Bayton Peer Journal

ps
Republic of the Philippines
Laguna state polytechnic University

Province of Laguna
COLLEGE OF TEACHER EDUCATION MAIN CAMPUS
DR. HENLY F. MARTIREZ et all
PEER PEEC
WORK VALUES OF
K-12 PRE-SERVICE
TEACHER
REFLECTIVE JOURNAL FOR K-12 PRE-SERVICE TEACHER
Name: Christine Joy T. Bayton

Section: BSED - Science
INTRODUCTION
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As one of the leading state universities in the CALABARZON Region and the
province of Laguna, LSPU’s mission is to provide quality education to its clients. Thus, in
pursuing high-quality education particularly in the field of education. Graduates are expected
not only to have increased levels of knowledge, practice, professional engagement, and the 7
domains set by the Philippine Professional Standards for Teachers, but also to possess
standard work values, and the essential soft skills to become effective 21st Century Teachers.
In 2020, as the whole world was hit by the covid-19 pandemic, drastic changes in the
entire education system took place which also brought transformation in the perspectives of
the LSPU learners. The changes in the education platforms, the flexible delivery mode
systems, the teaching, and the learning processes, all of these and many more have affected
the way our education students think, how they feel, the way they view life and their future,
and how they view education as well.
In 2022, the College of Teacher Education will begin deploying pre-service teachers
for observation and student teaching. One of their major concerns is how they will be able to
combat the pressures of student teaching practice and how they will align themselves
intellectually, physically, spiritually, and emotionally in the expectations of students,
cooperating schools, the school officials and personnel, and even the stakeholders. They do
need to possess the knowledge, the skills, the standard teaching competencies, and the
essential values and characteristics needed in the new normal.
This is why the College of Teacher Education is preparing this handbook entitled A
Developed Handbook for K to 12 Pre-Service Teachers. This handbook is a practical guide
towards becoming a competent and effective Pre-service Teacher with values and
characteristics apt in the 21st Century Teaching & Learning.
A MESSAGE FROM THE AUTHOR
“You want to be a teacher because teaching appeals to you. You are attracted to it
because teaching is fun. Teaching is not just a job. It is more than a job. It is a mission to
carry out. Teachers are called not only to instruct pupils in the subject but to be a good
influence on them, to have the power to influence our pupils and to love learning.
Mostly, teachers as second parents, touch the lives and hearts of their students in
many ways that nobody can fully understand.
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TEACHING BY EXAMPLE
Over the 30 years spent in the field, I’ve often encountered former students. Some of them
have reminded me of things I did or said that made a positive impact on them. Things that
seemed insignificant to me – but were imprinted in their memories. Today, some of them are
doctors, nurses, medical/dental technicians, preachers, engineers, and teachers - all making
me proud to have played a role in their education. I can vividly remember that one particular
students reminds me of the event that changed his life in kindergarten.
The book of Titus 2:7 reminds us that we are to "show ourselves a pattern of good works" –
meaning to teach by example. The role of Christ in our own lives makes it a powerful
statement that we set as an example for our students. We live in an uncertain, fast-paced,
temptation-filled world; more than ever our young people need the direction and the
leadership provided by teachers who know and love God.
Whether we teach in graduate school or college, or even high school and elementary level, or
work on the mission field, we need a regularly scheduled conference with the Master
Teacher. We teachers, should serve as a role model to our students. We must exhibit the
characteristics we hope to develop in them. The teachings of Jesus are clear and true: He
taught by example; He made instruction connect with real-life; He painted vivid pictures with
His parables so understand the significance of His lessons. In His Word, he teaches us how to
use our knowledge and wisdom to help others and why our service is so important.
Knowledge can be found in textbooks, but wisdom is found in God's Holy Word and the
carefully chosen words of thoughtful teachers.
THE TRUE SOURCE OF WISDOM
Giving the gift of knowledge is the most wonderful service we can do to our
students.But, when we share God's gift of wisdom, we offer a timeless treasure that surpasses
knowledge and reshapes eternity. As teachers walking in His light, we have unique and
important opportunities for service. I'm sure all of us remember teachers who greatly
influenced our own lives. Each time we pause to help a student, offer a kind word, or a pat on
the back, we have done so following the commandments of our Savior. In Matthew 20:28,
Jesus proclaimed that He "did not come to be served, but to serve." We, as His followers,
must do likewise and serve our students by ensuring them that the lessons we teach are
genuine, sound and practical. Every time we delivers lessons to our students we teach them
what we know about the lessons but also reflects who we are as a person. We make sure that
errors are omitted for them to see us for who wewho we are and what we believe.
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Teachers understand the value of education. Students often don’tIt is important that the first
lesson we must teach makes an impact to our students. Education plays an important role to
learn and appreciate the world around them. It is the shining light that snuffs out the darkness
of ignorance and poverty. Education is freedom just as surely as ignorance is a form of
bondage. It is not a luxury, but a necessary and powerful tool for good in this world As
servant leaders, we must teach our students that the choices they make are never without
consequence. We discipline our students for them to learn that their behavior is the very
foundation of successful living. When they choose wisely, they reap bountiful rewards; but
foolish behavior invites pain and disappointment. We discipline our students for them to learn
that their behavior is the very foundation of successful living.
Wise teachers demonstrate this by word and by example. Wise students pay
attention…and learn. It’s a big job, but don’t worry; you and God can handle it.
Just as David requested in the Psalm, “Show us thy ways, O Lord; teach us thy paths.
Lead us in thy truth. Your Holy Word is a light unto our way; let us study it, trust it, and
share it. Help us to be teachers who lean on you for understanding.
Let us be joyful teachers and let us focus our thoughts upon Your blessings and Your
love. Make us wise counselors to those whom we teach. Make us Your worthy servants and
show us how to be godly examples to our students, leading them in the ways of wisdom,
discipline, and righteousness by the words that we speak and by the lives that we live. Guide
our steps as we daily walk in the light of Your perfect Son.”
BRING OUT THE BEST!!!
Never underestimate your power as a teacher. As a teacher, we should never under

estimate our influence to make a difference in the lives of our students.
For you to have that inner power, never stop studying, never stop learning. This is
how you keep that enthusiasm burning. They says that enthusiasm make the teachers alive.
This is your profession. It feeds on continuing professional education. This is your

calling. This is your mission, to be a good role model to our students and also to the
vulnerable.
It is a very noble one. Our pupils and their parents, your superiors, you, yourself, and
God have their eyes/your conscience on how well you will answer this calling or carry out
your mission.
The teacher quality depends on the competence of persons who will join the teaching
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profession.One of the important individual characteristics is work values. What are your
values in life? If you value your family? if you value your work? If you value your
relationship? Then work values, generally, are honesty, punctuality, availability, dedication,
and loyalty. A set of values that include good performance like Initiative and teamwork.
In the three–level approach to teaching, values are at the apex of the triangle. It is
because it is the teaching of values that the teaching of facts, skills, and concepts become
connected to the life of the students, thus acquiring meaning.
DR. HENLY F. MARTIREZ

CTE Student Teaching Supervisor
5
THE SEVEN DOMAINS AND THEIR UNDERLYING STRANDS ARE PRESENTED
AS A GUIDE FOR TEACHER'S REFLECTION AND PROFESSIONAL GROWTH
PLANNING
1. Social Regard for Learning
The domain of social regard for learning focuses on the idea that teachers serve as
positive and powerful role models of the values of the pursuit of learning and willingness to
learn and to demonstrate the ideal actions, statements and interactions must observe by the
teachers in dealing with their students.
2.Learning Environment
The domain of Environment focuses on the importance of providing for a social and
physical environment within which all students, regardless of their differences in learning,
can engage the different learning tasks and develop work values for them to attain high
standards of learning.
3. Diversity of Learners
The domain of Diversity of Learners emphasizes the idea that teachers can facilitate
the learning process in diverse types of learners, by first recognizing and respecting
individual differences, then such that knowledge perceive teachers to design various learning
tasks to meet the individual differences of all the students to achieve suitable learning goals.
4. Curriculum
The domain of Curriculum refers to all elements of the teaching-learning process that
work in convergence to help students attain high standards of learning and understanding of
the curricular goals and objectives. These elements include the teacher's knowledge of the
subject matter, teaching-learning approaches and activities, instructional materials, and
learning resources.
5.Planning, Assessing, and Reporting
The domain of Planning and Assessing and reporting refers to the aligned use of
assessment and planning activities to ensure that the teaching-learning activities are
maximally appropriate to the student's current knowledge and learning levels. In particular,
the domain focuses on the use of assessment data plans and revise teaching-learning plans, as
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well as the Integration of formative assessment procedures in the plan and implementation of
teaching-learning activities.
6.Community Linkages
The domain of Community Linkages focuses on the idea that school activities are
meaningfully linked to the experiences and aspirations of the students in their homes and
communities. Thus the domain focuses on teachers’ efforts directed at strengthening the links
between school and community activities, particularly as these links help in the attainment of
the curricular objectives.
7.Personal Growth and Professional Development
The domain of Personal Growth and Professional Development emphasizes the idea
that teachers value having high personal regard, concern for professional development, and
continuous improvement as teachers

Laguna state polytechnic university
Province of Laguna
COLLEGE OF TEACHER EDUCATION
LSPU Main Campus, Sta. Cruz, Laguna
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Student Profile
Bayton Christine Joy T.
(Last Name) (First Name) (M.I.)
Course : Bachelor of Secondary Education
Major : Science
Academic Year: 2021 - 2022 Semester: First
Required number of hours: ____120 hrs_____
Cooperating School: Laguna Senior High School
Cooperating School Address: Santa Cruz, Laguna
Name of Cooperating Teacher: Jeanelene c. Ugat
Name of Principal: Asher H. Pasco
Student Teacher Adviser: Ray Samuel G. Grecalda

Province of Laguna
Acceptance Letter
_______________________________________
(Date)
8
_____________________________________________
(Principal)
_______________________________________________________________
(Cooperating teacher)
_____________________________________________________________________
(School Address)
This is to certify that ______________________________________________ has been

accepted in our school, _______________________________________________ for
practice teaching starting from ___________________ to _____________________ .
Signed this ________________ day of _______________________ year ____________.
Approved By:
_______________________________________________________________
Principal

Province of Laguna
Certificateof Student Teaching Completion
_____________________________
(Date)
9
This is to certify that _______Christine Joy T. Bayton_______________________
(Name of Student)
a Bachelor of _________Bachelor of Secondary Education__________ student

(Course)
major in __________Science____________, has completed ______ hours of
student teaching (6 units/300 hours) at ____Laguna Senior High School____

(Name of School)
that started from ___November 15__to _February 10_.
_______________________________________________________
Signature over printed name

(Cooperating Teacher)
________________________________________________________
Signature over Printed Name

Student Teaching Supervisor
VISION
The Laguna State Polytechnic University is the center of sustainable development
initiatives transforming lives and communities.
MISSION
LSPU provides quality education through responsive instruction, distinctive research,
sustainable extension and production services for improved quality of life.
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QUALITY POLICY
LSPU delivers education through responsive instruction, distinctive research,
sustainable extension and production services. Thus, we are committed with continual
improvement to meet applicable requirements to provide quality, efficient and
effective services to the university stakeholder’s highest level of satisfaction through
an excellent management system imbued with utmost integrity, professionalism and
innovation

Province of Laguna
VISION
The Teacher Education Program shall be the provider of dynamically skilled and competent
teachers meeting the needs of country and the global community.
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MISSION
The Teacher Education Program is determined to develop highly ethical and

professional teachers through quality extensive, training in instruction, research, extension
and production.
Table of Contents
TITLE PAGEi
INTRODUCTIONii
MESSAGAE FROM THE AUTHORiii
SEVEN DOMAINS AND THEIR STRANDSvii
STUDENT PROFILEix
ACCEPTANCE LETTERx
CERTIFICATE OF STUDENT TEACHING COMPLETIONxi
LSPU VISION, MISSION AND QUALITY POLICYxii
COLLEGE OF TEACHER EDUCATION VISIONAND MISSIONxiii
EPISODE 1 – PEER PEEC

PROFESSIONALISM2
STUDENT TEACHER’S REFELECTION OF DAILY OBSERVATION/TEACHING EXPERIENCES9
EPISODE 2 –PEER PEEC

ENTHUSIAM AND POSITIVE ATTITUDE17
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EXHIBITS EMOTIONAL INTELLIGENCE35

REFLECTS ON ONE’S TEACHING AND LEARNING56
EPISODE 5 – PEER PEEC

PROFESSIONAL APPEARANCE70
EPISODE 6 –PEERPEEC
EXHIBITS AN APPRECIATION AND VALUE FOR DIVERSITY 84

EPISODE 7 – PEERPEEC
EFFECTIVE WRITTEN AND ORAL COMMUNICATION SKILLS99

EPISODE 8 –PEERPEEC
COLLABORATION116
CODE OF ETHICS OF PRE-SERVICE TEACHER143

PRE-SERVICE TEACHER ETIQUETTE145
WHAT IS STUDENT TEACHING147
STUDENT TEACHING REQUIREMENTS149
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PEER PEEC
WORK VALUES OF
K-12 PRE-SERVICE
TEACHER
Episode 1
PEER PEEC PROFESSIONALISM

