Republic of the Philippines

Bulacan State University

COLLEGE OF EDUCATION

City of Malolos, Bulacan

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A Portfolio

Experiences in Off-Campus Practice Teaching

APALIT HIGH SCHOOL

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In Partial Fulfillment

Of the Requirements in Education 426

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A Report Submitted to

Lemuel P. Del Rosario

Supervisor, Student Teaching

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Cortez, Aron Jay G.

BSEd 4-L (Social Studies)

January 3, 2018

2. Table of Contents

1. Title Page

2. Table of Contents

3. Preliminaries

a. Clearance

b. Certification

c. Approval Sheet/grade
4. Prayer of the a student teacher/Credo/Personal education philosophy
5. Resume/Curriculum vitae
6. Brief description of the site of practice teaching

a. Reflection

7. Examples of lesson plans used (detailed/, semi-detailed, brief)

a. Reflection

8. Evidence of community outreach

a. Reflection

9. Observation and evaluation forms

a. Reflection

10. Best lesson plan using creative strategy with the complete set of materials

a. Reflection

11. Sample of learner’s work and feedback

a. Reflection

12. Titles and brief synopsis of professional readings and references

a. Photocopy of the articles/professional readings

b. Format of synopsis

i. Introduction

ii. Summary/discussion

iii. Reaction/reflection

13. Daily summary of Experiences in the cooperating school

14. Pictures, document of Final demonstration teaching

a. Rating scale of cooperating teacher

b. Teaching demonstration observation guide-rating scale of observers

15. Professional development plan or career plan

16. DTR/Certificate from Apalit High School

3. Preliminaries

a. Clearance

b.Certification

c. Approval Sheet/Grade

4. Prayer of a Student Teacher/Credo

Prayer of a Student Teacher

Lord blesses my students,

Help them imagine with all their minds,

help them believe with all their hearts,

and let them achieve their goals with all their mighty actions

May I teach them faithfully the knowledge and things they need to know.

Let them know that I cared Lord.

Amen.

Credo

I believe that being a teacher allows us to build students into who they really are, and who they’ll become. That’s why I believe classrooms should be a community where diversity, acceptance and opportunity are equally distributed in each student. I also believe that having a community inside a classroom can be helpful to build bonds in each of them that can create enjoyable learning experiences

I believe being a facilitator in their learning process is difficult, but the love that we can offer on our profession is limitless. We should be positive and supportive to encourage our students to achieve their goals. Let our students learn from their mistakes, let them see their strengths and weaknesses and let them seek answer themselves. And if they need us, let us be their bridge in achieving their goals in life. Let us be their light and become their guide.

5. Resume/Curriculum Vitae

ARON JAY G. CORTEZ

PUROK 3, 638 CANSINALA APALIT PAMPANGA

Mobile Number: 09550488570

Email:quesocortez07@gmail.com

______________________________________________________________________________

PERSONAL INFORMATION

DATE OF BIRTH : May 7,1998

PLACE OF BIRTH : ASCOM Apalit Pampanga

GENDER : Male

CIVIL STATUS : Single

CITIZENSHIP : Filipino

RELIGION : Catholic

HEIGHT : 5'5''

WEIGHT : 61 Kg

EDUCATIONAL ATTAINMENT

Bulacan State University

Malolos, Bulacan, Philippines

Bachelor of Secondary Education Major in Social Studies

2014-Present

Cansinala High School

Cansinala Apalit Pampanga Philippines

High School Diploma

2010-2014

Cansinala Elementary School

Cansinala Apalit Pampanga Philippines

Elementary Diploma

2004-2010

SEMINARS ATTENDED

"BAKIT EDUK"

Bulacan State University

September 26, 2014

”Kabataan bilang Pag-asa at Pundasyon ng Makabagong Lipunan”

Bulacan State University

December 08, 2015

”Ang Araling panlipunan at K to 12 Tungo sa ASEAN 2015”

Unang Panrehiyong Kumprehensiya ng KAPIMAPA

Bulacan State University

February 26, 2015

“BASIC EDUCATION IN THE PHILIPPINES AND ON THE ADDITIONAL 2 YEARS IN BASIAC EDUCATION”

Bulacan State University

August 04, 2015

"Orientation Seminar on Field Study Course

(Outcomes-based Education of Experiential Learning)"

Bulacan State University

September 02, 2016

"BULACAN HIGH SCHOOL

Antolohiya ng mga Alaala"

Bulacan State University

April 19, 2017

"Annual Seminar on Student Teaching"

Bulacan State University

August 23-24, 2017

CAMPUS TRAINING'S

Field Study 1-2-3

Apalit High School

Sulipan Apalit Pampanga

September – October 2016

Field Study 4-5-6

Apalit High School

Sulipan Apalit Pampanga

Month of July 2017

Practice Teaching

Apalit High School

Sulipan Apalit Pampanga

September 04, 2017-December 15, 2017

ORGANIZATION

ACADEMIC

Kapisanan ng mga Mag-aaral sa Araling Panlipunan

Member: 2014-Present

OTHER CERTIFICATE

Certificate of Completion

National service Training – Civic Welfare Training Service

Bulacan State University

March 28 2015

CHARACTER REFERENCE

Lemuel P. Del Rosario

Instructor, Organization Adviser, Supervisor of Social Studies Major

Bulacan State University

Mobile no. 09173269211

Gladys M. Parungao

A.P. Teacher I at Apalit High School

Raul G. Dimaculangan

Principal II at Apalit High School

I hereby Certified that the above information is true and correct and at the best of my knowledge.

Applicant's Signature

ARON JAY G. CORTEZ

Printed over Name

6. Brief Description of the Site of Practice Teaching

A Brief History of Apalit High School

Apalit High School is located in Sulipan, one of the barangays in Pampanga. It is the Northern half of the former Pampanga River Control System.

