Republic of the Philippines

Department of Education
Region III Central Luzon
Division of Bulacan
Academia De San Lorenzo Dema-ala Inc.

In

PRE-SERVICE TEACHING
SY. 2021-2022

Mrs. Lourdes C. Hizon

DEAN OF DEPARTMENT OF EDUCATION

Mrs. Edna G. Dema-ala

SCHOOL PRSIDENT

Submitted by:
Mr. Al S. Tagudan
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION
Major in
FOOD AND SERVICE MANAGEMENT
 Republic of the Philippines

Academia De San Lorenzo Dema-ala. Inc.

College Department

College of Education

APPROVAL SHEET

This Portfolio entitled, "Practice Teaching", has been prepared and submitted by

Tagudan Al, S

In partial fulfillment of the requirements of the course. Their Practicum leading to the

degree of Bachelor of Technological Vocational Teachers of Education Major in Food

and Service Management has been examined and recommended for the acceptance

and approval.

____________________________

MRS. MA. LOURDES C. HIZON

Dean of Education Department

___________________________

MRS. EDNA G. DEMA-ALA

School President
 ACKNOWLEDGEMENT

I would like to acknowledge those people who gave me an inspiration,

encouragements at the same time support during my studies.

To my brother, Ian for being always willing to transport me from mountain to

city. For striving hard just to provide all my needs.

To HAG family, who serves as my second family? Thank you for making me

realize that no matter what struggles and pain I am going through, there is always a

family who will uplift me during doubtful days. To ate Rozalyn, Kuya chie, Danren,

Rachelle, John Kennedy and Lester, my legit FAM! Thank you so much for being my

rest during hard times, my laughs during loneliness and my home during tough

situations.

Mrs. Edna G. Dema-ala the president of Academia De San Lorenzo for

allowing the Pre-service Teachers to have a persistent experience in the actual field

of teaching.

Mrs. Ma. Lourdes C. Hizon Dean of College of Education in giving guidance

and showing her warmhearted and sympathetic concern to her beloved Pre-service

Teachers in not getting tired of giving relevant advices and reminders, not only for

the things that included to their tasks in doing it properly but also to be respectful, to

be fair and true, and to be accountable enough.

 Professors and Instructors in Academia De San Lorenzo whose imparted a lot

of knowledge and learning that never be faded and cannot steal by others. They are

the one who enhanced the student’s capabilities and potentialities.

Ms. Laica Elpa my first cooperating teacher for encouraging, providing

valuable information regarding to the student’s personality that she’s handling, how

to manage them and some ideas that really help to me during his practice teaching.

Also in pushing me that, I can do all the things that may come and believing that I

can successfully achieve all of those. I extremely thank you for the positive outcome

of this.

I also thank Mrs. Castora Lucas, my second cooperating teacher thank you for

the freedom you have given me to showcase, develop, explore and develop new

skills in teaching. Thank you so much for your guidance.

To Team Ba-ba, thank you for being at my side through my ups and downs.

Thank you for being real one and for being my one call a way.

To Ate Rose Baguisan, for being my major sponsor to all my school fees. God

knows how thankful I am because of your thoughtfulness. I am really inspired to your

generosity and being good-hearted person.

To Ma’am Grace Mariano my minor sponsor, thank you so much for being my

easy to reach Ate at all times.

And finally, I truly thank the Almighty God for being the source of all

knowledge, for giving me wisdom in doing this, for guiding me throughout my

journey. I cannot imagine overcoming the challenges and struggles being a student

without you my Abba Father. Thank you so much God, for without you I am nothing!
 TABLE OF CONTENTS

I. APPROVAL SHEET

II. ACKNOWLEDGEMENT

III. TABLE OF CONTENTS

IV. INTERODUCTION

V. STUDENT AND TEACHERS PRAYER

VI. ALMA MATER

• Mission

• Vision

• Creed

• Ability

• Discipline

• Service

• Leadership

• Organizational Chart

VII. PRESENTATION FOR PRE-SERVICE TRAINING

• Pre-service Teacher responsibilities

• Letter of Introduction

• Reflection

• College

• Education

• Goals

• BEED Program Outcomes

• BSED Program Outcomes

• BTVTED Program

• Objectives

• Student Outcomes Creed after my short term practicum Code of Ethics for

• Professional Teachers Preamble

VIII. WORK WITH THE STUDENTS

• Junior High School

IX. COOPERATING TEACHER

X. LOCAL DEMONSTRATION

XI. FINAL DEMONSTRATION (In campus)

XII. EVALUATE EXPERIENCE (reflection)

XIII. INTRODUCTION

XIV. WORK WITH THE SCHOOL PERSONNEL

XV. INCAMPUS FORMS evaluating sheets for the pre-service Teachers

• Accomplish Report Pre-service training plan Clearance

XVI. LESSON PLANNING Daily Teaching Final Demonstration (In campus)

XVII. POWERPOINT PRESENTATION

XVIII. SAMPLE OF MATERIALS TO BE USED.

Education must not simply teach work – it must teach life.

” W.E.B. Du Bois
 What Is Pre-service Teaching?

Pre-service Teachers face several challenges as they strive to achieve

excellence. Not only to prove that they master their subject matter, but they must

also show competence in classroom management, methodology and assessment.

When Pre-service teacher also chooses to take the teaching degree in an EFL setting,

the traditional hurdle of acquiring near-native fluency is added. This paper aims to

study how pre-service teacher view their learning process, which discipline they

believe are the most relevant, and how their linguistic competence does or does not

interfere with their teaching skills.

Pre-service teaching is a guided and supervised teaching. The college

students are gradually introduced into the teaching role for a particular class by a

mentor or cooperating teacher. The cooperating teacher works with and encourages

the pre-service teacher to assume greater responsibility in classroom management

and instruction as the experience progresses.

The pre-service teacher begins as an observer and finishes the pre-service

teaching experience as a competent professional. Goals and objectives for Pre-

service teaching is an essential experience in the professional education

program. Although other college courses, activities, and practicum contribute

knowledge and experience to prospective teacher. Pre-service teaching provides

the opportunity to experience the demanding and rewarding tasks of assuming

major teaching responsibilities. The pre-service teaching experience is designed

to provide a controlled learning situation in which the prospective teacher can

put to practice the principles and methods learned in the Academia De San

Lorenzo Dema-ala Inc. college teacher education program.

The ultimate goal is for the pre-service teacher to achieve competency in

entry level skills in the teaching profession. Evaluations forms and requirements

evaluation is an essential part of the pre-service teaching experience.

 Cooperating Teacher:

Formative evaluation is completed in the first week of the placement to help

provide discussion topics for conferencing that is done with pre-service teacher.

They identify strengths and areas for change. They are not part of the permanent

record.

Lesson observation are completed on their lesson during the experience.

The information helps the pre-service identify strengths and areas for change. The

observations should be discussed with the pre-service teacher and shared with

college supervisor.

A midterm evaluation is completed half way through the placement.

The summative checklist is used as the basis for the midterm evaluation is completed

at the end of the placement. It is a part of a pre-service teacher’s permanent record.

The cooperating teacher is encouraged to attach a narrative to the summative

evaluation.

School administrator: In accordance with the Academia De San Lorenzo Dema

Ala. Inc. requirements for approved teacher preparation programs, evaluation by a

school administrator is required for each pre-service teacher.

 STUDENT AND TEACHER’S

PRAYER:

Heavenly Father, we thank you for this brand new day.

Thank you for the opportunity and great privilege to have been given

A chance to study this morning.

Please open and ready our minds so that we can

Understand the lesson we are going to partake today.

Let your holy spirit be upon us and guide us

From the start until the end of our discussion.

And most of all, let your Holy name be lifted high and be glorified this morning.

Amen.
 MISSION

We, the Academia de San Lorenzo Dema-ala., a caring and dynamic

institution of learning, commit and dedicated ourselves to quality

formation of integral human persons in our noble tradition of excellence

according to the principle of Virtutem Quotodie Expectamus.

• Specifically, we strive to form and develop the Lorenzonian

Community.

• To become Christ-like individuals and staunch defenders

of truth.

• Committed to doing what it takes for the students to achieve

academic success.

• Empowered to meet future challenges and to develop social

awareness, civic responsibility and personal growth so they will

be active and informed participants in the global community.

• Strong leaders of community and in the emerging

creative economy and successful professionals in their chosen field of

specializations.
 VISION

By 2023, we envision a nationally responsive and globally competitive

Academia De San Lorenzo Dema-ala Inc. recognized as a

• Premiere institutions in San Jose Del Monte delivering quality

education in the fields of Basic Education, Science and Technology,

Education, Business and Technical and Vocational Courses;

• Education, Business and Technical and Vocational Courses;

• Recognized leader in areas of research and community services;

• Trusting and caring environment when diversity is honored and

respected;

• Lead player in uplifting the quality of life and economic condition

of the city.
 CREED

I am LORENZONIAN; I choose to live in my life honestly, non-violently and

honorably. I am an achiever and exemplary. I am dedicated and committed to the

mission-vision of my institution. To me, failure is not an option.

VIRTUTEM QUOTIDIE EXPECTAMUS

ABILITY

This institution believes that the knowledge and skills that should be required by the

students in the institution must be practicable. Education should not only capitalize on

theories but should be dwell more on application and usage.

DISCIPLINE

Wisdom without values is nothing. This institution is rooted in a solid foundation of

strict but justifiable norms of teaching. The students must overcome their worldly

weaknesses and live a life with a direction.

ADSL, students are servants of the community. To lead, we must first learn to follow,

to be greatest, we must first learn to be the last. The ADSL spirit is based on the

humility of serving competency and honesty.

 LEADERSHIP

We create leaders who are willing to toil hard and suffer for the country’s

future. ADSL students shall lead by example.