By: DR. HENLY F. MARTIEZ
Student Teaching Supervisor 2015-2018
BEED Program Coordinator
Use your words and body language to display professionalism. Professionalism is

behaving professionally at all times in different situations to uphold good working
relationships with supervisors, colleagues, and clients. However, it's important to have self-
awareness of what you say, how you say it, and how you physically present yourself --
because it's easy to slip into habits from your personal life should adhere to the standard of
being a professional.
It is more than just how you look! It's a way of speaking, behaving, and even thinking
that helps a person to be successful in the workplace. It also said that teaching as a profession
makes other professions. Teachers play a unique role in preparing students to become worthy
members of all professions of the world.
Professionalism is refers to the conduct, behavior, and attitude expected as professional. It

also refers to the strong professional reputation, and a high level of work ethic and
excellence. It is more than just how you look! It also shows on the way a person speaks,
behaves, and even how a person thinks that helps them to be successful in the workplace. It
also said that teaching as a profession makes other professions. Teachers play a unique role in
preparing students to become worthy members of all professions of the world.
With globalization, we see an emerging global society driven by technology and

communication developments and shaping the students as global citizens with multi-skills
and knowledge to apply in a competitive and information-based society. In present times, we
need teachers who: create strategic readers, writers, independent thinkers, problem solvers,
independent learners and include critical thinking and problem-solving attitude. Teachers
must be driven to learn to teach effectively. Now, it is no longer acceptable to teach only
from a textbook.
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There are many new information, new strategies and new learnings that can be found
in the internet. Teachers must be an empathetic mentor-student-centered focus. And a
reflective teacher with the ability to comprehend the applied nature of education and utilize
the knowledge gain.
The implication of this chapter is to transform the students and to make sure that
every learner will be equipped with the 21 st Century Skills to navigate the world throughout
the lifespan. This includes preparation for the world of work collaboration for the
environment that we will pass on to coming generations.
The licensed professionals teachers must possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their noble
profession, they are strictly adhere to, observe ,and practice this set of ethical and moral
principles, standards, and values
CHARACTERISTICOFATEACHER - (Under Section 7 Of Republic Act 4670)
1. RESPONSIBLE
2. PROFESSIONAL CONDUCT
3. INTEGRITY
A Professional Educator Should:

WORK in a collegial manner with colleagues
ASSOCIATE with and learn from positive mentors
JOIN a professional organization
CONTINUE TO LEARN through classes, workshops, conferences, in-service
meetings, books, journals, tapes, and advanced degrees.
PROFESSIONALVALUESANDATTRIBUTES
 Challenge attitudes
 Take on board feedback
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 Inspire through creativity
 Promote inclusion and respect
 Collaborate with peers
THE IMPORTANCE OF PROFESSIONALISM
In measuring the level of career success, as the experts agree, Professionalism is one
of the biggest factors. It might sound dramatic, but it’s true! Professionalism affects every
aspect of how you do your job. A lack of professionalism can cost you a job or promotion,
and it can even put you first in line for a layoff.
According to Walker, the level of professionalism can make or break your career. In
addition, he also mentioned that without it, you will never be taken seriously and you may
even be looked over when it comes time to be considered for a promotion.
One reason professionalism is so important is that it's an outward display of your

attitude toward your job and your company. According to Masterson, professionalism, is a
sign of loyalty, dependability, and responsibility. Furthermore, a lack of professionalism
suggests a lack of respect towards an employer, which can impact your ability to land a job.
SIGNS OF PROFESSIONALISM
It's clear that professionalism is important, but what are the real-life signs of
professionalism employers are looking for? Our experts have shared examples of
professionalism that are sure to catch their eye.
Appropriate attire
Like it or not, appearance plays a part in how others view you, and that includes your
level of professionalism. “The way that you speak and dress are both first-impression
indicators of your professionalism,” Masterson says. Furthermore, in an attempt to show
potential employers that you have these characteristics, you need to act and look the part.
Strong communication skills
Nearly every job requires employees to communicate with others through writing and
face-to-face. You can show off your communication skills by preparing well for your
interview so you appear calm rather than flustered. "I'm looking for someone who can
articulate themselves well," Mochnacz says.
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Ethical actions
“Being honest and ethical suggests professionalism,” Masterson says. “Whether that’s
clocking in honest hours of work or holding yourself accountable for your mistakes, part of
being professional means that you abide by ethics both in and out of the office.” Sharing an
example of a mistake you made and what you did to correct it can show interviewers that you
operate within a strong code of ethics.
Calm under stress
Every job has its difficult moments. True professionals can handle issues that crop up
without causing a scene or complaining to coworkers. “Professionalism is being able to
handle yourself in a professional environment,” Mochnacz says. “You don’t lose your cool,
you respond appropriately even when the pressure is on, you’re mindful of your thoughts and
actions in front of the custodian and the CEO.”
12 WAYS YOU CAN DEVELOP AND PRACTICE PROFESSIONALISM:
Be productive
Use your time productively at work. Focus on your job responsibilities and avoid
getting pulled into social media, web browsing, and phone activity while on the clock.
Develop a professional image
To develop a professional image, one must first Project a professional presence and
dress appropriately for your industry and organization and a good rule of thumb is to dress in
the position you aspire to have.
Take the initiative
Take the initiative by asking for more projects to be given to you or think of
assignments that will meet your organization's goals and you don’t want to be under-utilized.
Maintain effective work habits
Prioritize, plan and manage your assignments and projects. Follow up and follow through
with your supervisor and team members.
Manage your time efficiently
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Establish priorities, set goals, and create action plans to meet deadlines.
Demonstrate integrity. Be accountable for your work and actions while behaving ethically at
all times.
Provide excellence
Reflecting a sense of pride and professionalism, often exceeding expectations that will
produce excellence work and results.
Be a problem-solver
Be sure to take the time to brainstorm a few solutions and alternatives when you run
into problems and obstacles before you meet with your supervisor.
Be resilient
Develop coping skills to manage setbacks and challenges with a positive and
constructive attitude.
Communicate effectively
Practice professional online, in-person and interpersonal communication skills.
Develop self-awareness
Learn to manage your emotions and gain awareness of your emotional triggers so you
can manage your reactions positively and productively. Accept and reflect on feedback to
assist as you learn and grow.
Build relationships
Network with colleagues, customers, and clients to build professional cordial

relationships, work on teams and collaborate effectively.
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Activity 1. Let’s think!!!
Direction: On the box below make your graphic organizer showing your idea of what should
be the personal attributes a professional person must possess.
Activity 2.Compare and Contrast
Direction: In your community try to observe and notice what are the different attributes that a
professional inhibits and for those who are not professional.
Professionals have a high moral standard, as well as dignity and a good reputation.
Gambling, smoking, drinking, and other excesses, as well as illicit relationships, are
prohibited. Professionals must be aware of their words and behaviors at all times. People who
aren't professionals, on the other hand, don't care what other people think of them while
they're out in public. They can participate in the aforementioned activities that the experts are
advised not to perform.
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STUDENT TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION/
TEACHING
EXPERIENCES
8
STUDENT TEACHER’S REFLECTION OF DAILY OBSERVATION/ TEACHING
EXPERIENCES (SAMPLE)
Date:__MM/DD/YYYY__ Day:__0___ Grade level:______10_______
Time Started Time Finished Total Hours

00 : 00 3:3O 8
My Journal for today………………
(You may fill this space with texts, photographs, sketches or any combination of these that
will serve as documentation of the highlights of your day. You can put important notes,
pictures depicting any events or people, new learnings or even new words of your
vocabulary)
_______________________________ __________________________
Student Teacher Signature Cooperating Teacher

EXPERIENCES
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Date:__Nov. 15, 2021___ Day:_____1_____ Grade level:________11________

3:00 PM 4:00 PM 1 hour
The secret to success is to be well-prepared. The virtual conference between Laguna

State Polytechnic University (LSPU) pre-service teachers and Dr. Asher Pasco, the principal
of Laguna Senior High School (LSHS), was centered on this theme.
Dr. Ray Samuel Grecalda supervised the orientation to prepare us, the prospective
teachers from various majors such as English, Filipino, Social Science, Mathematics,
Science, and Physical Education, on what to expect when they arrive. We were instructed to
make a brief introduction to each other. After that, we went over some important points, such
as our cooperating school's history, the K-12 curriculum, the PPST, and our overall well-
being. We also got to meet with Ma'am Tessaflor Suerte, the head of the Science department.
We had to choose a teacher to work with and discuss about our deployment.
Asynchronous classes are held every first and third week of the month for Monday
subjects and every second and fourth week for Tuesday subjects. Unfortunately, we were
unable to attend any of the classes.
_______________________________ __________________________
EXPERIENCES
10
- - -
No activities for this day
_______________________________ __________________________

EXPERIENCES
11
- - -
No activities for this day
_______________________________ __________________________
EXPERIENCES

8:00 AM 5 PM 8 hours
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On November 18, our science pre-service teachers were given the opportunity to meet
with our cooperating teachers in person. This was a good opportunity for us to get to know
_______________________________ __________________________
EXPERIENCES

10:00 AM 5:00 PM 7
Today, ma’am Jeanelene asked to check every answer sheet that every student sent 13
me. She also forwarded me the class record of the students so after checking, I can encode
their grades on the class record. Some students submitted week 1 of their answer sheet and
some submitted the whole week of their answer sheet.
_______________________________ __________________________
REFERENCES
https://www.thebalancecareers.com/professionalism-526248
https://www.teacher.org/blog/showing-professionalism/
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EPISODE 2
P EER PEECENTHUSIASM AND POSITIVE ATTITUDE

BY: Dr. Julie Rose P. Mendoza
Dr. Sierra Aycardo
ENTHUSIASM
Enthusiasm is a big part of motivation and positive attitudes. It is important to have a positive
attitude to achieve excellence. The question is how much mental and physical can you exert? Does
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it matter? Both parts play a very important role and neither should be neglected. These trait
like optimism, expectancy, and enthusiasm are the positive attitude that makes everything
easier. A positive attitude boosts you up when you're down and supercharges you when
you're already "on a roll."
An enthusiastic teacher often spices the class with excitement, enjoyment, and
anticipation; engages students to participate; and stimulates them to explore. Thus, teacher
enthusiasm sparks the curiosity of students and jumpstarts their motivation to learn. Teacher
enthusiasm can lead to better teaching evaluations, positive attitudes toward teachers, better
student performance, and improved classroom behavior.
Student engagement is widely regarded as an effective antidote to declining academic

motivation and performance and increasing alienation and boredom. Although student
behavioral, cognitive, and emotional engagement can be influenced by a myriad of contextual
factors, including teachers, peers, family, community, and culture, the teacher variable
assumes a crucial role in determining student engagement in the classroom. Teacher support
and caring are pivotal to student engagement.
Students can be intrinsically or extrinsically motivated to learn. For intrinsically

