Educational

Readings

1
 TEACHER’S PRAYER

Lord,

Enable me to teach with WISDOM,

For I help to shape the mind.

Equip me to teach with TRUTH,

For I help to shape the conscience.

Encourage me to teach with VISION,

For I help to shape the future.

Empower me to teach with LOVE,

For I help to shape the world.

AMEN

2
 TEN COMMANDMENTS IN TEACHING

1. Thou shall know thyself

2. Thou shall know thy students

3. Thou shall know thy subject matter well

4. Thou shall respect thy student as a person

5. Thou shall motivate thy students to learn

6. Thou shall communicate effectively

7. Thou shall circulate

8. Thou shall avoid talking too much in class

9. Thou shall evaluate learning outcomes regularly

10. Thou shall do what thy safest

3
DO’S AND DON’TS IN THE CLASSROOM

Do’s in the Classroom

1. Know your entire student’s name

2. Have your lesson well prepared

3. Call your students whose attention is wavering

4. Re-business like dealing with students

5. Stop little disturbance before they become serious

6. Use your voice effectively

7. Display promptness, vitality and enthusiasm

8. Show sense of humor

9. Be serious of the comfort inside the classroom

10. Put on the light when needed

4
 Don’ts in the Classroom Discipline

1. Do not plat favorites

2. Do not make threats

3. Don’t give very long assignment

4. Don’t punish the whole class for the misbehavior of the few

5. Do not sit on the desk all the times

6. Do not tie yourself to the textbook

7. Do not use a vocabulary ahead over students

8. Do not talk rapidly

9. Do not express anger over the class

10. Do not show annoying mannerisms

5
 DUTIES AND RESPONSIBILITIES OF A

STUDENT TEACHER

1. Set Clear Purposes

2. Identify pupil’s needs

3. Relate with community

4. Provide a Balance Program

5. Make Effective Plans

6. Make content meaningful

7. Provide individual and group work

8. Create conducive way of learning

9. Use appropriate method

10. Evaluate students learning outcome

11. Maintain professional relations

6
 Seven Domains of

National Competency-Based Teacher Standards

1. Social Regard for learning

2. Learning Environment

3. Diversity of Learners

4. Curriculum

5. Planning, Assessing and Reporting

6. Community Linkages

7. Personal Growth and Professional Development

Lessons in Student Teaching

Supervising Teacher

-name for on-campus teacher

Cooperating Teacher

-name for off-campus teacher

TYPES OF LESSON PLAN

1. Detailed Lesson Plan

2. Semi-Detailed Lesson Plan

3. Brief Lesson Plan

7
 FORMS OF VISUAL AIDS

1. Demonstrations

2. Field Trips

3. Laboratory Experiments

4. Pictures, Films, Simulations, Models

5. Real Objects

Components of the Lesson Plan

1. Objectives

2. Subject matter

3. Learning Activities

a. Motivation

b. Review

c. Drills

d. Discussion

e. Application

4. Evaluation

5. Assignment

6. Remarks

8
 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,

otherwise known as the Philippine Teachers Professionalization Act of 1994 and

paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional

Teachers hereby adopts the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possess dignity and reputation

with high moral values as well as technical and professional competence in the

practice of their noble profession, and they strictly adhere to, observe, and practice this

set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution

shall offer quality education for all competent teachers. Committed to its full

realization, the provision of this Code shall apply, therefore, to all teachers in

schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all

educational institutions at the preschool, primary, elementary, and secondary

9
levels whether academic, vocational, special, technical, or non-formal. The

term “teacher” shall include industrial arts or vocational teachers and all other

persons performing supervisory and /or administrative functions in all school

at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each

teacher is a trustee of the cultural and educational heritage of the nation and is

under obligation to transmit to learners such heritage as well as to elevate

national morality, promote national pride, cultivate love of country, instill

allegiance to the constitution and for all duly constituted authorities, and

promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the

declared policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of

his own, every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and

devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political,

10
 religious, or other partisan interest, and shall not, directly or indirectly, solicit,

require, collect, or receive any money or service or other valuable material

from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional

rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence

to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have

privilege of expounding the product of his researches and investigations;

provided that, if the results are inimical to the declared policies of the

State, they shall be brought to the proper authorities for appropriate

remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best service by providing an environment

conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively

participate in community movements for moral, social, educational, economic

11
and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which

purpose he shall behave with honor and dignity at all times and refrain from

such activities as gambling, smoking, drunkenness, and other excesses, much

less illicit relations.

Section 4. Every teacher shall live for and with the community and shall,

therefore, study and understand local customs and traditions in order to have

sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the

community informed about the school’s work and accomplishments as well as

its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially

in the barangay, and shall welcome the opportunity to provide such leadership

when needed, to extend counseling services, as appropriate, and to actively be

involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and

official relations with other professionals, with government officials, and with

12
the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest

profession, and shall manifest genuine enthusiasm and pride in teaching as a

noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality

education, shall make the best preparations for the career of teaching, and shall

be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and

shall pursue such other studies as will improve his efficiency, enhance the

prestige of the profession, and strengthen his competence, virtues, and

productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from

the school, but shall not make improper misrepresentations through personal

advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that

13
 makes it dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional

loyalty, mutual confidence, and faith in one another, self-sacrifice for the

common good, and full cooperation with colleagues. When the best interest of

the learners, the school, or the profession is at stake in any controversy,

teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and

shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever

assumes the position such records and other data as are necessary to carry on

the work.

Section 4. A teacher shall hold inviolate all confidential information

concerning associates and the school, and shall not divulge to anyone

documents which has not been officially released, or remove records from files

without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for

14
 what may appear to be an unprofessional and unethical conduct of any

associate. However, this may be done only if there is incontrovertible evidence

for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing, without violating the right

of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified;

provided that he respects the system of selection on the basis of merit and

competence; provided, further, that all qualified candidates are given the

opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to

understand and support the legitimate policies of the school and the

administration regardless of personal feeling or private opinion and shall

faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against

superiors, especially under anonymity. However, if there are valid charges, he

should present such under oath to competent authority.

15
 Section 3. A teacher shall transact all official business through channels except

when special conditions warrant a different procedure, such as when special

conditions are advocated but are opposed by immediate superiors, in which

case, the teacher shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise

grievances within acceptable democratic possesses. In doing so, they shall

avoid jeopardizing the interest and the welfare of learners whose right to learn

must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments,

promotions, and transfer of teachers are made only on the basis of merit and

needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to

live up to his contract, assuming full knowledge of employment terms and

conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy,

helpfulness and sympathy towards teachers and other personnel, such practices

16
 being standards of effective school supervision, dignified administration,

responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider

it their cooperative responsibility to formulate policies or introduce important

changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth

of all teachers under them such as recommending them for promotion, giving

them due recognition for meritorious performance, and allowing them to

participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a

teacher or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers

are employed in accordance with pertinent civil service rules, and private

school teachers are issued contracts specifying the terms and conditions of

their work; provided that they are given, if qualified, subsequent permanent

tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

17
Section 1. A teacher has a right and duty to determine the academic marks and

the promotions of learners in the subject or grades he handles, provided that

such determination shall be in accordance with generally accepted procedures

of evaluation and measurement. In case of any complaint, teachers concerned

shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are

of first and foremost concern, and shall deal justifiably and impartially with

each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents

or others in their behalf in exchange for requested concessions, especially if

undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration

from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in

merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional

discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners

nor make deductions from their scholastic ratings as a punishment for acts

18
 which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in

preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with

parents, and shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of

the progress and deficiencies of learner under him, exercising utmost candor

and tact in pointing out the learner's deficiencies and in seeking parent’s

cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate

income generation; provided that it does not relate to or adversely affect his

work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the

financial matters such as in the settlement of his debts and loans in arranging

satisfactorily his private financial affairs.

19
 Section 3. No teacher shall act, directly or indirectly, as agent of, or be

financially interested in, any commercial venture which furnish textbooks and

other school commodities in the purchase and disposal of which he can

exercise official influence, except only when his assignment is inherently,

related to such purchase and disposal; provided they shall be in accordance

with the existing regulations; provided, further, that members of duly

recognized teachers cooperatives may participate in the distribution and sale of

such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which

it is the highest obligation to live with dignity at all times whether in school, in

the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary

principle of personal behavior in all relationships with others and in all

situations.

Section 3. A teacher shall maintain at all times a dignified personality which

could serve as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his

own destiny and of the destinies of men and nations

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient

ground for the imposition against the erring teacher of the disciplinary action

20
 consisting of revocation of his Certification of Registration and License as a

Professional Teacher, suspension from the practice of teaching profession, or

reprimand or cancellation of his temporary/special permit under causes

specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article

VIII, of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional

Regulation Commission and after sixty (60) days following its publication in

the Official Gazette or any newspaper of general circulation, whichever is

earlier.

21
 STUDENT TEACHING PROGRAM

Like any other profession, teaching requires an extended period of specialized

pre-service preparation and eventual licensing before a student teacher is authorized to

become a full-fledged teacher.

The student teaching component has been designed to complement the

academic training received by the student of the course. This component provides

opportunities that will help develop further the skills, techniques, understanding, and

orientation required to deal effectively with the problems of teaching in the elementary

and secondary levels. It is in student teaching that the student applies principles,

theories, precepts, methods, information, skills, attitudes, and values that he/she has

gleaned for almost four years of schooling. It is also in practice teaching that the

student shows if he/she is ready to go out into the field.

The primary concern of Student Teaching is the training of prospective

teachers who will professionally and socially meet the standards that will enhance

their position in the classroom, on the campus and in the community where they will

ultimately work or live.

22
GENERAL OBJECTIVES

The student teachers who are engaged in the program are expected to meet the

following objectives:

1. To apply in actual situations the principles learned regarding the

teaching-learning process.

2. To evaluate themselves and discover their weaknesses in certain phases

of the teaching job.

3. To gain a comprehensive realistic picture of the instructional system of

which a future teacher will be a part.

4. To develop the competencies and attitudes in order to function effectively

as classroom teacher.

5. To understand the problems of actual teaching.

6. To develop the skills to make necessary adjustments to changing

classroom conditions.

SPECIFIC OBJECTIVES

1. To have been gradually introduced into the various elements of effective

teaching, like:

23
 a. the classroom—setting and structuring it to make it conducive for

learning

b. the teacher

c. objectives and content of the lesson

d. lesson planning

e. motivation

f. the teaching procedure/facilitating

g. the art of questioning

h. drill and review lessons

i. the assignment

j. evaluation of educational outcomes

k. classroom management

l. instructional tools

m. conferences including conferences with parents

n. accomplishing forms required by the schools and by the Department of

Education (DepEd)

POLICIES AND STANDARDS FOR STUDENT TEACHING

Number of Weeks Required

A minimum of 12 weeks is required. The 12-weel period will be distributed as

follows: six weeks for on-campus training and the rest for off- campus training.

24
 Before the student teacher is allowed to undertake actual student teaching

activities, a one-week orientation is undertaken. Two to three weeks are given for the

student teacher to observe and participate in the daily classroom routine with focus on

instruction and evaluation, and the last two weeks are used for either peer, individual,

or tropical teaching.

INCENTIVES FOR COOPERATING TEACHER

Admission Requirements to Student Teaching

To maximize learning experiences on the teaching-learning process, the

following minimum requirements have been set by the College to student teaching

applicants:

1. He/She must have a satisfactory academic performance subject to the

standards of the College of Education.

2. He/She must have communicative competence both in English and in

Filpino.

3. He/She must be physically healthy, with no physical defects so he/she

can carry out the physical demands of teaching.

4. He/She must have satisfactorily complied with the requirements of all

subjects to afford him/her full concentration and total immersion in actual

teaching.

25
GUIDELINES IN THE SELECTION OF COOPERATING SCHOOLS

Cooperating School

Many of the cooperating teachers do not fully understand the purpose to be

accomplished in student teaching. Many teachers are assigned as cooperating teachers

because of their excellent teaching performance in teaching; however, it should not be

assumed that an effective teacher of school children is necessarily good in working

with student teachers.