Introduction

Education is a life-long process of learning and to become an efficient and

effective one, the strategies, tactics and teaching styles must be upgraded. It is the

time of trial and error and for growing confidence and beginning of expertise. It is not

the time of perfection but of striving for competence.

Through student teaching, it is a process whereby a potential teacher confirms

to herself/himself and others that he/she must first understand first the value of

continuous learning because this could be the best tool in molding individuals into a

better and more competitive one. The first step in moving from amateur status toward

gaining competencies that mark the real professional is the student teaching

opportunities to the educational theories and methods into practice. Student teaching

is first and foremost a learning situation. This is the craft before he/she has to put

his/her skills on the time in their own classroom.

This is the student teacher’s chance to learn from his/her mistakes without

causing harm to his/her students. This is the time for the student teacher to find out an

actual teaching situation, the prospect teachers gains more experiences that should

serve as a credential in their path. As we all know, teaching is a noble profession. It

requires a long preparation and more training sessions to be equipped in facing the

real environment that awaits them in the near future. Student teacher serves as an

internship in the education profession where theories, knowledge, attitudes and skills

develop through course work and observation are fused and more meaningful

interpretation through practical experience in actual/virtual teaching situation.

What is Practice Teaching?

Practice teaching is an important component of becoming a teacher. It grants

student teachers experience in the actual teaching and learning environment. Student

teachers are exposed when they work in classroom and schools where they has been

assigned. Teaching is a passion. It is also an integral component of a teacher’s

training. You need to love what you are doing. Good teaching practice is a key

influence on student learning – a desired outcome and primary goal of higher

educational institutions. Practice teaching played an important part in their

development as teachers by providing a context wherein they could merge theory and

practice find their own teaching and management styles as well as coping with the

demand of multi-tasking that occurs inside the classroom. Practice teaching is very

challenging but it is an important part of training as a future teacher in developing and

molding ones abilities and skills.

Practice teaching defined as a teaching by a student under the supervision of

experienced teacher. Meaning, the student teaching experienced is designed to give

the students a full time internship under the supervision of a cooperating teacher. The

student teacher provides trainee teachers with the opportunity to integrate different

types of knowledge and use the in specific contents in order to achieve the desired

educational aims, objectives, and values.

The student teacher must teach contents by applying general pedagogical ways

and their specific knowledge of the certain subject to be teach. At the same time, they

must take into account the characteristics of the students they are handling wherein

the recipients of the teaching as well as the knowledge of the educational context in
 Which teaching takes place? During the teaching practice, the student teacher

and the students learn to understand problems, and be aware of the influence of other

pedagogical materials that teaching must have. Not just developing and teaching the

students but also the student teacher’s ability, skills, the way of teaching and his/her

are being improved throughout the training by the help of the cooperating teacher or

the critic teacher.

Student teaching is often characterized as the most transformative experience

in teacher’s education. During student teaching, you will enact in the classroom the

teaching theories, strategies, and standards you’ve learned in your core courses. To

help you make the transition from student to teacher, you will share the classroom

with an experienced professional who will impart to you his/her knowledge of best

practices and the wisdom acquired from years of experience. The teaching practice

also represents an opportunity for the student teachers to socialize, and learn to

“behave” like teachers.

In the sense, it is important that student teachers should analyze different

aspects of the state of the teaching profession. This includes areas such as professional

culture autonomy, involvement, commitment, teaching as a career, etc.

Practice teaching played an important part in their development as teachers by

providing a context wherein they could merge theory and practices, find their own

teaching and management styles a swell as cope with the demands of being multi-

tasking in the classroom. The paramount role of the host teacher and the importance

of positive relationships with all stakeholders were fore grounded – as was an

importance of an awareness of the cultural and contextual make-up of learners.

REFLECTION

Pre-service teachers should help perspective teacher, understand the complex

characteristics of genetic group of students. We as student teacher, we should ensure

all students have equitable opportunities to learn, and to perform to a standard.

Student teacher should help students acquire social skills needed to interact

effectively. The curriculum helps us and also students to understand that knowledge is

socially constructed and communicate to others.

GOALS

The student teaching experience is designed to give student a full time internship

under the supervision of a cooperating teacher. The education department requires

that the student’s total scholastic effort be devoted to the student teaching experience.

There would be no other college course responsibilities during this time period.

Specifically, the student teacher will be able to:

Obtain immediate knowledge of educational reality in terms of personal, material and

functional elements.

Acquire real experience that compensates the theoretical training.

Provide an encounter between pedagogical knowledge and school reality in order to

develop the future teacher’s sense of security that derives from contrasted, useful, and

applicable knowledge.

Provides knowledge of the motives and conditioning factors (social, personal,

economic, etc.) which sometimes require the teacher to adopt pedagogical norms to

reality.

Perfect teaching skills, while it is true that teacher requires a number of based skills. It

is also the case that these skills can be improved through guidance and practice.

Check the level of the interest of the student teacher has in the profession.

Gain an insight into the students (interests, needs, individual differences, etc.)

Have an idea how the school and classroom works.

Understand the school as an collective enterprise that arises as a result of the positive

relationship between its members.

 College of Education

GOALS

The College of education aims to produce globally competent and committed

professional teachers.

BEED PROGRAM OUTCOMES

1. Demonstrate in-depth understanding of the development of elementary learners

anchored on Rizal’s ideals.

2. Exhibit comprehensive knowledge of various learning areas in the elementary

curriculum.

3. Create and utilize materials appropriate in the elementary level to enhance teaching

and learning.

4. Design and implement assessment tools and procedures to measure elementary

learning outcomes.
BSED PROGRAM OUTCOMES

1. Demonstrate in-depth understanding of the development of adolescent learners

anchored on Rizal’s ideals.

2. Exhibit comprehensive knowledge of various learning areas in the secondary

curriculum.

3. Create and utilize materials appropriate in the secondary level to enhance teaching

and learning.

4. Design and implement assessment tools and procedures to measure secondary

learning outcomes.

Bachelor of Technical Vocational

Teacher Education

Program Educational Objectives

The BTVTEd program aims to develop highly competent and motivated

teachers in technical and vocational education in their area of specialization. The

technical and vocational teacher education curriculum shall impart a body of

knowledge, skills, attitudes, values and experiences that will provide prospective
Grade 9 – 10 TLE Teachers, Senior High School teachers for Tech-Voc Livelihood

track, TVET Trainers/Instructors, and faculty members in higher educational

institutions with necessary competencies essential for effective teaching. Graduates of

BTVTEd are considered to have satisfied the TESDA requirement for Trainers’

Methodology.

Student Outcomes

Demonstrate the competencies required of the Philippine TVET Trainers –

Assessors Qualifications Framework. 2. Demonstrate broad, meaningful and coherent

knowledge and skills in any of the Specific fields in technical-vocational teacher

education. 3. Apply with minimal supervision specialized knowledge and skills in any

of the Specific fields in technical teacher education. 4. Demonstrate higher level

literacy, communication, numeracy, critical thinking, learning skills needed for higher

learning. 5. Manifest a deep and principled understanding of the learning processes

and the role of the teacher in facilitating these processes in the students 6. Show a

deep and principled understanding of how educational processes relate to larger

historical, social, cultural and political processes. 7. Apply a wide range of teaching

process skills (including curriculum development, Lesson planning, materials

development, educational assessment, and teaching Approaches. 8. Reflect on the

relationships among the teaching process skills, the learning processing in the

students, the nature of the content/subject matter, and other factors affecting

educational processes in order to constantly improve their teaching knowledge, skills

and practices.
 My goal is also to help the pupils feel much ease as possible in any situations

when they feel unsafe like environmental distractions, harmful materials, and

classroom

Conflicts, and the likes. I will encourage them to challenge themselves and to look at

things with critical analysis. I will treat all my pupils as individuals, especially in

times of assessment every learner does not fit into the same bubble, therefore,

assessment tools should not always be kept the same. This will allow me to gain a real

understanding on what each can do. I will seek to find the extra help and assistance

for those students who are struggling in my class. I'll strive to make learning

meaningful and a connective process bringing in some of their everyday lives

experiences into their learning in the classroom.

I hope to inspire their interests’ and curiosity in the materials they are

studying and to extend their learning beyond the classroom. Learning is a

fundamental and ongoing process that every child and adult experiences throughout

their life. It is essential that I respect and consider all my learner

S’ way of learning in order for them to have a positive experience. The more

Positive the learning experience for the child, the more they will take out of

the situation and value their own learning process. To help ensure that I am providing

them with the best education I possibly can, I will continue my own learning.

My own learning will never cease, as I will always be constantly learning new

ways to make my classroom a better learning environment and to expand my own

educational background. I will be reflective of my own pedagogy, so I can modify and

adapt different teaching tactics for the benefit of all my students.

 CODE OF ETHICS FOR

PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph €, Article 11, of R.A. No.

7836,otherwise known as the Philippine Teachers Professionalization Act of 1994 and

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

Teachers hereby adopts the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possessed dignity and reputation

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

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

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

Article I: Scope and Limitations

Section 1

The Philippine Constitution provides that all educational institution shall offer quality

education for all competent teachers. Committed to its full realization, the provision

of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2

This Code covers all public and private school teachers in all educational institutions

at the preschool, primary, elementary, and secondary levels whether academic,

vocational, special, technical, or non-

Formal. The term “teacher” shall include

Industrial arts or vocational teachers and all other persons performing supervisory and

/or administrative functions in all school at the aforesaid levels, whether on full time

or part-time basis.

Article II: The Teacher and the State

Section 1

The schools are the nurseries of the future citizens of the state; each teacher is a

trustee of the cultural and educational heritage of the nation and is under obligation to

transmit to learners such heritage as well as to elevate national morality, promote

national pride, cultivate love of country, in still allegiance to the constitution and for

all duly constituted authorities, and promote obedience to the laws of the state.

