Preliminaries of Teaching Internship

A. Introduction to Student Teaching Internship

Your journey as a student teacher will culminate in this course. As you are fully aware,
preparing you for teaching began when you entered the program. This started when you first
got to know about the learners, were introduced how to relate to them individually, then
managed to work with them in small groups. As a prospective teacher, you are constantly
being exposed to situations that will enable you to apply the knowledge and skills that you
learned in class. Working with individual students and small groups of students, you were
able to understand their individual needs, how to apply different teaching strategies to
address these needs and come up with authentic assessments as a way to gauge learning and
at the same time to improve teaching.
As you slowly moved to observing the different classes, you watched how your mentors
apply theories into practice, demonstrate different teaching techniques, relate to students,
and evaluate learning. Then, you were given the opportunity to assist your mentor. It was
such a different experience. The responsibilities that were given to you gave you a chance to
know how it is like to be a teacher. You were asked to give your suggestions and ideas as
you planned the lessons and assumed certain tasks like handle certain parts of the lessons,
help assess students, and the like.
After having all these experiences, you are ready. You are ready to assume more roles of
a "real" teacher. This internship program has three goals. First, it aims to help you develop a
better appreciation of the teaching vocation. Through immersion in the different
responsibilities and roles of a teacher, you will see the value of this profession in making a
difference in the lives of students. Second, as you assume more teaching responsibilities,
you will be able to practice your teaching skills and acquire competencies that will enable
 you to teach confidently and effectively. Lastly, this internship experience will enable you to
acquire a sense of professionalism as you assume the roles and responsibilities of a teacher.
The whole essence of this internship program is to prepare you for the world of work.
Simply put, this program will prepare you to teach. Make the most of it. Ask questions. Try.
Make mistakes. Try again. Reflect. It is only through reflecting on your experiences can you
truly learn.
TASK 1
Now that you know the objectives of this internship program, what goals are you going to
do for yourself in order to fully benefit from this program?

B. Preparing Myself for Teaching Internship

Teaching internship can be the most exciting and exhilarating experience you will
encounter in your journey as a student. This is the time when you can make use of all the theories
that you have learned in class. This is the time when you can apply all the strategies and
techniques that you have learned ever since you started your journey into becoming a teacher. As
you prepare to immerse yourself in the world of teaching, you need to understand that much of
what you will learn depends on how you will view and process the whole learning experience.
You will be transitioning into the world of work. This means that even if you still
consider yourself as a student, you will now be considered by other people, particularly your
would-be students, as a teacher. Aside from this, you will also be collaborating with other
teachers. These teachers will be your guide as they show you not only what to teach and how to
teach. This can also be an opportune time to discover why they teach.
In this internship program, you will be paired with a seasoned and expert mentor. Learn
as much as you can from your mentor or your cooperating teacher. This person would help you
deal and overcome your daily challenges. The tasks ahead are never easy. But you have to
remember that you are not going through this alone. Your cooperating teacher is there to guide
and help you.
As you prepare yourself for this internship, you need to seriously consider the following advice:
Listen. It is important to keep an open mind and heart. You are in this program to learn.
Take all experiences, whether good or bad, as learning experiences. Learn to consider and heed
all the advice given to you, regardless if they are positive or negative. These words of wisdom
coming from your cooperating teacher will make you grow as a teacher, personally and
professionally.
Observe. This is the time to learn about best practices. In the process of observing, make
sure to be keen on spotting the best technique, strategy, or method used by the cooperating
teacher. Take note of how your cooperating teacher applies certain theories and principles in
practice. Keep in mind to follow what works and at the same time reflect on experiences that you
think can still be improved.
Ask. The only way to know if you are on the right track is to ask. Your cooperating
teacher knows that you are still in the process of learning how to become a teacher. Thus, if there
are still things that seem to be hot clear, do not hesitate to ask.
Deliver. As a student teacher, you are expected to perform. Do your responsibilities.
Submit requirements ahead of time. Assist your cooperating teacher. Exert all effort to come up
with good lessons. Do your best when you teach.
Finally, your teaching internship experience will largely depend on you. It is not an easy
task, but you have to remember that once you hurdle all the challenges that you will encounter,
the way to becoming a teacher is going to be one of the most fulfilling experiences that you will
ever have in your professional life.

TASK 2
After attending the internship orientation or when your cooperating teacher or internship
supervisor discusses with you the expectations for the internship, try to think of possible answers
to the following questions:
1. What are the things that you need to listen to in order to maximize your internship
experience?

2. What are the things that you need to observe in order to learn much from your internship?
3. What are the things that you need to ask as you begin your internship?
 4. What are the things that you are expected to deliver?

