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CHAPTER 1

INTRODUCTION

On-the-job training (OJT) is a form of training taking place in a normal

working situation. On-the-job training, sometimes called direct instruction, is one

of the earliest forms of training (observational learning is probably the earliest).

Practice teaching is of paramount importance in the vocational training of student

teachers. It is this immersion into the real world of school that prepares the

student in making the transition from trainee to professional. Practice teaching

played an important part in their development as teachers by providing a context

wherein they could merge theory and practice, find their own teaching and

management styles as well as cope with the demands of multi-tasking that being

in a classroom demands. The paramount role of the host teacher and the

importance of positive relationships with all stakeholders was foregrounded - as

was the importance of an awareness of the cultural and contextual make-up of

learners. (Wagenaar, Melanie)

One of the main objectives of school-based teaching practice,

as Salzillo and Van Fleet (1977:28) point out, is that of encouraging an

appropriate professional socialisation process for the future teacher. This is

defined byPérez Gómez and Gimeno (1988: 57) as a process of interaction with

the professional environment through which the teacher progressively acquires

the practical and personal knowledge which shapes his or her teaching

behaviour. Lortie (1975) understands it as a subjective process through which

people internalise the particular sub-culture of a professional group.

One of the risks involved in teaching practice, however, is that the process of

socialisation may lead to the acquisition of rigid and inflexible patterns of

behaviour. This role, which only leads to the integration of old and conventional

standards by new teachers, has been criticised by studies such as those

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undertaken by Gimeno and Fernández Pérez (1980) or Salzillo and Van Fleet

(1977). Marcelo (1988: 713) synthesises some of the main findings of research

carried out on teachers after school-based practice and mentions the following

changes (cited in Lorenzo, 1991:18):

 More authoritarian attitudes towards pupils.

 A change in attitude regarding teacher autonomy.

 Greater levels of concern about classroom control.

 A sensation of having less knowledge about teaching than at the

beginning of school-based teaching practice.

 A change in opinion about education from a more progressive perspective

to a more conventional one.

 The loss of idealism.

For a long time, teacher training in general and the school-based component

in particular have been conceived as a long process in which student teachers

must internalise a series of theoretical models which they will later put into

practice. This type of approach is commonly known as a “top-down” approach

and, as we have previously indicated, involves the establishment of artificial

divisions between theory and practice. In this sense, the theoreticians produce

knowledge and teachers become consumers of this knowledge (Kumaravadivelu,

1999: 33).

According to Eraut, teacher trainers provide professional theories while

student teachers theorise during their practice and eventually form their own

personal theories (O’Hanlon, 1993: Williams, 1999; Griffiths and Tann, 1992;

Lavender, 1999). In this sense, the periods of initial teacher training and school-

based teaching practice take on a major role in the training and professional

development of the student teacher. It is during these stages that student

teachers form theories which will guide them through the multiple, varied and

complex pathways of teaching. The primordial role of the teacher trainer, then, is

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neither descriptive nor prescriptive, but rather mediating and facilitating, where

efforts are made to provide student teachers with opportunities to be protagonists

in their own learning and training:

“the primary responsibility of the expert is not to provide the teacher with a

borrowed voice but to provide opportunities for the dialogic construction of

meaning out of which an identity or voice may emerge (...) It therefore

becomes necessary to conceive of teacher education not as the experience

and interpretation of a prescribed pedagogic practice, but rather as a

dialogically constructed entity involving two or more critically reflective

interlocutors”

(Kumaravadivelu, 1999: 35).

It is important, then, to reflect, analyse and inquire, rather than to know and

reproduce what is known (Stenhouse, 1975) and the teacher trainer must

empower the student teacher with the capacity to build theory from practice and

practice from theory:

“…we ought to help them theorise from practice and practise what they

theorise. Pedagogic knowledge, to be of relevance, must emerge from the

practice of everyday teaching. It is the practising teacher who is better

placed to produce, understand and apply that kind of knowledge”

(Kumaravadivelu, 1999: 35).

If we accept this premise, it is evident that the teacher trainer should empower

student teachers with the necessary knowledge, skills, attitudes and authority in

order for them to become autonomous learners. They must be provided with all

the necessary instruments so that they may construct their own knowledge.