In the same manner, only cooperating schools with teachers who possess

qualities needed for developing and maintaining good personal relations and skills in

student teachers are to be selected. The following criteria are considered in the

selection of schools for on and off-campus practice teaching:

1. Should have complete elementary or secondary grades/levels.

2. Should have a school principal.

3. Should have teachers with teaching competencies and sufficient

educational qualifications.

4. Should have an administrative and supervisory staff who have shown

interest and have the potential in serving the dual function of providing

desirable experiences for prospective teachers.

26
 The cooperating teacher is the teacher assigned or named by the school

principal to serve as master teacher or model teacher of the student teachers. He/She is

chosen on the following qualities:

1. He/She has at least three years of successful teaching experience.

2. He/She has an undergraduate degree in education or its equivalent.

3. He/She has the ability to do demonstration teaching.

4. He/She has the ability to supervise, tend, and guide the work and growth of

the student in his/her care.

5. He/She possesses personal and professional traits that are desirable for a

demonstration teacher.

6. He/She has passed the Licensure Examination for Teachers.

DUTIES AND FUNCTIONS OF THE STUDENT TEACHING STAFF

A number of personnel both from the teacher institution and from the cooperating schools

are involved in the student teaching program. These personnel have specific functions and duties at

particular stages of the program.

In the on-campus teaching, the Dean of the College of Education decides

which students qualify to undertake on- and off-campus teaching. Further, he/she

confers with the supervisor of the student teaching on matters affecting personnel

involved in student teaching.

27
 The Commission on Higher Education (CHED Memorandum No. 11, s. 1999)

defines student teaching supervisor or practicum coordinator as one who is a regular

faculty member in the college, who is assigned to plan, supervise, and evaluate student

teaching experience and provide advice and counseling.

The student teaching supervisor conducts orientation programs with the student

teachers on their roles and duties, their expectations and the expectations of the

laboratory school, and their personal-social professional dealings with the personnel of

the laboratory school. Furthermore, he/she makes preliminary arrangements with the

principal for the smooth entrance of student teachers to the laboratory school;

coordinates with the principal on the schedule of the observation and the actual

teaching activities of the student teachers.

The student teaching supervisor coordinates with the school principal

regarding the grade or year level assignments of the student teachers and the

requirements of the course. He/She sees to it that the terms agreed upon and entered

into by the laboratory school and the university are respected and carried out. He/She

also has the responsibility of computing and submitting the final grades of the student

teachers upon consultation with the dean.

Aside from these tasks, the student teaching supervisor holds conferences

(wrap up sessions) which are a follow up of activities and performance of the student

teachers, and discusses possible problems pertinent to student teaching. He/She also

28
visits the laboratory school regularly to confer with the cooperating teachers;

supervises the student teachers in their work and prepares pertinent forms such as

observation guides, evaluation forms among others. Most importantly, the student-

teaching supervisor from time to time observes student teachers during their actual

teaching. He/She may also conduct conferences or interviews with the cooperating

teachers regarding the student teachers’ performance in the laboratory school.

The principal of the laboratory school orients the student teachers on the

operational program of the school and other pertinent data related to the program

He/She orients the cooperating teachers on their role in the student teaching program

and the schedule of activities of the student teachers. He/She confers with the

supervisor of student teaching relation to student teaching. He/She may observe

classes conducted by student teachers (during demonstration and as the need arises).

The cooperating teachers play a critical role in the development of love for or

aversion to the teaching profession of prospective teachers. The success of student

teachers in their career is dependent on how the cooperating teachers have trained

them effectively. They provide opportunities that will expose student teaching to the

complex nature of the teaching act as well as to the administrative work required of a

teacher. This administrative work includes the accomplishment of forms, making

lesson plans, formulation of test questions, and computation of grades, among others.

All other related experiences expected to be performed by a bonafide teacher are also

expected to be provided to the apprentice teacher.

29
FUNCTIONS OF COOPERATING TEACHERS

Cooperating teachers perform the following functions:

1. Introduce the student teacher to the various elements of effective teaching:

actual teaching demonstration, conferences with the student teacher and

provision of opportunities that will develop further the teaching knowledge,

facilitating skills and orientation of the student teacher.

2. Expose the student teacher to the facilitating function of a teacher and

determine if the first is prepared to handle a class. He/She sees to it that the

student teacher conducts no lesson is ready for it. He/She does this by first

discussing with the student teacher the lesson to be taken and by checking the

student teacher’s plan of the lesson.

3. Follow up the lessons conducted by the student teacher should there be a need

for it. He/She may even interrupt the student teacher while teaching when

he/she notices that the latter is stating or preaching wrong facts. However,

he/she does this in a very subtle and professional manner.

4. Evaluate the performance of the student teacher along the areas of:

a. attendance and promptness in reporting to the school

b. keenness in observation as manifested by the accomplished observation

guide

30
 c. relationship with the pupils, teachers, parents, administrators, cooperating

teachers, and other student teachers of the school

d. accomplishment of forms, reports, formulating test questions, writing

lesson plans, and other administrative work required of a teacher

e. actual teaching performance

5. Define to the student teacher the scope and extent of his/her responsibility and

authority in the class.

6. Acquaint the student teacher on the class program; scope of the year’s work,

the progress made by the class, and the use of teaching guides, etc.

7. Demonstrate the proper execution of appropriate strategies/approaches and

techniques in teaching before the actual teaching by the student teacher.

8. Check and re-check the lesson plans of the student teacher.

9. Observe actual teaching of the student teacher.

10. Hold regular conferences with the student teacher on his/her strong and weak

points.

11. Guide the student teacher in the preparation of various school forms and

evaluate the performance of the student teacher at the end of the program.

12. Submit the evaluation form to the student teaching supervisor.

13. Submit the final grade of the student teacher.

31
 Off-campus teaching requires the approval of the division schools superintendent.

The university, through the supervisor of the student teaching, requests for this

assignment of student teachers in the public schools.

The supervisor of student teaching submits to the division superintendent the

names of student teachers with their corresponding areas of specialization and home

addresses for school assignment. He/She conducts an orientation program with the

student teachers on their roles and duties, their expectations and those of the

cooperating school, and their personal social-professional dealing with the school

personnel. Moreover, he/she holds conferences with the student teachers to follow-up

their activities, assess their performance, and discuss possible problems connected

with student teaching. He/She also visits the cooperating schools regularly to confer

with the cooperating teachers and the student teachers, and may observe actual

teaching of student teachers. He/She prepares pertinent forms such as observation

guides, evaluation forms, etc.

The district supervisor, on the other hand, orients the student teachers on the set up

of the district and acts as the over-all coordinator of the off-campus teaching program

in the district.

DUTIES AND RESPONSIBILITIES OF THE STUDENT TEACHERS

Indicated below are the duties and responsibilities of the student teacher

(Arabit, et. al., 1993).

32
. Setting clear purposes. He/She has clear purposes for each learning

experience. Each daily lesson plan and each unit of study contribute to the

achievement of worthwhile purposes.

2. Identifying the pupil’s/student’s and class needs. He/She formulate

purposes and base his/her planning on the specific needs, abilities,

achievements and interests of the pupils/students with whom he/she is

working.

3. Relating with the community. This is done to gain understanding of

children and their home background.

4. Providing a balanced program. He/She utilizes teacher’s guides, teacher’s

manuals, courses of study and other curriculum materials.

5. Planning for effectiveness. He/She brings good planning that involves

clear purposes, knowledge of the children and the community and suggestions

from curriculum guides and teacher’s manual.

6. Making the content meaningful. He/She makes the subject matter

meaningful to the experiences of the pupils/students by the use of effective

methods for developing both the meaning and the significance of what is

taught.

33
 7. Providing an individual and group work. He/She ensures that the specific

needs of each learner are met. Group work is provided when common needs

and purposes of the entire class, or a group within the class, are to be met.

8. Creating a conductive environment for learning. He/She creates a healthful

environment with proper lighting, ventilation, and temperature. The room

should be inviting and challenging to children..

Using appropriate methods and materials. He/She employs skills in

using the most effective methods and instructional resources.

10. Evaluating learning outcomes. He/She appraises children’s learning and

assesses values of various methods and materials should be done.

11. Maintaining professional relationships. He/She establishes close

relationships with co-workers, pupils, parents, the community and the

profession, as outlined in the Code of Ethics for Teachers.

In order to carry out the aforementioned duties and responsibilities and to

create favorable conditions for his/her success in student teaching, the student teacher

should have no subjects other than practicum. No one can estimate how many hours

the student teacher will need to set aside each day or week for student teaching. In

some instances, he/she will take over some of the work of cooperating teachers.

34
 Success in student teaching depends upon one’s ability to work effectively

with others. To aid the student teachers in getting ready for this, the following

suggestions are presented:

1. Be courteous, cooperative, and tactful.

2. Be a pleasant, cheerful, willing, and enthusiastic worker.

3. Seek the cooperating teacher’s advice when needed.

4. Respect the judgment of the cooperating teacher.

5. Be objective. Accept constructive criticisms without feeling hurt.

6. Be professional. Avoid gossip or criticism.

7. Be tolerant of any limitations you find in the cooperating teacher.

8. Look for opportunities to assist the cooperating teacher and to be of service

to the school.

9. Take initiative and be dependable. Do what you are expected to do and

give the best of your ability to the task at hand.

Furthermore, the student teacher must recognize that the school to which he/she is

assigned expects him/her to maintain high standards of personal conduct, appearance,

and efficiency. He/She must begin his/her work with a determination to conquer

weaknesses and to profit from criticisms.

AREAS OF COMPETENCE OF STUDENT TEACHERS

35
Barbara and Field (1994) propose the framework of areas of competence for would-be

teachers illustrated below:

1. The Ethics of Teaching

All beginning teachers should be able to demonstrate that they:

1. believe that all their students have the capacity to learn and should be

treated justly and equitably;

2. are alert to the consequences of their own behavior and encourage

students to develop the same awareness;

3. recognize and appreciate the values held by individual students, by

parents, by groups of students, and by the school’s/center’s community;

including how those values vary and how they relate to teachers’ values

and the work of the school;

4. understand that they are responsible for their students’ well-being;

5. understand the responsibilities and obligations of a teacher.

2. The Content of Teaching

All beginning teachers need to:

1. have a sufficient knowledge and understanding of the subject matter;

2. have an understanding of teaching-learning as preparation of students

for lifelong learning, and for developing and upgrading skills areas in

36
 process so students are better prepared to seek academic and vocational

employment

3. have an understanding on how students develop and how they learn

4. show skills in adapting teaching strategies to the learning needs of their

students

5. be aware of their students’ context:

 gifted and talented students

 students with disabilities, learning difficulties or behavior disorders

 students from low socio-economic backgrounds

 students from background languages other than English

 students living in isolated areas

 students from varied religious backgrounds

 students in crisis

6. be able to corporate the teaching of communication and numeracy

skills regardless of the subject or age group being taught

7. have developing knowledge about the purposes, nature and uses of a

wide variety of assessment strategies

8. have developing knowledge and understanding of the nature, sources

and application of learning and information resources

9. be aware of and show developing capacity in the use of new

information technologies in educational contexts

37
 10. have developing competencies in recognizing and valuing the

experiences students bring due to linguistic and cultural differences

3. The Practice of Teaching

All beginning students should be able to demonstrate that they:

1. use the English language to communicate clearly and effectively, both

orally and in writing, in the range of roles and context occurring within

the classroom and the school community

2. are aware that their own use of language is a model of bilingual

students, which may not be available in other domain in students’ lives.

