1. The National Center for Teacher Education
Taft Avenue, Manila
PORTFOLIO
PRACTICE TEACHING
Submitted by:
TEODORO, KIM LOUISE F.
IV-BSICTE
Submitted to:
MS. MARILOU C. UBIÑA
JANUARY 2016

3. ―Can you describe your experience as a Practice Teacher in three
words?‖ Ma‘am Ubiña asked the three of us. When it came to my
turn, I answered: ―Life changing, challenging, and amazing.‖ And as
expected, the ―life changing‖ description is the most noticeable
among the three, hence the follow-up question of why.
Within thirty-seven stressful school days, I never knew how mature
I could be in terms of understanding people. There are moments
which can really test your patience, but you cannot satisfy your
anger with physical punishments (though I really didn‘t plan to).
Hence, you‘ll look through the misbehavior of students and create
a more acceptable consequence.
I also learned how to adjust better than before. My approach
towards people had changed. I reached out and become more
caring to my students not just because I was their teacher, but also
an ―Ate.‖ (Strict, but somehow understanding).
And I think the most important thing that I have developed while
in Practice Teaching is the ability to overcome shyness. Yes. My
knees and voice and all my muscles in my stomach had quivered
four years ago while doing my report in this or that certain subject.
And it was still the same as last year‘s reporting activities.

4. But during the Practice Teaching was different.
Well I think it had grown me up into a ―human of her age‖—
appropriate behaviors, new set of philosophies, and abundance of
lessons which this early battle had brought me.
Hence, I would like to present to you the reasons behind this little
transformation of self. This portfolio contains:
 a lot more answers as to why Practice Teaching is important
 the School and its students who became part of this
amazing journey
 the struggles in creating lesson plans
 the old and new teaching strategies I used (as well as
instructional materials)
 how I managed my class (of which my Cooperating Teacher
had praised me)
 and of course the satisfactory results of having a
Cooperating Teacher like I had
I would like to send my deepest gratitude in advance, and may
God bless you always!
KLFT

6. THE IMPORTANCE OF PRACTICE TEACHING
Preparation
The training happened when you found yourself listening carefully to your professors (because
they can be too smart so they teach fast, or too plain and traditional so you need to make
further readings at home, or anything in between) inside the University for four years until
Professional Education 15 came; simulation (can also use pre-―war‖) was the Practice Teaching;
and the actual battle will be the career life.
So it could be like this simple diagram:
It is a two-way system. For a certain act to be mastered, it is not just about the ―Practice makes
perfect‖ belief but also the mastery of its essential concepts. The certain practice may vary, but
the underlying concepts do not; except for which the practice could be the combination of two
or more concepts. Nevertheless, it all goes down to where it really came from.
However, there could be moments when these theories are not really applied in real life. Say the
professor is teaching Piaget‘s <theory>, yet he is just plain lecturing. He knows the concept, but
failed to create appropriate activities for such. No real application, lower retention of learning.
THEORETICAL PRACTICAL

7. The same idea goes with the importance of Practice Teaching among Education students. How
could we know the real meaning of the theories we absentmindedly memorize and then
enumerate on summative tests if it failed to meet Dale‘s Cone?
Another thing: to never forget a theory, you must find a way to apply it in real life; to know the
next steps for a newly-encountered situation, you must look for the main theory and its related
concepts again.
If there is Practice Teaching, I believe any Education student could be able to handle bigger and
more challenging situations in the future because of this kind of ―simulation.‖ Through this, he
already had a more stable foundation of knowledge in the future; hence, it will be easy for him
to retrieve them, control situations, and apply theories accordingly.
Transformation
Piaget said, ―experience is the best teacher.‖ And yes, it is. Practice teaching had proved it.
I already have mentioned before how this Practice Teaching experience had molded me into an
individual who is more reflective each day and has created other applicable philosophies in life
and teaching itself. Furthermore, I have gone through many trial-and-errors along the way—
finding out what teaching strategies would be the most suitable for the situation whether to
improve, or to satisfy the learning needs of the students (with guidance of the people around
me; most especially my Cooperating Teacher).
Outcomes like these should not be overlooked. Practice Teaching itself is a lesson in life; practice
teaching itself has become ―one‖ of the turning points in my life—and it should not be forgotten
for it has brought many worthwhile experiences.
However to end this part, may I just share one of my reflections (informal) written in haste:

8. “NUMBERS”
Grades don’t measure intelligence.
Hmm. Partly correct. Grades measure how responsible a student is.
But if you are thinking enough, our premise is 100% correct.
Consistently doing your responsibility could branch to other good
traits to have, such as being prudent, being honest, being matured,
and of course: being intelligent because you THINK WELL
ENOUGH. You have the common sense; which is, sadly, most of us
cannot use every single hour.
You know well enough that good grades will give you good life
ahead. And this is how I will tell you the primary intelligence
evidence: sentido comon.
Kasi ganito ibig sabihin nun: marunong kang sumunod sa mas
nakatataas sa‘yo; nagagawa mo ang mga kinakailangan prior to
deadline; natututo kang makisama, kasi tinitignan din ang attitude
ng estudyante, para maiconsider naman kapag ―nagkagipitan‖ na;
sometimes, naisasabuhay mo ang mga theoretical concepts na
napag-aralan. Hindi naman masama, ano? Ganyan KASI ang
kailangan ng mundo kaya gawin mo na.
Pero ako, lately I disagreed. Iyan na ang tinatak ng mundo sa‘tin
eh, di ba?: pag mabababa ‗yang grades mo, sa kangkungan ka na
pupulutin. Wala ka raw natutunan. Patapon ka raw. Tsk. Tsk. Kaya
ayun, ganyan na ang sinusunod ng ibang tao.
Nakakaawa lang ang mga minamata at iniinsultong mga bata dahil
IBA sila; dahil hindi nila na-meet ang standards ng ibang tao; dahil
lamang sa kung ANO NA sila. Malay mo, sadyang hindi para sa
pag-aaral nagana ang pagiging responsable ng isang bata.
Pwedeng sa pamilya: ‗yung mga nag-aalaga ng may sakit na mga

9. magulang, ‗yung hindi nagpapabayang kuya/ate sa mga kapatid,
‗yung mga katuwang ng tatay/nanay sa paghahanapbuhay; ‗yung
kinakakailangan gising hanggang kinabukasan ng umaga,
makahanap lang ng pangkain…
Wag sana nating ituon ang pagkakakilanlan ng isang bata sa isang
aspeto lamang. Masyadong dinodiyos ang mga numerong iyon eh!
Tingin-tingin din sa ibang anggulo pag may time! Pero ayun na
nga, ang masasabi ko lang sa mga batang ito: paganahin ang
common sense, diskarte, paniniwala sa sarili, at higit sa lahat
paniniwala kay Lord God.
November 13, 2015

10. My mother and father are both high school Mathematics teacher at Ramon Magsaysay High
School (España) and Tondo High School respectively. My sister is currently studying at Philippine
Normal University as well.
I became a student teacher back in 2008. I was a first year high school student at Holy Child
Catholic School. The program was part of the Teachers‘ Day celebration. The subject I taught
was General Science. I was very happy to have that position because: 1) I do (and still) love
Science; and 2) my ―CT‖ also happened to be my most favorite teacher that time. She explained
why she chose me, and that was because I excelled at her class; as well as she recognized my
skills and efforts when there are reporting activities.
I loved to play the ―Teacher‖ in any role-playing games with my sister when we were younger;
maybe I was 8, and she was 5. I remember she commended me one time about how I explain to
her the digestive system (of course, to think she was just five back then), with matching visual
aid: I even drew the digestive system for that play. However, moving on; but as any instructional
system, there was also a test by the end of my ―lesson.‖ The result: she got almost all correct
answers. And I think that simple play had made a difference ever since I realized it.
Maybe these are enough reasons for choosing the teaching career path among other options I
had. (Music, Literature, Fine Arts, Film, Philosophy, Military, and Political Science).
And then four years forward, on November 2, 2015, I was inside the MB Auditorium for the first
day of the Orientation Day—one more week and I would be teaching youngsters.