Since its founding in 2006, Apalit High School has gone a long way to be what it is now: like a full – grown tree with its branches widely spreading and bearing much fruits.

From barely, three teachers, one head teacher and 150 students then, it has now a principal, 33 teachers and 879 students. The increase in enrollment as well as the improvements that happened for this school year was due to the joints efforts of the administration, faculty members, PTA Officers and other stake holders who fully supported the implementation of all the programs and activities of the school.

Through the initiative and committed leadership of its principal, Mr. Jayson M. Flores, a lot of innovations, programs and activities took place at AHS for the SY 2014-2015. Some of the organizations that were organized were the SPT, CIP, SBM, SGC, CPP, and others which joined hand in hand to achieve what AHS has now. Through its alternative delivery mode, where advocacy campaign falls, AHS used social mapping to advertise the school. This has helped in the increase of enrollment.

To improve the learners’ achievement rate, a curriculum review committee was organized where different learning activities like reading exercises, review classes, tutorial services were conducted.

To further enhance their teaching skills and equip them with innovative teaching strategies and to provide them orientation on different fields of learning, teachers attended several trainings and seminar – workshops. Furthermore, most of the teacher pursued their graduate studies to keep themselves abreast with the latest teaching strategies. In addition, four of the TLE teachers has acquired National Certificate which make them qualified to teach Senior High School, in line with the K to 12 curriculum.

The seminars and training attended by both teachers and students, as well as rigid review paved the way for the school’s winnings in different competitions in different subject areas. Aside from achievements in academics and co – curricular activities where the mental and physical aspects of students are developed, AHS also provided trainings for the students to develop their social and economic responsibilities. As one of its innovations, AHS under the SSG, initiated an Income Generating Project which is T – Shirt Printing. Under the Science Department, a seminar on 3R’s was conducted to teach both parents and students not only how to earn from recyclable materials but how to save Mother Earth.

Apalit High School through the subject leaders together with their members, also involved community people and other concerned citizens for the implementation and realization of some of their projects like gardens and academic equipment like calculators.

One of the biggest achievement of Apalit High School was the awarding of the Outstanding Teacher I in the Cluster VI and Awardees at the Regional Level to one of its multi – talented teacher, Mrs. Loida M. Sarmiento, who does not only chair several organizations in our school as well as elected as Cluster VI Leader of all the Araling Panlipunan Leaders, but served as resource speaker in different seminars and one of the select module writer in Araling Panlipunan 10.

As the school plans to offer Senior High School, it has started its preparation for the full implementation of K to 12 Curriculum under the leadership of Sir Jayson M. Flores.

They always say that if you want to b a good leader, you must be a good follower but in Apalit High School, we are guided with the principle. ‘The ability of a good leader is not only measured by being a good follower, a GOOD LEADER must produce LEADERS out of their FOLLOWERS.” With this, the leadership of Sir Flores became a successful one, because of his ability to share his leadership with his subordinates.

a. Reflection

Since i entered Apalit High School in my FS 123 up to FS 456, i feel welcome and loved. I’m happy that I choose Apalit High School as my cooperating school. AHS Family are very supportive and caring. They show us what being a teacher truly means. They let us learn on our own and give us information that can be helpful for us as a future teacher. I learned a lot in this school and I’m very thankful that they let us use their field in practicing our profession. I appreciate how they treat us. They don’t let us feel students, they let us feel being a professional. AHS family i have message for you.

Apalit High School you’re the best school i ever entered. Thank you for everything you taught me, you made me feel special. I think you’re special too, because you always gave light to a person who wants to become teacher someday. You let me experience the field and if there are mistakes. You always correct me. AHS family encourage me and motivates me to pursue my dreams. Thank you very much for the love and support. I hope that someday i will be one of the teachers their and can contribute in developing the school. So far, I can see development in Apalit High School. And I'm very sure you can create students that are competent enough to face the world.

7. Examples of Lesson Plans used (detailed, semi-detailed)

Republika ng Pilipinas

Apalit High School

Apalit, Pampanga

Banghay-Aralin sa pagtuturo ng Araling Panlipunan

I. Layunin

Matapos ang aralin, ang mga mag-aaral ay inaasahan:

A. Naiisa-isa ang ibat ibang lungsod estado at imperyo na umusbong sa Mesopotamia;

B. Natutukoy ang mga ambag ng ibat-ibang imperyo sa kasalukuyang panahon;

C. Napapahalagahan ang mga kahanga hangang nagawa ng mga Sumerian, Akkadian, Babylonian, Assyrian, Chaldean at Persian;

D. Nakakabalangkas ng mga batas na makakatulong sa paaralan o kaya ay sa komunidad.

II. Paksang Aralin

a. Paksa:

Ang Kabihasnang Mesopotamia sa Kanlurang Asya

b. Sanggunian

Gabay ng Guro sa Araling Panlipunan 8, Asya- Pagkakaisa sa gitna ng Pagkakaiba

c. Mgakagamitan

Bola Manila Paper

Larawan Pentel Pen

Video presentation, Projector

Pisara

Chalk

III. Pamamaraan

Gawain ng guro

Gawain ng Mag-aaral

A. Panimulang Gawain

1. Pagdarasal

Bago tayo magsimula sa ating bagong aralin ngayong araw, tayo munay magdarasal na pangungunahan ni Rickson Manuel.

2. Pagbati

Magandang Hapon Grade 8 Narra !!

3. Pagsasaayos ng Silid

Ok bago kayo maupo ay mag eehersisyo muna tayo. Mukhang kayoy pagod e kaya manatiling nakatayo.

Simulan na natin: Paa, tuhod, balikat, ulo baliktarin naman natin. Ulo, balikat, tuhod, paa. OK freeze. Tignan nyo muna ang ilalim ng inyong upuan. At pulutin ang kalat na inyong makikita.

