teachers

Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking

with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a

lot from these teachers, and they will be much more likely to share with you if they feel that you are

genuinely interested in them and their experiences.

10. Don't Wait to the Last Minute to Call in Sick

You will probably get sick at some point during your student teaching and will need stay home for the

day. You must remember that the regular teacher will have to take over the class during your absence.

If you wait until the last minute to call in, this could leave them in an awkward bind making them look

bad to the students. Call as soon as you believe you will not be able to make it to class.

Practice Teaching - Practice Makes PerfectByIrene Reardon

Walking into your very first classroom as a student teacher can be a stressful situation. You are

responsible for a whole class of students and there are expectations placed on you. Expectations from

colleagues, the principle, the learners, the parents, and those expectations you have for yourself. It

can be incredibly daunting, and overwhelming. However, by being prepared you can help minimize the

impact of the stress associated with being a new teacher. Follow the ten useful tips we have provided

below.

Write a friendly note introducing yourself to your colleagues, students, and parents. Make sure this

note is distributed to everyone. Tell them why you chose to be a teacher, your interests and hobbies,

what you plan to gain from your practice teaching and that you are looking forward to sharing this

time with them.

Get to know the teacher/teachers you will be working in the classroom with. What is their

background, preferred teaching methods etc. The more you understand about them the more they

will be interested in learning about you. Ensure to find out how many learners are in the class, the

gender mix, the cultural differences and needs, and the learning styles and challenges of the children.

Familiarize yourself with the classroom routine and timetables.

Talk to your supervising teacher about their expectations and make a note of these.

Don't be afraid to ask questions. The supervising teacher needs to know what your expectations are.

Organize your teaching into blocks of time. Allow time for observation, and slowly increase this time

each week. Note the lessons you are responsible for each day. You will need time to prepare for your

lessons, and personally evaluate your performance so schedule time for these into your day. Your

supervising teacher plays an important role in your practice teaching so put aside time every day to

ask for their feedback, and suggestions.

Know the curriculum areas to be taught for the period of your practicum and write detailed lesson

plans that are easy to follow.

Your lessons will not always go as you planned. Be flexible, and have a backup plan. This backup can

be reading a story, playing a game, or taking a nature walk in the playground. It is not the end of the

world if your lesson does not go as planned. Write up your evaluation and what you learned from the

experience.

It is through the observation of other teachers that you will build your own style of teaching. Keep a

private diary that you write in every day. Observe your supervising teacher/s and note the positive and

negative aspects of their teaching.

Networking with other student teachers is a great way of giving and receiving ideas will on practical.

Ring your student friends and share your experiences.

A pleasant gesture and way of bringing closure to your practicum is to send a thank you note to your

supervising teacher/s, and students. Do this after you have completed your time at the school.

Like anything we undertake in life, practice teaching is what you make of it. Increase your pleasure by

being pleasant to others, slotting into the routine of the supervising teacher/s, being flexible and

cheerful, being well prepared, and experiencing and learning as much as you can. And remember to

have fun!

Irene Reardon provides a professional development membership program for Early Childhood and

Primary (Elementary) teachers. This program has helped many teachers reduce their stress, improve

their skills, promote active learning and improve their student's outcomes. All this from the comfort of

their own home.

(c) Irene C L Reardon. All Rights Reserved Worldwide

Article Source: http://EzineArticles.com/5962169

Guidelines on the deployment of student teachers

Role of the Teacher Education Institutions (TEI)

The role of the TEI shall determine the readiness and ability of the student teacher to go on off-

campus. It shall also request the Division Office to designate cooperating schools in the province/ city.

Role of the Schools Division Superintendent

The SDS, in collaboration with the TEI and school principals, shall review and approve requests

for cooperating schools; and. conduct orientation on student - teaching with the TEIs inclusive of the

Dean, College Student Teaching Supervisors, and the school principals / head teachers.

Selection of Cooperating Schools

Cooperating schools provide the real-life setting for the student teacher to develop his/ her

professional competence that is necessary to assume the role of an effective teacher.

