ABOUT MYSELF

I am Meriam L. Dumalag, currently studying at Caraga State University taking a

Bachelor of Secondary Education major in Science. Like someone, I am also a product of
having a poor family and a lot of challenges in life. I have so many hobbies in life like
creating Godly songs, singing, reading, and sometimes painting. My aim, dream, and goal
are to provide my family a basic need and fulfill their necessities.

In the tapestry of my life, the thread of connecting with my friends and family is woven
prominently. My interest in talking with friends and family reflects a deep appreciation
for human relationships, highlighting my sociable and empathetic nature. These
connections likely serve as my pillars of support, offering comfort and joy in both good
times and challenging moments.

Speaking of challenges, life has presented me with difficulties, and yet, here I am stand-
resilient and strong. My experiences, though challenging, have sculpted me into a person
with the fortitude to navigate adversity. Each trial has likely been a stepping stone,
shaping my character and providing valuable lessons that contribute to my personal
growth.

Looking ahead, my goal of becoming a teacher is a noble aspiration. It suggests a desire

to impart knowledge, inspire minds, and contribute positively to the lives of others. This
goal aligns with my affinity for meaningful connections, as teaching is not just about
delivering lessons but also about building relationships with students and fostering their
development.

As I embark on the journey toward becoming a teacher, my rich tapestry of experiences

and my capacity for building connections will undoubtedly play a crucial role. My ability
to empathize, drawn from both joyful conversations with friends, and family and the
challenges I've faced, will likely make me a compassionate and understanding educator.

2
 TABLE OF CONTENTS

TITLE PAGE NO.

COVER PAGE …………….………………………………………….…1

SELF INTRODUCTION …………………………………………………………..2
TABLE OF CONTENTS …………………………………………………………..3
VISSION, MISSION, GOAL, …………………………………………………..….…4-6
OBJECTIVES
COURSE DESCRIPTION …………………………………………………..………7

TEACHER’S PRAYER …………………………………………………..………8

REFLECTIVE JOURNEY/ …………………………………………………… …7-8

REFLECTION

ACTION PLAN ……………………………………………………..9

3
 VISSION, MISSION, GOAL, OBJECTIVES

University Vision

A globally engaged University excelling in science, engineering, and the arts.

University Mission

Caraga State University endeavors to produce globally competitive and socially

responsible human capital towards the sustainable and inclusive development of Caraga
Region and beyond.

College Goals

1. To provide quality and relevant teacher education programs that are responsive to the
development needs of the region and the country.

2. To provide students with rich experiences to reinforce their knowledge and skills in
their respective fields of specialization

3. To produce graduates with internalized values imbued with the love of God, country
and the humankind

4. To produce graduates with enhanced skills in research and extension services based on
BOT Resolution No.: 88-03-14-11-02 ; 1st revision made on 11/2008 BOT
Resolution No. 72-14, series of 2008; 2nd revision: 01/04/2019

Program Educational Objectives

The graduates have the ability to:

I. Common to all programs in all types of schools

a. Discuss the latest developments in the specific field of practice. (PQF level 6
descriptor)

b. Communicate effectively using both English and Filipino, orally and in writing c.
Work effectively and independently in multi-disciplinary and multi-cultural teams.
(PQF level 6 descriptor)

d. Exemplify professional, social, and ethical responsibility

e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
4
II. Common to the discipline (Teacher Education)

f. Articulate the relationship of education to larger historical, social, cultural and

political processes.

g. Facilitate learning using a wide range of teaching methodologies in various types of

environment

h. Develop alternative teaching approaches for diverse learners.

i. Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and education assessment.

j. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.

k. Practice professional and ethical teaching standards to respond to the demands of the
community.

l. Pursue lifelong learning for personal and professional growth.

III. Common to Math and Science Programs

m. Demonstrate broad and coherent knowledge and understanding in the core areas of
physical education

n. Apply critical and problem solving skills using the scientific method o. Interpret
relevant scientific data and make judgements that include reflection on relevant
scientific and ethical issues

p. Carry out basic mathematical and statistical computations and use appropriate
technologies in the analysis of data

q. Communicate information, ideas problems and solutions, both, orally and in writing,
to other scientists, decision makers and the public.

r. Relate science and mathematics to the other disciplines

s. Critically evaluate input from others

u. Appreciate the limitations and implications of science in everyday life v. Commit to

the integrity of data

IV. Specific to Bachelor of Elementary/Secondary Education

5
 w. Demonstrate in-depth understanding of the development of elementary/secondary
learners

x. Create and utilize materials appropriate to the elementary/secondary level to enhance

teaching and learning

y. Design and implement assessment tools and procedures to measure

elementary/secondary learning outcomes

V. Specific to the Program aligned to University Mandate

z. Design an action research as an expression of service in one’s profession aa.

