PHASE IV.
CLEARING HOUSE
This phase culminates the student teaching period. The student shall:
1. Meet as a class to thresh out problems encountered during the in-campus and offcampus tint.
2. Confer with their supervising teachers and identify gray areas in their written
course requirements.
3. Finalized and complete all unfinished requirements of the course.
IMPORTANCE OF STUDY TEACHING
1. It provides the perspective teacher with an overview of the educational scene.
2. It gives opportunity to experience a wide range of activities involve in teaching.
3. It broadens ones knowledge of the total program of a school and the relationship
that exist among its various components.
4. It puts into practical whatever the prospective teachers have learned s well as
informally to make an effectively teacher.
OBJECTIVES OF STUDENT
TEACHING
Student teaching which includes observation and participation and practice
teaching comes in the last year of the teacher education curriculum. It general objective as
cite by R. Rivera are:
1. Orient the prospective teacher with functions of the school and the classroom in
actual situations.
2. Familiarized him with the teaching materials and techniques.
3. Acquaint him with the teaching techniques and devices for studying learners
behavior and for appraising and evaluating all phases of their growth and
development.
4. Deepen and broaden his insights into the concepts, theories, principles and
techniques of teaching and learning.
5. Give him opportunity to put into practice the theories and principles learned in the
professional educational course.
6. Provide him with the opportunity to develop more effective methods and techniques
of teaching.
7. Develop in him is professional approaches in teaching.
8. Provide him with leadership experiences in the school and in the community.
9. Enable him to study problem that beset the school.
It is the primordial objectives of the student teaching program to prepare
prospective teacher to assume, with a measure of confidence and competence, the various
duties and responsibilities of the teaching profession.
SPECIFIC OBJECTIVES
More specifically, the program aims to provide adequate preparation to practice
teachers, through a program at practical and experiential learning, much that they acquire
competence in:
1. Dealing and working with students sustained interest and enthusiasm.
2. Adopting effective and innovative strategies in teaching the different topic of the
subject matter.
3. Constructing and utilizing appropriate instrument for diagnosing remediation of
students weaknesses.
4. Making administering appropriate measures to evaluate students performance.
5. Handling behavior and disciplinary problems objectively and effectively.
6. Working harmoniously with cooperating teachers, supervising teachers, and other
personnels including parents of student if necessary.
7. Participating actively in community projects .
8. Servings as facilitators and agents of change in government and educational
thrusts.
9. Discovering strength and weaknesses, evaluating ones own self in certain phases of
the teaching job putting him to test in actual teaching process.
10.Gaining comprehensive and realistic picture of the educational system with which
the prospective teachers will soon be part of it.
DESCRIPTION ABOUT THE
PRACTICE TEACHING
Student teaching is a vital component of the teacher education curriculum; in fact
it marks the culmination of the pre-service training of the future teachers. It is a program
where prospected teachers are provided with experience to translate theories into
practice, ideas and concepts into action, dreams and inspirations closer to reality. It is in
the student teaching where creativity and resourcefulness, practice, understanding and
other desirable traits of a teacher would be put to test.
Student teaching is one program that emphasizes experiential teaching, with
theoretical learning serving as foundations. Varied and meaningful activities in the
laboratory school (In-Campus Teaching) and in cooperating school (Off-Campus Teaching)
are utilize to help prepare the student teachers for multifarious roles they would perform
when they enter the teaching profession. His pre-service training is a transition period
between the students role as a student and their future role as teachers. Hence, a
comprehensive program should be designed to provide opportunities as much as possible
to prepare them for that crucial role.
GOALS OF PRACTICE TEACHING
Make Every New Teacher Observe ad Learn Right Error (MENTOR)
1. Demonstrate deep and principled understanding of the learning processes and the
role of the teacher on facilitating these processes in their students.
2. Manifests a meaningful and comprehensive knowledge of the subject matter they
will teach.
3. Applies a wide range of teaching process skills (including curriculum development,
lesson planning and use of appropriate technology, materials, development,
educational assessment and teaching approaches.)
4. Acquires direct experience in the field/ classroom (e.g. classroom observation,
teaching assistance, practice teaching)
5. Practices the professional and ethical requirements of the teaching profession.
6. Facilitates learning of diverse types in diverse type of learning environment. Using
a wide range of knowledge and skills.
7. Reflects on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/ subject matter, and the
broader social forces encumbering the school and educational processes in order
to constantly improve their teaching knowledge, skills and practices.
8. Creates and innovates alternative teaching approaches, takes informal risks in
trying out these innovative approaches, and evaluates the effectiveness of such
approaches in improving student learning.
PHASES OF STUDENT TEACHING
Practice teaching is a 6-unit course offered to those who have completed all Field Study
courses. It is a part of the Experimental Learning Courses. Of the new teacher education
curriculum which gives the prospective teachers the chance experience the life in actual
learning environment. The opportunities and experiences embedded in this course will enable
them to meet the challenges of the real learning environment. The varied requirements will
help them cope with the demands of the profession
PHASE I. ORIENTATION AND PARTICIPATION
In this phase of the program, the students are expected to profit vicariously from the
experience of competent teachers in the laboratory school of the College. Among the activities
included in this phase are orientation, actual classroom observation and participation, and
participation in minor activities in the classroom, school and community. Such activities are
designed to initiate gradually the student teacher into his future world of teaching.
Observation guides are given and they are instructed to make written records of their selfimprovement during academic sessions with their student teaching supervisor.
PHASE II. IN CAMPUS
In campus teaching will bridge the gap between theory and practice. This phase is
divided into two sub-phases e.g orientation and seminar workshop and in-campus teaching.
The seminar-workshop will orient the student on the objectives and policies of student
teaching. It is a problem-oriented phase and is projected to equip them with competencies in
anticipating problems and effectively handling them as they arise.
Prospective teachers should first undergo a special training in their respective field of
specialization inside the laboratory school to prepare them for their actual teaching outside
the school.
During the in-campus teaching, student teachers are being oriented on various
instructional and educational aspects of the teaching-learning process. The actual teaching
phase initiates student teachers into the actual teaching activities and major responsibilities of
a teacher. They will gain much from these experiences by observing closely and participating
actively in the various activities programmed for them. During this phase, they are guided to
solve problems, which may arise during their actual teaching outside the Laboratory School.
PHASE III. OFF-CAMPUS TEACHING
Off-campus teaching is an extension and enrichment of in-campus teaching. The
student teachers shall be assigned to cooperating school outside of the laboratory school. It is
in the phase of this program where student teachers would be exposed to the stark realities of
the service, challenges, deprivations, sacrifices and difficulties. Likewise, they would also
INTRODUCTION
Teaching requires broader scope of knowledge on the different strategies,
techniques and methodologies makes teaching a complex process. Being professional
is a vital component of teaching. To be a good teacher you must think like a leaner,
yes! A teacher never stops learning. We should be open-minded and always ready for
new knowledge.
To teach those young minds and touch their lives are the greatest things that
we can do to our students. We are the molder of their personalities, prime movers of
bringing about change. The influence of a teacher is beyond the four walls of a
classroom.
Teachers are flexible. In this era, where there is an explosion of knowledge due
to technological advancements, the teacher should keep himself abreast with those
kinds of technology that we can use in teaching.
Learning acquisition is much depended on us teachers. Thus, we should
integrate effective strategies and techniques.
I believe that when teacher hug his/her calling and keep himself professional,
we can make people become a good and responsible.
