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ISABELA STATE UNIVERSITY VISION, MISSION AND CORE VALUES

VISION

The Isabela State University, is a leading vibrant, comprehensive and research

university in the country and ASEAN region.

MISSION

The Isabela State University is committed to develop highly trained and globally

competent professionals. Generate innovation and cutting-edge knowledge and

technologies for people empowerment and sustainable development: and maintain and

enhance stronger partnerships under good governance to advance the interest of national

and international communities.

CORE VALUES

EXCELLENCE

Isabela State University commits itself to dispense its functions with productivity and

exemplifying its value with distinction and brilliance. Every work manifests a distinct

quality

and every individual persistently strives to meritoriously improve his/her performance

and value system every single time.

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EFFICIENCY

We shall constantly seek for more effective and yet most economical ways of

pursuing our vision and mission and goals amidst limited resources.

ENVIRONMENTALISM

We put prime value on our living planet. We accept the responsibility, adopt

practices to protect the environment, and be made accountable for our action.

INTEGRITY

ISU adheres to high moral soundness internally and externally. It dispenses and

upholds in honesty in thoughts in words and indeed and conducts transaction with

transparency and accountability. It submits itself to the highest level of professional

standard and individual and corporate wholeness. The Lord God is its icon integrity.

COLLABORATION

We strongly recognize that societal problems are not isolated- in fact, multifaceted

and appropriately addressed through the deployment of multidiscipline teams in a

collaborative synergy in order to ensure efficiency, innovation and productivity.

PUBLIC ENGAGEMENT

We shall consistently the public, mobilizing their participation in our programs in

services. We shall seek their voice, recognize its needs, and mobilize their expertise for

a sustained and continuing programs and services improvement.

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INNOVATION

We shall constantly seek for new and innovative ways of doing things. Contribute

to solving current as well as emerging problems of society. We believe that innovation

is the key to our competitiveness of the world.

ACCOUNTABILITY

ISU commits to being answerable to everyone, to every appropriate authority and to

the laws of the land and of God in everything that it does. It submits itself to the highest

principles of responsibility, responsiveness and moral uprightness.

EFFECTIVENESS

Isabela State University desire a far reaching and long lasting useful impact on every

individual, every institution and on various other entities both in the local and

international scenes that can be translated into a holistic growth of people, of the country

and of the world.

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ISABELA STATE UNIVERSITY HYMN

O glorious seat of learning

In our valley dear

We praised her name Isabela State University

With rays over so clear

In graceful strives we bear;

Thy standards high that to our quest,

For knowledge does strive thy youth grow excelling.

In cities, fields and mountain sides

We’ll sing and cheer for our dear ISU

Beloved Alma mater

Whose name we hold so dear

Molder or our future leaders

Who build our countries glory and fame

To thee we all pledge,

Our loyalty, faith and love;

And always to cherish and honor thee

Throughout eternity.

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GOALS OF THE COLLEGE OF TEACHERS EDUCATION

The college is tasked to develop professional educators and train future teachers

who are competent, caring, and confident, committed and who would contribute to the

development of the community through education by:

1. Enhancing the qualifications of educators for academic and professional development

equipped with advanced training and educational innovation as well as research and

extension capabilities; and

2. Preparing and developing qualifies basic education teachers and skills technologies

through quality and well-rounded pre-service training in both academic and vocational

field for diverse communities of learners.

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BACHELOR OF SECONDARY EDUCATION OBJECTIVES:

1. To provide prospective teachers with desired competencies needed in teaching a

learning area in the secondary level.

2. To equip future teachers with a wide range of theoretical practical skills for an

effective instructional delivery system.

3. To train students to undertake action research for the improvement of the instruction.

4. To give actual training experience in the community development through extension

activities.

5. To imbue students with desirable Filipino values as a foundation for social

citizenship participation.

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DESCRIPTION OF
COOPERATING
SCHOOL

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 HISTORY OF THE SCHOOL

In the heart of the province of Isabela lies a small town which is called Reina

Mercedes. This town became the sear of the community high school which later on the

glorious metamorphosed into what is now the RMVIS.

The Reina Mercedes Vocational and Industrial School was created by Republic Act

Number 4397 which was approved in June 19, 1965. Its creation was sponsored by the

late honorable Delfin B. Albano, the congressman of Isabela. But due to political

interference and inadequacy of funds, the school was not immediately established.

Meanwhile, the Municipal Council of Reina Mercedes drafted a resolution for the

establishment of a community High School was born. This school offered the general

secondary curriculum.

In June 1971, the Reina Mercedes Vocational and Industrial School was formally

opened. It had no building of its own then, but it had to operate immediately, so by

mutual agreement between the Municipal Government of Reina Mercedes and the

Department of Education, the two educational institutions operated in one school

campus. During the first year of operation of RMVIS, first year classes were organized

under the trade secondary curriculum while second year to fourth year classes continued

with the general curriculum. So from 1971-1974 with the graduation of the last batch of

students who took the general curriculum. RMVIS first operated with Six (6) secondary

school teachers and a one (1) Principal with One Hundred Ninety-Five (195) students.

Its first graduation ceremony was held on March 1975.

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 During the school year of 1975-1976, the two-year post-secondary Trade Technical

Education Curriculum was offered by this school with 27 students. This brought about

the change in its name as Reina Mercedes Vocational and Industrial School. The school

occupies a two-hectare lot with Thirteen (13) buildings, two of which are Two (2) storey

edifices. The Related Subjects Department has Twenty-five (25) classrooms, twenty-

three (23) Vocational Shop rooms, Eight (8) offices. Three (3) Guard Houses, a Medical

Clinic, a Guidance Counseling Office, Two (2) storage rooms, a conference room, a

basketball court and spacious gym for school activities. One of each buildings was

donated by the USAID-ESF. Two (2) water reservoirs are joint projects of the school

and its Parent-Teacher Association (PTA). Shaded walk connecting the vocational shop

building with the academic subjects building were also projects jointly constructed by

the school and the PTA as well as graduates of this school. The science building houses

Four (4) science laboratory classrooms with Three (3) MAPEH classes at the second

storey. Also, the school is now using the half-finished Multi-purpose building through

the initiative of Hon. Faustino G. Dy III, Congressman, 3rd District of Isabela.

At present, there are seventy two (72) Teaching and Administrative personnel.

There are 1,344 students enrolled this school year under the Strengthened Technical

Vocational Education Program (STVEP) Curriculum of the Department of Education.

We’re proud that our school has undergone tremendous progress resulting from the

cooperation of teachers, employees, parents and students under the present set up.

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REINA MERCEDES VOCATIONAL AND INDUSTRIAL SCHOOL

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 improve itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitably, 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 in 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

The Core Values

Maka-Diyos, Makatao, Makakalikasan, Makabansa

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 THE SCHOOL MONTHLY ACTIVITIES

School Calendar for School Year (SY) 2017-2018

NO. OF
DATE ACTIVITY CLASS
DAYS

JUNE 2017 First

Quarter:
3 General Assembly and
53 Days
1st Parent-Teacher Conference

5 Beginning of Classes

12 Independence Day (regular holiday)

26 Etd’l Fitr (regular holiday)

Tentative Early language literacy and numeracy Assessment

(ELLNA) for SY 2017-2018

Tentative NAT Grade 6 for SY 2017-2018

Tentative NAT Grade 10 for SY 2017-2018

JULY 2017

Entire Month Deworming of school children (Round 1- first Dosage)

AUGUST 2017

10-11 First Quarter Examination

19 Distribution of report cards and

2nd parent-Teacher Conference

21 Ninoy Aquino Day Second

Quarter:
(Special no-working holiday )
42 Days
28 National Heroes’ Day (regular holiday)

Tentative National Career Assessment Examination (NCAE) for

Grade 9

SEPTEMBER 2017

1 Eid’l Adha (Special non-working holiday)

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OCTOBER 2017

1 Alternative Learning System Accreditation

and Equivalency (ALS A&E) Test for Luzon

5 World teachers’ Day

8 ALS A&E Test for Visayas and Mindanao

19-20 Second Quarter Examination

23-27 Start of SemBreak In service training for Teachers

28 Distribution of Report Cards and

3rd Parent-Teacher Conference

30 Instructional Materials (IM) Preparation

31 Additional Special Holiday

NOVEMBER 2017 Third

Quarter:
1 All Saints’ Day
48 Days
(special non-working holiday)

2 Resumption of Classes

30 Bonifacio Day (regular holiday)

TENTIVE PEPT for Luzon

WEEKENDS
PEPT for Visayas and Mindanao

TBA National Achievement Test (NAT) Grade 12

DECEMBER 2017

22 Start of Christmas Break

TENTATIV National Musabaqah

E

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 No. Of School
DATE ACTIVITY
Days
JANUARY 2018
Entire month Deworming of School Children(Round 2 - Second Dosage)
3 Resumption of Classes
11-12 Third Quarter Examinations
20 Distribution of Report Cards 3rd Parent- Teacher Conference
Jan 17-Feb Fourth
Early Registration for Kindergarten to Grade 12
28 Quarter:
FEBRUARY 2018
52 Days
16 Chinese Lunar New Year’s Day(special nonworking holiday)
National Festival of Talents (NFOT)
19-23
National Schools Press Conference (NSPC)
MARCH 2018
15-16 Fourth Quarter Examination for Grades 6 and 12
19-20 Fourth Quarter Examination for Grade 1-5 and Grade 7-11
29 Maundy Thursday (regular holiday)
30 Good Friday (regular holiday)
Field Trial for the Programme for International Student
tentative
Assessment(PISA) to select schools
APRIL 2018
End of School Year Rites
2-6 Graduation (6 and 12)
Moving up ceremony (kinder and grade 10)
6 Last Day of Classes for SY 2017-2018
9 Araw ng Kagitingan (regular holiday)
Distribution of Report Cards
10-11
4th Parent- Teacher Conference
18-20 Palarong Pambansa
April 16-25 Summer Classes
Total Number of class Days

Total Number of Class Days with student Activities

195
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NARRATIVE REPORT

PROPER

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 GENERAL INTRODUCTION

The College of Industrial Technology and Education (CITE) is entrusted with the

prime responsibility of producing competent and quality teachers. Towards its ends, it

endeavors to provide the best training for teachers. One of the aspects of professional

training is student teaching, which serves as a capstone in teaching.

