Weekly journal

Sample
Week 1 Date: February 1-5, 2023

Day 1 (February 01, Monday)

In the morning, we were deployed to our respective grade levels. After that,
we headed to the room of our assigned grade level which was Grade 10 and
Sir Jocson introduced us to the students. While standing in front, I was
surprised that most of the students are taller and larger in size than me.
However, there may be a difference in height and sizes but I can sense that
they were friendly students. Although I was a little bit uncomfortable, still I
have the hope that our time together will be meaningful and productive.

The ARPAN subject of Grade 10 was scheduled in the afternoon at 3:20 pm.
When we arrived in the room I noticed that there were only few students.
Nevertheless those students responded to our greetings. They stood up and
greeted us a good afternoon. Unfortunately, their teacher was not around due
to an urgent matter. However, she instructed us to let the students make use
of their time by doing school works from other subjects. After announcing their
task for the afternoon, it was visible that they were happy and excited. But
instead of doing their task they just played with their mobile phones and some
were chatting with friends. Also, I have noticed that students were gradually
attending the class. Thus, at the end of the session there were more than half
that were present.

At the end of the class, there was only one student who was responsible
enough to clean their room.
Day 2 (February 02, Tuesday)

On this day, we had our second day of observation. Unfortunately the teacher
was not around due to important matters. However, she left us (student
interns) an activities for the students to work with. The activities involved
doing a drama and making a poster in relation to globalization. After
announcing the activities, the class was divided into two groups and I can see
that they were excited about it. As it was settled, we let go to their respective
groups and start their assigned task.

As the groups were gathered together, I observed that many were not
participating in the group discussion particularly the boys. Many were not
doing their task and busy making irrelevant noise and playing with their mobile
phones. The good thing was that there were good leaders that spearheaded

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the planning of their performance and disseminating task among concerned
members.

At the end of the class, I can say that many were not industrious to clean the
room. The room was left to be taken care of by one person.

Day 3 (February 03, Wednesday)

FLAG DAY
Day 4 (February 04, Thursday)

No Classes.
Day 5 (February 05, Friday)

No AP Class.

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 Experiences,
Evidences, and
Reflections on the
Different Philippine
Professional
Standards for
Teachers (PPST)

DOMAIN 1

Content
Knowledge and 3|Page

Pedagogy
 Learning Objectives
 Apply teaching strategies that develop critical and creative thinking and/or other
higher order thinking skills
 Demonstrate content knowledge and its application within and/or across
curriculum teaching areas
 Demonstrate an understanding of the range of verbal and non-verbal classroom
communication strategies that support learner understanding participation,
engagement and achievement

Self-Introduction

SELF-REFLECTION

“
Before we go further, let us first reflect on our current
practice. As a Beginning Teacher, you have your
knowledge, skills and attitudes regarding application of
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content knowledge within and across curriculum teaching
areas.
 KNOWLEDGE SKILLS ATTITUDES
As a Beginning Teacher, As a Beginning Teacher, As a Beginning Teacher,
I know… I do… I feel…
_________________ _________________ _________________
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_________________ _________________ _________________
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_________________ _________________ _________________
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_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________
My Tasks _________________
ACTIVITIES
_________________ _________________ _________________
_________________ _________________
Choose a topic and write down how you may be_________________
able to apply the content
knowledge within or across curriculum teaching areas. Use the curriculum
wen to indicate your proposed integration. Indicate the subjects
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g e the
circles and how you will do it.
Tasks 1

TOPIC

Tasks 2 Write higher-order thinking questions that you used in the discussion
of the content.

Content/Topic Questions

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 Tasks 3 Interview an employed teacher preferably 3 years in service already.
Ask the interviewee the non-verbal cues he/she used to support
learners’ participation and engagement.

Name of Teacher : _________________________________________________

Position : _________________________________________________
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No. of Years in Service: _________________________________________________
Name of School : _________________________________________________
Specialization : _________________________________________________

Non-verbal Cues Purpose (s)

1.