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As stated, practice teaching is an important phase for a future educator. It

is a form of work-integrated learning that is described as a period of time when

students are working in the relevant industry to receive specific in-service training

in order to apply theory in practice. In this period, it may sometimes make or

break a student teacher. Why? Simple. If the student teacher enjoys his/her

practice teaching journey or the worst scenario is if he/she finally make his/her

decision on leaving the teaching world. This is all depends on his/her experience.

This time is significant for practice teachers, as they experienced the real

classroom set-up, as they know what teaching style and strategies are fitted with

different students’ mental ability or sometimes based on students’ psychological

ability.

The student teacher may find himself in this training. He may find what

kind of teacher he will be in the future. He will try to find out what kind of teaching

style and strategies he can used when he’s a real teacher. Let us see how this

practice teacher face his ‘On-the-Job Training’ that sets for five months. How he

faced some problems that comes in his way? When did he finally think that he’s

born to be a teacher? And of course if he enjoys the whole practice teaching

journey.

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CHAPTER 2

THE FEATURES OF PRACTICE TEACHING

A. The Polytechnic University of the Philippine Maragondon Branch

Polytechnic University of the Philippines Maragondon Branch is an

extension of PUP in Cavite. It offers quality education at an affordable cost to the

low income families of Cavite. The Campus started with Baccalaureate course,

(still 5 at present), 1 technical course (now 3) and a post baccalaureate (open

University). Fourteen faculty members (now 40) man the operation of its

academic and non-academic pursuits. In terms of academic the students have

performed as well as reflected in the array of victories in different intellectual

battles. The graduates on the other hand have shown impressive performances

in licensure examination. The non-academic activities complement the academic

in terms of sports, culture and the arts.

The campus is characterized by lush surroundings with serene

atmosphere. Four buildings (A, B, C, and D) became the learning laboratories of

the “Iskolar ng Bayan”. Some of these infrastructures were donated by the

officials of the provincial and the local government of Cavite. PUP-MB has strong

linkages with the government and non-government organizations. It has been the

partner of municipality of Maragondon in so many different programs and and

projects. The industries and the secondary school seek for the services of PUP-

Maragondon graduates not only for their skills but also for their exceptional

working habits and attitudes. PUP-MB is and will always be the symbol of hope

for an improved quality of long life among Cavitenos.

BRIEF HISTORY OF PUP MARAGONDON BRANCH

“All accomplishments, big or small start from a dream”

In 1987, two brilliant minds from Cavite pooled each other’s independent

but interrelated plans to establish the Polytechnic University of the Philippines -

Maragondon Extension. Dr. Nemesio E. Prudente’s vision to bring PUP to

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countryside and Mayor Teodoro C. Ramirez’ sincere desire to alleviate the plight

of his townsfolk through education complemented each other, bringing up the

name PUP-ME not only in Maragondon but also in Its neighboring municipalities.

The ground breaking ceremony that formally marked the establishment of non-

formal education building of PUP-ME was held on January 29, 1987. On July 6,

1987, the buildings were officially turned over to PUP-ME.

On June 15, 1987, 337 students enrolled in five baccalaureate courses:

Bachelor in Business Education (BEE), Bachelor in Accountancy (BA), Bachelor

of Science in Electronics and Communications Engineering (BSECE), Bachelor

of Mechanical Engineering (BSME), Bachelor of Science in Electrical

Engineering (BSEE); and one technical program: Basic Typing, all under the

supervision of 14 faculty members. In Second semester, secretarial, computer

programming, Practical Electricity, Radio, and TV Technology programs were

offered. It was 1995 when the first post- graduate, Master in Educational

Management was offered.

The first Director of PUP-ME was Prof Herman Zerwit in May 1990. In July

1993, Dr. Severino Espiritu was installed as the second Director. In October 20

1997, Dr. Roman R. Dannung took his oath of office as the third Director while

Prof Alejandro N. Eseque, Jr. was appointed as the fourth Director in September

1998. In October 1999, Prof. Ronnete D. Jornacion was appointed OIC, the fifth

Director of PUP-ME from April 2000 up to 2006.

In May 2006, Engr. Pacificio A. Hintay was installed as an acting director

and later in May 2008, his first term as a director began, aligning with the PUP

vision towards a “Total University”. Director Hintay was able to accomplish salient

improvement and achievements for Maragondon Campus. He strengthened his

linkages with the local government agencies, private organization and other

benefactors and improved relationship with the faculty, students and alumni in

order to improve the campus. All throughout its history of PUP- Maragondon

Campus has moved forward through the guidance and inspiration of PUP past

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presidents: Dr. Nemesio E. Prudente; Dr. Zenaida A. Olonan; Dr. Ofella M.