Practice teaching is designed to afford the prospective teacher an opportunity for

directed and guided participation in the major activities in the classroom. Through

participation, the student is expected to develop essential competencies and skills, which

are useful in classroom activities. It provides the first intimate contact with the

professional activity for which the student must assume a considerable amount of

responsibility.

An effective teacher education program therefore is essential as well as vital to the

improvement of the quality of education, more so in the attainment of the teaching

learning outcomes. It has been said that the key to the educational progress is the

teacher, the model that leads, guides, and inspires children in her custody. Any attempt

therefore to improve the quality of education should start with the training of future

teachers.

Practice teaching is a 12-unit course, which is taken up by the teacher education in

the senior year. These courses expose the prospective teacher to actual classroom work

in the different grade levels. Student teachers are assigned to school which would

provide professional laboratory experience to the student teacher to full time teaching in

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the field. They are assigned to cooperating teachers who are willing to assume

responsibility of guiding and developing the student teachers.

In student teaching, the student teacher experiences the opportunity to articulate

learned theories into practice. General and professional education courses are drawn

upon and put to practice by the student teacher as he actually works with the children

and carries out responsibilities.

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 A. REFLECTIONS

REFLECTION ON THE FIELD WORK EXPERIENCES

Optimism is the faith that leads to achievement. Nothing can be done

without hope and confidence.

My experiences had made me realized that I am really meant for the teaching

profession because my passion for teaching was improved and I learned to love teaching.

It really helps me to attain my goals in teaching. It helps me to think wiser when doing

my responsibility as I entered the classroom. There were a lot of preparations that I’ve

done before facing my students. I overcome my fears and developed my speaking ability

because I don’t want to face my students without my full confidence. Being prepared in

the class could make yourself be motivated every class hour. I can say that I didn’t feel

any difficulties in my practice teaching. I believed that difficulties will not serve as

burden to do a task, rather, it is a challenge to be more motivated in developing my full

potential and ability as being an skillful teacher. One that challenged me most in my

field- teaching was classroom management.

After rendering my service in the classroom and in the Vocational Subjects

Department, I learned variety of skills: building strong relationship with my cooperating

teachers and non-cooperating teachers, decorating the classrooms creatively, artistically

and most especially for being initiative. I learned that these will help me to become

responsible, flexible and skilled teacher someday. The skills I learned will serve as my

armor as I step forward to my career. The virtues and values I learned in joining school

activities molded me to become an asset to the community.

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 REFLECTION ON CLASSROOM COMMUNICATION MANAGEMENT

The classroom management plan allowed me to understand how the learner will

grow and develop his understanding in my classroom. In my practicum placement, I

observed three distinctly different forms of classroom management. My especial

education placement was in a Grade VIII, IX & X. Most of the students were educable

mentally handicapped, grade conscious, fast and slow learners. My cooperating teacher,

Mrs. Wilma L. Lacanaria, Head teacher I, maintained a teacher run and direct instruction

philosophy. She guided me when I was in the field and taught me on how to deal with

my students.

During my practice teaching, I realized that effective teaching combines good

classroom management, organization, effective planning, and teacher’s personal

characteristics. In the classroom management, as it goes, it has classroom rules, I

implemented some rules like; students should avoid cheating because if someone caught

cheating, points might be deducted on them and students should not make unnecessary

noise unless it is connected in discussion and have sense. In classroom management it is

not only just the rules and procedures but also on how to communicate or interact to the

students in terms of their behavior. As I believed students have different characteristics.

Some of them are silent types and aware of their actions. I learned that my students are

still developing their self in terms of their behavior, personality and appearance. Some of

the students misbehaved sometimes but I caught their attention and stop what they are

doing. I learned that it is important to know how to deal or communicate with the

students to teach them to become responsible and disciplined students.

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REFLECTION ON EFFECTIVE TECHNIQUES, METHODS AND

STRATEGIES

Teaching has been defined in a number of ways by various authors among the

definitions of teaching are:

-it is something the most of us engage during our daily life

-it is something that makes place when learning does

-it is the act of providing activities that facilitate learning

-it is also an act and science for it involves both knowing and doing

In teaching there are effective techniques, methods and strategies that may be used,

the student teacher taught by her cooperating teacher different strategies and method in

teaching like the problem solving method that can be made and go together in some

cases in teaching mathematics. Student solve problems in their own and know how to

solve so as to arrive to the right answer. Students might have different ways in solving

as long as they are correct.

For the student teacher, there is no best single method strategy in teaching a

particular subject matter but there are many good method and strategies as a future

teacher, she must be cautioned not to use a single method for long period of time but to

try to empty a variety of teaching techniques to arouse the interest and enthusiasm of

the students and therefore active participation in pursuing the lesson is guaranteed.

To come up into an effective, fresh and interesting teaching and learning, she should

put into account and much emphasis on the method and strategy used in delivering the

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 subject matter in a way that it will suit into the learner’s characteristics and nature (age,

maturity, etc.) to ensure the success of learning.

REFLECTION ON LESSON PLANNING

The lesson plan is indispensable as it plays a very significant role in ensuring the

students learning.

As the teacher who teaches every day, she inculcates information and knowledge to

her students. Effective learning comes only with proper planning, that’s why they have

this called lesson planning.

During my practice teaching at Reina Mercedes Vocational and Industrial School

through the guidance of my cooperating teacher, I am handling Grade VIII, XI & X in

the major subject of Garment Trades. Through these 3 preparations of lesson plan, I

really exposed myself in making a lesson plan daily. As a student teacher, my

cooperating teacher taught me on how to make the lesson plan coherent. He really taught

me an easy way of constructing a lesson plan and especially a strategy on how to execute

a planned lesson. I learned on how to make semi-detailed lesson plan and detailed lesson

plan using her own forms of constructing a lesson.

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 REFLECTION ON MOTIVATION AND PREPARATION

One of the most challenging preparation I had experienced in lesson planning

is to create a motivation. It is not easy to make it because there were things that

should be considered. First, it should be authentic and will cater on the needs of

the students. Second, there must have a connection on the next lesson to be taught.

And lastly, make sure it is effective and ensure that students will connect to

prepare their minds.

Daily routines are the preparation that a teacher putting in a reality for the

students to connect on the lesson proper. While executing my motivation I really

make sure that all my students will participate on the class so they will ready to

listen carefully and critically in my lesson to be taught. I even motivate my

students through my own experienced and even those trainings I’ve been

experienced. I even noticed that in executing the motivation, you will already

encounter different behaviors in which a teacher must be aware. In that case, I

must have to manage their behavior for them to prepare in the class discussion.

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 REFLECTION ON EVALUATION AND ASSESSMENT

Assessment tools are needed because teachers could give the corresponding

numerical figure on the performance of the students. The result of the assessment will

serve as the basis for the teacher if she/he needs to improve the techniques applied in

teaching. These will also measure the improvements of the students in terms of analyzing

and logical thinking. These serve as effective instruments in determining the strengths

and weaknesses of the students. Students will have the opportunity to freely express their

thought, feelings and emotions towards particular topics. Assessing the performance of

the students will determine on what level of understanding they have. It will judge their

intelligences and on how they interact in the class during the discussion.

Every time I conduct an assessment I did dealing with my students about it so they

will inform and will have a home review. In exemption to the rule of a teacher when it

comes to evaluation, do not surprise the students so they will not be able to fail the

assessment. Since we are dealing with the outcomes-based learning, always inform the

students about the assessment so you will see where the students challenge most. It will

measure the level of understanding of the learners and will be the basis of their grades

It is very important to evaluate and assess the performance of the students to know if

they really understand what the teachers taught to them. This is also a helpful instrument

for the teachers to know if the teaching style is effective or she needs to improve it. So it

is really necessary to evaluate and assess the students’ performance.

B. EXPERIENCES
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WORKING WITH THE STUDENTS

A teacher is a person who helps others to acquire knowledge, competencies and values.

A profession that you will exert much time. When I first thought about practice

teaching, I went through my emotion. It started with excitement because that I was that

much closer to graduating. There were many questions I had in mind. I was worried that

my teachers and I would not get along. I was terrified that my students would not

understand what teachings am I going to apply just to perform my duties and role as a

teacher. It was hard for me to handle class especially I am not much exposed to a

multitude of people. Knowing that, when you teach you expect different characteristics

of your learners. When the time came for me to begin my student teaching, all I could

do hope and pray that things will work smoothly. Until such time, I found out that any

worries were no longer an issue. During my first teaching experience, I equipped my

students a unit on personal safety, for the first activity in this unit, the students worked

on learning. They are so participative and cooperative learners during the discussion.