Construct and utilize appropriate technology-supported instructional materials which
will enhance teaching and learning in the graduate programs

COURSE DESCRIPTION (FS-1)

6
 This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching-
learnging episodes that focus on the application of educational theories learned in
content and pedagogy courses will be made. Observations on learners’ behavior,
motivation, teacher’s strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis A portfolio shall be required in this
course.

This course is divided into sixteen (16) learning episodes with different focus topics.
The Learning Episode 1 focus on the School Environment, Learning Episode 2
Learner Diversity: Developmental Characteristics, Needs and Interests, Learning
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race,
Culture, Religion, Socioeconomic Status, Difficult Circumstances and Indigenous
peoples, Learning Episode 4 Learner Diversity: The Community and The Home
Environment, Learning Episode 5 Creating an Appropriate Learning Environment,
Learning Episode 6 Classroom Management and Classroom Routines, Learning
Episode 7 Physical and personal Aspects of Classroom Management, Learning
Episode 8 Close Encounter with the School Curriculum, Learning Episode 9 Preparing
for Teaching and Learning, Learning Episode 10 The Instructional Cycle, Learning
Episode 11 Utilizing Teaching Learning Resources and ICT, Learning Episode 12
Assessment for Learning and Assessment as Learning (Formative Assessment),
Learning Episode 13 Assessment of Learning (Summative Assessment), Learning
Episode 14 The Teacher as a Person and as a Professional, Learning Episode 15
Towards Teacher Quality: Developing a Global Teacher of the 21st Century, and the last
episode is all about On Teacher’s Philosophy of Education which is Learning Episode
16.

The Course Intended Learning Outcomes (CILOs) are after completion of the course,
the student Teacher must be able to (1) Describe how a safe and secure learning
environment contributes to the physical, socio-emotional, and cognitive development of
learners. (PPST Domain 2), (2) Determine ways of addressing learners’ diversity in
terms of gender, needs, interests,cultural backgrounds and difficult circumstances.
(PPST Domain 3 ), (3) Appraise how teacher manifest his/her personal and professional
competencies. (PPST Domain 7), (4) Illustrate the teaching-learning process and the use
of ICT to promote quality relevant and sustainable educated process.(PPST Domain 4),
(5) Assess the value management strategies observed in the class. (PPST Domain 2 and
4 ), (6) Analyze concept, theories and principles in curriculum development in the actual
classroom setting. (PPST Domain 4), and last is to (7) Evaluate assessment and reporting
practices done in the classroom. (PPST Domain 5)

TEACHER’S PRAYER

7
 Lord, as I stand before my students,
Grant me patience, wisdom, and grace.

Help me to be a guiding light,

Inspiring minds in this sacred space.

Guide my words and actions,

Let them be filled with love and care.

Help me to see each student's worth,

And nurture their talents, beyond compare.

Open their minds to new horizons,

Ignite their curiosity and thirst for knowledge.

May they find joy in learning,

And embrace challenges with courage.

Let me be a role model,

A beacon of hope and inspiration.

May I leave a lasting impact,

On their lives and their education.

Amen.

MY JOURNEYAS A STUDENT TECHER

8
My journey as a student teacher is not easy of what I could imagine, it was challenging
yet rewarding experience. The first time I entered in Alviola- Main campus was
overwhelming, which I amazed how the school welcome the student Teacher like me.
Stepping into the classroom for the first time was a mix of anticipation and trepidation.
Faced with a room full of curious eyes, I felt a surge of excitement paired with a healthy
dose of self-doubt. The task of observing these young learners, and guiding them was
both inspiring and intimidating. In terms of my Resource Teacher, I can say that she is a
person who loves teaching because her lesson discussion was very interactive which the
students participate every-time she call or have a questions. She also a friendly Teacher
which I can connect and not hesitate to ask.

The early days with my Resource Teacher was were filled with a constant stream of
internal questions.Specially one time when my resource teacher ask me a favor to
facilitate a classroom because she had a seminar. In that day, I always ask myself "Am I
doing this right?" "How can I connect with these students?" "What if I fail?" These
anxieties were amplified by the pressure to perform, to live up to the expectations of my
resource teacher and the students themselves. The weight of their trust, the hope they
placed in my ability to guide them, felt heavy upon my shoulders. However, amidst the
uncertainty, I was deliver my lesson discussion excellent, flashes of brilliance that
illuminated the path ahead. Witnessing a student's "aha!" moment, seeing their eyes light
up with understanding as a concept clicked into place, was a reward beyond measure.
These small victories fueled my motivation, reminding me of the profound impact I could
have on their lives.