Selection of Mentor/Cooperating Teachers

To ensure that the student teachers will derive maximum benefits from student teaching

experience, only the most capable teachers, preferably master teachers, should be chosen as

mentors/ cooperating teachers. Cooperating teachers are selected by the cooperating school

principal in collaboration with the University/College Student Teaching Supervisor/ Director

Duties and Responsibilities of the School Principal

The role of the Cooperating School Principal is to collaborate with the University/College Student

Teaching Supervisor/Director as a resource and facilitator of placements of student teachers and

provides the social and professional aspects of administering practice teaching.

Duties and Responsibilities of the Mentor/Cooperating Teachers

Cooperating teachers, because of their experience, have the skills and the perspective necessary

to help students study the art and science of teaching in a classroom setting. The mentor teachers

serve as role models and advocates and stimulate the mentees to develop an individual teaching style

and personal talents in regard to educational training.

Duties and Responsibilities of Students Teachers

As the final phase of teacher-pre-service, internship provides the teaching intern the necessary

experiences to gradually assume the role of a teacher under the guidance of a cooperating teacher.

The student teacher shall be trained to develop the habit of reflecting on, and process one’s

experience and learn from it.

Duties and Responsibilities of the University /College Supervisor/ Director of Student Teaching/

Teaching Internship

The primary role of the University / College Supervisor / Director of Student Teaching is to

provide support for the teaching interns and the cooperating teachers, clarify requirements and assist

teaching interns in organization, planning, reviewing teaching and non-teaching plans and scheduling

class / non-class observations.

Source: http://www.deped.gov.ph/e_posts.asp?id=385

Insights from practice teaching experiences of student teachers

Ernesto L Bumatay, Evangeline C Sulabo, Lorna P Domingo, & Francisca O Tan

Associate Professor I, University Researcher III, University Researcher II, and Researcher,

respectively,

College of Public Affairs, University of the Philippines Los Baños

Emails: elbumatay@yahoo.com and ecsulabo@yahoo.com

Abstract

Practice teaching provided the student-teachers with variety of factors that affected their

teaching behavior or overall teaching performance during the actual classroom sessions. These factors

could be categorized into remarkable and challenges. The remarkable factors are those eliciting positive

influence including small class size, effective visuals, competent mentors, subject familiarity,

cooperative learning and motivation, while challenges are those producing negative impact such as

large class size, retention power, absence of laboratory room, and learner’s readiness.

The practice teaching experiences of the student-teachers under EDUC 200a of UPLB provided

gainful insights to enhance the effectiveness of the teaching performance of teachers. The need to

assess the level of ability of the students is very critical in determining the appropriate pacing, level of

instruction, teaching strategies, instructional materials, and the kind of motivation to be employed.

Their experiences were documented and summarized. Once again, their learning experiences

brought a new wave of insights and knowledge.

Methodology

The practice teachings of the students were mostly conducted in various schools, both public

and private, in Laguna. Schools were chosen based on the personal preferences of the student-teachers.

This gave them the freedom to explore and communicate with school administrations and teachers from

all educational levels.

The entire process of the practice teaching included class observations, preparation of the lesson

plan, actual implementation of the lesson plan (or the actual classroom teaching), conference with the

school mentor and documentation of the teaching experience. Apart from the practice teaching itself,

the student teachers were also required to conduct interviews with academic or school administrators.

This provided them opportunities to have general perspectives in school management.

The experiences of students in practice teaching in 2005 – 2006 were under the Education 200a

of the UPLB’s Institute of Community Education service program with other colleges. The activities

under the program include:

1) Integrative review of lesson planning, 2) student teacher Preparation, 3) Actual Teaching Practice

which had four (4) phases- a) Student Teacher Preparation, b) Student 60Teacher – School Mentor

Partnership, c)Actual Student Teacher Practice of Teaching, and d) Activity Assessment and

Performance Evaluation; 5) Performance Assessment in Teaching Experience, and 6) Class

Management Test.

A school mentor observes the student teacher on the following areas:

1. The lesson plan Clarity of aims and staging; relevance and variety of learning activities; ability to

analyze content to be introduced or practiced; suitability of materials and aids; lesson plan (layout,

style, language used)

2. The teacher (personas) Personal qualities: personality: presence, general style; rapport with

learners; voice: audibility and appropriateness to purpose; projected teacher image or authority;

flexibility; acceptable disposition.