They always listen critically and attentively when I am giving a challenging question.

Maybe some students that time was slow learners but, when my teaching is going on,

they really excel in my class. They have shown a very good performance and behaviors

during process of learning. Working with my students was really a big help for us to

help each other. They are not only learned what I have taught to them but I have also

learned on them. It is true that teaching is interactive when the teacher and the students

worked together on the learning process.

WORKING WITH COOPERATING TEACHER

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 Learning with your own is not enough to improve your capability as a teacher. You

need people who can help you to mold once mind and build your potential in the

classroom setting. In practice teaching, you need a professional teacher to guide and

help you in developing your capability as a teacher. Most of all, they are the ones

checking your lesson plan and give some suggestions and pieces of advice for the

improvement of your lessons.

The student-teacher had one cooperating teacher, she is Ma’am Wilma L.

Lacanaria. She was very kind, approachable and supportive cooperating teacher. She

taught him a lot of things about teaching. She said that teaching requires patience,

understanding, depth knowledge and love to keep things in order. She contributed a lot

in the success of his practice teaching. She gave him whole support in guiding him all

the time. She taught him in writing lesson plan correctly, managing the classroom and

in using different strategies, techniques and methods of teaching. One thing he will

never forget about her cooperating teacher is the way she treated him as his own child

that’s why he felt at ease staying at RMVIS. She is also a committed teacher that’s why

he acquired this kind of commitment to her. Even though she has a very high standards

in dressmaking class, she did a great acceptance on what she wanted in the classroom

especially on the work of the students. The students learned well because of the joined

force of the student teacher and his cooperating teacher.

WORKING WITH THE PRINCIPAL AND THE HEAD TEACHER

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 Sir Rodelio L. Pinugu is the Principal of Reina Mercedes Vocational and Industrial

School. He is very approachable. Whenever students walked at part on his office he

would always nod and smile at them. Every morning after the flag ceremony he always

updated each and every one on what is happening around them. He always walked

around to monitor the teachers as well as the student-teachers.

Ma`am Estrella C. Ganio is a Head Teacher V of TVE Subjects in Reina Mercedes

Vocational and Industrial School. She is kind, approachable and committed to her work.

Ma’am Ganio never fails to smile.

WORKING WITH THE COMMUNITY

A teacher is an extraordinary person in whose hands lie the future of the world.

“It takes the whole village to educate the child” goes the statement of former first lady

Hillary Clinton. It is true that the school is in the community, hence the community is the

extended school ground. All the leaders of the barangay and other organization have a

great significant stake in the school. They work together for the improvement of both

institution and community. Without its unity, they will not have an outstanding

performance coming from the division and to the municipality. One of the most

important community resource that the school should collaborate are the official

members and to the elders of the church like pastor in which they can be helpful for the

improvement of the learning environment of the school.

The teachers are responsible not only in the school but also in the community. As

teachers, they play a significant role in the development of the community. RMVIS

offer quality education that serve as bridge to progress and development. The
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community in Reina Mercedes provides support in making the teaching-learning

process successful. The Barangay officials help in maintaining peace and order, and the

parents have constant communication with the school as they have the parent teachers

meeting every quarter.

C. SUMMARY, CONCLUSIONS AND RECOMMENDATION

Teaching is the most challenging among professions. One shall perform his/her

duty with the highest degree of excellence, professionalism, intelligence, skill, and with

utmost devotion and dedication to ensure the quality of education. It is also indeed the

noblest profession. From the experience of practice teaching, student teachers have

learned that a teacher carries numerous responsibilities. Their task is not just

simply delivering the lesson inside the four corners of the classroom but rather serves as

the second parent of the students and therefore loves and cares for their students like

their real children. A guidance counselor, that whenever their students commit

mistakes, a teacher makes the students realize their wrongdoings. It is said that all

professionals with different fields of studies came from the hands of a very simple

mentor, it is true, and hence their made a great deal of effort just their students learn not

just from the mind but also from the heart.

As future educators, they strongly believe that nurturing and nourishing all students

must be their utmost concern. They dream of students whose fullest potentials are

developed to make them become responsible citizens. The students must be properly

taught with the things they need for life. They must know how to process ideas,

compute numbers, solve problems, apply concepts, and make decisions for themselves

to make them empowered learners. They must be students who are always hungry for
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knowledge, seeking truths and facts of life for them to give meaning for their existence.

They must be valued as persons whose ideas, thoughts, perceptions, views and beliefs

are essential for him/her and for others. They must be immersed to the complexities and

realities of life so that they would be able to survive and continue living and valuing

life. They must be regarded as God’s precious gift whose life is essential for their

school, family and community.

There are many things that teachers must consider just like:

 Teachers must be considerate with the feelings of the students. Giving praise for

students’ correct answers is a healthy practice. Tapping students’ back when they

feel down and lonely relieves them from their stressful environment. They are

friendly to students, speaking and acting as if everything they do were a genuine

pleasure.

 Teachers must not overload students with too many requirements. Requiring

students with plenty of paper work or assignments to improve their academic

performance will not always succeed. It all depends upon the requirements assigned

to them. There are students who are physically stressed and almost have no more

time to relax their bodies. Students should enjoy doing the activities given to them.

Good teachers are always praised and cherished by the students who learned to love

from them.

DAILY LOG ACTIVITIES

January 03, 2018

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 This was the day of deployment for the student-teachers to RMVIS. As we passed

the gate, people around are very hospitable. They have shown us respect as we walk

around the campus. It was Ma’am Estrella C. Ganio, Head Teacher V, TVE

Department, who brought us to our respective cooperating Teacher. I was overwhelmed

when I met my cooperating teacher, Ma’am Wilma L. Lacanaria, a dressmaking teacher

together with her co-teacher Ma’am Ma. Dionicia Siton.

January 04, 2018

Student-teachers were on the campus early in the morning to attend the Flag

Raising Ceremony. Afterwards, they go back to their respective rooms. Her cooperating

Introduce him to Grade VIII, IX & X and started to have a short discussion on them.

January 05, 2018

The student-teacher observed her cooperating teacher during her discussion.

Ma’am Wilma gave him the topics to be taught in Grade VIII, IX & X. She lent

him reference.

January 08, 2018

The student-teacher introduced himself to his students and they all listened and

welcomed her.

January 9, 2018

The student-teacher let his students to introduce individually

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January 10, 2018

The student-teacher came to school early to attend the flag ceremony.

The student-teacher reviewed his class about the topics in third grading period.

January 11, 2018

Third Periodical Examination.

January 12, 2018

Second Day of Third Periodical Examination

January 15, 2018

The student-teacher came to school early to attend the flag ceremony

It is the first day of their Fourth Grading Period. The student teacher started his fourth

grading discussion to Grade IX, X and VIII applying finishing touches. His first class in

the morning is Grade IX, He discussed about attaching Applique. His first class in the

afternoon is Grade X, he discussed the different men apparel applied with finishing

touches and gave another example. His last period is Grade VIII dressmaking students

about assessing the completed work/finished garments.

January 16, 2018

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 The student-teacher continued his lesson yesterday. He demonstrated on how to

attach an applique design. He gave a laboratory activity to his students after the

demonstration teaching. He continued the discussion to Grade X and VIII.

January 17, 2018

The student-teacher demonstrated the on how to attached Buttons using the different

ways in attaching a button. He discussed the different kinds of fasteners to Grade X

students followed by the Grade VIII students about the different kinds of seam finishes.

January 18, 2018

The student-teacher administered a quiz to Grade X and VIII afterwards is laboratory of

Grade X in assembling ladies’ polo shirt.

January 19, 2018

The student-teacher discussed the different kinds of seam finishes. Afterwards, he

administered a quiz about fasteners and seam finishes.

January 22, 2018

The student-teacher continued the lesson about applying finishing touches to grade IX,

X and VIII. He discussed about the different kinds of Hemming stitches to VIII

followed by a quiz.

January 23, 2018

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 He assisted the Grade VIII students in assembling and sewing a household linen

like Curtain.

He discussed the steps in laying out pattern pieces to Grade IX students

The student teacher demonstrated the steps in drafting the front part of a tailored

short pants.

January 24, 2018

Continuation of laboratory activity to Grade VIII students in sewing a curtain.

He continued demonstrating the back part of tailored short pants to Grade X students.

The grade IX students draft their own pattern on circular skirt.

January 25, 2018

The student-teacher assisted the students on their Laboratory Activity

January 26, 2018

Bambanti Festival 2018 (Holiday)

January 29, 2018

The student-teacher assisted the Grade IX students on how to Attach waistband on

their circular skirt. He introduced new lesson to Grade X students about trimming

Excess Threads on the Finished Garments. The Grade VIII continued sewing a curtain.

January 30, 2018

32
The student-teacher introduced new lesson to Grade IX about Trimming Excess

Threads. The student teacher demonstrated the steps in laying out pattern pieces in

tailored short pants to Grade X. He Supervised the Grade VIII students in assembling

and sewing a curtain.

January 31, 2018

The student-teacher supervised the students on their laboratory activities.

February 2, 2018

The student teacher continued the discussion on the pattern layout to Grade X

students. He also supervised the Grade IX and VIII to finish their works. He

demonstrated the proper way of attaching Hook and Eye to Grade IX students.

February 5, 2018

The student-teacher assisted the Grade X in attaching side pocket in tailored short pants.

He demonstrated to Grade IX the steps in drafting the front part of Blouse without

collar.