Section 2
Every teacher or school official shall actively help carry out the declared policies of

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

Section 3

In the interest of the State and of the Filipino people as much as of his own, every

teacher shall be physically, mentally and morally fit.

Section 4

Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5

A teacher shall not engage in the promotion of any political, religious, or other

partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive

any money or service or other valuable material from any person or entity for such

purposes.

Section 6

Every teacher shall vote and shall exercise all other constitutional rights and

responsibility.

Section 7
A teacher shall not use his position or official authority or influence to coerce any

other person to follow any political course of action.

Section 8

Every teacher shall enjoy academic freedom and shall have privilege of

Expounding the product of his researches and investigations; provided that, if the

result are inimical to the declared policies of the State, they shall be brought to the

proper authorities for appropriate remedial action

Article III: The Teacher and the Community

Section 1

A teacher is a facilitator of learning and of the development of the youth; he shall,

therefore, render the best service by providing an environment conducive to such

learning and growth.

Section 2

Every teacher shall provide leadership and initiative to actively participate in

community movements for moral, social, educational, economic and civic betterment.

Section 3
Every teacher shall merit reasonable social recognition for which purpose he shall

behave with honor and dignity at all times and refrain from such activities as

gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4

Every teacher shall live for and with the community and shall, therefore, study and

understand local customs and traditions in order to have sympathetic attitude,

therefore, refrain from disparaging the community.

Section 5

Every teacher shall help the school keep the people in the community informed about

the school’s work and accomplishments as well as its needs and problems.

Section 6

Every teacher is intellectual leader in the community, especially in the barangay, and

shall welcome the opportunity to provide such leadership when needed, to extend

counseling services, as appropriate, and to actively be involved in matters affecting

the welfare of the people.

Section 7
Every teacher shall maintain harmonious and pleasant personal and official relations

with other professionals, with government officials, and with the people, individually

or collectively.

Section 8

A teacher possesses freedom to attend church and worships as appropriate, but shall

not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1

Every teacher shall actively insure that teaching is the noblest profession, and shall

manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2

Every teacher shall uphold the highest possible standards of quality education, shall

make the best preparations for the career of teaching, and shall be at his best at all

times and in the practice of his profession.

Section 3

Every teacher shall participate in the Continuing Professional Education (CPE)

program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and

strengthen his competence, virtues, and productivity in order to be nationally and

internationally competitive.

Section 4

Every teacher shall help, if duly authorized, to seek support from the school, but shall

not make improper misrepresentations through personal advertisements and other

questionable means.

Section 5

Every teacher shall use the teaching profession in a manner that makes it dignified

means for earning a decent living

Article V: The Teachers and the Profession

Section 1

Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual

confidence, and faith in one another, self-sacrifice for the common good; and full

cooperation with colleagues. When the best interest of the learners, the school, or the

profession is at stake in any controversy, teachers shall support one another.

Section 2

A teacher is not entitled to claim credit or work not of his own, and shall give due

credit for the work of others which he may use.

Section 3

Before leaving his position, a teacher shall organize for whoever assumes the position

such records and other data as are necessary to carry on the work.

Section 4

A teacher shall hold inviolate all confidential information concerning associates and

the school, and shall not divulge to anyone documents which has not been officially

released, or remove records from files without permission.

Section 5

It shall be the responsibility of every teacher to seek correctives for what may appear

to be an unprofessional and unethical conduct of any associate. However, this may be

done only if there is incontrovertible evidence for such conduct.

Section 6
A teacher may submit to the proper authorities any justifiable criticism against an

associate, preferably in writing, without violating the right of the individual

concerned.

Section 7

A teacher may apply for a vacant position for which he is qualified; provided that he

respects the system of selection on the basis of merit and competence; provided,

further, that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the

Profession

Section 1

Every teacher shall make it his duty to make an honest effort to understand and

support the legitimate policies of the school and the administration regardless of

personal feeling or private opinion and shall faithfully carry them out.

Section 2

A teacher shall not make any false accusations or charges against superiors, especially

under anonymity. However, if there are valid charges, he should present such under

oath to competent authority.

Section 3

A teacher shall transact all official business through channels except when special

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

advocated but are opposed by immediate superiors, in which case, the teacher shall

appeal directly to the appropriate higher authority.

Section 4

Every teacher, individually or as part of a group, has a right to seek redress against

injustice to the administration and to extent possible, shall raise grievances within

acceptable democratic possesses. In doing so, they shall avoid jeopardizing the

interest and the welfare of learners who’s right to learn must be respected.

Section 5

Every teacher has a right to invoke the principle that appointments, promotions, and

transfer of teachers are made only on the basis of merit and needed in the interest of

the service.

Section 6

A teacher who accepts a position assumes a contractual obligation to live up this

contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel Section

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

sympathy towards teachers and other personnel, such practices being standards of

effective school supervision, dignified administration, responsible leadership and

enlightened directions.

Section 2

School officials, teachers, and other school personnel shall consider it their

cooperative responsibility to formulate policies or introduce important changes in the

system at all levels.

Section 3

School officials shall encourage and attend the professional growth of all teachers

under them such as recommending them for promotion, giving them due recognition

for meritorious performance, and allowing them to participate in conferences in

training programs.

Section 4

No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.

Section 5
School authorities concern shall ensure that public school teachers are employed in

accordance with pertinent civil service rules, and private school teachers are issued

contracts specifying the terms and conditions of their work; provided that they are

given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1

A teacher has a right and duty to determine the academic marks and the promotions

of learners in the subject or grades he handles, provided that such determination shall

be in accordance with generally accepted procedures of evaluation and measurement.

In case of any complaint, teachers concerned shall immediately take appropriate

actions, observing due process.

Section 2

A teacher shall recognize that the interest and welfare of learners are of first and

foremost concern, and shall deal justifiably and impartially with each of them.

Section 3

Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4
A teacher shall not accept favors’ or gifts from learners, their parents or others in their

behalf in exchange for requested concessions, especially if undeserved.

Section 5

A teacher shall not accept, directly or indirectly, any remuneration from tutorials other

what is authorized for such service.

Section 6

A teacher shall base the evaluation of the learner’s work only in merit and

Quality of academic performance.

Section 7

In a situation where mutual attraction and subsequent love develop between teacher

and learner, the teacher shall exercise utmost professional discretion to avoid scandal,

gossip and preferential treatment of the learner.

Section 8

A teacher shall not inflict corporal punishment on offending learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not

manifestation of poor scholarship.

Section 9

A teacher shall ensure that conditions contribute to the maximum development of

learners are adequate, and shall extend needed assistance in preventing or solving

learner’s problems and difficulties.

 Article IX: The Teachers and Parents

Section 1

Every teacher shall establish and maintain cordial relations with parents, and shall

conduct himself to merit their confidence and respect.

Section 2

Every teacher shall inform parents, through proper authorities, of the progress and

deficiencies of learner under him, exercising utmost can dour and tact in pointing out

The learner’s deficiencies and in seeking parent’s cooperation for the proper guidance

and improvement of the learners.

Section 3

A teacher shall hear parent’s complaints with sympathy and understanding, and shall

discourage unfair criticism

Article X: The Teacher and Business

Section 1

A teacher has the right to engage, directly or indirectly, in legitimate income

generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2
A teacher shall maintain a good reputation with respect to the financial matter such as

in the settlement of his debts and loans in arranging satisfactorily his private financial

affairs.

Section 3

No teacher shall act, directly or indirectly, as agent of, or be financially interested in,

any commercial venture which furnish textbooks and other school commodities in the

purchase and disposal of which he can exercise official influence, except only when

his assignment is inherently, related to such purchase and disposal; provided they

shall be in accordance with the existing regulations; provided, further, that members

of duly recognized teachers cooperatives may participate in the distribution and sale

of such commodities.

Article XI: The Teacher as a Person

Section 1

A teacher is, above all, a human being endowed with life for which it is the highest

obligation to live with dignity at all times whether in school, in the home, or

elsewhere.

Section 2

A teacher shall place premium upon self-discipline as the primary principle of

personal behavior in all relationships with others and in all situations.

Section 3

A teacher shall maintain at all times a dignified personality which could serve as a

model worthy of emulation by learners, peers and all others.

Section 4

A teacher shall always recognize the Almighty God as guide of his own destiny and

of the destinies of men and nations

Article XII: Disciplinary Actions

Section 1

Any violation of any provision of this code shall be sufficient ground for the

imposition against the erring teacher of the disciplinary action consisting of

revocation of his Certification of Registration and License as a Professional Teacher,

suspension from the practice of teaching profession, or reprimand or cancellation of

his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No.

7836, and under Rule 31,Article VIII, of the Rules and Regulations Implementing

R.A. 7836.

Article XIII: Affectivity Section 1

This Code shall take effect upon approval by the Professional Regulation Commission

and after sixty (60) days following its publication in the Official Gazette or any

newspaper of general circulation, whichever is earlier.

 Code of Ethics for Professional Teachers

Article 1

Scope and Limitation

It states in this article that this code shall apply to all teachers in schools in the

Philippines. It covers all the public and private school teachers in their educational

attainment. The term “teachers” shall include industrial arts or vocational teachers and

all other persons performing supervisory and /or administrative functions in all

schools whether a full time or part time basis. This means that every school has their

own teachers to manage and teach the learners whether it is in private or public

schools. It tackles the roles of teachers in teaching and the kind of school environment

they have.

Article 2

The Teacher and the State

In this article, the schools are future citizens of the state; each teacher is a

trustee of the cultural and educational heritage of the nation and obligation to transmit

to learners such heritage as well as to elevate national morality, promote national

pride, cultivate love for our country. They promote obedience to the law of the state.

