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Pamantasan ng Cabuyao
COLLEGE OF EDUCATION
PAMANTASAN NG CABUYAO
Katapatan Subd., Banay-banay, City of Cabuyao, Laguna
A PRACTICE TEACHING PORTFOLIO
Presented to:
DR. ROMMEL D.C. MALLARI
Dean, College of Education
Supervising Faculty
In Partial Fulfilment of the Requirements

For the Degree of Bachelor of Secondary Education
By:
KIMBERLY JANE P. AREVALO
Student-Teacher
Second Semester
2016-2017
Part I
The
Preliminaries
Dedication
I would like to dedicate this narrative report to the following persons who
continue to inspire and give me strength each and every day:
To my dearest parents, Enrique Arevalo and Jeana Arevalo, Pa thank you

the support you always give, theres nothing more I wish to have. Ma, thanks for
always washing my uniform and letting me to take my rest instead of washing my
own clothes. :D
To the soon-to-be teachers, I hope this portfolio will be helpful to your future
references.
To Almighty God, I will be your child forever. You are always there
whenever I am tired and down. Thank You Lord for the guidance you give to me. I
dont know what will happen to me if You are not there to lead me in the right path.
Thank You my Lord for the enlightenment.
Acknowledgement
I would like to express my sincerest appreciation and acknowledgment to those

who gave me the possibility to complete this portfolio and finish my FS 200: Practice
Teaching.
I want to thank My Family for your unending support, love and understanding. I
really love you guys. All I want for us is to have a better future. I want to bring you all
to success. Family is like an anchor during rough waters.
To My One and Only, Meng! Thank you for taking care of me always. You
never get tired of my mood swings. For doing my paper works without any
complaints. Together, let us make our dreams come true. I love you.
To My Second Family, Paramount Connect Business Solutions. Boss Joey,

Tl Lota, Archie, Garren, She, Diff, Baby boy, Baby girl, Selle and all my
workmates out there. Thank you for making me laugh although I am tired from
school. Friendship isnt about who youve known for the longest, Its about who
walked into your life and said I am here for you and proved it.
To my friends, Melay Batonero. Cly Escandor, Kit Mariquit and Borbs,

Thank you for making my instructional materials for my final demo teaching looks
like a real and katanggap-tanngap visual aids. LOL
To TEAM MARINIG. I hope our dreams take us, to the corners of our smiles,
to the highest of our hopes, to the windows of our opportunities and to the most
special places our hearts has ever known.
To Dr. Rommel D.C. Mallari, Thank you for everything that you have done for
us from the beginning. Dok! Thank you for the unforgettable Get out we
experienced.
I am deeply indebted to Marinig National High High School and to all of the
teachers who imparted knowledge and wisdom for us to become competitive future
educators.
To my ever loving section, Grade 7- Gabriel for accepting me as your English

teacher and for giving me such unforgettable experience. Thank you so much for all
your support. I am thankful every day for the education and experiences I am gaining.
Thank you for being good to me although you are really noisy.
To the selected students from Grade 8, 9 and 10, Baraquia, Aj boy, Chacky,
Arcita, Dominic, Lez and JJ. Thanks for blow outs every weekend. You guys are
medicine for my stress. Hope to have fun time with you again soon!
To Mrs. Natividad, principal of Marinig National High School, for

welcoming us warmly. For your kindness despite of my hectic schedule, you still
accepted me as one of the Student Teachers.
And finally above all, to our Almighty Father, thank You my Lord to keep on
guiding me in my everyday life. For giving me strength and healthy body that is
enough for me to face the circumstances and obstacles.
APPROVAL SHEET
This portfolio with three hundred (300) hours practice teaching experiences of
Ms. Kimberly Jane P. Arevalo in Marinig National High School which was
prepared and submitted in partial fulfilment of the requirements for the degree of
Bachelor of Secondary Education is hereby approved.
DR. ROMMEL D.C. MALLARI

Department Head, Secondary Education
PROF.RINALYNN BORITO
Dean, College of Education
RATING: ________
Date: ____________
Certificate of Completion
is awarded to
Kimberly Jane P. Arevalo

For satisfactorily completed the required number of hours for Experiential Learning Courses:
FIELD STUDY COURSES (300 hours) during the period from December 2016 to March 2017.
Given this ____ day of March in the year of our Lord, Two Thousand and Seventeen.
____________________________ ___________________________
MRS.JULYNETTE A. CUADRO MRS.MA.LEONORA NATIVIDAD
Cooperating Teacher OIC Principal, MNHS
_________________________ ____________________________
DR. ROMMEL D.C. MALLARI PROF.RINALYNN BORITO
Department Head, Secondary
Education Dean, College of Education, Arts and
Sciences
TABLE OF CONTENTS
Part I: The Preliminaries
Dedication
Acknowledgement
Approval Sheet
Certificate of Completion
Editors Certification
Table of Contents
Part II: The Narrative Report
A. Introduction
B. School Background
1. Mission and Vision of Pamantasan ng Cabuyao
2. Brief History of Pamantasan ng Cabuyao
3. Mission, Vision and Goal of Santa Rosa Science and Technology
High School
Brief History of SRSTHS
4. Photos of the Cooperating School
C. Weekly Report
D. Activities and Accomplishments
E. Documentations
Part III: The Teaching Paraphernalia

A Prayer for Teachers
A. Observation Ratings
B. Lesson Plans in the Demonstration Teaching
1. Lesson Plan
2. Demonstration Teaching
3. Final Demonstration Teaching
D. Daily Time records
1. November to January
2. January to March
E. Professional Readings
F. A Teachers Creed
G. Letter of Application
H. Career Plan
I. Appendix
J. Curriculum Vitae
Part II
The Narrative
Report
Introduction
Teaching kids to count is fine, but teaching them
what counts is the best-Bob Talbert
One of the famous quotes I read about teaching. It basically implies that
teaching is not just teaching from the book, but teaching from the heart. Most of
us teachers want our student to be a disciplined and responsible individual on the
near future.
They keep on talking and talking while we are having a lesson, thats not
really normal, but have we realized that sometimes we are very demanding, when
it comes on doing projects and activities? Have we realized that it is may be quite
hard on their part, since after class they are helping their parents to work so as to
they will have something to eat? Practice Teaching is one of the reasons why I
realized those things. Before I am very furious whenever I see a student who
doesnt exert effort to have passing grades, but through practice teaching, I
learned how to be considerate, how to understand others, and how to love.
I know every student have their own personality, capacity, attitude, story and
dreams. Thats why, we teachers, should teach with heart, and not only using our
minds.
School
Background
Pamantasan ngCabuyao
Mission
To equip individuals with knowledge, skills, and values that will enable
them to contribute to the development of the local community and the country
as a whole.
Vision
A premiere educational local institution of higher learning, developing
globally-competitive and value-laden professionals and leaders instrumental to
community development and nation-building.