motivated students, engaging in a learning task is an end-all to itself, so they learn for reasons
such as mastery, challenge, curiosity, and enjoyment. However, extrinsically motivated
students, engaging in a learning task is the means to an end, so they learn for reasons such as
performances, grades, rewards, and evaluations relative to others. One’s motivation to learn is
subject to the influence of social and external contexts, but teacher emotion has been
identified as an important source of student motivation to learn.
Enthusiastic teachers can "rub off" their enthusiasm for students, fostering an
increased incidence of pro-social, supportive, and cooperative behavior. Conversely, teachers'
negative emotions may provoke an increased presence of anti-social, disruptive, and deviant
behavior. Hence, to facilitate student engagement and enhance student intrinsic motivation to
learn, teachers are advised to be enthusiastic and positive in the classroom even if they
sometimes must engage in emotional labor by acting in a positive, enthusiastic, and cheerful
way.
There can be no doubt that being an enthusiastic teacher is an important part of the
classroom. Even though there have been major advances in technology, and many people
may think learning through artificial intelligence is the future, teachers are still needed to
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guide our students to learn as best they can. We know that teaching is not the same as
learning, and while we can’t make them learn, we can help them learn. We need to make sure
our students are dealing with appropriate language for their level, engaging with the relevant
learning tools, as well as help them discover the best way they can learn.
WAYS TO ENSURE COMFORTABLE LEARNING ENVIRONMENT
Create a safe classroom environment
Ensuring your students feel comfortable in the classroom and with their teacher and their
classmates is the first step. If students are content with the physical learning space and they
don’t feel threatened in any way, they will be able to concentrate on learning. Students need
to feel comfortable so that they are not distracted.
From a physical perspective, make sure the classroom is not too hot or too cold. The students'
chairs should be comfortable and there should be enough space for each student to work
effectively. On a personal level, students need to feel comfortable with their classmates so
that they don't feel too shy to make mistakes or participate in activities. You can accomplish
this by maintaining a light and relaxed atmosphere in the classroom and helping the students
get to know one another.
Be positive
Nobody wants to go to a lesson with a grumpy teacher. The mood of the teacher will dictate
the mood of the students; they will pick up on your state of mind. It's very important to put on
a happy face when you walk into the classroom, even on those days when you don't feel it.
Fake it until you make it and you'll probably find yourself feeling better soon anyway.
As a teacher, you mustn't take your personal life into the classroom. As with any job, while it
is perfectly acceptable to chat about your home life, it can make your students uncomfortable
if you try to deal with personal stress at work. If you do need to complain about work or
friends or family, chat to your colleagues, friends, or therapist – but not your students! Make
sure you are taking care of your physical and mental health so that you don’t need to offload
onto your students.
AN ENTHUSIASTIC TEACHER
Have a can-do attitude
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Be an enthusiastic teacher. If you are expecting your students to do exercises and activities,
you need to show enthusiasm for them yourself. You cannot expect them to want to do
something you don't want to do yourself. Be positive about what's happening in the classroom
and the enthusiasm will rub off on your students.
This extends to the content of your lessons. If your lesson materials are dry and uninteresting,
it will be difficult to muster up enthusiasm. Let’s face it, if you’re not looking forward to
doing an activity, you can’t expect your learners to. Instead, make sure your materials are
relevant and interesting to your students. This means getting to know your students so your
lesson materials are appropriate and relevant.
Have fun
Think about it: would you want to go to a boring everyday lesson? Of course not, and your
students are no different. Getting to know your students. Gives you the opportunity to
maintain cordial relationship between the teachers and students.
A light-hearted atmosphere is a definite way to keep your students wanting to come back for
more.
It is very clear when a teacher is not enjoying a lesson, and you cannot expect your students
to enjoy the lesson when it is obvious you would rather be somewhere else. Planning your
lessons in a manner of your ability to articulate learning goals and instructional procedures
and content in depth knowledge of the subject matter.
At the same time, you need to enjoy your job for your sanity. You cannot expect yourself to
perform in a job that you don't enjoy, and there is no reason for you to be doing a job you
don't enjoy! If your lessons are boring you will come to hate teaching, and getting out of bed
to do your job will get harder every day. Making sure your lessons are fun and enjoyable is
self-care for you too.
ENTHUSIASTIC TEACHER BEHAVIORS (Parson, 2001)
Vary your speaking voice by changing the pitch, tone, and volume of your voice. To hold the
students’ attention in the subject matter we must enhance our communication skills.
18
 Eyes mirror the excitement in your teaching. Sometimes open them wide, or raise
your eyebrows. Look students directly in the eye as you deliver the content of your
lesson.
Body language. To teach your lesson, you may use gestures and motions to depicts and
emphasize something.
 For example, clap your hands when your students have done well; give them signs of
approval, such as 'thumbs up. Use facial expressions to show your excitement about
what you are presenting in your lesson. Express your emotions; smile, show your
happiness, your disappointment. Act as though you are deep in thought; display your
joy, excitement, and amusement.
Encouragement. Use encouraging words like, “Good try. Would you like to improve on your
answer?” “You can do it. Try again! Any other answer! Who would like try?.” Be sincere in
giving your praises as well as your prompts as you ask questions related to your content.
POSITIVE ATTITUDE
The following trait like optimism, generosity, support, and enthusiasm convey
a positive attitude that can be reflected in your expressions, gestures, words, and tone of your
voice.
There is no doubt employee attitudes affect productivity, quality of work, and morale;
collegiality, cooperation, and cohesion; and employee development and retention. Good
employee attitudes drive positive results. Bad employee attitudes put a drag on results.
Education is tough these days due to students were preoccupied with so much homework and
activities. It is easy to get stuck in a rut rather quickly or to feel like you are not succeeding. Students
need all the support they can get.
It is one of the best things you can do to help your students boost their happiness and build
more positivity into their lives. There are a few things you can do to add more positive
experiences and fun into your life.
19
THE POWER OF POSITIVITY
The wonderful thing about positivity is that it affects every area of human being
which depends on your personality and your upbringing, you may not believe that your
happiness matters.
But the happier you are, the more you lean into the best version of yourself. You will become
a better student, a better friend, and a better teacher when you filled with joy and peace.
How does positivity affect students and teachers?
Positivity makes it easier to achieve your goals. That’s because when you’re in a
positive frame of mind, you can make better decisions. You can look ahead and plot a course,
rather than just reacting to the setbacks you encounter. You don’t get stuck with negative
self-talk.
Here are 5 reminders about the importance of a positive attitude for students.
EASIER TO ASK FOR HELP
When you’re feeling positive means you see an obstacle as an opportunity for success in your
path, to see things on a brighter side they tend to be more likely to reach out to a teacher or
parent for advice.
POSITIVITY CAN EVEN IMPROVE YOUR HEALTH Positivity can boost your
health. When you have a positive outlook in life your immune system is boosted,
your life may be prolonged, less stressed out, more confident, better mental health,
you can build new skills and have better relationships
POSITIVITY INCREASES YOUR SATISFACTION IN LIFE AND SCHOOL
It's easy for students (and adults) to get focused on everything wrong in the world and it's
tempting to spend your time looking at what everyone else has. But all of that wishing and
jealousy is just another form of negativity.
When you choose to embrace positive thoughts and focus on the things you’re grateful for
and successful at, you stop comparing yourself. Instead, you can see all the amazing things
around you—like your teachers, friends, and family.
20
POSITIVITY INCREASES YOUR SATISFACTION IN LIFE AND SCHOOL
Positivity can be useful by prompting students to take risks and try new things in the
classroom and at home. For example, students might experiment with taking trumpet lessons
and discover that they love the instrument or they might try running and find their new
favorite exercise routine.
LEARN FROM YOUR MISTAKES
Of course, being positive and taking a risk doesn’t mean everything will turn out the way we
might have hoped. Students who learn from their mistakes can still focus on the positive side
of things. Maintain a positive outlook, and appreciate the valuable lessons and wisdom and
students can share those experiences as well.
Activity 1.
21
Direction: Make a poster on how teacher shows their enthusiasm inside the classroom.
Activity 2.
22
Direction: Explain each statement below with your full understanding of how positivity can
help the students as well as teachers.
1. EASIER TO ASK FOR HELP
Students will not feel any psychological distance from their teachers if they see them as
positive persons. Students will feel more at ease approaching their lecturers as a result
2. POSITIVITY CAN EVEN IMPROVE YOUR HEALTH
Positive people are less stressed than those who are negative. Stress can put your body under
a lot of strain over time, which can lead to major physical issues like heart disease, high
blood pressure, diabetes, and other ailments, as well as mental illnesses like sadness and
anxiety. We are motivated to take care of ourselves when we are positive.
3. POSITIVITY INCREASES YOUR SATISFACTION IN LIFE AND SCHOOL
Our perspective shifts from stressing out to being content and grateful for what we have now.
It helps us to live our lives without remorse or jealousy.
4. POSITIVITY INCREASES YOUR SATISFACTION IN LIFE AND SCHOOL
We may be excited about a lot of things if we are positive. This also entails attempting new
things. Because of our thinking, we become more content with not only the things we already
enjoy, but also the things we wish to try out.
5. LEARN FROM YOUR MISTAKES
We will all make mistakes at some point, but if we have a positive attitude, we will choose
not to dwell on them and simply grumble about them. We will choose to go forward and learn
from our failures as a result of our thinking.
REFLECTION OF
23
DAILY OBSERVATION/
TEACHING
EXPERIENCES

24
00 : 00 3:3O 8
vocabulary)
_______________________________ __________________________

EXPERIENCES
25
7 AM 4 PM 8 hours
For this day, I made an announcement to the 7 sections regarding the requirements
they need to finish and submit by the end of the week. I attached a soft copy of their module,
the answer sheet and weekly home learning plan, After that, I checked the students output
and recorded their scores.
_______________________________ __________________________
EXPERIENCES

8 AM 4 PM 7 hours
My Journal for today……………… 26

_______________________________ __________________________
EXPERIENCES

10 AM 1 PM 3 hours
27
For this day, I observed the class of Mrs. Ugat, 11 - Hernandez, as she facilitated the
class. She also asked me to introduce myself so I did. During the discussion, I was also
listening attentively and observing how Mrs. Ugat managed the class so when it’s my turn to
teach, I will know what to do. After the discussion, I started checking papers again and
_______________________________ __________________________

EXPERIENCES

10 AM 1 PM 3
For this day, it’s also the same with what happened yesterday but with
different section. I got to meet 11 - Pamatmat and I also introduced myself to the class.28I,
once again, observe the whole class as Mrs. Jeanelene facilitate the class. After the meeting, I
started receiving the outputs of the students so I could record it already on the class record.
_______________________________ __________________________

EXPERIENCES
Date:__Nov. 26, 2021___ Day:____10_____ Grade level:________11________

10 AM 1 PM 3 hours
For today, I only waited for the students to submit their answer sheets so I could
check it and record it on the class record.
29
_______________________________ __________________________
REFERENCES
https://www.theteflacademy.com/blog/2017/04/the-importance-of-teacher-enthusiasm-in-the-
efl-classroom
https://www.researchgate.net/publication/
251297404_Five_Attitudes_of_Effective_Teachers_Implications_for_Teacher_Training
https://www.yourtherapysource.com/blog1/2019/02/26/the-benefits-of-positive-attitudes-in-
students/
30
EPISODE 3
PE ER PEEC EXHIBITS EMOTIONAL INTELLIGENCE
By; Dr. Alvina S. Bunyi

Emotional Intelligence links strongly with concepts of love and spirituality: bringing
compassion and humanity to work, Goleman identified the five 'domains' of EQ as Knowing
your emotions,Managing your own emotions,Motivating yourself,Recognizing and
understanding other people's emotions,Managing relationships. EmotionalIntelligence
(DanielGoleman,1999)
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"Emotional intelligence is the ability to perceive emotions, to access and generate
emotions to assist thought, to understand emotions and emotional knowledge, and to
reflectively regulate emotions to promote emotional and intellectual growth." - Mayer &
Salovey, 1997
EMOTIONALINTELLIGENCE COMPONENTS/CHARACTERISTICS
• Self-awareness
• Self-regulation
•Internalmotivation
• Empathy
• Social skills
Self-awareness.The ability to recognize and understand personal moods and emotions and
drives, as well as their effect on others. Hallmarks* of self-awareness include self-
confidence, realistic self-assessment, and a self-deprecating sense of humor. Self-awareness
depends on one's ability to monitor one's emotional state and to correctly identify and name
one's emotions.
Self-regulation. The ability to control or redirect disruptive impulses and moods,

and the propensity to suspend judgment and to think before acting. Hallmarks
include trustworthiness and integrity; comfort with ambiguity; and openness to
change.
Internalmotivation.A passion to work for internal reasons that go beyond money
and status -which are external rewards, - such as an inner vision of what is important
in life, a joy in doing something, curiosity in learning, a flowthat comes with being
immersed in an activity. A propensity to pursue goals with energy and persistence.
Hallmarks include a strong drive to achieve, optimism even in the face of failure, and
organizational commitment.
Empathy.The ability to understand the emotional makeup of other people. A skill in

treating people according to their emotional reactions. Hallmarks include expertise in
building and retaining talent, cross-cultural sensitivity, and service to clients and
customers. (In an educational context, empathy is often thought to include, or lead to,
sympathy, which implies concern, or care, or a wish to soften negative emotions or
experiences in others.) See also Mirror Neurons. It is important to note that empathy
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does not necessarily imply compassion. Empathy can be 'used' for compassionate or
cruel behavior. Serial killers who marry and kill many partners in a row tend to have
great emphatic skills!
Socialskills. Proficiency in managingrelationships and building networks, and an ability to

find common ground and build rapport. Hallmarks of social skills include effectiveness in
leading change, persuasiveness, and expertise building and leading teams.
How to Improve Your Emotional Intelligence
•The good news is that emotional intelligence can be learned and developed. As well as
working on your skills in the five areas above, use these strategies:
•Observe how you react to people.
•Look at your work environment.
•Do a self-evaluation.
•Examine how you react to stressful situations.
•Take responsibility for your actions.
•Examine how you ractions will affect to others
•“Balancing emotion with intelligence results in wise and sound
decisions”(Bunyi,2018).
By developing their emotional intelligence individuals can become more productive and
successful at what they do, and help others become more productive and successful too. The
process and outcomes of emotional intelligence development also contain many elements
known to reduce stress—for individuals and therefore organizations—by moderating conflict;
promoting understanding and relationships; and fostering stability, continuity, and harmony.
Last but not least, it links strongly with concepts of love and spirituality
Emotional intelligence describes the ability, capacity, skill, or self-perceived ability to