3. The teaching session Execution of the lesson: starting the lesson (introduction, warm-up,

relating to the previous lesson); presentation of new topics or teaching point (providing context and

clarity of input); variety and use of techniques for practicing new skill; providing opportunities for

productive discussion; motivating learners and maintaining interest; managing the class; use of

teaching materials and aids; use of English (accuracy, appropriate to the level); pace and timing;

awareness & correction of errors; achievement of aims; self-evaluation.Teaching practice journal

During the duration of the teaching practice, the student teacher documents the specific events and

experience in school.

Results and discussions

The integration of the practice teaching experiences and observations of student-teachers are

grouped into five themes: 1) teaching mathematics effectively, 2) the role of motivation in teaching and

learning, 3) use of visual aids in teaching, 4) cooperative learning, and 5) factors affecting teaching

performance and learning process.Teaching Mathematics Most of the student-teachers who conducted

their actual classroom teachings were Mathematics majors. The contents of their manuscripts almost

tackled the same line of thinking: to explore the teaching strategies deemed effective in teaching

Mathematics.

The following paragraphs reflect their general observations and insights.Method of teaching and

instructional materials usedMethods of teaching mathematics are not exclusive in any system of

mathematics education (Derexes 2006). That is, teachers can reform several different methods, styles,

or strategies to encourage students more and allow them to appreciate mathematics (Derexes 2006).

They only need to be creative in presenting them to their students (Codilla 2006). The student-teacher

noted that students were attentive when they were presented with different medium of instruction

materials (Gamiao 2006) and teaching strategies. They observed that visual materials facilitated in the

learning process of the students.

They were able to prove Maderazo’s (2005) contention that integrating Math discussions with

some class activities like games and storytelling helped greatly in motivating and gaining the student’s

participation, cooperation, and attention. Explaining the significance of the lessons in real life

situations was also significant for them. It facilitated students to better understand and appreciate

Mathematics.

Aside from the effective instructional materials, teaching Mathematics also come with a well-

organized lesson plan according to Gamiao (2006). This served as an indispensable tool guide for the

student teachers in keeping track of the lessons and the students’ performance. It was also observed that

giving students some homework exercises contributed in their learning process. This encouraged them

to master the lessons and practice mathematical knowledge, and develop responsibility and ownership

of understanding concepts and theorems.

Type of class

The way schools and classrooms were organized can also have immediate impact on students’

learning experience. Over the years, the issue of assigning students to different classrooms for

instruction has been debated. The problem of organizing the learning environment of students based on

their potentials is important for this matter because different students have different learning styles,

level of maturity, interest and motivation, says Cochico (2006). Therefore, there is also a need to

consider and assess the education system in terms of grouping or classifying the students into groups or

section especially in

teaching mathematics subjects. According to her, the actual experience in dealing with

homogenous and heterogeneous classes in her Math classes revealed some important insights and

findings for the education sector to reflect. She observed that students coming from homogenous

classes were more responsive and active during the class activities. They often asked questions if the

lesson was unclear.

In other words, they learn the lessons faster. She attributed this to the high competition of

students among themselves since most of them were achievers. For the students, surpassing one another

was considered an achievement.

In contrast, she observed that students from the heterogeneous classes were more passive, less

responsive and attentive. The pacing of learning was slow. Those who excel in class were the ones

given more attention by the teachers. It was also observed that teachers tended to execute lower

expectations from their students which may lead to less motivation. Competition in these classes was

low. Filipino, English or Bilingual as medium of instruction

The use of Filipino, English, or bilingual as language instruction for teaching mathematics can

also be a 61problematic situation for teachers. For this reason, teaching mathematics using both

languages was also one of the objectives explored by the student-teacher. It can be noted that

though most of our reference textbooks, workbooks, and other materials were written in English, there

are still millions of students who have difficulty learning this subject.