Ok sige maaari nakayong maupo.

4. Pagtala ng Lumiban

Maylumiban ba ngayong araw?

Magaling, Simulan na natin ang ating talakayan.

5. Balik – Aral

Maglalaro tayo ngayon, para malaman ko kung sino pa sainyo ang nakaka alam ng leksyon natin noong nakaraang araw. Ang tawag sa larong ito ay “paikutin mo ako’’. Magpapaikot ako ng bola habang tumutugtog ang kanta. Kapag natigil ang tugtog at sayo nabigay ang bola. Ikaw ang sasagot sa katanungan. Naiintindihan ba narra?

Magaling ! Osige, kung ganon ay simulan na natin ang laro.

Sa mga natatandaan ninyo noong nakaraang talakayan natin, sino kase ang sinasabing pinakamalapit na kaanak ng tao? Sige Estudyante 1, sayo natapat ang bola.

Tama! Magaling estudyante 1, Ang mga Apes ang sinasabing pinagmulan ng mga tao.

Ikalawang katanungan, Ito ang Austrolopithecus Afarensis na naging tanyag dahil sa pagkatuklas ng kanyang labi noong 1974. (tumutugtog ang kanta at biglang tumigil) Estudyante 2 maari mobang sagutin ang katanungan?

Magaling estudyante 2, mukhang preparado kayo sa pagbabalik natin sa aralin ha?

Huling katanungan na, Nagmula ang salitang Paleolitiko sa salitang patlang na nangangahulugang matanda at patlang na nangangahulugang bato?

Magaling etudyante 3, ngunit may napuna ba kayo sa sagot niya? Sino gustong magtama?

Sige nga estudyante 4?

Sa pagunlad ng tao hindi na lamang sila kumukuha ng pagkain at kakainin ito. Ano kaya ang natuklasan nila na malaking tulong para maluto ang mga hilaw nilang pagkain..

Magaling! Ngayon ay alam kona na handa nakayo para magbukas tayo ng bagong aralin.

6. Pagganyak

Ngayon ay dadako na tayo sa bagong aralin, ngunit bago ang lahat nais ko munang panoorin niyo ang isangvideo. Nais kong makinig kayong mabuti at kung maaari ay mag sulat kayo ng mga mahahalagang impormasyon dahil may kinalaman yan sa susunod natin aralin.

Sa mga nasabing impormasyon. Ano kaya magiging talakayan natin ngayong araw?

B. Panlinang na Gawain

1. Paglalahad

Magaling! Tama ang iyong turan. Tayo’y tatalakay ng bagong aralin patungkol sa kabihasnang Mesopotamia.

Lahat ng impormasyong nakalap ninyo kanina ay magagamit ninyo sa activity natin mamaya.

2. Pagtatalakay

Matapos matutuhan ang pagsisikap ng mga sinaunang tao, na mapaunlad ang kanilang pamumuhay, maiisip lamang na tuluyan na nilang nakamit ang mataas na antas ng kalinangang kultural. Ito ang pagtatag ng mga kabihasnang nagkaloob ng mga dakilang pamana sa iyo at sa lahat ng tao sa kasalukuyang panahon.

Maraming kabihasnan ang umusbong pero ang mga pinakaunang kabihasnan ay nabuo sa Mesopotamia na ngayon ay Iraq.

Anong Rehiyon nga kase matatagpuan ang Iraq?

Magaling!

(Magpapakita ng larawan ng Mesopotamia)

Anong napansin ninyo sa larawan?

Tama ito ay pinapagitnaan ng dalawang ilog. Ang dalawang ilog na ito ay ang Tigris at Euphrates.

Kung ang lupain ay napapalibutan ng anyong tubig ano kaya ang maaari nilang maging hanapbuhay o ikina bubuhay?

Tama, pwede ngang pangingisda. Pero pano kaya kung gusto nilang magkaroon ng ibang produkto na wala sila, ano kaya ang kanilang gagawin?

Tumpak! Upang umunlad ang mga unang imperyo, Nakipag kalakalan sila at naging daan iyon upang mabuo ang ibat ibang imperyo.

Pano kaya kung patag ang kanilang lupain? Ano kaya ang maaaring pagmulan ng kanilang ikabubuhay?

Magaling! Kung magkakaroon ng dalawa o higit pang ikina bubuhay ang mga tao sa Mesopotamia. Siguradong uunlad sila.

Kaya nga tinawag na Mesopotamia ang Iraq dahil sa salitang pinagmulan nito. Ang Mesopotamia ay nagmula sa Greek na meso o “Pagitan” at Potamos o “ilog”.

Samakatuwid nangangahulugan itong “sa pagitan ng dalawang ilog”

Ang Mesopotamia ay sinakop at pinananahan ng ibat ibang sinaunang pangkat ng tao, kabilang dito ang Sumerian, Akkadian, Babylonian, Assyrian, Chaldean at Elamite.

Diba iginrupo kona kayo noong nakaraan?

Ngayon ang anim na grupo ninyo ay bibigyan ko ng tig-iisang Gawain at imperyo. kayo ang mag lalahad kung ano nga ba ang mga

a. Impormasyong inyong nakalap patungkol sa kabihasnan.

b. Lider at ang kanyang nagawa para sa kabihasnan

c. Dahilan ng pag unlad at pag bagsak

Pagkatapos ay ilalahad ninyo sa harap kung bakit ito ang inyong ginawa.

Maaaring ang ibang impormasyon ay wala sa libro. Kaya ang mga impormasyong hinihingi ko na wala diyan ay wag nyo nalaman ilalagay. Nagkakaintindihan ba?