3. are developing competencies in the recognition and appreciation of

variants of English

4. can establish and maintain school and classroom learning environment

which is :

 Interesting and challenging;

 Orderly and purposeful;

 Safe and supporting;

 Positive and enjoyable; and

 Fostering independence, and responsibility and creativity;

38
5. are able to improve learning outcomes for all students by the

implementation of an increasingly wide range of teaching, approaches,

methods, and strategies that provide alternative transmission teaching

and reflect contemporary and practice by:

 developing competence in recognizing and adapting teaching

practice to different learning styles;

 varying interactive levels with the nature of the tasks;

 collaborative and co-operative learning;

 communicative approaches to language learning;

 differentiated curriculum materials;

 drama method (enactment, role play, simulation, gaming);

 negotiated learning and peer assessment; and

 applications of accelerated learning theory (brain compatible

learning, multiple intelligences, learning styles).

6. can undertake other roles such as facilitator, director, conferencer,

organizer, writer and source person.

7. are working as part of a community team guided by the skills needed,

and with appropriate support and guidance, developing the necessary skills

to work effectively as a team with their colleagues, and communicating

clearly with pupils/students and parents:

39
  the broad intentions of any unit or segment of learning;

 an outline of the content of that unit or segment;

 what work is expected of the pupils/students;

 how the progress/development of pupils/students id to be assessed

and the relationship between assessment and the teaching/learning

program;

 pupils’/students’ progress; and

 the relevance of resources.

8. reflect critically on their teaching practices and seek feedback.

9. believe in and are able to justify the value of what they teach.

a. show developing competences in program planning and

maintenance of adequate records.

Interaction with Parents and the School Community

Beginning teachers should:

1. recognize their part in the collective responsibility in the development

of the school or center and its relationship with the wider emotional

needs of their children;

2. consult appropriately with parents concerning the academic, social and

emotional needs of their children; and

40
 3. Recognize the home as the foundation of learning, and its continuing

significance in student learning.

Professionalism and Professional Development

Beginning teachers should:

1. participate in a range of professional development activities as part of

their continuing professional development;

2. appreciate the collegial nature of teachers’ work by being able to work

effectively as members of a team, understanding the role of specialist

teachers in the school; and

3. have a developing knowledge of the framework of regulations and

policies that effect teachers’ work.

PROGRAM OF ACTIVITIES FOR STUDENT TEACHING

Student Teaching is a done on-campus and off-campus. In some teacher training

institutions, it is a one-semester program, in others, two-semester program. Whichever

is the set-up, the whole program includes four phases, namely: orientation,

observation, actual teaching, and final demonstration. The following strategies or

activities are suggested:

1. actual observation of classes

2. accomplishment of observation forms

41
 3. conducting classes in at least three sessions but preferably in all grades or year

levels on a topical or peer teaching scheme

4. post-observation conferences of the cooperating teacher with the student

teacher

5. accomplishment of forms regularly accomplished by teachers in compliance

with DepEd and school requirements

6. attending seminars and conferences if allowed by the laboratory and

cooperating schools

7. conducting remedial or enrichment sessions in the cooperating school under

the supervision of the cooperating teacher

8. participating in activities (school related activities) conducted or sponsored by

the cooperating school which do not fall under the category of classroom

instruction.

The Orientation Period is spent in being acquainted with the environment and

policies of the laboratory school. Activities that may be included in the orientation

period are:

1. Discussion of the philosophy and objectives of student teaching, the duties and

responsibilities of a student teacher and other relevant topics.

2. Review of learning theories and principles, teaching strategies, lesson planning,

classroom management, communication skills, among others.

42
 3. Clarification of course requirements and expectations such as the narrative

report, case studies, number of required teachings, involvement in co- and

extra-curricular activities and community outreach program.

The Observation Period is devoted to peer teaching to prepare the student teachers

for the actual teaching or demonstration. The lesson plans of peer teachers are also

reconstructed; however, only reconstructed lesson plans on one’s field of

specialization are submitted for evaluation and inclusion in the narrative report.

The student teachers are assigned to cooperating teachers who guide them to

observe various phases and aspects of the teaching and learning situation.

The student teachers observe model teaching in the subject area they specialized in

with the cooperating teachers. They attend pre- and post-teaching conferences and

make reconstructed lesson plans of model teaching they observe. To enrich the

experiences of the student teachers, they are required to attend seminars and

workshops sponsored by the laboratory and cooperating schools.

Specifically, in the off-campus the first week is devoted to observing classes in the

student teacher’s area of specialization. Preliminary observation may be included

wherein the student teacher gets the feeling of the atmosphere of the classroom and

secures specific information regarding classroom procedure.

43
 The student teacher, with the help of the cooperating teacher, also undertakes tasks

in the following areas: (1) knowing and memorizing the names of pupils/students, (2)

making a daily program, (3) knowing the standards of behavior utilized by the teacher

and pupils/students in such situations as group discussion, reporting and use of free

time, (4) knowing classroom facilities, and (5) knowing classroom routine.

Before Actual Teaching early participation may be done. The student teacher

participates actively in various activities like making a seat plan, assisting in arranging

and distributing materials, giving assistance to individuals and small groups as

suggested by the cooperating teachers, and correcting test papers. In the actual

teaching, the student teacher teaches in his/her area of specialization and in all grade

or year levels whenever possible. There should be a minimum of three topical actual

teaching. Other teaching stints may take the form of remedial, peer, and substitute

teaching.

Besides actual teaching, the student teacher undergoes additional experiences in

other related functions such as structuring the classroom, preparing, administering, and

interpreting test results, computing grades, filling pertinent school programs,

workshop, and seminars. The cooperating teachers observe the final demonstration,

the supervisor for student teachers, fellow student teachers, the principal, and the dean

whenever possible

44
Field Study
Experiences

45
 FIELD STUDY 1

Learner’s Development and Environment

Course Description

This course is designed to help Field Study Students verify the behavior of the

child in the actual learning environment. It will require them to recognize feasible

approaches to facilitate learning considering the learner’s different phases of

development and social environment.

Pre-requisite anchored Professional Education subjects:

 Child and Adolescent Development

 Facilitating Learning

 Social Dimensions of Education

46
Date : September 25, 2013

Subject : Science

Grade and Section : Grade 7- Kipling

Teacher Observed : Mrs. Seva

School : Jacobo Z. Gonzales Memoria National Highschool

Observations:

The class started with a review of the previous topic. Afterwards, She proceed

with their new lesson in science which is “Solving Problem in Parallel Connection”

she played a short video presentation about the topic. The quality of the video is good

and it has a high definition.

Afterwards, she explained the formula that they will use. While explaining,

some students are not paying attention and tend to commit different noise. The teacher

got mad and warned the students that she will go outside and she will never teach

them anymore that’s why the students are simultaneously sat properly and pay

attention to the teacher in front. As the meeting goes by, no students committed the

same mistake as they’ve done in the initial part of the meeting. The lesson ended by

having a seatwork on their book. The students will answer the seatwork on a one

whole sheet of pad paper. They were only given 15 minutes to answer the seatwork.

Analysis:

The teacher should not say that she will leave the classroom and she will never

teach her students once they become noisy again because it only shows that the

students can easily defeat you. And that is not part of her profession.

47
Reflection:

If I were the teacher, I will not use “leaving the classroom and go walk-out” to

reprimand them not to commit any noise because that’s part of our profession and we

should not show to the students that we are weak

48
49
50
 FIELD STUDY 2

Experiencing Teaching Learning Process

Course Description

This course is designed to provide students with opportunity to examine the

application of teaching theories and principles in the learning environment. Students

are expected to verify the cognitive, metacognitive, individual differences, and

motivational factors that influence the acquisition of knowledge. The students are

given the chance to develop and try out learning tasks, instructional materials and

assessment tools.

Pre-requisite anchored Professional Education subjects:

 Principles of Teaching 1

 Principles of Teaching 2

51
52
53
54
 FIELD STUDY 3

Learning Assessment Strategies

Course Description

This course provides the students with hands-on experience in selecting,

constructing and evaluating conventional and authentic assessment tools and

launching them in different learning environment of the classroom based on the

principles of teaching.

Pre-requisite anchored Professional Education subjects:

 Assessment of Learning 1

 Assessment of Learning 2

55
56
57
58
 IELD STUDY 4

Educational Technology in the Classroom

Course Description

This course is designed to enrich the students’ experiences in developing and

utilizing appropriate technology to facilitate learning. It shall also provide exposure

and hands-on opportunities in the use of Information and Communications Technology

(ICT).

Pre-requisite anchored Professional Education subjects:

 Educational Technology 1

 Educational Technology 2

59
60
61
62
 FIELD STUDY 5

Exploring the Curriculum

Course Description

This course is intended to introduce the education pre-service students to

effective curriculum design and assessment. The course topics include curriculum

models, principles and approaches in designing, delivering and addressing the

curriculum.

It emphasizes familiarity with contemporary curriculum policies and framework and

their relevance or planning, pedagogy and assessment at the classroom level.

The course in curriculum development shall develop teachers who can adjust and be

flexible in designing and implementing curricula in learning environments for

different students in different context.

It can also apply a wide range of teaching process skills (including curriculum

development, lesson planning, material development, educational assessment and

pedagogy).

Pre-requisite anchored Professional Education subjects:

 Curriculum Development

63
64
65
66
 FIELD STUDY 6

On Becoming a Teacher

Course Description

This course is designed to complement the professional education, The

Teaching Profession. It shall bring about real life and vicarious experiences of a

prospective teacher with emphasis on the characteristics of a teacher as a person and

as a professional. It shall provide a wide array of opportunities for self-reflection that

would prepare one to become a student teacher.

Pre-requisite anchored Professional Education subjects:

 The Teaching Profession

67
68
Student Teaching
Narrative of Experience

69
SAINT MICHAEL’S COLLEGE OF LAGUNA
OLD NATIONAL ROAD, CITY OF BIÑAN

70
 THE EMBLEM

The school emblem was designed to serve as visual reminder of what SMCL stands

for. Every element of the design echoes the institution's commitment to its students,

their parents and the members of the community, which it has vowed to serve with

vigor and enthusiasm.

THE UPRAISED HANDS

The two hands raised up to support the human figure in the center represent the

philanthropic will of its original founders that is to develop the youth by providing

quality education at the affordable cost.

THE LEAF CLUSTERS

These symbolize the values and virtues which SMCL seeks to inculcate in the hearts

of its students. These values and virtues are Service, Moral Uprightness, Commitment

to Excellence, and Love for Humanity and Intercultural Sensitivity

71
 THE COLORS RED, WHITE AND BLUE

As a true Michaelean, red symbolizes courage; white for purity in spirit and body; and

blue for peace.

THE SHIELD

It represents the shield of truth and knowledge as inspired from the shield of St.

Michael the Archangel, the patron saint of SMCL.

THE STAR BURSTS

The three starbursts represent the three functional areas inherent to an educational

institution: Teaching, Research and Extension Services.

Brief History of Saint Michael’s College of Laguna

Saint Michael's College of Laguna (SMCL) is a school in Biñan

City, Laguna, Philippines formerly known as Biñan College. SMCL was founded by

the nine Limaco sisters, on August 25, 1975. The school was named after the Limaco

patriarch, Miguel, a philanthropist. Two of the Limaco sisters played key roles in its

founding. Pura Limaco provided the financial support for the school's operations,

while Milagros Limaco, a teacher, was later elected as the Chairman of the Board and

Director of the school.

In 2008, the Philippine Association of Colleges and Universities Commission

on Accreditation (PACUCOA), awarded SMCL with a Level III

72
 Reaccreditation Status for its Liberal Arts, Business Administration and

Teacher Education (Elementary and Secondary) programs. In 2010, the Nursing,

Grade School, and High School programs received Level I Formal Accreditation. It

was also granted Deregulated Status by the Commission on Higher Education (CHED)

in 2003 which was retained for another five years starting in 2009 through a

Commission en banc decision. SMCL is also an ISO 9001:2008 certified educational

institution.

The school has ten main buildings namely:

Segunda Limaco Hall - The SL Hall houses the Office of the President, the

Board Room, the Business Services Office, the Information Technology Office, the

Grade School Principal's Office, the Grade School Faculty Room, the Grade School

Science Laboratory, and classrooms for both SMCL Grade School and College

Division.