Filipino was favored by many as the language of instruction while others are more comfortable

with English. Rapas (2006) noted that there is still confusion on which language of instruction to be

used in teaching mathematics. Actual classroom teaching According to Rapas (2006), in the actual

classroom teaching, it was observed that many students (if not all) in high school classes were unable to

comprehend the math lessons when taught in pure English.

They had difficulty absorbing mathematical ideas in English, focusing and understanding the

lessons in math (e.g. concepts) because they have the tendency to be conscious of the English language.

It was observed that they had very low proficiency in the English language. Hence,

during the actual teaching session, the student-teacher had to use Filipino in discussing the lessons.

As a result, most of the students learned and understood lessons in the native tongue.

Physical environment One of the factors affecting the quality of instruction in schools was the

physical environment of the classroom. One common observable fact in the public schools for all levels

of schooling, from pre-elementary to secondary school was the big class size in the public schools for

all levels of schooling, from pre-elementary to secondary schools which could hamper effective

learning. A student teacher lamented that group work was almost impossible because of limited

classroom space. On the other hand, in the private schools, since the number of students is controlled

sufficient space is available for class activities requiring group works.

Limited space may be an unavoidable problem in public classrooms but this situation could

serve as a challenge for the student-teachers. Despite the problem, they managed to design exciting

activities that do not require big space (like storytelling or poem constructions). It must be pointed out

however, that cooperative learning which requires group discussions or team effort, may be impossible

to execute in large classes with 80 to 90 students per section. One interesting observation noted by the

student-teacher among Math elementary teachers in public schools was that they normally follow

procedures implemented by the DepEd. For example, classes usually begin with a simple prayer, a

song, preparatory activities (drill, review, and motivation), developmental activities (presentation,

group activity, discussion, practice exercises, generalization and application), assessment and

assignment. On the high school level, typical teaching method (discussion of lesson and students listen)

was still performed. Based on her observation, too many activities with so little time to accomplish did

not help the [elementary] students learn.

Instead, they get more confused and lost during the drills. With this observation, she felt that

the traditional method appears to be more effective.

Teaching science Teaching Science can be a very challenging task for every teacher. It requires

creativity and resourcefulness to perform different activities in carrying out the subject matter without

getting the students bored. Deviating from the common norm, one student-teacher

taught Science in almost all her classes. Here are some of the strategies she managed to implement that

would help us gain some insights (Rebong 2005):

1) storytelling with role playing

2) in-house demonstration

3) games

4) scrabble words

“Role playing is action-filled and fun guaranteed,” according to Rebong (2006). She

incorporated storytelling and role playing in discussing the Digestive System among the Grade V

students. Basically, it is one of her techniques to motivate the students and gain their full attention

towards the subject.

The story was entitled “Sinong Pinakamagaling.” The main characters involved the chief organs

of the Digestive System: mouth, esophagus, stomach, small intestine, large intestine, liver and anus.

Each character was then portrayed by the learners. The students were asked to explain why each part of

the digestive system is important and what happens if one fails. At the end of the activity, the students

came up with remarkable answers.

Science is a subject that also needs laboratory. There are times when schools or classrooms do

not have laboratory or when the topic at hand does not necessary require laboratory works. In situations

like these, in—house demonstration proved to be useful. It was an alternative way of showing the

students actual occurrence and a step-by-step procedure, which does not necessitate sophisticated

equipment and expensive materials. The teacher’s creativity and resourcefulness were tested. She came

up with improvised household materials. In order to explain how a compound substance is formed,

objects available at the house like nail, Gatorade bottle with cap, vinegar, water and sandpaper were

provided. Volunteer students were called and asked to perform the procedures written on the board

while the rest of the class focused on the activity.

Games can stimulate the interest of the learners. It also triggers their participation and

involvement in any class 62activities. In her classes, the student-teacher engaged the students into TV-

based program and video games. In recalling previous lessons, one technique employed by the student-

teacher was jumbled words. Since learning is more than introducing facts, she felt that students also

needed activities that will help them motivate and enjoy the process.

Teaching English: task-based learning Task-based learning (TBL) is a teaching method that is currently

being practiced in modern classrooms (Prabhu, 1980 in de Leon 2005). It uses “procedural syllabus”

consisting of tasks that are designed to interest and challenge the learners. It is mostly done in groups.