Brief History of Pamantasan ng Cabuyao
The Pamantasan ng Cabuyao, or University of Cabuyao is a university in the
Municipality of Cabuyao in the province of Laguna in the Philippines. It was founded
by the former Mayor Etok Aguillo, through the enactment of Municipal Ordinance
2003-059 approved on April 16, 2003.
Prior to the establishment of the Pamantasan ng Cabuyao, there was a satellite
campus of the Laguna State Polytechnic College (LSPC) situated at the Cabuyao
National High School. The LSPC was operating through a MOA between LSPC
President and Cabuyao Municipal Mayor which commenced on the year 1993 and
ended on March 31, 2003.
In late 2002, there was a strong protest against the leadership of the LSPC
President from faculty members and students of LSPC. The protest was headed by
Charlemagne G. Lavia and supported by Mrs. Rosalia B. Pre, Mr. George Barundia,
Mr. Christian Hernandez, Mrs. Melissa Dimaculangan and one non-teaching staff,
Mr. Bernie Deacosta.

The protest was found by the Sangguniang Bayan of Cabuyao to be true and
based on facts, with the support by almost all students most of whom were
Cabuyeos. It resulted to the issuance of the Notice of Termination of MOA. The
Administration of the then Mayor of Cabuyao was left with no option but to establish
the Cabuyao Community College.
Having anticipated the closure of LSPC-Cabuyao, the faculty members headed
by Charlemagne Lavina and Mr. Frank Parao assisted the Office of the Mayor and
informed them that the Pamantasan ng Lungsod ng Maynila is the model school for
local college. Thus, Dr. Benjamin Tayabas, then PLM President assisted Cabuyao
Municipality and personally attended to the works of putting up a university. He
suggested that Pamantasan ng Cabuyao should be the name to be given, and thus,
on April 15, 2003, the Sanguniang Bayan enacted Municipal Ordinance No. 2003-
059. The same was approved a day after by then Mayor Proceso D. Aguillo.
Pamantasan ng Cabuyao was inagurated on July 31, 2003, birthday of its
founding Mayor and it was personally inaugurated by no less than President Gloria
Macapagal Arroyo on June 19, 2003 on the occasion of the 107th birthday of Dr. Jose
Rizal.
Today, under the new leadership of Hon. Isidro L. Hemedes, Jr. (the incumbent
mayor) and the able assistance of Atty. Mel Gecolea (the Chairperson of the
Committee on Education of the SB), educational reforms have been introduced, new
and better systems have been put in place, and old practices have been put into sound
and solid written policies and procedures.
The current University President, Prof. Roberto C. Atmosfera, manned the
university on day-to-day basis. He has seriously taken the job of presiding over the
affairs of the university as proven by his attendance even in faculty meetings.
He has enjoined the able leadership of Prof. Albert D. Madrigal (founding vice
president for academic affairs of the City College of Calamba in 2006) to Pamantasan
ng Cabuyao in 2008. Prof. Madrigal brought in change initiatives that are meant to
raise the bar of quality and standards in community education. Drawing from his
experience of more than 10 years at the University of the Philippines Los Baos and 5
years at De La Salle University, he boldly challenged the university teachers,
administrators, and students to work together towards making the university a
model university for other locally funded educational institutions. Indeed, in so short
a time, Pamantasan ng Cabuyao has been visited by other LGUs that are intending to
establish local colleges to pattern their initiatives after that of PnC.

Marinig
National
High School
Brief History of Marinig National High School
(Cooperating School)
Marinig National High School is the latest established public high school, teaches
students in grades seventh through tenth in City of Cabuyao, Laguna of CALABARZON
(Region IV-A). It is located in Purok 3, Brgy. Marinig, City of Cabuyao, Laguna. It was
established in 2016 and began to operate last November 8 at the same year. Ma. Leonora M.
Natividad is in charge of the school, acting as the OIC Principal and the teachers, Mr. Noel
P. Munda, Mrs. Julynette A. Cuadro, Mrs. Maria Victoria E. Galang, Mr. Orville J. Bariring,
and Mr. Morris P. Elbo. Together with, Mr. John Joshua H. Oracion, Mr. Alvin M. Quiozon,
Mr. John Lezter Antioquia, Mrs. Melody May H. Vargas, Ms. Mary Grace C. Sabinorio, Ms.
Joyce M. Tenorio, Ms. Fatima B. Esponera, Ms. Jessa A. Jimenez, Ms. Kimberly Jane P.
Arevalo, Ms. Mheca C. Redondo, Ms. Jubail M. Belen, Ms. Jassyn F. Mangao, Ms.
Christine Mae M. Elago and Ms. Almira Q. Digal, the first batch of student teachers from
Pamantasan ng Cabuyao.
The Marinig National High School has an area of 1.6 hectares and a total population
of 219 students. Grade 7 has a population of 69 students, Grade 8 with 58 students, Grade 9
with 67 students and 24 students from Grade 10.

Marinig had 216 students enrolled. The school has more male students (123) than
female students (93) - for every one female student there are 1.3 male students. This is
similar to the average gender breakdown in Cabuyao City, which sees on average 1.1 male
students per female. Marinig has one newly built building and a total of 16 rooms - 12 of
which are for instructional purposes and the remaining 4 for non-instructional uses. All in
all, the school has at least one canteen, general academic classroom, and offices. Of the
instructional rooms, all of them are standard rooms, meaning they meet the DepEd's
guidelines for safety and usability.
Next academic year MNHS are expecting to have a bigger number of students and
improvements from the school itself.
Logo of Marinig National High School

MISSION
We dream of Filipinos who passionately love their country and whose competencies
and values enable them to realize their full potential and contribute meaningfully to building
the nation.
We are a learner-centered public institution; the department of Education
continuously improves itself to better serve its stakeholders.
VISION
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating environment.
Administrators, and staff, as she stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
CORE VALUES
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
Photos of the
Cooperating School
Marinig National High School

Facilities
Daily Report
Situation Resolution
Task Result
What was my Action What will I
What did the What was
instructional What did I do
situation call the effect of
challenge do? differently
for? what I did?
today? next time?
I am very To prepare the I gave a The students My energy