Carague; Dr. Samuel M. Salvador; Dr. Dante G. Guevara and OIC Estelita W.

dela Rosa at Present. PUP-Maragondon Campus’s progress is being accelerated

through the stewardship of the present University President, Dr. Emanuel C. de

Guzman.

Altogether the administrators, administrative and academic staff have

been working hand in hand with local government officials to realize a common

objective: the total development of the students to become active contributors to

growth of the nation. The Polytechnic University of the Philippines-Maragondon

will continue to stand on its ground to work for that cause.

Location Map of PUP- Maragondon Branch

Located in the heart of Maragondon, this branch was established by Dr.

Nemesio E. Prudente and Hon. Teodorico C. Ramirez, Jr. Their main objective is

to bring quality education in the countryside. PUP-MB is considered one of the

longstanding campuses of the PUP systems. It offers quality education at an

affordable cost to the low-income families of Cavite. The campus started with 5

baccalaureate courses (still 6 at present) 1 technical course (now none) and a

post baccalaureate (Open University). Fourteen faculty members (now 53)


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manned the operation of its academic and non-academic pursuits. In terms of

academic the students have performed as well as reflected in the array of

victories in different intellectual battles. The graduates on the other hand have

shown impressive performances in licensure examinations. The non-academic

activities complement the academic in terms of sports, culture and the arts.

The campus is characterized by lush surroundings with serene

atmosphere. Four buildings (A, B, C & D while building C is under construction)

became the learning laboratories of the “Iskolarsng Bayan”. Some of these

infrastructures were donated by the officials of the provincial and local

government of Cavite. PUP-MB has strong linkages with the government and

non-government organizations. It has been the partner of the municipality of

Maragondon in so many programs and projects. The industries and the

secondary schools seek for the services of PUP-Maragondon graduates not only

for their skills but also for their exceptional work habits and attitudes. PUP-MB is

and will always be the symbol of hope for an improved quality of life among the

Caviteños.

VISION OF THE SCHOOL

Clearing the paths while laying new foundations to transform the

Polytechnic University of the Philippines into an epistemic community.

MISSION OF THE SCHOOL

To produce high quality graduates in business, engineering, and

education who will lead in the development of the international community.

GOALS

1. Quality and excellent graduates

2. Empowered faculty members

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3. Relevant curricula

4. Efficient administration

5. Development- oriented researches

6. State of the art physical facilities and laboratories

7. Profitable income- generating programs

8. Innovations instructions

9. ICT- driven library

10. Strong local and international linkages

OBJECTIVES

PUP-Maragondon, Cavite shall strive:

1. to produce highly competitive graduates surpassing the national

passing rate in licensure examinations

2. To foster excellent performance among faculty members by providing

scholarship grants, attendance in national and international professional

conferences

3. To prepare all programs for accreditation by national and international

accrediting bodies

4. To foster efficiency and effectiveness in service- oriented administration

through the use of ICT in all levels

5. To fund development-oriented researches by out sourcing from the

research-funding agencies, business education, and industrial and

institutions

6. To acquire modern facilities through donations from philanthropists,

alumni’s, LGU’s, NGO’s, PO’s, CS and others

7. To launch IGPs beneficial to the students, administrative employees,

faculty members and external clienteles

8. To integrate ICT in classroom instruction and to utilize creative and

innovative teaching methodologies

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9. To adopt webliography and on-line resources in the library

10. To forge memoranda of agreement and/or Memoranda of

Understanding with National and International Linkages

FACULTY AND STAFF

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THE COOPERATING SCHOOL

VISION

To become a premier school in the Region acknowledged for its

excellence in producing well-rounded individuals.

MISSION

To impart quality education to the students that will hone them to have

Wide Knowledge, Magnanimous Talent and Fine Character towards High Hopes,

Big Dreams and Bright Future.