C. Knowing My Basic Roles and Tasks

As a student teacher, most of the roles and tasks that are expected from you would be
similar to the responsibilities of your cooperating teacher. These tasks will enable you to have
the opportunity to understand the roles and responsibilities of a teacher and at the same time
hone your skills in teaching,
The following are your basic roles and tasks:
1. Learn as much as you can by researching and observing. Learn about the vision-
mission of the school, its philosophy, and the goals for the students.
2. Observe classes. Determine how the teachers teach and relate to their students. Discover
how the teachers make their lesson plans. Try to see how they manage classes.
3. Create your lesson plans. Your cooperating teacher will assign you to develop your own
lesson plan. Do your best to come up with a good lesson plan following the format given
to you by your cooperating teacher.
4. Teach. You will be assigned to teach once your cooperating teacher determines that you
are ready. Prepare well your lesson plan, instructional materials, assessment tools, and
other things that you will need for your lesson. Do your best at all times.
5. Assist. Your cooperating teacher will expect you to help or assist in various activities
inside or outside the classroom. Have the initiative to extend your help. Whether you will
be asked to check papers or to decorate the bulletin board or classroom, accept these
responsibilities willingly as these would help you understand how it is to be a teacher.
6. Attend school activities. School activities enable you to understand the school culture.
This is where you will see the events that the school prioritizes and the values that
teachers want the students to learn.
7. Meet your cooperating teacher or internship supervisor regularly. You need to know
how you are progressing in this internship. Meeting your cooperating teacher regularly
through post-observation conferences will allow you to see areas that you have done well
and aspects of your teaching that you need to improve on. Your internship supervisor, if
there is any, can also help you address some of your concerns.
 8. Log in and log out. Attendance and punctuality are something that you need to value at
all times. You have to remember that your cooperating teacher and students rely on you
to do certain responsibilities. Make sure that you arrive early so that you can still talk to
your students and other people. Likewise, it is also important that you have ample time to
prepare for the tasks at hand.

TASK 3
After thoroughly going over the basic roles and responsibilities of a student teacher,
please answer the following:
1. What are your initial thoughts about your responsibilities?
2. Which among the roles and responsibilities do you think you will greatly enjoy doing?
Why?
3. Which among your responsibilities will be challenging to you? Why?
D. Establishing a Relationship with Your Cooperating Teacher
Your internship experience will greatly depend on your cooperating teacher. The skills
that you are going to hone, the values that you are going to imbibe, and the practices that you are
going to learn would depend much on your cooperating teacher. You have to remember that this
person is there to help you. As such, it is important that you need to establish a good relationship
with your cooperating teacher.
There are several ways in which you can establish a good working relationship with your
cooperating teacher.
1. Keep an open mind. Your cooperating teacher brings with him/her a wealth of
experience. As such, he/she is in a position to share with you not only how you can
teach effectively, but also some pointers on practical applications of the theories that
you have learned in class. There will be instances in which you will be commended
and also instances in which your attention will be called. Regardless of the feedback
given to you, whether positive or negative, bear in mind that they are meant to help
you develop professionally.
2. Always extend your help. Your presence in the classroom is very important. Aside
from learning how to teach, you also need to understand that you play a major role in
helping
your mentor teaches the students. If your cooperating teacher sees your willingness to learn by
offering your assistance, he/she will appreciate your presence in the classroom.
3. Be reliable and consistent. Always make sure that you fulfill your roles and
responsibilities well and that you submit requirements on time. Your cooperating
teacher will expect you to be able to deliver quality work at all times.
4. Be innovative and creative. As a student who is exposed to new trends in education,
you can help your cooperating teacher by suggesting new ideas on how to come up
with fun and engaging lessons. Do not be afraid to share what you know. A good
mentor knows the importance of injecting new ideas in the lesson.
5. Communicate regularly. If you have concerns or doubts, it is important that you
communicate directly with your cooperating teacher. Sometimes, problems of issues
arise when student teachers fail to communicate with their mentors. Always
remember that they are there to help you. So, be honest and talk about your concerns.
6. Be professional. If you want to be treated as a professional teacher, you have to act
like one. Always show respect. Be careful with the words that you use. Please
remember that as a professional, there are ethical and moral standards that you need
to uphold.
TASK 4
In order for your cooperating teacher to know you better, it is important that you provide
a letter expressing your gratitude for his/her willingness to mentor you. This letter should pave
the way for your cooperating teacher to get to know you better.

E. Establishing My Relationship with the Internship Supervisor

 Your internship supervisor is another key person who would help you in your journey as
a student teacher. Aside from the cooperating teacher, the internship supervisor makes sure that
your whole internship experience will lead you into becoming a professional teacher. In order to
establish a good relationship with your internship supervisor, you have to do the following:
1. Attend the orientation in order for you to know pertinent details about the internship.
2. Follow the policies and procedures of the internship site.
3. Keep in mind your responsibilities as a student teacher and all the expectations that go
with your internship. Keep a record of all the documents given to you.
4. Submit all requirements on time.
5. Attend all sessions with the internship supervisor and make sure that you share your
internship experiences with him/her.
6. Provide your internship supervisor with your time sheet regularly.
7. Prepare at all times as your internship supervisor will observe you.
8. Update your internship supervisor with everything that is happening in class.
9. Share creative ways of updating your internship supervisor.

TASK 5
Your internship supervisor will expect you to update him/her regularly about your
experiences in the classroom. List down several creative ways in which you can update your
internship supervisor. Then, discuss these suggestions in class.
Several creative ways that I’ve update my internship supervisor


F. Knowing My School (Internship Site)

Now that you have been assigned to the school where you are going to have your
internship, it is important that you take time to know some important facts about the school. In
this way, you will be able to understand not only the school's vision and mission, but also
important values and practices that the school upholds.