Pura Limaco Hall - I - The PL-I Hall houses the High School Faculty Room, the

SMCL High School Principal's Office, Central Student Council's office, the Chemistry

and Biology Laboratories, and the Center for the Performing Arts.

Miguel Limaco Hall - The ML Hall is considered as the IT building. In the ground

floor are Grade School classrooms, the Amazing Angels Room (Exhibit Area) and the

Career and Counseling Services Center. The second floor is

73
 dedicated to multimedia rooms and computer laboratories. The classrooms for the

High School seniors are located in the third floor.

Pura Limaco Hall - II - The PL-II Hall is the College Building where most

academic classes in all areas are held. In the second floor are the Faculty Rooms of the

IN and the SBA. The IN and SBA Deans' office are also found here. The third floor

houses the Science Laboratories, the Office Simulation Room, and the Pura Limaco

Seminar Room.

St. Theodore Hall - The STH is a multi-purpose hall where sports and cultural

activities, seminars, conventions, and convocations are held.

St. Marie Paz Hall - The SMP Hall is the main building for Technology and

Livelihood Education courses. The cafeteria is also found in the hall's ground floor.

St. Louise Early Childhood Center - The SLECC houses rooms for Pre-school

classes.

Milagros Limaco Learning Resource Center - The MLLRC is the campus

library. The ground floor is where the Basic Education library is. Aside from the

circulation and reserve section in the second floor, the reading area of the College

Division and the Internet Section are also found in the second floor. The third floor

(which was the multimedia floor until 2005) was converted into a reading area for the

74
College Division.

St. Mary's Conference Center - The SMCC is the mock/simulation hotel for

Hospitality Management students. Adjacent to the hall is the St. Beatrice Ballroom.

Milagros L. Limaco Hall - The MLL Hall is the hall facing the national highway.

Found in this hall are the Admission Office, Center for Students and Co-curricular

Affairs, Office of Student Services, Registrar's Office, Safety and Security Unit,

Center for Social Action, Student Publications Office, Faculty Room for SELA, SELA

Dean's Office, Speech Laboratory, Virtual Hub (multimedia demo room), and the Our

Lady of Guadalupe Simulation Hospital.

A JOURNEY TO SUCCESS

1975-1980 - FULFILLING A MISSION

Motivated by a strong desire to bring back to society whatever good fortune

they have, the Limaco sisters of Miguelunda Educational Corporation put up Biñan

College to provide quality college education to the underprivileged sector of Biñan

and its environs. Believing that education is the best intervention that will better the

quality of life economically and socially, the College opens with competitive and

relevant program offerings that will produce productive and humane citizens out of its

students.

75
1975 Biñan College is founded on 25 August 1975 by Miguelunda Educational

Corporation; Ms. Pura L. Limaco acts as foundress of a concept of Dr. Luisa

Limaco - De Leon

1976 The College opens with Commerce Secretarial and General Clerical courses as

offerings; Ms. Rosa L. Cruz assumes the College Presidency; Ms. Milagros L.

Limaco is School Directress

1977 Bachelor of Science in Nursing, Graduate in Midwifery and Bachelor of Arts

are offered

1978 The High School opens

1979 Associate in Tourism and Preparatory to Dentistry are offered

1981-1985 - TAKING RESPONSIBILITY

The next five years unravel the College's potential to bring out the best in the students

that come under its care. As it changes its name to Saint Michael's College of Laguna,

it reaffirms its serious and focused position in performing its foremost thrust --

corporate social responsibility

1981 The Grade School opens; Norma S. Siriban ranks 9thin the Licensure

Examination for Midwives

1982 Ellinley G. Alawi ranks 4th in the Licensure Examination for Midwives

76
1983 The College name is changed to Saint Michael's College of Laguna; Bachelor

in Science in Elementary Education and Bachelor of Science Secondary in

Education are offered

1984 Anita A. Alitagtag ranks 4th in the Licensure Examination for Midwives;

Adorable Theresa R. Gonzales ranks 6th in the Licensure Examination for Nurses

1986-1990 - SHARING A COMMITMENT

The College's commitment to deliver quality education as evidenced by its graduates'

performances in the licensure examinations and the workplace reaps handsome

rewards as enrolment escalates at dramatic levels. The College soars high on its

continuing quest for excellence as it expands its reach and touches more lives.

1986 Ms. Milagros L. Limaco assumes the College Presidency

1987 Pura Limaco (PL) Hall is constructed

1990 Bachelor of Science in Accountancy is opened

1991-1995 - KEEPING A TRADITION

The new decade brings new opportunities and challenges for the College. New

programs are offered to respond to these demands, as the College stands firm with its

solid posture in maintaining a tradition of integrity and excellence on its service

77
delivery exerting impassioned efforts in empowering the learner and ennobling the

learned.

1991 Associate in Computer Secretarial Course is offered.

1994 The Graduate School opens; Hospitality Management and Computer Science

courses are offered; Jennifer R. Aguillera ranks 15th and Ruth J. Fuazo, 19th in

the Licensure Examination for Midwives; Rochelle Gay T. Gucor ranks 17th in

the November Licensure Examination for Nurses; Bobby A. Castillo and Lilia

C. Tomas rank 18th and19th in the December Licensure Examination for

Nurses.

1995 PL Hall II is constructed

1996-2000 - PREPARING FOR THE BIG LEAP

The second half of the decade sees the College's transformation as it takes bigger and

calculated steps to pro-act in the face of anticipated unprecedented changes and

evolvements. The College prepares for the big bold leap to significance.

1996 The Learning Resource Center, the Milagros Limaco Hall is constructed; Ms.

Milagros Limaco retires for health reasons; Ms. Rosa L. Cruz

reassumes the College Presidency; Dr. Lourdes Almeda - Sese acts as Executive Vice

President

78
1997 The College gets connected to the Internet; A new logo and a new college song

are adopted; Liwayway B. Bernardo ranks 12th in the Licensure Examination

for Nurses

1998 Management Accounting is offered; The College is ranked a high performing

school in Accountancy

1999 The covered court is converted into an air-conditioned multipurpose hall,

named St. Theodore Hall; The College forges Academic Exchange Agreement

with Namhae College, Kyongsamnam-do, South Korea; the School of Nursing

and Midwifery implements a revised curriculum; Human Resources

Management and Information Services Management are offered; Marianne S.

Carreon ranks 15th in the Licensure Examination for Nurses; the Lingkod at

Pagmamahal (Lingap) ng SMCL Program is launched

2000 The Academic Exchange Program with Namhae College begins

2001-2005 - GOING BEYOND TRADITIONS

The new millennium brings fresh and vibrant perspectives for the College. Keeping

the faith in maintaining a tradition of quality and excellence has always been its living

advocacy. When it goes beyond traditions, it seeks ways to make better things than just

make things better, as it rides the winds of change.

2001 Liberal Arts, Commerce and Education (LACOMED) program get the Level 1

79
 Accredited status from the Philippine Association of Colleges and Universities

Commission on Accreditation (PACUCOA); Melbeth Alonte wins the Zonta

International District 17 Jane M. Klausman Women in Business Scholarship

2002 The Rogelio Limaco Botanical Garden opens

2003 The Saint Louise Early Childhood Center is completed; The St. Mary's

Conference Center is constructed; the Commission on Higher Education

(CHED) bestows to the College the Deregulated Status Award of Distinction;

LACOMED programs get Level II Formal Accredited Status from PACUCOA;

Saint Michael's College of Laguna Golden Z Club wins the Emma Conlon

International Service Award; the College starts the implementation of the

Electronic School System (eSS)

2004 The School of Hospitality Management and Allied Courses is created; Dr.

Lourdes Almeda - Sese assumes the College Presidency; the College links with

Department of Education for Educational Service Contracting; SMCL Lingap

Social Action Center opens

2005 Catherine B. Sison ranks 3rd in the Licensure Examination for Nurses; The

second term of the Academic Exchange Agreement is forged with Namhae

College; The College adopts Athena, an online Public Access Catalog (OPAC)

System; CHED bestows the College Regional Award the Best in Student

Personnel Services and National Award as Best Student Welfare Program;

80
 SMCL Golden Z Club wins the Emma Conlon International Service Award for

the second time; The College links with CHED for Project Enrich; The College

links with Jollibee Corp for the Aral Kabuhayan Program; Lingap Eskwela is

launched

2006-2009 - RIDING THE WINDS OF CHANGE - RENEWAL AND

TRANSFORMATION

Striking the delicate balance between the community of scholars and the corporate

community has posed a major challenge among the members of the Michaelean

community. Bringing about a fresh perspective and a new mindset and sensitivity, it

has resulted to a renewal of commitment to transform every threat into an opportunity

and every weakness a source of strength.

2006 LACOMED programs get Level II First Reaccredited Status Service Award

for the third time; the SMCL Z Club wins the Emma L. Conlon Service Award

for the first time; CHED bestows the College Regional Award the

Best in Student Personnel Services and National Award as Best Student Welfare

Program

2007 The Second Phase of the Academic Exchange Program is forged with Namhae

College South Korea; the SMCL Golden Z Club wins the Emma L. Conlon

Service Award for the fourth time; SMCL spearheads the formation of a

Research Consortium with 16 private HEIs; Our Lady of Guadalupe

81
 Simulation Hospital is inaugurated; Dr. Consuelo Canlas - Callang presents her

research paper on Global Citizenship at the Alliance for International

Education in Shanghai, China.

2008 Global University Network for Innovation accepts Inecita R. Cuevas'

research paper on SMCL Lingap for the poster session of 4th International

Barcelona Conference; Rogelio R. Espino's research paper on peer tutoring is

accepted in the 4th International Conference on Research and Access in

Development Education, San Juan, Puerto Rico; LABAED (LACOMED)

programs get Level III Reaccredited Status from PACUCOA; Nursing, High

School, and Elementary programs get Candidate Status from PACUCOA;

Lingkod at Pagmamahal ng SMCL (LINGAP-SMCL) Foundation, Inc. gets a

certificate of incorporation from the Securities and Exchange Commission;

Technical Education and Skills Development Authority (TESDA) grants the

College the permit to offer TVET courses under the new ladderized program;

The SMCL Golden Z Club wins the

Emma L. Conlon Service Award for the fifth time; Dr. Flordeliza Clemente - Reyes'

presents her paper on "Teaching Expertise: The Philippine Experience" at the

International Conference on Excellence in Education, Paris, France

2009 CHED grants retention of the College's Deregulated Status; LINGAP

-SMCL Zonta Center is inaugurated; Aloysius Villaluz is declared Grand

Champion in the Manila Food and Beverage Expo Flair Cup; the College wins

82
 the Search for Child Friendly School; Golden Z Club tops the Emma Conlon

Service Award for the sixth time. In the midst of all these developments in its

infrastructure, Saint Michael's College of Laguna can be proud of another

aspect in its life as an educational institution -- its academic strength. This

strength is highly evident in its highly qualified, competent and dedicated

administrators and faculty. SMCL can look back with pride at the very

exemplary performance of its graduate in the national licensure examinations

for CPA's, nurses, midwives and teachers. The school boasts of a number of its

students who have garnered top places in board exams. A number of successful

medical practitioners, entrepreneurs, managers, and educators within the first

district of Laguna proudly profess their allegiance to SMCL. This is Saint

Michael's College of Laguna. From the dream of a group of sisters 33 years

ago, the institution has blossomed and will continue to grow for many years to

come, always adherent to its

mission of serving mankind with commitment, competence, compassion,

loyalty, and love.

LINGKOD AT PAGMAMAHAL NG SAINT MICHAEL'S

COLLEGE OF LAGUNA FOUNDATION, INC.

An Overview

An excerpt from BEYOND GIVING, NURTURING, AND BELIEVING, A

REDEFINITION OF COMMUNITY EXTENSION: THE SMCL EXPERIENCE by

83
INECITA R. CUEVAS (Presented in the 2008 NOCEI Research Forum organized by

the Network of CALABARZON Educational Institutions (NOCEI), at the Batangas

State University - Alangilan Campus, Batangas City, November 21, 2008 and accepted

for presentation in the 4th International Barcelona Conference on Higher Education:

New Challenges and Emerging Roles for Social and Human Development, organized

by the Global University Network for Innovation (GUNI) in Barcelona, Spain, March

31 – April 2, 2008.)

