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Lesson Exemplar Week 1 and 2

During my first two weeks of student teaching at San Jose National High School, I focused on observing teaching methods, student engagement, and classroom management strategies. I delivered my first demo lesson on text structures, receiving valuable feedback that highlighted areas for improvement, particularly in scaffolding instruction. Overall, these experiences have laid a strong foundation for my development as an educator, emphasizing the importance of differentiated instruction and responsive teaching.

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15 views4 pages

Lesson Exemplar Week 1 and 2

During my first two weeks of student teaching at San Jose National High School, I focused on observing teaching methods, student engagement, and classroom management strategies. I delivered my first demo lesson on text structures, receiving valuable feedback that highlighted areas for improvement, particularly in scaffolding instruction. Overall, these experiences have laid a strong foundation for my development as an educator, emphasizing the importance of differentiated instruction and responsive teaching.

Uploaded by

abeliscarmilla1
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Carmilla B.

Abelis

Week 1 (January 6-10)

It was my very first week at San Jose National High School for student
teaching. My advisor, Ma’am Barone, introduced us to the headmaster and
Sir Jay, the head of the English department. I was assigned to Ma’am Lily
Rose Tamayo, a Master Teacher I.

Sir Jay oriented us on the school’s rules and policies, as well as the schedules
of the cooperating teachers. The following day, I met with Ma’am Tamayo to
discuss the schedule and expectations for her classes. Throughout the week,
my primary focus was on observing her teaching approaches in her four
Grade 7 classes: the advisory class, “Care,” and the other sections
—“Endurance,” “Nobility,” and “SSC Gold.”

The dynamics In each class varied significantly; one challenge was ensuring
that all students maintained different levels of engagement. I noted that
some classes were consistently attentive and participated actively, while
others required more proactive strategies to stay focused. Additionally, the
physical setting of the classrooms played a crucial role; brighter and larger
rooms appeared to foster higher levels of student engagement. It became
evident that each class had distinct learning styles and needs.

Alongside my fellow student teachers, I was tasked with preparing the


questionnaires and answer sheets for the Phil-IRI reading comprehension
test. After completing the preparation, Ma’am Tamayo and I administered the
test from Thursday to Friday, ensuring that all students, even those who had
been absent on the first day, were given the opportunity to participate.
Ma’am Tamayo also assigned me a topic where I have to create a Daily
Lesson Plan based on the exemplar she provided following the Matatag
Curriculum implementation. After careful revision, it was finally approved and
was ready to use for the next week’s first ever demo that made me feel
nervous and at the same time excites me.

In summary, my first week laid a strong foundation for my student teaching


journey. The observations I made—particularly regarding student
engagement, differentiated instruction, and effective classroom
management techniques—will be crucial as I develop my future teaching
practices. Observing Ma’am Tamayo’s classroom management strategies,
which ranged from proactive engagement to addressing challenging
behaviors, will be invaluable as I establish my own approach to creating a
positive and productive learning environment.
Week 2 (January 13-17)

My second week of student teaching at San Jose National High School was a
mix of exciting milestones and valuable learning experiences. The week
began with the school’s flag-raising ceremony, followed by an unexpected
but delightful public acknowledgment from Ma’am Manlavi, the school
principal, in front of the entire student body. This unexpected recognition
boosted my confidence and solidified my positive feelings about the
experience.

After the ceremony, Ma’am Tamayo and I reviewed my instructional


materials, revised lesson plan, and rating sheets. Her feedback was
insightful, offering valuable observations that helped me understand areas
for improvement. My first-ever demo teaching, delivered across four
sections, focused on comparing and contrasting text structures using graphic
organizers—specifically Venn diagrams and T-charts. This lesson was focused
on improving the analytical skills of students and enhancing their
understanding about how different text structures carry information. The
direct instruction component consisted of my explaining to students the
characteristics of different text structures followed by guiding students
through examples by using both Venn diagrams and T-charts for comparison
and contrast. I also used interactive exercises in which students did group
work collaboratively analyzing short passages and creating their own graphic
organizers. Although every class was different in terms of engagement, with
some being more cooperative than others, I found that most students
remained actively engaged due to the hands-on nature of the exercise. I
realized that some of the students really found it challenging to distinguish
the applications of Venn diagrams from T-charts, and hence there is a need
for more explicit instruction and scaffolding in future lessons. The whole
experience was actually good, but what really helped was the feedback of
Ma’am Tamayo, focusing on improving my classroom management and how
to explain complex concepts to the class.

I was introduced to Ma’am Janna Factor, my fellow co-student teacher from


PSU. I taught for three consecutive days in a row as Ma’am Tamayo and
Ma’am Factor conducted reading sessions with students whom they did not
pass the previous week’s Phil-IRI test. In this way, they checked their reading
and word-reading comprehension, allowing them to derive necessary data on
the students so that they can execute differentiated instruction appropriately.
I dedicated my final two days of the week towards giving a performance
task. Even though I am disheartened by the thought of seeing most the
students who showed lack of exposure towards essay components in the
entire assignment, in general, those few who genuinely expressed eagerness
by asking to seek improvement are highly uplifting.

In a conclusion, my second week represents an important step in my


student teaching. The demo teaching gave me fantastic practical experience,
while all other activities and observations helped enrich my concept about
teaching and classroom management. The challenges that emerged, such as
the students’ struggles with the performance task and the subtlety of
comparing text structures, made me realize the need for additional support
and scaffolding to address diverse learning needs. I am excited to use these
lessons in future lessons and continue to grow as an educator.

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