Pumunta nakayo sa mga kagrupo ninyo. Group 1 kayo ang inaatasan ko sa sumer. Group 2 sa Akkad, group 3 Babylonian, group 4 Assyrian, group 5 Chaldean at group 6 Persian.

Ilalahad ninyo ang inyong ginawa pagkatapos ng 10 minuto.

(Natapos na ang 10 minuto at naipakita ng lahat ang kanilang ginawa ng maayos at mahusay. Binigyan sila ng ibat ibang clap para sa kanilang ginawa)

3. Paglalahat

Nais ko munang malaman bago tayo dumako sa susunod na activity kung may natutunan ba kayo sa inyong kamag aral. Babalikan muna natin ang talakayan upang malaman ko kung sino ang may nalaman, natutunan at naintindihan.

Sino nga kase ang hari ng Babylon na nagpatupad ng batas na may temang “mata sa mata, ngipin sa ngipin”?

Isang hari si Sargon I ngunit saAkkad siya nabibilang. Ibang sagot?

Magaling ! Aling Imperyo naman kaya ang pinakamalupit at hindi makatao?

Tama nanaman!

Pano nga kase umunlad ang Mesopotamia?

Sa pamamagitan ng alin?

Bakit kaya may umuusbong na imperyo at may bumabagsak?

Tumpak! Magaling na kasagutan!

Eh sino kaya ang magandang halimbawa ng mga nagpalawak ng kapangyarihan at nagpabagsak sa Chaldean?

Salamat sa sagot anak ngunit ang sumer yata ay malayo na sa Chaldean. Hindi ba?

Very good! Eh ano kaya ito?

Aba tignan nyo ang inyong kamag aral, pinakita lamang niya na marunong siyang mag analisa. Magaling!

Magbigay nga ng mga ambag ng kabihasnang Mesopotamia base sa napanood ninyo kanina?

Tama, sa pagtalakay natin sa kabihasnan gusto kong pahalagahan ninyo ang ambag nila sa ating kasalukuyang panahon. Ngayon ay magkakaroon tayo ng activity.

C. Paglalapat

Sa mga nasabing ambag ng kabihasnan sa mundo, ano sa inyong palagay ang pinaka magandang ambag ng kabihasnang Mesopotamia sa mundo?

Tama napakahalaga ng batas sa ating kasalukuyang panahon. Ito ang nagtatakda ittong gagawin at nagbibigay daan sa atin upang gawin ang nararapat.

Kaya bilang isang estudyanteng mapanagutan ano ang kaya ninyong gawing batas para sa inyong paaralan?

Dahil ang bawat isa ay may grupo na, gagawa kayo ng batas para sa inyong paaralan na tingin ninyo ay makakatulong ng malaki para sa guro at mga estudyante. Dapat 3 batas ang magawa niyo. At ipapaliwanag ng inyong lider kung bakit ang batas na iyon ang naisip ninyong ipanukala?

Kayo ay igegrade sa pamamagitan ng rubrics na aking ginawa.

Magaling at matalinong pagawa ng batas – 8

Pagpapaliwanag – 4

At kooperasyon ng bawat grupo – 3

Group activity ito kaya gusto kong kumilos ang lahat at tumulong. Naiintindihan ba grade 8 narra?

Oo, magsimula na kayo. Isulat nyo sa manila paper ang gagawin ninyong batas.

( Naipakita nila ang kanilang ginawa ng mabuti at nagraduhan sila ayon sa kanilang performance )

( Nagdarasal na ang lahat)

Magandang hapon rin po Ginoong Cortez!

( Nag eehersisyo na ang lahat habang nag kakanta ng paa tuhod balikat ulo )

( Huminto ang mga bata, at pinulot ang mga kalat )

Wala po sir!

Estudyante: Opo sir!!

Estudyante 1: Sir Apes po!

Estudyante 2: Ang pagkaka alam kopo ang nasabing labi na nagging tanyag ay si Lucy.

Estudyante 3: Neos at lithos sir!

Estudyante 4: sir ako po!

Estudyante 4: Paleos po at lithos!

Sir apoy po.

(Nanonood na ang mga estudyante at nag susulat ng mga mahahalagang impormasyon)

Base po sa napanood at narinig ko sir, ang talakayan natin ngayong araw ay tungkol sa kabihasnang Mesopotamia.

Kanlurang Asya po sir.

Sir nasa gitna po siya ng dalawang anyong tubig.

Sir pwede pong pangingisda.

Makikipagkalakalan po sila sir!

Sir pagsasaka po!

Opo sir!

Opo!

Opo sir, anim na grupo po kami.

Sir pano po kung wala dito ang ibang impormasyon?

( Kumalap nang impormasyon ang mga mag-aaral at ginawa ang kanilang activity )

Sir si Sargon I po.

Sir si Hammurabi po!

Sir Assyrian po yan!

Umunlad ang Mesopotamia sir dahil po sa ilog na nakapalibut dito.

Kalakalan at pagsasaka sir.

Dahil ina atake po ng ibang imperyo upang mapalakas nila ang kanilang imperyo at mapalawak ang sakop.

Sumer sir!

Opo sir! Unang una po ang sumer kaya malabong Sumer ang nagpabagsak sa mga Chaldean.

Sir Persian po yan!

Sir gulong po, batas, pagsulat at marami papong iba.

Sir sa aking palagay ang pinaka magandang ambag nila ay batas sir.

Opo sir! Maaari nap o ba kaming magsimula?

( Binigyan ng sapat na oras ang mga estudyante upang gawin ang batas, naipakita nila ang mga batas na kanilang ginawa )

IV. Pagtataya

Dahil lubos na ninyong naintindihan ang ating aralin. Tayo’y magkakaroon ng maikling pagsusulit. Tawag rito ay Complete It. Kumpletuhin ang pangalan na tinutukoy na pook.

