STUDENT TEACHING EXPERIENCE AT EMILIA AMBALADA

POBLETE INTEGRATED HIGH SCHOOL

SILANG, CAVITE

Student Teaching Portfolio

Submitted to the Faculty of the
Teacher Education Department
Cavite State University- Silang Campus
Silang, Cavite

In partial fulfillment
of the requirement for the degree
Bachelor of Secondary Education
Major in Science

PRECIOUS KAYE D. AGUILAR

February 2025
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Silang Campus
Biga I, Silang, Cavite

TEACHER EDUCATION DEPARTMENT

APPROVAL SHEET

The student teaching portfolio, here to attached, prepared, and submitted by

PRECIOUS KAYE D. AGUILAR, in partial fulfillment of the requirements for the
degree of Bachelor of Secondary Education major in English is hereby approved:

JANE A. MANARPIIS MAEd ________

Registration Adviser
Date

MA. LEAH P. ULANDAY, PhD.

Research Coordinator. TED ________
Date

________
ROSELYN A. YMANA, PhD. Date
Chairperson, Teacher Department
Student Teaching Supervisor
Officer-in-Charge, Campus Administrator
 BIOGRAPHICAL DATA

I am Precious Kaye D. Aguilar. I was born on August 9, 2000. I am the eldest

child of Raquel D. Aguilar and Felixberto P. Aguilar. I was born and raised in Tagaytay

City, but we are now residing in Barangay Litlit, Silang, Cavite.

I spent my elementary education at three different schools. The first was

Tagaytay Central Elementary School, where I studied during Grade 1. The second

was San Jose Elementary School, where I studied from Grades 2 to 3. The third was

Ulat Elementary School, where I studied from Grade 4 until I graduated in Grade 6.

I spent my junior high school years at Francisco P. Tolentino Memorial

National High School. After I graduated in Grade 10, we decided to move to Silang. I

continued my senior high school education at General Vito Belarmino National High

School, where I took the General Academic Strand.

In 2019, I was given the opportunity to pursue my college education at Rizal

Technological University, Boni Campus, in Mandaluyong. I was one of the chosen

scholars from our municipality at the time. I completed my first year, taking up

Bachelor of Science in Biology major in Biotechnology.

After that year, I decided to go back to Cavite to be with my parents. Due to

some conflicts, I was forced to shift to another course but was only able to continue

my studies in 2021. This time, I pursued Bachelor of Secondary Education major in

General Science at Cavite State University-Silang Campus. I will not waste this

opportunity to be able to pursue a higher education, become an educator and maybe

someday inspire the lives of young minds.

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 LETTER TO THE READERS

Dear Readers,

This narrative report seeks to provide a glimpse of my teaching internship

journey at Emilia Ambalada Poblete Integrated High School.Through this narrative

report, I am sharing with you my journey and the experiences and challenges I

encountered.

As I began this journey, I have also learned to accept that not everything

needs to be perfectly align all the time, because failures and mistakes can teach as a

far more valuable lesson than to be correct and right at all times. I know that these

experiences will serve as a stepping stone in becoming a dedicated, strong, and

committed educator.

I am glad to share this journey as a student teacher. Including all my joys and

sorrows, and my growth as a future educator and as a person as well.

May this narrative report be an inspiration and a valuable lesson to future

student teachers. May the insights in this report provide you the courage to continue

your journey, and see teaching as a sincere and humble profession. I hope that my

experiences may serve you well and guide you in the future.

PRECIOUS KAYE D. AGUILAR

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 ACKNOWLEDGMENT

As I reflect on my internship teaching journey, I am filled with gratitude for the

invaluable experiences, lessons, and memories that have shaped my growth as an

aspiring educator. I want to thank the following people who inspired me and help me

in this endeavor:

Mrs. Jane A. Manarpiis, our class adviser, for your guidance, valuable

suggestions and continous support.

Dr. Roselyn A. Ymana, chairperson of Teacher Education Department,

Student Teaching Supervisor, and Campus Administrator for your advice, and moral

support.

Ms. Ma. Lourdes B. Andes, my cooperating teacher, for your unwavering

guidance, mentorship, and support throughout this journey. Your insights,

encouragement, and constructive feedback have helped me build confidence and

improve my teaching skills.

Dr. Gina Marie G. Pinza, School Principal of Emilia Ambalada Poblete

Integrated High School who made this internship possible.

I am also deeply grateful to the students I had the privilege to teach

Hernandez, Villa, Ravelo, Reyes, Joaquin and Santos. Your curiosity, energy, and

enthusiasm reminded me of the joy of learning and the importance of a teacher's role

in shaping young minds.

I extend my sincere thanks to my fellow interns for the camaraderie,

collaboration, and shared experiences. The challenges we faced together and the

successes we celebrated made this journey more meaningful.

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 To my family and friends, thank you for your encouragement and

understanding during the busy and demanding days of my internship. Your support

gave me the strength to persevere and give my best.

Most of all, to Almighty God for the protection and provision of all my needs

during my internship journey.

PRECIOUS KAYE D. AGUILAR

 LIST OF APPENDICES

Page

BIOGRAPHICAL DATA……………………………………………………………... iii

LETTER TO THE READERS……………………………………………………….. iv

ACKNOWLEDGMENT………………………………………………………………. v

LIST OF APPENDICES………………………………….…….…………………….. vii

Expectations from the Student Teaching Program…...….………………….. 1

Reflection on Classroom Observation…………………………….…………… 5

Self–Assessment on Readiness in Actual Teaching.…………………..…..... 9

Daily Journal ……………………………….…………………………………….. 12

Common Classroom Problems…………………………………..…………...... 91

Final Demonstration Teaching………………………………………………….. 95

Over-All Reflection and Self-Appraisal………...………………………………. 103

REFERENCES………………………………..……………………………………….. 108

APPENDICES………………………………………………………………………….. 110

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 LIST OF APPENDICES

Appendix Page

1 Student Information Sheet ………………………………………….... 111

2 Endorsement Letter …………………………………………………… 114

3 Lesson Plan for the Final Demonstration Teaching……………….. 118

4 Student Teaching Rating Scale.……………………………………… 136

5 Guide Questions ……………………………………………………… 139

6 Daily Time Record……………..………………………………………. 143

7 Certification of Completion………….………………………………… 145

8 Form 138A…………………………..……………………………….…. 146

9 Form 137....…………………………………………………………...... 147

10 School Registration Form…………………………………………….. 148

11 Photo Documentation…………………………………………………. 149

11.1 The Pre-Service Teacher………………………………………. 150

11.2 The Cooperating School..……….………………………………. 151

11.3 The Cooperating Teacher…………..…………………………… 151

11.4 The Students……………………………………………………… 152

11.5 The Observation Phase…………………………………………… 155

11.6 The Actual Teaching Phase……………………………………… 155

11.7 The Final Demonstration Teaching……………………………… . 156

11.8 The Instructional Materials……………………………………….. 157

EXPECTATIONS FROM THE STUDENT TEACHING PROGRAM

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 EXPECTATIONS FROM THE STUDENT TEACHING PROGRAM

As I prepare for my teaching internship, I feel a mix of excitement, curiosity,

and anticipation. This journey marks the moment when I step out of the classroom as

a student and step into the real world of teaching, I will practice and apply what I

learned within the four corners of the classroom. I look forward to applying the

teaching strategies and techniques I’ve learned, while also discovering new insights

that only hands-on experience can provide. There’s a sense of eagerness to meet

my students, create meaningful lessons, and witness the learning process first hand.

At the same time, I feel uncertain as I anticipate the challenges that come with

managing a classroom and adapting to different learning styles. Despite these mixed

emotions, I am motivated to embrace the experience, knowing that this internship will

help me grow into a confident, capable, and compassionate educator who can make

a positive impact in the lives of my future students.

I have several expectations regarding the students I will handle. I anticipate

on working with a diverse group of learners with varying backgrounds, abilities, and

interests. I expect that some students will be naturally curious and eager to learn,

while others may need more encouragement and support. I hope to build positive

relationships with my students by creating engaging, student-centered lessons that

foster participation and critical thinking. Additionally, I expect to encounter challenges

in classroom management, especially when dealing with different learning styles and

behaviors. However, I look forward to applying effective strategies to create a safe,

respectful, and motivating learning environment.

I also have high expectations for my cooperating teacher, who will serve as

my mentor throughout this internship. I expect him or her to provide guidance, share

their teaching experiences, and offer constructive feedback on my performance. I

look forward to observing their teaching methods and learning how they handle

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various classroom situations, especially when it comes to engaging students,

managing classroom behavior, and delivering lessons effectively. I hope my

cooperating teacher will allow me to gradually take on more responsibilities, from

planning lessons to managing classroom activities, and even assisting in the

assessment of student performance. I believe their guidance will be essential in

helping me grow both personally and professionally, and I am eager to learn from

their expertise. I also hope to have open and honest communication with my mentor,

so I can seek advice whenever I encounter challenges or need clarification on certain

teaching strategies. Observing how they connect with students, address learning

gaps, and adapt their methods based on students needs will give me a better

understanding of what it means to be an effective teacher. I know that their support

and feedback will play a crucial role in shaping my growth during this internship, and I

am truly excited to learn from their knowledge, skills, and experiences in the field of

teaching.

Regarding the cooperating school, I expect it to provide a structured and

supportive environment for my student teaching experience. I look forward to

familiarizing myself with the school's policies, culture, and teaching practices, as

these will guide me in understanding how the school operates and how I can

effectively contribute to its learning community. I also hope to experience the school’s

collaborative environment by observing how teachers work together, share ideas,

and support one another. I believe that being part of a community that prioritizes

student success and encourages teachers to continuously improve their craft will not

only benefit my internship but also shape my future as an educator. I know that this

experience will give me a better understanding of how schools function beyond the

classroom and help me grow as a teacher.

Overall, I have positive expectations for my student teaching experience. I

anticipate learning valuable lessons about lesson planning, instructional delivery,

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classroom management, and student engagement. I hope to grow in confidence and

competence as I apply the knowledge I have gained in real classroom settings. I

expect that this journey will not only challenge me but also inspire me to become a

more effective and compassionate teacher. My goal is to leave the program with a

deeper understanding of what it takes to make a meaningful impact in students lives.

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REFLECTION ON CLASSROOM OBSERVATION

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 REFLECTION ON CLASSROOM OBSERVATION

Throughout my 51-day internship journey, I had the privilege of observing,

assisting, and teaching in a real classroom setting. This experience allowed me to

apply educational theories in practice and develop a deeper understanding of

effective teaching strategies. Reflecting on my journey, I gained valuable insights into

various aspects of teaching, including classroom management, instructional

strategies, classroom environment, lesson planning, and student assessment. Each

of these elements plays a crucial role in fostering meaningful learning experiences

and shaping students' academic growth.

During my internship, I have learned that one of the most important skills a

teacher should possess is classroom management. If you fail to manage the students

inside the classroom, the learning process will be disrupted. During the first week of

my internship, I was given the opportunity to sit at the back of the classroom to

observe the students and experience firsthand the teaching strategies of my

cooperating teacher. The first week was a grueling experience, as I witnessed how

disrespectful and unruly some students could be.

Later in my internship, I was transferred to another cooperating teacher due

to issues with miscommunication with my first cooperating teacher. On November 6,

2024, I was suddenly assigned to Ms. Ma. Lourdes B. Andes. I observed her classes

during the last three days of that week. She was handling six sections of Grade 9

students, with each section consisting of over 70 students. When it comes to her

classes, Ms. Lulu is very strict. She makes it a point to tell the students directly what

the problem is. However, she also knows how to joke around when the class

becomes too serious. The first discussion I observed was about chemical bonding,

where students were asked to answer a long seatwork exercise from the book. She

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started by giving a short review and then proceeded with giving instructions for the

activity.

Upon being transferred to Ms. Lulu, I observed that she applies a more

traditional approach to teaching. For instance, she doesn't believe in rewarding

students with prizes or bonus points for good performance, as she believes students

will become dependent on these rewards if implemented in class. She typically starts

the class with a daily routine, followed by a game to recall the previous discussion.

When students become distracted, Ms. Lulu uses attention grabbers to refocus their

attention. I also noticed that while Ms. Lulu knows when to joke around, she isn't

particularly close to any of her students. She is very strict when it comes to

latecomers, requiring them to write a letter and report to the guidance office as part of

their punishment. Sometimes, she doesn't even allow them to enter the classroom.

She applies the same strictness to absentees, as it is a mandatory rule from DepEd

to accept excuses only if a medical certificate is provided to the school. She doesn't

allow students to make up for the activities, assignments, or performance tasks they

missed. I also learned that Ms. Lulu has been teaching for 24 years, which is evident

in the quality of her instruction. Despite her traditional approach, she is a dynamic

teacher who can effectively capture and maintain the students attention.The

opportunity to observe her strategies provided me with valuable insights on how to

manage students in real teaching scenarios. It also opened my eyes to the different

types of learners and the variety of attitudes I may encounter in the future. Through

these observations, I have realized that students learn at different paces and have

varying attitudes toward learning.

The classroom observation experience has significantly shifted my

understanding of what it truly means to be a teacher. Initially, I held the belief that

teaching was a relatively easy profession one that simply involved standing in front of

the class, delivering lessons, and giving tests. However, through my observations, I

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have come to realize that this perception could not be further from the truth. Teaching

is, in fact, a complex, demanding, and multifaceted profession that requires a great

deal of patience, dedication, and skill. I witnessed first hand the immense amount of

preparation that goes into every lesson. From crafting detailed lesson plans and

preparing engaging activities to creating assessments that accurately gauge student

understanding, teachers invest significant time and effort outside of classroom hours.

Additionally, teachers must constantly adapt their teaching strategies to meet the

diverse needs of their students, ensuring that each learner, regardless of background

or learning style, has the opportunity to succeed.

Beyond the academic aspect, I also observed the emotional and

psychological demands of the teaching profession. Teachers not only deliver content

but also act as mentors, counselors, and motivators. They address behavioral

challenges, provide support for struggling students, and foster a positive classroom

environment that encourages participation and mutual respect. It became clear to me

that teaching requires more than just knowledge of the subject matter, it demands

strong interpersonal skills, empathy, and an unwavering commitment to student

growth. Despite the undeniable challenges and the physical and mental exhaustion

that often come with the job, I saw the genuine fulfillment and joy on Ms. Lulu’s face

when students actively participated, asked insightful questions, or showed

improvements in their performance. It made me realize that teaching, while

undeniably tiring, is also an incredibly rewarding profession. The ability to make a

meaningful impact on students lives and contribute to their learning and development

brings a sense of satisfaction that outweighs the difficulties.

In conclusion, my classroom observation experience has given me a

newfound respect for teachers and the teaching profession as a whole. I now

understand that teaching is far from easy, it requires a remarkable level of dedication,

resilience, and passion.

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SELF-ASSESSMENT ON READINESS IN ACTUAL TEACHING

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 SELF-ASSESSMENT ON READINESS IN ACTUAL TEACHING

As I prepare for actual teaching, I recognize the importance of aligning my

lessons with the DepEd curriculum while ensuring that they cater to my students

needs and interests. My primary goal is to foster curiosity and engagement, helping

students develop critical thinking and collaboration skills. By structuring my lessons

based on clear objectives such as the skills to be developed, concepts to be

understood, and outputs to be produced. I can ensure that students gain meaningful

learning experiences. This approach allows me to create lessons that not only

comply with the curriculum but also encourage active participation and deeper

understanding.

Given the diversity of my students in terms of abilities, interests, and

backgrounds, I understand the need to employ varied teaching strategies. I integrate

the "I, You, We" method to balance teacher-led instruction, individual activities, and

group work, allowing students to grasp concepts at their own pace before

collaborating with peers. To keep lessons engaging, I utilize visual aids, PowerPoint

presentations, printed materials, and experiments. I also make an effort to balance

technology with traditional resources, ensuring that students have multiple ways to

absorb information effectively. Assessment plays a vital role in tracking student

progress and refining my teaching strategies. I incorporate both formal assessments,

such as quizzes, and informal methods, like observation and questioning, to measure

their understanding. If students struggle with a topic, I provide additional support

through enrichment activities or homework. At the end of each lesson, I conduct a

short review to summarize key points and clarify any misunderstandings. This

process helps me determine whether students are ready to move on to the next topic

or if further reinforcement is needed.

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 Finally, self-assessment is crucial in evaluating my effectiveness as a teacher.

By analyzing student responses, assessing their outputs, and reflecting on their

engagement during discussions, I can identify areas for improvement in my teaching

methods. Feedback from my cooperating teacher, Ms. Lulu, also provides valuable

insights into my strengths and areas that need development. Through continuous

reflection and adaptation, I aim to enhance my teaching practices and better support

my students learning journey.