As the weeks progressed, I began to find my own teaching rhythm because I witness
my resource teacher how she manage the classroom, developing my unique style and
building strong relationships with the students. I learned the importance of patience, of
how to tailor my lessons to individual learning needs, and of creating a safe and inclusive
classroom environment. I discovered the power of humor, of incorporating real-world
examples, and of fostering a love of learning that extended beyond the confines of
textbooks. I learned to embrace the unexpected, to adapt to the ever-changing dynamics
of a classroom, and to find creative solutions to challenges that arose.

Also I remember one time that my resource teacher had an urgent personal matter.
There were setbacks, of course. Lessons that didn't go as planned, moments of frustration
when my carefully crafted plans seemed to fall apart, and the occasional student who
seemed resistant to learning. But even in these challenges, I found opportunities for
growth. I learned from my mistakes, sought suggestions from my resource teacher, and

9
reflected on my teaching practices, constantly striving to improve. I realized that teaching
is not about perfection, but about resilience, about the willingness to learn and adapt, to
embrace the imperfections and find beauty in the journey.

The journey was not without its sacrifices. Long hours spent planning, adjusting and
reflecting, often at the expense of personal time. The exhaustion was real, the demands
relentless, but the rewards were immeasurable. The bond I formed with the students, the
knowledge I gained, and the confidence I developed as a future teacher were priceless. I
discovered a sense of purpose that transcended the challenges, a deep-seated passion for
education that ignited within me.

As my student teacher experience drew to a close, I felt a bittersweet mix of emotions.

I was filled with a sense of accomplishment, knowing that I had grown both
professionally and personally. I had learned more than I ever thought possible, not just
about teaching, but about myself. I had discovered a passion for education that ran deeper
than I ever imagined, and I was eager to embark on my own teaching career. But I also
felt a pang of sadness, knowing that I would be leaving behind the students who had
become like family to me. The memories we shared, the laughter we enjoyed, and the
lessons we learned together would forever remain etched in my heart.

My journey as a student teacher was a transformative experience, one that has shaped me
into the educator I am today. It was a journey filled with challenges, triumphs, and a
profound sense of purpose. It was a journey that taught me the importance of patience,
empathy, and resilience, of finding joy in the small victories, and of embracing the
constant evolution that comes with the profession. It was a journey that ignited within me
a passion for education that burns brighter than ever before. And as I step into the next
chapter of my career, I do so with a heart full of gratitude for the lessons learned, the
relationships forged, and the passion ignited within me.

My student teaching experience was a testament to the power of human connection, the
transformative nature of education, and the enduring impact that a dedicated teacher can
have on the lives of their students. It was a journey that challenged me, inspired me, and
ultimately, shaped me into the educator I am today. And as I look back on this
transformative experience, I am filled with a profound sense of gratitude for the
opportunity to have walked this path, to have shared this journey, and to have learned so
much along the way.

10
The classroom is a microcosm of the world, a space where diverse perspectives converge,
where knowledge is shared, and where young minds are nurtured. It is a place where the
power of education can be harnessed to create a more just, equitable, and compassionate
world. And as I embark on my teaching career, I carry with me the lessons learned, the
relationships forged, and the passion ignited during my time as a student teacher. I am
eager to continue this journey, to make a difference in the lives of my students, and to
contribute to the ongoing evolution of education. For it is in the classroom, in the act of
teaching and learning, that we find our true purpose, our true calling, and our true
potential.

The journey of a student teacher is a journey of self-discovery, a process of growth and

transformation. It is a journey that requires dedication, passion, and a willingness to
embrace the challenges and rewards that come with shaping young minds. It is a journey
that is both humbling and inspiring, a journey that leaves an indelible mark on the soul.
And as I reflect on my own experience as a student teacher, I am filled with a profound
sense of gratitude for the opportunity to have walked this path, to have shared this
journey, and to have learned so much along the way.

The classroom is a place of infinite possibilities, a space where dreams are ignited, where
curiosity is nurtured, and where the seeds of knowledge are planted. It is a place where
the power of education can be harnessed to create a more just, equitable, and
compassionate world. And as I embark on my teaching career, I carry with me the lessons
learned, the relationships forged, and the passion ignited during my time as a student
teacher. I am eager to continue this journey, to make a difference in the lives of my
students, and to contribute to the ongoing evolution of education. For it is in the
classroom, in the act of teaching and learning, that we find our true purpose, our true
calling, and our true potential.

11