1. S __ M __ __ - Unang lungsod – estado ng Mesopotamia

2. __ K __ __ __ - Unang imperyong itinatag sa daigdig

3. __ __ __ L __ __ - Kabisera ng Imperyong Babylonia

4. C __ __ __ __ __ A – Imperyong itinatag ni Nabopolassar

5. __ __ T __ __ __ - Isa pang tawag sa gobernador ng mga Satrapy

V. Takdang Aralin

Paksa: Ang Kabihasnang Indus sa Timog Asya

Panuto: Sagutin ang mga sumusunod na tanong.

1. Ano ang dalawang lungsod na umunlad sa lambak-ilog ng indus? Ilarawan ang mga ito.

2. Paano mailalarawan ang pamumuhay ng mga tao sa panahong vedic?

3. Ano ang inyong opinion tungkol sa pagpapangkat ng mga tao sa India batay sa sistmeang caste? Ipaliwanag ang sagot.

Inihanda ni: Aron Jay G. Cortez

Sa Pamamatnugot ni: Mam Gladys M. Parungao

a. Reflection

As a future teacher I know that I cannot start teaching without my guide. And what it is? A lesson plan which is a vital component in the teaching-learning process. But why it becomes vital? Why do we need to do it? For me doing lesson plan is very important. Of course you can do prayer, classroom management, teaching, and etc. without lesson plan. But without lesson plan, the process your into can be wrong. Doing it will keep us on track while teaching.

In my part I was required to do semi-detailed lesson plan every time I teach. And it was very helpful in my training process. We need to know that lesson plan is part of being a teacher to master our lesson and impart effectively every knowledge students need to know. At the end of my training I learned that I need to do lesson plan every day unlike when I’m in FS 123. When I’m in my lower years I told myself that I don’t need to do Lesson Plan because I’m tired doing it. I realized now how important lesson plan is, but it doesn’t end there. You need to be creative and do your best in creating it unique because it will be the basis for your goal which is making learning enjoyable.

8. Evidence of Community Outreach

a. Reflection

I’m proud that Apalit High School provides program for students who’s in need. I hope AHS can be successful in helping those students that are malnourished and I hope they will continue giving blessings.

I learned that true happiness comes from giving. Last Dec 1, 2017 we conducted feeding program and I’m happy that I become part of it. We Student teachers share what we have just to prepare some foods. We cooked lugaw for the students and It was very touching to hear them saying thank you and see the smile in their face while eating what we’ve made for them. I also saw the spirit and compassion among my co student teachers. That was memorable experience for me and were very happy to serve each and every students. I realized that to get the full value of joy, we must see it first unto others.

9. Observation Forms and Evaluation Forms

a. Reflection

This are evaluation forms of my supervisor, head teacher of AP and my cooperating teacher. This are helpful for me, because this are the results of my performance in final demo. I can say that the effective evaluation comes from someone who sits besides us and help us grow. And the perfect person are the one who evaluates me, because they are the one who shape me to become what I am today.

Most important thing is evaluate yourself. Take a step back and see those important things you need to note and change. Of course after evaluating yourself always consider enjoying what you're doing. Because perfect happening s are those you've done with a smile. Love what you're doing and succeed.

10. Best lesson plan using creative strategy with the complete set of materials

a. Reflection

Of course, this is my best lesson plan, because I used this lesson plan in my final demo. This lesson plan will surely be memorable for me. Because I put all my efforts just to give my best shot in doing this lesson plan. There are a lot of circumstances when I'm doing my lesson plan. But one thing I did is I did not change my goal. Even my plan doesn't work, I can change it. But goals are very important, and my goal is to make my class enjoyable for learning. For me every lesson plan is important, but the best are those most memorable.

11. Sample of learner’s work and feedback

Learner's Work

Learner's Feedback

a. Reflection

I learned a lot in Apalit High School. They taught me how to be professional in the field. But the purpose of practicing in the field is to learn also from your students. You know what I learned from them? Be confident and they taught me to note to myself that I'm awesome.

My students are awesome and they keep me motivated. They're doing their job the best that they can. I'm proud of them. Before I leave the school I tell them that they need to keep up their good work. But I'm surprised that they got their letters for me. I'm touched about the content of their letters. And all of them are saying that I'm a very good teacher. They are also observers, they wrote that I have a good hairstyle. I laugh in front of them while reading the letter rather than to cry. I'm blessed I chose Apalit High School as my cooperating school.

12. Titles and Brief Synopsis of Professional Readings and References

Appreciating Diversity: What Kids Are Really Learning

EducationWorld is pleased to present this professional development resource shared by Dr. Jane Bluestein, an expert in relationship-building, positive school climate and effective instruction.

Kids get lessons in diversity all the time. Whether in our homes, in school, or out in the world, they receive message after message about how people are the same or different. A great deal of the information they receive will be out of our control and sadly, some of what children see and hear—from friends, strangers, in school, or in the media, for example—can hamper our efforts to help them grow up with respect for others regardless of race, religion, national origin, gender, body size, sexual orientation, disability, or any other characteristic or aspect of our history or heritage that would divide us.

But there is good news in some research by Fletcher Blanchard (whose work I first encountered about a decade ago in an article by Daniel Goleman) which affirmed that strongly expressed anti-racist opinions led the people who heard these opinions to develop similar reactions.

“When a few very vocal people express dismay at these acts, others are encouraged to do likewise,” Goleman reports. I take great comfort in Fletcher’s conclusion which, according to Goleman, states that “setting a tone that condemns acts of bias and hatred will, in fact, discourage them.” (1) Further, author Lynn Duvall noted that studies show that “prejudice that comes from ignorance and stereotyping is the easiest to change.” (2)

So let’s look at some of the ways we can provide that kind of tone, one that will influence kids’ beliefs in positive, more inclusive directions. Although a complex issue, I’d like to suggest three things we can do to go beyond simply tolerating differences, instead building acceptance, support, admiration, appreciation and nurturance for them. (3)

Modeling

Even seemingly innocent, non-hateful comments they hear will shape beliefs about who is smart, strong, capable or trustworthy, characteristics that are not likely to apply to every person in any group based on race, ethnicity or class.