It is not suggested in teaching the whole course but may be utilized with other teaching

methods, and integrated in the lesson plan of the teacher. de Leon (2005), one student-teacher, used

this method in teaching English. The TBL has a three-stage procedure:

1) Pre-task—the teacher here introduces the topic, defines the objectives and procedure of the

activity. The learners are encouraged to engage in the activity or activities that would help the recall

and apply important teaching points, words, and phrases that are useful in doing task.

2) Task – here the learners do the assigned task. They discuss the activity among themselves in the

group and prepare a report in the class accordingly if necessary. In teaching English, specific language

features were highlighted.

3) Task – the task is highlighted and worked on. Classroom discussion on the significance of the

lessons learned from the task ends the class session. The teacher can also stress important teaching

points from the task to ensure learning.

Based on her teaching experience among Grade I pupils, the method was effective in making

learning fun and interesting. She presented various tasks like coloring, drawing, counting, putting a

puzzle together, singing, dialogue, role play, and many others. These tasks take an amount of creativity

on the part of the teacher. Nonetheless, it proved to be insightful for the learners. It must be noted that

the tasks are always relevant and well-coordinated with the subject matter. Motivation as a factor in

learning and teaching The importance of motivation in learning and teaching is undeniable. It is this

energy that stimulates the learners to obtain, transform and apply knowledge (Groccia 1992 in Pahm

2006).

Hence, a student-teacher explored the role of motivation in learning and teaching processes.

Pahm (2006) found out that motivation is important in eliciting learning among students. She generally

asserted that motivation affects the learners in redirecting their interest towards the subject and

reinforces their willingness to learn.

When motivated, generally, students in all levels increased their participation in class and

boosted their morale and selfconfidence. How motivation is drawn out from the students was

observed. Based on the student-teacher’s account, motivation was elicited through the application of

effective communication such as the use of visual aids, encouraging words, and affirmations. Not only

can these factors elicit motivation among the students but also the incorporation of

games/poetry/storytelling related to the subject matter; the group works/group dynamics; and the oral

recitation (especially in the elementary and high school levels). Furthermore, it was also noted that a

friendly atmosphere motivated the students to participate and express themselves in class. For example,

the student-teacher managed to execute an interactive class discussion by allowing the students to

express themselves freely. This minimized feelings of being threatened or humiliated when they cannot

answer.

Instructional materials

Visual aids are effective motivational tools and instructional materials. In fact, literatures say that the

use of visual aids has a positive effect on teaching and learning. Therefore, the rationale behind Del

Rosario’s study (2006) ascertains if visual aids facilitate in making teaching more effective and

efficient, regardless of the type of school and educational levels. Del Rosario (2006), a student teacher,

found out that the use of visual aids helped the student-teacher explain the lessons better especially in

dealing with various concepts that require further explanations. It also aided in the organization of the

subject matter while directed the students’ attention. At the same time, the use of visual aids not only

benefited the student-teacher but also enabled the students to retain more of their lessons and

becomemore focused on the class discussion.

In pre-school level, drawings, pictures, and other illustrations were highly appreciated. These

materials easily attracted them as children are regarded as visual learners. For the students in the higher

levels of education, they showed same appreciation for visual aids. However, a teacher must take note

that visual aids with written texts should be eligibly drawn. For them, “the bigger the visual aid, the

better.” Colorful visual aids also produced more excitement among the students than the “dull” ones.

However, plain visual aids still caught their interests and attention during the class discussions.

Hence, the use of visual aids is in no doubt effective and efficient in facilitating the teaching and

learning processes during class activities, whether these classes are in public and private schools.

Cooperative learning

Learners do not only acquire knowledge by relying on their individual strength and capacity. As

the famous cliché goes, “no man is an island.” Learning also takes place by collaborating with other

individuals. This can be referred to as cooperative learning. Malicsi (2006) said that it is “a kind of

classroom learning activity where groups of students work together on academic tasks in small groups

to help themselves and their teammates learn together”. Correspondingly, this urged another

studentteacher to explore on the effectiveness of cooperative learning as a motivational strategy and

instructional tool for learning.

