Activity 1

Worksheet 1:
INDUCTION TO PRACTICE
TEACHING

Practice
Teaching
Activity
Worksheet

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 Worksheet 1
INTRODUCTION TO PRACTICE TEACHING

My Aims/Purposes

At the end of the activity, I should be able to:

a. visualize my expectations about Practice Teaching;

b. construct the meaning of familiar terms;
c. explain the different phases of Practice Teaching ;
d. describe the existing laws and regulations applicable to the teaching
profession; and
e. enumerate the core rules of etiquette.

My Responsibilities

Practice Teaching is an essential experiential learning course that

encapsulates the various training and preparations of education students. It is an
endeavor that allows holistic application of what has been learned in the real world.
Like any other task, you are required to visualize your expectations and develop
awareness on its phases and its existing laws.

a. Write what you know about the given terms. List down the names of
personnel involved in the school where you are assigned.

Practice Teaching –

Practice Teacher –
Lovely Ann Magalong
Lilibeth Martin
Mylene Mendoza
Donny Sarmiento
Marichelle Cayabyan
Michael Joe Solar
Haira Mae Rosal
Sherry Marie Torio
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John Paulo Sarmiento
Gerlyn Roxas
Ramila
Grace
Jovelyn
Cindy

Practice Teaching Coordinator – Ronnie Soriano, Phd

Supervising Instructor-

PSU Laboratory High School / PSU Laboratory Elementary School - None

PSU LHS/ LES officials -

Director for Internship -

Cooperating School – Turac National High School

Cooperating Officials

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 Cooperating Teacher
Jasmin Ibuan
Jenny Ambong
Sheila Marie
Sarah
Jennylyn
Merlinda Dela Cruz

b. After engaging in the various Field Study (FS) activities, pre-service

training, and preparations, what are your expectations on the different
phases of practice teaching?

b.1. Orientation Phase

During the orientation phase, I expect to become familiar with the school
environment, policies, and expectations for teachers. This phase will help me understand
the roles and responsibilities I will take on as a practice teacher. I anticipate meeting my
cooperating teacher and learning about the students I will work with. It’s an opportunity to
build rapport with the school staff and administration. Additionally, I expect to gain
insights into the school’s teaching methods and curriculum. Overall, this phase will set
the foundation for a smooth transition into teaching.

b.2. Observation and Lesson Plan Preparation Phase

In this phase, I expect to observe experienced teachers to learn effective
classroom management strategies and teaching techniques. Observing high school
classes will give me insights into student behavior, learning styles, and participation
levels. I anticipate collaborating with my cooperating teacher to create lesson plans that
align with the curriculum. This phase will help me refine my skills in planning engaging
and meaningful lessons for high school students. I also expect to learn how to integrate
technology and other resources into lesson plans effectively. Ultimately, this phase will
prepare me for confident classroom delivery.

b.3. Actual Teaching Phase

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 The actual teaching phase is where I expect to apply all my training by conducting
lessons in a real classroom setting. I anticipate facing challenges such as managing
diverse learners and maintaining student engagement but look forward to overcoming
them through practice. This phase will allow me to build confidence in delivering lessons,
assessing student understanding, and adapting as needed. I also expect to form
meaningful connections with students while fostering a positive learning environment.
Feedback from my cooperating teacher during this time will be crucial for improving my
teaching methods. Overall, this phase will be a hands-on experience that solidifies my
teaching abilities.

b.4. Evaluation Phase

During the evaluation phase, I expect to receive constructive feedback from my
cooperating teacher and supervisors regarding my performance. This feedback will help
me identify strengths and areas for improvement in my teaching practice. I anticipate
reflecting on my experiences to better understand how to grow as an educator. This
phase will also involve assessing how well I met my goals and objectives during practice
teaching. Additionally, I expect to gain valuable insights into how students responded to
my lessons and approaches. Ultimately, this phase will guide me in becoming a more
effective high school teacher.

c. These are the existing laws and regulations that apply to the teaching
profession. Make a research and describe each.

LAW

1. Resolution No. 435 (Code of Ethics for Professional Teachers)

Resolution No. 435, enacted in 1997, establishes the Code of Ethics for
Professional Teachers in the Philippines. It outlines the ethical standards and
responsibilities that teachers must adhere to, emphasizing their role as moral and
intellectual leaders in society. The code mandates that teachers maintain
professional competence and integrity while fostering a positive learning
environment for students. Violations of this code can lead to disciplinary actions,
including revocation of teaching licenses.

2. Republic Act 4670 (Magna Carta for Public School Teachers)

Republic Act 4670, known as the Magna Carta for Public School Teachers,
was enacted in 1966 to protect the rights and welfare of public school educators. It
outlines various benefits and privileges for teachers, including security of tenure,
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 reasonable workload, and opportunities for professional development. This law
also emphasizes the importance of fair compensation and working conditions to
enhance the quality of education. Additionally, it encourages teachers to
participate in educational reforms and policy-making processes.

3. Republic Act 10627 (Anti-Bullying Act of 2013)

The Anti-Bullying Act of 2013 aims to address bullying in schools by
requiring educational institutions to establish policies and procedures for
prevention and intervention. It mandates that schools create a safe environment
for all students by implementing anti-bullying programs and training staff on
recognizing and addressing bullying behavior. The law also requires schools to
report incidents of bullying to authorities and provide support services for affected
students. This act underscores the responsibility of educators to promote a culture
of respect and inclusivity.