identify, assess, and manage the emotions of one's self, of others, and groups. The theory is
enjoying considerable support in the literature and has had successful applications in many
domains. Serrat (2017). Emotional intelligence describes the ability, capacity, skill, or self-
perceived ability to identify, assess, and manage the emotions of one's self, of others, and
groups. The theory is enjoying considerable support in the literature and has had successful
applications in many domains.
Individuals have different personalities, wants, needs, and ways of showing their
emotions. Navigating through this requires tact and shrewdness—especially if one
33
hopes to succeed in life. This is where emotional intelligence theory helps. In the most
generic framework, five domains of emotional intelligence cover together personal (self-
awareness, self-regulation, and self-motivation) and social (social
awareness and social skills) competencies.5 They are
• Self-Awareness
(i) Emotional awareness: Recognizing one’s emotions and their effects.
(ii) Accurate self-assessment: Knowing one’s strengths and limits.
(iii) Self-confidence: Sureness about one’s self-worth and capabilities
• Self-Regulation
(i) Self-control: Managing disruptive emotions and impulses.
(ii) Trustworthiness: Maintaining standards of honesty and integrity.
(iii) Conscientiousness: Taking responsibility for personal performance.
(iv) Adaptability: Flexibility in handling change.
(v) Innovativeness: Being comfortable with and open to novel ideas and new information.
• Self-Motivation
(i) Achievement drive: Striving to improve or meet a standard of excellence.
(ii) Commitment: Aligning with the goals of the group or organization.
(iii) Initiative: Readiness to act on opportunities.
(iv) Optimism: Persistence in pursuing goals despite obstacles and setbacks.
• Social Awareness
(i) Empathy: Sensing others’ feelings and perspective, and taking an active
interest in their concerns.
(ii) Service orientation: Anticipating, recognizing, and meeting customers’
34
needs.
(iii) Developing others: Sensing what others need to develop, and
bolstering their abilities.
(iv) Leveraging diversity: Cultivating opportunities through diverse people.
(v) Political awareness: Reading a group’s emotional currents and power
relationships.
• Social Skills
(i) Influence: Wielding effective tactics for persuasion.
(ii) Communication: Sending clear and convincing messages.
(iii) Leadership: Inspiring and guiding groups and people.
(iv) Change catalyst: Initiating or managing change.
(v) Conflict management: Negotiating and resolving disagreements.
(vi) Building bonds: Nurturing instrumental relationships.
(vii) Collaboration and cooperation: Working with others toward shared
goals.
(viii) Team capabilities: Creating group synergy in pursuing collective goals.
In brief, the five domains relate to knowing your emotions; managing your
emotions; motivating yourself; recognizing and understanding other people’s
emotions; and managing relationships, i.e., managing the emotions of others.
Can Emotional Intelligence Be Learned?
A common question relates to whether people are born with high EQ or whether it can be
learned. The truth is that some will be more naturally gifted than others but the good news is
that emotional intelligence skills can be learned. (This must be so because emotional
intelligence is shown to increase with age.) However, for this to happen, people must be
35
personally motivated, practice extensively what they learn, receive feedback, and reinforce
their new skills.
Promoting Emotional Intelligence in the Workplace
The work conducted in most organizations has changed dramatically in the last 20 years.
Of course, there are now fewer levels of management, and management styles are less
autocratic. But there has also been a decided move toward knowledge and team-based, client-
oriented jobs so that individuals generally have more autonomy, even at the lower levels of
organizations. Since modern organizations always look to improve performance, they
recognize that objective, measurable benefits can be derived from higher emotional
intelligence. To name a few, these include increased sales, better recruitment, and retention,
and more effective leadership. Naturally, the criteria for success at work are changing too.
Staff is now judged by new yardsticks: not just by how smart they are, or by their training
and expertise, but also by how well they handle themselves and one another, and that is
strongly influenced by personal qualities such as perseverance, self-control, and skill in
getting along with others. Increasingly, these new yardsticks are being applied to choose who
will be hired and who will not, who will be let go and who will be retained, and who will be
passed over or promoted.
Emotional intelligence may be the (long sought) missing link that unites conventional “can
do” ability determinants of job performance with “will do” dispositional determinants.
Modern organizations now offer learning and development that is explicitly labeled as
“emotional intelligence” or “emotional competence” training. In support, their leaders create
and manage a working environment of flexibility, responsibility, standards, rewards, clarity,
and commitment.
Activity 1
This activity can be focused on any emotion, but the worksheet targets anger. Here are the
instructions:
Think of a time when you were angry and how you handled it.
Describe your reaction and behaviors in the lines provided below.
Fill in the blanks: “The last time I was angry I………………………”
36
When I was angry the last time, I sat alone and didn't talk to anyone because I was being
pressed to finish housework at a specific time while I was still in online classes that was still
going. I composed myself after a few minutes and got back to the duties I had to do. I
watched various videos and listened to music before sleeping. To calm down, I usually take
some what I called “zen time”.
Activity 2.
Narrate a situation you will never forget on the first day of your teaching, state the
problem you encountered and how you solved it. Paste a picture if possible.
Until it was time for the second portion I needed to teach, my strategy to make my discussion
student-centered went nicely on the first day of my class. Unlike the prior segment, they were
not interactive. Because I still had only a smattering of knowledge about their interests, I
continued to talk about it, occasionally asking them to join in. I used a technique I acquired
from my cooperating teacher to check if the children were still with me by having them type
in a number. I was able to keep track of if they were still interested by using this method.
7 EFFECTIVE TEACHING STRATEGIES FOR THE CLASSROOM
According to Heather, 2018 there is 7 Effective Teaching Strategies For The

Classroom
The classroom is a dynamic environment, bringing together students from different

backgrounds with various abilities and personalities. Being an effective teacher, therefore,
requires the implementation of creative and innovative teaching strategies to meet students'
individual needs.
Whether you've been teaching for two months or twenty years, it can be
difficult to know which teaching strategies will work best with your students. As a teacher
there is no 'one size fits all solution, so here is a range of effective teaching strategies you can
use to inspire your classroom practice.
1. Visualization
Bring dull academic concepts to life with visual and practical learning experiences, helping
your students to understand how their schooling applies in the real world.
37
Examples include using the interactive whiteboard to display photos, audio clips, and videos,
as well as encouraging your students to get out of their seats with classroom experiments
and local field trips.
2. Cooperative learning
Encourage students of mixed abilities to work together by promoting small group or

whole class activities.
Through verbally expressing their ideas and responding to others your students will
develop their self-confidence, as well as enhance their communication and critical thinking
skills which are vital throughout life.
Solving mathematical puzzles, conducting scientific experiments, and acting out short
drama sketches are just a few examples of how cooperative learning can be incorporated into
classroom lessons.
3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think for themselves
and become more independent learners.
Encouraging students to ask questions and investigate their ideas helps improve their
problem-solving skills as well as gain a deeper understanding of academic concepts. Both of
which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’
or ‘is the sum of two odd numbers always an even number?’. However, they can also be
subjective and encourage students to express their unique views, e.g. ‘do poems have to
rhyme?’ or ‘should all students wear a uniform?'.
4. Differentiation
Differentiate your teaching by allocating tasks based on students’ abilities, to ensure

no one gets left behind.
Assigning classroom activities according to students’ unique learning needs means

individuals with higher academic capabilities are stretched and those who are struggling get
the appropriate support.
38
This can involve handing out worksheets that vary in complexity to different groups
of students or setting up a range of workstations around the classroom which contain an
assortment of tasks for students to choose from.
Moreover, using an educational tool can save you hours because it automatically
groups your students for you, so you can easily identify individual and whole-class learning
gaps.
5. Technology in the classroom
Incorporating technology into your teaching is a great way to actively engage your
students, especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos,
which helps students visualize new academic concepts. Learning can become more
interactive when technology is used as students can physically engage during lessons as well
as instantly research their ideas, which develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students
to record results, take photos/videos, or simply as a behavior management technique. Plus,
incorporating the educational program into your lesson plans is also a great way to make
formative assessments fun and engaging.
6. Behavior management
Implementing an effective behavior management strategy is crucial to gain your

students' respect and ensure students have an equal chance of reaching their full potential.
Noisy, disruptive classrooms do no encourage a productive learning environment,

therefore developing an atmosphere of mutual respect through a combination of discipline
and reward can be beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where
individuals move up or down based on behavior with the top student receiving a prize at the
end of the week. ‘Golden time’ can also work for students of all ages, with a choice of
various activities such as games or no homework in reward for their hard work.
7. Professional development
39
Engaging in regular professional development programs is a great way to enhance
teaching and learning in your classroom.
With educational policies constantly changing it is extremely useful to attend events

where you can gain inspiration from other teachers and academics. It’s also a great excuse to
get out of the classroom and work alongside other teachers just like you!
Sessions can include learning about new educational technologies, online safety
training, advice on how to use your teaching assistant(s), and much more.
Being an effective teacher is a challenge because every student is unique, however, by

using a combination of teaching strategies you can address students’ varying learning styles
and academic capabilities as well as make your classroom a dynamic and motivational
environment for students
Activity 3
Observed your classroom. Get to know your students. Write down the negative and
positive behaviors of the student. Explain how you interact with the child with different
behaviors. Paste the picture of your student.
My students' positive characteristics include the fact that many of them, especially in one
area, are receptive and cooperative. They are also eager to learn and thrive in whatever they
are given. They do, however, have a problem with punctuality. Not everyone is motivated
to go to school.
I try to interact with their variety by trying to relate to them because they are pupils that are
soclose to my age. I bring their enjoyment of social media into the classroom conversation by
incorporating it. I made an effort to meet their needs and interests. I employed a variety of
related tactics as well as a variety of technology resources to accomplish this. As a result,
several of the pupils were more interested in the subject.
Activity 4
Interview someone you admire in the field of teaching. Write down things about
him/her like Personal information etc. and write down the things you admire about him/her
and how it has influenced you as a future teacher. take a picture with him /her and sign up for
your interview.
Thing The teacher that I admire the most is my teacher in high school, almost all of them.
Since it was a Catholic school, they cultivated me who am I today and they raise me well as
40
a professional and God-fearing individual.
As a teacher, I like that they always arrive prepared and encourage the students to
examine and develop their own meanings from the information offered to them. They were
STUDENT TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES
41

00 : 00 3:3O 8
vocabulary)
42
_______________________________ __________________________

EXPERIENCES
Date:__Dec. 09, 2021___ Day:____11_____ Grade level:________11________

10 AM 3 PM 4 hours
Today, I got to facilitate the class, 11 - Hernandez and 11 - Pamatmat. Mrs. Jeanelene
Ugat was there to guide and observe me as I discussed about genetic engineering. She also
told me that I was doing great but I need to work on the activity, that it needs to be more
interactive and engaging so I told her I will work on it next time.
43
_______________________________ __________________________
EXPERIENCES

9 AM 11 AM 2 hours
On this day, I only checked the students’ output, recorded their grades and sent
announcements regarding the requirements that needs to be submitted by the end of the
week.
44
_______________________________ __________________________

EXPERIENCES

9 AM 11 AM 2 hours
week.
45
_______________________________ __________________________

EXPERIENCES

9 AM 11 AM 2
week.
46
_______________________________ __________________________

EXPERIENCES

9 AM 11 AM 2 hours
week.
47
_______________________________ __________________________
REFERENCES
Heather, Q, (2018) Quizalize 7 Effective Teaching Strategies For The Classroom Best
teaching practices.
https://www.mindtools.com/pages/article/newCDV_59.htm
48
EPISODE 4
PEE R PEEC REFLECTS ON ONE'S TEACHING AND

LEARNING
By: Mrs Maida Sarminento

Dr. Evelyn A. Sunico
Reflecting on your teaching is a way to make you aware of how you teach. It is a
method for self-assessment. If we don't reflect, then we are teaching "in the dark" without
knowing if we are effective and if we should modify our teaching. Reflecting requires us to
answer some questions, including the following:
 How do I interact with students?
 How do I respond when they ask questions?
 What kind of classroom atmosphere do I create?
 What kinds of questions do I ask?
 Is my classroom spontaneous or is it predictable?
 Are my students involved?
 Why didn't a lecture go over well?
 Why did a lecture work?
49
 What if you get very divergent responses to your questions?
 What if you get wrong answers?
 What if students want to go off in a different direction?
 What will you do?
 How will you react?
REFLECTION
Reflection brings learning to life. Reflective practice helps learners find relevancy and
meaning in a lesson and make connections between educational experiences and real-life
situations. It increases insight and creates pathways to future learning. Reflection is called by
many different names in the education field including processing, reviewing, and debriefing.
( Jennifer Stanchfield, The Value of Reflection )
REFLECTS ON ONE'S TEACHING AND LEARNING