Every teacher or school official shall actively help carry out the declared policies of

the state. Every teacher shall possess and actualized a full commitment and devotion

to their studies. It also states that a teacher should not be involved in any promotion of
political shall hear parents’ complaints with sympathy and understanding and shall

discourage unfair

Criticism.
 Student-Teaching Expectations

Beginning teachers often set the bar when it comes to student’s expectations.

As a student teacher, it is common to be portrayed as a competent teacher who has a

control over the classroom. These are few suggestions that help Pre – Service teacher

like me to make realistic and achievable goals:

Classroom and capstone/seminar participation is required.

During the student teaching experience, the student teacher is required to follow the

cooperating school calendar and calendar of activities.

The student teacher is expected to conform to the same professional

standards as the regular staff members of the cooperating school. The student teacher

should arrive at the school the same time as the cooperating teachers spend the full

school day and any additional planning time as the cooperating teacher requests. In

case of unforeseen circumstances, should cause the student teacher to be late, the

student teacher must contact the school clerk, the cooperating teacher and the

university supervisor. The same applies if the student teacher is going to be absent

due to illness. He/She must contact the cooperating teacher and the University

supervisor ahead or as early as possible. In addition, when absent, the student teacher

must provide plans and other materials necessary for the cooperating teacher and add

the extra time to his/her Pre – Service teaching experience.

As a student teacher, 100 percent attendance is expected to fulfill

requirements for state licensure. Any absences can result in the lowering of the final

student teaching grade or termination of the experience. During the student teaching

quarter, if a student teacher experiences significant illness, death in the family or other

critical incident, the student teacher must immediately notify the university
supervisor, the cooperating teacher and the school clerk. The decision as to whether to

continue the Pre-Service Teaching or to be withdrawn will be made on individual

basis. Students who are aware of outstanding obligations that require absences during

the student teaching experience should contact the Office of Field Study and Pre –

Service Teaching to defer their student teaching to the next quarter.

The student teacher works with the cooperating teacher each day to assure

the immediate assistance in planning, teaching and evaluating.

The student teacher should collaborate with the cooperating teacher to

designate meeting times at least twice a week to discuss progress, plans,

responsibilities and concerns. The number of meetings should be agreed upon in

advance and should suit to the schedules of both parties. It is expected that the student

teacher must have a clear understanding of his/her responsibilities for each week.

Article 5

The Teacher and the Teaching Community

This article means that teachers shall at all times, be imbued with the spirit of

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

common good, and full cooperation with colleagues. A teacher shall hold inviolate all

confidential information concerning associates and the school, and shall not divulge to

anyone documents which have been officially released or remove records from files

without official permission. It is the responsibility for every teacher to seek

correctives for what may appear to be unprofessional and unethical conduct of any

associate. A teacher may submit to the proper authorities any justifiable criticism

against an associate preferably in writing, without violating any right of the individual

concerned.
Article 9

The Teacher and Parents

A teacher shall establish and maintain in a good relationship of parents, and

shall conduct him/herself to merit their confidence and respect. A teacher shall inform

parents, through proper authorities of the progress of deficiencies of learners under

him, exercising utmost candor and tact in pointing out learners’ deficiencies and in

seeking parent’s cooperation for the proper guidance and improvement of learners. A

teacher shall hear parents’ complaints with sympathy and understanding and shall

discourage unfair criticism.

Article 10

The Teacher and Business

It states that the teacher has a right to engage, directly or indirectly, in

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

work. A teacher shall maintain a good reputation with respect to financial matter such

as in the settlement of his just debts, loans, and other financial affairs. No teacher

shall act directly or directly, as agent of any commercial venture which furnishes

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

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

such purchase and disposal, provided that such shall be in accordance with existing

regulations.
Terms and Reference in Student Teaching:

The following terms and their definitions may provide clarification, as needed, for the

professional vocabulary used for the student teaching experience:

• Pre- Service Teacher - the University student who is enrolled for the

professional term mostly rendering off campus teaching.

• Student Teaching Experience - A full term of guided teaching during which

the student teacher takes increasing responsibility for classroom/school work

with a given group of learners in a DepEd designated school.

• Cooperating Teacher - The certified, experienced teacher of students in

gradesK-12 who cooperates with the University in supervising student

teaching, in communicating the student teacher’s progress to the University

supervisor throughout the term, and in providing a recommended grade and

evaluation for the student teacher at the conclusion of the term. In the

Elementary academic program, cooperating teachers are also responsible for

scheduling the distribution of their student teacher’s time between their own

classroom and the classrooms of other cooperating teachers, and for arranging

observation and/or participation in co-curricular activities.

• Student Teaching Site - A school that is not controlled or supported by the

University but that has historically provided facilities for student teaching as

an established center determined by University personnel and school

administrators.
• University Pre-Service Supervisor- the University representative who is

responsible for supervising a student teacher or a group of student teachers, for

communicating with student teachers and their cooperating teachers about the

students’ progress throughout the term, and for determining the final grade for

student teachers.

• Field Study Coordinator -The University faculty member who is responsible

for coordinating all field experience work, including arrangements for student

teaching.
Dos and Don’ts in Student Teaching

1. DO introduce yourself to teachers, administration and guidance

counselors.

DON’T forget to say thank you for the opportunity to partner with that school.

2. DO eat lunch in the teacher’s lounge and get to know the faculty.

DON’T engage in gossip.

3. DO treat this opportunity to put your best professional self forward.

DON’T act like you are already an expert. Be gracious about accepting feedback.

4. DO stay visible during your student teaching by volunteering for after

school activities.

DON’T focus solely on what you are getting out of te experience; rather think about

what added value you can bring to the school.

5. DO request informational interviews to obtain job search and resume

advice.

DON’T try to catch someone in passing schedule a meeting at their convenience.

6. DO write thank you letters before you leave and continue to stay in

touch.

7. DON’T expect them to remember you if you don’t stay in touch

a. History
 Academia De San Lorenzo Dema- ala Inc. is a private school in province of

Bulacan and in the region of III Situated at the Rising city, San Jose Del Monte

Demonstration School evolves as the show window of the schools in San Jose Del

Monte City Division. It was established way back in the year 1995, its location is

equidistant from the church city hall public markets and malls.

Academia De San Lorenzo Dema- Ala INC. Demonstration School has a total

of 2 stall building contains 4th floor each 32 rooms for college, senior and junior high

school. 7 rooms in elementary and kinder 1 and 2 , All in all, the school has at least

one clean canteen, clinic, 2 computer lab, general academic classroom, home

economic, , mini-hotel for HM FSM HM Students laboratory, library, and office. Of

the instructional rooms, all of them are

Standard rooms, meaning they meet the DepEd’s guidelines for safety and

usability.

b. Philosophy, Objectives, and Policies

The DepEd Vision

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to

building the nation. As a learner-centered public institution, the Department of

Education continuously improves itself to better serve its stakeholders

The DepEd Mission

As s learner centered in the public institution of the Department of Education is to

continuously improve the learning condition of the students and serves better with the

stakeholders.

To protect and promote the right of every Filipino to quality, equitable, culture- based,

and complete basic education where:

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

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learners

Our Core Values

 Maka-Diyos

 Maka-tao

 Makakalikasan

 Makabansa
Objectives:

1.To provide the knowledge and develop the skills, attitudes, and values essential to

personal development and necessary for living in and contributing to a developing and

changing social milieu;

2. To provide learning experiences which increase the child’s awareness of

Responsiveness to the changes in and just demands of society and to prepare him for

constructive and effective involvement;

3. To promote and intensify the child’s knowledge of, identification with, and

Love for the nation and the people to which s/he belongs; and

4. To promote work experiences which develop the child’s orientation to the

World of work and creativity and prepare him to engage in honest and gainful work

School Policies

1. Policies Affecting Pupils

The ADSL shall maintain discipline inside the school campus as well as outside the

school premises when pupils are engaged in activities authorized by the school.

1. IMPOSITION OF DISCIPLINARY ACTION

School officials and teachers shall have the right to impose appropriate and reasonable

disciplinary measure in case of minor offenses or infractions of good discipline.

However, no cruel or physical harmful punishment shall be imposed or applied

against any pupils. (D.O. 17, s, 1999).

 1.1. OFFENSES PUNISHABLE BY SUSPENSION

a. Gross misconduct

b. Cheating and stealing

c. Assaulting a teacher or any other school authority or pupils

d. Smoking inside the premises (refer to D.O. NO. 73, S, 2010)

e. Vandalism, writing on or destroying school property like chairs tables, windows,

books and others.

f. Gambling of any sort

g. Drinking intoxicants and liquors

h. Carrying and concealing deadly weapons

I. Extortion r asking money from others

j. Using, possessing, and selling of prohibited drugs

k. Fighting causing injury to others

l. Hazing in any form or manner whether inside or outside the school premises

m. Forging or tempering school records or transfer forms

n. Immortality/sexual harassment.

o. Instigating, leading or participating in concerted activities leading to stop page of

classes.

p. Preventing, threatening pupils or teachers or school authorities from discharging

duties or from attending classes or entering school premises.

q. Violation of Anti-Bullying Act the use of corporal punishment by teachers

(slapping, jerking or pushing pupils)imposing manual work or degrading tasks as

penalty, meting out cruel and unusual punishment of any nature, holding up pupils to

unnecessary ridicule, and expressions tending to destroy the pupil self-respect and the

permanent confiscation of the personal property of pupils are forbidden.

Therefore the function of Guidance Teacher is to help the pupil to understand why his

misbehavior is unacceptable which result to punishment. Pupils will undergo

counseling to enable him to find out why such behavior was committed.

ATTENDANCE AND PUNCTUALITY

1.2.1.

Regularity and punctuality of attendance are required in all classes. A pupil who has

been absent or has cut classes is required to present a letter of explanation from

his/her parents or guardian or to bring them to school for a short conference with the

adviser or grade level grievance committee as the case may be.

1.2.2.