February 6, 2018

The student-teacher came to school early because He was the one who assigned to

conduct the Flag Raising Ceremony

He demonstrated the steps in Drafting the Back part of a blouse without collar to

Grade IX. He Supervised Grade VIII students on their Laboratory in sewing curtain. He

introduced new lesson to Grade X about Pressing the finished Garments.

33
February 7, 2018

The student-teacher introduced new lesson to Grade IX about pressing the finished

garments, the Grade X is about Technical terms in Packaging and VIII the continuation

of their laboratory activity.

February 8, 2018

The student teacher administered a quiz about the past lesson.

The student teacher helped in the preparation of the upcoming Socialization day in

the afternoon. They helped in decorating the stage and arranging the chairs.

February 9, 2018

The student-teacher continued the past lesson regarding packaging on Grade IX and X

followed by a long quiz.

He also discussed the quality standards and the different faults in a finished garment to

the Grade VIII students followed by a long quiz.

February 12-13, 2018

The student-teacher assisted the Grade X students in attaching pocket on the tailored

short. He supervised the students in laying out their final pattern for Blouse without

collars. The Grade VIII students continued sewing a curtain through the supervision of

the student teacher.

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February 14, 2018

SPECIAL HOLIDAY OF REINA MERCEDES.

February 15, 2018

JUNIOR’S AND SENIOR’S SOCIALIZATION DAY. Student teachers attended

the said event.

February 16, 2018

Chinese New Year (Holiday)

February 19, 2018

The student teacher assisted the Grade VIII students in sewing another piece 0f

curtain.

He supervised the Grade IX in laying out final pattern for their blouse without collar.

February 20,2017

The students continued their laboratory activity through the supervision and

assistance of the student teacher.

February 21, 2017

The student teacher discussed the process of constructing a lady’s blouse without

collar to Grade IX

He demonstrated the proper way of attaching waistband in a tailored short pants to

Grade X.
35
 February 22, 2017

The students continued their laboratory activity through the supervision of the

student teacher

February 23, 2017

The student teacher let his students to work with their own.

February 26, 2017

The student teacher was preparing the classroom like decorating the bulletin board

for the final demonstration.

February 27, 2017

The student teacher supervised the students on their work. He assisted the Grade IX

students in assembling Blouse without collar. He also assisted Grade X on how to

attached placket with slide zipper.

February 28, 2018

The students continued their Laboratory activity through the supervision of the

student teacher.

March 1, 2018

The student teacher assisted the Grade X in attaching waistband and grade IX

assembling their collar on their blouse.

March 2, 2018

36
 The student teacher supervised the students sewing their garments.

March 5, 2018

The student teacher preparing for the upcoming final demo, he finished the

classroom arrangement.

March 6, 2018

The student teacher supervised the student in doing their works.

March 7, 2018

Student teachers attended the Culminating Activities in the afternoon. They

watched the students performing different dances.

Preparation for the final demonstration.

The cooperating teacher took charge in her classes.

March 8, 2018

This was the day of my final Demonstration

March 9, 2018

Final fitting of Grade X students on their finished Garments.

The student teacher checked the finished work of Grade IX and VIII.

March 12, 2018

The student teacher assisted the Grade IX on how to attach collar and sleeves

37
 and checking the work of the Grade VIII students.

March 13, 2018

The students continued finishing their work through the supervision of the student

teacher.

March 14, 2018

The student teacher reviewed the Grade X students for the upcoming Fourth

Periodical Examination.

March 15-16, 2018

FOURTH PERIODICAL EXAMINATION OF ALL GRADE X COMPLETERS

FOR THIS SCHOOL YEAR 2018

March 19-20, 2018

FOURTH PERIODICAL EXAMINATION

March 21, 2018

The student teacher passed all the grading sheets to the respective adviser of his

Dressmaking Class: Grade VIII and X

March 22, 2018

The student teacher helped her cooperating teacher to finished all the

accomplishment reports, signing of clearance and sewing a sablay or sash to be used by

the senior completers.

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March 23, 2018

The student teacher helped her cooperating teacher to finish the sablay or sash.

March 26, 2018

The student teacher helped her cooperating teacher in sewing a curtain to be used in

the office of the TVE department head.

March 27, 2018

The student teacher continued helping her cooperating teacher in sewing curtain and

signing the clearance of the students.

MARCH 28, 2018

Signing of Clearance.

March 29-30, 2018

Holiday (Holy week)

April 2, 2018

The student teacher arranging all the requirements to be pass on his cooperating

teacher.

April 3, 2018

The student teacher passed all his lesson plan, visual aids, class records and other

accomplishment reports to his cooperating teacher.

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April 4, 2018

Awarding of certificates for the school principal, head teachers and cooperating

teachers.

COMPLETION AND MOVING UP CEREMONY

April 5, 2018

Senior High Graduation Ceremony

Checking of rooms

APRIL 6, 2017

The student teachers finished all the accomplishment matter like signing of

clearance, DTR, Certificates and other concern. This is the last day of staying in

RMVIS. To God be all the Glory.

40
PROFESSIONAL

READINGS

41
A. PROFESSIONAL QUALITIES OF AN EFFECTIVE TEACHER

Teaching is both an art and a science. The science of teaching helps to explain

what must be done. It is concerned with the why and how of teaching. The science of

teaching helps the new teacher understand the techniques and acquire the knowledge

required to do the job. That is why teacher training includes subjects on the principles

of learning, motivation, communication, teaching methods, learning objectives, and

testing among other topics. That is also why teacher training includes a lot of practice

teaching and teaching-performance examinations. These specific parts of the training

are designed to help the beginning teacher grasp the basic techniques of instruction.

1. Mastery of the subject/ field one teaches . The first essential of effective teaching is

that the teachers must have a thorough grasps of the subject he teaches. Effective

learning demands that the teachers possess solid knowledge of the subject or fields

that he teaches.

2. Understanding of the learner. A second essential of effective teaching is knowledge

of children. This means understanding the basic principles of human growth and

development. A teacher must know how much children at various levels of maturity

are capable of understanding. It is not enough, however, for a teacher to know the

characteristics of children. Equally important is that he must like them. Only a

teacher who has genuine and sincere love for children can imbue them with love for

learning.

3. Understanding of teaching principles and skills in the use of techniques for their

implementation. A teacher must know not only what (subject matter) but also how

(method) to teach. Teaching methods involve understanding of curriculum theory

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 and practice, the nature and principles of learning, types of learning outcomes and

the psychology of motivation and individual differences which are bases for

selecting and organizing learning experiences.

4. General understanding of other branches of knowledge. A teacher must be ready to

cope with possible questions relating to other fields of knowledge children might

raise.

5. Understanding and appreciation of the teaching profession.The degree of a teacher’s

success depends to a great extent on his attitude toward his job. A teacher must

understand the importance of his profession as socially useful work and recognize it

rewards as well as its restriction and trials. He must be aware of the value of

professional organizations to himself and to education in general. Lastly, he must be

aware of the need for keeping a breast with changes in through various in-service

education programs.

B. PERSONAL QUALITIES OF AN EFFECTIVE TEACHER

The following are personal qualities of an effective teacher rated highly based on

intellectual, social, physical, emotional, spiritual and moral personality.

1. Good teachers know how to control their emotions at all times.

2. Good teachers have an ample respect to the needs of their students.

3. Good teachers are always consistent.

4. Good teachers are not bias, but always fair and square with every dealings s/he

makes.

5. Good teachers are smart and caring.

6. Good teachers always take part in an activity.

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7. Good teachers are considerate.

8. Good teachers make comment favorably.

9. Good teachers always smile and laugh.

10. Good teachers are passionate and enthusiastic at all times.

11. Good teachers are good conservationists.

12. Good teachers make children feel that they are part of the class.

13. Good teachers encourage cooperation in the class.

14. Good teachers have faith on the capabilities of the children.

15. Good teachers set high standards to their students.

16. Good teachers “always leave the door open.”

17. Good teachers consult others.

 Positive. Thinks positively and enthusiastically about people and what they are

capable of becoming. Sees the good in any situation and can move forward to make

the most of difficult situations when confronted with obstacles. Encourages others

to also be positive.

 Communicative. Shares with others in a manner that encourages effective two –

way communication. Communicates personal thoughts and feeling on a wide

spectrum of issues and can listen to the students in an empathetic manner, assuring

each that conversations will be held in confidence.

 Dependable. Honest and authentic in working with others. Consistently lives up to

commitments to students and others. Works with them in an open, honest, and

forthright manner.

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 Personable. Establishes and maintains positive mutual working relationships. Likes

to be with others. Haw many ways of getting to know students as person while

building trust and appreciation through personal interaction and involvement.

 Organized. Makes efficient use of time and moves in a planned and systematic

direction. Knows where he or she is heading and is able to help students in their

own organization and planning. Can think in terms of how organization can be

beneficial to those served.

 Committed. Demonstrates commitment to students and the profession and is self –

confident, poised and personally in control of the situations. Has a healthy self –

image. Encourages students to look at themselves in a positive manner, careful to

honor the self – respect to the students, while encouraging them to develop a

positive self – concept.

 Motivational. Enthusiastic with standard and expectations for students and self.

Understand the intrinsic motivations of individual, and knows what it is that

motivates students. Takes action in constructive ways.

 Compassionate. Caring, empathetic and able to respond to people at a feeling level.

Open with personal thoughts and feelings, encouraging others to do likewise.

Knows and understands the feelings of students.