Psychology and women’s studies professor Diane Maluso writes, “Parents play an important role in prejudice acquisition. The relationship between parents’ and children’s attitudes toward members of outgroups is consistent. Not only do parents teach prejudice directly through reinforcement, but children often learn their parents’ prejudiced attitudes by simply observing their parents talking about and interacting with people from other groups.” (4)

Teachers’ behavior is also on display, not only in the way they respond to discriminatory acts they witness, but also in the beliefs they express, consciously or unconsciously.

So regardless of the role you play in children’s lives, know that your attitudes are visible, being absorbed by the young people over whom you may have far more influence than you realize. In an article for parents, D’Arcy Lyness suggests noticing your own attitudes. “Parents who want to help their kids value diversity can be sensitive to cultural stereotypes they may have learned and make an effort to correct them. Demonstrate an attitude of respect for others.” (5)

I think that goes for all of us. Let’s start by noticing the beliefs expressed in the language and behaviors of the adults children will encounter and in our own attitudes toward certain groups of people. Many of these were learned when we were young by the adults in our lives, and are unlikely to change without deliberate attention and an intention to do so.

Responding

Schools have come under a good bit of scrutiny in this regard, with research and anecdotal reports describing not only the hesitance of many teachers to intervene in acts of meanness and discrimination, but in some cases their actual contribution to the problem (by dismissing or laughing along with derogatory comments or making them themselves). Many of the individuals I have interviewed over the years describe childhood incidents in which they were harassed or attacked, and in which the adults were either unaware of what was going on, made excuses for the abuser, ignored or accepted what was going on, or denied that there was a problem. All of these non-responses are enabling behaviors that not only allow the abuse to continue, but appears to give kids permission to hurt one another. (6)

Intervention may be as uncomplicated as noticing and speaking up. I remember working with a group of kids at a day treatment center. Many of these young people were fresh out of rehab, detention homes, or jail. Discussions could get quite interesting and the language rather colorful. Now to be honest, I never had a problem with any of the words they used except for what I used to call mean words, discriminatory words that most commonly attacked someone’s race, accent, body size, sexual orientation, or ethnicity.

Confrontation wasn’t the best approach to this issue, nor was attempting to punish kids who felt they had little else to lose. What seemed to work best were simple requests like, “I don’t like that word. Let’s not use it here.” Although at first they generally had a hard time seeing the difference between, say, a racial slur and the usual four-letter expletives, I think that any time we can model asking for what we want—especially if we can do it without attacking, judging, or making them wrong—we create a reality in which certain behaviors and attitudes really aren’t okay, challenging a previously unchallenged reality and perhaps opening a door for change.

Author Patti DeRosa strongly recommends that we protest discriminatory attitudes and behavior. “Ignoring the issues will not make them go away, and silence can send the message that you are in agreement with such attitudes and behaviors.” She also invites adults to become aware of their own attitudes, as well as their hesitance to intervene. (7) This can be scary territory and yes, there are risks involved. But consider this quote from Elie Wiesel, political activist and Holocaust survivor, from his Nobel Prize acceptance speech: “I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.” (8)

Teaching

Beyond modeling and reacting, there are things we can do to actively teach kids to appreciate uniqueness and diversity. Check out some of the dozens of online articles with specific activities and suggestions. In the meantime, I’d like to feature a few that I’ve seen generate positive results.