A pupil who incurs absences of more than twenty percent of the prescribed number of

class during the school year shall be given a failing grade. Furthermore, the principal

may at his discretion and in the individual case exempt a pupil who exceeds the

twenty percent limit for reasons considered valid and acceptable to the school, “Such

discretion shall not excuse the pupil concerned from responsibility in keeping up with
lesson assignments and taking examinations where indicated. The discretionary

authority is vested in the school head, and may not be availed of by a pupil nor

granted by the teachers without the consent of the school head

1.2.3.

Habitual tardiness especially during the first period in the morning and in the

afternoon shall not be allowed. Teachers concerned shall call for the parents of the

pupils concerned or visit him/her at home.

1.3.SCHOOL UNIFORM

1.3.1.

Pursuant to DepEd instruction on “pupil uniform” is optional. However, for the sake

of proper identity of DPDS pupils and intruders, it is recommended that all pupils

must wear the old prescribed uniform from Mondays to Thursdays and any casual but

decent and neat clothing on Fridays.

1.3.2.

All pupils shall be required to wear the official school I.D., the school will provide the

ID free of charged. Replacement of lost ID will be purchased by the pupil.

1.3.3.

The acceptable haircut for boys shall be at least one (1) inch above the ear and three

(3) inches above the collar line and are prohibited to wear earrings.
1.4. CAMPUS SECURITY

1.4.1.

Only bona fide pupils of the school shall be allowed inside the school campus.

1.4.2.

No visitors shall be allowed inside the campus during the school hours except for

valid reasons. They shall be required to sign the logbook of the security service.

1.4.3. Teachers shall confer with parents/guardians or entertain visitors during off

period.

1.4.4.

No pupils or visitors shall be inside school building and the premises after the class

period.

1.5. CLASSROOM MANAGEMENT

1.5.1.

No cellphone, food, drinks during classes. Violation of such will be confiscated and to

be turned over to the principal and to be redeemed by the owner.

1.5.2.

Keep our class’s home clean and tidy. Observe proper waste disposal.

1.5.3.

Listen and consider others opinion and respect the rights of others.

1.5.4.

Study and answer assignments daily.

1.5.5.

Never bully classmates/ schoolmates.

1.5.6.

Be friendly and accommodating.

1.5.7.

Do the assigned tasks/duties at all times without being told.

1.5.8.

Use free time by reading books, magazines and do other related concerns for learning.

1.5.9.

Seek permission before leaving the room.

1.5.10.

Don’t hesitate to offer assistance to those in need.

1.5.11.

Good character traits should be properly observed, adopted, practiced and developed.

Any misdeed/misconduct/ mischief should be attended by the teacher or grade level

grievance committee as the case may be supported by an Anecdotal Record.

1.5.12.

Classroom is a “Sanctuary of Learning” so silence

Should be observe once inside and to be used for academic purposes only.
II.POLICIES AFFECTING TEACHERS

A. ATTENDANCE AND WORK HOURS (DepEd Manual Chapter 1Section

8)

All government officials and employees are required to tender eight (8)

working hours a day for five (5) working days a week or a total of (40) hours a week,

exclusive of time of lunch.

Teachers however, shall render six (6) hours of actual teaching and spend

remaining two (2) hours to complete the required eight (8) hours daily service in

preparing lesson plans and instructional devices or rendering other non-teaching

services.

The school head shall be responsible to monitor the arrival and departure of

her personnel. (Book V Executive Order 292 and CSC Omnibus Rules, MC No. 40, s.

1998, CSC MC No. 15, s. 1999)

Official time: 7:15-11:45; 12:45-4:35 pm

Classes Start: 7:30- first subject in the morning1:00 first subject in the

afternoon

Be punctual in reporting to work. The time appears in the biometric must be

reflected in the logbook.

Always attend the Flag Raising Ceremony and must stay at the back of your

respective pupils together with the others subject teachers.

 B. DRESS CODE

All teachers must strictly adhere to DepEd Order No. 12, s. 2009 on these

schedule on wearing school uniform.

C. LEAVE OF ABSENCE

All applications for Leave of Absence for one full day or more shall be made

on the prescribed form and shall be filled immediately upon return of duty.

Application for Sick of Leave in excess of five (5) days shall be accomplished by a

proper medical certificate.

D. SCHOOL ACTIVITIES 

All teachers must be Child-Friendly Rehearsal and practice preparation in

any school event should be done during free time. Teacher is responsible and liable in

case of untoward incidents.

E. PARENT- TEACHER ACTIVITIES 

All teachers should organized HRPTA and inform the parent when to have

dialogue or conference with them.

F. REQUIRED REPORTS 

• SF 2 last day of the month 

• SF 3 

• SF5 Grading Sheet 

• MPS-every after quarterly examinations 

• Ranking of Academic and

• Co-Curricular Achievers every end of quarter 

• FORM 48 REMEDIAL SESSION REPORT- every end of the month 

• INDIVIDUAL PERFORMANCE COMMITMENT FORM - March

 Our Mandate

The Department of Education was established through the Education Decree of1863

as the Superior Commission of Primary Instruction under a Chairman. The Education

agency underwent many reorganization efforts in the 20th century in order to better

define its purpose Vis a Vis the changing administrations and charters. The present

day Department of Education was eventually mandated through Republic Act

9155,otherwise known as the Governance of Basic Education act of 2001 which

establishes them an date of this agency. The Department of Education (DepEd)

formulates, implements, and coordinates policies, plans, programs and projects in the

areas of formal and non-formal basic education. It supervises all elementary and

secondary education institutions, including alternative learning systems, both public

and private; and provides for the establishment and maintenance of a complete,

adequate, and integrated system of basic education relevant to the goals of national

development.
ORGANIZATIONAL CHART
THE COOPERATING SCHOOLS EXPECTATION

There are things that the cooperating schools should expect from the Pre - Service

Teacher and here are the following:

1. Provides a written lesson plan (in a recommended format) to the cooperating

teacher and the University Supervisor at least two days before the date of observation

for review and critiquing.

2. be familiar with the core curriculum content standard.

3. Follows the cooperating teacher’s curriculum schedule.

4. Coordinate with the cooperating teacher before making important decisions (e.g.

parents, communication, grades, tests and assignments).

5. Uses the resources within the school, but also initiates in finding outside resources

such as those available in the curriculum library.

6. Discusses classroom management and any different techniques planned to be used

by the students beforehand.

7. Valuing reflective practices and innovations to meet the needs of each learner.

8. Having the ability to reflect on and respond to constructive criticism from the

cooperating teacher colleagues and administrators.

9. Demonstrates willingness for continued learning, and openness to new experiences

and new perspectives. 10. Respectful and considerate to other people.

11. Practices confidentiality and privacy

12. Being sensitive and shows respect for individual differences

13. Use wisely free periods.

14. Recognizing teachers as role models.

15. Upholds standards of professional appearance.

16. Practices professional behaviors.

17. Punctuality

18. Dependability

19. Preparedness

20. Abiding the rules and regulations of the school.

THE FACILITIES OF THE COOPERATING SCHOOL

a. Library

Is the heart of the school because it serves as the depository of books that brings

knowledge and where both teachers and pupils could broaden their minds especially

for better future?

b. Classroom

Is the place of interaction between teachers and learners A classroom climate must be

conducive for learning

c. Guidance Office

This is where the pupils given advises and counseling from the guidance counselor if

they commit mistakes with other pupils like; physical harassment and even small

fights.

d. Canteen

In this area of the school clients can soothe the cleanliness of the surroundings

especially the facilities used in serving the foods. Healthy and delicious foods are

being served and displayed in the canteen.

e. Computer Laboratory

Computer laboratory is one of the facilities in school which greatly help the learners

to enhance their learnings. This is very helpful and useful whenever pupils have

projects or whenever they gather information through surfing on a certain subject

areas. This facility is very important in every school so that students can engage in

hands-on activities. On the other hand, knowledge about computers is highly

recommended nowadays due to advance technologies that challenge every learner

right now.
The Cooperating Teacher 1

Name: MS. LAICA ELPHA

Address: Angat, Norzagaray Bulacan

Age:

School Graduated: Academia De San Lorenzo Dema-ala Inc.

Length of Service: 1 YEAR OF SERVICE

The Cooperating Teacher 2

Name: MRS. CASTORA FACURI LUCAS

Address: Crusher Bigte, Norzagaray Bulacan

Birthday: March 28, 1949

Age: 73

School Graduated: Araneta University

Length of Service: 43 years of Service

Orientation and Seminars

Orientation sessions are conducted to provide an opportunity to answer

questions and define roles, assess skills level and experiences, set expectations, and

anticipate to problems. Orientations and Seminars are also conducted in order to

ensure the orderly transition of moods, behaviors, and to size up the needs of the new

environment as well as the needs of my pupils in the said school. Orientation sessions

gave background to Pre-Service Teachers there Do’s and Don'ts of out off – campus

exposure. During our orientation seminar held at virtual via zoom app, we tackled a

lot of disseminations about internship, the things to do during internship, and what to

prepare. A lot of reminders and advices given by the Field Study Coordinator,

Supervisor, Dean and School Administrator, An open forum was conducted regarding

the problems experienced by the Pre-Service Teachers during observation of classes

from different schools.

Orientation Conducted by the Cooperating School Principal during our

orientation seminar with the College Dean, Mrs. Lourdes Hizon, a highly respected

Dean of Education, last she showed professionalism in dealing with us. She informed

us the Do’s and Don’ts of student teachers and acquaint us of the school policies and

rules. She was firm for the strict implementation of the rules and regulations of the

school. Afterwards, Mrs. Catherine Dema ala and Mrs. Edlor Dema ala assigned us to

our respective teachers.

 Suggests for the improvement of routinely practices that may be overlooked

by the Cooperating Teacher.

 Be responsible, objective and open to constructive criticisms.

  Be a good role model to students.