TASK 6
Research or interview someone to be able to know the following:
1. School's Vision-Mission and Goals
School’s Vision School’s Mission School’s Goals

2. Core Values

3. Educational Philosophy

4. Dress Code

5. Code of Ethics for Faculty

6. Policy on Attendance

7. Other School Policies

G. Establishing a Relationship with Students

In order to make your internship journey truly memorable, it is important for you to establish a
positive relationship with your students. Your would-be students are as excited as you are to
know you better. The following are some suggestions to establish a good relationship with your
students:
1. Show consistency. This means that your students need to know that they can trust you.
When you say something, you have to mean it. Consistency also means that you have to
give your best every time you are asked to teach. Your students know if you are prepared
or not. Take time to plan and always execute a good lesson.
2. Stick to a routine. The reason why your cooperating teacher will ask you to observe first
is for you to know important practices and rules in the classroom. It is vital that you
follow these so as not to disrupt classes or to cause confusion among the students.
3. Get to know your students. As much as possible, you need to know the names of all
your students. Talk to them not only inside the classroom but also outside the classroom.
 know what their interests are. Listen to their concerns. Understanding your students
would enable you to engage with them more. You can use their interests as a starting
point for your lessons.
4. Make learning fun and engaging. Students will appreciate you more if you go the extra
mile to plan lessons that would actively involve them. By providing them with
opportunities to research, collaborate, and work on projects, these students will realize
that learning is indeed a pleasant experience.
5. Believe in your students. A good teacher knows that each student is unique. Take time
to discover the strengths of your students. Knowing their strengths will allow you to plan
activities that would boost their confidence. Once students feel confident, they will easily
try to do their best in other areas.

TASK 7
Ask your cooperating teacher if he/she can provide you with a list of students in class.
Write your observations about each student in the second column. After two weeks, write in the
third column something about each student that you were able to observe after spending time
with him/her. It can be an interest, a hobby, or a talent.
Name of Student Initial Observation Recent Observation
H. Starting My First Day
Today is the day that you have been waiting for. It is the first day of your internship. The
following are some practical tips on what to do before entering the classroom:

 Arrive early. It is important for you to get familiar with the site. Make sure that you know
the different places and areas of the school.
 Introduce yourself to the teachers and school personnel. Be respectful and cordial.
 Learn the names of the administrators, faculty, and personnel that you will be working
with. Bring with you all the necessary materials that you will be using. Have a notebook
for observation.
 Dress properly. If you are not wearing a uniform, follow the dress code policy of the
school.
 Bring with you the name tags or seating plan that you have prepared in advance.
 Ask your cooperating teacher about his/her expectation of you for the day.
 Be ready to introduce yourself to your students.
 Have fun!

TASK 8
Reflect about what transpired during the day. Write your thoughts about the school, the
people, and the students. Cite two significant experiences that you had and give your insights
about these.
 CHAPTER 2

Preparing for

Classroom Instruction

A. Writing My Lesson Plan

Benjamin Frankan once said that by failing to prepare, you are preparing to fall.
This quotation also applies to all teachers who are pursuing this noblest profession. If a
teacher failed to prepare for classroom instruction at least a day before, well he/she
prepared to fail. Even without asking students will definitely notice if a teacher is not
prepared. Moreover, a teacher's unpreparedness might manifest in the attention, behavior,
learning, and performance of the students. Therefore, every teacher shall make the best
preparations for the career of teaching (Code of Ethics for Professional Teachers, 1994).
Planning lessons is fundamental in ensuring the delivery of teaching and learning
in schools (DepEd Order No. 42, S. 2016). One common way to prepare for classroom
instruction is to write your lesson plan ahead of time. Lesson plan, as defined by Partin
(2005), is simply a sequential guide on how you plan to accomplish your instructional
objectives or goals. It tells you what you will be doing and what your students will be
doing. It is a way of visualizing a lesson before it is taught (DepEd Order No 42, 5. 2016)
There are three basic types of a lesson plant: the detailed lesson plan, the semi-
detailed lesson plan, and the brief lesson plan. A detailed lesson plan highlights a possible
conversation between a teacher and his/her students starting from the prayer up to the
assignment section of a detailed lesson plan through the use of matrix. Whereas, a semi-
detailed lesson plan contains the essential parts of a lesson plan, including a short
discussion on how each part will be delivered by a teacher Lastly, a brief lesson plan also
contains the same essential parts of a lesson plan; however, it only outlines the content.
To help teachers in preparing their lesson plans, the Department of Education
(DepEd), through the issuance of DepEd Order No. 42, Series of 2016, implemented the
Policy Guidelines on Daily Lesson Preparation for the Kts 12 Basic Education Program.
These guidelines aim to support teachers in organizing and managing their classes and
lessons effectively and efficiently and to ensure the achievement of learning outcomes.
Moreover, it also aims to empower teachers to carry out quality instruction that
recognizes the diversity of learners inside the classroom, is committed to learners'
success, allows the use of varied instructional and formative assessment strategies
including the use of information and communication technologies, and enables the
 teacher to guide, mentor and support learners in developing and assessing their learning
across the curriculum (DepEd Order No. 42 Series of 2016)
There are two formats in preparing for classroom instruction according to DepEd
Order No. 42 Series of 2016: Detailed Lesson Plan (DLP) and the Dally Lesson Log
(DLL). The Detailed Lag Plan (OLP) is defined as a teacher's road map for a lesson. It
contains a detailed description steps that a teacher will take to teach a particular topic.
Whereas, the Daily Lesson Lo defined as a template that teachers use to log parts of their
daily lesson.