Reflective practice
Reflective practice creates ownership over learning by allowing people to internalize
a lesson. This enhances the ability for participants to grow and change through their
experiences and develop insight, one of the most important lifelong skills to acquire.
Australian Professional Standards
Ensuring teacher professionalism and competence runs the risk of suggesting that a
checklist of competencies will suffice to improve practices. In this way, standards can act as
outcomes, rather than as a participatory process that features reflection as a core component
of developing teacher effectiveness.
Research-Based Example on the Importance of Reflection
Based on what the teachers had witnessed of pre-service teachers during practicum
experiences, the teachers reported that pre-service teachers needed to further develop their
reflection skills. They noted that pre-service teachers often did not adequately reflect on their
lessons and teaching practices, and were sometimes resistant to change their lesson plans in
the face of observations and recommendations made by their supervising teacher.
The teachers agreed that reflection was necessary to teach from a values-based
perspective and that the practice of reflection enhanced their teaching. The teachers argued
50
that reflection is a fundamental part of values-based education and preservice teachers must
be taught how to reflect effectively. In addition, teachers noted that students must engage in
reflection to develop their values and it is, therefore, integral that teachers model engaging in
this practice. The teachers suggested that reflection should be taught to pre-service teachers
throughout their entire educational program and should be a fundamental part of their
assessment
In conclusion, the teachers in the present study provided an insider's perspective of

what pre-service teachers need to know to be effective at values-based education. These
teachers suggest that being a reflective practitioner is important for many reasons including
the modeling teachers express in the classroom, consistency between spoken ideals and
behavior, the ability to respond sensitively and compassionately to their students, and their
ability to engage students in meaningful and thought-provoking learning experiences. These
findings support current literature that advocates pre-service teachers becoming reflective
practitioners.
Reflecting on own values
The teachers felt that while pre-service teachers should reflect on aspects of their
teaching, they must also be taught to reflect on their values and how these impact their
teaching practices and pedagogy. One teacher noted, “You’ve [pre-service teachers] got to
start to become aware of your values"
Reflecting with peers and colleagues
The teachers identified that in their journey of undertaking values-based education,

they had learned an enormous amount about their teaching and their values through engaging
in discussions with other teachers. The more you get teachers sharing their own experiences
and teachers learning and participating in professional development and talking about things,
sometimes their values begin to change or they begin to be able to articulate their values. And
this comes through in their teaching.
51
When reflective practice is part of the learning it creates meaning and relevancy from
these experiences and initiates further growth and change. Reflection has become a key tenet
of experiential education philosophy. (John Dewey)
Reflection creates multiple pathways to learning, facilitates "patterning" and meaning-

making. Well-facilitated reflection provides a forum for learners to give and receive feedback
and enhances application, transfer, retention, and recall.
Reflecting on the new normal
Pre-service teachers were able to clarify their concerns such as, but not limited to
internet connectivity issues, accessibility issues, surface-level of discussion of important
contents, and students’ anxiety and mental health issues amid this global pandemic and the
delivery of the Experiential Learning Courses which include Field Study courses and Student
Teaching Internship. Deans and faculty members in return gave their assurances and stated
their plans as to how they will try to implement changes that would make learning still viable
especially during the period of new normal. They also shared how they will adjust in a time
like this as well as the platforms and modalities that their institutions have been implementing
since the start of the Enhanced Community Quarantine last March 2020.
Teaching to Change the World and then it does …
The experiences of these pre-service teachers will leave an indelible mark on their
career, as they survived and thrived as active learners during a pandemic, strengthening their
voices of advocacy and justice for service in an inequitable world. The emotional resilience
and hardiness demonstrated by pre-service students provide hope for our future generation of
teachers, who need to disrupt the status quo and teach to change the world.
The teacher accepts the call to be an advocate for those in need and takes steps to
inform and intercede on behalf of those who often have no voice. It is my mission, and it fills
me with joy, to see our future teachers embrace and identify with ideas and beliefs that
require more than just words. That they see themselves and the profession as something
integral to the social justice movement. For me, it is the recognition that education is an act of
liberation and that the responsibility lies with me. The responsibility to act, engage and model
for our candidates all the things that we know make a difference in the lives of students.
( McIntosh&Nenonene ,2020)
52
Activity
Direction: Give your insights about the phrases and questions below. Try to elaborate on
your answer.
1. “Self-reflection is the school of wisdom.”

We often have to stop and think about ourselves in order to find "peace" and meaning.
Examine your choices and where you're focusing your attention, and see how they're
affecting the results you're getting. When it comes to self-reflection, there's a lot to
learn.
2. “Easier said than done”

When you remark something is easier said than done, you're highlighting the fact that,
while it sounds fine in principle, you think it'll be tough to put it into practice.
3. Why do you think self-reflection is important in the field of teaching?

In order to improve your students' focus and learning, you must reflect on your
teaching in order to keep it relevant to them. It challenges you to think outside the box
and keep up with new techniques and ideas that may assist you handle any areas
where you think you need to improve.
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STUDENT TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES
54

00 : 00 3:3O 8
vocabulary)
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EXPERIENCES
Date: December 16 ,2021 Day: 16 Grade level: 11

10 AM 11 AM 1
week.
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EXPERIENCES
Date: December 17, 2021 Day: 17 Grade level: 11

9 AM 11 AM 2
week.
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EXPERIENCES
Date: December 18, 2021 Day: 18 Grade level:11

8 AM 5 PM 8 HRS
No activities for today
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EXPERIENCES

8 AM 5 PM 8 HRS
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EXPERIENCES

8 AM 5 PM 8 HRS
_______________________________ __________________________
REFERENCES
60
EPISODE 5
61
PEER PEEC PROFESSIONAL APPEARANCE
By Mr. BayaniGuia
Dr. Sierra Aycardo
Proper grooming and professional appearance are important to gain not just a positive
impression but also respect in the workplace. First impressions matter and the way you look
and carry yourself creates an impact on people you get along with within the work setting.
Proper grooming and professional appearance are important to both men and women. Lack of
these may lead to poor image and may interfere with your chance of getting a good
impression and positive feedbacks from your workmates and superiors.
How should a teacher look?
A professional appearance
What does this mean? Be well-dressed. If you are teaching in a developed locality, a city like
Kochi for example, make sure you are wearing a 'professional-looking outfit – whether it is
your traditional attire or modern attire. Students want to look up to teachers in everything.
Even the clothes you wear make a statement about you. Choose the clothes you wear to the
class very carefully. The same goes for accessories such as your handbag, your ornaments if
any, and your footwear. Also, the make-up you wear and you're your hair is done. Please do
not use too many ornaments or too much makeup. Just wear the minimum, and do not overdo
it. Whatever you do, be neat and tidy in appearance. Believe me, smudged eyeliners and
lipstick, and messy hair immediately give the impression that you are a disorganized person.
Children are very, very observant. Be well-dressed at all times.
What should a teacher wear?
Some schools insist on a certain dress code for teachers, much like the school uniform for
students. Some teachers resent it, but others welcome such rules. If your school does not have
such a rule, and you can wear whatever you want, dress according to what is generally
considered to be respectable attire in the local culture. Do not ever wear too casual clothes or
overly fashionable clothes. If the school insists that you wear a saree, practice wearing a saree
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till you are an expert in it, and you can wear it elegantly and neatly. If you can wear a ‘salwar
kameez’ or ‘churidar, make sure that your 'dupatta' is neatly pinned and in place at all times.
If you can wear a shirt and trousers, make sure you choose good quality ones. Whatever you
wear, dress in such a way that you do not attract attention to the clothes or your looks more
than your teaching. Your students will respect you for that. All this does not mean that a
teacher should wear expensive clothes. It means that what you wear should be of good
quality, well-ironed, and neat-looking. In the case of men, if the school insists on male
teachers wearing a tie, exercise your good sense to choose a tie that suits your outfit.
A pleasant appearance
This means that however tired you are, upset or angry, when you enter a class, you have to
look pleasant, happy, and kind. When you are happy, it radiates to your students and uplifts
their mood too. Once you decide to be pleasant and happy for your students, you will find
that you are happy inside. A happy teacher usually has happy students, because happiness
usually is contagious. It is reported that in the country Finland (which is considered to have
one of the best educational systems in the world), it is accepted that happy teachers are better
teachers, and happy students are better learners.
Signs of Professionalism in a Teacher
As a teacher, you play a critical role in helping young people achieve success in the
classroom. A professional demeanor shows you take your responsibilities seriously. Failing
to act professionally sets a bad example and may cause you to lose the trust and respect of
students. Demonstrate professionalism in all aspects of your career to provide your pupils
with the best education possible.
Neat Appearance
A teacher's appearance plays a role in conveying professionalism. A male teacher should

wear dress pants and a polo shirt or button-down shirt, adding a tie or jacket for special
occasions. Female teachers should wear appropriate clothing for the classroom, avoiding
short skirts and revealing tops. Many schools do not allow teachers to display facial
piercings, tattoos, and brightly colored hair at work. In addition, teachers should refrain from
drinking alcohol or smoking in the presence of students, and avoid using foul language or
acting inappropriately with colleagues in view or earshot of students.
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Dress for Success / Dress Code
Many times in life situations a person is judged upon how well dressed they appear. The
same holds for teachers, whether in the classroom setting, during a job interview, for a
teacher-parent conference, or open house. Teachers should dress for success every day of the
week unless a stated dress code policy allows them to dress casually on a given day. Many
days throughout the school year a teacher is allowed to dress casually if there is a pep rally or
scheduled event during the school day. First-year teachers should always consult their
mentors regarding the established dress code of the school. Failure to dress appropriately can
impact the way an administrator, other teachers, students, and parents perceive the teacher in
question.
Dressing for success allows teachers to gain the respect needed to set a positive example for
their students. Imagine the image you are sending to your students if you fail to follow the
established dress code policy that has been established in the district. Many times, students
adamantly oppose their dress code policy for various reasons. For example, many students
feel they should have the opportunity to wear hats to school. An important point to remember
is that children are very good at modeling the behavior they observe in adults.
Dressing for success has three main effects for teachers:
 Maintain respect
 Establish credibility
 Establish yourself as an authority figure
Dressing for success and following the established teacher dress code policy will help you
obtain the respect and credibility necessary from students and parents. Students will tend to
model the behavior and appearance they see in the classroom. An effective teacher will dress
appropriately as a professional educator to model success. Your respect in the classroom
begins with your appearance and you should strive to be a positive role model for each
student. In addition, teachers must dress professionally for teacher-parent conferences and
open houses to gain the respect of each parent. Making a good impression upon parents
during a teacher-parent conference or open house will help to foster a productive relationship
to help the child excel in the classroom. If a teacher chooses to disobey the dress code policy
for a teacher-parent conference, parents may lose respect and admiration for the teacher in
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question. Establishing yourself as an authority figure by following the dress code policy and
the established rules of the school will help instill a sense of integrity in each student.
First-year teachers should try to dress conservatively during an interview. Dressing for
success during an interview will allow the interviewer to focus on the wonderful attributes
and skills the applicant can bring to the job, rather than the appearance or dress of the
individual. Dressing for success is crucial during a job interview since first impressions are
key to help the individual obtain a teaching position
Dress for success – Men:
 The suit should be navy or gray – conservative style with a white shirt and tie
 Dress slacks, not jeans - business shirt and tie
 Dress shirts should always be tucked in
 Should not expose body piercing or tattoos
 Shined shoes
 Sport coat for meetings and teacher-parent conferences/open house
 All belts should be worn appropriately
 Cologne should be used sparingly
Dress for success – Women:
 Dresses – hose should be worn if the dress does not fall below the knee
 Nice slacks – no tennis shoes
 Midriff tops should not be worn
 Skirts – length must fall no higher than the top of the knee
 Choose neutral-toned hosiery
 Shoes should be closed heel or pump style
 Make-up should be subtle
 Hair should be natural looking
 Perfume should be used sparingly
Activity. LOOK like a PRO!!!!
Direction: On the space provided put the best photo of yourself wherein you can show that
you possess a professional appearance that the teacher may have.
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How can you say that you look like a pro in the photo that you choose?
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STUDENT
TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES
67

00 : 00 3:3O 8
vocabulary)
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EXPERIENCES
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Date:________________ Day:_____________ Grade level:__________________
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EXPERIENCES
72
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REFERENCE
https://work.chron.com/signs-professionalism-teacher-9324.html
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EPISODE 6
PEER P EEC EXHIBITS AN APPRECIATION AND