certain when students on the game that are very should be
it comes on lesson that will will surely focused on more
discussing a be discuss. catch their listening consistent
lesson, thats attentions, and they until the end
why its very motivate, actively of the class.
challenging if and give participated
December
the students hints and on the
12, 2016
are not ideas about lecture
listening and the lesson. especially
participating. when it
comes on
answering
my
questions.
In view of the To give I presented a Most of the Next time I
fact that my students clues game which students will make
lesson for and ideas so all of them completely sure that all
today is Order they can should understand of my
of Adjective, understand the participate the lesson students
it is quite topic easily. as part of and is able understand
December challenging their to arrange the entire
13, 2016 since not all activity. the group of lesson.
of my words
students properly.
knows how to
compose a
complete
message.
There are lots To unlock the I provided Most of the I need to
of words in difficulties of synonyms students discover on
the story that the word. and easier comprehend how I
are difficult to meaning of the selection should
understand the difficult given with easily
and require a words. the help of execute the
December dictionary to unlocking lesson in a
14, 2016 discern the difficulties. limited span
easier of time.
meaning.
My challenge To know my I introduced The students I should be
for today is I students myself; give share and more careful
dont know wholeheartedly. them my write their on handling
my students basic basic my students
background information, information since not all
yet, since we so they can and personal of them can
December just met 4days trust me interests cope on a
15, 2016 ago. when they without any large
will be the hesitation. population
one who in the
will provide classroom.
their
information
as well.
Situation Resolution
Task Result
What was my Action What will I
What did the What was
instructional What did I do
situation call the effect of
challenge do? differently
for? what I did?
today? next time?
Students are To get the I prepare The students I should
still unfocused students games participated prepare more
since they attention and related on with no motivational
came from to have them the topic for doubt activities that
January 3,
Christmas realize that it today as part because they will energize
2017
Vacation. is already of the are already each one of
time to motivation. listening. them until
study. the end of
period.
As I enter the To manage I instructed We start It is very
classroom, it is the them to clean fresh disturbing
very messy, classroom and pick up because when the
the chairs are and fix the trash everything classroom is
everywhere. everything around them was fixed. messy so I
January 4,
The students before in three will advice
2017
will get moving minutes. my students
distracted forward to to clean up
easily on a the lesson. prior to our
classroom like time.
this.
My lesson for To explain Give The students I should give
today is the idiomatic examples of were able to more
idiomatic expressions idiomatic understand examples of
expressions easily yet expressions the idiomatic
that are very carefully. and use them equivalent expression
January 5,
unfamiliar to in a meaning of so they will
2017
the students sentence. idiomatic able to cite
thats why it is expression their own the
very and able to next time
challenging. use them in a they needed
sentence. to.
Situation
Task Result Resolution
What was my Action
What did the What was What will I do
instructional What did I
situation call the effect of differently
challenge do?
for? what I did? next time?
today?
It is quite Students are I prepared The students Next time I
challenging if not quite motivational are very will make my
the main topic interested on activities that focused on visual aids
of the period reading will enable listening and more lively
is reading, the since all of them to they actively and colorful.
teacher must them know participate participated
January 9, improvised how to read and will catch on the
2017 new and already. their attention lecture
effective way on the very especially
on how should beginning of when it
the lesson be the comes on
executed. discussion. answering
my
questions.
Im very To show my I show them Most of the To think of
confused on students different students different ways
how will I sufficient pictures of completely and strategies
present my details for road signs understand that is new to
lesson; them to and the lesson the students,
Following understand precaution and is able so they will
January
Road Signs our lesson signs that are to identify get very
10,2017
and Street for today. commonly the shown excited every
Signs. posted on pictures. day.
roads,
schools,
establishment,
etc.
I have a very To teach my I provided We finished I need to
limited span students on them 10-15 the group discover on
of time and how to minutes activity on how I should
January we need to manage practice after time. easily execute
11,2017 finish our their time we review our the lesson in a
group works since we lesson for limited span
for today. only have a yesterday, of time.
limited time and 5 minutes
to finish to perform
their works. their works.
Situation
What was my Action
What did the What was the What will I do
situation call effect of what differently next
challenge do?
for? I did? time?
today?
My Mastery of I presented as The students Next time I will
instructional the subject. many can now give think of a
challenge for examples as I examples of convenient way
today is on can about allusion and on presenting a
January
how I will allusion. know how to lesson.
16,
explain in the use it in a
2017
easiest way sentence.
the topic
about
allusion.
I dont have Dealing with I presented Most of the Next time I will
much the students. motivational students are make sure that all
instructional activities that listening of my students
January
challenge for will make keenly. are listening
17,
today except them listen
2017
the students and
are quite participate.
noisy.
More Students are My methods Most of the Next time I will
effective not meeting of delivery students be more engaged
teachers my may lack the comprehend in effective
typically expectations required the lesson. instructional
provide degree of practice.
students with clarity. So, I
January
highly provided
18,
explicit examples that
2017
directions will make
and them
explanations understand
concerning the lesson
the course easily.
organization
and content.
And that is
my challenge
for today.
Teachers, Learning I always start The students I should be more

instructors, may be my class with behavior careful on
and defined as a prayers, the were very handling my
professors change in primary manageable. students since not
are required behaviors, purpose of all of them can
to fulfill attitudes, or this teaching cope on a large
many roles capabilities. practice is to population in the
and perform And facilitate classroom.
many duties Students, student
that may be especially learning
considered Grade 7, especially on
January ancillary. In needs attitude and
19, my case, I attention on behavior.
2017 need to these aspects.
manage my
time wisely
because Im a
working
students. I
need to give
my full
attention to
my students
when Im in
the school.
Situation
What was my Action
What did the What was the What will I do
situation call effect of what differently next
challenge do?
for? I did? time?
today?
January ITEM ITEM ITEM ITEM ITEM
30, 2017 ANALYSIS. ANALYSIS. ANALYSIS. ANALYSIS. ANALYSIS.
My challenge If you hate I presented Everybody is It is a bad habit

for today is to teach it, sample listening and that teachers
how I will your essay and let watching. will just
make my students will them watch choose lessons
class more hate to learn entertaining they want to
January
lively and it. videos and teach.
31, 2017
interesting if make essays
my lesson for out from it.
the whole
week is about
essay writing.
My lesson for Catching An instant An instant I should give
today is Students activity is an activity helped more activities
writing a attention. educational me to execute next time.
meaningful intervention my lesson
journal. My that is used properly
challenge is to engage because it can
on the students serve as a
students, how immediately review of
they will upon previous
February
listen to me entering the course
1, 2017
until the end classroom. material, a
of the period. preview of
upcoming
information,
and a
management
technique for
organizing the
class.
The students A closure Although a 15minutes I should give
are not should bring closure is before time is them more
focused when your lesson considered a a vital part of attention
it is almost full circle. necessary an effective especially I am
end of the part of an lesson and can the last teacher
class effective serve as the they will meet.
although we lesson, time to
still have many reiterate the
15minutes teachers lesson
left. may objectives,
February
sacrifice this clarify the
2, 2017
portion of organization
the lesson of the lesson,
due to time summarize the
constraints, lesson body,
especially in check for
my part student
because it is understanding,
their last and preview
subject. the upcoming
lesson
Situation
What was my Action
What did the What was the What will I
situation call effect of what do differently
challenge do?
for? I did? next time?
today?
There are Cooperative I gave group I promote Every
many ways to learning. activities that these teachers
include the number activities so should star
active one criteria is that, students their week on
learning. Its team work. working fire.
Februa
Monday together will
ry 6,
today but maximize
2017
seems like their own and
the energy of each others
my students learning.
is for
Fridays.
This is what Time I prepare I am prepared I will have
it takes to Management instructional when the advanced
prepare for materials time comes. reading next
Februa
one class ahead of time.
ry 7,
while dealing time.
2017
with other
responsibiliti
es.
PREPARATI PREPARATI PREPARATI PREPARATI PREPARATI
Februa ON FOR ON FOR ON FOR ON FOR ON FOR
ry 8, FINAL FINAL FINAL FINAL FINAL
2017 DEMO DEMO DEMO DEMO DEMO
TEACHING TEACHING TEACHING TEACHING TEACHING
FINAL FINAL FINAL FINAL FINAL
Februa DEMO DEMO DEMO DEMO DEMO
ry 9, FESTIVAL FESTIVAL FESTIVAL FESTIVAL FESTIVAL
2017
Situation
What was my Action
What did the What was the What will I
situation call effect of what do differently
challenge do?
for? I did? next time?
today?
I know I have To prepare When I I finished just My energy
been quite Instructional finally reach in time and should be
busy myself materials and my desk, I able to more
over the last lesson plan start doing present my consistent
two weeks. I for lesson my materials lesson until the end
Februa
typically proper. as soon as I effectively. of the class
ry 13,
come to work can. although it is
2017
by 11pm up really hard to
to 9am And do.
my class
every day
will start 1t
2pm but I
will go to
school. 10am
in preparation
for the 2pm
class. In the
last two
weeks Im
busy to reach
my daily
quota at work
and making
lessons
simultaneousl
y.
VALENTIN VALENTIN VALENTIN VALENTIN VALENTIN
Februa ES DAY ES DAY ES DAY ES DAY ES DAY
ry 14, CELEBRATI CELEBRATI CELEBRATI CELEBRATI CELEBRATI
2017 ON. ON. ON. ON. ON.
My students Remedial I teach those The students Next time I
are always Instruction students who will able to will give
not complete cant cope up with Home
on afternoon understand the past activites.
Februa class. Some my lessons lesson.
ry 15, of the the last time
2017 students cant using the
cope up with remaining
the lessons I 10minutes of
discussed last the period.
time..
My Learning I search for Our flow of I will borrow
instructional Materials. examples and discussion is books from
challenge for definitions of very smooth. my friends
today is, I my lesson on who is
Februa
dont have the internet; I teaching on
ry 16,
any book to print those other schools.
2016
bring in the out and
school. distribute
copies to my
students.
Activities
and
Accomplishments
Documentations
MY
BELOVED
STUDENTS
My Cooperating Teacher
Me and My Cooperating Teacher