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 DAILY JOURNAL

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 DAILY JOURNAL

Day 1: 28 October 2024

I arrived at Emilia Ambalada Poblete Integrated High School at around 9:30

AM. My cooperating teacher, Ma’am Diana Jane Cacao, arrived at 10:00 AM. Due to

the suspension of classes last week because of Typhoon Kristine, we were unable to

meet and discuss my preparations and the things I needed to learn for my teaching

internship. However, Ma’am Diane sent me her class schedule and the topics we

would be discussing for the day. These included the Daily Lesson Plan (DLP), the

2C2I1R pedagogical approach, the Most Essential Learning Competencies (MELCs),

the Curriculum Guide (CG), checking and recording of students' work, and various

teaching strategies.

When my cooperating teacher arrived, she first checked the table for any

damages and cleaned off the dirt caused by the typhoon. I helped her move the table

to maximize the space in the classroom. After a while, Ma’am Diane discussed the

things I needed to prepare and learn before starting my practice teaching. The first

thing she explained was the lesson plan format, which was different from what we

were used to. It consists of a daily and detailed lesson plan from Monday to Friday.

She also discussed the MELCs, which outline the learning competencies for each

quarter and specify the number of days allotted for teaching each competency.

Next, she introduced the 2C2I1R pedagogical approach, which she integrates

into every discussion. She mentioned that she almost always uses the Inquiry-Based

Approach. After our discussion, I observed six Grade 8 classes throughout the day

from the following sections: Iron, Argon, Carbon, Gold, Krypton, and Mercury.

Ma’am Diane began each class with a daily routine, which included greeting

the students, reminding them of the house rules, checking their modular activities,

and presenting the MELCs and objectives for the lesson. As a warm-up, she

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conducted a word puzzle activity before proceeding with the discussion. Before

starting the main lesson, she asked students to go to their assigned groups and

brainstorm for their performance task. The assigned presenter had to be someone

who had not yet presented in any previous group activities. Leaders were responsible

for selecting which members would present. Their performance task (PT) was to

create a brochure containing information about earthquake intensity and focus.

After completing the PT, there was still some remaining time, so Ma’am Diane

proceeded with the discussion on the main types of seismic waves. She explained

the difference between body waves and surface waves, ensuring that students

understood their characteristics and how they travel through the Earth.

During lunchtime, Ma’am Diane reminded me of the do’s and don’ts inside the

classroom. She advised me not to take pictures if I was not actively doing anything or

if I was simply observing, as students might notice. She also reminded me to project

my voice louder, make activities creative when I teach, avoid putting too much

information on PowerPoint slides since they should only serve as a guide, and, lastly,

to avoid using AI. Additionally, she provided me with a copy of the daily lesson log

she uses in preparing her lessons each week. She mentioned that my lesson log

should follow the same format but be more detailed, and I would need to submit it by

Wednesday. She told me that they aren't given any Science modules during this

quarter, so I just have to search online, since there are many sources or modules

online.

Overall, my first day of teaching internship observation was insightful. I gained

a better understanding of the expectations, classroom routines, and lesson planning

format that I will need to follow. I also observed various teaching strategies that I can

incorporate into my own lessons. I am looking forward to the next steps in my journey

as a teaching intern.

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Day 2: 29 October 2024

I arrived at the school at around 9:47 AM. Ma'am Diane said that I should sit

with my co-interns, who are Math majors: Kyla and Andrei. We kind of talked for a bit,

and then they were called by their cooperating teacher and informed about

something. Since there was still time for me to finish the daily lesson log, I used my

time to work on it. However, I couldn't seem to finish because there were still things I

was confused about. I thought I had ample time to ask Ma’am Diane since the

deadline was on Wednesday.

She called me abruptly and asked for my daily lesson log for the whole week.

She also asked for my Messenger account so that she could send a copy of her

Catch-Up Fridays lesson plan format. She told me that since I hadn’t finished my

daily lesson log, she would change it into a daily lesson plan, which includes an

individual lesson plan format from Monday to Thursday. It should also include the

expected response from learners and the teacher’s response. Additionally, the

activities should vary per day. I also shouldn't forget to include a word bank activity

each day with different mechanics. She told me that I must include all the links and

resources where I gathered my information and place links under pictures. The

assessment should be in the form of higher-order thinking skills to activate student's

critical thinking.

By the end of it, I was kind of stressed. I didn't know where to start. I tried to

work on it after every observation in each class, but I couldn’t finish because I was

also assigned to check a short assessment in every class and record the results

while observing.

In the afternoon, Raven let me borrow his tablet so that I could type my

lesson plan, as I was having a hard time typing everything on my phone while also

researching information. Andrei also let me connect to her phone since I didn’t have

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load/data to search. However, by the time I was almost done with my duties for the

day, I still hadn’t finished it. I was struggling to insert pictures and links while editing

the lesson plan since everything kept moving. I also felt pressured because I needed

to submit five copies of the lesson plan, including the Catch-Up Friday format.

It was exhausting, and I felt like crying on the ride home. I was overwhelmed

and stressed, but I don’t want to disappoint Ma’am Diane. No matter how difficult it

feels right now, I know I have to push through and do my best.

Day 3: 30 October 2024

During the third day of my internship, a part of me already felt like giving up. I

was disappointed in myself because I wasn't able to finish all five lesson plans.

However, I managed to complete two, so I submitted those to Ma’am Diane. She told

me that my objectives were incorrect and that I should already know how to write

them properly since I am in my fourth year as an education student. She also pointed

out that my activities did not align with one another, the division of topics from Day 1

to Day 4 was disorganized, and some sub-topics were missing. Additionally, she

reminded me that guide questions should be numbered, and if I included an

experiment, the procedure should not be in paragraph form but listed individually.

During that time, Ian and Raven showed their support by lending me their

tablet and laptop. I still observed Ma’am Diane’s first two classes that day, but during

the third class, she told me to focus on finishing my remaining lesson plans. By

around 4:30 PM, I was working on my fourth lesson plan for the week. Ian returned to

school at that time to retrieve his laptop. Since I hadn’t finished yet, he said he would

wait until 5 PM because he also had a deadline with Sir Rey. He even asked me to

charge his laptop while waiting.

At 6 PM, I was still working on my fourth lesson plan. I started to feel like I

wouldn’t be able to finish everything, especially since the Catch-Up Fridays format

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Ma’am Diane sent me had 31 pages. By 6:30 PM, I was overwhelmed and

exhausted. I saw Ma’am Diane talking to another teacher on the next floor. Ian

suggested that I try asking other teachers if they had a printer, but almost everyone

had already left, and the office was closed. I thanked Ian for lending me his laptop.

After transferring all copies of my lesson plan to my phone, I asked Ma’am Kyla to

inform Ma’am Diane that I would be going outside to look for a printing shop.

I walked around the market and plaza, searching for a printing shop, but most

of them were closed. At 7 PM, I decided to message Ma’am Diane and ask if I could

submit the printed copies the next day since I couldn't find an open shop and my duty

hours had already ended. However, she told me that she couldn't allow it because

she needed to check my lesson plans that day and that she doesn’t check soft

copies, she needed a printed one. She explained that delaying it further would only

make things harder for me. I understood her concerns, so I messaged her back.

I took a tricycle, and the driver and I circled around to find a computer shop.

Finally, he found one outside Silang, Bayan. I asked the staff about the printing cost

before sending my lesson plan via Bluetooth. I printed four copies since I still hadn’t

completed the Catch-Up Friday format. The total cost was ₱259, but I only had ₱150

left, plus ₱40 for the ride. I politely asked if I could pay the balance through GCash,

but the staff initially refused because he didn’t trust me. Since I had no other choice

but to submit my lesson plan, I pleaded with him and promised to pay once I arrived

home. He eventually agreed, so I saved his number on my phone.

After printing, I returned to EAP and placed the lesson plans on the table. I

paid the tricycle driver ₱40, then walked to NSN to find a ride home. Thank God I still

had ₱20 left to pay the driver.

During the ride, I cried because I felt so frustrated. I didn’t know where to

draw my motivation from anymore. When I arrived home, I forced myself to finish the

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Catch-Up Friday format even though I no longer felt like doing it. I simply followed the

format my CT sent me. I reminded myself that this is only the beginning, and I need

to remain brave and patient during this time.

Day 4: 31 October 2024

My CT just informed me last night that she had a class today. But last

Tuesday, she said she had no class since it was half-day, and our schedule was in

the afternoon. So, my schedule for this day was from 7:00 AM to 12:00 PM. I arrived

at 7:05 AM.

As soon as I arrived, Ma’am Diane instantly called me to check my Detailed

Lesson Plan. She told me that most of my objectives were incorrect, some were from

the same domain, some were unrelated to the MELC, and some were even repeated.

The activities weren’t all aligned, and the Catch-Up Friday was just plain wrong. I

knew she was right, so I said that I understood and would do my best to improve my

performance. But the hardest part for me was revising Catch-Up Fridays because

she didn’t explain what was wrong with it or why it was incorrect.

Since it was a half-day, and the timeout was at 12:00 PM, she told me to

revise everything and submit it by 1:00 PM because she couldn’t check it past that

time. She also said that if Ma’am Mavic saw my lesson plan, I would be doomed. I

had already mentioned to Ma’am Diane many times that I was struggling with the

lesson plan since the DepEd format was difficult and much more complicated to learn

in just one day. I felt so pressured and stressed, so I sought help from Raven.

I arrived at the Public Market by 12:10 PM with my classmates Mariel and

Raven. Raven said that we should eat first before I proceeded with finishing my task,

so we ate first. Time flew by so fast that by the time we finished, it was already 12:30

PM. Raven said he would lend me his tablet again so I could type my lesson plan

there. Then, we could go to Patio Medina and connect to the public Wi-Fi. We did,

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but of course, I couldn’t finish it by 1:00 PM, so I submitted it by 2:00 PM. Ma’am

Diane replied and said that Day 1 was okay.

That day, Raven told me that if I couldn’t speak up, he would talk to Ma’am

Cris to raise my concerns about my CT. So, he messaged Ma’am Cris, and

eventually, the issue reached Ma’am Mavic, the Head Teacher from EAPIHS. Ma’am

Cris called me on the phone, then spoke to Raven. Raven told me that I should voice

out my concerns, even if it meant someone would be angry at me. I was afraid to do

it because I felt like I was disobeying my superiors. If I voiced out my needs, it felt like

I was being demanding. Ma’am Cris informed me that she had already spoken to

Ma’am Diane and that I would not be transferred to another CT or school. She also

said that Ma’am Diane had agreed to accept me, even if I was like this or had done

something like this. Ma’am Cris reminded me to stay humble no matter what because

this is what real life is like. She shared how she handled eight sections when she was

a student teacher and told me that I should be able to do the same. I accepted it.

I thanked Raven for all his help. I also thanked Ma’am Cris through a personal

message on Messenger. I tried to call Ma’am Diane to talk to her, but she said she

was going to the province. I wasn’t able to sleep a wink that night. At this point, I don’t

know whether what I’m doing is right or wrong. I feel so clueless, and I also feel kind

of hopeless.

Day 5: 04 November 2024

I arrived at school at around 8:00 AM, two hours early. I spoke with Ma’am

Mavic as per Ma’am Cris’s request, and I also wanted to personally ask for

forgiveness. She told me what Ms. Diane had said to her that I never stopped taking

pictures during her classes and that my cellphone kept ringing at the back during a

lesson, distracting the students. She also mentioned that Ms. Diane felt I was

obliging her to lend me her laptop since I didn’t have one.

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 Additionally, Ma’am Mavic shared Ms. Diane’s concern that if I used her

laptop, I might transfer a virus to it when connecting my USB to computer shop

devices. However, I didn’t even own a USB, and it was never my intention to come

across that way. She said a math teacher overheard me say something about it.

Given all this, I chose not to defend myself. I stayed quiet the whole time and simply

listened to everything Ma’am Mavic had to say. She reminded me to talk to Ma’am

Diane afterward, so I did.

However, I brought up one issue, Ma’am Diane had said that I never asked

her about anything, such as what to do next or whether she had any tasks for me.

She also mentioned that I never even asked if she had already eaten. In reality, I

always asked her if she had any tasks for me, and most of the time, she replied that

there were none. Of course, I couldn’t ask her during the time she told me to submit

all five detailed lesson plans in a single day. I wanted to submit my PowerPoint

presentation to Ma’am Diane for her to review and also take the opportunity to talk to

her about what had happened last time. When she arrived at around 9:40 AM, I

decided to wait for her to settle down before approaching her.

When I finally spoke to her, I sincerely apologized and assured her that I

would do my very best to improve my lesson plan. She responded that it was the

right thing to do because that was what I was supposed to be doing in the first place.

However, she also called me out in front of other teachers regarding the things I had

said to my classmates. She told me that reporting her was unnecessary and that she

was only doing what she thought was best to train me.

I nodded, apologized again, and tried to laugh it off awkwardly, unsure of what

else to say. After that, she told me to return to my seat. Since my class was

scheduled to start at 12:30 PM, I still had some time to prepare. Ian had told me

earlier that he would let me borrow his laptop for the day since our class schedules

wouldn’t overlap. So, I sent him my PowerPoint presentation along with the link to the

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video I planned to show during the lesson. My topic for the day was Introduction to

Typhoons. While waiting for class to begin, I felt extremely nervous. The anticipation

was building up, and I kept going over my lesson in my head, making sure I wouldn’t

forget anything.

When it was finally time, I proceeded with my first class, Iron. I began by

introducing myself before moving on to the daily routine. After that, I discussed the

MELC and objectives with the students. To engage them further, I conducted a Word

Bank Activity related to typhoons. I also tried to establish a connection between this

new topic and the previous one, which was about types of seismic waves.

To make the discussion more interactive, I brought a bottle filled with

dishwashing soap and added some glitter inside. This simple experiment was meant

to visually demonstrate how a typhoon is formed. After the demonstration, I played a

video for the class to reinforce the concept. After my first class, Ma’am Diane called

me over to her table for technical assistance. She pointed out areas that needed

improvement and gave me detailed feedback on my teaching. She instructed me to

edit some parts of my PowerPoint presentation before proceeding to my next class.

She gave me several useful tips for future lessons. I should project my voice

louder, let learners read the MELC and objectives, and check my PowerPoint

beforehand to avoid issues. To improve readability, I need to use larger fonts and

avoid dark backgrounds with black text. Writing key terms on the board will help

students grasp new concepts, and smooth transitions will ensure a logical flow. My

lesson plan should be well-structured, and I need to revise my activity to better align

with the topic. Lastly, I should always have a backup plan in case of difficulties.

Her feedback was detailed and constructive, but at the same time, it felt

overwhelming. There were so many things I needed to work on, and I wasn’t sure if I

could improve everything all at once. She told me I could go home early to prepare

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for the next day, meaning I could leave at 7 PM since she wouldn’t be giving me any

papers to check. At that point, I felt very motivated to do my best and prove that I

could do it.

Day 6: 05 November 2024

I arrived late today. When I got home last night and attempted to edit my

lesson plan on my phone, it started lagging, making the process difficult. As a result, I

couldn't work on my PowerPoint presentation as planned. Determined to finish

everything, I woke up at around 3:00 AM and forced myself to stay awake as long as

possible to edit my lesson plan. Since it was detailed, I didn’t finish until around 7:30

AM. After that, I worked on my PowerPoint from 8:00 to 9:00 AM using Canva on my

phone.

My topic for today was the impacts of a typhoon. I prepared instructional

materials for my discussion. Last night, I cut out letters for students to arrange at the

start of the lesson. The words they would form at the end of the word bank activity

were Eye, Eyewall, and Rainbands, which are parts of a typhoon. Only two sections,

Argon and Iron, were able to complete the words correctly. I also prepared an

experiment called the Typhoon Wind Simulation, but Ma'am Diane mentioned that it

was too similar to the experiment from the previous day, so she advised me not to

repeat it. Instead, after the word bank activity, I played a video about the importance

of preparedness and asked students questions about it. I had planned another

activity, but due to time constraints, I decided to assign it as homework, which Ma’am

Diane approved.

After my classes, I had a conversation with Ma’am Diane at her table, along

with Ma’am Kyla. Ma’am Kyla, who is also a recent graduate, reassured me that I

shouldn't feel pressured and should simply follow Ma’am Diane’s instructions. Ma’am

Diane also advised me not to listen to my classmates, as every Cooperating Teacher

22
(CT) has a different way of training student teachers. She mentioned that all the

student teachers she had supervised received a grade of uno (1.0) and that she also

helped them create their instructional materials and lesson plans. I thanked her and

apologized once again. In the end, we parted on good terms.