 Respect the dignity of children and their rights to human rights

 Make teaching more meaningful by using appropriate teaching methods and

strategies.

 Be prepared all the time before teaching.

 Settle all financial obligations to the cooperating school.

 Return all borrowed materials to the cooperating teacher and other school

personnel before the term ends.

 How did I feel when I see my Cooperating School? What were my

apprehensions?

When I saw my cooperating school, though it was not the first time I was

assigned in DPDS, I felt excited and challenged upon entering together with my co-

interns. Mixed emotions I have had that day. I do prayed to God that he will guide me

along the way, that the critic teacher whom I will be assigned that would be

approachable, kind and willing to help me to improve my skills. The cooperating

school was a memorable one for me and I learned a lot where I could apply as a future

teacher.

I’m free to socialize with others. The school is a child-friendly. How I wish

my pupils are kind and cooperative that could help me manage throughout my

practice teaching. We have a good relationship with each other as well as the school’s

teaching staff and more importantly to my cooperating teacher. I realized that the

school is an institution of love, responsibility, respect, and competitiveness. The

school had been nurtured not only academically but also in the good values and

attitudes of its clientele.

 The tools that I need to bring in my Cooperating School:

a. Knowledge-implementing appropriate teaching methodologies- adapting to the

existing curriculum- facilitating actual recall- utilizing and maximizing appropriate

instructional materials- promoting HOTS questions

b. Attitude– relating lesson to real life situation- Self-reflection- Sizing up attitudes by

means of giving reinforcement- motivating the students to participate in the class-

extending assistance

c. Skills-feeding students with the 21st

Century skills- fostering acquired skills- engaging students to some sorts of activities-

letting students exercise “learning by doing”

-enhancing one’s skills

d. Habits-monitor their bad and good habits- get along with them- get in touch- do

well and avoid evil

SCHOOL TOUR
I toured myself within the areas of Academia de San Lorenzo Dema-ala Inc.

School even we experiencing pandemic, so that I could familiarize the facilities they

have and the kind of environment inside the campus. I also observe other student in

zoom apps, There were many students studying and I have observed they were

competitive and achievers. The school environment was great and the classrooms

were very conducive to learning it sad that it was 2 years of vacancy of those rooms. I

could see the eagerness of every pupil to learn. I can see in their faces the willingness

to learn and gain more knowledge and about the wants and changes happening in the

society even virtual. There were lots of classrooms and teachers around. Here are

some of the scenarios taken from Academia De San Lorenzo Dema Ala Inc. School.

ENTRANCE
REGISTRAR

CANTEEN
LIBRARY
SCHOOL BUILDING
GARDENS/COURT

COMFORT ROOMS
Reflection

Am I really prepared to teach?

The common litany that runs if we talk about teaching is that “it is the noblest of all

professions”. Nothing is more profound profession than teaching for teachers invest

their own time, energy, and in the long run, invest their own lives just to touch the

lives of others. Teaching is not an easy task, this is a noble profession and you have to

take this seriously, to love it and dedicate yourself into this profession. And the

question is, am I really prepared to teach? I am at my best and really have the passion

in teaching. I know I can do it! I am ready to teach! Spending everyday life working

as a teacher is really handful. Waking up early

Preparing for work, I always ask this to myself “Am I ready? While checking my

daily lesson plan for a week lesson and activities, I realized I didn’t spent much of a

time for myself, researching for lessons and modules that will coincide in the

curriculum guide what is in the CHED website. Finding activities that would be fun

and exciting for the students and doing an extra time preparing for visual aids. One

day, I attempt to give up because of some reasons but I believe that teaching is my

passion and this is a noble profession and is an element of change for the society. And

I accept the challenge in improving myself always and dedicate myself in teaching

and to be competitive and a compassionate one in the future. Impart knowledge for

the students and mold them to become a competitive individual. I believe that a truly

prepared teacher is someone who can make difference in a

Child’s life, to ignite curiosity and growth.

I must ensure that the students are really learning from me; how they assimilate

knowledge, imbibe the values, and foster the skills must be monitored. Again, Yes! I

am exactly prepared to teach. This is with the help and inspiration of the people

behind me especially my teachers who always motivate me to strive, to do my best

and to make the most out of my teaching.

Responsibilities as a Student Teacher

Pre - Service Teachers gradually assume the role of a full - time teacher during the

semester. Indicated below are the duties and responsibilities of the student teacher.

SET CLEAR PURPOSES— competent teachers have clear purposes in mind for

each learning experience. Daily lesson plans, each unit of study, contributes to the

achievement of worthwhile purposes.

DEALING WITH PUPILS AND THEIR NEEDS— formulates purposes and based

his planning on the specific needs, abilities, achievement and interests of the pupils

whom he is working with.

STUDY THE COMMUNITY— this is done to gain understanding of children and

their home background. Provides a balanced program

— Utilizes teacher's lesson guides, teacher's manuals, courses of study and other

curriculum materials.

MAKE EFFECTIVE PLANS— good planning involves bringing together clear

purposes, know more the school and the community and study suggestions from

curriculum guides and teacher's manual.

MAKE CONTENT MEANINGFUL— a thorough knowledge of the subject matter

and use of effective methods for developing both the meaning and the significance of

what is taught.
PROVIDE FOR INDIVIDUAL AND GROUP WORK— Individual work is

provided to ensure that the specific needs of each learner are met. Group works are

provided when common needs and purposes of the entire class, or a group within the

class are to be achieved.

PROVIDES A GOOD ENVIRONMENT FOR LEARNING— it must be a healthy

environment with proper lightings, ventilation and temperature. The room should be

inviting and challenging to the school children.

USES APPROPRIATE METHODS AND MATERIALS—employ skills in using

the most effective methods and instructional resources.

EVALUATES FROM THE BEGINNING TO THE END—Appraisal of children's

learning and value of various methods and materials should be conducted.

MAINTAINS PROFESSIONAL RELATIONSHIP— relationships with co-

workers, pupils, parents, the community and other stakeholders, are clearly outlined in

the Code of Ethics for Public School Teachers.

Observes the Code of Ethics for Professional Teachers.

Comes to school well-groomed and properly dressed, must have the image of

modest and descent teacher.

Observes punctuality throughout the duration of the school practicum.

Participates actively in all the school related activities.

Notifies the Cooperating Teacher of his/her absences in case of emergencies

accordingly.

My own expectations

Teaching is not an easy job. There are lots of preparations that need to be finished;

lesson plans, instructional materials, teaching methodologies, etc. Teachers serve as

the breathe and life in the classroom. Upon their shoulders lie the futures of the youth.

They are the critical thread that ties the learners into lifelong process of learning.

Likewise, myself that as a teacher, expects to be prepared all the time; physically,

emotionally, and mentally, because there are circumstances that I may not expect to

happen with my clients like misbehaviors, irregularities, and whatsoever flaws and

inconsistencies. These add to the difficulty of the teaching profession. But then, I

realized that in this kind profession, I am helping, motivating, educating, and inspiring

my pupils to bring out the best of them, to help them reach their maximum potential

and goals.

The characteristics of the learners I am handling

The characteristics of the learners I am handling as observed; they are respectful

towards teachers, other staff in the school premises, to us their foster teachers, They

are responsible and values -oriented. Specifically, in my class they value each other’s

company inside and outside the classroom. They were not a burden to handle in the

class because they are smart learners also they have the good characteristics as

responsible pupils. When they are assigned to do different tasks, they worked for it
until finished. Aside from that, these learners are active during classroom discussion.

Whatever the teacher asks them to do they are able to accomplish the tasks.

Cooperative, in a sense that they are helping each other in doing tasks inside the class.

Helpful towards their co- pupils, teachers and other personnel. Behaved students

whenever the teacher teaches in front or in between the discussions. In general, these

learners possess good attitudes and behaviors.

Synopsis about the developmental stages of the grade level I

am handling

Developmental stages of the grade level I am handling is formal operational even

though they were DIFFERENT LEVEL OF students most of them gain the ability to

think in an abstract manner, the ability to combine and classify items in a more

sophisticated way, and the capacity for higher order reasoning. As formal operational

thinker they have the ability to consider many different solutions to a problem before

acting. This greatly increases their efficiency, because they can avoid potentially

unsuccessful attempts at solving a problem. I consider them as, 21st century learners.

My first encounter with my Cooperating Teacher

God answered my prayers. I asked for a kind, thoughtful and considerate and

instructional cooperating teacher that could help me in enhancing and widening my

knowledge and skills in teaching. And I got her. She dealt with me nicely. She

showed me books needed for the lesson and what lesson she is at, and the teaching

guide she had.

Though she’s/ he's not the type of a teacher who chatty, but I can feel that she’s/he's a

very intelligent teacher that is capable of improving one’s confidence, skills, and

abilities. She is value-oriented. She/he has a good personality. Cheerful to me the day

we first met. I know she can look after me, guides me along the way, providing me an

adult perspective. I know that her willingness to help and I believe she’s capable to

give answers to my questions, offers advice in improving my teaching skills. I could

idolize Ma’am Grace, Ma'am Laica and Sir Albert.

for my future career to become more competitive individual or mentor. I am expecting

for her to cooperate with me and vice-versa, during the whole teaching learning

process. She provides feedbacks to improve my weaknesses and help me maintain my

strengths in teaching give me an opportunity to explore and discover because I do

believe that there are many concepts still to learn, lessons to explore, and principles to

apply.
My First Grade Level Assignment, Class Schedule and
Official time:

Junior High School (GRADE 10)

 WEEK NUMBER 1:

DAY 1:
Jan 12, 2022 Wednesday: Orientation
Grade 10-Diamond
DAY 2:
January 14, 2022 Friday: Handling and Observation
Grade 10-Diamond
DAY 3:
January 14, 2022 Friday: Handling and Observation
 WEEK NUMBER 2:
DAY 4:
January 19, 2022 Wednesday: Proper handling and teaching in Grade 10-Diamond
for the third time.
DAY 5:
January 21, 2022 Friday: Grade 10-Diamond's oral recitation.
DAY 6:
February 11, 2022: First Final Demonstration Teaching in Grade 10-Diamond
 DETAILED LESSON PLAN
In
Technology and Livelihood Education
Grade 10-Diamond

I. OBJECTIVES:
At the end of the lesson the students are expected to:
1. Know the proper ways in harvesting crops.
2. Determine the different kinds of farming tools and its uses.
3. Understand the importance of proper ways and time for harvesting.