Believing that education is the best intervention towards poverty alleviation,

Saint Michael's College of Laguna (SMCL) started its community extension services

on July 5, 1989 by offering pre-elementary education in Barangay Malaban, Biñan,

Laguna. This was conducted in consortium with DECS Region 4 and with the Office

of the Mayor of Biñan. The SMCL – initiated consortium was

designed to benefit the pre-schoolers of depressed, disadvantaged, and underserved

communities of Biñan.

Volunteer third Year College students from the SMCL College of Education

tutored the initial batch of 20 kindergarten children, aged 4 to 5 years, two hours daily.

Classes were held in Malaban Elementary School. The following year, the number of

enrollees increased to 40, who were split into two classes: 20 pupils in the morning

shift, 8:00 a.m. – 10:00 a.m. and the other 20 in the second shift, 10:00 a.m. to 12:00

noon. Later, classes were held in Dela Paz West and in Pedro H. Escueta Memorial

School. The project was called the SMCL Outreach Nursery Program.

84
 In the succeeding years, SMCL continued to offer free pre-elementary

education to batches of 25 children each who resided in Barangay Platero, the adopted

community of the College. It was referred to as the SMCL Platero Community Service

Program. Mothers who were waiting for their children were given sessions on values

education and training in cooking, sewing, food preparation and dressmaking. Later on,

the volunteer teachers also taught them basic lessons in mathematics, science, and

English to be of help to their children. This project for the mother, dubbed Continuing

Literacy and Livelihood Education Program (CLLEP) was a joint project of Zonta

Club of Laguna, the Philippine Association of University Women, and SMCL. On

March 5, 1999, CLLEP

received the United Nations Development Fund (UNIFEM) Philippine

Committee award, "Most Promising Livelihood Project."

Launching of LINGAP

Two years later, on 10 August 2001, Saint Michael's College of Laguna

formally launched the Lingkod at Pagmamahal ng Saint Michael's College of Laguna"

(LINGAP), a community involvement and immersion program that symbolizes and

stands for its strong commitment to the upliftment of depressed communities in Biñan,

Laguna. To date, this program, which is intended to provide proactive assistance to the

less fortunate, has adopted 15 families of Barangay Platero, Biñan.

Initially, LINGAP organized outreach activities that included the Family

85
Literacy Program, the Livelihood and Entrepreneurship Program, and the Health and

Sanitation Program. The Family Literacy Program, managed by the faculty, staff, and

students of SMCL's College of Education and Liberal Arts, provided refresher courses

in reading, writing, speaking, and listening, as well as values-clarification activities on

childrearing, family solidarity, motherhood, and family planning to the adopted

families. The Livelihood and Entrepreneurship Program enabled the mothers to

augment their family income through acquired skills in making straw flowers, paper

trays, bags, rugs, and potholders. Through the Health

and Sanitation program, the beneficiaries received free medicines, regular

medical and dental checkups, and education on proper hygiene and cleanliness.

On Sept. 29, 2004, the SMCL LINGAP Social Action Center groundbreaking

ceremony was held, participated in by the SMCL community and the Barangay Platero

officials. Situated in G & F Subdivision, the Center was inaugurated on Dec. 8, 2004,

followed by a medical mission sponsored by the Biñan Doctors Hospital, the Zonta

Club of Laguna, the Biñan Medical Society, and the Biñan Dental Society.

The following year, on 17 June 2005, SMCL became an accredited member of

the Philippine Association of Extension Implementors of the Philippines (PAEPI). A

month later, the PAPEI-SMCL chapter was created, with the commitment to continue

rendering extension services to the least privileged members of the society. It also

became a registered member of the Department of Social Welfare Development

86
agencies. In 2006, SMCL LINGAP redefined community extension services with the

theme, Beyond Giving: Nurturing and Believing. Since then, the SMCL community

has given more credence to sustainability, empowerment, and productivity. LINGAP

has debunked the practice of doleouts of canned goods, used clothes, and all other

forms of donations. Community service takes on the meaning of partaking one's share

so that others may also have their share. With this comes the realization that what

makes life more meaningful is the number of lives that has been touched, and the

purity of intention as the Michaelean community continues to immerse with the

homeless, the neglected, and the abandoned.

At present, LINGAP's three-fold program: (1) Literacy, (2) Livelihood and

Capability Building, and (3) Health and Sanitation services form the core of its

community extension. Land linkages have become more expansive, to ensure effective

and efficient program implementation. At present, its networking and linkages include

government organizations (e.g., Provincial Governor's Office, Municipality of Biñan,

Office of the Mayor, Office of the Ombudsman) and Laguna-based organizations (e.g.,

Zonta Club of Laguna, Zonta International District 17, Laguna Medical Society,

Laguna Dental Society, League of Biñan Leaders, Biñan Medical Society, Open Heart

Foundation, Seniors' Citizens Club), as well as UNICEF, Gawad Kalinga, Ibon

Foundation, Ateneo de Manila University, and Gabay-Bata Foundation, among others.

SMCL has earned the respect and trust of the community leaders and the Barangay

Councils in Platero, Malaban, Dela Paz, Canlalay, San Vicente, and Soro-soro. They

87
acknowledge the contributions of the College in the improvement of their

communities. The college-community relationship has deepened because of the

volunteerism and commitment of the SMCL community. During the PACUCOA Level

-III reaccreditation of four of four undergraduate programs in Business Administration,

Elementary Education, Secondary Education, and Liberal Arts, one of the strengths

cited was the College's outreach program. To date, LINGAP has been converted into a

Foundation, to ensure the stability and continuity of its services, regardless of any

major change in institutional leadership.

SCHOOL PHILOSOPHY

Saint Michael’s College of Laguna is inspired by a genuine desire to serve

mankind which will achieve a reasonable level of well being to man by making him

free hunger and thirst. By doing so, man, liberated from his material needs is to use

this very freedom to unfold to the fullest his abilities and eventually to share the fruits

of his endeavor with the whole humanity. The general aspiration of SMCL therefore is:

S - Serving to

M - Make

C - Careers for

L - Life

88
COLLEGE PHILOSOPHY

We believe every student can learn and succeed, and that his or her potentials

can be maximized in a nurturing, supportive environment that sets high expectations

and provides the needed reinforcement and enrichment, to make this happen.

We recognize that authentic learning is dependent on the learner's self-

motivation, inner sense of direction, and independent study skills to pursue life-long

learning, initially for its own sake, and ultimately for the ensuing benefits thereof, not

only for himself or herself, but more important, for the global community of which he

or she is an integral part. Knowing that authentic learning does not happen by chance,

we conscientiously provide each learner with intellectual challenges and learning

opportunities.

Saint Michael's College of Laguna is inspired by a genuine desire to serve

mankind which will achieve a reasonable level of well-being to man by making him

free from hunger and thirst. By so doing, man, liberated from his material needs is to

use this very freedom to unfold to the fullest his abilities and eventually to share the

fruits of his endeavor with the whole of humanity.

Thus, Saint Michael's College of Laguna provides a learning environment that

will bring forth to the world individuals, who will embody the Michaelean ideal of

service, moral uprightness, commitment to excellence and love for humanity.

89
 VISION-MISSION STATEMENT

VISSION

Saint Michael’s College of Laguna, a private premier non-sectarian institution of

learning and scholarship, envisions the development of service-oriented, moral and

ethical professionals, entrepreneurs, and community leaders, committed to excellence

and imbued with love for humanity and intercultural sensitivity.

MISSION

To realize its vision, the College commits to:

• Provide instructional delivery that empowers the learners and ennobles the learned

based on learner centered, socially relevant, industry responsive, and technology

enhanced curriculum.

• Undertake research that will contribute the theory, research, policy and practice on

the offered disciplines for continued institutional improvement.

• Provide community and extension services that will support engaged citizenship

towards social transformation

90
 The Alma Mater Song is the combined work of Mr. Rommel Alao, Rogelio

Espino, Galanito Gonzales, and Rosauro Vasquez, who wrote the lyrics and composed

the music. It embodies the ideals, aspirations, and spirit of Saint Michael's College of

Laguna. Every Michaelean must know it, understand its meaning, and sing it with

fervor and respect.

We sing to you dear Alma Mater,

Your loyal Michaeleans here.
We'll hold forever in our hearts,
Your shield of red, blue, and white.
We'll strive to always keep your name on top
And never shall we fall.
We salute you dear Saint Michael,
Saint Michael, our home and pride!
We sing to you dear Alma Mater,
Your loyal Michaeleans here.
We'll hold forever in our hearts,
Your shield of red, blue, and white.
We'll strive to always keep your name on top
And never shall we fall.
We salute you dear Saint Michael,
Saint Michael, our home and pride!
We salute you dear Saint Michael,
Saint Michael, Saint Michael,
Saint Michael, our home and pride!

91
 INSTITUTIONAL PRAYER

ALL:

Lord, we turn our life and will over to You

that we will cease to struggle alone

but instead allow You to lift us up on eagle's wings.

LEADER:

Saint Michael, Defender of the Church of God,

take us under your care and protection.

ALL:

This we humbly pray.

Amen.

92
PRAYER TO ST. MICHAEL

Saint Michael, the Archangel

Defend us in the day of battle

Be our safeguard against the wickedness

and snares of the devil

May God rebuke him we humbly pray

and do thou, O prince of the heavenly host

By the power of God cast into hell

Satan and all the other evil spirits

Who roam throughout the world

Seeking the ruin of souls.

Amen.

93
SCHOOL FACILITIES

Saint Theodore Hall

Saint Marie Paz Hall

94
Our Lady of Mt. Carmel Schoolhouse

St. Louise Early Childhood Center

95
Miguel Limaco Building

Segunda Limaco Hall

96
 Saint Rose Quadrangle

Learning Resource Center

97
 Rogelio Limaco Botanical Garden

Satellite view of Saint Michael’s College of Laguna

98
 Junior High School Administrators
President and Chief Executive Officer Lourdes Almeda – Sese, Ed.D.
Director, SMCL Integrated School Elena R. Manalo
Principal, SMCL Junior High School Emily A. Almendral
Director, Student Services Inecita R. Cuevas
Director, Academic Services Nestor V. Hadi
College Registrar S’Myrnah D. Roque
Department Heads

Languages and Literature Inecita R. Cuevas

Mathematics/Computer Emily A. Almendral
Science Morena P. Guillermo
T.L.E. John Lester A. Tadena
Araling Panlipunan Anjo E. Velasco
MAPEH Rafael G. Almadilla

Members of the Faculty

Aguja, Meghan Gail A. Limosinero, Khevin A.