VALUE FOR DIVERSITY
By: Dr. Julie Rose P. Mendoza
There has always been diversity in the classroom, but in today society it is important
to embrace it and make positive use of it. Teachers should value diversity and they need to
model this attitude to their students.
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When people value diversity, they recognize and respect the fact that people are
different and that these differences is generally a good thing. For example, when attempting
to solve a problem, it is better to assemble a diverse team with many skills and many different
ways of approaching the problem than it is to assemble a team that has all their strength
concentrated in one area. Never tolerate bullying, teasing, and other put-down behavior at any
time in the classroom. Implement a "zero tolerance" for anything that is disrespectful, hurtful,
or intolerant of diversity.
https://www.huffpost.com/entry/kids-books-diversity-differences_n_5b912bd8e4b0cf7b003d3508
Exhibits an Appreciation and Value of Diversity

What is Diversity?
Diversity is a word that describes the differences among people.
"Diversity is the range of human differences, including but not limited to race, ethnicity,
gender, gender identity, sexual orientation, age, social class, physical ability or attributes,
religious or ethical value system, national origin, and political beliefs.” -Ferris State
University.
Diversity in the classroom defined

There is a need to understand that every person is unique. Everyone that is included in the
group must know their ability, their cultural background, personality, and religious beliefs as
well as the different types of gender. Although there is always diversity in the classroom,
teachers and students must embrace a positive attitude.
How do teachers appreciate and value diversity?
75
There is a saying, “The greater the seed the greater the tree.”―MatshonaDhliwayo.
Teachers should be good models for students. Meaning teachers must be the one of the first
to show respect to every student, in addition, teachers must be the one who believe that they
are able to do things with the use of their skill, talent, and knowledge.
Below is a list of just a few things that teachers can do to create an environment where
each student feels valued and respected. (NDT Resource Center)
 Take the time to learn about the students' backgrounds, interests, and learning styles.
 This will allow teacher to create an environment that is conducive to each student.
 Allow time for the students to learn about each other and gain an appreciation for the
diversity they bring to the classroom.
 Remind them how boring it would be if everybody is all alike and there were no
differences among each other to make each person unique.
 Teach students that everyone has strengths and weaknesses. When working in teams
encourage students to take advantage of the strengths of the team members to produce
the best possible results.
 Bring in different people in the class resources that students might be able to connect
with.
 Search out people that are different from each other and let them share certain
qualities with each other.
 Students need role models. Many times when they see they are connected in some
way to a person they will be more apt to listen and learn from them.
 Never tolerate bullying, teasing, and other put-down behavior at any time in the
classroom.
 Implement a "zero tolerance" for anything disrespectful, hurtful, or intolerant of
diversity.
1. Now that you are going to be a teacher how will you appreciate your students?
___________________________________________________________________________
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___________________________________________________________________________
_____________
2. How will you manage diversity in the classroom?

___________________________________________________________________________
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__________________
3. How can you make the classroom conducive for learning with the students’ diversity?
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Valuing Diversity
As a teacher and career practitioners, it is important to understand the essentials of

diversity in the classroom. Teachers must have the knowledge and sensitivity by exploring
skills and ability so that they can communicate effectively with the student.
“Valuing diversity is one of the most important ones a teacher must fill.” According to NDT
Resource Center., The student must feel that they are safe and be heard. Teachers should
provide students with an environment that is conducive to learning. If a student feels
uncomfortable or are not respected the chances of learning from this study will be decreased.
Why we should value diversity?
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Understanding and valuing diversity are an important part of teaching. It is a legal and
ethical requirement, the law tells us the standards of what we are not allowed from doing,
while ethical is the maximum standard of one self.
It enables equitable participation in society, learners may find some difficulties in the
learning process because of some law and cultures. For example, in some countries, girls
cannot go to school, but boys do, because at the young age, girls are already engaged
arranged by their families.
It can be conducive to creativity, innovation, and adaptability in societies and
organizations. People build a stronger sense of identity and wellbeing and have a better
education and career outcomes when their diverse strengths, abilities, interests, and
perspectives are understood and supported.
1. As a future teacher, what for you is the meaning of equality and equity in education?
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__________________
2. How will you value diversity in the classroom setting?

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__________________
What are the benefits of appreciating and valuing diversity?
There can be no question that appreciation of diversity yields benefits. People who
feel appreciated work harder and stay longer in the workplace. (Glassdoor, 2013). In school,
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it will increase the positivity, being included, unity, and lessened cultural tension. The
classroom will be a more lively and conducive place of learning because every student has a
place not only to explore but also to show humanity.
1.As a future teacher what kind of theory you want to practice about diversity? Will it be
helpful for you as a teacher and for your student?
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1. Paste or write your observations about diversity in your classroom.
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STUDENT
TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES

00 : 00 3:3O 8
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vocabulary)
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EXPERIENCES

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EXPERIENCES
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REFERENCES
http://cesonoma.ucanr.edu/files/186118.pdf
https://www.nde-ed.org/TeachingResources/ClassroomTips/Diversity.htm
https://managementhelp.org/interpersonal/multicultural-diversity.htm
https://myfuture.edu.au/assist-others/valuing-diversit
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=47639&printable=1
https://www.forbesindia.com/article/thunderbird/getting-to-know-you-appreciating-
diversity/52523/1
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EPISODE 7
PEER PE EC EFFECTIVE WRITTEN AND ORAL

COMMUNICATION SKILLS
By: Dr. Florhaida V. Pamatmat

Dean, College of Teacher Education
There is more to communication than correct spelling and proper grammar. The key
to effective communication is understanding, conveying the essence of our thoughts,
choosing words carefully, knowing when to talk and when it is better to remain silent, and
much more. Keep in mind that the best way to improve communication skills is to
communicate. Talk. Read. Write. Never stop learning.
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The Significance of Communication Skills for Teachers
successstory.com/inspiration/interpersonal-skills-for-teachers
There is no more to communication than correct spelling and proper grammar. The key to
effective communication is understanding, conveying the essence of our thoughts, choosing
words carefully, knowing when to talk and when it is better to remain silent, and much more.
Keep in mind that the best way to improve communication skills is to communicate. Talk,
Read. Write. Non-stop learning
When a person transmits a message that involves a shared understanding of contexts and
communication takes place, that is defined as a communication skill. This communication
skill is important for a teacher in the delivery of education to students (McCarthy and Carter,
2001).
To become a truly effective teacher, he/she needs to be highly skilled in the areas of
listening and speaking as well as reading and writing. Teachers with good communication
always make things easier and understandable (Freddie Silver). Effective communication
skills are really important for a teacher in transmitting education, classroom management, and
interaction with students in the class. He/she has to teach the students having different
thinking approaches and to teach following the students' ability and capability, a teacher
needs to adopt such skills of communication to motivate the students towards learning (Sng
Bee Bee,2012).
Teacher's good communication skills are basic towards achieving students' academic
success, as well as professional success in life as teacher communicates more instructions
orally to students. Hence, a teacher with poor communication skills may cause students
failure to learn and promote their academics. Good communication minimizes the potential of
88
unkind feeling during the process of teaching. Regarding this, Loss (2000), recommended
that the teacher communicates clearly and understandably. Good communication is
considered a strong tool `for effectiveness in the teaching profession (Monika Srivastava,
NA)
A variety of skills are needed for good teaching and teachers, a study conducted by
Ehindero&Ajibade, (2000) indicates that teachers cannot teach effectively unless they have
the following skills such as good communication, good classroom management, updating
knowledge, and maintaining personality.
Reflection
1. Aside from good classroom management, why does a professional like being a
teacher need to be highly skilled in the areas of listening and speaking as well as
reading and writing?
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2.Write your observation on the teaching atmosphere during the synchronous learning
modality. When you become a teacher, do you think that good communication skills will be
one of your significant qualities?
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3. To become a competent future teacher, how may you further develop your
communication skills?
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____________________________________
Why Is It Important for Teachers to Have Good Communication Skills?
Fundamental to teacher and student success is the teacher's ability to communicate

effectively with students, parents, and colleagues. Teachers must have good communication
skills to help their students achieve academic success. Teachers also need good
communication skills to further their careers in education. Without good communication
skills, teachers disable the learning process as well as their career mobility.
During the interview process, teachers who have good communication skills can
demonstrate what makes them suited to the job. A candidate who cannot clearly express ideas
or relate her professional work and experiences may fail the first test. Teachers seeking
employment in school districts and other educational institutions need to communicate
effectively throughout the recruitment process.
Above all, teachers must have the ability to communicate their subject-matter expertise
to facilitate classroom learning and participation. Students depend on their teachers to
provide them with instruction, guidance, and feedback throughout the learning process. When
a teacher fails to communicate effectively with students, their comprehension level drops, and
they eventually lose grasp of the subject matter. As time goes on, students' academic progress
may suffer from not receiving the proper support in fundamental subjects.
Teachers without good communication skills find it difficult to express what they
want. The consequences of poor communication throughout the negotiation process can result
in misunderstandings and conflict concerning relevant issues.
The ability to communicate well is especially important for teachers in their interaction
with parents. Teachers who want a student to excel often seek the support of parents to instill
good study habits at home. When teachers cannot communicate effectively with parents, they
can't explain a student's needs in a way parents understand. Moreover, if a parent recognizes
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the teacher's inability to communicate effectively, the parent might wonder if that teacher
competently leads the class.
Teachers with poor communication skills limit their career options. Good
communication skills are essential for practically all subjects. However, some academic areas
may depend more on the teacher's ability to communicate than others. For example, a teacher
whose communication skills need work is probably not the ideal instructor for a public-
speaking course.
1. What to you is the importance of acquiring good communication skills as a pre-

service teacher and a future teacher?
___________________________________________________________________________
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________________________________________________________________________
2. Describe in a drawing or photo essay a teacher who possesses good communication
skills.
Written Communication Skills:
Nearly every job will require some degree of written communication skills, whether it's sending
emails, writing memos, or providing briefs and reports. The ability to communicate, concisely, and
concretely in writing ensures that everyone you work with understands what you're telling them.
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Because written communication skills are so important in business, it's worth taking the time to
improve yours.
Written communication skills are those necessary to get your point across in writing. While they
share many of the same features as verbal communication skills, there are some important
differences. Where verbal communication uses body language and tone of voice to express meaning
and tone, written communication relies on grammar, punctuation, and word choice. Developing
written communication skills.
Clarity helps your reader understand what you are saying or, at least, understand enough
to know what questions they need to ask for further clarification. Clarity comes from writing
in simple language and sticking to concrete, specific information:
Conciseness. It’s important to get to your point quickly and efficiently. Include only the details
that are necessary to communicate your point:
Tone refers to the “voice” of your writing. In business writing, your tone should be one of
professionalism blended with varying degrees of formality and friendliness:
Active voice is typically more accessible and easier to follow for readers than passive voice.
Active voice helps a sentence flow better and allows the reader to move through your writing at a
quicker pace. Complex, passive voice has its place in other forms of writing, but it slows the reader
down in professional communication.
Grammar and punctuation
How much you pay attention to precise grammar and punctuation will depend on how
formal the writing needs to be. However, even in informal writing, grammar and punctuation
are important for ensuring that your point is getting across.
Written communication skills are essential at every stage, from getting the job to performing it
to the best of your ability. Here are some occasions where you’ll show these skills:On your
resume,in your cover letter,in your job interview, in your thank you letter,in your emails, in
your presentations and reports.
What is Interpersonal Communication?
Interpersonal communication is the process by which people exchange information,

feelings, and meaning through verbal and non-verbal messages: it is face-to-face
communication.
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Interpersonal communication is not just about what is said - the language used - but
how it is said and the non-verbal messages sent through tone of voice, facial expressions,
gestures, and body language.
When two or more people are in the same place and are aware of each other's presence,
then communication is taking place, no matter how subtle or unintentional.
Without speech, an observer may be using cues of posture, facial expression, and dress
to form an impression of the other's role, emotional state, personality, and/or intentions.
Although no communication may be intended, people receive messages through such forms
of non-verbal behavior.
Uses of Interpersonal Communication
Most of us engage in some form of interpersonal communication regularly, often many

times a day, how well we communicate with others is a measure of our interpersonal skills.
Interpersonal communication is a key life skill and can be used to:
 Give and collect information.