II. SUBJECT MATTER:

Topic: Crop production
Reference: TLE Book (Grade 10)
Materials/Tools: Zoom App and Power point presentation

III. PROCEDURE
A. Preparation
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
 Greetings -

- Good morning grade 9 Emerald

- While waiting for the others, I will give you -
time to fix yourself.
- Good morning Sir!
 Greetings

- Again, good morning Grade 9- Emerald.

- Before we start our proper discussion for this
morning kindly please open your cameras?
- And I would like to remind all of you that if the
class is ongoing, kindly please mute your
microphone if the discussion is ongoing. You can
unmute your microphone if you’re permitted to
do so. Okay?
- So I think we should start, I know that all of you
are all set and all ready for our today’s lesson.

 Prayer

Is there anyone who wants to volunteer for our - Yes Sir.

prayer? -Let’s bow our head and feel the presence of our
(call a student) Lord. In the name of the father…..
- Okay, James can you please lead the prayer? (Class praying)

 Greetings ( The students will open their cameras )

( students raised their hands)
 Checking of Attendance
- Let’s have our attendance - Sir last time we talked about Masonry
- Kindly please open your camera?

 Review of the past lesson

- Before we start our new lesson, let’s have a
short review or recap regarding with our last
topic.
- So last time we talk about what? Is there anyone
who can still remember our previous lesson? ( If
you want to answer, kindly please chat your
answers in our chat box or you can press the raise
hand reaction)
(Students started answering)
(call a student)
(Students will going to interact to their teacher)
( You can recap or review the lesson ) ( Student raised their hands)
- Okay very good, I’m glad that you’ve still
remembered our previous lesson. So now let’s
proceed. 1. When it is ripe.
2. When their green tops die off.
B. Presentation 3. When its color turned to yellow.
 Motivation 4. When its size turned to large one.
- Okay, so I have ready a short activity here. By
means this you will be able to have a hint, clue or
maybe an idea regarding to the topic we are
going to talk about for this morning.

• What are the signs that one crop is ready

for harvest?

1. ___________________
2. ___________________
3. ___________________

(Students started reading)

- Job well done class
- So I know you already have an idea about the
lesson we are going to talk about for this
morning.
- So what am I going to share with all of you
today is all about Post harvest operation..

Discussion
- Do you have any idea when you heard post
harvest operation?
● - So when we post harvest operations, it
pertains to handling of crops
immediately after harvest

-So we have here Harvesting:

Harvesting:
- Is a careful and cautious parting of the
commodity from the parent plant
Preharvest Operations
-Pertain to sequential activities in a farm that
occur before the crop product sold in the market.
- So we have Different kinds of preharvest
operations. (Students started reading)
a. Watering of plants
-Availability of continuous water supply in a
farm will ensure the productivity in the
physiological growth and development of the
crops.

Vital Role of water in the Growth Processes of

plants.
a. Photosynthesis
b. Transpiration
c. Respiration
b. Fertilizer application to crops.
-Lack of plant foods in the soil can seriously
affect the quality of fresh crops.’

c. Cultivation practices
a. Weed control
b. Crop hygiene

d. Agricultural chemicals
- Application of some agricultural chemicals can
help the plants achieve utmost productivity.

Harvest activity
1.Harvest maturity
-Is the time when the crops are ready for harvest.
2.Maturity index
-Describes the way farmers measure or determine -Can be harvested when their green tops collapse.
crops maturity.
- So we have the following.
a. Sight -Can be harvested when their green tops die off.
b. Touch
c. Smell
d. Taste
e. Resonance - Like native mango and banana, turn yellow when
ripe.
Examples of readily matured crops and are ready
for harvest.
-Kindly please read (call a student) -Change their skin texture so that their segments
1.Bulb onions spread apart when fruits are ready to be harvest.

-Produce a hallow sound when tapped emit a

strong odor upon maturity.

2. Potatoes

3.Dark green fruits 1. Bulb onions

2. Potatoes
3. Dark green fruits
4. Ripe sugar apples
5. Avocado, cacao an durian

4.Ripe sugar apples

 -Aid in transporting crops from orchards.

-Are used to collect picked crops.

5.Avocado, cacao, and durian

-Digging sticks and forks

-Must sharp and clean at all times to give a clean

-So are we clear with the Examples of readily
cut.
matured crops and are ready for harvest?

So again what are examples of readily matured

crops?
-Okay let us now proceed with the harvesting - Applicable to use when harvesting crops that are
equipments that is being used of course in too high to gather.
harvesting crops.

Harvest Equipments
-So we have the number 1, kindly please read the -Are used in harvesting crops for large-scale
number 1 ( call a student). production like grains, fruits and vegetables
1.Bulk bins and picking trailers produced for industrial purposes.

2. Containers -Are used to cut the stem of the fruits as close to

the button or calyx as possible without wounding
the shoulder of the fruits.

3.Digging sticks and forks

4.Knife

“None Sir”

5.Ladder
(Students stared chat their answer)

(Students stared chat their answer)

6.Mechanical harvester

- It is important Sir. Because by means of this we

will be able to eliminate the wasting of our crops
 and will help us also to have a cost efficient
production.

- I have learned Sir. About the different kinds and

uses of tools and equipments.

7.Pruning shears

III. Generalization
- Okay do you have any question regarding our
discussion?
- Are you sure?
- Okay it seems that all of you really understand
the lesson, so again what is crop production?
- Why watering plants are very vital or important
when it comes to farming?
-Can you give me at least 5 examples of
equipments used in harvesting?

- Okay, very good students.

- It actually shows that all of you are really
listening during discussion.

Abstraction
- For you as a student why it is important to know
the proper way of harvesting crops?

- All in all what have you learned from our lesson

for today?

IV. Evaluation
Identification: Identify the following questions:

1. This is the agricultural production in such a way that does not impose any harm to the
environment.

2. Is a careful and cautious parting of the commodity from the parent plant?
3. Pertain to the sequential activities in a farm that occur before the crop product
sold in the market.
4. Refers to the conversion of light to chemical energy which paved way to the
production of carbohydrates.
5. Is the time when the crops are ready for harvest.
Answer key:

1. Crop production
2. Harvesting
3. Pre harvest operations
4. Photosynthesis
5. Harvest maturity

Prepared by: AL S. TAGUDAN

 Academia de San Lorenzo-Dema-Ala
Tialo, Sto Cristo, City of San Jose Del Monte

Pre-Service Teacher’s Actual Demonstration Teaching Evaluation Form

Name of Mentee: Tagudan, Al S.

Name of Mentor: Laica Elpa Date: February 11, 2022
School Academia: De San Lorenzo Dema-ala Inc.
Subject Taught: TLE/Harvesting Crops Grade Level: Grade 10-
Diamond
___________________________________________________________________
________

Instructions: You are requested to evaluate the Pre-Service Teachers based on the
criteria stated. Kindly check the box under the following scale:
5 Superior 3 Good 1 Unsatisfactory
4 Very Good 2 Fair

Criteria 5 4 3 2 1 REMARKS

I.TEACHER’S PERSONALITY
A. The teacher is neat and well
groomed.
B. The teacher is free from
mannerisms that tend to disturb the 
student’s attention.
C. The teacher’s personality is strong
enough to command respect and 
attention.
D. The teacher shows dynamism and
Enthusiasm. 
E. The teacher has well- modulated
voice. 
II. LESSON PLANNING
A. Lesson plan is well-prepared.

B. There is congruence between:
1.objective and subject matter.

2.objective and teaching procedure

3.objective and formative test.

 4.objective and assignment

III.CONTENT
A. The teacher demonstrates in
depth knowledge of the subject 
matter.
B. He/She is able to relate lessons to
actual life situations 
C. Keeps abreast of new ideas and
understanding in the field. 
D. Gives sufficient and concrete
examples to create meaningful 
learning experiences.

IV.TEACHING METHODS
A. Methods used was/were suited to
the needs and capabilities of the 
students
B. The teacher was creative enough
to adapt his/her method to the 
student’s capabilities.
C. Visual aids and other examples
were used to illustrate the lesson. 
D. The teacher made effective use of
the 
formative test after teaching.

I. CLASSROOM
MANAGEMENT
A. The teacher had a systematic way
of :
1. Attendance

2.Assignment

3.Practice exercises

4.Group work/projects

5.Passing in and out of the room.

6.Correcting, distributing and
collecting paper 
B. Order and discipline were present
in the classroom. 
C. Visual aids were within easy
reach of the teacher during his/her 
teaching.

VI.QUESTIONING SKILLS
The teacher’s questioning skill
stimulates discussion in different ways
such as:
1.probing for learner’s understanding.

2.helping students articulate their ideas
and thinking process. 
3.promote risk-taking and problem
solving. 
4.facilitate factual recall.

5.encourage convergent and divergent
thinking. 
6.stimulate curiosity

7.Helps students to ask questions

VII.COMMUNICATION SKILLS
A. The teacher has a good command
of the medium or language 
instruction.
B. The teacher has a clear and
distinct voice. 
C. The teacher has correct
pronunciation uses proper diction 
and grammar.