 Flexible. Willing to alter plans and directions in a manner that assists people in

moving towards their goals.seeks to reason out situations with students and staff in a

manner that allows all people to move forward in a positive direction.

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 Individually Perceptive. Sees each students as a unique and valuable individual.

Looks for the differences among students. Quickly diagnoses student difficulties

and assists in the management of individual situations.

 Values Based. Focuses upon the worth and dignity of human beings. Is sensitive to

community values. Strives to work in an environment consistent with his or her

belief system. Recognizes the importance and power of modeling constructive

behavior.

 Creative. Versatile, innovative, and open to new ideas. Strives to incorporate

techniques and activities that enable students to have unique and meaningful new

growth experiences.

 Patient. Is deliberate in coming to conclusions. Strives to look at all aspects of the

situation and remains highly fair and objective under most difficult circumstances.

Believes that problems can be resolved if enough input and attention is given by

people who are affected.

 Sense of Humor.Knows how to take the tension out of tight situations. Uses humor,

spontaneously, and in a tasteful manner. Builds togetherness in the classroom,

through the use of humor.

C. LESSON PLAN

A. PARTS OF LESSON PLAN

An organized lesson plan promotes learning and helps your students focus their

attention on the material being taught. A well – designed lesson plan can provide

structure, while allowing you to vary your teaching approach, based on the needs of the

students as they arise during the lesson.

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a. Objectives. It provides goals to be attained, give direction to the class discussion,

and call for what outcomes to expect. A good objective is specific, measurable,

realistic, time-bounded, experience and research base (SMARTER).

While some lesson plan categories may change, all lesson plans should include an

objective, as well as a state – mandated objective number and the skill it encompasses.

Many lessons utilize more than one objective. Most principals also require teachers to

post the lesson plan objective in the classroom.

b. Subject matter. The part of lesson plan where sources-textbooks, library

references, etc. – should be stated.

c. Materials. This is the necessary aids in teaching and should be included in lesson

plan. It includes teaching aids and devices, such as maps, graphs, flash cards,

pictures, objects, slides, radio, T.V and movies.

In order to prepare an effective lesson, try to utilize a variety of materials as opposed to

using a textbook only. Sample materials may include worksheets, notes prepared and

displayed on an overhead projector, or even video clips.

d. Procedure. This part in lesson plan is important. It includes both teacher and

students’ activity in detailed lesson plan. We all know that individual differences

exist; therefore, there should be varied types of procedures.

e. Assignment. A lesson plan is incomplete without assignment. A good assignment

ensures a good recitation because it tells definitely what is to be done, how it is to

be done, and why it must be done.

B. PREREQUISITES TO LESSON PLAN

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1.Knowledge of the subject matter

2. knowing the children or the students

3. Familiarity with different strategies

4. Materials

5. Understanding of objectives

C. TYPES OF LESSON PLAN

a. Development lesson- this is a lesson in which something new is presented or

developed. It must be something the class did not know before.

b. Review lesson- it aims to renew study of the same subject matter to recall what

have been taken up in the past and view this again from a different perspective or

point of view.

c. Drill lesson- it aims for automation of certain facts, habits or skills and to fix

association for permanency or to perfect a skill.

d. Application lesson-this often follows a development lesson. After arriving at a

generalization, this will be applied for further verification. The ability to apply the

generalization correctly is the real test of what the students have learned.

e. Appreciation lesson- this is designed to lead the class to understand and enjoy

something. And appreciation lesson should be a lesson of values, and education

means change for the better, a good appreciation lesson should help students weigh

values and help them make proper choices.

D. IMPORTANCE OF LESSON PLAN

Vital for elementary, high school and even college teachers and instructors.

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If the trademark of a doctor is the stethoscope, the engineer is the calculator; the teacher

cannot be able to teach without his or her lesson plan. Can be tedious on the part of the

teachers especially when it is done for the first time, lesson plans are actually very

essential in inculcating students and pupils necessary skills, knowledge and wisdom

they need.

Here is the essence of having a lesson plan:

 It is a one step backward two steps forward approach. Although can be difficult to

do and requires tones of effort to accomplish at first, it enables you to save much

time in the coming years, since the lesson plans that you just made can be employed

over and over again, but if updates is necessary do so though.

 It allows you to manage your time, effort and resources efficiently.

 It gives you a bird’s eye of view of things to be taught and learned every day.

 It provides the teacher many ways to keep the teaching process not monotonous and

redundant. Keep in mind that the attention of your students and pupils is just

equivalent to half of their age, and a lesson is the best way to keep the interests of

students and pupils interest all throughout.

 Since it is like the script in movies, lesson plans makes teaching mundane and easy.

 It makes you organized whilst teaching.

 You can able to determine when to insert icebreakers ad interesting facts and

lesson to keep your student and pupils glued to their lesson.

 Variations in the activities are easily whipped out which will benefit your students.

Bear in mind that you are dealing with a class that has multiple intelligences, and

different activities will cater to all types of students and pupils.

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 Lesson plans will be easily help to achieve your goals and objectives, and same can

be said on the part of your students or pupils.

 Lesson plans helps you get rid of problems or avoid them.

 It gives you a reality check of your every day performance.

 It improves the habit and attitude of your students or pupils.

 It definitely improves your teaching skills.

Lesson plan is vital in teaching, it gives you the guide you need to pull through.

Bear in mind that teaching is difficult since you are dealing with children or teenagers

with raw skills, knowledge, and wisdom. Finally, with lesson plans you will be able to

impart the things they need to do the best of your abilities.

E. STRATEGIES AND TECHNIQUES OF TEACHING

Teaching Strategies and Techniques

_ Be a facilitator of learning

Know how to develop learning skills and teach students to learn and to organize their

materials.

_ You are an actor or actress on stage.

You are responsible to your audience. Your appearance, conduct, communication

techniques, your voice and physical traits are constantly under scrutiny. You are the star

of the show.

_ Vary your teaching activities.

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Change format to keep students interested.

Use a variety of teaching aids; films, videos, demonstrations, guest speakers, and field

trips.

_ Be sensitive to barriers.

a. Be alert to early signs of difficulty and provide assistance and referrals.

b. Be aware of time commitments for the course. Be realistic about amount of time

required of the students.

c. Be knowledgeable of college policies and procedures concerning activities such

as the library, dropping and adding classes, student ID’s, etc., that can be passed on

to the students.

d. Try to recognize and assist students with limitations in areas such as writing,

reading, and math. They should be referred for appropriate help before it affects

their class standing.

e. Be aware that students may be under significant stress. Avoid confrontations. Be

considerate of such students.

f. Disabled students may not wish to share their limitations publicly. Be sensitive to

this as well as the need to assist them. At the beginning of the class, it is advisable

to simply comment, “if anyone needs special seating, etc. please see me after class.”

_ Keep in touch with students throughout the class sessions. Reflect upon “where we

started”, “where we are”, and “where we‘re going.”

_ Read literature and books about teaching, you will be surprised how much there is to

about successful classroom instruction.

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 _ Use icebreakers. This technique works not only in the first class but in other sessions

as well.

TECHNIQUES OF TEACHING

a. Includes that practices and refinements are presentation which a teacher employs to

make instruction more effective when using a specific method or a teaching aid.

b. Refers to the act, style or manner of performance of the teacher, in carrying out of the

procedures of teaching period.

STRATEGY OF TEACHING

a. Refers to the general design of how the teacher will attack her lesson.

b. It constitutes all that the teacher does in pre-planning, planning, implementing and

evaluating instructions.

TRADITIONAL VS. PROGRESSIVE METHODS OF TEACHING

TRADITIONAL PROGRESSIVE

Objectives subject centered child centered.

Teacher demonstrates the class activities more student’s participation.

Curriculum flexible.

Discipline strict preventive.

Methods time tested New and modern ones.

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 TWO CLASSIFICATIONS OF METHODS OF TEACHING

1.Time-tested or classical methods of teaching

These are the methods that have stood the test of time and still are being

used at present. Examples are: the inductive method, deductive method, the study type

project, laboratory and demonstration.

2. The more progressive methods of teaching

These are the newer and more improved and informal methods of teaching.

These are the modern practices which have replaced the “lesson-hearing” procedures.

F. PRINCIPLES OF TEACHING

John Dewey’s philosophy has following tenets:

1.We learn by doing

2. Education is life nit preparation for life

3. Education is growth

4.The is school is primarily a social institution

5.The center of education is the child’s own social activities

BASIC PRINCIPLES OF TODAY’S TEACHING (Mehl, Mills and Douglas)

1. Children learn by doing

2. Motivation should be intrinsic and natural not artificial

3. Learning should gradual and continuous not discrete

4. Institution should be adopted to individual needs

5. Natural social settings should constitute learning situations

53
6. Learning depends upon the child’s ability

7. Learning comes through sense impressions

8. The child can be best educated as a whole as a unit organism

9. Teacher-student and inter-student relationship should be cooperative

10. Education means improving the quality of living.

PRINCIPLES OF TEACHING ACCORDING TO VARIOUS AUTHORS

1.Democracy as a way of life-this implies the number of things such as:

a. Respect of the potentials of individual.

b. Awareness that the freedom demands the appearance of responsibilities

c. Obligation of individual to contribute to the welfare of the groups of which he is a

member.

d. Participation in experience that will foster social, economic, intellectual and physical

maturity.

1. Providing suitable conditions for the development and maintenance of sound

personality.