 Influence the attitudes and behavior of others.
 Form contacts and maintain relationships.
 Make sense of the world and our experiences in it.
 Express personal needs and understand the needs of others.
 Give and receive emotional support.
 Make decisions and solve problems.
 Anticipate and predict behavior.
 Regulate power.
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REFERENCES
Read more at: https://www.skillsyouneed.com/ips/interpersonal-communication.html
STUDENT TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES
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EXPERIENCES
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EXPERIENCES
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REFERENCES
“Quality of Teaching and Learning Interaction for Mathematics Teaching: A Case Study”
Retrieve from Online on 15/11/05 www.cimt.plymouth.ac.uk/journal/manullang) McCarthy,
M.R. and R. Carter (2001). Journal of the Association for Communication Administration
Pp1-15 Sng Bee Bee.(2012).
“Oxford Advanced Learner’s Dictionary International Students Edition (7th ed): London
Oxford University Press. Loss, J. (2000).
The Importance of Communication in Education. Retrieve from Online on 15/08/2015
http://www.techlearning.com/blogentry/8716 Freddie Silver
Communication Skill For Teachers: An Overview, Retrieve from Online on 10/08/16
http://www.communicationskillsworld.com/communicationskillsforteachers.html) Ehindero,
OJ, Ajibade YA (2000).
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2722-why-is-it-
important-for-teachers-to-have-good-communication-skills
https://www.indeed.com/career-advice/career-development/written-communication-skills
EPISODE 8
101
PEER PEE C
COLLABORATES EFFECTIVELY WITH
PEERS, PROFESSOR, PARENTS AND TO THE
STUDENTS PERSONAL STEPS TO EFFECTIVE
COLLABORATION.
Dr. Josefina T. De Jesus
Mr June Tuiza
If I had it to do again, this is what I would do to get the most out of my formal and
informal collaborations with other teachers: Build relationships, Observe the best, Ask
questions, Share, Come prepared.
Collaboration
Collaboration is a demanding concept with wide-ranging and exciting implications for the
education of all children and the effectiveness of all educators.
Originally termed "collaborative consultation," the emphasis was upon the special educator
and the classroom teacher sharing information about a child so as to better plan an
appropriate educational program. Such consultation was defined as an interactive process that
enables people with diverse expertise to generate creative solutions to mutually defined
problems (Idol, Paolucci-Whitcomb & Nevins, 1987). The operant definition was later
expanded to refer to the participants as co-equal partners (Friend & Cook, 1992) and as
having a shared vision (Wiig, 1992). The expanding definition reflected a broadening of the
concept of collaboration in common professional practice.
Collaboration takes place when members of an inclusive learning community work together
as equals to assist students to succeed in the classroom. This may be in the form of lesson
planning with the special needs child in mind, or co-teaching a group or class. Friend and
Cook (1992, p. 6 - 28) listed the defining characteristics of successful collaboration as
follows:
1. Collaboration is voluntary;
2. Collaboration requires parity among participants;
102
3. Collaboration is based on mutual goals;
4. Collaboration depends on shared responsibility for participation and decision making;
5. Individuals who collaborate share their resources; and
6. Individuals who collaborate share accountability for outcomes.
Knowledge, perspectives and values must be shared by participants in order for collaboration
to be successful, and for this to happen, participants must be willing to work together.
Collaboration can be an expectation in an organization but individuals must participate
voluntarily. They need to develop and share common goals for their work together and have
sufficient knowledge to understand the ideas and suggestions of other participants. Team
members must have compatible and interactive work styles. Their individual knowledge
needs to be complementary and yet the team members need to have sufficiently different
perspectives and experiences so as to make their contributions diverse.
Clear, simple definitions may inadvertently suggest that the concept itself is simple.
Collaboration is anything but simplistic. At its heart collaboration means:
• Self-consciously forging constructive interpersonal relationships
• Working towards interdependence (giving and receiving help)
• Sharing information, expertise, observations and reflections
• Overcoming territoriality - "truism has no place in the collaborative process (Tilton, 1996,
p. 129)"
• Moving beyond what Piaget termed "egocentrism"
• Instilling a community-wide expectation of ongoing reflection and professional

development
• Participating in co-planning and co-teaching
• Working to improve communication
103
• Developing a sense of belonging and membership in a learning community
• Creating a common vision/a shared purpose
• Moving from the idea of "work" to the concept of meaningful mission, what Hannah Arendt
(1958) refers to as the vita activa
SOME OF THE BENEFITS OF COLLABORATION FOR STUDENTS AND

TEACHERS
• Instruction becomes more accessible to all students because frequently, one teacher
will focus on content material while the other might focus on presentation and processing
of material
• Direct whole class teaching and individualization can occur simultaneously
• More time is available to provide individual assistance to students as teachers pool strategic
repertoires
• Greater and more varied ways to check for understanding
• Reduced referrals to special education (Wood, 1992)
• Increase of direct student-teacher contact time (Villa & Thousand, 1995)
• Access for all students to limited resources
• Potential for maximizing instructional outcomes (Wood, 1992)
• Potential for increasing teacher accountability (Wood, 1992)
• Opportunities for co-planning and co-teaching
• Opportunities for peer teaching and observation
• Opportunities for teachers to further develop a "sense of audience"
• Increased creativity in lesson planning (more ideas)
104
• Enlarged repertoire of instructional strategies
• Increased awareness of educational research and recent developments in learning theory
• Shared responsibility for celebrating success and analyzing failure
• Better understanding of different roles and areas of expertise
• Greater clarity and precision in communication
• Improved professional understanding of colleagues, greater openness, honesty and mutual

respect
• Increased flexibility
• Improved organizational skill (including time management)
• Professional and personal growth through shared reflection and ongoing feedback
• Less teacher territoriality
• Less teacher isolation/alienation
• Greater professional satisfaction
• Improvements in staff morale (Villa & Thousand, 1995)
It is not always easy to set up collaborative partnerships. Obstacles are plentiful. School
systems are not always set up to encourage collaboration, community biases may need to be
addressed, and resentment may exist when content-area teachers come to perceive
collaboration as "extra work" and additional responsibilities (Teemant, Bernhardt &
Rodriguez-Munoz, 1996).
Moreover, collaboration is one of the factors in an organizations success. Working

collaboratively with peers, professors, parents, and students will come up with an effective
team. People who work collaboratively in an organization and in the academe may develop
team culture of adaptability and flexibility, open to change and assume accountability.
105
Research suggests that today’s teachers and school administrators are more interested in
teacher collaboration than previous generations. While it has historically been common for
teachers to work independently, it is becoming more popular for teachers to work in teams.
Proponents of teacher collaboration believe that teachers working together have a positive
impact on each other and contribute naturally to school improvement. Specific types of
teacher collaboration include working together in teams, sharing responsibilities, providing
feedback and building trust.
When educators work together, they form important professional and personal
relationships. Teachers often draw support from each another and can delegate tasks that
allow each teacher to feel effective. Collaboration between teachers contributes to school
improvement and student success.
Collaborative teaching, sometimes called cooperative teaching or team teaching, involves

educators working in tandem to lead, instruct and mentor groups of students.
To be effective, the art of collaboration requires thoughtful consideration on the part of

educators. Time must be set aside for developing lessons and deciding on appropriate
learning approaches to use with specific students or groups.
Types of Teaching Collaborations
There are a wide variety of collaborative teaching styles and many are used interchangeably
by team teachers. Particular models include the following:
 Lead, Observe, Assist – One teacher presents new content while the co-leader
observes students and assists any who may be off-task or struggling with concepts.
 Teach and Reteach – The lead teacher presents new material and activities while the
co-instructor reviews previous information and skills for retention purposes.
 Simultaneous Teaching – The class is divided into two smaller groups and both
teachers present the same material at the same time.
 Instructional Stations – Students rotate between several stations to receive new
instruction or work on activities monitored by teachers.
106
 Supplemental Teaching – While one teacher instructs the majority of learners, the
other takes a small group aside to work on different instructional goals related to
readiness or literacy skills.
 Co-teaching Rotation – Both teachers present new information rotating between
presentation and support roles during the lesson.
Benefits of the Collaborative Instruction
Collaboration is a wonderful teaching tool. Teachers have the opportunity to assess and
differentiate instruction for students more readily and they can learn new instructional
techniques from one another to expand their teaching repertoire. Cooperative teaching
experiences also provide mutual support and assistance for planning and implementing
lessons, assessing students’ progress, sharing professional concerns, and addressing students’
learning needs. Most importantly, teaming allows more opportunities for students to
understand and connect with content thereby maximizing individual learning potential.
Considering the number of ways that team teaching can be used effectively in the classroom,
it is no wonder that it remains a popular instructional model. Collaborative teaching allows
teachers to impart information to a broader range of learners using approaches that spark
students’ imaginations while supporting individual learning differences.
107
Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer
instruction, is a type of collaborative learning that involves students working in pairs or small
groups to discuss concepts or find solutions to problems. Similar to the idea that two or three
heads are better than one, educational researchers have found that through peer instruction,
students teach each other by addressing misunderstandings and clarifying misconceptions.
Why Use Collaborative Learning?
Research shows that educational experiences that are active, social, contextual, engaging, and
student-owned lead to deeper learning. The benefits of collaborative learning include:
 Development of higher-level thinking, oral communication, self-management, and

leadership skills.
 Promotion of student-faculty interaction.
 Increase in student retention, self-esteem, and responsibility.
 Exposure to and an increase in understanding of diverse perspectives.
 Preparation for real life social and employment situations.
Considerations for Using Collaborative Learning
 Introduce group or peer work early in the semester to set clear student expectations.
 Establish ground rules for participation and contributions.
 Plan for each stage of group work.
 Carefully explain to your students how groups or peer discussion will operate and
how students will be graded.
 Help students develop the skills they need to succeed, such as using team-building
exercises or introducing self-reflection techniques.
 Consider using written contracts.
 Incorporate self -assessment and peer assessment for group members to evaluate
their own and others' contributions.
108
Getting Started with Collaborative Learning
Shorter in-class collaborative learning activities generally involve a three-step process. This
process can be as short as five minutes, but can be longer, depending on the task at hand.
 Introduce the task. This can be as simple as instructing students to turn to their
neighbor to discuss or debate a topic.
 Provide students with enough time to engage with the task. Walk around and address
any questions as needed.
 Debrief. Call on a few students to share a summary of their conclusions. Address any
misconceptions or clarify any confusing points. Open the floor for questions.
For larger group work projects, here are some strategies to help ensure productive group
dynamics:
 Provide opportunities for students to develop rapport and group cohesion

through icebreakers, team-building, and reflection exercises.
 Give students time to create a group work plan allowing them to plan for deadlines
and divide up their responsibilities.
 Have students establish ground rules. Students can create a contract for each member
to sign. This contract can include agreed-upon penalties for those who fail to fulfill
obligations.
 Assign roles to members of each group and change the roles periodically. For
example, one student can be the coordinator, another the note-taker, another the
summarizer, and another the planner of next steps.
 Allow students to rate each other’s quality and quantity of contributions. Use these
evaluations when giving individual grades, but do not let it weigh heavily on a
student's final grade. Communicate clearly how peer assessment will influence
grades.
 Check in with groups intermittently but encourage students to handle their own issues
before coming to you for assistance.
SOME OBSTACLES TO EFFECTIVE COLLABORATION
109
 Existing organizational hierarchy (learning to collaborate as equals)
 Lack of planning/reflecting time
 Scheduling/time-tabling problems
 Absence of training/inservice in the skills of collaboration
 Personality conflicts
 Differences in teaching styles
 Territoriality
 Absence of administrative support
 Communication problems
 Resistance to change
 Loss of classroom autonomy
 Teacher discomfort in developing a "sense of adult audience" (experiencing colleague
observation - perhaps for the first time)
 Fear of criticism and/or judgment by colleagues
 Fear of the unknown: "What, exactly, does collaboration look like?"
Despite these obstacles, teachers who have entered into collaborative relationships
with colleagues very rarely wish to return to their previous isolated autonomy. They
see that both inclusion and collaboration "offer tremendous opportunities for growth
for all students and the adults who work with them (Tilton, 1996, p. 134)."
The two most commonly cited challenges to collaborative planning, teaching and
reflection are the lack of sufficient time and scheduling difficulties. While these
obstacles to collaboration may on occasion be used to mask personality conflicts or a
school climate lacking in trust, there is no question that sufficient time is a vital
resource for teachers and it is "not auxiliary to teaching responsibility . . . it is
absolutely central to such responsibilities and essential to making schools succeed
(Raywid, 1993, p. 34)."
110
https://www.smartaboutcollege.org/helpful-peer-groups-join-college
Collaborates effectively with peers, professors, parents; and to the student’s personal
steps to effective collaboration.
“Collaborative learning – the practice of breaking students into small groups to answer
questions, work on projects and learn from one another – has become one of the strongest
core philosophies operating in classrooms today.”-Graduate School of Education and Human
Development
Collaboration is a working practice whereby individuals work together to achieve

purpose, mission, or goals. Consultation can also involve problem-solving relationships in
which peer professionals share their unique skills and provide group recommendations to
improve a situation for a child or group of children or to solve an organizational problem
(Chrispeels, Strait, & Brown, 1999; Dettmer, Dyck, & Thurston, 2005). To become more
efficient in collaborating with others or peers we must show our unique talents to help solve
an organizational problem.
Collaborate effectively with the professor
According to Lauren Davis EdTech Editor, Former Department Chair and

Instructional Coach on her Posted in Pro Tips | February 01, 2020. “Teacher collaboration
occurs when members of a learning community work together to increase student learning
and achievement. Collaboration is not a task to complete then move on, it’s an ever-changing,
ongoing process that is only enhanced by social networks and access to new technology
applications like Google Hangouts or Zoom. The benefits of teacher collaboration are the
111
academic effort increased since teachers are the one who gives instruction, teachers are the
one who can increase the level of academic to meet the students being competent. Increased
understanding of student data teachers is better in providing to give the student to test what
they have learned. More creative lesson plans, teachers are most creative when it comes to
designing their classroom tests. Less teacher Isolation help teachers to feel that they are not
alone, sharing ideas and information can improve staff morale and professional satisfaction.”
1. As a future teacher what is your understanding about collaborative learning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________
2. Being professional, How to have an effective collaboration with peers?