Here are the basic parts of the Detailed Lesson Plan

1. Objectives (use the competencies stipulated in the DepEd Curriculum Guides)
2. Content (Be SMART)
3. Learning Resources (Be creative with what you have)
4. Procedures (Engages the active participation of the students!
5. Remarks (How is your discussion? how is the assessment?
6. Reflection (Decide whether to proceed to the next lesson or to reteach the same
lesson.
A typical DLP contains the same parts like the DLL. They just differ on the way of the
presentation of the content.
The next questions, which format should the newly hired teachers follow and use? Are
they going to follow the DLP or the DLL format? According to Reece and Walker (2003), if you
will observe experienced teachers, you may find a wide variation in practice with regard to their
approach to lesson plans. Some teachers have very detailed plans, while others appear to have
little at all in the way of a plan. But for newly hired teachers without professional teaching
experience, they shall be wired to prepare a daily Detailed Lesson Plan for a year. In addition,
teacher-applicants who wish to work in any public school in the country shall be required to
prepare a OLP too (DepEd Order No. 42, 5, 2016. Whether you will write a DUP or a DLL, what
is important is that the lesson is always planned with cars [Reece & Walker 2003).
Here are some practical planning tips veteran teachers have found useful according to Part
(2005)
1. Make a general plan for the year. These are usually drawn from any written program of
study the school is obligated to follow.
2. Try to plan at least a week in advance. The first time you must unexpectedly be sent you
and your substitute will appreciate it.
3. Make a master lesson plan form, filing out all the details and activities that will remain
the same each week.
4. The first step in every lesson is to focus on the goal/s you hope to accomplish.
5. Do not over rely on knowledge-level objectives.
6. Keep a notebook for each class to organize the lesson plans, handout masters, tests,
quizzes, and lists of audiovisual requirements for each subject.
 7. Some teachers prefer to develop and store their lesson plans on the computer. This makes
revision much simpler.
8. First, schedule the blocks of time your students have to be out of the room. Then,
schedule the topics and content you are responsible for teaching.
9. In planning any lesson, develop the body of the instruction first, including specifics on
what you will do and what the students will do. Then, give special attention to developing
a powerful and interesting opening and ending.
10. Where possible, schedule challenging and new content early in the day. Generally,
student attention and concentration wane in the afternoon.
11. Likewise, schedule the most demanding content on Monday, Tuesday, and Wednesday.
Student productivity and enthusiasm diminish after Wednesday.
12. Always have several sponge activities available for students to work on if they complete
an assignment or test early plan which parts of the lesson went.
13. After you teach each lesson, note on your lesson well and which need to be improved.
14. Use colored folders to arrange each day's lesson plan and student papers. Use a different
color for each class.
15. Some teachers choose to put their lesson plans on note cards, with a single idea or
activity on each cand.
16. Use checklists to help organize your lessons.
17. Some tasks, such as ordering films or arranging speakers, must be done well in advance.
18. Try to have materials for the next day's lesson ready before you leave school.
19. Develop a card file or loose-leaf notebook to collect teaching ideas.
20. If you see another teacher or presenter, use a successful technique or strategy, brainstorm
ways you might adapt the idea to one of your lessons.
21. Visit teacher who teach the grade above or below yours to discover how your lessons fit
into the larger picture.
22. As you develop each lesson plan include a brief note indicating the state or national
content standards that the lesson addresses.
23. Save a few moments at the end of each day to reflect on your day's lessons.

TASK 1
Using your favorite topic, write a sample lesson plan. Use the DepEd Curriculum Guide
writing the content performance standards and the learning competency. Use the template below.
GRADES 1 TO 12 School Grade
DAILY LESSON Level
PLAN Teacher Learning
Area
Teaching Quarter
Date and
Time
 I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
(LC)/Objectives
Write the LC code for each
Knowledge
Skills
Attitude
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
2. Learner’s Guide
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples
instances of the new lessons
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery
G. Finding practical applications
of concepts and skills in daily
living
 H. Making Generalizations and
abstractions about

I. Evaluating learning

J. Additional Activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned No. of learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who require No. of learners who require additional activities for
additional activities for remediation
remediation
C. Did the remedial lessons Did the remedial lessons work? _____No. of learners
work? No. of learners who who have caught up with the lesson.
have caught up with the
lesson.
D. No. of learners who continue No. of learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies that work well:
strategies worked well? _____ Games
Why did this work? _____ PowerPoint Presentation
_____ Preliminary activities/ exercises
_____ Case Method
_____ Think-Pair-Share (PTS)
_____ Rereading of paragraphs/ Poems/ Stories
_____ Differentiated Instruction
_____ Role Playing/ Drama
_____ Discovery Method
 _____ Lecture Method
Why?
_____ Complete IMS
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____Group members in doing their tasks

F. What difficulties did I _____Bullying among pupils.

encounter which my _____ Pupil’s behavior/ attitude
principal/supervisor can help _____ Colorful IMS’s
me resolve? _____ Unavailable Technology Equipment
(AVR/LCD)
_____ Science/ Computer/ Internet lab
_____ Additional clerical works
_____ Reading readiness

G. What innovation or localized

materials did I discover
which I wish to share with
other teachers?

B. Managing My Classroom
Classroom management is known to be one of the critical ingredients for effective
teaching and learning (Evertson, Emmer, & Worsham, 2006). This area, according to Valle and
Sawyer (2002), is seldom covered thoroughly enough in traditional teacher education programs;
however, it is an area that can make or break your success as a new teacher Effective teaching
and learning cannot take place in a poorly managed classroom, if students are disorderly and
disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm
(Marzano, Marzano, & Pickering. 2003). In these situations, both teachers and students suffer.
To avoid this, every teacher must be equipped with practical knowledge, skilo, and strategies in
managing his/her classrooms.
What is classroom management? Doyle (1955) defined classroom management as the
actions and strategies teachers use to solve the problem of order in classrooms Similarly,
according to the Ministry of Education of Guyana, classroom management refers to the methods
and strategies an educator uses to maintain a classroom environment that is conducive to student
success and learning. While Krenchwil, DeRoos, and (2020) uniquely defined classroom
management as a process by which teachers and schools create and maintain appropriate
behavior of students in classroom settings.
Arranging the physical setting for teaching and learning is a logical starting point for
classroom management because it is a task that all teachers face before school begins (Evertson,
Emmer, & Warsham, 2006). The physical arrangement of the classroom also influences the
students' attention, behavior, and learning. The placement of desks, bookshelves, pencils,
sharpeners, and cabinets can influence traffic flow student interaction, noise level, attention, or
disruption (Partin, 2005).
Therefore, every teacher must take time to arrange the physical features of the classroom and not
leave it to any chance.
Assigning seat of every student is part of the physical arrangement of the classroom
Traditionally, the teacher assigns the seating arrangement of the class. By height, alphabetically
arranged, or by the special needs of the students are the common practices in arranging the seats
of the students. But because of the paradigmatic shift in education as well as the shift from
teacher centered to student-centered classrooms, teachers are now considering the preference of
the students to decide and choose their own seating arrangement.
Here are the common types of classroom seating arrangement that you may utilize in
managing your class:
1. Traditional Arrangement-is typically consists of about five or six perfectly straight
rows, each containing five to seven chairs equidistant from each other. This seating
arrangement predominates in most educational settings, from elementary to college
[McCorskey & McVetta, 1978). This is the most common type of seating arrangement
and is ideal for lecture type classes.