Based on her observations, cooperative learning benefited both the students and the teacher. It

allowed the students to interact with their classmates as they learn together by producing outputs.

Cooperative learning has proven to be “effective in increasing motivation for learning and

selfesteem,redirecting attributions for success and failure, fostering positive feelings toward classmates,

and increasing performance on tests of comprehension, reasoning, and problem solving.” In all levels

of schooling, cooperative learning is an effective tool in the learning process of students.

However, she noted that it depends on various conditions among which two or more students

working together is necessary, though this is not a sufficient requirement. Factors influencing learning

and teaching performance Practice teaching provided studentteachers variety of challenges that in one

way or another have affected their teaching behavior or overall teaching performance during the actual

classroom sessions.

According to Rebong (2005), performance in actual teaching may be affected by two factors:

remarkable and challenges (). These factors were based on her personal account and

are worthy to consider. The remarkable factors are those eliciting positive influence while challenges

are those producing negative impact. Based on the actual teaching of Rebong (2005), remarkable

factors include small class size, effective visuals, competent mentors, and subject familiarity. On the

other hand, challenge factors involved large class size, retention power, absence of laboratory room,

and learner’s readiness. In addition, she noted that learning process can be influenced by remarkable

and challenge factors. The former included cooperative learning and motivation while the latter

involved classroom ambiance and eligibility of drawings.

Lessons learned

The experience of student teachers provided an opportunity to teach and manage the teaching

learning environment in different levels. Managing the learning, the learning environment and the

topics (lessons) to be learned were experienced in variety and progressive schemes of strategies and

approaches. The teaching – learning schemes learned in different levels have been expounded on two

different settings – public and private.

Teaching skills were developed as the adjustments have been made during the exposure. These

skills include managing learners needs and abilities, meeting learners target objectives, mentor - mentee

partnership and school system and teachers requirements. Student teaching experiences have been an

integrative challenge of lesson learned in the areas of students’ requirements, research, learning –

teaching pedagogies and teaching profession.

Based on the teaching experiences of the student-teachers, the following insights were gained

that could help make teaching more effective:

1. Assessing the level of ability of the students to determine the appropriate pacing and level of

instruction to be applied

2. In teaching homogenous class, concentrate on the improvement of the students’ intellectual

competence

3. In teaching heterogeneous class, believe that all of them are capable of learning any subject and

moderate pacing of instruction is recommended

4. Teachers should know the technique of opportunity rediscovery-providing motivations to motivate

students and manage the whole class effectively.

5. Students should learn self-motivation

6. Prepare a clear, focused and detailed lesson plan

7. Use multi-sensory and well – developed instructional materials

8. Use variety of teaching methods

9. Employ anxiety – free learning assessment and qualitative evaluation

10. Recognize and respect the learners as central partners in learning

11. Use analogies or real life examples, practical applications and personal experience

12. Take time to repeat, summarize or explain concepts for better comprehension of the students

13. Provide anxiety –free learning assessment and qualitative evaluation

Source:http://www.usm.edu.ph/index.php?option=com_jdownloads&Itemid=472&view=finish&cid=184&catid=22&m=0

Weekly Narrative Report

Weekly journalWeek 1

On my first day it was introductions to every class and then I knew that I would be handling

TLE and Hele from grade 4 to 4th year high school since the school was not that big and there was only

one section per level. My Critic teacher had me observe for the first week. It was exciting to be able to

interact with younger students especially those in elementary level since I had my observation in

PUPQC which means I dealt with older students. It was all new to me but the first week had been so

much fun!

Week 2

This week I was told that I should spend at least two days in the office. I spent Monday and

Wednesday in there helping with paper works. I had helped catalog books in the library and did some

typing jobs. The administrators and the principal was friendly. She had chatted with me about the

things I do in school and such.

On Tuesday, I was also asked to substitute for a teacher who was absent. It was English and it

wasn't that hard since they had topics and activities ready with the lesson plan. I had seen the difficulty

of most students with the subject especially with their grammars and vocabulary. I had given them the

activities and when we finished I made them do their reading. It was sad to see that even the high

schoolers are having difficulty on such a meager task such as reading.