HISTORY

The school started as tutorial service for child with special needs because

of the drive of its owner to help them. As a parent of kids with special needs it’s

hard for them to send their children in a school near Manila just to give them

what they deserve. Since they are both teachers, they decided to build a school

named Naic Kiddie Montessori that was located in a rental place in Ibayo

Silangan, Naic, Cavite. As time passes by, the school continued to grow and it

became one of the progressive private schools in Naic. Since 2012, it was

renamed as Colegio de Montessori and was transferred in Timalan, Naic, Cavite.

Currently, it caters tutor services for special child, preschool, elementary, junior

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high school. Colegio de Montessori used the Montessori approach where they

are preparing the students for life with the combination of K-12 curriculum aligned

with the DepEd core values.

Organizational Chart of Colegio de Montessori

Oscar J. Salazar
President

Elmina P. Salazar
Directress

Elenita F. Parra Aida R. Federico, MALT


Principal Principal
Pre-school, Primary and Early Intermediate & High School
Intervention Department Department

Leonora M. Martinez
Officer – In – Charge

Pstr. Alvin Cruz Sue Javier Mandy Periodico


Guidance Counselor Registrar Cashier

Lichen N. Sadornas Kris Abad Mark Darell A. Cuevas


Program Coordinator Property Custodian Talent Development Coordinator

Maribeth Duyag Wilma Altobar Jennie B. Salicsic Nerissa Tapat


Key Teacher (Pre-school) Key Teacher (Primary) Key Teacher (Intermediate) Key Teacher (High School)

Aiza Aguillon Marites Gluda Yehramy Icaro Sieglynde Tolentino

Rizel Jocson Emma Rose Catipon Leonilyn Timagos Jho Salanguit

Crizelda Martinez Christine Martinez Ellen Malimban Ralph Casaul


Pre-school Teachers
Shanaine Corpuz Leerah Mae Diroy Ivy Villacarlos

Camille Payton Jenalyn Ligaya Ana Anarna


High School Teachers
Jumairah Carpizo Ezra Sustal
Primary Teachers Intermediate Teachers

Early Intervention Department

Michelle Malimban
Angelica Javier
Rowena Bauer
Clarissa Agapito

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PRINCIPAL

There is a person behind every success of the school. For Colegio de

Montessori, the principal AIDA R. FEDERICO, MALT. She is hardworking and

dedicated person on her job. All the teachers in CDM salute for her great

commitment. Her approval to the request to have accepted Sir. Cuevas as intern

in Colegio de Montessori deserves a huge THANKS.

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HEAD TEACHER

In Colegio de Montessori, MS. NERISSA T. TAPAT is the key teacher of

High School Department. She is the one who is responsible for every activities

hosted by the High School Department. As a Head Teacher or Key Teacher she

is very dedicated to her work. In spite of her busy schedule in and out of the

school, she gave enough time to supervise Sir. Cuevas’ stay as practicummer in

Colegio de Montessori.

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COOPERATING TEACHER

The guidance, training and supervision were provided by no less than MS

SIEGLYNDE ANNE TOLENTINO, a Grade 7 English teacher, an adviser of G7

Gratitude and a mentor of a 4 sections. The guidance, pieces of advice, and the

support of the cooperating teacher were appreciated and found really of help to

the student teacher and because of these success was attained.

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B. The Practice Teacher

What makes a good teacher? That is the question that keeps on coming to

the authors mind. Can he be a good teacher someday? Can he teach them? Will

he break or make a student? Some of the questions that the author wished to

answer before his practice teaching journey ends. Before he starts his on the job

training, he read some insights on how to be a good teacher. Let me share it with

you.

A good teacher of children understands childhood in an engaging way. She

understands that childhood culture is more universal than adult culture, and

therefore easier to engage with any place any time.

-KUKUBO BARASA, NAIROBI, KENYA

Everybody will have their own opinion on this because it is impossible to please

everybody at the same time. It is very difficult to say what a good teacher is when

I am still a student and have seen my share of what a teacher should do. I think

that the qualities that a teacher should maintain are the abilities to relate to their

students on their own level, make learning fun and easy to understand, be nice

so students will listen, make the kids look forward to entering the classroom, and

above all.... maintain control.

-Katie, Oklahoma City, Oklahoma, U.S.A.

"When love and skill work together, expect a masterpiece" (Ruskin) It is

fundamental that a teacher cares about humanity in general. Once we love, enjoy

and appreciate the individuality of each and every child in our classroom -

everything else falls into place. A good teacher takes cognisance of the fact that

they are role models for children remembering that we teach more by what we do

than by what we say! This is a challenge for the best of us!!!!