Day 7: 06 November 2024

I arrived at school at 10:30 AM, and Ma’am Diane was already there. After

putting down my bag, I greeted her with a polite, "Good morning," but she didn’t

respond. Instead, she left without a word. I was confused but didn’t dwell on it for too

long. A short while later, Ma’am Mavic approached me and told me to go to the office

and wait for both of them. I complied, sitting in silence as I waited for their arrival.

At around 11:30 AM, they entered the office. The room was filled with

monoblock chairs, so we each took one. That was when Ma’am Mavic informed me

that I would be transferred to another cooperating teacher (CT) that very day

because, according to her, I had done something against Ma’am Diane.

I was taken aback. As far as I knew, I hadn't done anything wrong. Yet,

instead of defending myself, I simply apologized and assured them that I wouldn’t

repeat whatever mistake I had supposedly made. However, Ma’am Mavic's tone

became firmer and angrier. She made it clear that this transfer was not my decision

but hers. She then told me that forgiveness would not come easily because I had, in

her words, tarnished the reputation of her teacher.

As if that weren’t enough, she also warned me to keep quiet and not talk to

anyone about the situation. If I did, she said, I would be transferred to another school

entirely. She even added that if such a thing were to happen, the school might stop

accepting student teachers from CvSU in the future. After that, Ma’am Mavic

personally escorted me to Ma’am Lulu’s table. Upon meeting her, she simply said,

“This is her, Ma’am,” before turning around and leaving.

23
 Ma’am Lulu looked at me with curiosity and concern before asking what had

happened. She explained that she had only been approached that very morning and

asked if she was willing to handle a student teacher. She had agreed, but only on the

condition that it wouldn’t interfere with her job or personal time.

When I started telling her everything, she listened intently. After I had finished,

she sighed and told me that I should not have said anything to anyone. At the same

time, when I admitted that I was struggling with my lesson plans, she was

understanding. She told me that what I was experiencing was completely normal.

She explained that most CvSU graduates go through the same difficulties

because, in her words, CvSU follows a "one-size-fits-all" lesson plan format, which

does not always work in real classroom settings. She added that every teacher,

regardless of experience, struggles with lesson planning, even her, despite being in

her 24th year of teaching.

Rather than making me feel worse, she reassured me that she would first

teach me what I did not understand about lesson planning. To help me, she provided

several important materials, including a copy of her own lesson plan, a reference

sheet of Bloom's Taxonomy verbs for the Cognitive, Psychomotor, and Affective

Domains, and a guide on the 2C2I1R Pedagogical Approaches. She also gave me a

copy of the MELCs (Most Essential Learning Competencies) for Grade 9, Second

and Third Quarters, a reference for calculating student grades, and three Science

books where I could gather lesson content.

For the rest of the day, I observed her classes and took notes. She also gave

me a copy of her schedule so that I could familiarize myself with her routine. Despite

the rough start to my morning, I felt a slight sense of relief knowing that Ma’am Lulu

was willing to guide me. It gave me hope that, with the right support, I could improve

and move forward.

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Day 8: 07 November 2024

I arrived at EAPIHS at around 9:30 AM. That day, I remember feeling

exhausted and mentally drained. My mind was blank most of the time, and no matter

where I looked, I couldn’t shake off the memories of what had happened the other

day. A deep sense of failure and disappointment weighed heavily on me. I couldn’t

help but compare myself to my classmates, who had mentioned that they were

improving. I didn’t feel the same. Instead, I felt stuck, ashamed of myself, as if I were

falling behind while everyone else was moving forward. I started to believe that I was

a slow learner.

At one point, Ma’am Lulu noticed that something was wrong and asked me if I

was okay. I instinctively said yes, but after a while, I found myself unable to keep my

emotions bottled up. I finally admitted to her that I wasn’t okay, I was still struggling

with writing my lesson plan and breaking down my topic into manageable parts.

She listened, then firmly told me that I had no other choice but to do it and

finish it. She reminded me that I wouldn’t be able to move forward if I kept the same

mindset. If I continued to doubt myself and dwell on my struggles, I wouldn’t improve.

Her words hit me hard, but I knew she was right.

Determined to take her advice seriously, I jotted down most of what she said

in my notebook. Before our conversation ended, she told me that she expected to

have a copy of my lesson plan for the whole week by Friday. I immediately agreed,

understanding the urgency of getting my work done. By 11:00 AM, we had lunch

together. Her first class for the day started at 12:30 PM, so I accompanied her to

Hernandez and observed her lessons until 7:00 PM. That day, she didn’t conduct a

discussion but instead gave the students a long seatwork activity.

At the end of the day, she told me that I could leave by 7:00 PM so it wouldn’t

be too late for me to go home. Before leaving, I asked if she could sign my Daily

25
Time Record (DTR) for my time in and out. After that, we both began packing up our

things. She then mentioned that I should leave first since she was with her husband

and two daughters. I nodded, thanked her, and said goodbye before heading home.

Even though I still carried doubt and exhaustion, I knew I had to keep pushing

forward. I had to improve.

Day 9: 08 November 2024

I was awakened by a mix of shock and amusement at around 6:00 AM when I

received an unexpected message from Ma’am Lulu. She informed me that she

wasn’t feeling well and wouldn’t be able to go to school that day. However, what truly

surprised me was the huge responsibility she entrusted me with, she asked me to

handle the students in her absence.

At first, panic immediately set in. My initial thought was, I’m still not prepared

to teach! I don’t even know what to discuss! I couldn’t believe that Ma’am Lulu had

placed such trust in me. A part of me doubted whether I was ready for this. However,

I quickly realized that this was an opportunity, one that I had to step up to, rather than

shy away from. Instead of complaining or expressing hesitation, I simply responded

with "Yes, Ma’am. Get well soon po."

She reassured me that she had already prepared an activity for the students.

My only task for the day was to distribute the activity sheets to each section and

collect them at the end of each session. Although it sounded simple enough, I still

couldn’t shake off my nerves. Before the start of class, at around 11:00 AM, a parent

suddenly approached me. She introduced herself and explained that she was there

to submit her son’s project because he couldn’t come to school that day. She told me

that her son’s name was Edelberto Burgos from Grade 9 - Villa. Wanting to clarify, I

asked her when is the deadline for the project. She responded that the extension

was until yesterday. Knowing this, I hesitated if I should I accept it or not since I

26
wasn’t certain about the proper procedure, I told her that I would ask Ma’am Lulu first

before accepting the output.

As we continued talking, she also mentioned that there was a video

requirement that needed to be submitted through Google Drive, as per Ma’am Lulu’s

instructions in the group chat. However, she admitted that she didn’t know how to do

it. She then shared her struggles with me. Her family had only one phone, which

belonged to her husband, and all her children had to share it. Unfortunately, the

phone broke last week, and it was only repaired the other day. She expressed her

gratitude that her husband’s cousin knew how to fix phones and was willing to do it

for just ₱700, considering that her husband worked in construction and she was

solely responsible for taking care of their five children. Three of them were in high

school, one was in elementary, and the youngest was just two years old.

Hearing this, I deeply empathized with her situation. Life was clearly not easy

for their family, and I understood her desperation to ensure her son wouldn’t fall

behind. She then asked for my help in submitting the video, so I guided her through

the process. However, due to poor signal in the area and insufficient phone storage,

we were unable to send it at that moment, despite deleting several apps.

Before she left, she thanked me sincerely, and I reassured her that I would

discuss the matter with Ma’am Lulu. After the conversation with the parent, I

immediately informed Ma’am Lulu about the situation. However, instead of being

pleased with my effort, she scolded me slightly. She reminded me that I should have

asked for her permission first before accepting the output, especially since the

agreement was strictly set for yesterday at 10:00 AM. In that moment, I realized my

mistake. I was so concerned about not burdening Ma’am Lulu since she wasn’t

feeling well and that I failed to consider the importance of following protocols. She

then asked, What time did the parent submit the output? After I told her, she

27
instructed me to write the exact time and date on the project so that when she talked

to Burgos, she would have proof.

Then, she gave me a valuable lesson; This should serve as a lesson for you.

When you become a teacher, you need to be firm and consistent with your decisions,

no matter who you’re dealing with. There should be no exceptions, not even for

honor students or classroom officers. Her words struck me. She was right. As a

future teacher, I couldn’t afford to be lenient and inconsistent. If I kept bending the

rules for certain students, it would set a bad precedent. Discipline and fairness were

essential in education.

From that moment on, I made sure to consult Ma’am Lulu first before making

any decisions regarding the students. Looking back at the day, I realized that

teaching isn’t just about delivering lessons, it’s about responsibility, discipline, and

fairness. Handling students in Ma’am Lulu’s absence, even just for a day, made me

understand the weight of being a teacher. It was a reminder that I still had a lot to

learn, but also that I was capable of growth. Although I started the day feeling unsure

of myself, I ended it with a clearer understanding of what it truly means to be an

educator.

Day 10: 09 November 2024

It was Saturday, and the students had a makeup class due to the typhoon.

Raven informed us the other day that we weren’t obliged to come to school on a

Saturday. Nonetheless, I decided to go because I needed Ma’am Lulu to check my

lesson plan for the following week. I messaged her last night, and she agreed to

count it as part of my duty. At around 7:00 AM, I arrived at a printing shop near

Celbert. Since there was a long line of people ahead of me, I had to wait for a while.

By 7:45 AM, I started searching for a tricycle to ride so that I wouldn’t be late. I finally

arrived at the school gate by 8:00 AM. When I met Ma’am Lulu, she informed me that

28
classes would proceed from 11:30 AM to 5:30 PM. However, she didn’t assign me

any teaching duties for the day. She only instructed me to pass my lesson plan so

she could review it as soon as possible.

I handed her the printed copy that I had prepared earlier. As she flipped

through the pages, I noticed disappointment forming on her face. Then, she pointed

out several mistakes in my lesson plan. She told me that I shouldn’t have typed the

pre-assessment questions from the book because it was time-consuming and would

waste money on printing. Instead, she said, I should have simply referenced the

page number in the Learner’s Material column, provided a brief instruction, and then

added a space for student responses.

Once again, she patiently guided me on how to properly structure my lesson

plan. She explained what elements should come next, how to connect different

activities smoothly, and how to manage time effectively in a regular 40-minute class.

She also reminded me that it’s normal for some activities in the lesson plan to remain

unfinished during a single session. Given the limited class time, she allowed me to

schedule longer assessments on Fridays and continue unfinished discussions from

Monday to Friday.

Despite my mistakes, Ma’am Lulu continued to encourage me throughout the

day. She reassured me that failing is part of the learning process. I felt frustrated with

myself for not getting it right the first time, but I knew that giving up wasn’t an option.

So, instead of dwelling on my failures, I pushed forward, revising my lesson plan with

her guidance in mind. Although the day didn’t start the way I had hoped, I left with a

clearer understanding of how to improve and for that, I was grateful.

Day 11: 11 November 2024

It was Monday. I arrived at school at exactly 10:00 AM. It was my first day of

teaching under the guidance of Ms. Lulu. She had already checked my lesson plan

29
the other day and told me that while it wasn’t perfect, there was a noticeable

improvement. She also said that I did a great job. I was so happy, and it felt like a

huge burden had been lifted off my shoulders. I walked into school that day with a

little bit of pride and joy. However, my nervousness returned when Ms. Lulu asked if I

was ready to teach because she would be observing. I hesitated to answer because I

wasn’t confident in my ability to explain the topic, and I doubted whether the students

would understand my lesson.

My topic for the day was Introduction to Organic Compounds. I began with the

daily routine: prayer, greetings, and checking attendance. To review their previous

lesson, I introduce a relay race where students identified terms or matched

definitions. Each group worked with three words: Ionic, Covalent, and the definition of

Chemical Bonding. After that, I introduced the MELC and learning objectives.

We then proceeded with a word bank activity called Shift the Letters. In this

activity, students answered trivia questions. The first letter of each answer was

adjusted using a number written on manila paper either adding or subtracting to

determine the correct letter. All sections understood the instructions and successfully

formed the word "organic." When I asked what "organic" meant, some students

associated it with fruits and vegetables not exposed to commercial fertilizers.

I praised their response and explained that in science, "organic" refers to

substances composed of carbon, usually containing at least one carbon-hydrogen

bond. To make the lesson engaging, I shared a short story about carbon using my

own drawing of cartoon characters. I assigned one student as the storyteller while

another held the drawings. Despite my simple drawings, the students seemed to

enjoy the story. Afterward, I asked questions to reinforce key concepts.

Most students understood the main idea and recognized how carbon

influences our lives. I then gave them a learning task where they determined whether

30
statements were Fact or Fiction. I was happy that most students scored 4 out of 5, as

the task was relatively easy, though it wasn’t recorded. Finally, I asked them again:

What are organic compounds? Why are they important? How does carbon form so

many compounds? They answered using information from the story. We ran out of

time for the assessment, so Ms. Lulu advised me to give it tomorrow. She also

pointed out that my main problem was my soft voice, which wasn’t loud enough for

the students at the back to hear. Since each section had nearly 70 students with one

section having 72, this was a serious concern. I agreed with her feedback and

promised to work on it.

She also reminded me that since I hadn't finished my lesson plan for the

second day, I could upload it to a Google Drive folder, and she would check it when

she had time. She emphasized that I shouldn’t waste money on printing everyday. I

nodded at her remarks and thanked her for the advice.

Day 12: 12 November 2024

I arrived at school at around 12:00 PM, I was very, very late. Ms. Lulu told me

that this should never happen again. I apologized and assured her that I wouldn’t

repeat the mistake. I knew that lesson preparation and making instructional materials

weren’t valid excuses for tardiness, and speaking further would only make the

situation worse. So, instead of explaining myself, I focused on preparing my

instructional materials for the discussion.

That morning, I felt a lot of frustration because I knew I wasn’t at my best. I

also questioned whether it was okay to use only manila paper for my lesson. Ms.

Lulu reassured me that it was fine because the most important instructional material

was me, the learners would be looking at me, not just at the materials. She also

mentioned that if I had a PowerPoint presentation, she would let me borrow her

laptop to display it on the screen. I thanked her, and she told me to upload the

31
presentation to the Google Drive I had created. However, it took a while to load since

it was from Canva. She pointed out that this was one downside of using Canva it

takes up a lot of storage space.

Since the first class was about to start, Ms. Lulu told me to proceed to Section

Hernandez. When I entered, we went through the daily routine before I pasted the

MELC and learning objectives on the board. The topic for the day was Hydrocarbons:

Alkanes, Alkenes, and Alkynes. Still struggling with confidence, I reminded myself

that it was only my second day of teaching and that I needed to give myself a

chance.

To start the lesson, I asked for three pairs of volunteers. I gave them an

activity where they arranged scrambled letters from three envelopes to form words.

Once they completed the words, they had to match them with their correct definitions

on the board. After the word bank activity, I presented the PowerPoint on the TV and

proceeded with the discussion. I began by showing a picture of carbon and

explaining the prefixes and suffixes used to name hydrocarbons. I told the students

that they should memorize them by the next day. Then, I presented examples of

naming hydrocarbons before asking them to prepare a ¼ sheet of paper and answer

a few questions related to the topic.

After collecting their answers, I asked them to share practical applications of

hydrocarbons based on their assignment from the previous day, where they had to

research examples of hydrocarbons in everyday materials. They provided many

answers. To wrap up the discussion, we went through the guide questions to check

their understanding. For the assessment, I had prepared three questions about

naming hydrocarbons, but since we ran out of time, I told them we would continue

the next day. The same scenario happened in the other five sections, except for

Sections Ravelo and Reyes, where the students managed to finish the assessment.

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 That day, I learned that students are different from one another, and as a

teacher, I shouldn’t compare them. Instead, I need to be more flexible to cater to

each student's needs. With so many learners in the classroom, I couldn’t answer all

their questions at once, but I did my best to repeat explanations when necessary and

when time allowed.

Day 13: 13 November 2024

I arrived at school at 9:20 AM and greeted Ms. Lulu, who greeted me back. I

had already prepared the practice problems and seatwork written on manila paper,

so I felt confident and not as nervous as on previous days. I believed that I was well-

prepared for my lesson and ready to face the day ahead.

However, before classes began, Ms. Lulu informed me about an issue with a

student. She told me that the adviser of Section Santos, Sir Michael, had received a

message from a concerned parent the night before. The parent claimed that Ms. Lulu

had hit their daughter, Jackie, three times while she was napping in class. According

to the parent, Jackie had explained that she wasn’t feeling well, which was why she

had fallen asleep. Furthermore, Jackie also told her parents that I had allowed her to

sleep during the discussion because she was sick.