My Co-Student Teachers
Part III:
The Teaching
Paraphernalia
A Prayer for Teachers

Giver of all Wisdom and Greatest Teacher of all Teachers
Look upon our teachers with love
Grant them the resolve

To nurture our eager minds
And to never give up on us who fall behind
Bless their hearts

For they rejoice when we succeed
And encourage us when we fall
Endow them with gentle patience

For the path of learning is never easy
Kindle a spirit of passion in them

It is the flame that ignites the love of learning in us
Help them to see the potential in each student

Their belief in us means much more than the grade we make
Instill in them a commitment to keep on learning

It shows us to not fear new Knowledge and experiences
Inspire them to touch the future

They influence how big a dream we dream for ourselves
Bless our teachers who have come before

For their work endures to this day
Let the light of your example shine upon all teachers:
To build up with their words

To love with their mind
To share with their heart
Amen.
Observation
Ratings
Dr. Rommel D.C. Mallari

Department Head, College of Education/Supervising Faculty
Selected Lesson Plans

During Demonstration
Teaching
DETAILED LESSON PLAN IN ENGLISH 7

I.TARGET COMPETENCIES
At the end of lesson, the students should be able to:
1. Determine the difference between the active from passive voice and;
2. Reconstruct the sentences usingthe voices of the verb from active to passive or vice
versa.
II.SUBJECT MATTER
Topic: Voices of the Verb
Reference: Voyages in English pages 275-276
http://www.englishpage.com/verbpage/activepassive.html
http://www.talkenglish.com/grammar/active-passive-voice.aspx
(EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts.)
MATERIALS- Visual Aids, pictures
III.PROCEDURE
A: PRELIMINARIES:
Teachers Activity Students Activity
PRAYER (Someone will lead the prayer.)
Please all rise and let us pray.

GREETING Good Morning Mam!
Good Morning Class!
CLASSROOM MANAGEMENT
Thank You mam.
Before you sit, pick up the pieces of paper
under your chairs, keep it on your bags
and throw it on the trash bin later. Yes mam.
Okay, you may take your seats now.
CHECKING OF ATTENDANCE
Yes mam.
Group Leaders, kindly check and list
down who is present and absent for today.
REVIEW writes, pushes, washing
Before we proceed to our new lesson, lets
have first a quick review of our previous
topic which is about verbs, right?
Read the following sentences. What are

the verbs used?
Carla writes the novel.
The boy pushes the cart.
My mother is washing the clothes.
Thats Awesome!
Therefore, what is a verb?
Verb conveys action or state of being.
Very Good!
I am glad that you understand our lesson
yesterday.
Please give yourselves a DJ CLAP. (Students will do the clap)

ACTIVITIES
MOTIVATION
Now, I need two students coming from the

first and second group who will pick a
picture from this box, and construct a (Students will volunteer)
sentence using verbs about the picture
chosen.
The student who will construct more
sentences than the other one will be
declared as the winner.
Lets give the winner three claps.
Very Good. I believe that you already

know how to use verbs in the sentence.
ACTIVITY
(A short scenario will be posted on the (A student will read a short scenario)
board.)
In relation to that, please read this short
scenario.
Yes _____
A client saw a potential venue for a new
business. The engineers built a new
building. The informal settlers hit the
engineers.
Answers may vary.
(Student will identify the subject, verb and

ANALYSIS object.)
What did the informal settlers do? (Active
voice is used in the answer.)
Who is being talked about in the sentence?
What was the action done?
Who receives the action?
(Key concepts will be posted on the

board) (Student will construct a sentence out of the
Key Concepts : sentence provided.)
Subject- The one being talked about in
the sentence/ Doer of the action. On the first sentence, The informal settlers is
Verb- Action done in the sentence placed at the beginning of the sentence.
Direct Object- Receiver of the action. On the second sentence, The engineers is
placed at the beginning of the sentence.
Can you construct another sentence out of
the answer given without removing any
words?
Okay class, analyze the difference

between the sentences on the board, What
can you notice?
Very good!
ABSTRACTION
The first sentence is in active voice form.
Because the active voice is used to Voice is the quality of the verb that shows
indicate that the subject of the sentence is whether the subject is the doer of the action or
the doer of the action. receiver of the action.
Meanwhile, The second sentence is in

passive voice form because it indicates
that the subject of the sentence is the
receiver of action.
Now these active and passive voices are

called the voices of the verb. Yes mam!
From the examples given, What do you

think is the meaning of the voices of verb?
Thats brilliant!
Ill give another simple sentence.

(An example will be posted on the board)
S V DO
The girl cooked the meal. The meal was cooked.
The meal was cooked by the girl.
This is an example of a sentence that is in
active voice. Because the subject of the
sentence is the doer of the action. Right?
This time the subject is going to be the

meal, because it is the direct object or the
recipient of the action. Now, what
happened to the meal? Who cooked the
meal?
Very Good!
Okay class, I need 5 students from each (Students will raise their hands.)
group, who will reconstruct sentences
from active voice to passive voice.
The group who has more correct answers,
will be considered as the winner.
Who wants to volunteer?
ACTIVE PASSIVE
Batman saved Robin was saved by
Robin. batman.
They offered drinks. Drinks were offered
by them.
The chef prepared a A dish was prepared
dish. by the chef.
The manager The proposal was
rejected the rejected by the
proposal. manager.
Dawn checked the The items were
items. checked by Dawn. The subjects in the active voice became the
receiver of the action in the by-phrase; the
Lets give the winner three claps. verbs carried and repaired became verb phrase.
The direct objects became the subject in the
What happened to the subjects, verbs and passive voice.
objects of the sentences in the active voice
when it was transpose in the passive
voice?
Excellent!
Now for you to fully understand how to
change active to passive voice, let us take
a look on this formula.
(The formula will be posted on the board)
Active voice
Doer of the action +past tense +Direct
Object
(The librarian organized the books.)
Passive Voice
Direct Object+ be verb + past tense of the
main verb+ doer of the action
(The bookswere organizedby the
librarian.) Yes mam.
Are you through?
Okay thats good!
APPLICATION
(Visual Aid will be posted on the board)
Now class, after you have learned to
differentiate active voice from passive
voice, kindly identify the voice of the verb
used in the sentence.
John delivered the Active (Students will read the sentences and tell the
message to his answer.)
uncle.
The shells were Passive
collected by Lisa.
The town was Passive
destroyed by the
tsunami.
Jobel prepared the Active
refreshments.
My dog was hit by a Passive
moving car.
Very well said!