2. Improving group living in the classroom.

3. Improving the classroom environment.

G. CLASSROOM MANAGEMENT

PRINCIPLES UNDERLYING CLASSROOM MANAGEMENT

1. The teacher should bear in mind that the plan in building classroom activities should

be adapted to the classroom conditions.

2. The teacher should bear in mind that the regulation on absence and tardiness should

be handled according to administrative requirements.

54
3. The teacher should bear in mind that the handling of instructional materials should be

reutilized to save time and avoid confusion.

4. The nature and needs of the student should be bear in mind in making the seating

arrangement.

5. It should be bear in the mind that effective teaching and efficient learning is possible

only when the classroom condition is normal.

6. The teacher should bear in mind that positive approach to classroom management

and control is more effective than negative approach.

IMPROVING CLASSROOM DISCIPLINE

1. Formulating objectives in terms of behavioral changes desired.

2. Structuring the classroom so as to be conducive to mental health.

3. Providing interesting activity of the students.

4. Providing proper motivation.

5. Making use of personality and influence and maintaining proper personal attitude.

6. Building up school spirit.

7. Conference with students.

8. Simulation of group responsibility.

9. Correct attitude on the part of the teacher.

10. Providing proper routine.

11. Guiding individual assignment.

12. Utilizing the resource of the community.

13. Using functional methods, procedure and techniques conducive to mental health.

14. Evaluating the progress made by the students as result of teaching.

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H. ART OF QUESTIONING

“The hearty of any effective teaching strategy lies in the questions a teacher asks.”

(Fraenkel)

Questioning- good questions stimulates learning and develops good habits of thinking.

I. PURPOSE OF QUESTIONING

 To stimulate thinking on the part of the learners

 To learn how much the learner has remembered

 To check upon the degree of the learner’s understanding of important facts and

concepts

 To discover any lack of the information needed for thinking about a problem

 To see if the learner possesses background of experience for learning situation

 To discover learner’s interests

 To give the learner an opportunity to express his ideas

 To give direction in the organization of materials

 To give the learners opportunities to establish human relationships

 To help the learner in concentrating on pertinent materials

 To tress important facts

 To help learners ignore irrelevant materials

 To provide for drill in the mastery of facts

 To review or maintain information

 To measure progress

 To develop an understanding in the use of materials

 To gain attention of the learners

56
  To develop background of mental set or to develop a problem-solving attitude

towards subsequent discussion

II. THE GENERAL CLASSIFICATIONS OF QUESTIONS ARE:

1.Convergent-questions with a single answer

2. Divergent-questions with many valid answers

III. TYPES OF QUESTIONS

1. RECALL QUESTIONS- It asks students to remember specific information that they

have learned beforehand. There is but one correct answer to this type of question.

Example: Where is the city of Baguio located?

2. DESCRIPTIVE QUESTIONS- It helps students put together and organize the facts

that they have gathered-to make sense out of their data.

Example: Describe the kinds of problems faced by the people beat by the typhoon

Goring.

3. EXPLANATORY QUESTIONS- It enables students to explain the reasoning behind

the answers.

Example: Why do you think Russia is building more nuclear submarines?

4. SYNTHESIZING QUESTIONS- It requires students to put things together, to

combine, relate or connect pieces of previously unconnected content. Students are asked

to seek out relationships, form connections and draw conclusions.

Example: What conclusions have you come to regarding the recent turnover of Hong

Kong to the Chinese government?

57
5. JUDGEMENTAL QUESTIONING- It requires students to choose among

alternatives, making a judgment as to which of two or more possibilities are best

according to some previously established criteria.

Example: Which of the following conclusions is the most logical?

6. OPEN-ENDED QUESTIONS- It requires students to seek and determine for them

what they consider to be acceptable answers.

Example: What kind of world might exist if there were no sound?

IV. CHARACTERISTICS OF GOOD QUESTIONS

 The wording and meaning of the questions should be clear. This means brevity and

directness.

 The questions should be adapted to the age and maturity of the students.

 A question should ask for a single answer.

 The questions should conform to the immediate purpose of the teacher. “Yes or no”

questions should be avoided because of the probability of successful guessing.

 A good question is challenging and often requires the students to compare, evaluate,

draw inferences and appraise results.

 A question should not have a “trick” or a “catch” to it.

GOOD QUESTION MAY BE CLASSIFIED AS:

 Factual

 Problem

 Opinion types

V. TECHNIQUES OF QUESTIONING

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 Should be fairly distributed among the members of the group.

 No special order is observed in the distribution of questions.

 Should be asked first before calling on a student to answer.

 Individual differences of ability should be taken into consideration in the assignment

of question.

 Should occasionally assign to inattentive students.

 Should ordinarily be asked in a manner such as not to suggest the correct answer.

 Repetition of a question in most instances is not advisable.

 Accepting class answer by the teacher should be avoided.

 Words of approval will encourage the learners to answer questions.

 These should vary in order not to become boring to them.

VI. HOW TO TREAT STUDENTS ANSWER

1. Discourage guessing and bluffing. Emphasize accurate information.

2. Give the students time to organize an answer.

3. Avoid repeating student’s answer.

4. Avoid prompting the student while he is answering.

5. Do not mail unpleasant remarks on wrong answers.

6. Encourage students to answer to the best of their ability.

7. Be fair and just in evaluating student’s answers as correct.

8. Don’t accept partially correct answers as correct.

9. Discourage answering class.

10. Encourage students with appreciation and commendation.

11. Reward correct answers with appreciation and commendation.

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12. Refrain from making students answer in the record book during class period.

I. MAKING ASSIGNMENTS

1. ASSIGNMENT- refers to what activities students are expected to do and what they

are expected to accomplish. The assignment may be;

b. Problem to be solved

c. Theme to be written

d. Group to be done cooperatively

e. Reference work

2. IMPORTANCE OF ASSIGNMENT

a. Spells out what is expected to be done

b. Direct the study of the students

c. Gives students something to do

3.FUNCTION OF ASSIGNMENTS

a. Fixes objective and goals of the lesson

b. Motivates the students to work on the task

c. Sets up specific learning activities

d. Gives specific instruction as how the task is to be done

4. CHARACTERISTICS OF GOOD LESSON PLAN

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a. Definite

b. Related to old learning

c. Clear

d. Interesting

e. Directive

f. Meaningful to learner

g. Comprehensive

h. Stimulating and challenging to learner’s activity

i. Provides individual differences

j. Suitable to learner’s level and interest

k. Covers large unit of work

l. Emphasizes essentials

m. Develops cooperation/unity

n. Allows attainment of objectives

1. WHEN TO GIVE ASSIGNMENTS

a. New material (not related to the day’s lesson)-best given at the beginning of

the period.

b. Old material (related to the day’s lesson)-anytime or at the end.

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I. EVALUATION LEARNING

a. Learning is a function of the whole organisms reacting to a total situation in his

environment.

b. The leaner must have interest and purpose in learning if learning is to be

effective.

c. The learner learns best and retains those who are useful and beneficial to him in

which result in personal satisfaction.

d. The learner learns best when he is ready to learn.

e. It is easier to learn meaningful than meaningless materials.

f. The rate of learning depends upon the difficulty of the task, the background and

the mental, emotional and physical conditions of the learner.

g. Not all students learn in the same way “trial and error” and “insight” are not

two different forms of learning but not extremes of the same process.

h. Both integration and differentiate occurs in growth and learning.

i. Verbal learning (symbolism) may not be divorced from emotional and

social behavior in learning.

j. Transfer of learning from one situation to another is proportional to the similarity

of structure and meaning in the two situations.

k. Learning is most effective when built upon something the learner already knows.

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 l. Learning takes place by doing.

m. Strong first impression is very lasting.

n. The learner receives impressions through the five senses: sight, hearing, touch,

taste, and smell.

A. PSYCHOLOGICAL PRINCIPLES OF LEARNING

a. Learning is considered the acquisition of knowledge, habits, skills and

attitudes through the interaction of the whole individual to his total environment.

b. The learner must have the interest and purpose in learning if learning is

to be effective.

c. Learning is facilitated by motives and drives.

d. Learning is facilitated by the law of readiness and mind set.

e. Learning is facilitated by the law of effect.

f. Learning is facilitated by the law of belongingness.

g. Learning is facilitated when the teacher provides the learner with the

proper stimuli and guides and uses the principles of conditioning or associating those

learning functions that needs to be made automatic.

h. Learning is conditioned by the attitude of the learner, environmental

conditions and the skills of the teacher.

i. Learning difficulty is due to many factors within the learner himself.

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 j. Learning is effective when more senses are utilized by the learner.

k. Learning is effective when it is made functional.

l. The learning process and achievement are materially affected by the

level of aspiration set by the learner.

m. The learning process proceeds best when the experiences, materials

and desired results are adjusted to the learner’s maturity and experience.

n. Learning means not only change improvement.

B. OTHER PRINCIPLES OF TEACHING AND LEARNING

a. Anything to be learned must be taught by presenting the real object or

idea directly to the learner, not merely through its form or symbol.

b. All things must be taught in succession and not more than one

procedure or method should be taught at a time.

c. An instructor should not leave any subject until it is thoroughly

understood.

d. The time of learning is not the time for judgment and criticism.

e. The instructor should respect the individuality of the student.

f. Effective learning takes place only when the relation between the

instructor and the student is ruled by love, understanding and mutual respect.

