Patria Sable Corpus College

PREFACE This narrative report has been written to share with the readers my first-hand teaching experiences during the Off-campus practice teaching at the Patul National High School, Santiago City, during the 2nd Semester, School Year 2012 2013. The first part is the preliminaries which consist of the title page, preface, acknowledgment, dedication, the table of contents, the Student Teaching Program objectives and duties and responsibilities of the student teacher. The second part entails the history of the school, its mission, vision and objectives. Moreover, it also comprises my first-hand experiences as a pre-service teacher such as working with the principal, working with the cooperating teacher, working with the students, and the summary of my daily activities. The third part consists of the problems encountered, conclusions and recommendations. It also covers the appendices such as the communication from the Coordinator/Dean to the school, evaluation sheets, lesson plans, pictorials, sample forms and curriculum vitae. Hopefully, this will serve as an inspiration to everyone.

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ACKNOWLEDGMENT
For this work in particular, I have to thank the following persons: To Mrs. Evelyn J. Prado, Dean, College of Education, for her kindness, her patience, and many hours she spent to guide us on the right track in terms of teaching profession; To Ms. Francisca C. Dulnuan, Academic Dean, and Mrs. Liza M. Tamargo, Librarian, for sharing their wisdom and expertise in teaching profession. To Mrs. Eloisa Dizon, Principal, for granting permission to conduct pre-service teaching in their school; To Mrs. Elsie Grace S. Batara, my cooperating teacher, for sharing her wisdom, her humor, and her good-hearted nature. To the faculty and staff of Patul National High School, for their benevolence and cooperation. To my classmates (#DRushCompany) and my friends, I am so grateful to have you and to call you my friend. Thank you for cheering me up when everything goes blue. To my parents, I will be forever grateful for everything youve done. Above all, to our Almighty God who is my source of strength, wisdom, and life.

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DEDICATION
I genuinely dedicate this work of mine to the following: To my teacher, Mrs. Evelyn J. Prado. To the faculty and staff of the College of Education. To my students at Patul National High School, II- Dahlia and II- Daisy. To my classmates (#DrushCompany) and my friends. To my lovable and caring relatives and parents. Most especially to our Almighty God. I devotedly dedicate this to all of you.

- Gilbert

TABLE OF CONTENTS
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I.

PRELIMINARIES Preface .. i Acknowledgement ii Dedication . iii Table of Contents . iv Introduction .. vi Objectives of the Student-Teaching Program ... viii Duties and Responsibilities of Pre-Service Teacher . xi

II.

THE NARRATIVE REPORT History of the School Philosophy, Vision, Mission and Objectives Organizational Chart . First hand Experiences .. Working with the Principal Working with the Cooperating Teacher Working with the Students

Daily Activities III. ACTION RESEARCH Problem Encountered .. Conclusions Recommendations IV. APPENDICES Appendix A Certification
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Appendix B Performance Rating Sheet Appendix C Sample Lesson Plans Appendix D Daily Time Record Appendix E Pictorials Appendix F Sample Forms/ Reports and other Document CURRICULUM VITAE

INTRODUCTION

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According to Donald Quinn, If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. The greatest roles of the teacher are; to meet the different demands of the learners and to prove that teaching is indeed the noblest profession. You can only achieve those commendable words if you undergo the stages to become a teacher. One of these is to become a student - teacher. Practice teaching is the application of all the theories and ideas that you learned from the different subject areas and relevant books. The purpose of this is to give potential teachers actual experience, ostensibly to make sure that they are choosing the right profession for themselves. If you are in a field, there are lots of unavoidable circumstances that you can meet, but as a teacher, you must be flexible at all times. Your task is not only to teach but also to become a manager, choreographer, singer, artist, dancer, facilitator, adviser, leader and a surrogate parent. You will be everything they don't have at home while they are with you. Lastly, just enjoy being student teaching experience. Go to school with a smile on your face and know that you have the greatest job in the world because you can make a difference in someone's life.