You’re going to see plenty of examples of bias in literature and the media. I’m not a big fan of book-banning or censorship, as I believe that in the right hands, these resources and experiences offer tremendous opportunities for exploring, discussing and learning. Ask questions to build empathy and understanding: “Why do you think that person feels like that?” “Look at those beliefs in the context of the times in which this resource was created. How would this book be different or the same if it were written today?”
Deliberately introduce and share classics like To Kill a Mockingbird, The Diary of Anne Frank, or Tom Sawyer to them. (And yes, it’s OK to read these books to them! I had 8th graders who loved being read to for the first few minutes of a math class, so much so that I finally managed to get them to class on time and despite giving up the first five minutes of class to read to them, actually doubled the amount of instructional time by starting off with this activity.) These and other books offer a great jumping-off point for talking about prejudice and discrimination.
Although far from perfect, there has been a significant shift in representation in the media today. Watch with your children (or students) a few TV shows that ran in the U.S. during the 1950s and 60s and ask them to compare the reality that was portrayed there to the world portrayed in current media, or to their own experience (for example, the role of the mothers or who gets to play a doctor on those shows). Ask them to notice who they don’t see on these shows, or who they see in stereotyped roles. This activity can help kids understand cultural change and validate their own reality, and may be especially valuable for racial/ethnic minorities who were often invisible, marginalized, or portrayed in very superficial, limited ways.
Help kids learn to value and respectfully express their opinions, especially when it comes to speaking up against discrimination and advocating for targets of bias, exclusion, or meanness. For tips on how to help children of all ages learn to explore and express their own opinions while respecting difference in how others think and feel, listen to Dr. Jared Scherz talk about “Constructive Differencing.” Learn why disagreeing can be so threatening, and gain specific strategies and ideas to reduce conflict, build problem-solving skills, and prevent disagreements from escalating or becoming violent.
Encourage teamwork and inclusion. Invite your kids to play and work with people who are different from them. In my work at the day treatment center, I once witnessed a skilled counselor conduct an activity with a group comprised of two kids from rival ethnic gangs and a skinhead wannabe. The three had to work together to come up with names of cars for each letter of the alphabet. This silly little activity somehow brought these three into a collaborative relationship, something that never would have happened out on the street. And if the day didn’t exactly end with everybody arm-in-arm singing “We are the World,” it certainly made it that much harder for these three to hate each other.
Create or take advantage of opportunities to participate in cultural activities that are different from your own. When I lived in Pittsburgh, the ethnic food festivals brought people from various cultural enclaves together, offering a wonderful introduction to different traditions. I would often use food or crafts activities in my own classroom to help broaden my students’ understanding of the world.
Ask middle-school or high-school kids to explore and discuss the breakdown of groups or cliques in their school. A graphing activity on the Education World Web site submitted by Gary Hopkins asks kids to investigate things like awareness of cliques based on things like “academic ability, athletic ability, beliefs, ethnicity, family income, gender, hobbies/interests, home neighborhood, primary language spoken, musical interest, personal appearance, race, sexual orientation, and/or style,” evaluating factors such as which groups are most difficult to break into, how many students have felt excluded, and what kids would be willing to do to build intra-group interactions.
Encourage kids to participate in service activities. My upper-elementary students gained so much from helping out in the kindergarten that I ended up getting a whole dissertation (and degree) out of that experience. Check out books that encourage volunteerism, social justice and peacemaking. Good examples are The Teen Guide to Social Action from Free Spirit Publishing, Days of Respect from Hunter House Publishing, Lynn Fox’s Let’s Get Together and Naomi Drew’s The Peaceful Classroom from Jalmar Press, and Activities for Teaching Social Skills, Self Management and Respectful Living by Susanna Palomares and Dianna Schilling, or Schilling’s book Getting Along: Social Skills Activities for Middle School and High School Students from Innerchoice Publishing.
Commit to meeting kids’ needs for power and autonomy. This critical aspect is often overlooked by adults who far more enthusiastically agree to the importance of kids needing safety, acceptance, belonging, and structure in their lives. But I’ve long been convinced that many of the behavioral and social problems we see have, at their core, a need for power and few constructive outlets for getting that need met. Consider the possibility that kids who feel that they have some choice and control over things that affect their lives are less likely to try to accommodate that need by hurting, humiliating, or disempowering others.
When you witness or overhear kids using prejudicial or hateful language, step up and gently intervene. Ignoring is condoning, but punishing isn’t much better. The school that suspended a child for using a racial slur only ended up giving the kid a few days off from school. What did that student (and the ones who witnessed his suspension) really learn from this reaction? While I appreciate the fact that the school personnel did not overlook the behavior, this punishment is not the same as teaching or providing opportunities for the child to learn to work with others who are different from him—a skill this student clearly needs to develop. We don’t teach tolerance by punishing intolerance, and higher-order values such as appreciation and the willingness to embrace differences are unlikely to emerge in a win-lose environment.

Let’s remember that people do not develop bias or hatred in a vacuum, nor are these beliefs likely to change without intervention and support for a more caring alternative. I’m less concerned with where these values originate than I am with providing an environment based on acceptance, encouragement, success and love. The research, the stories, and my own observations and personal experience have long convinced me of the power of one caring adult to make a significant difference in children’s beliefs, behaviors, and ultimately in their lives.

One of my favorite quotes by Dr. Martin Luther King advises, “Darkness cannot drive out darkness. Only light can do that. Hate cannot drive out hate. Only love can do that.” Let’s honor Dr. King and all the peacemakers of this world by paying attention, planting seeds, and building respectful, caring communities. One heart at a time

SOURCE: https://www.educationworld.com/a_curr/bluestein-celebrating-diversity-students.shtml

i. Introduction

Diversity. In many ways it is a buzzword in education, and more broadly, in society. Yet, what does the term really mean? Distilled to its simplest definition, diversity refers to a range of different things. In today's world, diversity commonly deals with categories of identity, or how people or groups define themselves. We talk about racial, socioeconomic, religious, and gender diversity, among other things.

What does all of this have to do with education? Well, schools are often the first places children encounter people outside of their immediate families and communities. Therefore, teachers can play a very special role in helping students understand, appreciate, and cope with diversity. In older grades, the classroom can also be a place for students to learn about the conflicts and histories that make diversity both challenging and beautiful. In this lesson, we'll explore teaching diversity in the classroom.

ii. Summary

“Darkness cannot drive out darkness. Only light can do that. Hate cannot drive out hate. Only love can do that.”

This article suggest three things we can do to go beyond simply tolerating differences, instead building acceptance, support, admiration, appreciation and nurturance. And this are Modeling, Responding and Teaching. Children are not born prejudiced. They have to learn hate and intolerance, and some of the most powerful lessons they receive come from the adults in their lives. Actively expressing or demonstrating fear, disgust, or distaste for an individual or group based on superficial characteristics will send a strong message kids are not likely to miss—or forget. Being a model for them can help shape the child. Kids also learn a great deal from seeing how we respond when we encounter instances of bias. Do we laugh along with ethnic jokes, fat jokes, blond jokes? Do we tolerate expressions of hate and prejudice when we hear others express them? Do we advocate for respect when we witness or overhear kids expressing bias, excluding certain peers, or being mean to one another? A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress. A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students behavior by being Guidance Councilor.

iii. Reflection

As a student teacher, I'm nervous interacting with students. As I observe them, i see differences in their attitudes. and for me Appreciating them are very important. Believe it or not, the first step to helping students understand diversity is teaching them to appreciate themselves. Students of all ages - indeed, people of all ages - are coming to terms with who they are and where they come from. Often, the act of drawing self portraits helps students look closely at themselves and their attributes. Do not shy away from talking about skin color and features that have to do with ethnic background. Let students talk about the range of color in the classroom and the things they find beautiful in themselves and others. Hang self portraits around your classroom wall as a way of demonstrating some aspects of their diversity. In terms of abilities, students of all ages benefit from talking about their diverse strengths and weaknesses. Provide students with opportunities to assess and describe their own abilities. You can even make a chart that identifies their different strengths and hang it in your classroom, so students can learn which classmates they can go to for help with a particular matter.