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 g. The instructor should be interested and must understand the student’s

problem.

h. Individual instruction must give whenever necessary for the program of

any member of the group.

i. Effective training for work can be given best only with real tests or real

job.

j. The student, while being trained, must be in place in occupational

atmosphere and environment.

k. All subject matter and training should be arranged in the most effective

instructional order to difficulty.

J. TIME-TESTED METHODS

1. INDUCTIVE METHOD- This method is in reality a discovery method. Through

the inductive procedure, one may arrive at a fact, principle, truth, or generalization. It

aims to help students discover important rules or truths make meanings, explanations

and enable students to carry on investigation by themselves. Its procedure is: a)

preparation, b) presentation, c) comparison and abstraction, d) generalization, and e)

application.

2. DEDUCTIVE METHOD- This method is the reverse of the inductive method. This

is the process of reasoning from general to the particular. It starts with a rule that is

applied to specific cases. Its steps are: a) statement of the problem, b) generalization, c)

inference, and d) verification.

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3. TYPE-STUDY METHOD- This method is closely akin to inductive method but

typical case is taken foe examination in this method. It aims to study a typical case

thoroughly and to organize into coherent whole all necessary and related details.

Its steps are: a) selection of the topic as type to be studied, b)apperception and

motivation, c) statement of the typical case of the model that will serve as basis for

comparison, d) study of details, and e) application.

4. LECTURE METHOD- This method is like telling but they are not identical.

Lecture is more of exposition while telling is more of narration. Its steps are: a)

preparation, b) presentation, c) comparison, d) generalization, and e) application.

5. PROJECT METHOD- There is something concrete produced the completion of the

project. Its steps are: a) purposing, b) planning, c) executing, d) evaluating. This method

encourages creative activity, initiates and responsibility.

6. UNIT METHOD- is also considered as the Morissonian Mastery Formula. It leads

itself to a long range plan or is popularly used in social studies. Its steps are: a)

explanation, b) presentation, c) assimilation, d) organization, and e) recitation.

7. PROBLEM METHOD- trains pupil to find solutions for difficulties through

thinking. Problem method has the following: a) recognition and statement of the

problem, b) statement of the hypothesis, c) critical evaluation of hypothesis and

verification of accepted solutions.

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8. LABORATORY METHOD- a method which provides facts obtained through

investigation. It provides opportunities for learners to learn by actual doing. It has three:

a) introductory step, b) work period, c) culminating activities.

9. DEMOSTRATION METHOD- is teaching by showing. Pupils learn by observing.

It involves the following steps: a) introduction, b) exertion, c) evaluation.

10. EXPOSITORY METHOD- is mainly explaining and interpreting. It includes a)

approach, b) presentation, and c) application.

K. INNOVATIVE TEACHING APPROACHES

1. INTEGRATIVE TECHNIQUE- emphasizes the integrated or rounded

development of the learner. Stress is on actual life problems. Learning experiences are

organized in the form of units. Its steps are: a) initiating unit, b) point of experiencing,

c) culminating activities and d) evaluation.

2. DISCOVERY APPROACH- allows the child to discover what is to be learned and

emphasizes the method of thinking learned by the students in arriving at the rule of

formula. This involves the following: a) identification and exploration of the problem,

b) statement of hypotheses, c) experimentation and gathering of data, d) solution of a

tentative hypotheses and e) verification.

3. PROCESS APPROACH- stresses the process not the product. It aims the student

with a weapon for self-learning. It trains children to learn how to learn. These

approaches employ the following processes:

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 a. OBSERVATION-a purposive or intentional examination or something

for the purpose of gathering facts. This sharpens perceptions.

b. DESCRIPTION- a report of observed phenomena without any attempt

at identifying conditions. This requires objectivity and precision in vocabulary.

c. CLASSIFICATION-purposes of sorting and grouping objects into

categories. This develops skills in showing relationships, identifications, similarities

and differences.

d. MEASUREMENT-the qualification of variables of the assignment of

numbers or numerical values to what is being measured. Training in measurement

develops skills in the use of different methods of measurement and develops

concept of standard measurement.

e. INFERENCE- is a conclusion arrived at on the basis of previous

conclusions rather than on the basis of direct observation. This is training in scientific

thinking in suspended judgment.

f. HYPOTHESIS- a tentative conclusion to be tested for validity. This is

training in scientific thinking in suspended judgment.

g. PREDICTION- the process of forecasting a future outcome which

usually in the form of stated probability with a certain degree of certainty. This involves

the phenomenon to foretell what the probable outcome will be.

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 h. CONTROL OF VARIABLES- the process of eliminating possible

factors that may influence the outcome of the experiment, aside from the experimental

factor whose effect is desired to be known.

i.EXPERIMENTATION-observation under controlled conditions for the

purpose of discovering conclusions or testing hypothesis.

4. CONCEPTUAL APPROACH- it aims to make students build concept which

enables the students to transfer his learning from one situation to another the objectives

for concept and belong principle learning are:

a. CLASSIFYING- ability to put together example that belong to or do

not belong to a certain class of objects or events.

b. DEFINING- entails being able to give a statement equivalent in

meaning to that given in the text.

c. RELATING- includes ability to compare, to contrast, to relate, to continue and

differentiate concepts, classes, principles, objects and events.

d. APPLYING- consists of ability to depict, to estimate consequences,

results, outcomes, and changes.

5. MASTERY LEARNING-its general concept is that the degree of learning required

should be fixed at a certain mastery level. The proposal at his own speed gives the

student feeling success after mastering the learning task.

6. PROGRAMMED INSTRUCTION-is a way of providing for differences. It

proceeds in small easy-to-take steps which is called a frame.

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`7.TEAM TEACHING-a technique where two or more teachers work together with

the same students. They share responsibilities for teaching the students.

TIME TESTED METHOD

1. Developmental method

2. Review method

3. Drill method

4. Application method

5. Appreciation method

6. Inductive method- this would help students discover important rules or truth for

themselves through careful observations of specific examples leading to generalizations.

7. Deductive method- it begins with a rule that is applied to specific cases for the

purposes of testing the rule.

8. Type of study method- this is closely taken to the inductive procedures accepts that

only one cases studies.

9. Problem solving method- this make use of the problem as the nucleus that will make

the pupils towards its solution

10. Project Method- this is the method which a problematic activity is carried on in a

purposeful and constructive way.

11. Laboratory method- this method uses experimentation with apparatus and, materials

to discover and verify facts and study scientific relationships.

12. Expository method- it is use in great deal in the lower grades as exposition means

telling, explaining and interpreting.

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13. Demonstration or showing methods- in this method, the teacher or group of students

performs the activity. The class learns by merely observing.

14. The Morrison technique or unit method- this is considered the forerunner of the

different kinds of unit and the integrative technique. It is often use in the teaching in

geography, history, government and economics.

15. The lecture method- this is like telling method but they are no identical. The lecture

is more exposition while telling is more of narration.

PROGRESSIVE METHOD OF TEACHING

1. Integrated technique- concerned to the development of a well-rounded personality-

one which can just and respond to a situation in meaningful way.

2. The discovery approach- it refers to an inductive method in guiding pupils to

discuss and organize ideas and processes by them.

3. The process approach- it is an approach to science instruction. Emphasis is focused

on the process such as measurement, influence, hypothesis, prediction,

experimentation and communication.

4. The conceptual approach- in this approach subject matter is taught to enable

students to develop concepts.

5. Mastery learning- it considers the individual capacity and needs of learners. The

learners are treated as unique being and so instruction is individualized.

6. Team teaching- these two or more teachers involve who works cooperatively with

the same group of student to same period of time.

7. Programmed instruction- it is a technique of self instruction.

The two types of programmed instructional materials are:

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1. Teaching machine

2. Program textbook

8. Individually prescribed instruction- it is highly structured instructional strategy in

which the students demonstrate mastery, approximately 85% level of performance

or carefully sequenced tasks in prescribe unit bases on criterion referenced.

 DISCUSSION IN SMALL GROUP TECNIQUES

1. Role playing- it is a dramatic technique in which people attempt to portray a

situation by putting themselves in the roles of participants.

2. Panel- it is an informal, in which four to six participants with chairman discusses a

topic among themselves and there is given and take within the class.

3. Round table- it is a formal group, usually five or fewer participants who sit around

a table and converse among themselves and with the audience.

4. Forum- it is a type of panel approach in which a panel gives and takes the audience.

5. Symposium-this is more formal setting in which the participants present speeches

representing different positions and then they open up for questions from the floor.

6. Debate- it is a very formal approach consisting of set of speeches by participants of

two opposing teams and rebuttal by each participants.

7. Socio-drama- it is portrayal of some scene in history or fiction by means of

pantomime, completes with props and costumes.

8. Buzz session- it is an opportunity for the students to meet briefly in small group of

four to seven to share with such other opinions, viewpoints and reaction and

acquires no formal preparation lengthy follow-up.

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9. Brainstorming- it is a technique for generation ideas and meaningful discussion

and problem solving activity.

10. Jury Trial Technique- it uses stimulated court room procedures to discuss an issue

or problem.

11. Case study method- this is a group study method, using cases as the subject for

discussion.

12. Problem-solving-discussion- this is conducting discussion which aimed at solving

problem.

13. Simulation- it is an enactment of a make believe episode as much like real thing as

possible.

14. Field trip- it is one of the very best ways to make instructional real.

15. Resource person- this is inviting a person knowledgeable of the topic to be

discussed.

16. Workshop- is generally use as a technique of in-service education and group

thinking and planning. It involves the use of group process in attaining and solving

educational problems.