-Judith Butler, county Cork, Ireland

Using his/her heart in teaching, he/she must love children and able to bring

satisfaction in learning.

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-Dwi Rahayu, Jakarta,Indonesia

A good teacher is someone who can learn from his students, who can learn with

them, and for them. He also must be honest in his relationships with students,

and proud enough about his own value to work, from there, on helping his

students to build their own self esteem.

-Christian Berger, Santiago, Chile

A good teacher is someone who is a learner herself.

-Astrid, Perth, WA, Australia

One who has no bias, no fixed point of view, open eyes to see and explore life

and learning itself, is the best teacher for he is a child too!

-Ashish, Mumbai, Maharshtra, India

I think a good teacher should always show his students the values behind the

items he/she is teaching in an exciting and friendly way.

-Aly AlSabbagh, Cairo, Egypt

The answers above serve as his inspiration to be a good teacher during

his practice teaching journey. For him this is the best among the rest.

A good teacher represents some of the following qualities:

 has to be interested in his own subjects and at the same time open-

minded for others and other topics.

 has to be strict, self-confident and show authority, but at the same time he

has to be the pupils' "helper" and quite often even something like their

friend who they can talk to if problems occur.

 has therefore to find a balance between him representing an authority or a

friend.

 likes to work with children.

 enjoys teaching.

 arrives in time to start a lesson and ends a lesson in time because of good

organisation and planning.

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 uses different methods to liven up his lessons and therefore keep his

pupils' attention.

 has to gain the pupils' interest in his subject.

 conveys information and keeps the pupils' attention.

 has to be patient.

A good teacher still remains a human being like you and me so that it is

obvious that the qualities listed above are useful to keep in mind to be or become

a good teacher, but they are only few of the qualities teachers need to "survive"

in their everyday life.

The author wanted to show the best in him. And as long as he lives he

promised that he will grow continuously and holistically. Being a teacher is his

goal since he’s in elementary. Every time that his teacher asked what did he

want to be when he’s grown up, he keeps on saying that someday he’ll be one of

the teachers who serve with passion and he believes that good teachers join self,

subject, and students in the fabric of life because they teach from an integral and

undivided self; they manifest in their own lives, and evoke in their students, a

“capacity for connectedness.” They are able to weave a complex web of

connections between themselves, their subjects, and their students, so that

students can learn to weave a world for themselves. The methods used by these

weavers vary widely: lectures, Socratic dialogues, laboratory experiments,

collaborative problem-solving, creative chaos. The connections made by good

teachers are held not in their methods but in their hearts meaning heart in its

ancient sense, the place where intellect and emotion and spirit and will converge

in the human self.

THE TASK OF A PRACTICE TEACHER

As a student teacher, one needs to accomplish all the tasks assigned by

the cooperating school in order to finish the student teaching phase. The works

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just like what normal teachers do. The tasks depend on the cooperating teacher.

They are the one who guide the student teachers in every day activity.

The student teacher was assigned by the head teacher to teach the G7

students. During the first day of practicum, he was introduced by Ms. Sieglynde

to her students. His first task was to observe the class of Ms. Sieglynde for him to

know what the different steps of flow of the lesson are every day and also to

know which section he’s going to handle. He also observed who the slow and

fast learners were.

SCHEDULE OF CLASSES
MS. SIEGLYNDE ANNE TOLENTINO
TIME SECTION

11:45 – 12:35 Grade IX Perseverance

3:10 – 4:00 Grade VII Gratitude

During his internship, two (2) sections were given to the student teacher’s

care namely; G9-Perseverance (11:45 – 12:35) and G7 (3:10 – 4:00). The

subject assigned was his major, English. On the next day exchange of duties

were done, teaching was given to the students teacher and observing was to the

cooperating teacher. During that day exciting journey as practice teacher started

with the role as a real teacher.

The most important role of the student teacher was being a planner. As a

practice teacher one is not exempted for this. Lesson planning is needed for it

serve as a guide to execute a lesson properly.

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This lesson plan was used during the student teacher’s final

demonstration teaching. He used the Grade 7 Gratitude. The students are very

cooperative and active in all activities. He feels that his cooperating teacher is so

contented on how he did his final demonstration teaching. As his cooperating

teacher said, “Congratulations! You did great!”.