Almadilla, Rafael G. Llagas, Danielle Alexis A.
Almendral, Emily A. Magno, Marjorie A.
Angeles, Mary Lyn Mahusay, Abegail S.
Bahoy, Evangeline B. Mallonga, Jayson T.
Besin, Jelly Mystica Manalo, Nery Linell R.
Castillo, Florencia M. Marasigan, Relisa D.
Cruz, Angelina A. Nieves, Ma. Shiela V.
Dayawon, Aida C. Ocampo, Jaynie E.
De Paz, John Paul H. Pasco, Jessie Marie
Elomina, Racel C. Peñaflor, Glinda C.
Evardone, Mary Quenie B. Salandanan, Marilyn C.
Girao, Michael J. Samson, Jeanelle
Gualva, Raymund T. Tadena, John Lester
Guillermo, Morena P. Velasco, Anjo E.
Guiyab, Carlota D. Villanueva, Mark Angelo P.
Gumba, Ma. Lourdes T.
Jorlando, Donita

99
 On – Campus Schedule

November – December 2017

Time Grade Section Subject Room

7:15 - 8:05 8 St. Padre Pio English PL I 304

8:05 - 8:55 Vacant

8:55 - 9:10 Recess

9:10 - 10:00 8 St. Anthony English PL I 301

10:00 - 10:50 8 St. Agustine English PL 1 206

10:50 - 11:40 8 St. Isidore English SL 303

11:40 - 12:20 Lunch Break

12:20 - 1:10 8 St.Benedict English PL I 305

2:00 - 2:50 8 St. Lorenzo Ruiz English PL I 207

Mr. Denzel Lewis Flores

Supervising Teacher

100
 Off – Campus Schedule

January –March 2018

Time Grade Section Subject

6:00-7:00 8 De- Jesus English

7:00-8:00 8 Luna English

8:00-9:00 8 Guererro English

RECESS
9:00-9:20

T.L.E
9:20-10:20

10:20-11:20 8 Jaena English

11:20-12:20 8 Jacinto English

Mrs.Maulee M. Rongavilla
Supervising Teacher

101
 St.Padre Pio
BOYS GIRLS
AGUIRRE, RALPHA ANTHONY S. ANGELES, MARY NANCY M.
ALCAYDE , GILBERT JR. G. BARSOLASO , BEVERLY D.
ALMAZORA , JUSTINE AVA V. CHAVEZ, MA. KIANA BERNICE A.
AMPARO , KURT RUSSELL A. DIMAFELIX , JOSHLYNN GRACE G.
BAWICA, GABRIEL DARCY EIGO , ALISHA RENEE R.
BAYSON , CLYDE V. HUBILLA , JHANA MAURINE R.
BEDERICO , PAUL ANDREY C. IMPERIAL , CLARISE S.
BELAN ELIJAH ZACHARY A. JACINTO, DOMINIQUE LORIN T.
CARDAMA , KURT ANDREI C. MANDIGMA , ANNA KARMELA A.
DE GUZMAN, EDMAR MANUEL , JANNAH MARIE M.
DE SILVA, DENIEL JOHN S. NAVARRO , SARAH MAY E.
ESMERALDA , DHAVE GERALD .. RUAYA, KRYSTHIANNE CHLOE C.
HAZLEWOOD , VAN ANDRE G. TOLA, MIKHAELLA M.
JARDIN , MIKELFLOYD VACARO , ALLIYAH MAE T.
LAZARO , ANDRE FRANCIS A. WANGKAY, LAURIZE JEANTE G.
MAGUAD , LUIEN FAE E.
MEDINA, RON CYRUS E.
MENESES, CHARLES KELVIN B.
MIRANDA , DAVID NATHANIEL U.
MIRANDA, MIKO D.
NAVARRO , LANCE RUPERT T.
OCUMEN , IAN KALLEL N.
REQUINA, JEROME A.
TOLEDO, STEVEN C.
TULALI , JOSHUA DEE T.
VICERA, STEPHEN M.
VIERNES , ANDREI PAUL C.
VILLALUNA , IORIH AYIEN -