_____________________________________________________________________
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_______________________________
3. What do you think are the benefits of having a team work?

_____________________________________________________________________
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__________________________
Collaborate effectively with parents
112
As practitioners collaborate with parents to gather information needed to create a
behavior support plan, they can combine their understanding of the dynamics of behavior and
information about family well-being to provide lasting and sustainable outcomes for children
with challenging behaviors and their families (Horner, Albin, Sprague, & Todd, 2000; Horner
et al., 2005).
Challenging behavior is often a source of frustration for parents. Challenging behavior

is defined as any behavior that interferes with children’s learning and development, is
harmful to children and others, and puts a child at risk for later social problems or school
failure (Bailey & Wolery, 1992; Kaiser &Rasminsky, 2003). Children’s behaviors affected
first is the family in how they participate inside the home and then community follows.
One of the most important values when working with young children is emphasizing
family-based practices (Trivette & Dunst, 2000), we all know that our dreams come from our
families, they taught us how to make our dreams come true and support us through up’s and
downs.
The Division for Early Childhood of the Council for Exceptional Children’s (DEC)
position statement emphasizes the critical role that families play in designing and
implementing interventions to address challenging behavior (DEC, 2007). This where we
must know that the major role of families in the child must understand that they have the
most important job by helping to build the dream of their children.
In the family, a child’s most valuable and durable resource exerts a powerful
influence on a child’s development (Dunlap & Fox, 1996). The school must be the second
home of the students, where they can learn, explore their skills, and express their emotions as
a part of the institution. Hence we need to be a focus on the strategies that will be
implemented as resources to have efficient skills of the students and well collaborative
relations with their parents. Now, having good and positive connections with their parents
can help us to ensure the learning of the students by understanding the children’s behaviors
inside the home. And thinking that we need the help of the parents.
1. Why is it important to have a positive connection between parents and teachers?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
113
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________
2. Make a list and drop pictures on how will you communicate to the parents?
Collaborate effectively with students
Every child has unique strengths, talents, and interests, and for certain children.
There are strategies on how students collaborate inside the classroom. Deliberately select
which students will work together, we need to think the balance when we are going to create
groupings or matching students by their strengths and weaknesses, but of course, we must be
attentive to the large numbers of the students, in some case optimizing at least 4 to 6 groups.
Make goals and expectations clear by giving each group a different task. If you are going to
114
evaluate their effectiveness in collaborating with peers or classmates id by being how well the
group is doing while achieving its goals, and how they performed their assigned duties.
1. As a future teacher how can help your student that doesn’t have any plan to work with
his/her group? How will you handle this as a conflict situation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. What are the essential goals to have an effective collaboration with the students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________
3. Drop your lesson plan that has something to do with collaborative learning.
115
REFERENCES
https://gsehd.gwu.edu/articles/10-strategies-build-student-collaboration-classroom
https://www.sagepub.com/sites/default/files/upm-binaries/
34869_Kochhar_Bryant__Effective_Collaboration_for_Educating_the_Whole_Child_Ch1.pd
f
https://www.schoology.com/blog/teacher-collaboration
https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/Fettig%20-
%20Collaborating%20with%20Parents.pdf
116
STUDENT TEACHER’S
REFLECTIONS OF
DAILY OBSERVATION
EXPERIENCES
117

00 : 00 3:3O 8
vocabulary)
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EXPERIENCES
118
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EXPERIENCES
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EXPERIENCES
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REFERENCES
https://www.topeducationdegrees.org/faq/what-is-collaborative-teaching/
https://degree.astate.edu/articles/k-12-education/importance-of-teacher-collaboration.aspx
https://teaching.cornell.edu/teaching-resources/engaging-students/collaborative-
learning#:~:text=Collaborative%20learning%20can%20occur%20peer,or%20find
%20solutions%20to%20problems.
123
https://20092017.state.gov/m/a/os/43980.htm#:~:text=Simply%20defined%2C
%20collaboration%20takes%20place,teaching%20a%20group%20or%20class.https://
www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
CODE OF ETHICS OF PRE-SERVICE TEACHER
By: Dr. August T. Tuiza

“Teaching is governed by a legal and regulatory framework” (MEQ p. 120). Ethical

student teachers should respect the following guiding ethical principles:
1.Respect for human dignity
Speaks and acts towards all students with respect and dignity; and deals judiciously
with them at all times, always mindful of their individual rights and personal sensibilities.)
Respects the dignity and responsibilities of cooperating teachers, peers, principals, parents
and other professionals or para-professionals within the school, school board and community.
Respects and recognizes ethical obligations towards vulnerable persons
2.Respect for vulnerable persons
124
This principle recognizes that students are in a vulnerable position and that student
teachers are in a privileged relationship with students and their families and will always
refrain from exploiting that relationship in any form or manner.
3.Respect for justice
Respects and recognizes the right of individuals to be treated with and equity and the
importance of avoiding conflicts of interest.
4.Respect for safety of student
Respects the right of individuals to expect that student teachers will engage in practices that
aim to ensure the physical, psychological and emotional safety of students.
5.Respect for confidentiality and privacy
Respects the confidential nature of all information related to students and their
families and will share such information in an appropriate manner only with those directly
concerned with their welfare. Respects the confidential nature of all information related to all
school personnel and will share such information in an appropriate manner.
6.Respect for existing ethical codes and professional standards
Respects the authority, roles and responsibilities of the cooperating teacher and agrees
to adhere to the responsibilities and obligations for teachers as outlined in the Education Act,
Faculty and University handbooks as well as all local agreements by host school boards and
schools.
125
PRE-SERVICE TEACHER ETIQUETTE
by: Dr. Samuel Grecalda
1.Remember that you are a guest in the cooperating teacher’s classroomThe pre service
teacher actually may be viewed as an additional burden for the already overworked
cooperating teacher.
2.Observe the cooperating teacher-to seek out the voice of experienced teachers
3.Be positive. Be a role model for the students.. Smile a lot.
4.Professional and punctual dressing as a professional educator is important
5.Be careful what you say in the teachers’ lounge, especially to other teachers and
cooperating teachers. They expect cooperation, support, and respect.
6.Be prepared. Effective teachers are always on the lookout for new, innovative educational
ideas and practices.
7..Examineyour school, home, and work responsibilities. Careful long hours, challenging
circumstances, and extra effort are a part of the Pre service teaching experience.
8.Teaching is hard work, a great responsibility.
9. Ideals are important, but relationships are essential-Teaching is a “relationship driven”
126
endeavor.
10. Listen and learn. These are the key words.
“Seek first to understand, then to be understood.”
By Martin J. Ward and Tim J. Wells

WHAT IS STUDENT TEACHING?
The whole student teaching program is designed to help future teachers grow through
professional learning experiences where they will put into practice the many principles and
theories which they have learned in the classroom.
Keeping abreast with a current trends and practices in the field of specialization,
creativity and resourcefulness, patience and persistence, ability to deal with people. Exhibit a
positive attitude toward all their undertakings would be one step forward realizing their goal
in becoming the effective, involved and happy teachers they would wantto be.
The student Teaching Supervisor assists in the planning the program of student
teachers. Sharing of their valuable experiences is of great help to student teachers in their
field of endeavor. The lines of communication with superiors be maintained and open
throughout the course. The student teachers should never hesitate to tell them their actual
problems. They are in the best position to give real assistance and guidance.
The student Teaching Supervisor serves as a liaison officer between the teachers
training institution and the cooperating school on matters concerning student teaching.
Pragmatically, the supervisor act as adviser, councilor and resource person, knows the
problems of various nature related to the teaching and teaching management because of his or
her experiences and educational background.
The cooperating Teachers are of vital importance to the success of the student
teachers. They are expected to assume responsibilities in various facets of classroom and
laboratory teaching.
Student Teachers are working under the guidance of experienced practicing teachers,
critic teacher, master teachers, supervising teacher or cooperating teachers.
At the beginning, student teachers may only be listening and observing but later they
127
will assist their cooperating teacher in various activities and handle their own classes.
Cooperating teachers do not receive any additional compensation for the work they are
performing. It is professional commitment and dedication and develop their own professional
competence to be of service to prospective teachers.
Student Teaching Requirements
 Reflective Journal ( e.g. Prayer, vision, mission, goals and objectives, Statement of
philosophy of what teaching is)
 Student Teachers Reflections of Daily Teaching Experiences
 Accomplishment Report
 Evaluation Checklist
 Actual Teaching Checklist
 Final Demonstration Teaching
 Post Conferences
 Summative Conferences
 Student Teaching Portfolio
128

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Republic of the Philippines

Laguna state polytechnic University

COLLEGE OF TEACHER EDUCATION MAIN CAMPUS

DR. HENLY F. MARTIREZ et all

REFLECTIVE JOURNAL FOR K-12 PRE-SERVICE TEACHER

Name: Christine Joy T. Bayton

A MESSAGE FROM THE AUTHOR

THE TRUE SOURCE OF WISDOM

BRING OUT THE BEST!!!

Never underestimate your power as a teacher. As a teacher, we should never under

This is your profession. It feeds on continuing professional education. This is your

DR. HENLY F. MARTIREZ

1. Social Regard for Learning

5.Planning, Assessing, and Reporting

7.Personal Growth and Professional Development

Republic of the Philippines

COLLEGE OF TEACHER EDUCATION

LSPU Main Campus, Sta. Cruz, Laguna

Bayton Christine Joy T.

(Last Name) (First Name) (M.I.)

Course : Bachelor of Secondary Education

Academic Year: 2021 - 2022 Semester: First

Required number of hours: ____120 hrs_____

Cooperating School: Laguna Senior High School

Cooperating School Address: Santa Cruz, Laguna

Name of Cooperating Teacher: Jeanelene c. Ugat

Name of Principal: Asher H. Pasco

Student Teacher Adviser: Ray Samuel G. Grecalda

Republic of the Philippines

COLLEGE OF TEACHER EDUCATION

This is to certify that ______________________________________________ has been

Signed this ________________ day of _______________________ year ____________.

Republic of the Philippines

COLLEGE OF TEACHER EDUCATION

Certificateof Student Teaching Completion

a Bachelor of _________Bachelor of Secondary Education__________ student

major in __________Science____________, has completed ______ hours of

student teaching (6 units/300 hours) at ____Laguna Senior High School____

that started from ___November 15__to _February 10_.

Signature over printed name

Signature over Printed Name

Republic of the Philippines

The Teacher Education Program is determined to develop highly ethical and

EPISODE 1 – PEER PEEC

EPISODE 2 –PEER PEEC

EPISODE 3 –PEER PEEC

EPISODE 4 –PEER PEEC

EPISODE 5 – PEER PEEC

EXHIBITS AN APPRECIATION AND VALUE FOR DIVERSITY 84

EFFECTIVE WRITTEN AND ORAL COMMUNICATION SKILLS99

CODE OF ETHICS OF PRE-SERVICE TEACHER143

PEER PEEC PROFESSIONALISM

Use your words and body language to display professionalism. Professionalism is

Professionalism is refers to the conduct, behavior, and attitude expected as professional. It

With globalization, we see an emerging global society driven by technology and

CHARACTERISTICOFATEACHER - (Under Section 7 Of Republic Act 4670)

A Professional Educator Should:

One reason professionalism is so important is that it's an outward display of your

Strong communication skills

Required number of hours: 120 hrs_

Signed this ____ day of _ year __.

a Bachelor of _Bachelor of Secondary Education__ student

major in ____Science, has completed hours of

student teaching (6 units/300 hours) at Laguna Senior High School

that started from _November 15to _February 10_.

Date:MM/DD/YYYY Day:0_ Grade level:10_

Date:Nov. 16, 2021_ Day:___2_ Grade level:11__

Date:Nov. 17, 2021_ Day:___3_ Grade level:11__

Date:Nov. 18, 2021_ Day:___4_ Grade level:11__

Date:Nov. 19, 2021_ Day:___5_ Grade level:11__

Date:MM/DD/YYYY Day:0_ Grade level:11_

Date:Nov. 22, 2021_ Day:___6_ Grade level:11__

Date:Nov. 23, 2021_ Day:___7_ Grade level:11__

Date:Nov. 24, 2021_ Day:___8_ Grade level:11__

Date:Nov. 25, 2021_ Day:___9_ Grade level:11__

Date:Nov. 26, 2021_ Day:__10_ Grade level:11__