17. Seminar- is held for the purpose of solving or attempting or solves a problem. The

discussion is on an issue, problem, situations, or proposition on which an answer, a

solution, or policy is arriving at.

L. MULTISENSORY AID OF TEACHING

1. Educational values of audiovisual aids:

a. to help clarity important concepts

b. to arouse and sustain students’ interest

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c. to give all the students in a class the opportunity to share experience necessary for

new learning.

d. to help make learning more permanent.

2. Basic guidelines in the use of audiovisual aids:

a. Selecting the materials- the following criteria may be considered in selecting the

materials in teaching:

1. suitability of material for the intended purpose

2. appropriateness of the material for the intended learner.

3. quality of the materials

b.Preparing the class for the audiovisual experience.

c. Guiding the students through the audiovisual experience.

d. An audiovisual activity does not mean that the teacher will not need to guide the

students any longer. On the contrary, the activity will be an opportunity for the teacher

to guide for more fruitful.

e. Following up the audiovisual experience after its completion.

3. Kind of instructional materials

A. Printed material

a. Textbooks

b. Supplemented materials

1. Workbooks

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2. Duplicate outlines

3. Teacher- prepared study guides

4. Reference books

5. Pamphlets

6. Magazine articles

7. Newspaper

A. Audio- aids

b. Radio

c. Photographs

d. Tape records

B. Visual aids

a. Chalk board

b. Still pictures

1. Non projected

 Photographs

 Illustrations

2. Projected pictures

 Slides

 Filmstrips

 Opaque projection

 Overhead projection

b. Graphing materials

1. Charts

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 2. Graphs

3. Maps and globes

4. Posters

c. Exhibits

1. School-made displays

2.Bulletin boards

3.Museums

4. Flannel board and felt board

5. Objects

a. Specimen

b. Realias

c. Models

D. Audio-visual aids

a. Motion pictures

b. Television

c. Video tapes

A. Demonstration

B. Community Resources

a. Field trips

b. Resource person

C. Language Laboratory

D. Programmed instruction

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I.

FINAL

DEMONSTRATION

TEACHING
77
78
 A Lesson Plan
In
Dressmaking (Grade IX)
FINAL DEMONSTRATION

I. Objectives
At the end of the lesson, the students should be able to:
a. state the tools and materials needed in drafting the front part of a
tailored short pants;
b. draft the front part of a tailored short pants neatly; and
c. follow and observe safety precautions in drafting the front part of a
tailored short pants.
II. Subject matter
Topic: Drafting the front part of a tailored short pants
Reference: Competency- based Learning Materials, Garment NC II
Instructional tools/Materials: Visual aids, projector, Laptop, tape
Measure, Dressmaker’s pencil, pattern paper, ruler/l-
square/meterstick, French curve, hip curve
Values integration: Accuracy and neatness in drafting the front part of
a tailored short pants will result to a well fitted garment.
Duration: 1hr. or 60 mins.
Method/Strategy: Demonstration
III. Procedure

Teacher’s activity Student’s activity

A. Preparation
-Prayer
-Greetings
-Monitoring of Attendance
-Motivation/Review
Yesterday, we have discussed
the measurements needed in
drafting a tailored short pants.
Again, what are the
measurements
needed? Will you give one? Sir!
Yes Ruthjoy!
Very good! waist

What else? Sir!

Yes Joyce!
Exactly! Seat or hip measurement

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 Sir!
Are there some more? Crotch, Short length, and knee
Yes Angel circumference

Very Good Angel!

What should we keep in mind
when measuring circumference Sir!
line of the body?
Yes Kristine In getting the circumference line of
the body we should not forget to
put 2 fingers under the tape
measure because this will serve as
an allowance.

Exactly Kristine!
Since you are now familiar on
the measurements needed in
drafting tailored short pants. I
think you are now ready to draft
the pattern for a tailored short
pants.

B. Presentation
Today class, I am going to
demonstrate the proper way of
drafting the front part of a
tailored short pants. But before
we proceed, let us know first the
materials /tools needed in
drafting and we have ruler, L-
square, hip curve, French curve,
pattern paper and tape measure.
Take note class that in
drafting a pattern, the following
Precautionary measures must
be observe:
1. Check the materials needed
2. Never play with your tools
3. Work with clean hands

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 Measurements needed:
1. Waist - 32”
2. Seat or hip -35”
3. Crotch -8”
4. Short length -17”
5. Knee circumference-16”

Illustration:

AK J L

C H E G .. .
I E1

BN M O

Steps in Drafting front part short

pants

1. Draw a perpendicular line and

mark it A.
2. AB is the length of short
3. AC is the rise or crotch
measurement.
4. CD is 3 ½ inches upward
Square a line from points D, C
and B.
5. CE is ¼ of seat/hip
measurement
6. EF is 1 ½ inches to the right
7. FG is ¼ inch outward
8. H is midpoint of C and F
Square a line from point H
down intersecting line B and
mark it M.
9. HI is ½ inch square a line from
I upward intersecting line A
and mark it J.
10.JK is 1/8 waist measurement,

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 JL is 1/8 waist measurement
also
11.E to E1 is 1/8-inch outward
Connect E1 to L with a ruler,
shape the crotch from G to the
intersection of line D and E1
with a French curve.
Connect D and K with a hip
curve
12.MN is ¼ knee measurement,
MO is ¼ knee measurement
also.
Connect NC and OG with a hip
curve.

Yes Sir!
Can you follow class?
None Sir!
Any question?

C. Application
The teacher will call several (the students will re-demonstrate
students to re-demonstrate the the steps in drafting tailored short
steps in drafting the front part of pants)
a tailored short pants.
D. Generalization
Correct measurement and
well drafted pattern ensure a
well-fitted garment.
We need to be good enough
in measuring body parts
especially when drafting so that
we can achieve an accurate and
neat pattern.
IV. Evaluation
(performance test)
The students will draft
pattern following the given
measurements needed:
1. Waist – 28”
2. Seat/hip – 36”
3. Crotch – 8”
4. Short length – 18”
5. Knee measurement – 17”

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 Criteria for Evaluation

1.Accuracy – 45%
2.Speed – 25%
3.Neatness – 20%
4.Care of tools/behavior - 10%
100%
V. Assignment
1. What are the
measurements needed in
drafting the back pattern
of a short pants?
2. What are the tools needed
in drafting the back
pattern of a short pants?
3. Why do we need a guide in
drafting the back pattern
of a short pants?

Reference: Competency-Based
Learning Materials, Garments NCII,
pg. 46-50

Prepared by: Checked by

REYMUND C. GUILLEN WILMA L. LACANARIA

Cadet Teacher Cooperating Teacher

Approved by:

ESTRELLA C. GANIO
Head Teacher V, TVE Department

83
84
APPENDICES

85
 Republic of the Philippines

Department of Education

Region II

Divicion of Isabela

REINA MERCEDES VOCATIONAL AND INDUSTRIAL SCHOOL

Brgy. Tallungan, Reina Mercedes Isabela

Award this

CERTIFICATE OF COMPLETION
To
REYMUND C. GUILLEN

For having successfully completed his FS 7 (Practice teaching) at Reina Mercedes

Vocational and Industrial School from January 3, 2018-April 6, 2018.

Given this 6th day of April 2018 at Reina Mercedes Vocational and Industrial
School.

86
 Republic of the Philippines

Isabela State University

City of Ilagan-Campus

CERTIFICATION OF EDITOR

This is to certify that Mr. REYMUND C. GUILLEN has engaged my service to

edit his/her Narrative Report of experiences during his/her Practice Teaching.

This certification is issued upon the request of Mr. REYMUND C. GUILLEN

for what legal purpose/s may serve him/her.

Given this 25th day of April, 2018

JOMAR M. LACISTE

English Teacher

87
LETTERS

88
89
90
PHOTO GALLERY

91
GRADE IX DRESSMAKING CLASS DURING THEIR FINAL

FITTING

92
 GRADE VIII, IX ANDX DRESSMAKING CLASS DURING THEIR

LABORATORY ACTIVITIES

RMVISIANS DURING THE

EARTHQUAKE DRILL CONDUCTED BY THE BUREAU OF FIRE

PROTECTION

93
STUDENTS OF RMVIS DURING THEIR SCHOOL ACTIVITIES

(CULMINATING, ARTS MONTH AND SJ PROMENADE)

FINAL
DEMOSTRATION
TEACHING

94
 THE ISU
STUDENT
TEACHERS FROM
ILAGAN CAMPUS WITH THEIR COOPERATING TEACHER
AND SIR RODELIO PINUGO, SCHOOL PRINCIPAL II

DURING THE MOVING UP AND COMPLETION PROGRAMS

95
DAILY TIME
RECORD

96
97
98
CURRICULUM VITAE

REYMUND COLLADO GUILLEN

SAN ANTONIO ILAGAN CITY, ISABELA

PERSONAL BACKGROUND

Date of Birth : May 18, 1997

Place of Birth : San Antonio Ilagan City, Isabela

Civil Status : Single

Religion : Bless the Nation Church Ministry

Citizenship : Filipino

Age : 20

Gender : Male

Father’s Name : Prudencio B. Guillen Sr.

Mother’s Name : Lorna C. Guillen

EDUCATIONAL BACKGROUND

TERTIARY : Isabela State University- Ilagan Campus

COURSE : Bachelor of Secondary Education

MAJOR : Technology and Livelihood Education

SECONDARY : San Rafael National and Vocational High School

PRIMARY : San Rafael Elementary School

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