11. While others‘ hearts were pounding and muscles quivering, I was still on my composure and
never felt even a single nervousness in my system as the deployment day got nearer day by day.
I took it as a good sign rather than otherwise, because I believed I was really ready for this ever
since. Nothing much should be different from almost monthly reporting activities, but only of
those involved audience.
My ―playground‖ evolved from our small living room, to regular classrooms of the schools I have
attended over years, and then eventually on classrooms of our Cooperating Schools.
I have been through the hands of many teachers along the way. I have received a lot of praise
and critics as to how I managed to deliver whatever topic I ought to discuss with people.

13. I would like to have some short odd introduction about my
Cooperating School.
I always believe that the idea which is constantly popping up at
any time and at any place (along with strange feelings upon the
realizations) will eventually be experienced and/or encountered
later on.
I knew that taking up the Divisoria route via Taft, or walking along
the long path towards KP Tower from the Binondo church, and/or
(to just add with the belief) being baptized at San Lorenzo Ruiz
church in Binondo itself will all going to make sense. It may be an
unusual belief (and you can raise an eyebrow for this introduction),
but then they all associated one meaning on the right time:
Binondo—the place where Jose Abad Santos High School is
located.
Strange, but it is true.
All humors aside, may I introduce you the school that served as my
home (and battlefield) for thirty-seven worthwhile days.

14. Building II. The TLE department is located on its first floor.
The JASHS has three buildings: Building I, Building II, and another building for its offices (as to
where the School Principal‘s office is). It might not be as big as of those other schools nearby,
but the school is pleasant to look at and is really maintaining cleanliness most especially in their
quadrangle.

15. Being the location of TLE
department, there are several
rooms for each course: Drafting
(located to the other end of the
corridor), Business Management
(next to it), Computer Hardware
Servicing (where my fellow
Student Teacher‘s course to
teach), Automotive (at the end of
this picture), Electronics
Technology, and Welding (both
are my courses).
They also have two faculties,
separated for both ladies and
gentlemen. As I have read
somewhere, the female teachers
are in retailing services; hence,
the reason why they are staying
inside the retail store. The male
teachers have different
assignment.
First floor’s corridor.

16. Students at the Quadrangle, 10:59 AM
Every dismissal of any shifts, students need to provide empty plastic bottles

17. Memory hadn‘t served me well so I don‘t have any photos for the paging device I want to share.
There is this paging system in my Cooperating School located at the Principal‘s office that never
fails to serve its purpose every single day. I included this supplementary device of the school
because it has good results in discipline. In disciplinary purposes because students tended to
loiter around the quadrangle; thus, littering the places where they were. Therefore, the Principal
(I think) immediately responded to these cases by calling out her concerns through the system.
One place that students loved to loiter around was beside my classroom. When the paging
system would burst out, I would not have a hard time in telling those students to stay away from
the vicinity of my classroom.
These are just a few of maybe many other facilities and systems provided by the school. But so
far I benefitted the most on these things
However, what I think they should maintain is the bathroom.
There are two bathrooms on the first floor. One is for boys, and the other for teachers (which is
locked). The Boys‘ restroom really reeked, and the smell of urine really dispersed through the air.
The rooms in front and beside the restroom are the most affected by the smell. I can conclude
that they will really have a hard time focusing on learning (and teaching, for teachers) because
their attention will be divided. This is an issue as far as we were assigned in JASHS.
The teachers‘ restroom comes second.

18. Grade 8 students taking up their Third Periodical Examination
Technology and Livelihood Education focuses on the skills need to be acquired and developed
by its students. It could be safely said that the body works more every activity. It is all about
dexterity.