2.

3.

Tasks 4 Interview an employed teacher preferably 3 years in service already.

Ask the interviewee the verbal communication strategies he/she used
to support learners’ participation and engagement.

Name of Teacher : _________________________________________________

Position : _________________________________________________
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No. of Years in Service: _________________________________________________
Name of School : _________________________________________________
 Verbal Communication Strategies Cite how it supported the learners in
Used instruction
1.

2.

3.

Tasks 5 Make a detailed lesson plan on your area of specialization.

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Let’s do
lesson
planning!!!

Points to
consider in
crafting your
lesson plan

1. Examine concepts from other curriculum learning areas that could be

potentially integrated to the chosen topic.

2. Determine the learners’ knowledge and skills necessary to serve as

basis for the level of integration to the subject matter.

3. Select interdisciplinary content to be integrated into that of the chosen

topic.

4. Ensure that the integration would not replace the main lesson and would
not hinder the attainment of the competency.

5. Develop an assessment that would incorporate intra and

interdisciplinary content in the performance task.

LESSON PLANNING

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THINK IT DEEPLY

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 How did you display extensive knowledge of content?

How were the learning competencies within the curriculum integrated

into the teaching-learning procedures?

How did you establish the connection of the concepts from other learning
areas in your chosen teaching objectives?

3
After exploring on applying content knowledge within and across
curriculum teaching areas, you now have a better appreciation
of the indicator.

STRENGHTS DEVELOPMENT NEEDS

What are the skills you are good at? What are the skills you need to improve?

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INTERVENTION TIMELINE
What can you recommend for your When will you implement your
development intervention? intervention?

RESOURCE NEEDED
What assistance/resources do you need
to implement the intervention?

MY SCORING RUBRIC

INDICATORS Meets Approaching Meets Does Not

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 Meet
Standard of Standard of Acceptable
Acceptable
Excellence Excellence Standard
Standard
CRITERIA 20 15 10 5
Performance • Has all the • Has some • Has minimal • No aspect of
Tasks aspects of work aspects of work aspects of work work meets level
that exceed level that exceed level that meet level of of expectations.
of expectation. of expectation. expectation. • Has errors,
• Shows • Demonstrates • With some omissions, and
exemplary solid errors and misconceptions.
performance. performance and mastery is not
understanding. thorough.

Learning • The piece/s of • The piece/s of • The piece/s of • The piece/s of

Artifacts evidence/s of evidence/s of evidence/s of evidence/s of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned with
learning SOME of the of the learning learning
outcomes. learning outcomes. outcomes.
outcomes.
Creativity and • The learning • The learning • The learning • The learning
Resourcefulnes tasks are done tasks are done tasks are done tasks are poorly
s very creatively creatively and quite creatively done and need
and resourcefully. resourcefully. and improvement.
resourcefully.
Submission of • The assigned • The assigned • The assigned • The assigned
Requirements learning tasks are learning tasks learning tasks learning tasks
submitted on or are submitted a are submitted 2 are submitted 3
before the day after the days after the days or more
deadline. deadline. deadline. after the
deadline.

MY TOTAL SCORE

Signature of Practice Teaching Adviser

DOMAIN 2

Learning 14 | P a g e

Environment
 Learning Objectives

 Identify classroom structure/routines

 Discuss the importance of good classroom structure/routines in class
 Design effective classroom management routines
 Demonstrate positive and non-violent discipline in the management of learner’s
behavior
 Discuss the importance of classroom rules
 Give the important things to remember in formulating classroom rules
 Cite positive and non-violent ways of solving misdemeanours in class
 Demonstrate understanding of learning environments that promote fairness,
respect and care to encourage learning
 Demonstrate knowledge of learning environments that motivate learners to work
productively by assuming responsibility for their own learning.