2. Horseshoe or Semi-circular Arrangement-is frequently employed in smaller classes,

such as seminars. Some rooms are not physically conducive to this arrangement for larger
classes because of the "dead space" in the middle. This setup can be particularly effective
when the instructor wishes to project and discuss course-related materials in front of the
class (McCorskey & McVetta, 1978). This seating arrangement is ideal for class or group
presentations.

3. Double Horseshoe Arrangement-involves an inner and outer horseshoe and, similar to

the conventional horseshoe, invites greater discussion than the traditional format (Harvey
& Kenyon, 2013) Similar to the horseshoe arrangement, double-horseshoe arrangement is
ideal for class or group presentations with larger population. Some also preferred this
arrangement even for interactive discussion.

4. Modular Arrangement-is found mostly in specialized classrooms like home

economics, science laboratories, and the like (McCorskey & McVetta, 1978). This
seating arrangement is somehow specialized and needs a larger space.

5. Roundtable Arrangement-is commonly found in seminar course room that consists of

instructors and students sitting around a single large table. Students and instructors all
face one another in this setup, which supports whole-class as well as pairwise dialogue
(Harvey & Kenyon, 2013).
 Aside from seating arrangement, there are several things that must be considered
in creating a conducive learning environment. Proper lighting as well as adequate
ventilation also greatly affect the teaching and learning process Setting proper lighting
can be done through several ways. For example, setting right number of windows and
doors so that natural light may come in and installing fluorescent lights to support the
classroom lighting. Poor lighting system might lead to difficulty of the students to see the
writings on the chalkboard and might also lead to dizziness of the students.
In addition, adequate ventilation is also a must. Kapoor and Premi (1988) shared
that a classroom is ideal to have at least three fans of 1,200 mm diameter each. This is
ideal for non-a conditioned classroom. For air-conditioned classrooms, make sure to set
the temperature from 20 to 24 degrees Celsius. A too cold classroom might cause the
students to be sleepy, while a too hot classroom might make the students uncomfortable.
These factors will definitely block effective teaching and learning.
Aside from managing the physical arrangement of the classroom, teachers must also
consider. The effective use of school time. Teachers vary greatly in their ability to manage
classroom time The ability to use time wisely in pursuing curricular goals is the most valuable
teaching skill (Partin 2005). Always remember that being time-bounded is part of being a
SMART teacher.
The time allotment for each subject is the minimum period for class interaction. The
learning time can be extended to include off-school learning experiences at home or in the
community for transfer of learning to real-life situations as provided for in the curriculum. The
outputs of such off-school learning experiences are usually in the form of products and
performances which shall be monitored and credited accordingly (Deplid Order No. 31, Series of
2012).
Here is the current time allotment per learning area (including elective subjects):

The following list contains the time robbers' activities that teachers most frequently cite
as keeping them from doing their job better (Partin, 2005).
 Filling out forms, paperwork
 Repeating directions
 Dealing with unplanned interruptions
 Doing clerical tasks, photocopying
 Handling classroom behavior
 Grading student work
 Attending meetings, in-service programs
 Cleaning the classroom
 Supervising the playground, the lunchroom
 Keeping track of money
 Taking attendance
 No matter how many interruptions will knock on your future classrooms, a flexible and web
prepared teacher in the twenty-first century can always find ways to re-manage the time allotted.
Setting classroom routines is also important in maintaining the order inside the class.
Classroom routines to prevent behavioral problems inside the class and may positively affect
students’ academic performance Teachers can establish and modify their own classroom routes
based on its effectiveness. Usually, beginning teachers try different classroom routines and
procedures during their earlier years in the teaching career. They also explore and experiment
which among the classroom routines really work and which do not.
Hudson (2019) shared the following 12 must-teach classroom procedures and routines that
might help you construct your own sets of classroom routines toward a well-organized
classroom:
1. Use hand signals
2. Set a routine for lining up
3. Set a timer for transitions
4. Provide "bellringers"
5. Share your calendar
6. Be clear about technology rules
7. Have a system for paper submission
8. Lock down your comfort room policy
9. Date-stamp students' work.
10. Set up turn-in trays
11. Ask students to highlight their names before turning in work
12. Greet every student at the door
To end, always remember that classroom management is a skill that is often ne new
teachers, especially with so many children coping with hyperactivity or inattentiveness
practical information about this key area will help you tremendously during firs teacher
(Valle & Sawyer, 2002).

TASK 2
Construct your own set of classrooms routines and procedures which you think might
work Inside your future classroom. List down below.
MY CLASSROOM ROUTINES MY CLASSROOM PROCEDURES
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
 7. 7.
8. 8.
9. 9.
10. 10.