Hearing this accusation left me shocked because I knew that it wasn’t the

truth. When I noticed Jackie sleeping, I had approached her and gently encouraged

her to try her best to listen despite not feeling well. Meanwhile, according to Ms. Lulu,

she had approached Jackie as well, but only to tap her on the shoulder and remind

her not to sleep in class, without realizing that she was unwell. There was no intent to

harm or scold her harshly.

Since the situation had escalated to Sir Michael, Ms. Lulu decided that we

should talk to him together to clear up the misunderstanding. When we met with Sir

Michael, she explained what had really happened and emphasized that she would

33
like to speak with Jackie’s parents directly to clarify the situation. She also mentioned

that she had proof to support her side. After the conversation, we thanked him for his

time and returned to her corner to discuss the matter further.

The whole situation left us feeling stressed and frustrated. Ms. Lulu then gave

me some valuable advice, she emphasized the importance of keeping records of

what happens inside the classroom. She explained that some students can be

mischievous or disrespectful, and when conflicts arise, teachers must have evidence

to defend themselves. She warned that without proper documentation, parents might

easily blame teachers, which could lead to serious consequences. I realized that this

was a harsh but important reality of teaching. After that stressful discussion, we had

lunch together, but I noticed that Ms. Lulu wasn’t feeling well. She mentioned that she

had developed a headache, likely due to the stress from the situation. I felt bad that

she had to deal with this, especially since she had only been trying to manage the

class effectively.

At 11:45 AM, I prepared myself for my next class. The main focus of the

lesson was still on practicing how to name hydrocarbons. I started with a quick recall

of the previous day's discussion, ensuring that students remembered the key

concepts. Then, I pasted the assessment from yesterday onto the board, which we

hadn’t been able to finish due to time constraints.

After discussing the assessment, I introduced five more practice problems to

reinforce their understanding. The students actively participated, but since time

wasn’t enough, I decided to postpone the seatwork for the next day. I reminded them

to review their notes and prepare for the next lesson. That day, I learned two

important things. First, misunderstandings can happen at any time, and as a teacher,

I need to be prepared to handle them professionally. Second, effective time

management is crucial when teaching complex topics, as it ensures that students

have enough time to absorb and apply the information.

34
Day 14: 14 November 2024

I arrived at 10:18 AM and greeted Ms. Lulu, who was already busy working on

her laptop. She told me that she was arranging paperwork for some transfer students

while also handling some personal matters. Since she seemed occupied, I focused

on preparing for the day's lesson.

For this day, I planned to discuss an introduction to cycloalkanes. I had

already sent a copy of my remaining lesson plan to the Google Drive for Ms. Lulu to

check. However, she hadn't reviewed it yet due to her workload. Instead, she asked if

she could quickly see my instructional materials for the day. I took out the seatwork

from yesterday, which I had written on manila paper, and showed it to her. I also

presented the practice problems I had prepared on cycloalkanes. As soon as she

saw them, she reacted with surprise. She informed me that cycloalkanes are not part

of the curriculum for junior high school students and that the topic is typically covered

at the college level.

At that moment, I felt a wave of uncertainty. I had assumed that since the

topic was included in the book, it was appropriate for discussion. I had genuinely

believed that everything in the textbook was relevant and correct for my class.

Seeing my reaction, Ms. Lulu reassured me that it was an honest mistake. She then

advised me to skip the cycloalkane discussion and instead focus on reinforcing

hydrocarbons by using examples from the textbook.

Following her advice, I gave the students the seatwork from the previous day

and provided additional examples of writing and naming hydrocarbons based on the

book. I also made sure to go over key concepts again to ensure that they had a clear

understanding.

The biggest challenge I faced that day came from Section Hernandez. When I

collected their seatwork, I was shocked to find that only 16 out of 68 students had

35
submitted their papers. This was incredibly frustrating because the activity had been

assigned the day before, and there was more than enough time for them to complete

it. Adding to the difficulty, Lhorie, the class secretary, displayed a disrespectful

attitude while I was discussing the lesson. She spoke in a rude manner in front of the

class, which disrupted the flow of my discussion. I was unsure how to handle the

situation, but I remained composed and tried not to let it affect my teaching.

After class, I informed Ms. Lulu about the issue. She wasn't surprised, as

Lhorie had a history of misconduct and had already been reprimanded multiple times

for the same behavior. However, Ms. Lulu told me that while she usually ignored

Lhorie's attitude because she was not academically strong, she would not tolerate it

happening to a student teacher. When I checked the submitted seatwork, I

discovered that Lhorie had not turned in her paper either. This made Ms. Lulu even

more disappointed. She decided to personally address Section Hernandez about

their lack of responsibility.

She went to their classroom and firmly confronted them about not submitting

their work on time. She also made it clear that they should give me the same level of

respect that they gave her. Initially, I didn’t mind the situation too much, thinking that

maybe some students had just forgotten, but Ms. Lulu explained that as a teacher, I

needed to establish my authority in the classroom. She advised me not to take

students actions personally but to remain firm and take leadership when dealing with

them.

She also reminded me that since most of the class did not submit their

seatwork, their scores would not be recorded, and they would receive a zero.

Because of this issue, I had to modify the seatwork for the other five sections to

prevent the same problem from happening again.

Day 15: 15 November 2024

36
 I arrived at 9:40 AM and greeted Ms. Lulu as usual. She was busy at her

desk, handling some paperwork, so I quietly prepared for the day’s activities.

Last week, Ms. Lulu informed me that she would be the one administering the

long assessment for the students. She explained that I was not yet familiar with the

PISA or SOLO format, which DepEd requires for assessments. Since she wanted to

ensure that the test followed those guidelines, she decided to handle the assessment

herself.

She also told me that I wouldn’t be conducting any discussions on Friday and

that my only task would be to prepare for the upcoming topic on percentage

composition, which was scheduled for the week after next after Mole Concept. She

explained that she would cover the topic on moles herself because she planned to

include it in her class observation with Ms. Carleene on Monday.

However, when I arrived that morning, plans had changed. Ms. Lulu told me

that I would be discussing the difference between organic and inorganic compounds.

Since she said that understanding this distinction was important before diving into the

next topics, she asked me to prepare a lesson on it. Although this was unexpected, I

had prepared the lesson the night before, just in case. I had already uploaded my

lesson plan and PowerPoint presentation to the Google Drive for Ms. Lulu to check.

However, since she was busy, she couldn’t review it yet. Instead, she told me that

she would observe me in every class that day.

During my lesson, I first discussed the general classes and uses of

hydrocarbons to build on what the students had already learned. I made sure to

explain each classification clearly and relate it to real-world applications so that the

students could see the relevance of hydrocarbons in their daily lives.

After covering that topic, I transitioned into the main discussion: the

differences between organic and inorganic compounds. I explained the key

37
characteristics that distinguish organic compounds from inorganic compounds. To

reinforce their understanding, I gave the students an activity. I instructed them to

create a Venn diagram that illustrated the similarities and differences between

organic and inorganic compounds. This activity encouraged them to analyze the

concepts visually, helping them retain the information better.

Before dismissing the class, I reminded each section that their work must be

submitted on time. I made it clear that if they failed to pass their papers, I would

inform Ms. Lulu, and they would receive a zero, just as she had warned them before.

I hoped that this reminder would encourage them to be more responsible with their

tasks.

By the end of the day, I felt completely drained. Teaching six different sections

while maintaining energy and engagement for each one was exhausting. However,

despite the fatigue, I reminded myself that this is part of the learning process.

Day 16: 19 November 2024

Over the weekend, I spent most of my time studying Moles and Percentage

Composition while also preparing a lesson plan for these topics. Although I knew that

Ms. Lulu had planned to handle the discussion on Moles herself, I wanted to be

prepared in case there were any changes. I had already experienced last-minute

adjustments before, so I figured it would be best to anticipate the possibility.

On Sunday, the rain was very strong, and by the evening, it was announced

that classes would be suspended on Monday due to the weather conditions. While I

was relieved to have an extra day to review my lesson, I also knew that this meant

we would have to adjust the schedule moving forward.

Since Monday has no classes, Tuesday became the first school day of the

week. I arrived at 8:55 AM, feeling both prepared and nervous about the day ahead.

As soon as I greeted Ms. Lulu, she told me that she had been sick with the flu over

38
the weekend and was still feeling weak. Because of this, she asked Ms. Carleene if

her class observation could be delayed for a little while.

She then told me that I would be handling all of the classes for the day since

she wasn’t feeling well enough to observe me properly. Although I was a bit

surprised, I immediately agreed and assured her that I was ready. I also informed her

that I had already submitted my lesson plan for the week, covering Moles and

Percentage Composition.

One thing that helped me feel more confident that day was that I had brought

a laptop with me. Over the weekend, my uncle visited us on Saturday and told me

that I could borrow his old laptop since he had recently bought a new one. This was a

big help because I now had a more reliable way to present my lesson. Unlike before,

when I had to rely on printing materials and manila paper, I could now use a

PowerPoint presentation more efficiently.

Even though I had prepared my lesson plan and PowerPoint presentation, I

still felt a bit unsure about explaining Moles to the class. I knew that Moles involve a

lot of mathematical concepts, and since I’m not very confident in Mathematics, I felt

nervous about whether I could explain the topic clearly.

Ms. Lulu was sitting at her desk, looking visibly tired and unwell. I hesitated

for a while, debating whether I should ask her for help. I didn’t want to disturb her, but

at the same time, I knew that if I struggled during the lesson, it would affect my

students' understanding. After gathering my courage, I finally decided to tell her that I

wasn’t sure if I could handle the discussion properly. Instead of getting frustrated, she

reassured me by saying, You can do it. You just don’t believe in yourself. Her words

encouraged me, but I still expressed my concerns about scientific notation, which I

found particularly challenging.

39
 To help me, she went over some examples step by step, breaking them down

so that I could understand them better. After explaining the process, she asked me if I

understood it. I admitted that I was still having a hard time with scientific notation, so

she patiently went over it again, making sure I grasped the concept.

Since Ms. Lulu was feeling sick, she only observed my first class with Section

Hernandez. I started my discussion, following the method that I had practiced. After

the lesson, she gave me some feedback: She told me that I was explaining the

concepts well. However, she pointed out that my voice wasn’t loud enough, making it

difficult for some students to hear me. To reinforce my explanation, she repeated the

process herself in front of the class before leaving to rest. I was relieved that she

found my explanation acceptable, but then when she repeated the lesson, she used

a shortcut method for solving Moles problems one that I was not very familiar with.

At first, I didn’t think much of it. But when she left the classroom, I looked at

my students' faces and saw a lot of confusion. It was clear that they were not

following the method she had used, and that filled me with panic. I knew that if I didn’t

step in, they would struggle to keep up with the lesson.

Although I felt a wave of anxiety, I knew I had to stay calm and composed in

front of my students. I couldn’t let them see that I was nervous, so I took a deep

breath and decided to reteach the lesson using the method I was familiar with. I went

step by step, carefully explaining each part of the process again. Slowly, I saw that

my students were starting to understand, and eventually, they got it. Seeing them

finally grasp the concept made me feel a sense of relief and accomplishment.

Meanwhile, Ms. Lulu took over the discussion in two other sections, Ravelo and Villa.

She explained the process to them again, giving me another opportunity to observe

her teaching style and learn from her approach.

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 By the end of the day, I felt both exhausted and proud. I realized that students

don’t always understand new concepts immediately, especially when different

teaching methods are used. Sometimes, a method that works for one person may not

work for another. I learned that confidence in teaching doesn’t come instantly it has to

be built through experience and practice. I also learned the importance of

adaptability. Even though I wasn’t comfortable using the shortcut method Ms. Lulu

introduced, I was able to stick to what I knew best and still help my students

understand the topic.

At the end of the day, I was grateful that I had pushed through my doubts.

Although I still have a long way to go, I feel like I am slowly improving not just in

teaching, but also in believing in myself.

Day 17: 20 November 2024

I arrived at the school around 9:10 AM. As I proceed onto Ma'am Lulu's table,

I greeted Ms. Lulu, who still seemed a bit unwell but was pushing through the day. I

quickly settled down and reviewed my lesson plan to make sure I was fully prepared

for my discussion.

The previous day, we covered the concept of Moles as a way to count

particles, and I provided several examples to help students understand. Since this

topic involved mathematical computations, I made sure to go through each step

slowly and carefully to ensure that they grasped the foundational concepts.

However, I knew that today’s discussion would be even more challenging

because we were moving on to performing conversions between moles, mass, and

the number of particles. This meant that students had to not only understand the

concept of Moles but also learn how to apply conversion factors in calculations.

During the discussion, I knew that mole concept would be one of the most difficult

41
topics to explain to Grade 9 students, so I wanted to make sure I had plenty of

examples to reinforce their understanding.

I also anticipated that many students would struggle with the calculations,

especially since this lesson involved scientific notation and dimensional analysis. To

help them prepare, I had already asked them yesterday to bring a scientific calculator

for today’s session. I reminded them that those who did not bring a calculator would

have to manually compute the problems in their notebooks. When class started, I

began by briefly reviewing the key points from yesterday’s discussion to refresh their

memory. I emphasized that understanding how to convert between moles, mass, and

the number of particles is essential because it serves as the foundation for solving

more complex chemistry problems in the future.

Some students were able to quickly grasp the process, while others needed

more time and practice. I noticed that a few were struggling with scientific notation,

so I took a moment to explain it again before continuing with the conversions. To

reinforce what we learned, I gave the class one sample problem to answer at home

as part of their assignment. I explained that this would help them practice applying

what they learned today and prepare them for more complex problems in the next

lesson.

Before dismissing the class, I reminded them again to bring their scientific

calculators for the next session, as we would be diving into Percentage Composition

soon. I also assured them that if they had any questions, they could approach me

anytime for clarification.

By the end of the day, I felt a sense of accomplishment knowing that we had

covered a crucial topic in chemistry. However, I also realized that some students

were still struggling, and I would need to find additional ways to make the lesson

more engaging and easier to understand. I reminded myself that teaching is a

42
continuous learning process, not just for students but also for me as their teacher.

Every day presents new challenges and opportunities to improve, and I am

determined to keep refining my teaching strategies to better support my students.

As I packed up my things, I thought about how I could further simplify my

explanations for the next lesson. I knew that Percentage Composition would be even

more challenging, so I had to make sure my PowerPoint, examples, and teaching

approach were well-prepared.

Day 18: 21 November 2024

I arrived at school around 9:30 AM. As I walked into Ms. Lulu's corner, I

greeted Ms. Lulu with a good morning and then proceeded to arrange my things. The

night before, I had spent time preparing more examples on converting moles to

grams, mass, and particles, and vice versa. I also used that time to review and refine

my PowerPoint presentation to ensure that I was fully prepared for the discussion.

While I was typing on my laptop, Ms. Lulu approached me and informed me

that my topic for the day should be Percentage Composition. She explained that

since there would be no classes next week due to the academic break, and the

following week would already be the students’ periodical examination, we needed to

move forward with the lessons more quickly.

I was caught off guard by this sudden change because I wasn’t prepared for

that topic yet. I reminded her that she had initially planned to discuss Percentage

Composition herself during her class observation. She sighed and told me that she

would give me this day to continue with the mole conversions but emphasized that

students needed to fully understand the topic before their periodical examination.

I nodded and agreed with her, despite feeling doubtful about my ability to

explain everything effectively. However, I reminded myself that I had already spent

time preparing for mole conversions, and with the right approach, I could guide the

43
students through the lesson properly. At 12:30 PM, I proceeded with the discussion

as usual. Throughout the lesson, I made sure to pause frequently and ask students

whether they understood the concepts or if they had any questions or clarifications. I

noticed that students were more open to asking questions when Ms. Lulu was not

present. Some of them admitted that they struggled with certain concepts but felt too

shy to ask when she was around. Taking advantage of this opportunity, I revisited the

topics they found confusing, providing additional explanations and examples to help

them understand better.

Last night, Ms. Lulu had also given me a conversion factor chart that students

could use when performing mole-to-mass and mass-to-mole conversions. I flashed

the formula on the TV screen and instructed the students to copy it in their

notebooks. I emphasized the importance of memorizing this formula since it would be

extremely useful for their upcoming periodical examination. I also walked around the

classroom to check whether everyone was copying the chart properly and to assist

any students who had questions. To check their understanding, I gave each class a

short assessment containing three questions, containing the following: converting

mass to moles, converting grams to moles, converting moles to mass.

However, since we ran out of time, I decided to assign the remaining

problems as homework for them to complete at home. I reminded them that

practicing these problems would help them prepare for the periodical exam and that I

would check their work in the next class. As I walked out of my last class, I felt a

sense of relief and accomplishment. I had survived the day despite the unexpected

shift in plans. Although I had doubts at first, I was glad that I managed to guide the

students through their difficulties and reinforce their understanding of mole

conversions.