SELF-REFLECTION

“ Let us now reflect regarding management of classroom

structure and activities.
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 KNOWLEDGE SKILLS ATTITUDES
As a Beginning Teacher, As a Beginning Teacher, As a Beginning Teacher,
I know… I do… I feel…
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________
My Tasks _________________
ACTIVITIES
_________________ _________________ _________________

Tasks 1 Make a seat plan for 20 students. You may include names of
your choice for your students.

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Tasks 2 Recall your school during high school days and draw a simple
illustration of how your school look like.

(WRITE THE NAME OF YOUR SCHOOL)

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Tasks 3 Take some photograph of classroom structure/design that
creates a positive classroom atmosphere. You may ask a help
from a teacher if the school is not near to your post.

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Tasks 4 Conduct an interview with a teacher and ask how he/she designs
classroom routines to ensure an effective classroom structure.

My Classroom Routines

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What is the impact of these classroom routines to student’s learning?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
Tasks 5 Design five (5) Instructional Activities

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Tasks 6 Conduct an interview with a learner, a teacher and an
administrator and ask the why rules are IMPORTANT.

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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_________________________________________________
_________________________________________________
 Name of Student

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________

Name of Teacher

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
7 Interview
TasksName a Teacher and_________________________________________
of Administrator ask his/her RULES which he/she formulated in
his/her classes to create an atmosphere of fairness, respect and care.

Name of Teacher : _________________________________________

Position : _________________________________________
Name of School : _________________________________________
Specialization : _________________________________________
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Tasks 8 Formulate your own CLASSROOM RULES to ensure better classroom
discipline.

CLASSROOM RULES

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 Tasks 9 Complete the matrix and cite positive and non-violent ways to solving the
following misdemeanors in class.

Situations Positive and Non-Violent Ways of Solving

Misdemeanor

Littering in class

Unruly behavior of
learners

Non-submission of
assignments

Tardiness

Absences

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Too much Talking

Lacks focus/attention

Tasks 10
Read and analyze the situation below.

Teacher Joy is a sixth grade Math teacher. Though she handles large
classes, she makes it a point to prepare her classroom based on the activities that
she prepared for the day. To highlight her competency on managing classroom
structure and activities, she prepared her Math 6 lesson on calculating speed,
distance and time, and then turned her classroom into a racing area with multiple
racetracks to ensure understanding of the concept of speed. However, her
observer took note on the following.

Please take a look at it and help her improve her strategy.

Observation Note:

The teacher made sure that the concept

of the relationship among time, distance
and speed was clear to the learners when she
grouped the learners to play with pull back
cars on improvised racetracks and assigned
them to record the time and the distance
travelled. However, the pupils, probably due
to overexcitement, were not listening to the 26 | P a g e
teacher’s instructions and that motivation
 activity alone ate up almost the whole

Tasks 11
Read and analyze the situation below.

Teacher Bea is handling Grade 4 classes. She will share with you one of
her experiences on management of learner behavior. Let us see how we can help
Teacher Bea on her concern.

In this particular incident, she talked to her students and told them not to do
things that may affect their grades. Here are the details of what happened inside
her class.

I was checking the attendance when I noticed that three learners

were absent. One of their classmates told me that earlier that day, he saw
the three learners playing games at a computer shop outside the school. I
got worried because they were the same learners who failed in my subject
during the previous quarter. I decided to inform the learner’s adviser
about the incident.

The following day, the three learners attended my class. I

continued with my planned activities for the day. I requested the three
learners to go with me to the faculty room after our class period. When we
got there, I asked them why they were absent the previous day. One of the
boys told me that they had to finish a project given by another teacher. I
knew that they were not telling the truth because prior to the meeting, I
already investigated the reason for their absence from my class. With27 | Pa a g e
caring voice, I encourage them to confide in me the real reason for their
absence in my class. With reluctance, they slowly opened up the truth.
 In a gentle yet firm voice, I advised them not to do it again,

THINK IT DEEPLY

Refer to
Tasks 10
“ Looking closely at the given sample excerpt, please try to
answer and reflect on the questions presented below

Was Teacher Joy able to efficiently manage the:

a. Classroom structure?
b. Classroom activities?
Why do you say so?