TASK 3
Which among the different seating arrangements do you prefer most? Explain your answer.

C. Selecting Appropriate Teaching Strategies

Are you ready to start your teaching career? Before you answer this question, better
check this first. Based on DepEd Order No. 25, Series of 2015, learners are expected to be in
school for a total of 200 class days. To ensure quality in the school operation and actual teaching
learning. the 187-day contact time for teachers and learners is nonnegotiable. Consequently, if
there are almost 200 school days in a school year, then a teacher must have at least 200 ready-to-
use teaching strategies for different topics to survive a school year. If you are not confident
enough, then try your best to complete the list before you start your first day as a full-fledged
classroom teacher.
To begin with, let us do some recap about the common definitions of the educational term
teaching strategies For Corpur and Salandanan (2013), strategy is a long-term plan of action
designed to achieve a particular goal. This is similar to the definition given by Stone and Morris
as cited by Issac (2010) that strategy refers to a generalized plan for a lesson. Moreover, it
includes structure, desired behavior in terms of goals of instruction, and an outline of planned
tactics necessary to implement the strategy. In simple words, teaching strategy refers to planning
possible tactics or way in delivering instruction to meet your set objectives. Fortunately, there are
numerous available teaching strategies that we can use inside our class. But the challenge is
choosing which among those teaching strategies is the most appropriate for your lesson.
These are the following guidelines that you need to consider in selecting an appropriate
teaching strategy that promotes academic achievement (lackson, 2019):
1. Begin with the objectives or competencies After determining the objectives or
competencies, plan all of the teaching strategies, learning activities, and assessment
strategies around then.
2. Align your teaching strategies with the learning competencies: Once the objectives are
written, you may focus on selecting teaching strategies and learning activities that will
facilitate students in meeting the set objectives or competencies.
 3. Align your assessment strategy with the lesson objectives. After learning objectives are
written and teaching strategies and learning activities are chosen, develop assessment
strategies that evaluate the learning objectives.
4. Make modification to the teaching strategies and assessments as you get to know your
students and their strengths.
K to 12 Curriculum is learner-centered. It focuses on the optimum development of the
Filipino child (K to 12 Toolkit, 2012). If this is one of the main features of the curriculum, then
teachers must always consider the high participation of the students in selecting teaching
strategies. Indeed, gone are the days where the teacher does all the talking and lecturing.
To observe this, Partin (2005) noted some engaging strategies as alternatives to lecturing that
you may use in teaching your students:
1. Question and Answer is also known as Socratic method which stimulates the creative
and critical thinking of students through skillful questioning. This may also go the other
way around such as students asking questions to the teacher.
2. Brainstorming is an effective strategy for stimulating creative thinking in groups. This is
a quick and effective means of energizing a group when their interest wees.
3. Brainwriting is a variation of brainstorming strategy it assures that everyone has an
opportunity to participate and minimizes the effects of premature evaluation of each
other's ideas.
4. List Making may be combined with several other strategies, such as brainstorming or
brainwriting. It may be done individually, in small groups, or as a whole class.
5. Class Discussions are a useful strategy for stimulating critical thinking and encouraging
students to reexamine their attitudes
6. Fishbowls consist of a small group that discusses an issue while seated in the center of
the classroom, with the rest of the class seated in a large circle around the fishbowl.
7. Artwork can be used so that the students who find self-expression difficult may be able
to communicate deeper ideas and feelings through artistic module.
8. Music has many uses in the classroom. It can be used in the background to set the mood
for a lesson to energize, relax, inspire, cue transitions, focus attention, and reinforce
theme or for fun.
9. Guided Imagery can be used effectively to stimulate students' problem-solving, goal
setting, and hypothesis building in studying complex issues.
10. Journal Keeping is a valuable instructional device for encouraging reflection, review,
application, and creativity.
11. Field Trip is one of the most valuable ways of helping students apply their textbooks and
classrooms learning to the greater world. You may also conduct a virtual field trip.
12. Guest Speakers and Panels make use of great speakers, either individually or as a panel
which may provide a valuable educational opportunity.
13. Debates can be a powerful motivational and instructional device. This strategy is an
effective tool for honing students' critical thinking, reasoning, and logical skills.
 14. Films and Video Clips can be tremendous assets most especially in the digital age.
These visual media, when used effectively, can be a powerful learning aid.
15. Video Making, if used wisely, can be a versatile, powerful instructional tool. It can also
motivate reluctant students.
16. Slide Presentation is an emerging strategy which is relatively inexpensive way to add
visuals to your class discussion
17. Dyadic Encounter is a structured dialogue between two for occasionally three) students.
It works best to prepare a sheet or a small booklet of directions and questions.
18. Demonstrations are an essential step when you are teaching a skill, providing an
opportunity for students to see the task modeled.
19. Board Work is ideal for Math teachers who traditionally had students work through
problems at the chalkboard (and now the whiteboard).
20. Action Research is an effective learning device for teaching the process of scientific
investigation and systematic problem-solving.
21. Interviews enrich many lessons which are best used as a homework assignment.
22. Construction refers to building or making things which is an integral part of many
subjects
23. Card Sorts are useful devices for helping students narrow a range of options, clarify
criteria, or set priorities.
24. Surveys and Questionnaires are instruments that serve a number of valuable purposes
which are to enhance Interest and motivation in a topic; to introduce a new lesson, or to
assess prior knowledge, attitudes, and experiences.
25. Oral Presentations, if used effectively, can be stimulating and motivating learning aids
26. Role-playing is a valuable strategy for simulating real-life situations. It provides a safe
environment for students to experiment with new behaviors and skills.
27. Dramatization lets students act out a skill or situation before the class, with or without
scripts.
28. Games and Simulations can be powerful learning strategies. But use them when they
have sound educational purposes related to the topics you are teaching.
Furthermore, here is the possible application of teaching strategies in the three domains of
learning considering strict adherence to classical definitions (Reece & Walker, 2003):
TEACHING Domain
STRATEGY Cognitive Affective Psychomotor
Low High Low High Low High
Lecture ///
Demonstration // //
Teaching // /
Discussion // //
Debate // //
Question and Answer ///
Video // // //
 Seminar // //
Laboratory/ // / ///
Gaming/ // //
Brainstorming //
Buss Group //
Field Trip / / /
Role-play / //
Ice Breaker // //
Simulation / /
Case Study // //
Project/Assignment // //
Tutorial // /// /
Open/Distance //
Learning
One to One // // /