Week 3

This week was mostly reviews before their periodical exams so I just helped my critic teacher

review students with difficulties on some subjects. Most students were doing quite well but some were

failing drastically. I had tried my best to help them and I had been happy with their improvements.

I had also noticed that the students seemed to be more at ease around me and it made me happy

to remove the awkwardness between us. The week was mostly hectic. This week my critic teacher had

also asked me to help on making exams. I proceeded to make some and he pointed out a few mistakes

that I had.

Week 4

It's the week for their periodical exams and on Friday is their Christmas party. For their

periodicals I was the one who administered the exams since my critic teacher was administering the

computer hands-on. It went on for the whole week and after dismissal the students had reviews. After

this week it will be Christmas vacation so everyone had just been excited and looking forward to it.

Week 5

The first week back in school and the students are buzzing with excitement sharing their

Christmas vacation with their classmates. My critic teacher had asked me to help with the checking of

test papers so he handled the class while I checked papers.

We had also paid attention to the parts of the exams that most students fail to answer. And I

learned that not just because you are through with the exam doesn't mean lessons are to be forgotten.

We spent the class trying to make sense on topics that the students failed to understand.

Week 6

This week my critic teacher was absent for a day so I had handled the class alone. I just

continued the topics that we discussed and since he left me the lesson plan I didn't have any problems.

We also started on the more difficult topic which is drafting.

Drafting is my CT's major so he had been the one to discuss it. Though when the students had

been drawing themselves we had split the class in two so we could focus on less students. It had been

so much fun and I have learned new things. I just came to the realization that I know nothing on

drafting so I sat down and listened to him discussing a couple of times but he had been more than

happy to show me how things are done when I don't understand them.

I could say this is the hardest topic we had done and even I got frustrated when the lines and

angles aren't perfect (since I have a slight OCD and all.)

Week 7

This week we had continued the topic of drafting and for the 1st year we had begun on

bookkeeping (oh joy!). It was a hard topic to teach especially when your students are not really good in

mathematical situations. So we had tried to make it easier and made a hypothetical business entity. It

was harder than I thought because the students are really young and most business terms mean nothing

to them.

It was quite funny that at times on the discussions the students would look like giant question

marks. Then they would ask questions and laugh at how silly the solutions are.

Week 8

It had been almost the same as the past week and I am hardly stressed and I found that I'm

looking forward to going to school everyday. The students had been amazing the whole time and my

critic teacher had been as helpful as he could be.

Current Issues

Local

A recommendation to CHED Secretary Licuanan to remove the flaws of TEIs

A POINT OF AWARENESS By Preciosa S. Soliven(The Philippine Star) Updated March 10, 2011

Among the first observations of the new CHED Secretary Patricia Licuanan, as soon as she took her

oath of office was that there are too many colleges in the Philippines, which are not meeting the

requirements and standards the CHED (Commission on Higher Education Department) has imposed.

This is specially alarming among the institutions that train teachers. Between the sixties to the

seventies, the population of 27 million rose to 36 million. By 1980 Filipinos numbered 80 million.

Today after three decades we are more than 97 million.

Fewer and fewer college students have taken up an Education degree, most of them preferring to be

cooks, hotel service people or computer encoders. We should panic. Where shall we find good teachers

for our children, let alone for our preschoolers?

During the 1990-1995 Senate-Congressional survey of Philippine schools (EDCOM), Dr. Susan

Refuerzo of the University of Northern Philippines in Vigan, provided a document about 12 TEIs

(Teachers Education Institute) of Luzon Visayas and Mindanao and the National Capital Region in the

Education Congress in Baguio. Then she gave the same report before the EDCOM Basic Education

Taskforce the following week as a major situation report on attempt to reform Basic Education.

Teacher education institute’s ideal teachers

Twelve teacher education institutions pictured the “ideal teacher” as very high in moral and social

qualities as well as in intellectual competencies.

Dr. Refuerzo observed that in moral and social aspects and personality, the ratings registered

“occasional to rare.” In teaching skills, they were rated “often.” In their ability to evaluate, counsel

students and maintain order, they were rated “occasional.” This means inefficient lesson planning,

deficient construction of student tests and exams as well as poor classroom management.