Day 19: 22 November 2024

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 I arrived at school at 8:55 AM. I just felt that I needed to come early today.

When I entered the faculty room, I noticed that Ms. Lulu looked exhausted and

uneasy. I greeted her good morning and then asked if there were any tasks assigned

to me for the day.

She informed me that her class observation would take place today. She

mentioned that this was a very common occurrence in public schools and that

teachers were already used to it. However, she also admitted that she had only

finished preparing her lesson plan the night before and hadn’t slept at all because

she had to attend an early morning interview for a job application in the U.S.

Since she would be busy with her class observation in Section Villa, she

assigned me to look after Section Hernandez during that time. At 12:30 PM, I

proceeded to Section Hernandez while Ms. Lulu was still preparing for her demo

lesson at her desk. I checked the assessments from the previous day and helped the

students review some of the points they didn’t fully understand regarding mole

calculations. I made sure to address their questions and clarify misconceptions to

reinforce their understanding.

After the class observation in Villa, we had a one-hour break before the next

class. Ms. Lulu informed me that she would personally handle Section Ravelo, as

she wanted me to observe how she explained Percentage Composition. She said

this would help me understand how to effectively discuss the topic to the remaining

sections. After observing her lesson, I proceeded to teach Percentage Composition

to the remaining four sections: Reyes, Joaquin, Santos, Hernandez (during their

homeroom period from 4:00 to 5:00 PM)

Despite feeling a bit nervous about handling a new topic, I followed Ms. Lulu’s

approach and added a few of my own examples to ensure that the students grasped

the concept. The day was quite exhausting, but I was glad that I was able to manage

45
my assigned tasks effectively. Observing Ms. Lulu’s teaching strategies gave me a

clearer idea of how to present the lesson in a way that would be easier for students

to understand. At the end of the day, I felt grateful for the learning experience and

reminded myself that each challenge is an opportunity to improve and grow as a

teacher.

Day 20: 25 November 2024

Last week, I was informed that there would be no classes this week due to

the academic break. However, teachers were still required to report to school for the

entire week to attend seminars and training sessions.

Last Saturday, I messaged Ma’am Lulu and asked if I could come to school to

assist her so that my time wouldn’t go to waste. She agreed and told me that she

would add me to the group chats of each section and assign me to send modular

activities until Thursday. These activities would serve as a review for students in

preparation for their upcoming periodical examination. I replied that I would take care

of it as agreed.

Over the weekend, I prepared four different activities covering moles and

percentage composition, which students would be required to submit a week after

their periodical examination.

That day, I arrived at 7:30 AM, which was late since their seminar had already

started at 7:00 AM. When I got to Ms. Lulu’s table, I saw her belongings, but she

wasn’t there. At that moment, I wasn’t sure what to do, as there were no teachers

around whom I could ask. The only people present were construction workers

painting the stairs. I politely approached one of them and asked if he had seen Ms.

Lulu. He told me that she had probably already gone to the seminar.

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 After a while, I saw two students from CvSU carrying food, and it seemed like

they were calling me. I quickly ran toward them, and they invited me to join them at

their table since I was alone.

I grabbed my bag and followed them to the next building, which they referred

to as the red building. They explained that they weren’t required to come to school

that day either, but they decided to since they had a lot of tasks to complete. I told

them that I also came because Ms. Lulu had not yet given me a class record, which I

needed to log students’ activities. While Pia and Ronalyn ate their food, they also

worked on recording students’ scores. Meanwhile, I kept checking my phone, waiting

for Ms. Lulu’s reply. Pia mentioned that the seminar might take a while, so I decided

to be patient. After about 20 minutes, I finally received a reply from Ms. Lulu. She

informed me that she had already prepared a class record for me to fill in and that the

papers to be checked were also on her table. I thanked Pia and Ronalyn and told

them that I would return later after finishing my work.

When I arrived at Ms. Lulu’s table, she was still not there. I checked her

laptop bag and found the class record she mentioned. I took it out along with the

papers stacked at the back of her table. These included the assessment papers I had

given to the students. Shortly after, Ms. Lulu returned and handed me a copy of the

answer key for her own assessment. She informed me that they only had a 30-

minute break before they needed to go back to the seminar.

She also suggested that if I had company, I could join them again to keep

myself occupied with something productive. However, I told her that I preferred to

work alone, as I found it easier to focus that way.

Late that afternoon, I messaged each group chat and sent a short activity

about moles. I made sure to provide clear instructions so that students would

understand what to do. I also reminded them that this activity would serve as a

47
review for their upcoming periodical examination and that they should submit it on the

assigned date. After that, I then spent the rest of the day, until 4:00 PM, checking and

recording students papers.

By the end of the day, I felt exhausted yet accomplished, knowing that I had

completed an important task and helped ease Ms. Lulu’s workload. It also made me

realize the amount of paperwork and administrative tasks that teachers have to

handle behind the scenes.

Day 21: 26 November 2024

The next day, I wasn’t able to go to school because, after I got home last

night, I started feeling like I was coming down with the flu. My body felt heavy, and I

had a mild fever, so I decided to rest. I messaged Ms. Lulu early in the morning to

inform her about my condition. She understood my situation and advised me to take

the day off to recover. Even though I was absent, I still wanted to fulfill my

responsibilities, so I asked Ms. Lulu if I could continue working from home. I told her

that I didn’t want to waste a day without being productive and asked if my tasks for

the day could be counted as part of my duty. She agreed and reminded me to

prioritize my health. After our conversation, I sent a copy of my PowerPoint

presentation to the group chats of each section. I explained to the students that this

would serve as their review material for the upcoming periodical examination. I also

took the opportunity to remind them to check their notes and complete any unfinished

assignments.

Thankfully, I had brought home a large number of student papers to check,

along with the class record. Since I wasn’t feeling well, I knew it would take me

longer than usual to finish, so I decided to start early. My sister, who also had no

classes that day, noticed that I was struggling to go through all the papers on my

own. She offered to help, and I gladly accepted. We divided the task—she read out

48
the scores while I recorded them in the class record. Her help made the process

more manageable, and I was grateful for her assistance.

Despite our teamwork, I still wasn’t able to finish checking all the papers

because there were just too many. The task was exhausting, but I reminded myself

that I had to complete it as soon as possible. For documentation purposes, I asked

my sister to take a picture of me while checking the papers. This was necessary to

show that I was still performing my duties, even from home.

I spent the entire day checking and recording scores, taking short breaks in

between to rest. By the time 4:00 PM came the assigned timeout for that week, I had

made significant progress, but I knew there was still more to do. Although I was

physically tired, I felt a sense of accomplishment knowing that I had been productive

despite my absence from school.

Day 22: 27 November 2024

I decided to go to school the next day. I felt much better compared to

yesterday, so I woke up at 5:00 AM to get ready. By 6:00 AM, I had already sent a

copy of their short quiz on percentage composition to the group chats of each

section. I reminded them that examples had already been provided in the PowerPoint

presentation I sent the previous day. I emphasized that they should review the

material carefully before answering the quiz, as it would help them understand the

topic better.

As I had been doing since Monday, I also instructed them to react with a heart

on my message as a way to confirm their attendance. This method had been

effective in ensuring that students acknowledged and received the activities I sent. It

also helped me track who was actively participating in our asynchronous review.

I arrived at school exactly at 6:58 AM, but when I logged my time, I decided to

write 7:00 AM on my time card instead. When I got to her table, I noticed that Ms.

49
Lulu wasn’t there yet. Without wasting time, I proceeded with my tasks and started

checking and recording student papers.

Ms. Lulu arrived later at 9:45 AM. She looked tired, and as soon as she sat

down, she told me that she wasn’t feeling well since yesterday, which was why she

was late. She mentioned that she hadn’t expected me to come to school either, since

I also had a flu the previous day. I assured her that I was feeling better and was able

to continue my tasks without any problem. She nodded, then arranged her things

before heading off to attend the seminar with the other teachers.

At around 3:00 PM, she took a short break and returned to her table for a

while. We had a brief conversation, and she asked me how my work was going. I told

her that I had been checking and recording papers all morning and was trying my

best to finish as much as I could. She reminded me not to overwork myself,

especially since I had just recovered. After her break, she went back to the seminar

and stayed there until 4:00 PM.

Meanwhile, I continued my tasks for the rest of the day. Checking and

recording student scores was a tedious process, but I reminded myself that every

small progress mattered. By the time school hours ended, I had managed to get

through a significant portion of the papers. Though I still had some left to check, I

was glad that I had been able to catch up after being absent the day before. Despite

feeling a little tired, I left school with a sense of accomplishment. I knew that staying

consistent with my tasks, even on difficult days, was an important part of my growth.

Day 23: 28 November 2024

The next day, I decided not to send any new activities to the group chats.

Instead, I simply reminded the students to review the PowerPoint presentation and

go over the topics they found difficult to understand. I wanted them to focus on

grasping the concepts rather than just answering another activity.

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 I arrived at school at 6:45 AM but recorded 7:00 AM on my time card, as

usual. When I got to the faculty room, Ms. Lulu had already left to attend the seminar.

Since she wasn’t around, I immediately proceeded with my task for the day which is

encoding the students scores on the laptop. Ms. Lulu had sent me a soft copy of the

grade sheet the night before, so I could now transfer the recorded scores from the

papers to the excel file.

At that time, I still had two remaining activities to check, with six sections

each. I tried my best to work efficiently, checking the papers while simultaneously

recording the scores. After hours of focused work, I finally finished checking

everything by 2:00 PM. I felt relieved, thinking that I could spend the rest of the day

only encoding the scores until dismissal at 4:00 PM.

However, when Ms. Lulu returned, I informed her that I had completed

checking all the papers. She nodded, then proceeded to rummage through the side

of her table, where she found another stack of ungraded papers these were from her

own class activities. Seeing the pile, I felt a moment of exhaustion, but I quickly

reminded myself not to complain. Instead, I told her that I would continue checking

the papers until 4:00 PM and would just finish encoding at home later that night.

Ms. Lulu, however, advised me against bringing work home. She shared that

through her years of experience as a teacher, she had learned that bringing work

home constantly could negatively impact mental health. She told me that it was

important to establish boundaries between work and personal time. I listened

carefully to her advice and, after a moment of thought, decided not to take any

papers home after all.

Before leaving, Ms. Lulu signed my DTR, then told me that I could go home

and rest. As I was walking towards the school gate, a teacher approached me,

laughing, and playfully asked if I hadn’t been informed that there were no classes that

51
week. I smiled politely and explained that I had been assigned to check and record

papers, which was why I still came to school. She simply nodded in understanding. I

then stepped aside to give way for the other teachers, slowing my pace to let them

pass comfortably.

When I finally got home, I originally planned to continue encoding and

checking papers, but as soon as I arrived, I felt my flu symptoms returning. I knew I

needed to rest, but before that, I quickly washed my clothes and hung them outside

to dry. After that, I lay down for a while to regain some energy.

Later that night, I woke up feeling extremely tired, so I ate dinner and finally

accepted that I no longer had the energy to continue my work. Instead of forcing

myself to push through, I allowed myself to rest for the night, knowing that I needed

to take care of my health as well.

Day 24: 29 November 2024

I arrived at school at 7:10 AM. I felt well-rested after a good night’s sleep, and

I noticed that my mood was much lighter that day. I brought my laptop with me,

planning to continue recording and encoding scores. When I arrived, Ms. Lulu was

already there, busy with her work. Ms. Monica Garde, the Grade 9 coordinator,

approached Ms. Lulu that morning and gave her a copy of the schedule for next

week's Periodical Examination. After she left, Ms. Lulu let me take a picture of it so

that I would know her schedule.

I set up my table and the class record, preparing to record all the scores for

written work and performance tasks. As I began working, Ms. Lulu approached me

and shared her thoughts. She said that while she was proud of my consistency and

grateful that I was helping lessen her workload, she wanted to remind me that

recording scores was not my primary responsibility. She emphasized that my main

role was to teach, and she urged me to stay focused on that.

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 She also reminded me that I still needed to submit a copy of my lesson plan

for the week after next, which would be about volcanoes. Additionally, she told me to

prepare for my final demo teaching, as the latest update from Jercie indicated that it

would take place in the second week of December. She offered to review my lesson

plan and provide technical assistance once I had it ready.

I listened carefully and assured her that I would comply immediately. I knew

that the final demo was a significant milestone, and I wanted to be well-prepared for

it. For the rest of the afternoon, I continued recording and encoding scores. Around

2:00 PM, Ms. Lulu left to attend either a seminar or a meeting about GAD (Gender

and Development). She mentioned that she wanted to go because it had been nine

years since she last attended that kind of activity where teachers could bond, play

games, and enjoy each other’s company. She also shared that this might be her last

year at EAPIHS, as she was planning to move abroad for a job opportunity along with

her family next year.

Hearing that, I reflected on how much I had learned from Ms. Lulu and how

valuable her guidance had been throughout my teaching experience. Although the

day was mostly spent on clerical tasks, it was also a reminder to stay focused on my

teaching responsibilities and to prepare for the important weeks ahead.

Day 25: 02 December 2024

I arrived at school around 9:10 AM. The periodical examination is scheduled

for tomorrow and Wednesday at 12:30 PM, so the atmosphere in the school was

noticeably tense, with students trying to make the most of their remaining review

time. That day, Ms. Lulu asked me to review the students, especially about carbon,

since most of the exam questions focus on it. In every class I visited, I made sure to

remind them to bring a scientific calculator, as there are computation-based

questions involving moles and percentage composition. Since many students

53
expressed uncertainty about these topics, I went over them again, breaking down the

concepts as simply as possible to help them feel more confident. I also tried to give

additional examples and guided them through some practice problems to reinforce

their understanding.

Aside from reviewing, I spent a good part of the day checking newly

submitted papers from recent activities. The workload was quite heavy, especially

since I was also encoding the scores on my laptop. The papers I checked last week

were mostly from activities Ms. Lulu had given before I became her student teacher,

so I was more familiar with this new batch. Despite the time-consuming process, I

made sure to check carefully, as I wanted to provide accurate feedback for the

students.

By the end of the day, I was physically and mentally exhausted. The students

had so many questions, and although it was challenging to address all of them, I did

my best to provide clear explanations. It was fulfilling to see their eagerness to learn,

and I only hope that all the reviewing we did will help them perform well in the exam.

Day 26: 03 December 2024

The day of the periodical examination finally arrived. I got to school at 8:30

AM since our schedule today was only until 5:30 PM, allowing me to complete my

eight-hour duty. Even before the students arrived, I could already sense the

nervousness they would bring with them. Many of them had expressed their worries

the day before, saying they felt unprepared, but I knew they had studied and could

handle the exam.

Ms. Lulu checked in on me and asked how I was feeling. I told her that I had

been dealing with a cough and a runny nose since the weekend. It was obvious, as I

couldn’t help but cough occasionally near the table. She immediately told me to take

it easy for the day and focus on checking papers instead. She would handle

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distributing the exam and supervising the students while they took their tests. I

appreciated her concern, as I was not feeling my best, though I still wanted to be

productive.

Since the students weren’t scheduled to arrive until 12:30 PM, I spent the

morning at her table, checking newly submitted activities, recording scores in the

class record, and encoding them on my laptop. The volume of papers was quite

overwhelming, but I worked steadily, making sure to check each one carefully. To

stay organized, I also prepared plastic folders to sort the checked papers by section,

making it easier to track which ones were already recorded.

When the students arrived and the exam began, I remained outside the

classroom as Ms. Lulu supervised them. While waiting, I continued working on

checking and encoding the students activities. It was a relatively quiet afternoon, with

only occasional footsteps or murmurs from other teachers and staff passing by. The

day felt slower than usual, likely because I wasn’t actively engaging with the students

as I normally would.

By the time my duty hours ended, I was exhausted not just from the lingering

cold but also from the mental effort of checking so many papers. Despite that, I was

glad to have accomplished a lot for the day. Hopefully, after some rest, I’ll feel better

and be ready for another productive day tomorrow.

Day 27: 04 December 2024

I arrived at school at 8:10 AM and, as always, greeted Ms. Lulu as soon as I

approached her table. She seemed busy preparing for the day's exams, so after

exchanging pleasantries, I waited for further instructions.

That day, I was assigned to supervise Sections Joaquin and Hernandez

during their periodical exam. It was my first time being directly involved in the

supervision of an exam, so I made sure to follow Ms. Lulu’s instructions carefully.

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Before my assigned supervision, she also gave me the opportunity to check the

answer sheets from yesterday’s examination using her ZipGrade account. I found the

process interesting, as it was much faster than manually checking each paper. Ms.