Finally, the appropriateness of the strategies that you will use depends on how creative
and resourceful you are. A transformation teacher can always make things possible.
TASK 4
Choose five competencies in the DepEd Curriculum Guide of your specialization. Select
the most appropriate teaching strategy for each competency. Explain how you are going to use
those strategies in teaching the competencies in your subject area.
1. _______________________
2. _____________
3. ________
4. ____________
5. ____________
D. Using Appropriate Assessment Tools
After planning for your lesson, managing your classroom, and selecting appropriate
teaching strategy, the next phase is to assess your classroom instruction through the use of right
assessment tools. Assessment is an integral part of teaching and learning process. This process
starts with specification of objectives followed by instruction. In order to determine whether or
not students have benefited from instruction, teachers provide the necessary assessment (Goles,
2007).
Basically, assessment is a systematic process of gathering, analyzing interpreting, and
organizing information about what a student knows, is able to do, and is learning to do.
According to Partin (2005), the two main purposes of student assessments are to determine what
students have learned and to reveal their strengths and weaknesses. Teachers provide appropriate
assessment when they aim to holistically measure learners' current and developing abilities while
enabling them to take responsibility in the process (DepEd Order No. 8 Series of 2015). Through
the use of various assessment tools, teachers’ cars collect information about the students’
performance which later on will be the basis of some educational decisions.
Assessment tool, as defined by Gallaudet University is an instrument such as form, test,
rubric and the like that is used to collect data for each outcome. Moreover, an assessment tool
comprises a number of components which ensure assessment is conducted in a manner that is
fair, flexible, valid, and reliable. These components include the following (Australian Skills
Quality Authority, 2015).
1. Context and conditions of assessment-clarify the target group and purpose of the took
and these are recorded as instructions for the teacher, the learner, and any contributing
party.
2. Tasks to be administered to the student-should provide clear instructions to the task/
given to the student through which a student can demonstrate competency. These
instructions will prompt the learner to say, do, write, or create something.
3. An outline of the evidence to be gathered from the candidate must be well-explained
to the students. It must be cleared what evidence the students need to provide in response
to the tasks.
4. Evidence criteria used to judge the quality of performance-which are also referred to
as the assessment decision-making rules. These are the rules used to make judgments
about whether or not competency has been achieved.
5. Administration, recording, and reporting requirement-must securely retain-and
produce in full if required at audit-all completed student assessment items for each
learner for a period of six months from the date on which the judgment of competence for
the learner was made.
There are two basic types of assessment: the traditional assessment and the authentic
segment. According to Das (2003), traditional assessment, also called paper-and-pencil, is the
most widely used which is composed of the following tools: multiple-choice test: true or false
test; short answer and essay. On the other hand, authentic assessment examines student
performance on worthy intellectual tasks (Wiggins, 1990). Moreover, authentic assessment is
sometimes called alternative or performance assessment that includes exbibits, demonstrations,
hands-on execution of experiments, computer simulations, and portfolios (Dietel, Herman, &
Knuth, 1991).
How are you going to choose the appropriate assessment tool? You need to establish the
constructive alignment of objectives, instruction, and assessment. Make sure that the assessment
tool that you will choose can achieve your set objectives. Similarly, Gonzales (2007) shared that
the congruence of assessment and instructional objectives occurs when both the behavior and
content in the objective and in the test item are similar.
The following are examples of assessment tools adapted from the Assessment Handbook of
Scholastic Literacy (2000):
Assessment Tool Description
Anecdotal Record An informal record of an event or behavior in
the classroom
Benchmark Standards to help a teacher determine
students' progress in literacy development
Checklist An assessment guideline listing skill
behaviors, or characteristics to help guide and
record teacher observations of students as
they perform certain tasks
Conference A meeting or conversation involving teacher,
student, and/or family members to discuss a
student's progress. The purpose is to facilitate
one on one exchanges and allow student to
express himself/herself
End-of-Year Test A formal assessment of specific skills taught
during instruction throughout the year
Journal A notebook in which a student can write a
spontaneous response to literature and/or
assessment of personal progress with reading
skills and strategies
Literacy Log A record of student literacy acts to help
students keep track of their own reading or
writing progress
Observation
Oral Fluency Assessment An informal assessment of reading to
determine oral reading errors.
Oral Reading Assessment An oral and silent reading assessment used for
diagnosing student developmental literacy
levels through oral retelling and an individual
reading inventory.
Poor Assessment An instrument for helping students
understand expectations and assess a
classmate's ask.
Performance Assessment A form of informal or authentic assessment
that measures student understanding of
concepts and/or procedures by having them
demonstrate what they have learned.
Portfolio Assessment A form of authentic assessment in which
students collect samples of their work in a
portfolio to document their progress over
time. Differ types of portfolios include:
showcase, description, evaluative, and
progress.
 Project/ Demonstration An independent work created by the student
or a group of students.
Reading History An informal assessment by students of their
reading and writing Interests and experiences.
Rubric An evaluation tool that lists the important
features that should be present in students’
performance or products. Rubrics clearly
identify what will be graded.
Self-Assessment Students develop their own list of
characteristics are to judge their own work.
Standardized Test A test that measures students' performance
against standards or normal and can serve as
potentially powerful tools for instruction. It is
the most objective and scientific measure
available for assessing students’ abilities.
Writing Assessment A formal evaluation of students writing skills.