Yes mam!
Now, I believe you can change sentences
from active to passive voice already,
right?
Thats great to hear!
IV.EVALUATION
For your seatwork, You are going to
transpose the following sentences from
active to passive voice or vice versa.
(The seatwork will be posted on the
board)
On crosswise, Identify the voice of the
verb in each sentence and change its form.
(2pts each) (The students will answer the seatwork in
SENTENCES ANSWERS 15mins.)
The fans carried a Active- A big
big banner to show banner was carried
support. by the fans to show
support.
A journal was Passive- The little
written by the little boy wrote the
boy. journal.
The delicious Passive- The
cookies were made children made
by the mother. delicious mother.
These vases were Passive-
molded by Professional potters
professional potters. molded these vases.
Father repaired the Active-The old
old furniture. furniture was
repaired by father.
The boy caught a Active- A big fish
big fish. was caught by the
boy.
His loving girlfriend Active-A big cake
made a big cake for was made by his
their anniversary. loving girlfriend for
their anniversary.
By who were you Passive-Who taught
taught French? you French?
The hostess received Active- We was
us. received by the
hostess.
The agent was Passive-The
praised by the supervisor praised
supervisor. the agent.
The active voice indicates that the subject as

the doer of the action.
The passive voice indicates that the subject as
the receiver of the action.
Okay class, again, where can you say that In changing a sentence from active to passive,
a sentence is in passive or active voice? the direct object becomes the subject and the
How will you change the passive from doer of the action will be in by-phrase and will
active voice? be placed at the end of the sentence.
Excellent!
V.ASSIGNMENT
For your assignment, Write this on your
notebook.
Write a brief description about the last

movie you have watched. Use both active
and passive voice of verb. Encircle the
verb and identify its voice. (Someone will lead the prayer.)
Goodbye mam!
Its a wrap class. Thank you for listening
and active participation.
Please stand up for the prayers.
Goodbye Class! See you tomorrow,

cleaners please remain.
Prepared by:
Kimberly Jane P. Arevalo
BSED-English 4sed2
Noted:
Mrs. Julynette A. Cuadro
Cooperating Teacher, Marinig NHS
Mrs. Ma. Leonora M. Natividad

OIC Principal, Marinig NHS
Dr. Rommel D.C. Mallari

Department Head, Pamantasan ng Cabuyao
Final
Demonstration
Teaching
Evaluation Sheet
Pre-Demonstration Teaching
Final Demonstration Teaching

Daily Time Record
Time is the most undefinable yet paradoxical of things;

The past is gone, the future is not come, and the present becomes the
past even while we attempt to define it, and,
Like the flash of lightning, at once exists and expires.
~Charles Caleb Colton

Professional
Readings
To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of
history, human variety, ideas, shared experience and the fruits of many inquiries.
- Alberto Manuel
- A C Grayling, Financial Times (in a review of A History of Reading
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as thePhilippine Teachers Professionalization Act of 1994 and paragraph (a), section
6, P.D. No. 223,as amended, the Board for Professional Teachers hereby adopt the Code of
Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high
moralvalues 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
Section1. The Philippine Constitution provides that all educational institution shall
offer qualityeducation for all competent teachers. Committed to its full realization, the
provision of this Codeshall apply, therefore, to all teachers in schools in the Philippines.
Section2. This Code covers all public and private school teachers in all educational
institutionsat the preschool, primary, elementary, and secondary levels whether academic,
vocational,special, technical, or non-formal. The term teacher shall include industrial arts
or vocationalteachers and all other persons performing supervisory and /or administrative
functions in allschool at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State

Section1. The schools are the nurseries of the future citizens of the state; each teacher is
atrustee of the cultural and educational heritage of the nation and is under obligation to
transmit tolearners such heritage as well as to elevate national morality, promote national
pride, cultivatelove of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state. Section2. Every
teacher or school official shall actively help carry out the declared policies of the state, and
shall take an oath to this effect.Section3. In the interest of the State and of the Filipino people
as much as of his own, everyteacher shall be physically, mentally and morally fit.
Section4. Every teacher shall possess and actualize a full commitment and devotion to
duty.
Section5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive
anymoney or service or other valuable material from any person or entity for such purposes.
Section6. Every teacher shall vote and shall exercise all other constitutional rights
andresponsibility.
Section7. A teacher shall not use his position or official authority or influence to coerce
anyother person to follow any political course of action.
Section8. Every teacher shall enjoy academic freedom and shall have privilege of
expoundingthe product of his researches and investigations; provided that, if the results are
inimical to thedeclared policies of the State, they shall be brought to the proper authorities for
appropriateremedial action.
Article III: The Teacher and the Community
Section1. 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 andgrowth.
Section2. Every teacher shall provide leadership and initiative to actively participate
incommunity movements for moral, social, educational, economic and civic betterment.
Section3. 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.
Section4. Every teacher shall live for and with the community and shall, therefore,
study andunderstand local customs and traditions in order to have sympathetic attitude,
therefore, refrainfrom disparaging the community.
Section5. Every teacher shall help the school keep the people in the community
informed about the schools work and accomplishments as well as its needs and problems.
Section6. Every teacher is intellectual leader in the community, especially in the

barangay, andshall welcome the opportunity to provide such leadership when needed, to
extend counselingservices, as appropriate, and to actively be involved in matters affecting the
welfare of the people.
Section7. Every teacher shall maintain harmonious and pleasant personal and official
relationswith other professionals, with government officials, and with the people,
individually or collectively.
Section8. A teacher possess freedom to attend church and worships as appropriate, but
shall notuse his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section1. Every teacher shall actively insure that teaching is the noblest profession, and
shallmanifest genuine enthusiasm and pride in teaching as a noble calling.
Section2. 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 inthe practice of his profession.
Section3. 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.
Section4. Every teacher shall help, if duly authorized, to seek support from the school,
but shallnot make improper misrepresentations through personal advertisements and other
questionablemeans.
Section5. Every teacher shall use the teaching profession in a manner that makes it
dignifiedmeans for earning a decent living.
Article V: The Teachers and the Profession
Section1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutualconfidence, and faith in one another, self-sacrifice for the common good and full
cooperationwith colleagues. When the best interest of the learners, the school, or the
profession is at stake inany controversy, teachers shall support one another.
Section2. A teacher is not entitled to claim credit or work not of his own, and shall give
duecredit for the work of others which he may use.
Section3. Before leaving his position, a teacher shall organize for whoever assumes the
positionsuch records and other data as are necessary to carry on the work.
Section4. 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.
Section5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this may be
done onlyif there is incontrovertible evidence for such conduct.
Section6. 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.
Section7. A teacher may apply for a vacant position for which he is qualified; provided
that herespecs the system of selection on the basis of merit and competence; provided,
further, that allqualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section1. 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.
Section2. 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.
Section3. 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.
STAGES IN PRACTICE TEACHING
The following are the stages in practice teaching:
Primary Stage - It is necessary to make a trip of student-teachers to that particular
school, where they are going for practice teaching. The main aim of this tour is to see the
concerned head teacher, class teachers and school staff in order to acquire information about
the school and its environment. Student-teachers must observe the teaching methods of
school, methods of concerned class teacher, copies or notebooks of the students and their
usual routine. On return from the tour, student-teachers must have the details about scheme
of studies, age of the students, strength of the class, abilities and specific problems of the
students, timing of the school, textbooks and teaching aids.