Lulu assisted me in taking pictures of each answer sheet to scan them into the

system. After successfully checking one section’s papers, I asked if I could check

more, so she brought in additional answer sheets for me to process. I worked at the

front of the room while the students were busy answering their exams, with Ms. Lulu

supervising from the side.

Once I finished checking the papers, I returned them to Ms. Lulu. In the

afternoon, I was assigned to supervise Section Joaquin. As expected, despite

multiple reminders from both me and Ms. Lulu, several students still forgot to bring

their scientific calculators and periodic tables. It was frustrating, considering how

much we had emphasized the importance of these materials, but at that point, there

wasn’t much I could do except observe.

While the students were answering the exam, Ms. Lulu informed me that she

had to step out for a while to attend to something. Before leaving, she gave me a

specific instruction: if I saw any students borrowing a scientific calculator or periodic

table from a classmate, I was to take note of their names and report them to her later.

I nodded in understanding and continued observing the room.

About ten minutes after she left, I noticed a student holding his classmate’s

periodic table while facing him. It was clear that they were attempting to share the

material, despite being explicitly told not to. I immediately approached them and

asked for their names. They looked surprised, as if they had forgotten Ms. Lulu’s

instructions earlier. Without hesitation, I noted their names in the Notes app on my

phone, deciding to report the incident once the exam was over.

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 Ms. Lulu returned to the classroom just before the exam ended at 5:00 PM.

She collected the test papers and questionnaires, and we stepped out of the room

together. Before we parted ways, she informed me that there would be no regular

classes the next day. Instead, it would be a designated time for students to complete

any missing activities before their grades for the second quarter were finalized. With

that, the long day finally came to an end. Although supervising an exam was a new

experience for me, it also came with its own challenges, particularly in ensuring that

students followed the rules. Still, I was glad to have been entrusted with the

responsibility, and I looked forward to seeing how the students performed on their

exams.

Day 28: 05 December 2024

It's starting to get cold since it's already the beginning of December. I arrived

at the school at 9:48 AM and greeted Ms. Lulu before proceeding to my seat. I took

out the papers I needed to encode that morning. Around 11:00 AM, she went out to

get lunch while I ate my packed lunch.

That day, Ms. Lulu told me that she would be spending time talking to

students who needed to comply with their requirements. She mentioned that she

needed the class record as proof, so I handed it to her. She also assigned me the

task of finishing my lesson plan and PowerPoint, as well as encoding the remaining

papers so we could return them to the students. She explained that she always

returns the papers because it is the students right to know their scores.

I spent most of the day researching my topic for next week while

simultaneously recording the students' scores on the laptop. Meanwhile, Ms. Lulu

gave the students a performance task, which included a table where they needed to

fill in the required information. Some parts involved calculations, so they needed their

scientific calculators to complete the task.

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 By around 7:00 PM, four sections had already submitted their performance

tasks to me. Ms. Lulu informed me that she would be giving another performance

task tomorrow, as this was only the first one for the whole quarter. While most

students passed their periodical exam, they still needed several performance tasks to

secure a passing grade for the quarter.

She also reminded me that I needed to check and encode all the performance

tasks before next week so she could compute their grades. Because of this, I

decided to bring the papers home to check them, but she wouldn’t let me. She

advised me to just do it tomorrow since I had enough time.

Day 29: 06 December 2024

The next day, I arrived at school at around 9:48 AM. I was filled with

enthusiasm, eager to finish all my tasks. I had also already submitted two of my

lesson plans for the following week about volcanoes.

Upon arriving, I greeted Ms. Lulu. She seemed busy on her laptop, as usual,

but she still greeted me back. After a while, she told me she was going to get coffee,

something she always did, especially after a tiring morning. When she returned, she

handed me all the performance tasks from the previous day for the four sections:

Hernandez, Villa, Ravelo, and Reyes. I spent most of my time checking these tasks.

In the afternoon, around 5:00 PM, the students submitted their performance

tasks to me. Ms. Lulu then instructed me to supervise Joaquin for a short while and

distribute their performance task. After supervising Joaquin, Ms. Lulu returned, and I

continued with my task of distributing the checked papers to the students. I had

already sorted them by section and managed to return all the papers before their

class ended.

By 7:00 PM, the only papers left on my desk were from the activities given

earlier. I thanked Ms. Lulu for her guidance, and she also thanked me for taking on

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most of the recording work. Before we bid farewell, she reminded me to rest well

since we had a long week coming.

Day 30: 09 December 2024

Last night, I sent Ms. Lulu all the Excel files containing the encoded scores

from the six sections. I arrived at school at 9:25 AM, greeted Ms. Lulu, and prepared

for the upcoming discussion while she was busy on her laptop.

After a while, she asked me for a copy of my PowerPoint since I hadn’t

uploaded it to Google Drive yet. I handed her my laptop, and she noticed that my

PowerPoint included a discussion about tectonic plates and the Earth's interior. She

asked why I had included those topics, and I explained that I was following the

content from the science book she had lent me. She then reminded me that I should

be using the Learner’s Module and Teacher’s Module from DepEd. While she

appreciated my initiative in reading and researching from other sources, she

emphasized the importance of aligning with the DepEd curriculum, which always

begins with a pre-assessment and an activity before the discussion.

Since it was almost time for my lesson in Hernandez, she let me proceed with

my discussion as planned. However, she helped me revise my PowerPoint for the

next section to better align with the curriculum.

After that, I went through each class, starting with a pre-assessment. I also

gave them an activity to explore their initial ideas about volcanoes. Using their

textbooks, they were asked to refer to the pictures and create a concept map, writing

down their thoughts about volcanoes. Before dismissing the class, Ms. Lulu reminded

me to inform the students to bring a xerox copy of the map of the Philippines from

their book, as it would be needed for their activity tomorrow.

Day 31: 11 December 2024

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 I was absent yesterday due to the flu, and though I was still feeling a bit weak

in the morning, I decided to go to school. I didn’t want my tasks to pile up, and I was

also worried that the teachers might think I was neglecting my responsibilities if I took

too many days off.

When I arrived, I greeted Ms. Lulu as usual. She looked surprised and

mentioned that she hadn’t expected me to come in today since I had already

informed her yesterday that I wasn’t feeling well. She reminded me to take care of my

health and not push myself too hard. I assured her that I was feeling much better and

just didn’t want to fall behind on my work. She smiled and told me to pace myself so I

wouldn’t get sick again. After settling in, I immediately prepared for my classes. I

asked my students if they had already completed the activity from yesterday, but they

told me they hadn’t done anything since Ms. Lulu had been busy. Since they weren’t

able to start, I had them continue the activity that day.

However, some students still hadn’t photocopied the materials they needed

for the task. This was a bit of an issue because the activity required them to refer to a

specific map. Since Ms. Lulu had informed me that she wouldn’t allow them to bring a

photocopy tomorrow, I instructed them to answer only the guide questions instead.

The students worked individually throughout the entire class period, quietly

focusing on their answers. I walked around the room, checking their progress and

clarifying any questions they had. Some students worked at a steady pace, while

others seemed to struggle a bit, so I made sure to guide them without giving away

the answers.

By the end of the class, most of them had written down their responses.

Before dismissing them, I reminded everyone to review the lesson for tomorrow, as

we would be moving on to the next topic. As I packed up my materials, I reflected on

the importance of staying flexible in teaching, unexpected situations always come up,

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but what matters is making sure learning continues. Even though I still felt a little tired

from being sick, I was glad that we managed to catch up on the lesson. Hopefully,

tomorrow will go more smoothly.

Day 32: 12 December 2024

I arrived at school at 9:20 AM. I greeted Ms. Lulu and thanked her for being

understanding about my situation the other day. She told me that I could come to

school this Saturday since she would also be handling the Open High School

program, allowing me to make up for my absence. I agreed and thanked her for the

advice.

As the day progressed, I made sure to cover the topic we were supposed to

discuss the other day. I started the class with a simple prayer, followed by greetings

and attendance checking. After that, I introduced the topic of active and inactive

volcanoes with a Picture Analysis activity. I showed an image of an active volcano on

the left and an inactive one on the right, prompting students to analyze and describe

what they observed. After they shared their responses, I presented the correct

answers and reviewed the concept map we had completed yesterday. Then, I

displayed the MELC and Learning Objectives for the lesson. For the Word Bank

Activity, I introduced a word play related to volcanoes to give students an idea of the

discussion ahead. I then presented some guide questions, which they would answer

during the generalization part of the lesson.

To make the topic more relatable, I compared the different stages of life to the

classification of volcanoes based on activity. After that, we began discussing how

scientists classify volcanoes according to their appearance and behavior. I also

explained the role of PHIVOLCS in identifying volcanoes based on their shape and

the materials they emit. After the discussion, I asked the class if they had any

questions or clarifications.

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 Next, we checked the activity from yesterday, where they had plotted active

and inactive volcanoes found in the Philippines. We also answered the guide

questions at the end of the activity. Most of the students answered correctly, which

gave me a sense of ease and happiness, knowing that they understood the lesson.

However, some, mostly boys were talking and playing at the back. I called on a few

of them and asked them to repeat the definition and examples of active and inactive

volcanoes. It frustrated me that most of them couldn’t answer, so I had them remain

standing.

After that, I displayed some open-ended questions and a real-life scenario to

assess their depth of understanding. I first called on students who voluntarily raised

their hands, but I also selected a few who didn’t raise their hands but whom I

suspected had an understanding of the topic. As I expected, many of them were just

shy about answering, especially in English. To encourage them, I motivated them by

helping them form their responses. I started their statements, allowing them to

complete them and then elaborate on their answers. By doing this, they gained

confidence in expressing their thoughts. At the end of the discussion, I displayed

three final questions about active and inactive volcanoes as a wrap-up activity.

Day 33: 13 December 2024

Today is Friday. I arrived at school at around 9:20 AM. Since I had submitted

my lesson plan last Wednesday, I was hoping to receive some feedback from Ms.

Lulu about my recent discussion. However, she told me that even though she was

present in the room observing me, she was also very busy computing the grades of

students from each section. She also mentioned how stressed she was from having

to talk to and chase after students with missing activities many of whom seemed

indifferent to their grades.

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 I started the discussion with a short assessment about active and inactive

volcanoes. After that, I presented the MELC and Learning Objectives for the day's

topic: the types of volcanoes. Then, I proceeded with a learning task defining the

terms magma, magma chamber, and lava. While these are simple terms, I still

included them to ensure that students fully understood their meanings.

During the lesson, an incident occurred in Reyes. As I was asking students on

one side of the room to define magma, a student named Justin rolled his eyes,

looked at the ceiling, and sarcastically said, "Magma? What is magma? Hmm, it's so

hard." I restrained myself from saying anything harsh at first. Instead, I firmly

responded by calling on students from that row to answer. In my mind, I thought, If

it’s so easy for them, why aren’t they answering?

After that, I continued with the discussion. I displayed a diagram describing

three volcanoes with distinct appearances and asked for volunteers to draw each one

on the board. After they finished, I praised them for their effort. Then, I brought out a

pop-up book showing the three types of volcanoes. I explained the characteristics of

each type and asked if they had any questions.

To assess their understanding, I presented pictures of three real volcanoes

and asked them to identify whether each one was a shield, cinder cone, or composite

volcano. To my satisfaction, they answered all of them correctly. I ended the

discussion by reminding them to review their notes when they got home.

As I ended my class with Santos, Ms. Alyssa, a Filipino teacher, suddenly

approached me and told me that I was on the list of those included in the Suring

Pangtanghalan in La Salle Dasma on Sunday. I told her that I didn’t know about it

and that Ms. Lulu hadn’t informed me that I was included in the official list. I also told

Ms. Lulu about the list, and she informed me that she wasn’t the one who put my

name there. She said she would talk to the other teachers about it and remind them

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not to include me without getting her permission first. Later on, a head teacher had

personally convinced her to ask me to come since a lot of students are coming, and

the number of teachers that will supervise are limited. Because of that, Ms. Lulu and I

was left with no choice but to agree. She said that there was nothing we could do

about the list since it had already been checked by the Head Teachers.

However, she promised to ask Ma’am Mavic if those hours could be included

in my required duty hours. After that, I spoke with Ms. Lulu about what had happened

in the section of Reyes. I told her that I should have reminded the students that not

all learners are the same and that they shouldn’t compare their strengths with their

classmates because everyone learns at a different pace.

By the end of the day, I felt a bit frustrated. I realized that I need to establish

my authority more clearly in the classroom without making students feel small or

discouraged. It’s something I need to work on as I continue teaching.

Day 34: 15 December 2024

I woke up early today since I had to pack my lunch and some snacks to bring

with me to La Salle. I felt mixed emotions throughout the day because this was my

first time attending this kind of activity not as a student, but as a teacher so it was a

new experience for me.

Before we arrived at La Salle, I prepared a checklist of names with a column

for signatures as part of their attendance. Unfortunately, one student, Hacotina, was

absent. Ms. Lulu instructed me to message him and inform him about the situation.

She also said that, even if he wouldn’t be able to come, he would still need to pay his

share of the jeepney fare since the driver had already been promised a total payment

of ₱1,200.

Yesterday, Ms. Lulu had messaged me to inform me of all the necessary

details I needed to know. She sent me the assembly time at school, the jeepney

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number, its plate number, and the name of the driver. When I arrived at school,

several jeepneys were already lined up outside the gate. I was assigned to Jeep #2,

which had 20 students on the list. At that time, I only saw one teacher, and the

students were chaotic and disorganized. I initially thought that assembly time meant

there would be a short orientation before we left for La Salle, or at least some

reminders given with the help of each adviser and facilitator. However, that didn’t

happen. While waiting, I saw Veronica walking with her Cooperating Teacher, so I

approached her and asked what grade level she was handling. She told me she was

assigned to Grade 9. After our short conversation, I spotted Ms. Lulu walking ahead

of me, so I immediately followed her. She then instructed me to board my assigned

jeepney.

When we found Jeep #2, there were already students inside. I greeted them

with a Good morning, and they greeted me back. However, even though Ms. Lulu

had told me to stay inside the jeep, I decided to step out and wait for the rest of the

students. I felt that if I stayed inside while Ms. Lulu was still waiting outside, it would

seem like I was neglecting my responsibility especially since we were assigned to

separate jeepneys. By 10:30 AM, many students had yet to arrive. I asked the ones

already present to message their classmates and remind them in their group chat.

Ms. Lulu was visibly losing her patience, as several students from Hernandez had

still not arrived.

At almost 11:00 AM, the last two students we were waiting for finally arrived.

We informed Ms. Lulu that we were now complete, and she instructed the driver to

leave since our jeepney was the first one ready. We arrived at La Salle at 12:30 PM.

Once we got there, I told the students to stay near the jeepney and not to roam

around too much. At 1:00 PM, a security guard instructed us to form a line to secure

a spot. I gathered all the students, and we proceeded to the waiting area. We entered

the Ugnayang La Salle Auditorium at around 2:00 PM. Ms. Lulu called me and

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handed me an allowance of ₱350, instructing me to eat. We went outside to eat at

the cafeteria along with other teachers. When I returned to the auditorium, the play

still hadn’t started. Instead, they were drawing a raffle using students' names. Some

students won ₱500, while others received ₱1,000. Ms. Lulu didn’t join us inside,

saying that she had already watched the play several times. The play finally began at

2:30 PM and ended at 5:00 PM. It was extremely cold inside the auditorium.

After the play, when we returned to the jeepneys, some students had gotten

separated and had not yet returned. I searched for Ms. Lulu, but a student informed

me that she had already gone back to the jeepney because she wasn’t feeling well. I

decided to call one student to help me search for the missing two. Audrey told me

that her classmates weren’t there anymore, so we returned to the jeepney, and

thankfully, they were already seated.

On the way home, I took out my checklist again for the students to sign. Ms.

Lulu had instructed me to do this as proof that all students were safe and accounted

for when we dropped them off at school. We arrived at school at almost 7:00 PM. I

looked for Ms. Lulu, but another teacher told me that she had already been dropped

off at Robinsons Dasma.

Before leaving, I said goodbye to some of the students and thanked them for

their cooperation. I also reminded them to head straight home and not wander

around since it was already dark.

Day 35: 16 December 2024

This morning, I sent a message in each group chat reminding students to

bring the materials needed for our experiment this afternoon. I had already assigned

the groupings last week. Additionally, I uploaded the lesson plan for the entire week

to the Google Drive I created for Ms. Lulu.

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 I arrived at school at 10:30 AM and greeted Ms. Lulu. She greeted me back

and mentioned that she wasn’t feeling well due to the tiring day yesterday. She was

also still busy computing students’ grades, so she asked me to take charge of all the

classes.