TASK 5
Choose five competencies in the DepEd Curriculum Guide of your specialization. Choose
the most appropriate assessment tool for each competency. Justify your answers.
 CHAPTER 3

Writing My Daily
Reflective Journal
A. Writing My In-Campus Journal
My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
B. Writing My Off-Campus Journal

My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 My Teaching Journey for the Day Date:

1. What preparations did you do for your class today?

2. How did you start your lesson?

3. What teaching strategies did you apply? Are they effective for engaging the students in
learning?

4. Did you encounter any problem with the students? How did you handle the students’
behavior?

5. What are the things that you need to improve for the next day?
 CHAPTER 4

Documenting

My Teaching Internship Experience

A. My Student Teaching Journal

In documenting your teaching internship experience, it is important to keep a journal. In your
journal, write down your experiences, your students teaching goals, and your weaknesses that
you have to strengthen. Your journal will help you reflect on everything that may happen during
the week which you can use as reference in writing your final reflections at the end of your
teaching internship program.

My Student Teaching Goals

My Weekly Reflection Week1:

Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

_____________________________________________________________________

1. What worked really well this week?

2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:
My Weekly Reflection Week1:

Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

_____________________________________________________________________

1. What worked really well this week?

2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:

My Weekly Reflection Week1:

Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

 _____________________________________________________________________

1. What worked really well this week?

2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:

My Weekly Reflection Week1:

Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

_____________________________________________________________________
 1. What worked really well this week?
2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:

My Weekly Reflection Week1:

Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

_____________________________________________________________________

1. What worked really well this week?

2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:

My Weekly Reflection Week1:

 Notes for the Week

____________________________________________________________________________
______________________________________________

My Goal for this Week

_____________________________________________________________________

1. What worked really well this week?

2. What could have gone better/more effective? What was missing or needed?
3. If I had to pick a phrase for this week, what would it be?
4. Others:

B. My Sample Lesson Plan

 This part of your teaching internship portfolio is a collection of your work that illustrates
the application of your pedagogical content knowledge, skills, and values which you have
acquired from the teacher education degree program.
Planning for a lesson to teach is one of the fundamental requirements to ensure that
teaching and learning activities are organized. Preparing for a lesson using the Detailed Lesson
Plan (DLP) and Daily Lesson Log (DLL) helps teachers to design and organize instruction and to
determine what to be taught, how it should be taught, and how learning should be assessed.
The Department of Education (2016) defines DLP and DLL as follows:

 DLP-is a teacher's "road map" for a lesson. It contains a detailed description of steps that a teacher
will take to teach a particular topic. A typical DLP contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks, and Reflection.

 DLL-is a template that a teacher uses to log parts of his/her daily lesson. It covers a day's or a
week's worth of lessons and contains the following parts: Objectives, Content, Learning Resources,
Procedures, Remarks, and Reflection.

Both DLP and DLL also provide teachers the opportunity reflection on what learners need to
learn, how learners learn, and how best to facilitate learning process (DepEd, 2016).
In writing your DLL and DLP, make sure that you have a copy of the curriculum guide
which contains the learning standards, a teacher's guide which explains the procedure on how to
teach a particular lesson, and learning materials.

GRADES 1 TO 12 School Malabog National Grade 10

 DAILY LESSON High School Level
PLAN Teacher Learning Mathematics
Area
Teaching Quarter 1
Date and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
(LC)/Objectives
Write the LC code for each
Knowledge
Skills
Attitude
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Teacher’s Guide (TG) in Mathematics 10, pp. 14 - 15
2. Learner’s Guide Learner’s Module (LM) in Math 10, pp. 9 - 10
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples
instances of the new lessons
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery
G. Finding practical applications
of concepts and skills in daily
living
 H. Making Generalizations and
abstractions about

I. Evaluating learning

J. Additional Activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned No. of learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who require No. of learners who require additional activities for
additional activities for remediation
remediation
C. Did the remedial lessons Did the remedial lessons work? _____No. of learners
work? No. of learners who who have caught up with the lesson.
have caught up with the
lesson.
D. No. of learners who continue No. of learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies that work well:
strategies worked well? _____ Games
Why did this work? _____ PowerPoint Presentation
_____ Preliminary activities/ exercises
_____ Case Method
_____ Think-Pair-Share (PTS)
_____ Rereading of paragraphs/ Poems/ Stories
_____ Differentiated Instruction
_____ Role Playing/ Drama
_____ Discovery Method
 _____ Lecture Method
Why?
_____ Complete IMS
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____Group members in doing their tasks

F. What difficulties did I _____Bullying among pupils.

encounter which my _____ Pupil’s behavior/ attitude
principal/supervisor can help _____ Colorful IMS’s
me resolve? _____ Unavailable Technology Equipment
(AVR/LCD)
_____ Science/ Computer/ Internet lab
_____ Additional clerical works
_____ Reading readiness

G. What innovation or localized

materials did I discover
which I wish to share with
other teachers?
 CHAPTER 5

Preparing for the

Teaching Profession