19. Hence, it is inevitable to have a quiet classroom. Dynamic, yet still in control. I believe that is how
I could describe my classes as a whole. The materials needed for certain project-making
activities are always available for borrowing, hence contributing to the faster accomplishments
of daily goals. Also coupled with the approachable look from fellow classmates, anyone can lend
and share freely from each other. However, I also make it sure that no one will rely too much
from their classmate/s.
Emotional and Behavioral
I am grateful for the fact that I had not come to the point wherein I need to be a mediator
between people, or to reprimand a student that much, or to put too much attention towards an
individual with uncontrollable misbehavior.
Even if as such, it is prevented as early as possible. Hence, the less effort to discipline them.
Intelligence
When a student belongs to the higher section (such that, I have section 1, 2, and 3 together), it
is automatically (and stereotypically) a proof that he is smart or could respond to situations
faster. Yes, it is true. But I may have disagreed on some cases.
The first activity I have prepared for them (Motivation part) was arranging the set of letters I
provided. I decided not to give them an initial clue just to test how good they could be in self-
discovery. Then three minutes had spent since I distributed the letters, yet no group could be
able to arrange them. So I said transferred from group to group for another minute, but I still
had the same results.
For instance, the term was design (of the) project. The group already figured out the word
project, yet the word design was still spelled in desing and all were having a hard time figuring
out what that word could be.
There was also the term name (of the) project. I expected the group I randomly gave the set to
be the fastest, yet they were stuck with mean instead of name. At that moment, I only realized a
possibility like that. The group was really sure of their answers now; hence, the announcement of
first clue.

20. Upon that (and with personal guidance for each group afterwards), they seemed to be more
satisfied with their answers.
But it was different for my Gr. 8 – Justice (13).
In five minutes, they all finished arranging the jumbled letters. Minimum number of attempts, no
pauses, minimal supervision, and the clue was just said halftime.
That was the first time I have proved that a student‘s section do not really reflects his brain
prowess. The second activity was picture puzzle. The same scenarios had happened. The third
time was when I asked a question, but 13 had got the correct answer faster than 1, 2, & 3. (Sorry,
I forgot what question was that).
Social
The Grade 8 students I handled have established a good sense of bond among them. No serious
misunderstanding had happened, though there are plain jokes among peers and the usual (but
light) hit-teasing which eventually leads to controllable rally of more talk-teasing. However, I
observed that they did not take it seriously, so they can still manage to be fine with each other
in no time.

21. CLASSROOM CONTRIBUTIONS
BEFORE. An improvised bulletin board consists of three whiteboards
AFTER. The bulletin board and other posted cartolinas on wall

22. Aside from these wall works, I also managed to take part in cleaning the room twice: 1) the day
before Holiday break; and 2) January 13 (the day after the exams). I never had the chance to take
a ―picture‖ of myself while doing the extra activity because I was too focused on finishing the
tasks as early as possible. However, my experiences are written on my journal.
In general, I believe that the classroom should be really conducive to learning for better
motivation and participation from students. However, it is not important to be that ―decorative,‖
but these bulletin boards and other postings related to certain topics of the subject are the most
necessary for they serve as quick overviews (and orientation) for the audience.

23. When it comes to attitude, I could say that they are all nice and
they know the most basic concept of respect except for one
student in Justice (13). When his classmates were busy doing the
activities, or were just plain quiet and listening to me, he was
unstoppable.
As I have known myself (a bit short-tempered), I never wanted to
rise up the anger I feel. If so, that certain section/class might not
want to attend my classes the next time; or worse, might not take
me seriously. Hence when I already had given him a warning,
called his attention, and still repeated the misbehavior afterwards, I
immediately let them leave the classroom instead of consistently
warning the student all throughout the session. Anyway, that was
just the first time. I did not repeat it for the next days. I was just so
stressed out, and failed to respond appropriately.
On the other hand (which is to say, the rest), I like how they act
appropriately whenever I was around. They already knew how I
want things to be, most especially on my unnecessary-noise issues.
Here are the students that helped me develop my teaching skills:

24. GRADE 8 – AMITY (1), BENEVOLENCE (2), & BRAVERY (3)
Grade 8 – 1, 2, & 3: My demo class
They may be from different sections, yet they just consist of 20 persons. Ma‘m Teodosio (my
Cooperating Teacher) said that some had changed courses with some term called Journal.
Upon meeting them, I was intimidated by some of the students. Stereotypically, I perceived
these higher-section students to be arrogant, so full of themselves, and very grade conscious. I
already thought of not meeting their standards or not contributing to their learning strategies,
knowing that I had classmates with the same attitude as well as slightly being one myself.
And then the first day of actual teaching came. It was the same day as the jumbled letters I was
talking about earlier. I knew I had failed to establish a keen sense of authority that time with
them, and so eventually they made unnecessary conversations and other things.
Not until Ma‘am Teodosio finally left the stage for me. I could act out the image I want my class
to see in me.

25. And over the time, they knew how I will act: when I take an immediate pause from talking, the
noise or unnecessary actions were stopped; or when I look upon a student who disturbs
someone‘s attention, all of them will pay attention closer.
In those cases, I love how they immediately responded to my simple disciplinary actions.
All were busy for the accomplishment of today’s goals

26. Jovides Pacheco (most left) was waiting for his turn to use the glue gun, with others as well
When it comes to actual project making days, most of them managed to bring the needed
materials. Only few (2-3 students) were just really that forgetful. They already know how I
respond to news like this, but I always made it sure to know the reason behind their failure to
bring needed tools and materials.
However during my first few days of teaching, this was a proof of my not-yet-established sense
of authority to them (humor intended):

27. Four students have failed to bring ANY materials
However, moving on: here are my early pictures while my students are working with their
projects:

33. I once asked my students how important the act of planning is in
relation to our daily decisions in life (our topic was about project
planning). And of course, the most repeated answer was: ―for us to
know what to do next and avoid many mistakes.‖
I couldn‘t agree more!
Engineers are to blueprints, while teachers are to lesson plans.
Having a firm plan on how to manage a day‘s instructional
activities will guide your way straightly through your goals or
standards. And yes, it will avoid embarrassing and unwanted
mistakes, but the most important thing here is that you have a grip
on your objectives.
It prevents unnecessary garbling, or vague explanations, or unclear
ideas, or inappropriate activities and evaluation because in the first
place, you were ready.
Maybe I sound like too much pro-lesson plan, fortunately that is
because we were only required to write semi-detailed lesson plans
rather than detailed ones (my classmates told us they were
required to create daily detailed lesson plans all throughout the
quarter).

34. Semi-detailed lesson plans for a week, passed before Mondays.
That was why I was able to create different computer folders per
week.
(And as another bonus, we were allowed to have it in softcopy for
starters).
Well the bad thing here is that I haven‘t perfectly done any lesson
plan since Week 2. Every single lesson plan I had had corrections,
mostly because of some technical information like the date,
section, and time; but when it comes to objectives, just few times
of seeing any mistakes.
Second to my most repeated mistake was the content (Electronics
Technology), and I really didn‘t know what I need to include or not.
Creating as lesson plan on Electronics subject was the hardest part
of my Practice Teaching experience. (How would you create a plan
of the lesson if you do not have any mastery of the content?) I
would like to think it was because Ma‘am Teodosio had also failed
to properly orient me the basics, but of course she had explained
way too many times so I believed I had a problem.
And so I looked for another reference: internet. (Aside from my CT,
her lesson plan, and the activity book).
I bookmarked all helpful websites, watched all informative videos
in YouTube, yet I always end up like creating a written report on
regular reporting activities in PNU.
I think that is the real challenge for me.
But then I still tried. And whatever I had come up, I wrote it
immediately.