Preparation of Lesson - For the preparation of lesson, student-teachers must know the
subject, the relevant books and audio-visual aids. Which he / she is going to teach? Prepared
lessons give confidence to the teacher. Student-teachers and supervisor can reform the
teaching learning process after its evaluation.
Qualities of a Good Lesson
A good lesson has the following qualities:
1.) Lesson planning should be in complete detail.
2.) Lesson should be interesting.
3.) Effective and timely use of teaching methods and teaching aids.
4.) Studentsshould be ready for learning.
5.) Students should be involved practically in teaching learning process.
6.) Lesson should be taught in professional and friendly environment.
7.) All students should be given same attention by keeping in view their individual
differences.Teaching in Classroom.
The stage of teaching in the classroom is known as practice teaching. Student-
teacher while teaching in the classroom passes through different steps of his/her teaching
(introduction, presentation,recapitulation) and concerned teacher/supervisor
assesses/observes his/her lesson.
Dr. Bob Kizlik

Updated October 8, 2014
The evidence is irrefutable. Surveys of graduates of education schools and colleges

indicate that the #1 area of concern of new teachers is their feelings of inadequacy in
managing classrooms. Despite clinical experiences, practicum, student teaching, and other
observations in classroom settings, this problem has persisted for decades. There is no magic
elixir that will confer skill in this area of professional responsibility. We only wish there
were.
Classroom management and management of student conduct are skills that teachers
acquire and hone over time. These skills almost never "jell" until after a minimum of few
years of teaching experience. To be sure, effective teaching requires considerable skill in
managing the myriad of tasks and situations that occur in the classroom each day. Skills such
as effective classroom management are central to teaching and require "common sense,"
consistency, a sense of fairness, and courage. These skills also require that teachers
understand in more than one way the psychological and developmental levels of their
students. The skills associated with effective classroom management are only acquired with
practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said
than done. Certainly, a part of this problem is that there is no practical way for education
students to "practice" their nascent skills outside of actually going into a classroom setting.
The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many

beginning teachers have difficulty effectively managing their classrooms. While there is no
one best solution for every problem or classroom setting. The following principles, drawn
from a number of sources, might help. Classroom teachers with many years of experiences
have contributed to an understanding of what works and what doesn't work in managing
classrooms and the behavior of students. The following information represents some of the
things that good classroom teachers do to maintain an atmosphere that enhances learning. It
is written in straightforward, non-preachy language, and will not drive you to distraction with
its length. I think most students appreciate that. With that in mind, I truly hope this
information is useful to you.
Richard Leblanc, Ph.D.

York University
Editors note: In 1998, professor Leblanc was awarded the SeymousSchulich Award for
Teaching Excellence. His top ten requirements for good teaching were originally published
in The Teaching Professor, Vol. 12, # 6, and 1998.
Good Teaching: The Top Ten Requirements
1. GOOD TEACHING is as much about passion as it is about reason. Its about not
only motivating students to learn, but teaching them how to learn, and doing so in a
manner that is relevant, meaningful, and memorable. Its about caring for your craft,
having a passion for it, and conveying that passion to everyone, most importantly to
your students.
2. GOOD TEACHING is about substance and training students as consumers of

knowledge. Its about doing your best to keep on top of your field, reading sources,
inside and outside of your areas of expertise, and being at the leading edge as often
as possible. But knowledge is not confined to scholarly journals. Good teaching is
also about bridging the gap between theory and practice. Its about leaving the ivory
tower and immersing oneself in the field, talking to, consulting with, and assisting
practitioners, and liaising with their communities.
3. GOOD TEACHING is about listening, questioning, being responsive, and

remembering that each student and class is different. Its about eliciting responses
and developing the oral communication skills of the quiet students. Its about
pushing students to excel; at the same time, its about being human, respecting
others, and being professional at all times.
4. GOOD TEACHING is about not always having a fixed agenda and being rigid, but
being flexible, fluid, experimenting, and having the confidence to react and adjust to
changing circumstances. Its about getting only 10 percent of what you wanted to do
in a class and still feeling good. Its about deviating from the course syllabus or
lecture schedule easily when there is more and better learning elsewhere. Good
teaching is about the creative balance between being an authoritarian dictator on the
one hand and a pushover on the other. Good teachers migrate between these poles at
all times, depending on the circumstances. They know where they need to be and
when.
5. GOOD TEACHING is also about style. Should good teaching be entertaining? You
bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is
not about being locked with both hands glued to a podium or having your eyes
fixated on a slide projector while you drone on. Good teachers work the room and
every student in it. They realize that they are conductors and the class is their
orchestra. All students play different instruments and at varying proficiencies. A
teachers job is to develop skills and make these instruments come to life as a
coherent whole to make music.
6. GOOD TEACHING is about humor. This is very important. Its about being self-
deprecating and not taking you too seriously. Its often about making innocuous
jokes, mostly at your own expense, so that the ice breaks and students learn in a
more relaxed atmosphere where you, like them, are human with your own share of
faults and shortcomings.
7. GOOD TEACHING is about caring, nurturing, and developing minds and talents.
Its about devoting time, often invisible, to every student. Its also about the
thankless hours of grading, designing or redesigning courses, and preparing materials
to further enhance instruction.
8. GOOD TEACHING is supported by strong and visionary leadership.
9. Tangible instructional support resources, personnel, and funds. Good teaching is

continually reinforced by an overarching vision that transcends the entire
organization from full professors to part-time instructors and is reflected in what is
said, but more importantly by what is done.
10. GOOD TEACHING is about mentoring between senior and junior faculty,
teamwork, and being recognized and promoted by ones peers. Effective teaching
should also be rewarded, and poor teaching needs to be remediated through training
and development programs
11. AT THE END OF THE DAY, good teaching is about having fun, experiencing
pleasure and intrinsic rewardslike locking eyes with a student in the back row and
seeing the synapses and neurons connecting, thoughts being formed, the person
becoming better, and a smile cracking across a face as learning all of a sudden
happens. Its about the former student who says your course changed her life. Its
about another telling you that your course was the best one hes ever taken. Good
teachers practice their craft not for the money or because they have to, but because
they truly enjoy it and because they want to. Good teachers couldnt imagine doing
anything else.
An Effective Classroom Management Context

(these four things are fundamental)
1. Know what you want and what you don't want.