The survey pointed out four major causes. Foremost is the low standards of admission. Government

institutions must accept any applicant due to the “open access policy.” On the other hand, very large

non-government teacher institutions also allow easy enrollment regardless of very poor communication

skills and low Intelligence Quotient (IQ).

Their cheap tuition fees attracted thousands of students, making these institutions realize good profit.

The poor attainment of the student body, inadequate facilities and insufficient salaries and privileges

fail to attract prominent instructors and lectures. The result is a poor faculty lineup, which do not care

about ideals and elevated standards. The whole setting spawns a host of ineffective and inferior

teachers.

In contrast, the admission in accredited colleges is limited to qualified enrollees. They retain well

accomplished faculty members of good standing. These colleges have earned high reputations and

realize good revenues.

The curriculum imbalance and scanty practice teaching

The second FACTOR is the “curriculum imbalance.” Both Bachelor in Elementary Education and

Bachelor of Science in Education curricula are made up of more General Education subjects (62

percent and 54 percent of each degree course, respectively) as against Professional Education subjects

(26 percent and 22 percent, respectively) and more subjects like English, Science and Math (11 percent

and 20 percent respectively).

Limited time in Practice Teaching is the third cause. The supervising teachers do not take this seriously

since they have so many trainees under them in lecture hours. Supervisors of practice laboratory

classrooms should just concentrate on the “practice teaching” aspect to strengthen their interests and

expertise.

Lastly, the TEI faculty members are generally old fashioned, employing only lecture method.

Innovating and using other refreshing strategies are beyond them. Since our conventional system of

education has not worked to meet global standards, Senate and Congress must drastically pass a law to

revolutionize the system if we are serious about eradicating poverty. CHED should investigate the

situation of TEIs in progressive countries like England, Canada and Germany. Let’s see how teachers

are recruited in France.

How TEIs in France maintain high standard

With his astute foresight, the emperor of France, Napoleon Bonaparte, included in the government

reform (Napoleon code) a strategy for adequate provisions of school teachers.

France require six years of secondary education: the first four is the junior level and the last two, senior

level. As early as the third year of high school, French teacher applicants are already recruited.

Qualified students are offered a teaching scholarship. Their orientation starts in the senior year. Upon

graduation, they are spread out in major regional Ecole Normale (Teacher Training Institutes) and

provided with honorarium, which is almost like a basic salary. This has attracted a good balance of

male and female teachers.

In 1979, on a school visitation grant of Le Ministere de la Culture (French Ministry of Culture), I

visited the Ecole Normale in Rennes, Brittany, The Haute Marne and Loire regions. For three years, the

qualified students undergo theoretical and practical training as well as thorough internship in various

schools in the regions. This French baccalaureate course in the teaching profession, includes very rigid

examinations.

Where is the right philosophy of Philippine education and its accompanying TEI curriculum?

GMA’s Taskforce for the Education Highway tried to point the way toward developing small business

enterprises. The same slogan “Go Negosyo” is still loudly publicized today.

This is not enough. How can one create a sustainable enterprise, no matter how small or big, if it is not

founded on a person’s quality basic education? Not mere schooling with 3R’s but the inner

transformation of one’s character and behavior: persistence in work, courage, honesty, fairness, a strong

sense of order and morality. Unless we find the right philosophy in Philippine education for sustainable

development, we will fail to see the emergence of the “New Man” who will no longer be the victim of

events, but thanks to his clarity of vision will mold the future of mankind.

Curriculum Vitae Mikaela T. Garcia

2 San Ildefonso St. Torres village Novaliches Quezon city.garcia.mikachan@gmail.com

Personal Information

Date of Birth: September 14, 1991 Place of Birth: Caloocan City

Citizenship: Filipino Gender: Female

Marital Status: Single

Education

High School Saint Andrew School Merles Inc.BF Homes, Caloocan

College Polytechnic University of the PhilippinesQuezon City Campus

Professional Qualifications

Languages Spoken: English, Filipino

Other Skills: Computer Literate with knowledge in Graphic and Webpage design

Attachments