4. Republic 7877 (Anti-Sexual Harassment Act of 1995)

Republic Act 7877 addresses sexual harassment in educational institutions,
providing a legal framework for victims to seek redress. The law defines sexual
harassment and outlines the responsibilities of schools to create safe
environments free from such behavior. It mandates that educational institutions
develop policies to prevent sexual harassment and provide training for faculty and
staff on appropriate conduct. Violators may face administrative sanctions or legal
consequences, emphasizing the importance of protecting students’ rights.

5. DepEd Order 40 series 2012 (Child Protection Policy)

The Child Protection Policy issued by the Department of Education aims to
safeguard children from abuse, neglect, exploitation, and discrimination within
educational settings. This order requires all schools to implement measures that
promote child safety and well-being while fostering a supportive learning
environment. It mandates training for teachers and staff on child protection issues
and establishes protocols for reporting incidents of abuse or neglect. The policy
emphasizes the collective responsibility of educators to ensure that every child
feels safe and valued in school.

6. Republic Act No. 10175 (Cybercrime Prevention Act of 2012)

Republic Act No. 10175 addresses cybercrime offenses in the Philippines,
including online harassment, identity theft, and cyberbullying affecting students

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 and educators alike. This law establishes guidelines for investigating and
prosecuting cybercrime cases while promoting cybersecurity awareness among
users. It mandates educational institutions to implement measures that protect
students from online threats and educate them about responsible internet use.
The act highlights the need for a collaborative approach between schools,
parents, and law enforcement to combat cybercrime effectively.

7. Joint CHED-DepEd Memorandum Order (RM No. 672, s 2021)

The Joint CHED-DepEd Memorandum Order (RM No. 672, s 2021) aims to
enhance the field study and teaching internship experiences for pre-service
teachers in the Philippines. This memorandum establishes policies and guidelines
that align teacher education with the Philippine Professional Standards for
Teachers (PPST). It emphasizes experiential learning through various modalities,
ensuring that pre-service teachers are well-prepared for the realities of teaching.
Additionally, it provides a framework for assessment and collaboration among
educational institutions.

8. Guidelines on the Flexible delivery of Student Affairs and Services (CMO No.
08, 2021)
The Guidelines on the Flexible Delivery of Student Affairs and Services
(CMO No. 08, 2021) were developed to address challenges in higher education
during the COVID-19 pandemic. These guidelines promote flexible learning
modalities that incorporate both digital and non-digital approaches to support
student engagement and well-being. They encourage higher education institutions
to implement programs that cater to students’ diverse needs, including mental
health support. The aim is to ensure continuity in student services despite
disruptions in traditional learning environments.

9. Others, please specify: Republic Act No. 11210 (Expanded Maternity Leave
Law)
Republic Act No. 11210, known as the Expanded Maternity Leave Law,
provides extended maternity leave benefits for female employees, including
teachers in public and private schools. This law grants a total of 105 days of paid
maternity leave, with an option to extend for an additional 30 days without pay. It
aims to support mothers in balancing their professional responsibilities while
ensuring their health and well-being during and after childbirth. The law also
promotes gender equality by recognizing the importance of maternal care in the
workplace.
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 d. There are existing rules and standards of behavior in the classroom,
onsite and online, which students and teachers must adhere to. List
the following rules of netiquette and etiquette for:

Students
Students are expected to follow netiquette and etiquette to create a respectful and
productive learning environment. Active listening, respecting others’ opinions, and raising
your hand to speak are essential rules. Active listening enhances comprehension and
respects others’ contributions, while respecting differing viewpoints encourages
constructive dialogue and community. Raising your hand to speak ensures orderly
communication and promotes inclusivity. Minimizing distractions, such as side
conversations and silenced phones, helps maintain focus during lessons and ensures
everyone can fully benefit from the educational experience. By committing to these rules,
students contribute positively to the classroom atmosphere and contribute to a positive
learning experience.

Practice Teacher
Practice teachers are essential role models in classrooms, demonstrating
professionalism through punctuality, respectful interactions, and a positive attitude. They
set a standard for students to follow. Effective communication is crucial for success,
fostering trust and open dialogue. Clear instructions and feedback are essential for
students to understand, creating a conducive learning environment. Being approachable
fosters positive relationships with students, allowing them to provide tailored support
without fear of judgment or ridicule. This accessibility promotes a supportive classroom
environment where all students feel valued. Overall, practice teachers play a vital role in
promoting a positive learning environment.

My Observation and Insights

Describe your feelings at the start of this academic endeavor.

At the start of this academic endeavor, I felt a mixture of excitement and anxiety
about entering the teaching profession. The opportunity to inspire young minds was
thrilling; however, I was also aware of the challenges that lay ahead in managing a
classroom effectively. I hoped to create engaging lessons while building meaningful

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connections with my students. Overall, this journey felt like a significant step toward
personal growth alongside my professional development as an educator.

How important is this experiential learning course to you as would-be teacher?

This experiential learning course is vital for my development as a would-be
teacher, as it bridges the gap between theory and practice. It allows me to apply
pedagogical concepts in real classroom settings, enhancing my understanding of diverse
learning styles and classroom dynamics. The hands-on experience fosters critical
reflection, enabling me to adapt my teaching strategies effectively. Additionally,
collaborating with peers and experienced educators builds my professional network and
confidence, ultimately preparing me to make a positive impact on my students’ lives.

My Exhibit (Evidence/Documentation)

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