COMMENTS

The space provided is for additional feedbacks and comments on matters

which may be improved, changed and maintained regarding the teaching techniques
and class policy.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

LAICA ELPA
Sign over printed name
My Second Grade Level Assignment, Class Schedule
and Official time:
(Critic Teacher: Maam Castora Fcuri Lucas)

JUNIOR HIGH SCHOOL (GRADE 9)

DAY 1:
March 11, 2022 Friday: Grade 9-Topaz
DAY 2:
Grade 9-Pearl: Kitchen Safety Sanitation
DAY 3:
Grade 9-Pearl: Methods of Cooking
DAY 4:
Grade 9-Emerald: Methods of Cooking
DAY 5:
Grade 9-Emerald: Last and Final Demonstration Teaching.
 DETAILED LESSON PLAN
In
Technology and Livelihood Education
Grade 9-Emerald

I. OBJECTIVES:
At the end of the lesson the students are expected to:

• Identify the purpose of Postharvest operation.

• Know the importance of having a good equipments and facilities for
farmers and their harvested crops.
• Understand the proper handling of crops in and off the field.

II. SUBJECT MATTER:

Topic: Postharvest Operations
Reference: TLE Book (Grade 9)
Materials/Tools: Zoom App and Power point presentation

III. PROCEDURE
A. Preparation
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
 Greetings

- Good morning grade 9 Emerald - Good morning Sir!

- While waiting for the others, I will give you
time to fix yourself.

 Greetings

- Again, good morning Grade 9- Emerald.

- And also to all our teachers, panelists, to my co-
student teachers.

- Before we start our proper discussion for this

morning kindly please open your cameras?

- And I would like to remind all of you that if the

class is ongoing, kindly please mute your
microphones if the discussion is ongoing. You
can unmute it if you are permitted to do so.
Okay?
- So I think we should start, I know that all of you
are already at the same time all ready for our new
lesson for today.

- Yes Sir.
 Prayer -Let’s bow our head and feel the presence of our
Lord. In the name of the father…..
Is there anyone who wants to volunteer for our (Class praying)
prayer? -My Lord and my God
(call a student) Turn on my spirit
- Okay, Francis can you please lead the prayer? To acknowledge Your
Presence this week
Let my thoughts, words and actions
Be guided by Your good will
And always make me a vessel
Until Your glory
With the highest praise,
Worship and honor be Yours
Forever and ever
Amen.

( The students will open their cameras )

- Sir last time we talked about Methods of harvest

 Greetings

 Checking of Attendance
- Let’s have our attendance
- Kindly please open your camera?

 Review of the past lesson

- Before we start our new lesson, let’s have a -Yes Sir.
short review or recap regarding with our last
topic. (Students started answering)
- So last time we talk about what? Is there anyone
who can still remember our previous lesson? ( If (Students will going to interact to their teacher)
you want to answer, kindly please chat your ( Student raised their hands)
answers in our chat box or you can press the raise 1. Transportation
hand reaction) 2. Pre-cooling
3. 3. Sorting
(call a student)

( You can recap or review the lesson )

- Okay very good, I’m glad that you’ve still
remembered our previous lesson. So now let’s
proceed.

C. Presentation
 Motivation
- Okay, so I have ready here a short activity. By
means this you will be able to have a hint, clue or
maybe an idea regarding to the topic we are
going to talk about for this morning.
- Are you class ready?

• Jumbled words
(Students started reading)
 (Students started reading)

- Job well done class

- So I know you already have an idea about the
lesson we are going to talk about for this
morning.
- So what am I going to share with all of you
today is all about Postharvest operation.

Discussion
- Do you have any idea when you heard
postharvest operation?
-So when we say postharvest operations, it
pertains to handling of crops immediately after
harvest.
“None Sir”
(Students stared chat their answer)
1.Handling crops in the field
2. Handling crops off the field.
3. Controlling insects in harvested grains.

-This are very important because it will help our

farmers to gain knowledge about the proper care

And handling of crops. And it will help one

country to have a high level of economy.

(Students stared chat their answer)

- It is important Sir. Because by means of this we

will be able to gain knowledge about the efforts of
our farmers on the farm, what are those things that
they really need to improve agricultural industry.

- I have learned Sir. About the different factors

that affects postharvest losses.
III. Generalization
- Okay again, do you have any question regarding
our discussion?
- Are you sure?
- Okay it seems that all of you really understand
the lesson, so again what is crop production?

- Again, what are the examples of postharvest

operations?
- What do you think the importance of
postharvest operations in any farm or in every
agricultural economy?

- Okay, very good students.

- It actually shows that all of you are really
listening during discussion.

Abstraction
- For you as a student why it is important to know
the postharvest operations??

- All in all what have you learned from our lesson

for today?

IV. Evaluation

I. Enumeration: Enumerate the following questions.

1-3. Give the three (3) ways of handling crops in the field.
 Academia de San Lorenzo-Dema-Ala
Tialo, Sto Cristo, City of San Jose Del Monte

Pre-Service Teacher’s Actual Demonstration Teaching Evaluation Form

Name of Mentee: Tagudan, Al S.

Name of Mentor: Cora Castro Date: February
11, 2022
School Academia: ADSL Dema-ala Inc.
Subject Taught: TLE/Postharvest Operations Grade Level: Grade 9-
Emerald
___________________________________________________________________
________

Instructions: You are requested to evaluate the Pre-Service Teachers based on the
criteria stated. Kindly check the box under the following scale:
5 Superior 3 Good 1 Unsatisfactory
4 Very Good 2 Fair

Criteria 5 4 3 2 1 REMARKS

I.TEACHER’S PERSONALITY
F. The teacher is neat and well /
groomed.
G. The teacher is free from
mannerisms that tend to disturb the
student’s attention. /
H. The teacher’s personality is strong
enough to command respect and
attention. /
I. The teacher shows dynamism and
Enthusiasm. /
J. The teacher has well- modulated /
voice.

II. LESSON PLANNING

C. Lesson plan is well-prepared. /
D. There is congruence between:
1.objective and subject matter. /
2.objective and teaching procedure /
3.objective and formative test. ./
4.objective and assignment /
III.CONTENT
E. The teacher demonstrates in depth
knowledge of the subject matter. /
F. He/She is able to relate lessons to
actual life situations /
G. Keeps abreast of new ideas and
understanding in the field. /
H. Gives sufficient and concrete
examples to create meaningful
learning experiences. /

IV.TEACHING METHODS
E. Methods used was/were suited to
the needs and capabilities of the /
students
F. The teacher was creative enough
to adapt his/her method to the
student’s capabilities. /
G. Visual aids and other examples
were used to illustrate the lesson. /
H. The teacher made effective use of
the /
formative test after teaching.

II. CLASSROOM
MANAGEMENT
D. The teacher had a systematic way
of :
1. Attendance /
2.Assignment /
3.Practice exercises /
4.Group work/projects /
5.Passing in and out of the room.
6.Correcting, distributing and
collecting paper
E. Order and discipline were present
in the classroom. /
F. Visual aids were within easy reach
of the teacher during his/her /
teaching.

VI.QUESTIONING SKILLS
The teacher’s questioning skill
stimulates discussion in different ways
such as:
1.probing for learner’s understanding. /
2.helping students articulate their ideas
and thinking process. /
3.promote risk-taking and problem
solving.
4.facilitate factual recall. /
5.encourage convergent and divergent
thinking. /
6.stimulate curiosity /
7.Helps students to ask questions /
VII.COMMUNICATION SKILLS
D. The teacher has a good command
of the medium or language /
instruction.
E. The teacher has a clear and distinct
voice. /

F. The teacher has correct /

pronunciation uses proper diction
and grammar.

COMMENTS

The space provided is for additional feedbacks and comments on matters

which may be improved, changed and maintained regarding the teaching techniques
and class policy.
Well done Sir Al TAGUDAN GOD BLESS “Congratulation” see you in Academia de
San Lorenzo School.
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________

_________________
Sign over printed
name
 Academia de San Lorenzo-Dema-Ala

Tialo, Sto Cristo, City of San Jose Del Monte

CLEARANCE

Name of Pre-Service Teacher: _________Tagudan, Al S._______________

Cooperating School: Academia De San Lorenzo Dema-ala Inc.

Address: Tialo, Sto.Cristo City of San Jose Del Monte

Bulacan.

Grade/Year Level: ____BTVTED-FSM III___________________

This is to certify that the above-named of Pre-Service Teacher of

Academia de San Lorenzo is cleared of all his/her obligation and responsibility

for which he/she is accountable.

This further certifies that he/she has complied with all the academic

requirements pursuant to the needs of his/her pre-service teaching or training.

____95____

Final Rating

MRS. CASTORA F. LUCAS DEAN MARILOU C. HIZON

___________________________ __________________________

Cooperating Teacher Department Head/Coordinator

MRS. CATHERINE DEMA-ALA

_______________________________

Principal
 Academia de San Lorenzo Dema-ala Inc.
Tialo Sto.Cristo, City of San Jose Del Monte, Bulacan.

LETTER OF APPLICATION

AL S. TAGUDAN
09569658768
Altagudan1596@gmail.com
April 26, 2022

Catherine Fajardo Dema-ala

School Principal
Academia De San Lorenzo Dema-ala Inc.
Tialo, Sto.Cristo San Jose Del Monte Bulacan

Dear Ma’am,

I am AL S. TAGUDAN, a graduating student of Academia De San Lorenzo with

the degree of Bachelor of Technological Vocational Teachers Education Major in
food services and management. I strongly believe that my teaching skills can reach
the standard of your qualifications. It would be an honor for me to be hired with my
own school where I built my teaching skills and acquired the ways of teaching I
learned from the past three years of my journey. I am looking forward for a personal
meeting with you in this regard. I will always be there to make my best effort and
dedication with this job opportunity. Kindly reach to me with the contacts
mentioned above. Thank you for your time.

Sincerely Yours,

_______________________

AL S. TAGUDAN