102
 St. Anthony
BOYS
ABARQUEZ , AYSOHN ADALBERT S.
AGUILAR , ASHER NATHANIEL A.
AGUSTIN , JASIEL B.
ANG , CLIFFORD JAMES R.
BONGAT , MARK STEPHEN P.
CAPUCHINO , RADIZEL B.
CASISON, STEPHEN KYLLE H.
CASTAÑO , KINETTE L.
DICAYANAN , ISAAC A.
EVALLA , CHRISTIAN MATTHEW G.
FAMORCA , MARK WILSHIRE P.
FERNANDEZ , NATHANIEL D.
FLORALDE , DANIEL JOSEPH G.
HORQUIA , MICHAEL JOSH C.
MERCADO, CARL ANGELO L.
OLAIVAR, JOHN RYAN L.
PABATAO , EARL ANCE R.
VILLEGAS , KENYON JIANN B.
103
GIRLS
AGUTEP , LORIZA P.
ACEVEDA, HANNAH GRACE E.
BADILLO , ALYANA REIN L.
BALBIN , ANNIKA DENISE D.
BOBIS , MA VICTORIA C.
BUHAY, ALLYSA ANNETH T.
CASUPANG , MERYLL ALEX P.
FARAON, RIZELLE MARI
GARCIA , KACEY LAUREN E.
GILBOY , PATRICIA NICOLE R.
LAGUIDAO , CYBIEN -
LITONJUA , GWEN A.
MALU-AY , CARLYN JOY C.
MANALO , DHENNIZSE MAI S.
MANEJA , ANDREA ALYSSA P.
MARTINEZ , MA ISABELLE F.
MERCADO , FRANCINNE V.
OMBROG , IRISH ZAKIA S.
PALANCA , YARI LYDIA VICTORIA B.
TAN , PRINCESS ABIGAIL A.
TEODORO , NICHELLE ZSOFIA R.
TORRES , JHON ANDREA CLAIRE S.
VIZCARA , KRIZYLYN CAITH C.
 St.Augustine
BOYS
ARGUELLES , DENVER A.
BASAN , LANCE C.
BEDIA , KEITH ASHLEY D.
CARANDANG , JAYCAR L.
DALICANO , JAN PAULO LUIZ H.
DE GUZMAN , LEVIN KENNARD T.
DELOS SANTOS, ROI GABRIEL G.
DIMAANO , BRENTH ANGELO D.
GUILLERMO , JOSHUA BRIX P.
JAMALODEN, NORHAM M.
LOYOLA , LESTER JOHN P.
MONTESA , NATHANIEL P.
PURA , PAUL SIEGFRIED F.
ROQUE, SHELEMIAH D.
TAN , ROWELL A.
TANAEL , JOHN DERY G.
VILLANUEVA , ISHAK O.
GIRLS
ALMIRA , ALTHEA NADINE C.
ALZONA , MARIANE JOY D.
ASPA , KISSIMMEE SWAY C.
BALASTIGUE , AVRIL NICOLE A.
BANGLOY , JAMIE LEE S.
CASANO , JAZRYLLE L.
DAMASO, ALMIRA JASMINE E.
DE CASTRO, AEDIVINE DOLYN G.
DOMO, PAMELA JANE C.
GARCIA , MAURICE EMMANUEL S.
GUMBA, NOELLE MICOLETTE T.
ILAGAN , JULIANNE CLAIRE S.
LAURETA, ANDREA FAYE D.
LUBOS , ELLA MARIE C.
MADERAL , ABIJAH D.
MAGPALE , CHELSEA JYRA J.
MENDIOLA , RHINOA ASHLEY J.
MONZON, JOY FELIZA L.
PAYAR , KATRINA V.
PEÑA , RAFAELA LOUISE L.
QUIMSON , KENNETH D.
RAMOS, ENYA LHOUISE C.
REMOQUILLO , REINA MARIE C.
RESPICIO , CHRISTINA B.
RESTRIVERA , MA KRISTINE M.
SALANDANAN, FRANCZES KARLYN C.
SYLUANCIA , SHANE A.
VILLAPANDO , CHRISTELLE DENISE C.
VIRAY , RYU NIELLE TAM D.
104
 St.Isidore
BOYS
ABARQUEZ , ALWYN E.
ALVARICO, ERNIE JR. M.
ANQUILLO, SETH ARIS C.
ARCOIREZ, ALJO C.
BARRUGA, DEAN KENAI M.
BELEN, MYKELLE JHEY LORENZ
CANOBIS , VON JESTER N.
CANTALEJO, JUSTIN ALEXIS S.
CASANO, DENNIS OLIVER S.
GALLANO , JAN REY D.
GARCIA, EARL JOHN V.
HERMOGENO , ERVHIND F.
NARAG , CEDRIC DARWIN R.
NIELO, GEORGE FRANCIU S.
PATUTO, NINO JAMES
QUINAJON , JOHN CYRIL A.
RANCAP , JAMES ADRIAN S.
ROSALES , AMMIEL C.
SANTIAGO, LHEI CLARENCE
VENTURA , ROBIN ERIC C.
GIRLS
ALIX , ARDEL C.
ALMENDRA , TRISTIN M.
ALPINO , ELLAINE KEN B.
ALZONA , ROVIC ANDREA T.
BUNGQUE , RAVEN ADRIENNE C.
CABRERA , DENISE P.
CAPONPON, MA. YSABELLE R.
DE ASIS , JOANNA MAY Z.
ESPUELAS , JANELA ANN P.
FURO, HELEINA GAIL
GERODIAS , ALYSA BEA -
GO , JAZMINE RAISAH C.
LAGUERTA , CHRISER ANNE L.
LIMBAG , CHARLYN ANN M.
MANALO, ERIEME
MARFIL, JHANELLA MARGARETTE M.
MERCADO , GWYNETH O.
OLEA , FRANCINE BERNADETH C.
PASTOR , FRANCHEZCA MAE E.
TOLA, BERNADETTE M.
UDASCO, GENELLINE S.
VICTORIA , HANNAH C.
105
 St.Benedict
BOYS
ALIMODO , RYAN FRED T.
ALMENDRA , CHRISTIAN NICOLE D.
AREVALO , JOHN EARNEL P.
CABANTOG , DARIUS CLYDE H.
DAROY , ZAIFELSON R.
DIVINO, PRINCE ABRIEL KAINET
EDO, RYAN B.
FERNANDEZ, JHASPER JOHN C.
HERNANDEZ JR, JOSE B.
LLANILLO , PAUL MATTHEW P.
MALABANAN, JOMAR Z.
MANCE, JULIUS L.
NIELO , ERNIEL T.
RONDILLA, AARON CHRISTIAN A.
SARMIENTO, ADRIANE KIRO R.
SARMIENTO, LLOYD GABRIELLE L.
SIGUE, RENCEE JOE B.
SY, JOHN CARL SEVEN A.
TULAÑA , TEREON JAY R.
UY , KYLE JUSTIN C.
VALDEZ , JONEEL ALJONE B.
VASQUEZ, SEBASTIENE LUCAS M.
ZARRAGA, LAE ANDREI S.
106
GIRLS
ABARQUEZ , LEEZEL S.
AGREMANA , JOELINE P.
BAYLON , RHEA ANN -
CABRALES , ALLIANA GWEN C.
CANDIDO , ALYANNA MARIE E.
DELA PAZ , JULIANA MARIE A.
DELOS REYES, JENNIE R.
LAGUIPO , AMANDA JANE S.
MATIBAG, ERHIN M.
MONTAÑEZ , MELANIE T.
PINTO , BEA C.
RAMOS , ERICA J.
RESARE , JAIRAH MAY C.
RICO, ALEXA NICOLE R.
SANAO , LORILL M.
SERRANO , MARIA GERRIEZ B.
VERZOSA, MIKAELLA STEPHANIE
 St. Lorenzo Ruiz
BOYS
BARROSO , ARMYLD A.
CARACAS , GABRIEL ANTHONY D.
COMPLETO , CHARLES ANDREI P.
CUEVAS , PATRICK JOSHUA S.
DEFANTE , EARL NEVIN A.
GERCIO , SHIEK ISAAC B.
HEBRON , CLARENCE DAVID A.
INFANTE , PATRICK ANDREI T.
JAVIER , MARC LAURENCE E.
JUGUILON , JASON N.
KIDD , ELIJAH LAWRENCE L.
NOMINADOR , JOHN DARYLL S.
QUINTO , KLYDE YURI P.
RODRIGUEZ , DAN EDWARD C.
SALANDANAN , CHRISTIAN T.
SERRANO , JOHN PATRICK G.
SOLIVAR , ADRIAN PAUL Y.
TAOPO , JOHNRICZ L.
TEÑIDO , MARC ANGELO E.
URIBE , JOHN REY B.
VERDER, CHARLES KAREL D.
VILLANO , JOHN ZYRUS T.
107
GIRLS
ANG , RAE ANNE DENISE G.
ARDA , KIMBERLY D.
AREVALO , ALTHEA KASHMERE
BALTAZAR, CARLA MADELEINE S.
BEDERICO , HANNIE ELYZZA A.
CASALLOS , JAMAICA ORANGE P.
DAVID , CRYSTAL KATE G.
GUERTA , ANGELIKA J.
JUVIDA , DIEAN KATHERINE -
LEONA, SHAINALYN D.
MANALO , TRISHA EUNICE C.
MATA , FRANZILEEN CLAIRE R.
MEDALLA, YAMMHE Y.
MENDOZA , KIRSTEN JEANELLE R.
NAYLE , BEA ANNE L.
OLIVEROS , JUNE GERTRUDE A.
PASTOR , JERMAINE ZYXA L.
PATIGA , ALYZZA MAY G.
SANCHEZ , NICOLE KHAITE A.
SIMON , JOANNA DENISE N.
SORIANO , SHAIRA MARIE R.
 List of My Grade 8 Students
Off-Campus
De- Jesus
Boys
Agbo, Kevin Jhay R.
Almadin, John Mico B.
Bederico, Charles Edward R.
Casano, Kobe Bryant L.
Casubha, Jerick A.
Cebu, John Gil
Cerilla, King Kenneth
Corsiga, Gilbert C.
Cortez, Railey Allen Y.
De Leon, Jude Michael C.
Dela Rosa, Darius Duke L.
Delos Santos, Kevin Brian B.
Dondoyano, Laurence C.
Francisco, Eurie G.
Geronimo, John Bryle G.
Layacan, Carl John M.
Lazado, Mike Jay
Lodo, John DJ A.
Mahalin, Renier D.
Oliver, George Angelo A.
Potenciano, John enedy A.
Pulmano, Mark Anthony L.
Puno, Jefferson
Reyes, Reginald John
Sison, Marc Edison F.
Tarayao, Lhyn Rhon R.
108
Girls
Almojela, Marvie Diamos
Amoranto, Irene A.
Bautista, Lovely Divine Del.
Bernardino, Shane Mariz
Bongayan, Rose Ann A.
Caag, Elgin Ynalie R.
Dalida, Lyka Denialou B.
Estocado, Reinheart G.
Flores, Jacel Angela M.
Gabion, Kaye- C N.
Gabion, M-gem Joy N.
Insorio, Mary Joyce D.
Ladim, Daniella Joyce E.
Martinez, Kate T.
Miranda, Aira May D.
Munoz, Ma. Aubrey C.
Nahil, Jonalyn C.
Noveno, Althea
Penano, Jaezelle Elizha
San Antonio, Hershey
Sayritan, Maryceis E.
Teserero, Jamelle I.
Umali, Arienne S.
Villareal, Rogilyn D.
 Luna
Boys
Aspa, John Red Ezekiel B.
Bayon, John Mark Foralan
Carballo, Victor Levie J
Esguerra, Mark Jayson
Estaura, Charlito B. Jr,
Galoso, John Lloyd D.
Guico, Raniel John A.
Gojit, Jezreel
Gonzales, Christian Arcega
Hernandez, Vilmer I.
Labian, John Emmanuel H.
Laylay, Jhamir Catalogo
Layosa, Christian Jerwen A.
Magbitang, Andrei Gian V.
Marce, Cerilo l. Jr
Minay, Mark Dennil S.
Monzales, Carlos Miguel
Naval, Ralp Clemente P
Nonisa, Jonathan B.
Olivenza, Mark Jorver
Oliveros, Emmanuel M. Jr.
Olleres, Christian Angelo L.
Ong, Edwin E.
Pore, Ralph Lawrence B.
Ramos, Michael John C. Jr.
Reyes, Rhenz Gerald M.
Reyes, Ryne Gabrielle
Rosas, Mike Rowell A.
Subito, Joshua Danielle M.
Tapales Lawrence
109
Girls
Aguilar, Rochelle
Albania, Aleana Cassandra L.
Aldas, Jonalyn
Alvarez, Maria Stephanie B.
Caparas, Aira Mae M.
Capunitan, Kyle Jaztine
Cirera, Aira Mae M.
Constantino, Marnie Palivino
Dalaten, Jaimaica Eugene
David, Rose Ann S
Felipe, Rhean Andrei Gabriel
Forelo, Marnie Palivino
Fortaliza, Jennelyn C.
Hernandez, Erica C.
Hernandez, Marisca M.
Hervilla, Ronielyn
Jao, Rhegine Nicole S.
Malos, Katlyn S.
Matic, Patricia P.
Mendoza, Oenone Gabrielle
Monteclaro, Tyra Marnie M.
Punsalang, Micah Ezekiel
Quijano, Almira PAulene A.
Salenga, Karyll Angela S.
Septimo, Mary Grace C
Velasco Marie Antonette
 Guerrero
Boys
Aballe, Marc Kervy C.
Aczon, Neil Preach M.
Alcasabas, Kylle Justine M.
Alon, Jericho M.
Alzona, John Axie M.
Anonuevo, Justine Lloyd A
Beringuel, Charles Justine C.
Bernardo, John Reynald
Bool, Richard S.
Capunitan, Marvin L.
Carreon, Derrick D.
Defante, John Lester M.
Dejos, Jonald
Delos Reyes, John Bert G.
Escueta, Mark Justine D.
Fabia, John Vic L.
Grefalda, Rico L.
Javier, Lanz Albert P.
Licop, Dacid Josh T.
Llagas, Jherson Ochoa
Lucino, MJ Bryce R.
Macalisang, Noel G.
Mance, John Russel P.
Marica, Dave D.
Publico, John Andrei B.
Ronda, Jason A.
110
Girls
Almalvez, Kyla Carissa M.
Alon, Charise Mae F.
Alon, Roshelle Ann C.
Ama, Una Thalia M.
Amador, Rose Andrea
Bedia, Jamaica Ramos
Capili, Sophia B.
Cardama, Roselle Mae D.
Casubuan, Kristine Ver
Clemente, Shan Chai I.
Daguinsin, Paula Tenido
Defante, Airamae Shane M.
Luna, Jessica Joy D.
Mabborang, Lady Marinette T.
Oliver, Juliana A
Orjaliza, Lyka T.
Parao, Jacelyn S.
Rellosa, Heart A.
Reyes, Kimberly Claire B.
Shiota, Yasmine B.
Tayas, Mekaella E.
Velasco, Marie Claudette C.
 Jaena
Boys
Aguilar, Judiel R.
Ama, Lian Chester
Alzona, Henry Jr.
Ansula, Mark Leo R.
Bigata, John Leo Ibanez
Cabahit, Ace Vergel S.
Canaria, Vincent C.
Cardoza, Alrento Nate
Casabuena, Marco E.
Corrales, John Patrick P
Carreon, Ice D.
Defante, Louise Isaac F.
Estor, Vincent Wong K.
Faraon, Mark Neo
Florentino, Ronnan Kyle
Freyra, Mark Justin R.
Garcia, Andrei F.
Infante, Justin Russel A
Insorio, John Erold O.
Jumaylab, Reynan M.
Leoja, Marc Lewis L.
Loza, Julian James
Marino, John Michael B.
Medina, Johnvic M.
Monserrat , Wendel Nillo
Ochoa, Mark Kenneth B.
Pedroche, Mark John B.
Tolentino, Jhamiro O.
Tolentino Rainiel P.
Villanueva, Jarren
111
Girls
Alon, Pouleen G.
Altejos, Maria Danna Cecille
Angeles, Celine A.
Azuela, Regina
Barrientos, Kristine Kyla Mae
Caldona, Althea Claire A.
De Luna, Karyl M.
De Vera, Laureine Anne M.
Laserna, Jessica I.
Lindenberg, Jennifer Thea
Lositano, Shanee A.
Miranda, Camille A
Nishimura, Ayane H.
Palma, Stephanie Mae Z.
Pecana, Ma. Cristine D.
Quiatzon, Beatrice F.
Reyes, Marjorie A.
Reyes, Shanaia Karylle E.
Valdemore, Dianne C
Valencia, Framzie Lenar A.
Vierneza, Kristalyn Ann G.
 Jacinto
Boys
Alcoriza, Leinard
Amoranto, Raleigh I
Angeles, Jantrix Marcel S.
Baldera, Arnie
Caparas, Neil John S.
Caraliman, Rexie N. Jr
Castro, Jonasil R
Defante, Mark Joseph
Dejan, Jerome F.JOmarie R.
Dejan, John Patrick
Estropigan, Jay R B
Garcia, Christopher A.
Ignacio, Ron Andre B.
Limosinero, Mark Gabriel
Marce, Jomarie R
Marfori,Patrick Alexander B.
Menguito, Alfred Marr A.
Montilla, Mark Jhady T.
Osorio, Rolando F. Jr.
Papag, Owen Steven
Protacio, John Andrew
Quirante, Russell Magundayad
Suriben, Mark Anthony M.
Tepace, Christian C.
Toledo, Kristian C.
Tolosa, Alkaye A.
Villanueva, Jeremy D.
Wagayen, Rheden M.
112
Girls
Albot, Sunshine B.
Ardena, Shiella Mae
Artillagas, Jessica Leigh M.
Barba, Kayne Rose A.
Cabes, Andre laine
Cariso, Ma. Collene R.
Chio, Honey Glaze B.
Conception, Angel M.
Del Rosario, Jonalyn A.
Dimaala, Angelica
Escano, Ena F.
Espion, Beverly J.
Fuller, Francine Rose S.
Galicia, Mikylla C.
Geronimo, Jesslene Grace.
Macapanas, Christine B.
Magracia, Yvone D.
Malapit, Valerie C
Mamauag, Jennievie F.
Marica, Ma. Ella Q
Montoya, Zandy Mae L.
Regidor, Micaella
Rosal, Jordyn R.
Sab, Algane Claire
Villanueva Nicaela A.
On – Campus
Observation

113
Date: November 22, 2017

Subject: English

Subject Teacher: Mr. Denzel Lewis Flores

Room No: PL 304

Grade/Level/ Section: Grade 8- St. Padre Pio

Subject Matter: Simple Tense and Progressive Tense

Observation:

St. Padre Pio started with simple classroom routines, which was praying the

institutional prayers and greetings after that Mr. Denzel asked them to go back to their

proper seats. He started his lesson by recalling about their past lesson, right after that

Mr. Denzel introduced his new lesson which is the simple tenses and the progressive

tenses. He draw on the board the table and put the levels their the present, past and

future while he was writing on the board he was also explaining the rules in

constructing sentences with correct tenses. He also gave his own examples and after

that he asked his students to write their own sentences. And that serves as their activity

for today.

Analysis:

We were always reminded that before we start on our lesson we should make

sure that our classroom is conducive in learning and made sure that we have done

some routines. Mr. Denzel made sure that before they started their lesson they had

prayed. In every classroom there was destruction or the noise that his students created

and he also proved that no one can empower his voice, he also made sure that his

114
student’s talks if it’s only about their lesson. Mr. Denzel also made sure that all of his

students were participated in their activity Mr. Denzel has the mastery of the lesson

and he always has activities on his pocket.

Reflection:

I have gained from Mr. Denzel that to make sure that your students are really

interested in your lesson is when they are participating in your activities and when

they have gained something from you I also learned that your class would be lively

and I’ve learned that we should not let our students to empower us or authority I also

learned that before you would enter in your classroom before you would teach your

class make sure you mastered your lesson to avoid any problem.

115
Date: November 22, 2017

Subject: English

Subject Teacher: Mr. Denzel Lewis Flores

Room No: PL 301

Grade/Level/ Section: Grade 8- St. Anthony

Subject Matter: Simple Tense and Progressive Tense

Observation:

St. Anthony was the second section and the advisory class of Mr. Denzel liked

the first section they have done some routine. Before they have started their lesson

they prayed the institutional prayer. After that Mr. Denzel recalled about their past

lesson and opened the new lesson the simple tenses and progressive tenses. Mr. Denzel

explained about the tenses and let his student to give their own example and he will

just wrote it on the board he called his students randomly to transform the verbs in to

the sentences into tenses. He let his student to create their own.

Analysis:

Learning by doing is an indeed a principle a students who interacts and

communicate with one another have much tendency to learn. And St. Anthony has

learned by doing.