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OBJECTIVES OF THE STUDENT TEACHING PROGRAM

Like other professions, teaching requires an extended period of specialized pre-service preparation and eventual licensing before a student teacher is authorized to become a fullpledge teacher.
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Student teaching is the culmination of this pre-service training. It serves as the transitional phase between students role as full time student teaching and their future role as full time teachers. It is 12-unit course designed to provide the student-teachers opportunities to apply the principles, strategies and evaluations in actual teaching situations. It includes experiences in selective preparation and utilization of appropriate teaching techniques and instructional materials. Its major concern is the training of prospective teachers who will professionally and socially meet the standard that will enhance their position in the classroom, in the campus and in the community where they will ultimately work or live. Objectives The Students Teaching Program had the following objectives: 1. To provide opportunities that would be of help to student teachers to apply in actual situations for the principles learned regarding the teaching learning process; and 2. To provide opportunities for prospective teachers to evaluate themselves and discover their weakness in certain phases of the teaching job by putting themselves and their ideas in actual teaching situation. 3. Supervisor of the Student Teaching

3.1 Submits to the Division Superintendent the names of cooperating schools with the names of student assigned to each school. 3.2 Conducts orientation program with the student teachers on their roles and duties, their expectations and those of the cooperating school, their personnel social profession dealings with student teaching. 3.3 Visit the cooperating school regularly to confer with the cooperating teachers and the student teacher; 3.4 3.5 3.6 4. 4.1 Supervises the student teacher in their work; Prepares pertinent forms such as observations guide, evaluation forms, etc; Checks output of students such as narrative report and action research. District Supervisor Orients the student teachers on the set up of the district;
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4.2 5.

Acts as the overall coordinator of the off-campus teaching program in the district; Principal/Assistant Principal

5.1 orients the students teachers on the operational program of the school and other pertinent data related to the program; 5.2 Orients the student teachers on their role in the student teaching program and the schedule of the student activities of the student teachers. 5.3 Confers with the supervisors of the students teaching for a periodic assessment of the performance of critic/cooperating teachers in relation of student teaching; 5.4 As the need arises, observes classes conducted by student teaching during demonstration; 5.5 6. Acts as the overall coordinator of the off-campus students teaching program. Critic/Cooperating Teacher

6.1 defines to the student teacher the scope and extent of his responsibilities and authority in class; 6.2 acquaints the student teachers on then class program, scope of the years work, the progress made by the class and the uses of the teaching guides; 6.3 demonstrates the proper executive of appropriate strategies/approaches techniques in teaching before the actual teaching guides etc; 6.4 6.5 Checks and re-checks the lesson plans of the students teachers; Observes actual performance of student teachers;

6.6 Holds regular conference with the student teachers on their strong and weak points; 6.7 6.8 Guides the students-teachers in the preparation of various school forms; Evaluates the performance of the student teachers at the end of the program.

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DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS

Pre-service teaching provides the opportunity to develop teaching competence. Preservice teachers will be meeting challenges in the classroom that will require them to use all of the knowledge, techniques, and procedures that they learned in the college classroom and during early field experiences. A successful pre-service will:
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1. Be punctual and will stays long as necessary to complete the assigned tasks; will follow the school divisions calendar including teacher workday; and will observe the school divisions for inclement weather. Social and familiar obligations cannot take precedence over professional commitments. 2. Report to school daily. Should illness occur, notify the cooperating teacher and the college supervisor immediately. It is the responsibility of the pre-service teacher to get lesson plans to the cooperating teacher in time for lessons to be taught. The preservice teacher may be removed from the placement or have the time in the placement extended if absences are 3. Dress professionally. Jeans t-shirts and athletic wear are not appropriate school attire. Clothes should be professional in style, clean, and of modest length and design. 4. Act like a professional. The events of the school day, the antics of the students, and the conversations among teachers are confidential. All pupil records, papers, and grades are confidential and should not be discussed away from school. 5. Set aside time to confer with the cooperating teacher and the college supervisor on a regular basis. Review the instruction to date, participate in a critical look at your developing teaching competency and plan lessons for the future. 6. Teach the content and curriculum that is required by the school division and the school in a manner that is appropriate of the students and their grade. 7. Plan for effective instruction. Write comprehensive lesson plans that delineate objectives, anticipatory set, instructional goals and materials to be the lesson at the end of the day. 8. Plan lesson that include flexible grouping, cooperative learning, and/or differentiated instruction and use technology to enhance instruction. 9. Review the curriculum to be covered during the pre-service teaching experience. Check out textbooks, teachers editions, and other materials that will provide additional background material for the topics to be taught. 10. Participate fully in the schools activities. Attend parent teacher conferences, if appropriate, PTA meetings, and faculty meetings. Participate in school sponsored workshops and other in-service activities.

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11. Observe other teachers in their classrooms. At the end of the placement, if possible, ask to observe other master teacher at work. These arrangements should be made with the cooperating teacher and building administration. 12. Maintain a close relationship with the college supervisor and share concerns about the placement. Notify the Director of Field Experiences before the problems grow to insurmountable proportions. 13. Not serve as a substitute teacher when the cooperating teacher is absent.

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