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INTRODUCTION
teachers. It is this immersion into the real world of school that prepares the
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
defined byPérez Gómez and Gimeno (1988: 57) as a process of interaction with
the practical and personal knowledge which shapes his or her teaching
One of the risks involved in teaching practice, however, is that the process of
behaviour. This role, which only leads to the integration of old and conventional
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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
For a long time, teacher training in general and the school-based component
must internalise a series of theoretical models which they will later put into
divisions between theory and practice. In this sense, the theoreticians produce
1999: 33).
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
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
“the primary responsibility of the expert is not to provide the teacher with a
interlocutors”
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
“…we ought to help them theorise from practice and practise what they
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
students are working in the relevant industry to receive specific in-service training
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
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
journey.
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CHAPTER 2
low income families of Cavite. The Campus started with Baccalaureate course,
University). Fourteen faculty members (now 40) man the operation of its
battles. The graduates on the other hand have shown impressive performances
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
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
In 1987, two brilliant minds from Cavite pooled each other’s independent
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countryside and Mayor Teodoro C. Ramirez’ sincere desire to alleviate the plight
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,
Engineering (BSEE); and one technical program: Basic Typing, all under the
offered. It was 1995 when the first post- graduate, Master in Educational
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
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
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.
Guzman.
been working hand in hand with local government officials to realize a common
Nemesio E. Prudente and Hon. Teodorico C. Ramirez, Jr. Their main objective is
affordable cost to the low-income families of Cavite. The campus started with 5
victories in different intellectual battles. The graduates on the other hand have
activities complement the academic in terms of sports, culture and the arts.
government of Cavite. PUP-MB has strong linkages with the government and
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.
GOALS
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3. Relevant curricula
4. Efficient administration
8. Innovations instructions
OBJECTIVES
conferences
accrediting bodies
institutions
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9. To adopt webliography and on-line resources in the library
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THE COOPERATING SCHOOL
VISION
MISSION
To impart quality education to the students that will hone them to have
Wide Knowledge, Magnanimous Talent and Fine Character towards High Hopes,
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
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
Oscar J. Salazar
President
Elmina P. Salazar
Directress
Leonora M. Martinez
Officer – In – Charge
Michelle Malimban
Angelica Javier
Rowena Bauer
Clarissa Agapito
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PRINCIPAL
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
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HEAD TEACHER
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
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
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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.
understands that childhood culture is more universal than adult culture, and
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
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
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
One who has no bias, no fixed point of view, open eyes to see and explore life
I think a good teacher should always show his students the values behind the
his practice teaching journey. For him this is the best among the rest.
has to be interested in his own subjects and at the same time open-
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.
enjoys teaching.
arrives in time to start a lesson and ends a lesson in time because of good
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uses different methods to liven up his lessons and therefore keep his
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"
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
students can learn to weave a world for themselves. The methods used by these
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
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
SCHEDULE OF CLASSES
MS. SIEGLYNDE ANNE TOLENTINO
TIME SECTION
During his internship, two (2) sections were given to the student teacher’s
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
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
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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
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CHAPTER 3
The conclusion and recommendation that may help the next practice teacher in
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.
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
look at the brighter side of life, for we can live with peacefulness in our heart.
Memorable experiences that will retain not only in my mind, but also in my heart.
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.
mode times, all day long chit-chat and ‘insensitive’ times. All those things that
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
CONCLUSION
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
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
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.
teaching with the heart, he can do all things without any hesitations and can do
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.
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.
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
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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