What do you think Teacher Joy can do to address this comment from her
observer “However, the pupils, probably due to overexcitement, were not
listening to the teacher’s instructions and that motivation activity alone ate up
almost the whole period”?

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 If you were to teach the same lesson, how would you show your skills in
managing classroom activities and structure in the classroom? Would you
restructure the classroom based on the activities? Would you change the
activities based on the structure of the classroom?

3
THINK IT DEEPLY

“
Refer to Looking closely at the experience shared by Teacher Bea on
the previous page, please answer the following questions below.
Tasks 11
When is the right time to talk to learners who misbehave in the class? Why?
1

Do you think it is important to ask learners the reason why they preferred to
play computer games rather than to attend their class? Please elaborate.

Do you think Teacher Bea was able to manage learners’ behavior by telling
them that they might fail in their subject or their parents would be called to the
guidance office? Why or why not?

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 If you were Teacher Bea, how would you demonstrate positive and non-
violent discipline in dealing with the issue?

4
After exploring on management of classroom structure and
activities, you now have a better appreciation of the indicator.
Fill in the personal action plan below.

STRENGHTS DEVELOPMENT NEEDS

What are the skills you are good at? What are the skills you need to improve?

INTERVENTION TIMELINE
What can you recommend for your When will you implement your
development intervention? intervention?

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 RESOURCE NEEDED
What assistance/resources do you need
to implement the intervention?

After exploring on management of learner behavior through

positive and non-violent discipline, reflect on how you can
improve. Fill in the personal action plan below.

STRENGHTS DEVELOPMENT NEEDS

What are the skills you are good at? What are the skills you need to improve?

INTERVENTION TIMELINE
What can you recommend for your When will you implement your
development intervention? intervention?

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 RESOURCE NEEDED
What assistance/resources do you need
to implement the intervention?

MY SCORING RUBRIC

Does Not
Meets Approaching Meets
Meet
INDICATORS Standard of Standard of Acceptable
Acceptable
Excellence Excellence Standard
Standard
CRITERIA 20 15 10 5
Performance • Has all the • Has some • Has minimal • No aspect of
Tasks aspects of work aspects of work aspects of work work meets level
that exceed level that exceed level that meet level of of expectations.
of expectation. of expectation. expectation. • Has errors,
• Shows • Demonstrates • With some omissions, and
exemplary solid errors and misconceptions.
performance. performance and mastery is not
understanding. thorough.

Learning • The piece/s of • The piece/s of • The piece/s of • The piece/s of

Artifacts evidence/s of evidence/s of evidence/s of evidence/s of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned with
learning SOME of the of the learning learning
outcomes. learning outcomes. outcomes.
outcomes.
Creativity and • The learning • The learning • The learning • The learning
Resourcefulnes tasks are done tasks are done tasks are done tasks are poorly
s very creatively creatively and quite creatively done and need
and resourcefully. resourcefully. and improvement.
resourcefully.
Submission of • The assigned • The assigned • The assigned • The assigned
Requirements learning tasks are learning tasks learning tasks learning tasks
submitted on or are submitted a are submitted 2 are submitted 3

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before the day after the days after the days or more
deadline. deadline. deadline. after the
deadline.

MY TOTAL SCORE

Signature of Practice Teaching Adviser

ACTION PLAN/ CASE ANALYSIS

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 APPENDICES

To be included……
1.Sample of DepEd Forms SF 1-7
2. Sample Application Letter
3. Sample Daily Time Record
3. Pre-Demo Rating Sheet
4. Pictures and screenshots of conduct interviews
5. Photocopy of Certificates
6. Certificates
7. Approval Sheet

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