35. Good thing I had survived almost six weeks in teaching Electronics
to my Grade 9 students.

36. I HAVE:
 Initially prepared a little background information about the project we will create and finish
for the next two (2) days
 Been guiding them personally through the project-making days
 Always let them see how I made mistakes on some processes so that they will know it is just
common to make mistakes. Hence, their self-esteem will not lessen when I (or fellow
classmate) give criticisms
 Given many examples for each thought. Most of the teachers I met during college had failed
to do that so I didn‘t plan to repeat it
 Prepared activities (the project-making is temporarily over) for them to learn in a ―play way‖
manner
 Engaged them by consistently being involved in answering my intended-vague questions
THINGS TO BE CONSIDERED:
 Student‘s individuality
 Students‘ willingness and eagerness
 Allotted time
 Availability of tools/materials

38. Just plain talking and talking and talking is plain boring.
You cannot expect a student to remember everything what you had said ever since you entered
the classroom. Especially for a high school student, they need notes. They need to see the idea
turned into a single picture of thought. Therefore, faster grasping of concepts needed.
WEEK 2
My own organizer, created to serve as a sample for students to see

39. Eventually, I used it as storage for the paper slips with questions.
WEEK 3

40. WEEK 4
Another project, candle-holder

41. WEEK 5
A quiz to temporarily end the project-making days
A POWER SUPPLY presentation

42. WEEK 6
A WELDING SIGN presentation
A quiz bee afterwards

43. A WELDING SIGNS (SUPPLEMENTARY SYMBOLS) presentation
Another quiz bee

44. Created using Crocodile Technology

45. FINAL DEMONSTRATION
The white screen (property of the department)

46. The newly-bought lazy pod and my smartphone

47. The PowerPoint presentation I used

48. Of course, I should not fail to have my own output

50. CHARACTERISTICS OF A GOOD QUESTION:
 More students participate in responding
 Students can make greater sense of their own or their classmates‘ responses
 Students give longer response
 Students spend more time pondering
EXAMPLES OF QUESTIONS I HAVE MADE:
 ―How important the act of planning is in relation to our daily decisions in life?‖
 ―Can you demonstrate the first steps of our project?‖
 ―When you hear the word power, what is the first thing that comes to your mind?‖
 ―What is the most basic technique to use for this lantern project-making?‖
 ―What safety procedures you have observed while doing the project?‖
 ―In what way should this tool be properly used?‖

52. Meet my Cooperating Teacher, Ms. Charilou C. Teodosio. I was
eager to be her Student Teacher because of how our surname is
similar with each other. We just differ from the last syllable‘s
spelling. Ma‘am Teodosio even joked how our Department Head,
Mr. Hernando, had intended the pun.
Nevertheless, it is not much of a big deal.
Maybe this could be a contributing factor for me to feel welcome
as her student.
Whenever our Head sees us, he used to ask if we have any
problems with our CTs regarding the rapport and the like. It is
really a good thing to have a CT who is still within 10 years of age
range because she still knows how to handle teenagers well.

53. Fortunately, no conflict had happened between us for almost 37
days of stay in JASHS. And that really helped a lot on my Practice
Teaching journey.
She is also understanding, especially when I am at my most
forgetful (and stubborn-headed) state. Hence, most of the time I
am too shy to even approach her for my concerns in subject
matter, or forms, or needed materials. However, she always told
me to just say anything I need (most especially during the
completion of requirements) and she would help me in
accomplishing those tasks.

55. /
Which activities had been routinized? What benefits did these activities bring?
Consistently, the Review each day. It helped the students to keep in track alongside yesterday‘s
individual progresses. The atmosphere had already been set for today‘s goals, hence less
supervision and less effort in explaining.
How were behavioral problems handled by your teacher?
During the observation phase (one week), I concluded that she doesn‘t really paid attention that
much to student/s who were not attentive to her. But if the student/s happened to disturb the
discussion, she would immediately louden her voice to speak necessary sentences for them to
shut their mouths. (For me, she was being short-tempered but who knows? I just came that
time, and she knows her students better) Then on some cases I had seen her moved on to the
next level of disciplinary actions, like shouting at her class who were not observing proper
alignment outside the corridor.
What common classroom management problems did you meet?
Students who cannot stay on their seats: they really became my problem on my first week of
teaching (Week 2). And I think that was because I had not given them a good impression of
myself as their teacher.

