Orientation for

Elementary Education
Department
Teaching Interns

TOPIC: Additional Pointers for

Narrative Contents
 ACKNOWLEDGMENT
• Express your gratitude to God
• Pronouns referring to God should begin in
capital letter
• Address those who were
unintentionally/inadvertently missed to be
mentioned
• Sequencing in terms of importance may
be in pyramid or inverted pyramid
 I. THE SCHOOL
• Factual information that A. School
Location, B. Brief History, C. Teacher’s
Profile, and D. Pupils’ and Enrolment
Profile should be the same if you belong
in one particular cooperating school
• Introduction and discussion of table in
C. Teacher’s Profile and D. Pupils’ and
Enrolment Profile should NOT be exactly
the same
• When you discuss the contents of the
table for C. Teacher’s Profile and
D. Pupils’ and Enrolment Profile
mention only the salient features
 II. WORKING WITH THE
COOPERATING TEACHER

• For you what are cooperating teachers in

general?
• What were your expectations to your
cooperating teacher?
• To you what is your cooperating teacher –
the important roles s/he played in your life
as an intern?
A. Profile of the Cooperating Teacher

• Family background (better if connected to

his/her vocation),
• Academic background,
• Career (history and current status –
include position/s held or are currently
holding, extension and research
involvement, etc.,)
 B. Orientation Given by the
Cooperating Teacher

• Preparing (including lesson planning and

creation of teaching aids)
• Managing online classes (if used)
• Creation of modules and students
activities
• Filling-out of school forms
• Management of your relationships with co-
interns, persons in the cooperating school
(principal, grade leaders, other CTs, etc.,),
pupils/students, and parents.
 C. Assignments and
Other Duties Delegated
• Besides from teaching (and other works
that are related to it such as lesson
planning). Example of other assignment
helping in the distribution of modules by
keeping an account on those who have
collected and returned the modules. (You
DON’T need to be physically present)
III. WORKING WITH THE PUPILS

• You may begin with your own beliefs about

how to teach and handle pupils in relation
to the things you learned in EED 1100 and
EED 1200.
 A. Pupils’ Profile

• Mention the salient feature/s of the table

such as the observed relationships of the
number of males and females (ex. Majority
are females, etc.,)
 B. Experiences with the Pupils
• Discuss it in the format of most occurring
or most challenging (avoid the term
difficult use challenging instead).
• Give thorough description of each of the
problems and cite instances of its
occurrence.
• It is also important that you discuss how
the problem directly or indirectly affect the
teaching-learning process.
• be detailed in discussing how you
overcome each of them.
• Follow the problem then solution, problem
–solution sequence.
• Protect the identity of the student involve
by giving him/her pseudo name
• Never mention specific address or real
name of parents
 IV. Facilitating Learning
(instead of Classroom Teaching)

• may begin with your belief about the

essence/core/heart of teaching.
• may follow with your beliefs with how
pupils learn and how teachers should
teach specially during the pandemic
• follow through with other congruent ideas
 Approaches, Methods, and
Techniques Used
• What did you use
• Why did you choose to use them –
appropriateness with current class format
• Self-monitoring and evaluation (bases) of
effectiveness
• Adjustment made after - result
B. Instructional Materials Utilized
• It will be great if you were able to create
innovations in IMs to adapt to the needs of
the pupils during this time of pandemic.
• Which have you observed to be most
effective – reason/s uncovered
 C. ICT Used in Teaching
• Did you make an effort to learn the use of
other ICT tools that may help in reaching
out to your pupils specially, those who are
having difficulties in the current learning
set up
 D. Strategy Used in Teaching
Literacy and Numeracy
• You should be able to discuss this even if
you did not handle English or Math
subjects.
• You may begin this part by discussing
what is literacy and numeracy, their
importance, and their connection with the
subjects you taught.
 E. Lesson Planning
• At the end you may also include the
challenges you face in preparing lesson
plan for the current teaching-learning set
up
• How you overcome each of those
• Adjustment you made to accommodate
the current teaching-learning set up - Why
 F. Management of Learning
instead of Classroom Management