I started the class with the usual daily routine, followed by a review of

yesterday’s discussion. After the review, I gave a few reminders and discussed safety

measures that students needed to keep in mind before performing the activity. I then

explained the procedures for the experiment. Today's Performance Task focused on

factors affecting the intensity of volcanic eruptions, specifically the gas content in

magma.

Ms. Lulu entered the classroom to observe each group. She mentioned that,

in addition to the performance task I assigned, she had another activity in mind. She

instructed each group to record a video of themselves performing the experiment and

to submit it by 7:30 PM today.

The only major problem that occurred was that I forgot to tell the students to

bring ice. It wasn’t originally included in the list of materials, but I had recently

watched a video online that compared two basins, one with hot water and one with

cold water before placing a soda bottle or cooking oil bottle inside. Despite this

oversight, the students were resourceful and managed to find alternatives. Overall,

the Performance Task went well, and all sections were able to submit their videos in

the GC before 7:30 PM.

Day 36: 17 December 2024

Today is Tuesday. I woke up at 6:00 AM, but I wasn’t feeling well since last

night. My body hasn’t fully recovered from the activity we attended at La Salle Dasma

last Sunday. There were originally no classes today because all teachers in Silang

had a meeting at Silang Central Gym, where they would also receive their Christmas

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bonus. However, Ms. Lulu advised me to go to school so she could check my final

demo lesson plan.

My mother advised me not to go since I felt like I was having an asthma

attack. However, I told her that I needed to go because I was afraid that Ms. Lulu

might get angry if I didn’t follow her instructions. At that time, I still hadn’t started my

lesson plan due to the pressure, and every time I thought about the final demo, my

mind crumbled. The final demo was moved to January since many of my co-interns

disagreed with proceeding in December. I arrived at school at 9:30 AM, even though

the original time-in for today was supposed to be 8:00 AM. I greeted Ms. Lulu, and

she greeted me back. After that, I worked on my laptop. She approached me and

asked if I was feeling okay, and I told her yes. Then, she reminded me to submit my

lesson plan since she wouldn’t be able to check it during the Christmas break. At

around 10:00 AM, she was called by other teachers and was told that they should

proceed to the gym since other teachers had already gone. Before leaving, she

asked if I would stay, and I nodded. She then asked me to look after her belongings

while she was gone. I tried my very best to start my lesson plan, but phlegm kept

coming out of my nose, and I couldn’t stop sneezing. I was also coughing nonstop.

By 11:00 AM, I decided to take a nap because it was so cold, and my head started to

hurt.

I woke up at 12:30 PM and tried to type on my laptop again. Ms. Lulu returned

at 2:30 PM, looking very happy. She told me that all teachers received free ham from

the local municipality in addition to their Christmas bonus. At 3:00 PM, she asked the

other teachers about the official time-out for the day and whether we could go home.

The teachers said that the Head Teachers had already announced that the time-out

for today was 3:00 PM.

Ms. Lulu signed my DTR and didn’t say anything about my lesson plan. She

only reminded me to help her distribute the students’ report cards tomorrow. After the

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card distribution, the students’ Christmas party would take place on December 19,

followed by the teachers’ Christmas party on December 20. I walked out of the

school gate feeling dizzy and tired. I quickly found a tricycle to ride home.

Day 37: 02 January 2025

Classes resumed today, Thursday. I wasn’t able to attend the distribution of

report cards on December 18, as well as the Christmas parties on December 19 and

20. At the time, I messaged Ms. Lulu to inform her that I was having an asthma

attack.

I arrived at the school at 10:00 AM and was shocked to find the classrooms

almost empty. It seemed that students were not yet prepared to return to school. At

12:00 PM, Ms. Monica Garde, the Grade 9 coordinator, roamed around each

classroom to check how many students were present. She then decided to merge six

sections into three. After that, Ms. Lulu informed me that our schedule for the day

would only include three classes. During the classes, I reviewed the students on the

effects of gas content on volcanic eruptions and then we checked the answers to the

guide questions from their last Performance Task. After the discussion, I gave them a

short assessment on the topic. As an assignment, I asked them to go to pages 171–

172 of their book and bring the materials mentioned there for tomorrow’s activity.

Classes were dismissed early, but the teachers time-out remained the same.

Students were discharged at 5:30 PM. I worked on my lesson plan until 7:00 PM, but

I didn’t finish it. So, I decided to submit it tomorrow and send a copy to the Google

Drive later.

Day 38: 03 January 2025

I arrived at the school grounds at 10:00 AM and noticed that there were even

fewer students today than yesterday. At 12:00 PM, Ms. Monica once again roamed

around each classroom, but this time, she gathered all the students into one room,

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merging the six sections into one. A young teacher approached Ms. Lulu and jokingly

said that the students shouldn’t have come since there were so few of them. Ms. Lulu

laughed and agreed.

Ms. Lulu told me that I would not be teaching today. Instead, she instructed

me to focus on my lesson plan so that I could submit it to her before the end of the

day. I edited a few parts and printed it using her printer, thankfully, I had brought bond

paper with me. My final demo lesson plan consisted of 28 pages at the time.

After submitting it to her, she checked it immediately. She said that my lesson

plan was good, but we would see how it goes during the mock demo next week. She

also suggested a few changes to the activity and advised me to include the

PowerPoint presentation in the lesson plan, as well as the criteria for the group

activity.

I was very happy that no major revisions were needed for my lesson plan. I

truly feel like I have improved. However, she reminded me to do my best since she

will be observing me on Monday. She also said that during my mock demo, I should

think and feel like a real teacher already. She emphasized that she doesn’t want to

pressure me, but I should use that pressure as motivation to do well.

As I walked out of the gate, I felt pressured again and started thinking about

everything that could go wrong on Monday, even though it was just a mock demo.

Last Friday, it was confirmed that my final demonstration would be scheduled

for Monday, January 13. Ms. Lulu said that it was a good date since it wouldn’t affect

her class observation schedule.

Day 39: 06 January 2025

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 I woke up at 6:00 AM. At 7:00 AM, I sent a message in each GC reminding

the students to bring the materials I mentioned last Friday since we would be

performing another activity today.

I arrived at school at 9:19 AM. I passed a copy of my edited lesson plan to

Ms. Lulu, and she checked it. She asked me if I was ready for the mock demo today.

I was very nervous since I hadn't practiced yet. She told me that I had to practice

using the five sections, except for the class where the final demo would be observed.

The mock demo would proceed with one section per day.

The classes proceeded as usual. We started with an activity as a review of

the previous topic about gas content. After I presented the MELC and learning

objectives for the day, I told the students to get a 1/4 sheet of paper and answer the

following assessment. I wanted to test their understanding of viscosity. After that, we

checked the assessment.

Most of the students from each section got a score of 3 or 4. I commended

them for their scores, then I introduced Performance Task #2, called Viscosity Race.

In this activity, students were tasked with measuring the flow of different fluids: water,

cooking oil, syrup, and honey. I reminded them to record the time while doing three

trials for each liquid. After the trials, they needed to individually answer the guide

questions based on their own observations.The sections who weren't able to perform

at the time were Joaquin, Reyes, Villa, and Santos because most of the groups didn't

bring the assigned materials.

I wasn't able to proceed with the mock demo that day because I felt like I

wasn't ready. Ms. Lulu looked disappointed. She told me that if I couldn't do it today, I

must proceed with it tomorrow.

Day 40: 07 January 2025

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 I arrived at school at 9:30 AM. At that time, Ms. Lulu was very happy. She told

me that she had been preparing for different on-the-spot interviews early in the

morning. She said that these interviews would determine whether she could secure a

sponsor for her teaching application in the U.S. I told her that she could do it and that

I was rooting for her. She smiled at me, thanked me, and also said that she was

nervous.

The discussion about viscosity proceeded that day in sections Ravelo and

Hernandez. I only gave a performance task activity in Villa, Santos, and Joaquin. My

mock demo for the day proceeded with the help of Reyes.

I was very nervous, and because of that, I couldn't proceed. My laptop also

lagged at that time, causing a delay since I couldn't open my PowerPoint. I admit that

I was having a hard time, especially since last night Ms. Lulu told me that I should

memorize my lesson plan word for word. She also mentioned that my main problem

was my voice and the way I transitioned from one activity to another. She told me

that my mock demo should be polished and clean by Friday so that it would be

perfect for my final demo teaching on Monday.

She reminded me to be confident. At the time, I was struggling, and the fact

that she was correcting me in front of the students added to the pressure. We didn't

reach the group activity that day and only practiced the discussion part. Ms. Lulu told

me that by Friday, she should have my revised final demo lesson plan in hand so that

she could check it.

Day 41: 08 January 2025

I slept late last night practicing my final demo. I am still having a hard time

memorizing it word for word. I thought that maybe what I really need to focus on is

the flow and concepts of the topic so that during my final demo, I would still know

what to present because I understand the topic well. However, Ms. Lulu told me that I

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should memorize it since that is what her previous STs did. I had already inputted the

changes into the new lesson plan that I submitted to her this morning.

The performance task activity proceeded in Joaquin and Santos at that time. I

practiced the mock demo in Hernandez, and Ms. Lulu assessed my performance

once again. She told me that my main problem was still my voice and the transition

between topics. She also reassured me that she believed in me and knew that I

could do it. I tried my best to motivate myself through her words, even though, at the

back of my mind, I knew there wasn’t much time left for me to prepare.

I raised my voice earlier in Santos because they were not listening to my

instructions. I was at the front, discussing the materials and procedures, but the boys

at the back were laughing. I asked one of them to repeat the procedure I had just

mentioned, but he couldn’t come up with one. I told them, "This is what happens

when you don’t listen to instructions."

Ms. Lulu arrived and reminded the students about being respectful. She

added that respectful people are smart, and that is something students should

always keep in mind. She also checked some students outfits since they were not

following the dress code for the day. She called a Boy Scout in the room and scolded

him for not checking his classmates’ outfits. Ms. Lulu was fuming and told them that

their section was very unfair, as she is very strict with her advisory class when it

comes to following school guidelines. She then instructed the students who were not

wearing the proper attire to report to the guidance office. After that, we resumed the

activity. When I returned home, I planned my instructional materials, then I bought

the things I needed at Premier Plaza.

Day 42: 10 January 2025

I arrived at the school at 10:30 AM and brought the instructional materials I

made yesterday. I greeted Ms. Lulu, and she greeted me back. She asked for my

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instructional materials because she wanted to see them. I showed her the

Geothermal Power Plant drawing I made on a half-sheet of illustration board and

another cartolina where the word bank activity was written.

She told me that she was disappointed in my instructional materials since she

had given me a whole day to make them. I told her that I would redo them and make

sure they were finished before Monday. That day, I only gave an activity to five

sections: Hernandez, Joaquin, Reyes, and Santos. The activity was to create a Venn

diagram comparing high and low viscosity magma.

In the afternoon, at 1:55 PM, I proceeded with my mock demo in Ravelo.

However, I wasn't able to finish the mock demo since each class is only allotted 40

minutes, while the final demo is supposed to last an hour. However, I managed to

give them the group activity at that time.

Day 43: 13 January 2025

I went to school last Saturday to print five copies of my final demo lesson

plan, 72 copies of the assessment, and five copies of the group criteria for the group

activity. Ms. Lulu also asked me about my instructional materials, and I said that I had

already finished them, when in reality, I hadn’t. I went home around 4:00 PM. When I

got home, Jercie told us that we would have a meeting about the final demo on

Monday to discuss the food for the panelists and the things we needed to bring. The

call lasted until 5:30 PM. That was the only time I was able to start drawing my

instructional materials. My sister and I colored a whole cartolina with a drawing of a

Geothermal Power Plant. We didn’t stop until morning. We also worked on the

anagram, which was made from two whole cartolinas. Sunday was supposed to be

my time to practice, but I wasn’t able to because I spent too much time making the

instructional materials.

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 I arrived at school on Monday at 8:15 AM without sleeping a wink. I brought

many things with me, including a stand for the drawing, my instructional materials,

plates, bowls, and the printed copies of my assessments, lesson plan, and group

criteria. I also made sure last night to bring a different laptop in good condition.

Thankfully, my cousin lent me her laptop last night, and I was very grateful.

At that time, Ian messaged me to buy food for the panelists since we couldn’t

afford to share in the Math Majors food contribution. I went to McDonald's at 10:00

AM, but the Mix 'n Match meal wouldn’t be available until 10:30 AM, so I had to wait.

Ian’s final demo was scheduled for 11:00 AM. I thought I would be able to use the

remaining time to practice, but it didn’t happen. However, I reminded myself that my

demo was scheduled until 1:10 PM, so I still had time. I returned around 10:40 AM,

and as I passed through the gate, I could feel coffee leaking from the paper holder. A

guard saw me and helped me carry it inside.

After cleaning up the spill, I delivered the first set of meals to Ms. Lulu, and

she thanked me. Then, I brought the other meals to Ian’s room, where his final demo

was taking place. There, I saw Raven, Veronica, Ian, and Samantha. After delivering

the food, I returned to Ms. Lulu’s table, and she told me to prepare the room. She

said the laptop should be connected via HDMI and ready when she entered the

classroom.

I entered Villa’s classroom and prepared the snacks and evaluation sheets at

the back. I also connected the laptop to the TV. While waiting, a problem occurred,

the laptop disconnected from the TV. Fortunately, Villa’s adviser helped me reconnect

it, and I thanked her.

When I looked outside, I saw Ms. Lulu, Ms. Mavic, and Ma’am Ulanday

walking in. After they sat down, Ms. Lulu raised her thumb as a sign that I should

start. The flow of my final demonstration teaching went well at first, but when I

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reached the part about converting geothermal energy into electrical energy, I

struggled with the transition. I saw the panelists exchanging looks, but I continued.

When I reached the discussion of the group activity and criteria, they told me to stop.

Then, they left the room. I was completely speechless at that moment. Ms. Lulu

returned and told me to go to the Guidance Office for the post-conference. As I

walked to the Guidance Office, I kept in mind what Ms. Lulu had told me last

Saturday: No matter what comments I hear, I shouldn’t respond disrespectfully. Just

be humble, nod, and take it as advice for my improvement.

The first to give her comments was Ma’am Ulanday. She said my teaching

demonstration was too teacher-centered. She also mentioned that while I had a

strong start, I struggled with transitions and had a hard time recovering from my

mistakes, which affected the rest of the discussion. She also pointed out that my

fonts were too small, making them difficult to see from the back of the room.

Ma’am Mavic shared similar comments. However, she commended my

instructional materials, saying they were large, visible from the back, colorful, and

well-made. They noted that it was very clear that I was not well-prepared and that I

lacked mastery of the topic. After that, Ms. Lulu and I thanked them for their

feedback. I acknowledged that their comments were valid and true to my

performance. Then, they looked at each other and told me that there was nothing

they could do. I would have to redo my demo. They assured me that it would be on

the same topic and that it might happen at CvSU after the teaching internship. We

thanked them again, and then we left.

After the post-conference, Ms. Lulu immediately talked to me and tried to

comfort me. I didn’t cry at first, but then I remembered how my mother helped me

bring all the materials and prepare everything the night before. She told me I could

do it, but it felt like I had only disappointed her. Despite everything, my regular

classes with Reyes and Villa proceeded as usual. The students were very curious

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about the result of my demo teaching, but I simply told them to ask Ma’am Lulu about

it.This day felt long and exhausting. By the end of it, I tried to remind myself to be

grateful to everyone who helped me and to be proud of myself for making it this far.

Day 44: 14 January 2025

It was Tuesday, and I arrived late at school because I wasn’t feeling well after

what happened yesterday. When I arrived, I received a message from Veronica

asking if I had time to help Mariel with her preparation for her final demo, since

Raven was already in the post-conference. I decided to go with her, but I asked Ms.

Lulu about it first. She agreed, and we headed toward Mariel’s classroom, with Ms.

Mavic and Ma’am Jane walking ahead of us. We greeted them, and they greeted us

back.

Mariel’s demo ended at exactly 11:00 AM. When I returned, Ms. Lulu asked if

I could go somewhere else because she needed to talk to the parents of a child who

had wrongly reported her. I decided to go to the Red Building, where I talked with

Raven and Ian. Raven told me that they were planning to eat outside and asked me

to come with them, but it was already almost 12:00 PM, and I had a class at 12:30

PM. Suddenly, Mariel sent a message in the group chat saying that Ma’am Jane

wanted to talk to me.

I ran outside with Veronica, looking for Ma’am Jane’s car, which was parked

at the Silang Central School Gym. When she called me, I came inside, and Mariel

and Veronica left. Ma’am Jane asked me about what had happened with my previous

cooperating teacher (CT), and I told her about it. She said that sometime next week,

she might also talk to Ma’am Diane to hear both sides of the story.

At the end of our conversation, she told me that it’s not hard to be humble and

reminded me that I am not the only one who has experienced this kind of situation.