Reflection:

I have gained that for th students to learn they must do it or experience it on

their own and I saw how effective it is. And as future teacher I will surely do this.

116
Date: November 22, 2017

Subject: English

Subject Teacher: Mr. Denzel Lewis Flores

Room No: PL 206

Grade/Level/ Section: Grade 8- St. Augustne

Subject Matter: Simple Tense and Progressive Tense

Observation:

Like in other section Mr. Denzel started in some classroom routines, after they

prayed the institutional. Sir Denzel asked for their assignment, while he was checking

it he asked some of them to write their answer on the board, after that he asked if it’s

clear. Since it was a first section or smart section they’re advanced. Their activity is

harder than any other section. After that Mr. Denzel meets them for the activity in

which they have to do their role-play that they have to perform on Monday.

117
Date: November 22, 2017
Subject: English
Subject Teacher: Mr. Denzel Lewis Flores

Grade/Level/ Section: Grade 8- St. Isidore

Subject Matter: Simple Tense and Progressive Tense

Observation:

Mr. Denzel started the lesson with the simple greetings and after that he asked

them to take their seats. He then took a recap about their previous lesson. He reviewed

them about the tenses and its rules after that he wrote the activity on the board in

which they have to complete the table of sentences. He let his students to answer it on

their BLA.

Analysis:

The teacher used the “Learning by doing” in a way of letting his students to

answer the activity to see if or to know if they have really learned and he also use the

techniques of traditional in which they write a lot to maintained the silence while they

were answering since the section was the noisiest.

Reflection:

I have learned we must assured that our students learned from every topic that

we will tackle. So that no one will leave behind. And I also and I also learned that I

you cannot control the noise of your student give them a writing task.

118
Date: November 22, 2017
Subject: English
Subject Teacher: Mr. Denzel Lewis Flores

Grade/Level/ Section: Grade 8- St. Benetict

Subject Matter: Simple Tense and Progressive Tense

(O.F.T PRACTICE)

Date: November 22, 2017

Subject: English
Subject Teacher: Mr. Denzel Lewis Flores

Grade/Level/ Section: Grade 8- St. St. Lorenzo Ruiz

Subject Matter: Simple Tense and Progressive Tense

(O.F.T PRACTICE)

119
Date: November 23, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St. Anthony

Observation:

Mr. Denzel started his class by reciting the institutional prayer. Saint Anthony

was asked to write an essay about, their friends or about their squad how they met,

when did they become friends what are their similarity. The activity that was given

was a writing task. They finished the task easily and also with the given time. Mr.

Denzel have a good relationship with this section, they are talkative and don’t know

how to respect sometimes but still they were still listening and does the teacher says.

Analysis:

The teacher has a harmonious relationship between the students, it seems good

Mr. Denzel stands as their second father and it's a good thing because it only means

that hid students are open to him.

Observation:

Being a teacher also means being a parent to your students and as a teacher you

must have a harmonious relationship with your students.

120
Date: November 23, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St. Augustine

Observation:

Mr. Denzel first, greet his students and after that he wrote on the board the

question that they have to answer, after that Mr. Denzel group them based on their

squad and then each group have the answer the questions, “when did you become

friends, how did you become friends, why did you become friends and give one

unforgettable moments you had. After that all the groups performed, Mr. Denzel

reminds that starting on Monday we will be their teacher in English.

121
Date: November 23, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St. Isidore

Observation:

Mr. Denzel greet them after that the students are still noisy so he stared at them,

while he was staring at them, the student notice it so they started quite. Mr. Denzel

started to write on the board their activity in which they have to write a paragraph

about what's the name of their squad and when did they met and how did they became

friends.

Analysis:

The teacher was always ready and he know his students very well, since this

section was the noisiest of them all he always gave them a writing activity so that they

will be quite.

Reflection:

I've learned that as a teacher you must be ready in all circumstances and

always have activities in your pocket and I've learned that the best thing to do with the

noisy is to give them a writing task so that they will be quite.

122
Date: November 23, 2017
Subject: English
Subject Teacher: Mr. Denzel Lewis Flores

Grade/Level/ Section: Grade 8- St. Benetict

Subject Matter:

(O.F.T PRACTICE)

Date: November 23, 2017

Subject: English
Subject Teacher: Mr. Denzel Lewis Flores

Grade/Level/ Section: Grade 8- St. St. Lorenzo Ruiz

(O.F.T PRACTICE)

123
Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St. Padre Pio

Observation:

Mr. Denzel is not around today, so he asked us to give an activity to them. The

aforementioned activity was found in book and it’s all about past and past participle.

Before we had the activity we also introduce ourselves most especially their real

student teacher which is Ms. De-Jesus she asked them to get their BLA and booms

and let them answered the activity, during activity the students keep asking if what is

the meaning of that, this and those. Ms. De-Jesus keeps answering them and we also

help them.

Analysis:

It's inevitable that students will asked about most especially if they don't have

any idea about that. And if they haven't tackled about that the teacher made sure that

she explained it very well to them and helped them to answer it.

Reflection:

As a future teacher you must be prepared at all time and you must know what

to do and you must always made sure that you helped your student to develop their

learning’s.

124
Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St.Anthony

Observation:

Like in to the first section Mr. Denzel Flores is not around so student teachers

assist them Ms. Adeza and Ms. Dimaranan. They started the class with the simple

greetings and a formal introduction after they introduced themselves they gave the

activity that that was in the book, after that they helped them to answer it because they

don’t know it all.

Analysis:

The teacher tried their best to help the students which is a good thing they mad

sure that their students truly understand the lesson.

Reflection:

As a teacher you should do your best to helped them understand things and mst

especially to learned from it.

125
Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St.Augustine

Observation:

Sine Mr. Denzel is not around their student teacher Ms. Dhana Alon and Ms.

Grace started by greeting them and ntroducing themselves after that they asked the

students to get their BLA and answer all the activity on the book. The only problem

about this section is that they are too noisy that’s why their student teachers keeps on

reprimanding them.

Analysis:

Ms. Dhana and Ms. Grace know exactly what to do when it comes in to this

kind of situation. They were both prepared in what might happen and since in the new

curriculum the students must be the one who does the things on their own.

Reflection:

We must first show to the students that the authority is in our hands so that

they won’t belittle us and at some point they will follow our rules.

126
Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St.Isidore

(Same as the first 3 section)

Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 - St.Benedict

(Same as the first 3 section)

Date: November 24, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – St.Lorenzo Ruiz

(Same as the first 3 section)

127
Date: November 27, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 -

Today is the whole day practice for their (F.O.T) Festival of T talents, that will

be held on December 3, 2017

Date: November 28, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 -

Today is examination day and we were assigned to facilitate the class as they

take the exams. We followed the schedule of their exam. Their afternoon schedule is

for the practice of their F.O.T

I was assigned to facilitate the St. Isidore together with Ms. Marica.

128
Date: November 29, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 -

Second day of Examination were all assigned now to facilitate the St. Anthony.

Their examination for today includes the English, Filipino, Science and Edukasyon sa

Pagpapakatao (ESP) exams. The students finished their test on time.

After their lunch, they had their practice they had a run through of their

performance they also had a chance to practice the final dance for their overall

performance.

Date: December 1, 2017

The grade 8 students have their practice for the whole day. We were assigned

to assist them. After the practice Mr. Denzel gave us activities. After checking we

assisted the students again in their practice, because it will be all on Sunday for the

Saint Michael’s activity.

129
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – Padre Pio

Subject Matter: Degrees of Comparison

Observation:

Mr. De- Jesus started her class in praying after reciting the institutional prayer,

the students greet her also us after that they had an activity in which they have to give

a word, a describing word, when they are finally engaged, Ms. De- Jesus started with

her new lesson which is adjective and its degree. The class listened well to their

teacher. And the teacher made sure that her students are listening well and they

understand it, after that they had an activity in which they have to complete the table.

Analysis:

The teacher made sure that her student learn in which a good thing , because in

the 21st century or the 21st century learner must be sure or that must be assured that

they have learned no matter what.

Observation:

As a teacher at all times we must assured that the leaners have learned

something from us in every teach and every lesson that we have done.

130
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – Anthony

Subject Matter: Degrees of Comparison

Observation:

Ms. Adeza and Ms. Dimaranan started their class by simple routine, reciting

the institutional prayer and simple greetings to us after that they precede to their new

topic. They introduced it in a way where the students are fully engaged to them. And

after that they discuss it very well since this is the second section they are not hard to

deal with and they can easily pick up the lesson. They gave an activity and while they

were doing it the teachers were roaming around to check the students work.

Analysis:

The teacher used a lecture type of discussion. The information is only coming

from them. The students are only participating in discussion or in question and answer.

131
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – Augustine

Subject Matter: Degrees of Comparison

Observation:

Like what I’ve said this section was the smartest one that’s why their student

teachers prepared some unique activity. Ms. Dhana and Ms. Grace started their lesson

by reciting the institutional prayer. After that checking of absentees, and they proceed

to their motivation part. Their activity was a bingo game, in which they have to fill it

all. It was time consuming but I guess the students were enjoying it. After that, they

simple explain it to them and then tell them that those words can be form in transform

and that is what we called the degrees of comparison, since they were the smartest

section,

I can say that they were truly understand it. And student teachers didn’t lack of

their activities, it’s like every discuss they were having their activity. Maybe there are

times that it has a dead air but they can fill it up. The teachers were very witty because

they master their lesson well. And discuss it well thoroughly.

132
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – Isidore

Subject Matter: Degrees of Comparison

Observation:

This section was said to be the noisiest section, all the teacher were talking

about how their noisy they are. Since it’s about time for their student teacher to teach

they were not listening. So we all helped them to keep them quite. Since they were

already quite, their student teacher started with greeting and then started to explain

their lesson in a very short way. They just explain if how they will transform those

words to comparative and to the superlative. Since they were still noisy, we won’t be

able to know if they truly understand it, or do they even know how to.

Teacher gave a lot of examples and then after the discussion she gave them a

lot of activity for them to stay quite. And they were having the activity the teacher was

roaming around to see if all of her students were doing the given task. Some of the

students truly not understand it, because they were still asking on how those words can

be transform. And I guess the writing task wasn’t that effective, because they were still

noisy. And the teacher cannot handle them that way.

133
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – St. Benedict

Subject Matter: Degrees of Comparison

Observation:

I was the one who teach them today. I started the lesson with just simple

routines, asked them to pick up the pieces of paper and candy wrappers, and asked

them to go back to their proper seats since it was after lunch, some of them are late, so

we waited one more minute for them. When I saw them coming back, I started the

lesson by first asking them, I they were to describe their self in the first letter of their

name what would it be? May motivation was really time consuming so I have to cut if

off. Then after that I asked them if what the adjective all about. After answering my

question I told them that there is a way of transforming them in to a comparing words

and that is with the use of degrees or types of comparison. After discussing it, I asked

them to give me their own examples one by one. Some of them can’t really think of a

word so I they pass, then the next and so on and so ford.

Then Right after the question and answer we proceed to the final activity in

which they have to complete the table. Right after that is checking, after checking is

the recording and then the giving or the reminding of the assignment.

134
Date: December 5, 2017

Subject: English

Subject teacher: Mr. Denzel Lewis Flores

Grade/ level/ Section: Grade 8 – St. Lorenzo Ruiz

Subject Matter: Degrees of Comparison

Observation:

Ms. Marica was the student the student teacher of this section, when she

entered the class the students were kind a noisy and, they were having their own world.

They didn’t notice her, so she stands there and just stared at them, when they finally

notice her. They were now starting to keep quite and they were staring at each other.

Then the teacher started the lesson with simple greetings and simple preliminaries. She

started the lesson by introducing the new lesson or the new topic; she discussed it, and

made sure that they truly understand it. Then she proceed to the answer and question

in which she was asking them, what will you add if you just compare two things and

even three things.

Then after it all, they proceed to the activity of completing the table, to

transform the words in to each degree. Then choose 5 words to use it in sentences.

135
136