• How did you promote self-paced and

independent learning to your pupils
• How did you monitor pupils learning
progress
• How did you ensure that the pupils are the
ones who are doing the learning activities
• What did you do to provide immediate
assistance IF necessary
• If the title Classroom Management will be
used you may focus on some of the
aspects that you may manage in the
current teaching set up such as:
- Management of time (planning what you
should do ahead of time; always having a
contingency plan or being flexible; etc)
- Management of instruction/learning
- Management of relationship
 G. Art of Questioning
• Talk about the kinds of questions, levels,
do’s and don’ts in asking questions that
you used and followed in online teaching
or in creation of learning modules and
activities
 H. Demonstration Teaching
• Group your narrations into: preparation for
demo, during, after
• Things you learned in your first observed
demo that you applied to your final demo
 VI. Personal Growth and
Professional Development
• No additional pointer
 VII. ACTION RESEARCH
(IF still included)
• The action research may be based on an
observed procedure (maybe in school or in
teaching) that you think should be change
or a pressing problem (maybe in school or
in teaching) that you think needs to be
solved.
• Use the information imparted by the
lecturer (separate lecture) on action
research in planning your action research.
• Remember EVIDENCES are important in
action research. When you claim an
observed problem for example you need
valid data to back it up example results of
quizzes, etc. The same goes when you
claim the effect of the “action” you took.
• Always protect the identity of pupils if they
will be involved
 VII. INSIGHTS GAINED
• You may begin by stating the importance
of teaching internship in helping pre-
service teachers to be better prepared for
in-service teaching.
• Afterward, you may discuss the insights
you gained. You may organize them like
those in delivering instructions, classroom
management, working with the community,
etc. (but in a reduced form).
 A. Overall Assessment on the
Student Teaching Program of the
Department/College

• Your assessment may include assessment

of orientation process, choice of
cooperating schools, contents of the
Calendar of Activities of Interns (in terms
of importance, sequence, number, etc.),
demo teaching observation and post
conference, and other features of the
internship program that you think are
important.
• Remember when giving assessment it
should be directed to the procedure/s
involved and not to any particular person.
• Example of BAD statement in assessment,
“Mrs. Cruz does not have enough knowledge
about how to conduct action research.”
Acceptable assessment, “The orientation
about how to conduct action research could
be better if the procedures involved could be
discussed more detailed and with more
examples.”
 B. Recommendations
• Remember when giving recommendations
they should be directed to the procedure/s
involved and not to any particular person.
• Example of BAD statement in
recommendation, “Mrs. Cruz should not be
allowed to give lecture on action research
during teaching intern orientation for she
does not have enough knowledge about
the topic.”
• Acceptable assessment, “It will be
more helpful for the teaching interns if
there is a workshop in conducting
action research during the
orientation.”
• It will be best to align your
recommendations with your overall
assessment on the Student Teaching
Program of the Department/College.
 VIII. APPENDICES
• In choosing photos that you are going to
include and in creating captions under
each of them remember that they should
be reflective of your good qualities as a
future teacher. More often than not it is
better to include photos “in action”. Some
of the photos that you should have are
DURING:
• online orientation in the EEd Dept. and in
your cooperating school
• online consultation/discussion/conference
with your CT and other mentoring activities
• online teaching (at least two distant
learning modalities on actual teaching)
• online tutorial of a student/s who has/have
learning difficulty/ies or manner of
reaching out or going an extra mile for
them
• online meetings or consultation with the
principal (better if you also have one
together with your CT)
• online meetings or collaboration with your
group mates in your cooperating school
• online meeting/ even talking with parent/s
of pupil/s about their children
• creations/preparations of your lesson plan,
online instructional materials (e-learning
materials, e-module), rehearsing a song or
dance for you lesson, studying your topic
to be taught, filling-out school forms (which
you received and will return online),
checking of online submitted activities
• conduct of other assigned tasks
• preparation for demo
• during online demo (a MUST)
• during online post conference after demo
• REMEMBER: It will be nice if your photos
can show eagerness, interest, enjoyment,
genuine concern and other positive
emotions/attributes.
• To protect your students’ (& their parents)
privacy their identity should be concealed
by blurring their faces in the photos.
• Photo Captions: Should “sell” your good
qualities as future teacher just like what
political advertisements do for political
candidates. BAD caption “Me and my
Cooperating Teacher Mr. Reyes.”
• ACCEPTABLE caption. “Eager to learn
more from my Cooperating Teacher during
lesson plan consultation.” OR “Eager to
learn more during consultation with my
CT.” The BAD caption does not tell
anything good about you while the
ACCEPTABLE imply that you are a future
teacher who is determined to learn.