2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
CLASSROOM ARRANGEMENT
While good classroom arrangement is not a guarantee of good behavior, poor planning in
this area can create conditions that lead to problems.
The teacher must be able to observe all students at all times and to monitor work and behavior.
The teacher should also be able to see the door from his or her desk.
Frequently used areas of the room and traffic lanes should be unobstructed and easily
accessible.
Students should be able to see the teacher and presentation area without undue turning or
movement.
Commonly used classroom materials, e.g., books, attendance pads, absence permits, and
student reference materials should be readily available.
Some degree of decoration will help add to the attractiveness of the room.
SETTING EXPECTATIONS FOR BEHAVIOR
*Teachers should identify expectations for student behavior and communicate those
expectations to students periodically.
* Rules and procedures are the most common explicit expectations. A small number of general
rules that emphasize appropriate behavior may be helpful. Rules should be posted in the
classroom. Compliance with the rules should be monitored constantly.
* Do not develop classroom rules you are unwilling to enforce.
* School-Wide Regulations...particularly safety procedures...should be explained carefully.
* Because desirable student behavior may vary depending on the activity, explicit expectations
for the following procedures are helpful in creating a smoothly functioning classroom:
- Beginning and ending the period, including attendance procedures and what students may or
may not do during these times.
- Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and
special equipment.
- Teacher-Led Instruction
- Seatwork
- How students are to answer questions - for example, no student answer will be recognized
unless he raises his hand and is called upon to answer by the teacher.
- Independent group work such as laboratory activities or smaller group projects.
Remember, good discipline is much more likely to occur if the classroom setting and activities
are structured or arranged to enhance cooperative behavior.
MANAGING STUDENT ACADEMIC WORK
* Effective teacher-led instruction is free of:
- Ambiguous and vague terms

- Unclear sequencing
- Interruptions
* Students must be held accountable for their work.
* The focus is on academic tasks and learning as the central purpose of student effort, rather
than on good behavior for its own sake.
MANAGING INAPPROPRIATE BEHAVIOR
* Address instruction and assignments to challenge academic achievement while continuing to

assure individual student success.
* Most inappropriate behavior in classrooms that is not seriously disruptive and can be
managed by relatively simple procedures that prevent escalation.
* Effective classroom managers practice skills that minimize misbehavior.
* Monitor students carefully and frequently so that misbehavior is detected early before it
involves many students or becomes a serious disruption.
* Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call
excessive attention to the student by practicing the following unobstructive strategies:
- Moving close to the offending student or students, making eye contact and giving a nonverbal
signal to stop the offensive behavior.
- Calling a student's name or giving a short verbal instruction to stop behavior.
- Redirecting the student to appropriate behavior by stating what the student should be doing;
citing the applicable procedure or rule.
Example: "Please, look at the overhead projector and read the first line with me, I need to see
everyone's eyes looking here."
- More serious, disruptive behavior such as fighting, continuous interruption of lessons,

possession of drugs and stealing require direct action according to school board rule.
Assertive Discipline has been used by many schools, and is an effective way to manage
behavior.
PROMOTING APPROPRIATE USE OF CONSEQUENCES
* In classrooms, the most prevalent positive consequences are intrinsic student satisfaction
resulting from success, accomplishment, good grades, social approval and recognition.
* Students must be aware of the connection between tasks and grades.
* Frequent use of punishment is associated with poor classroom management and generally
should be avoided.
* When used, negative consequences or punishment should be related logically to the
misbehaviour.
* Milder punishments are often as effective as more intense forms and do not arouse as much
negative emotion.
* Misbehaviour is less likely to recur if a student makes a commitment to avoid the action and
to engage in more desirable alternative behaviors.
* Consistency in the application of consequences is the key factor in classroom management.
SOME ESOL PRINCIPLES

(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):
* They are not stupid and they can hear what is being said. They just don't necessarily
understand the language or culture, yet.
* They come from a variety of backgrounds, even in the same country. For example schooled,
unschooled, Americanized, etc.
* It is easy to misunderstand body language and certain behaviors. For example, eye contact,
spitting, chalk eating, etc.
* Don't assume they understand something just because it seems simple to you. Simplify, boil
down.
* Even when they have lost their accent, they often misunderstand common words and phrases.
* Correct repeated patterns or mistakes.
* Good E.S.O.L. strategies are good teaching strategies.
GUIDELINES FOR EFFECTIVE PRAISE
(Applies primarily to praise associated with instruction and student performance)
Effective Praise Ineffective Praise
1. Is delivered contingently upon student 1. Is delivered randomly and

performance of desirable behaviors or indiscriminately without specific attention
genuine accomplishment to genuine accomplishment
2. Specifies the praiseworthy aspects of the 2. Is general or global, not specifying the
student's accomplishments success.
3. Is expressed sincerely, showing 3. Is expressed blandly without feeling or

spontaneity, variety and other non-verbal animation, and relying on stock,
signs of credibility. perfunctory phrases.
4. Is given based on comparisons with

4. Is given for genuine effort, progress, or
others and without regard to the effort
accomplishment which is judged according
expended or significance of the
to standards appropriate to individuals.
accomplishment of an individual.
5. Provides information to students about

5. Provides no meaningful information to
their competence or the value of their
the students about their accomplishments.
accomplishments.
6. Helps students to better appreciate their 6. Orients students toward comparing

thinking, problem-solving and performance. themselves with others.
7. Attributes student success to effort and 7. Attributes student success to ability alone
ability, implying that similar successes can or to external factors such as luck or easy
be expected in the future. task.
8. Encourages students to appreciate their 8. Encourages students to succeed for

accomplishments for the effort they expend external reasons -- to please the teacher,
and their personal gratification. win a competition or reward, etc.
DepEdMemo: Guidelines on the deployment of student teachers
Role of the Teacher Education Institutions (TEI)
The role of the TEI shall determine the readiness and ability of the student
teacher togo on off-campus. It shall also request the Division Office to designate
cooperatingschools in the province/ city.Role of the Schools Division
SuperintendentThe SDS, in collaboration with the TEI and school principals, shall
review andapprove requests for cooperating schools; and.
conduct orientation on student -teaching with the TEIs inclusive of the Dean, College
Student Teaching Supervisors,and the school principals / head teachers.
Selection of Cooperating Schools