13. Daily Summary of Experiences in the Cooperating School

Date	Activities/ Experience	Strategies/ Methods/ Techniques Observed	Learning/ Insights
Sept. 5, 2017	Buwan ng Wika/ST Orientation
Sept. 7, 2017	Intramurals and Awarding
Sept. 8, 2017	No Class

Sept. 12, 2017	Class Suspended
Sept. 14, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	Our student teacher adviser told us that we will observe in one week and as i observe Mam Gladys I was motivated. She has very modulated voice and she can get the attention of students. Students are very active because of how Mam Gladys handle them.
Sept. 15, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	I can see some other students who are interrupting the class because of their noise. Mam Gladys dont see those who are not listening.
Sept. 19, 2017	Puzzle making, Making poem about the topic	Group Activity/Creativity	This is my first time to teach and in first section where I execute my lesson. It was not successful. But Mam Gladys told me some techniques on how can I improve my way of teaching. She told me that I need to focus. I need to know the flow of discussion. And many advises, after that it was successful in other sections. After class I told her that I'm very happy because of what she taught me.
Sept. 20, 2017	Discussion/ Performance	Discussion Method/Student Centered/Oral Skills/Talent Skills (Sabayang Pagbigkas)	Because of the lack of time yesterday. This day will be the performance of the 2 sections. They will perform the task and thats making poem and performing it by group. Im proud of them because the become creative.
Sept. 21, 2017	No Class
Sept. 22, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	This day i will teach in other sections, yesterday the sections i taught are first sections. and now I will see the behavior of the last section. They are chaotic.
Sept. 26, 2017	Discussion/Performance	Discussion Method/Student Centered/Oral Skills/Talent Skills (Sabayang Pagbigkas)	I did not expect that the last sections will make a poem but they did. And they shown me their skills. I Underestimated them.
Sept. 27, 2017	1^st Quiz	Summative Assessment/Writing Skills	I prepare a quiz for them. Mam Gladys told me to indicate some items in past discussion of her to know if they can remember the topics discussed.
Sept. 28, 2017	1^st Quiz	Summative Assessment/Writing Skills	The remaining section will get the quiz. I prepare a quiz for them. Mam Gladys told me to indicate some items in past discussion of her to know if they can remember the topics discussed.
Sept. 29, 2017	Brief Discussion Discussion Method It was shorten period, so I have limited time. Just to know if they can recall the topics. We play Quiz Bee.
Oct. 2, 2017	Teacher’s Day
Oct. 3, 2017	National Achievement Test of Grade 7
Oct. 5, 2017	Excuse Seminar in BSU
Oct. 6, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	We are done discussing the first topic. We move on to the next.
Oct. 9-12, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	Every monday Mam Gladys take incharge in teaching the students. She told me that she will jump in other topics because we are too late.

Oct. 10-13, 2017	Monthly Test	Formative Assessment	I prepare Monthly Test for them. And there are a lot of them who got perfect scores.
Oct. 16-17, 2017	No Class
Oct. 19-20, 2017	Review for 2^nd Periodical Test	Discussion Method/Student Centered/Oral Skills	Of course we need to review students for the incoming periodical test.
Oct. 23-24, 2017	2^nd Periodical Test	Formative Assessment	All schools are having this assessment every quarter to know and check if the students learn in the whole quarter.
Oct. 26-Nov. 1, 2017	Sembreak
Nov. 2-3, 2017	Suspension of the Class
Nov. 6-10, 2017	Excuse for COED Week in BSU (Player in Volleyball)
Nov. 13-14, 2017	No Class
Nov. 16-17, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	Because I'm not around last week. Mam Gladys decided that I will become observer. Just to prepare for the next day.

Nov. 21, 2017	Discussion	Discussion Method/Student Centered/Oral Skills	I'm using powerpoint this time. its my first time using it in my class using laptop. And in first section it was difficult for me. Why? Because other don't see it. But i think of way to make it systematic.
Nov. 22-24 2017	Discussion	Discussion Method/Student Centered/Oral Skills	We are discussing quickly just to get in time. Because december Im going to have my final demonstration.
Nov. 28-Dec 1, 2017	This time I'm just Observing and Preparing for my Final Demonstration
Dec. 4-5, 2017	Dry Run for my Final Demonstration
Dec. 6, 2017	My Final Demonstration
Dec. 7, 2017	Discussion of my topic in Final Demonstration to other Section	Discussion Method/Student Centered/Oral Skills/Talent Skills	The students are active in my discussion and we give them a little time to practice then they perform. they give their best in making songs poem and etc.
Dec. 8, 2017	2^nd Quiz in 3^rd Quarter	Summative Assessment	I prepare a quiz for them to know or assess if they understand and learned from my discussion.
Dec. 11, 2017	No Class
Dec. 12, 2017	Doing Parol	Creativity/Cooperation	We are helping the students for the incoming Ligligan Parol in school. Contest in making Giant Parol.
Dec. 13, 2017	Family Day
Dec. 14-15, 2017	Little bit of Discussion/More on drama because I'm saying Goodbye	Creativity/Talent Skills	Before I leave, My 5 sections are some sort of emotional. I dont know why. And Acacia, which is the first section gave me many Letters. I read some in front and I was surprise and becomes proud of myself. They appreciate how I taught them and they said that they will never forget me. I"m happy in this two days saying Goodbye's to them.