56. However as time had gone by, I managed to show them what I can do for them to behave
properly and fortunately they were able to adjust with my standard of dynamic, yet still in
control classroom.
How did you overcome the challenges that you experienced?
I admit I was not able to act out the kind of ―show‖ I want whenever Ma‘am Teodosio was
around. Conscious, it is. So I really think I had not showed her any good teaching strategies I
had on first week. That was almost five days. I was afraid the impression might last.
Giving necessary discipline actions: that was one of her concerns about me (my weakness)
And then so many days had come wherein she was called upon this and that meeting, she
needed to do this certain paperwork because our Head said so, or she needed to go to this
seminar and come back later. I had managed to ―act out‖ my role as a ―teacher with a keen
sense of authority.‖ For me, it was hard to be a bit bossy or a bit authoritarian when there is
another teacher in the room (to think that she is of older age than me). So it‘s a good thing she
finally left the floor for me.
Do you agree with giving punishment? Why or Why not?
Yes. Provided that the punishment we wish to give to the student is appropriate, and explained
to him properly so that he might not bear any grudge against you for being unfair.
I have received punishments when I was in elementary and high school. Both were to write this
certain sentence repeatedly, back-to-back the given number of pages. I have done it twice so it
means that I still didn‘t have gained the lesson. Or maybe not. The punishment should depend
on the student‘s attitude and capabilities as well.

58. I do not have enough auxiliary service offered as to what my expectation were. Nevertheless, I
have managed at least four (4) tasks.
TYPING
The task was given to me by Mr. Hernando
after our Deployment day (so that was
Tuesday). I had tried it twice, and noticed
how he never completely detailed
everything needed to be included or not to
be included on the RPMS.
I also wanted to correct him about criterias,
but I was afraid I might be exiled back to
PNU in no time.
So I just let him give commands and
corrections through the task.


59. CLEANING AND REARRANGING
BEFORE. There were clutters everywhere and I am not comfortable with that
AFTER. Notice how some cabinets are arranged, and the clutters removed

60. As I have mentioned before, I have cleaned the room twice. First was just plain cleaning, and
second where there was rearranging of furniture involved.
WRITING
I do not have any supporting photo because I only realized it today that it was a non-
instructional task.
Ma‘am Teodosio told me to pick 20 questions per each course (Business Management,
Carpentry, and Electronics) from the old examination papers for she will use it to train the
students involved in the upcoming Technolympics 2016.
I wrote it down while at the same time I also monitored my class for they were taking up their
third periodical examination.

62. I think the only school form I had ever encountered during my stay
in JASHS was the RPMS (Result Based Performance Management
System). And that was it.
I think it serves as an quick overview of the teacher‘s profile via
performances on certain areas.


64. Final demonstration and conference done!
Is there a need for a cooperating teacher to confer with PTs? Why?
Definitely, yes. It will surely help the PT to improve himself day by day through the standards
and criticisms of his beloved Cooperating Teacher. These conferences would remind him of his
strengths to develop and weaknesses to improve for the better.
Did your CT conduct conference/s with you? How about your University Supervisor?
Yes. It was consistent during first few weeks, but Ma‘am Teodosio‘s schedule had become hectic
later on because of the Technolympics 2016, hence lesser conferences by the end of each day.

65. First supervisorial visit
Prof. Ubiña had visited our school and observed our teaching performance twice: the picture
above was the first one and second was during the final demonstration.
During her first visit, I admit I was really out of the world that time (given that I just came from a
long kilometers of walk from the end of Divisoria up to JASHS in the midst of noon. I bought
needed materials for my Grade 9 at Raon, Quiapo; and then met my next class—the one with a
menacing student—without eating any lunch) so I was really embarrassed when I never got any
correct answers to her questions.
Hence, I managed to speak a little for the next moments.
However, the same concerns for me (as my CT had told her): voice.

66. #NakaraosDin #TeamAbad with Prof. Marilou Ubiña
It was such a very beautiful day for I personally knew their comments about me, and to my
fellow PTs.
(Plot twist: Ma‘am Teodosio is still not impressed by my efforts in improving my voice. Oh well.
For me, I know I have improved)