Cooperating schools provide the real-life setting for the student teacher
todevelop his/ her professional competence that is necessary to assume the role of
aneffective teacher.
Selection of Mentor/Cooperating Teachers
To ensure that the student teachers will derive maximum benefits from
studentteaching experience, only the most capable teachers, preferably master
teachers, should be chosen as mentors/cooperating teachers. Cooperating teachers
areselected by the cooperating school principal in collaboration with the
University/CollegeStudent Teaching Supervisor/ Director
Duties and Responsibilities of the School Principal
The role of the Cooperating School Principal is to collaborate with
theUniversity/College Student Teaching Supervisor/Director as a resource and
facilitator of placements of student teachers and provides the social and professional
aspects of administering practice teaching.Duties and Responsibilities of the
Mentor/Cooperating TeachersCooperating teachers, because of their experience, have
the skills and theperspective necessary to help students study the art and science of
teaching in aclassroom setting. The mentor teachers serve as role models and
advocates andstimulate the mentees to develop an individual teaching style and
personal talents inregard to educational training.
Duties and Responsibilities of Students Teachers
As the final phase of teacher-pre-service, internship provides the teaching
internthe necessary experiences to gradually assume the role of a teacher under
theguidance of a cooperating teacher. The student teacher shall be trained to develop
thehabit of reflecting on, and process ones experience and learn from it.
Duties and Responsibilities of the University /College Supervisor/ Director of
Student Teaching/ Teaching Internship
The primary role of the University/College Supervisor/Director of
Student Teaching is to provide support for the teaching interns and the cooperating
teachers,clarify requirements and assist teaching interns in organization, planning,

reviewing teaching and non-teaching plans and scheduling class/non-class
observations.
A Teachers Creed
I believe I have been called by God to teach.
I believe in children...young and old...black and white...rich and poor....each in need

of learning.
I believe in blackboards, chalk dust, textbooks, and computers for each have a part in
imparting knowledge.
I believe the love I give to my students will someday be reflected in their lives.
I believe the gift of teaching is not measured simply by marks, enrolment, or the end
of the school year.
It is in the witness I give and the fullness of the life lived by those I teach.
I believe I have the power to lead those in need of learning to the threshold of their
own minds.
I believe in my giftedness to use each of the tools available no matter how new or
old...For the light of knowledge in the eyes of another is my goal.
I believe teaching is more than tests, diplomas, paperwork, and fundraising.
It is the values I breathe daily into another...slowly.
It is in the faith I share in Jesus...ever changing and growing...never ending.
I believe my success today goes unnoticed...until those I teach and touch can stand
alone and say "in my life I have learned..."
I believe if I have taught and touched one person...in God's name...I have used my gift
to me justly... And can humbly say...
I believe in teaching....
I AM A TEACHER!!
~by Julie McClellan
Letter of Application
March, 2017
Alberto P. Labigan Ed.D.

Principal
Gulod National High School
Gulod, City of Cabuyao Laguna
Sir:
Warm greetings!
The undersigned is a bona fide resident of 872 Brgy. Gulod City of Cabuyao, Laguna
aspiring to be a permanent teacher in your school.
I graduated in year 2016 with the degree of Bachelor of Secondary Education major
in Filipino from Pamantasan ng Cabuyao, and I am a board passer of the Licensure
Examination for Teachers (LET) given on September 2016. During my college days,
I undergone practice teaching program which trained me to be efficient and effective
teacher.
It is my goal to combine my range of experience with my ability to be a

compassionate, enthusiastic, intelligent teacher who will make a positive contribution
to the school where I would be deployed. I would welcome an interview and hope to
hear from you at your earliest convenience.
Respectfully yours,
VILLANUEVA, KRISELLE V.
Teacher Applicant
My Career Plan after Five Years
After 5 years...
I have finish my
masters degree and
continuing to explore
my profession I am now
also teaching in College
and has a rank of
Teacher III in a public
After 2 years...
I will have my
professional license as a
teacher. I will teach high
Now... school students while
I am a graduate of a finishing my masters
Bachelors degree. I will degree. And I am
keeping on discovering
seek a good opportunity
different curriculum
in a good school that
innovations for my
will enable to enhance
teaching strategies and
and develop my skills, for me to grow
increase my practical professionally.
experience, fulfill my
dreams.
Appendix
KIMBERLY JANE P. AREVALO

Blk 20, Lot 36 Mahogany Ph.1 Pulo
City of Cabuyao, Laguna
Philippines, 4025
anastaciasteele011@gmail.com
09364144166
Objective: To share my knowledge and continue to influence people for them to reach their goals in
providing a world-class customer service.
Educational Attainment:
Pamantasan Ng Cabuyao
BS Education major in English
2012- 2017
Pulo National High school

2008-2011
Working Experience:
Marinig National High School On the Job Training
November 2016- March 2017
Paramount Connect Business Solutions Sales Representative

November 25 2015- Present
Personal Information:
Age: 21 years old
Date of Birth: April 9, 1996
Place of Birth: Pasay City, Manila
Mothers Name: Jeana P. Arevalo
Occupation: House Wife
Fathers Name: Enrique Arevalo
Occupation: Sari-Sari Store Owner
Status: Single
I hereby swear that all the above information is correct.
Arevalo,Kimberly Jane P.

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Pamantasan ng Cabuyao

A PRACTICE TEACHING PORTFOLIO

In Partial Fulfilment of the Requirements

To my dearest parents, Enrique Arevalo and Jeana Arevalo, Pa thank you

I would like to express my sincerest appreciation and acknowledgment to those

To My Second Family, Paramount Connect Business Solutions. Boss Joey,

To my friends, Melay Batonero. Cly Escandor, Kit Mariquit and Borbs,

To my ever loving section, Grade 7- Gabriel for accepting me as your English

To Mrs. Natividad, principal of Marinig National High School, for

Bachelor of Secondary Education is hereby approved.

DR. ROMMEL D.C. MALLARI

Kimberly Jane P. Arevalo

Part I: The Preliminaries

Part II: The Narrative Report

1. Mission and Vision of Pamantasan ng Cabuyao

2. Brief History of Pamantasan ng Cabuyao

3. Mission, Vision and Goal of Santa Rosa Science and Technology

Brief History of SRSTHS

4. Photos of the Cooperating School

D. Activities and Accomplishments

Part III: The Teaching Paraphernalia

B. Lesson Plans in the Demonstration Teaching

3. Final Demonstration Teaching

D. Daily Time records

A premiere educational local institution of higher learning, developing

globally-competitive and value-laden professionals and leaders instrumental to

community development and nation-building.

Brief History of Pamantasan ng Cabuyao

The Pamantasan ng Cabuyao, or University of Cabuyao is a university in the

Municipality of Cabuyao in the province of Laguna in the Philippines. It was founded

2003-059 approved on April 16, 2003.

Prior to the establishment of the Pamantasan ng Cabuyao, there was a satellite

ended on March 31, 2003.

Mr. Bernie Deacosta.

Cabuyeos. It resulted to the issuance of the Notice of Termination of MOA. The

the Cabuyao Community College.

Having anticipated the closure of LSPC-Cabuyao, the faculty members headed

Municipality and personally attended to the works of putting up a university. He

Pamantasan ng Cabuyao was inagurated on July 31, 2003, birthday of its

and solid written policies and procedures.

The current University President, Prof. Roberto C. Atmosfera, manned the

affairs of the university as proven by his attendance even in faculty meetings.

years at De La Salle University, he boldly challenged the university teachers,

administrators, and students to work together towards making the university a

establish local colleges to pattern their initiatives after that of PnC.

Brief History of Marinig National High School

students in grades seventh through tenth in City of Cabuyao, Laguna of CALABARZON

with 67 students and 24 students from Grade 10.

guidelines for safety and usability.

improvements from the school itself.

Logo of Marinig National High School

We are a learner-centered public institution; the department of Education

continuously improves itself to better serve its stakeholders.

based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating environment.

supportive environment for effective learning to happen

responsibility for developing lifelong learners.

Marinig National High School

I am very To prepare the I gave a The students My energy