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CHAPTER 3

SUMMARY AND CONCLUSION

This chapter consists of summary of student’s practice teaching journey.

The conclusion and recommendation that may help the next practice teacher in

their OJT Training.

SUMMARY

“The future belongs to those who believe in the beauty of their dreams”

We may not be the best student inside the classroom, the best person in

our society but we can be the best teacher for our students. As a teacher we

must grow continuously and professionally for us and for the sake of our future

generation. Their life is in our hands. We are the shaper of the next generation.

We must show them the best version of ourselves.

As the quotation above exclaimed, it says that the future belongs to those

believers. To believe in yourself, to believe that you can, to believe that you can

be as good as others and to believe that you will be one of the best 21st century

future educators. We, as a future educator must be optimistic enough, to always

look at the brighter side of life, for we can live with peacefulness in our heart.

My journey as a practice teacher gave me a good memories to hold.

Memorable experiences that will retain not only in my mind, but also in my heart.

Those memories of my students who was so eager to learn whenever I

discussed something especially if it is literature, since some story can touch their

heart. They are so active in every activity I prepared. The advices I got from my

best mentor, my cooperating teacher. I really loved how she told me that the

important thing to consider in teaching is if you really loved this career, it will not

be a burden to you. The support that I got from the CDM FAMILY they welcomed

me and at the end of my practice teaching days, they said, “Thank you!”. Those

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words make me think that they really appreciate all the efforts I gave during my

OJT. The time that they spend to mold me. And of course, are so called “home”

that also play a big part to make this journey a memorable one. My quarters, to

think that it is only a small room, witnessed all my happy and even sad moments.

I enjoyed my 5 months stay in my cooperating school. The laughter, tears, beast-

mode times, all day long chit-chat and ‘insensitive’ times. All those things that

we’ve shared complete my OJT.

Practice Teaching Journey is not always on the side of learning from the

books, teaching inside the classroom but it is the time where you can decide

what’s best for you and who really you are. To summarize it all, I enjoyed my

days as a student-teacher at Colegio de Montessori. I learned a lot of things.

CONCLUSION

From the moment he started his internship, he was informed by his

beloved instructors how hard it is when he is in the field of teaching. He always

remind himself that whatever happens he should know his lesson and his works.

Aside from that, he knew to himself that when he started his internship he

is ready. Well, he admit that he still have a little doubt for himself maybe because

of the nervousness but he put into his mind that he can make it because he is

one of a products of PUP MARAGONDON, his beloved Alma Matter that develop

and mold him to become one of their best students.

Because of the motivations of his instructors, he was always praised by

his cooperating teacher in all his works. Being a teacher really needs a lot of

effort. You really need to be strong every day that you enter the school and you

should know how to control yourself.

As he went through the student teaching program, he learned a lot

of things. He learned how to control his temper for waggish students. He learned

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how to pretend that he is okay for them not to worry about him. He learned how

to be the best brother just to make them happy and to make them feel the real

meaning of life. And most of all, he learned how to love his students as his own

children.

Now, he have proven what his professors told him. If he was

teaching with the heart, he can do all things without any hesitations and can do

impossible things for the sake of his students.

He also had a lot of experiences which were happy and tough. He

experienced sleepless nights in preparing his lesson as well as his instructional

materials. He experienced to be a nurse, a clown, a brother/father when they

needed a company. These experiences made him strong and made him realized

that he came here not just to be a teacher but also to be whatever they want me

to be.

At first, he thought he was already good but he was wrong. As long

as he is staying too long in the field the more they learn and discover new things

and new strategies that will help him to become a good teacher in the future.

His cooperating teacher was not really as sweet as that of the

others but he never failed to teach him how to become strong in this profession.

He encounter lots of unexpected moments but he was always there beside him

to remind and to let him know how to handle the reality of teaching profession.

He is really glad to spend his entire student teaching class with these

wonderful children. He make them feel special and safe and because of that they

make him feel more special. My students have different attitudes and

personalities but they gave a unique love he has never experienced in my entire

life.

This was a very wonderful experience for every student teacher because

the knowledge that we thought enough is nothing without this realistic


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experience. He will never forget all the experiences and realization he gained in

my five months student teaching. I know that this will be a big step to my

success.

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APPENDICES

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