She advised me that, since this was our last week at the school, I should show the

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teachers that I am not the kind of person they think I am. She also told me to prove to

them that I am not disrespectful by greeting Ma’am Diane whenever I see her, even if

she ignores me.

I cried at the end of our conversation because I was reminded of my past

experiences and the recent news that I have to redo my demonstration. She noticed

and asked me about it, so I told her that Ms. Ulanday would talk to her about it. And

Ms. Ulanday also told me the she'll be the one to confirm if I needed to redo my

demo or not. Before leaving, I promised her that I would do my best until the last day

of the internship.

That day, I wasn’t able to attend my first class since our conversation lasted

about 30 minutes. Afterward, Ms. Lulu asked if I was okay and how my conversation

with Ma’am Jane went. Ms. Lulu handled my first class, I told her that it was okay.

Suddenly, Raven and Ian approached me and asked if I would proceed with

my re-demo. I was shocked because I didn’t remember telling them about it. They

said that the teachers already knew and that many were talking about it. I tried to act

like I didn’t mind, but I recalled that yesterday, Ms. Lulu had promised me that the

news wouldn’t reach the teachers. That day, I continued the discussion on viscosity

with Reyes, Joaquin, Villa, and Santos. In Ravelo, I let them practice their group

presentation for tomorrow.

Day 45: 15 January 2025

It was very cold this morning. After taking a bath, I drank coffee and then

brought out the laptop to review my lesson for the day. I rode a tricycle to go to EAP

at around 9:30 AM and arrived at 9:48 AM. Ms. Lulu and I greeted each other warmly.

After that, I prepared for the day. Once again, I checked my laptop and murmured to

myself as a practice for my discussion later on.

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 One of the tasks that Ms. Lulu assigned me this January was to handle all the

students who needed intervention. Since she had already given me all the activities

they needed to retake, I had to arrive before 10:00 AM to give them the activities.

That morning, two students from different sections retook the performance task from

the last quarter and submitted it to me for checking. After checking their work, I had

to record the scores immediately so that their parents could sign the results. I

returned the papers to the students, and then Ms. Lulu told them to go eat their

lunch. At 11:00 AM, Ms. Lulu reminded me to take a break, so we ate together.

Afterward, she gave me a few reminders about the lesson. She said that we needed

to fast-track the lesson since we were already supposed to be discussing geothermal

energy. I explained to her that we were still aligned with the MELC since volcanoes

were supposed to be discussed for three weeks, including the topic of geothermal

energy. I also mentioned that Veronica would have her Final Demo Teaching next

Thursday about climate, which meant that we were still on track with the curriculum

guidelines.

I started the day with our daily routine, which included a prayer, greetings,

and checking of attendance. After that, I asked the students if they wanted to keep

their previous groupings, since I would be giving them a group activity for the day.

They told me that they preferred to keep the same groups. After giving the

instructions, I allowed them to talk with their groupmates for five minutes since their

presentation would be tomorrow.

After the group activity preparation, I discussed the five different types of

volcanic eruptions: Phreatic, Phreatomagmatic, Strombolian, Vulcanian, and Plinian.

After the discussion, I presented some questions related to practical applications of

the topic. Most students I called on were able to answer correctly, especially

regarding disaster preparedness and safety management during these natural

disasters. Afterward, I asked them to answer the guide questions I had flashed on the

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screen at the beginning of the discussion. There were three questions, and students

from Reyes and Santos were very active when it came to participating in these

activities. After the discussion, I gave them a short quiz about the lesson.

The only difference that day was that Ravelo presented their activity, which

they practiced yesterday. It was a differentiated activity related to geothermal energy,

and I thought it would be a waste if they didn’t present it after all their preparations.

Additionally, Villa presented their Viscosity Race report since they fell behind due to

my demo teaching in their section.

Day 46: 16 January 2025

I arrived at the school at 9:56 AM. When I arrived, there were already two

students waiting for me. Ms. Lulu was not seated at her table, so I immediately put

down my bag, brought out a Science module, and gave the students instructions for

their intervention activity. They took their seats near Ms. Lulu’s table and proceeded

with the activity.

When Ms. Lulu arrived, I informed her that I had already given the students a

copy of the performance task. She thanked me and said that I did a great job. At

around 10:30 AM, Gesmundo, a student from Villa, came to us with another student

and a parent. We were told that Gesmundo had been beaten up the night before by

strangers near the school, and the incident was captured on a CCTV camera. Ms.

Lulu said that she had reached out multiple times since September of the previous

year to ask Gesmundo’s parents to come to school to discuss his pending tasks. She

also mentioned that since the first quarter, Gesmundo had not submitted a single

activity, and they were already in the third quarter. Frustrated, Ms. Lulu expressed

that it was disheartening that it took an incident like this for his parent to finally come

to school.

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 After a while, a tall, middle-aged woman approached us. It turned out that she

was Gesmundo’s mother. She spoke politely to Ms. Lulu about the situation, saying

that her son had never mentioned any problems at school. She also said that she

could come anytime since she worked at the nearby public market. Hearing this, Ms.

Lulu’s frustration grew. She told Gesmundo that he had bypassed her authority and

disrespected her many times. She said that the real reason he avoided telling his

mother about his grades was because he was ashamed of himself and that he

should be.

Despite her remarks, Gesmundo laughed. This caused Ms. Lulu to shout at

him angrily, telling him that he should humble himself because he needed her help to

move on to Grade 10. At that moment, Gesmundo finally looked down at the floor,

unable to respond. His mother promised that he would come to school every day at

8:00 AM to complete all his pending tasks. Ms. Lulu, however, replied that in her

many years of teaching, she had heard too many promises and was tired of them.

She told Gesmundo to stop making promises and just do the work. His mother

apologized for her son’s behavior, and then they left. Later that day, I continued my

discussion about the different types of volcanic eruptions. I also asked the students

to take out their lecture notebooks and take notes.

Day 47: 17 January 2025

It’s finally Friday, the end of another long and eventful week. I arrived at the

school at exactly 9:27 AM. As I walked into the classroom, I noticed that Ms. Lulu was

not at her table. When I looked around, I saw her upstairs, engaged in a conversation

with another teacher. Once again, three students were waiting for me that morning. I

greeted them and brought out the Science Module. I flipped through the pages until I

found the activity they needed to complete for their intervention. I gave them clear

instructions, and they immediately got to work. While they were answering the

module, I reviewed my lesson plan for the day’s discussion.

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 When Ms. Lulu came back down, she sat beside me and mentioned that she

had been busy preparing for another interview. She explained that she needed to

pass four interviews in order to secure a sponsor in the U.S.. She also shared that

she was still deciding whether to choose Finland instead, as it was one of her top

choices because of the high quality of life and education there. I listened attentively,

and we briefly discussed the advantages of pursuing a career abroad before she

excused herself to attend to other tasks.

By 12:00 PM, the students finished their intervention activities. I checked their

papers, marked their scores, and returned the papers to them along with the

reminder that their parents need to sign these papers.

While I was organizing the materials, Sir Alvin approached Ms. Lulu. I

overheard him discussing his preparations for an upcoming research presentation.

He said that the research would focus on how Grade 9 students respond to two

different teaching strategies: the Visible Buddy System and the traditional teaching

method. He explained that the six sections would be divided equally, with three

sections experiencing the Visible Buddy System and three sections being taught

traditionally. The Visible Buddy System would involve pairing students with peers who

can help them grasp difficult concepts, promoting collaborative learning.

As lunchtime approached, Sir Alvin and Ms. Lulu sat together and discussed

the potential challenges and preparations needed for the research presentation. I

found their conversation intriguing, as it highlighted the importance of exploring new

strategies to improve student learning outcomes.

In the afternoon, I conducted my lesson about the different types of volcanic

hazards caused by volcanic eruptions. I prepared a slideshow with pictures of

volcanic hazards, such as pyroclastic flows, lahars, ashfalls, lava flows, and volcanic

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gases. As each image appeared on the screen, I asked the students to describe what

they saw and predict the potential damages these hazards could cause.

The students actively participated, giving thoughtful answers and asking

questions about the effects of volcanic hazards on communities. We discussed how

pyroclastic flows can obliterate everything in their path due to their extreme heat and

speed, while lahars can travel downriver channels, causing severe flooding and

destruction in valley communities. I also highlighted the dangers of volcanic gases,

especially carbon dioxide and sulfur dioxide, which can pose significant health risks.

Throughout the discussion, the students took notes diligently, as I reminded them

that these notes would help them review for their upcoming 3rd Quarter Examination.

From 5:00 PM until 7:00 PM, Ms. Lulu was unable to accompany me to

observe my class because she was on a Zoom call with Sir Alvin. They were

finalizing their preparations for the research presentation. Despite her absence, I

managed the class independently. The students stayed focused, and we ended the

day by reviewing the key points of the lesson. As the school day came to a close, I

felt a sense of accomplishment. The students demonstrated curiosity and

understanding of the topic, and I was proud of their efforts. I also reflected on Ms.

Lulu’s dedication to her professional growth, as well as the innovative teaching

strategies she and Sir Alvin were planning to implement. It was a long but fulfilling

day, and I was eager to continue guiding my students toward a better understanding

of volcanic hazards.

Day 48: 20 January 2025

Last night, I received a message from Ms. Lulu informing me that she

wouldn't be able to come to school today because of the flu. She also told me that I

would be in charge of the classes for Monday. I immediately replied, saying that I

understood and wished her a speedy recovery.

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 When I arrived at school at 10:00 a.m., a parent approached me and asked

where Ms. Lulu was. I explained that Ms. Lulu wouldn’t be able to come to school

today because she was sick. The parent said she understood and asked if I could

pass on a message to Ms. Lulu. She then handed me a copy of her son's medical

certificate, which stated that her son, who was standing beside her, couldn't come to

school last week due to pneumonia. Concerned, I asked if he was already fit to go

back to school. His mother replied that he was fine and no longer had a cough. She

also mentioned that she might bring CJ back to the doctor for a follow-up check-up

by Thursday if her work schedule allowed. I thanked her for the information, and she

left shortly afterward. I then took a picture of the medical certificate and sent it to Ms.

Lulu. She reacted to my message with a like emoji, indicating that she had seen it.

After a while, a student with the surname Yao approached me and handed

me his medical certificate. He explained that he hadn't been able to attend school

last Thursday because of the flu. I accepted the certificate and sent a photo of it to

Ms. Lulu as well.

That day, I discussed the topic of Geothermal Energy. Before diving into the

lesson, I conducted a short recall activity about magma viscosity. For this activity, the

students needed to choose a door and determine whether the statement written

behind it was true or false. Most of the students were confident with their answers,

and I complimented them for their accuracy. However, I noticed that the Hernandez

section struggled the most, especially when it came to explaining their answers. They

knew what the correct answers should be but had difficulty explaining why. After this

activity, I presented a video about Geothermal Energy and asked the students some

follow-up questions about it.

To deepen their understanding, we defined key terms related to Geothermal

Energy, such as hot spring, fumarole, turbine, geyser, geothermal reservoir, and

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generator. I explained that understanding these terms would help them grasp the

process of converting geothermal energy into electrical energy.

Afterward, I presented an illustration of a geothermal power plant and asked

the students to analyze the process using the diagram. I called on several students to

explain the different steps involved. Some of them answered correctly, and while they

couldn't fully explain the entire process, it was clear that they had grasped some

important ideas. I praised their efforts and proceeded to explain the step-by-step

process of how geothermal energy is converted into electricity.

To assess their understanding of the topic, I randomly called on students from

different parts of the room to answer questions. Most of the students responded

correctly, which indicated that they had understood the lesson well. After the oral

assessment, I distributed the printed assessments that I had prepared for my final

demo and instructed the students to answer them. We maximized the remaining time

of the period, and by the time they finished the activity, it is already time. Before

leaving, I said goodbye to the class and reminded them to prepare for tomorrow’s

presentation.

Overall, I was pleased with how the day went, especially given the added

responsibility of handling the classes in Ms. Lulu’s absence. I realized the importance

of clear communication when explaining scientific concepts, as some students

struggled to articulate their understanding despite knowing the correct answers. I

plan to revisit the challenging parts of the lesson in the next session to ensure that all

students, including those in the Hernandez section, fully understand the topic.

Day 49: 21 January 2025

The next day, which was Tuesday, Ms. Lulu messaged me, saying that she

would still not be present since she was still recovering. I replied to her and told her

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about the activities we did yesterday. Her husband went to the school yesterday

afternoon and gave me the key to lock the classroom.

I arrived at the school at 10:00 a.m. The weather was still cold and gloomy. At

11:00 a.m., I ate my lunch and prepared for the afternoon class. At 12:25 p.m., I

proceeded to my first class, which was Hernandez. After the daily routine, I asked

them if they were ready for their group presentation. They said they were not that

prepared and still needed time to practice, especially the groups presenting a poster,

a broadcasting report, and a role-play presentation. I gave them 10 minutes to

prepare. I walked around the classroom while observing them. After a while,

Stephanie approached me and said she saw Agustin and Manaig exchanging vapes

in the CR. I immediately went outside, but I didn’t catch them in the act. I reminded

myself of the incident and promised to tell Ms. Lulu when she came back.

After the 10-minute preparation, I called the students to go back inside. The

first group to present was assigned a broadcasting report. The second group did a

role-play, the third group presented a jingle, and the last group created a poster. All of

these activities covered the safety and disaster measures to follow before, during,

and after a volcanic eruption. After their presentations, I gave them my feedback

along with their scores. This performance task was graded over 30 points, with the

following criteria: creativity, presentation, and audience impact. Most of the groups

received 28 points as the highest score.

The sections I hadn't given scores to yet were Hernandez and Joaquin, as

they were unable to finish their presentations due to time constraints. Their

presentations will be continued tomorrow.

Day 50: 22 January 2025

When I arrived at the school at 9:56 a.m., Ms. Lulu was already there. I told

her about some of the major highlights of my day yesterday. I also informed her

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about the vape incident that occurred in her advisory class. She said it was a shame

that I didn’t catch them in the act since it might seem like we’re accusing them

without definite proof.

I also mentioned that Lhorie, one of her students, went home late in the

afternoon because of the flu. She was picked up by her grandmother, but before she

left, I asked her to write a letter to Ms. Lulu, which I also sent to her yesterday.

Additionally, I reported that Stephanie experienced an asthma attack yesterday and

was picked up by her father. After that exchange, Ms. Lulu instructed me that I would

no longer be teaching starting today. She told me to finish checking all the remaining

activities in her drawer and to input the results in the class record. So, I spent the rest

of my day checking activities.

At around 4:35 p.m., Zaske and Jairus, my students from Santos, came to

Ms. Lulu’s table holding her laptop and some other items. I didn’t enter any

classrooms that day because I knew I would feel sad about leaving, especially since

tomorrow is my last day. The two students told me that when I graduate, I should

teach at their school so they could visit me when they're in Grade 10. Ms. Lulu

jokingly replied that I would never apply to their school. I simply gave them a small

smile in response.

After they left, I felt a sense of gratitude, knowing that there were already

students hoping I would teach in their school even when I sometimes doubt my

teaching abilities. Thanks to them, I felt more confident. I found myself smiling on the

way home.

Day 51: 23 January 2025

The next day, I arrived at school at around 10:00 a.m. I greeted Ms. Lulu

before taking my seat and arranging my things. When I opened my phone, I saw a

message from Mariel asking if I could go to them right away. I asked for Ms. Lulu's

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permission, and after she agreed, I proceeded to the L.R. When I got there, they

asked if I could go to the third floor of the G-10 building to help Veronica and

Samantha prepare for their final demo. Raven explained the situation to me, saying

that Alem, Samantha, and Veronica lacked coordination and preparation since there

was still no food prepared for the panelists. I also learned that they would have five

panelists for their final demo, including the principal and the assistant principal.

I climbed up to the third floor and told them what I had heard. It seemed like

they were having a conflict about who should help whom. I decided to step in and ask

what I could do to help since I didn’t want to hear any more bickering. I helped

Veronica tape her instructional materials, and after that, she instructed me to buy

tissue from the store outside the school and hand it to Raven.

After buying the tissue, I gave Veronica the change and returned to the L.R.

Once I got there, I told everyone that Veronica had instructed us to wait by the gate

for her parents, who would bring fruits and other food for the panelists. Raven and

Ian decided to stay in the L.R., while Mariel and I walked to the gate. Just as we

arrived, Veronica’s parents pulled up. We assured them that we would handle the

food, and her mother handed us a bag full of fruits along with some utensils.

Meanwhile, her father parked the motorcycle inside the school and spoke briefly with

Veronica.

The four of us, me, Raven, Ian, and Mariel returned to the L.R. to brainstorm

how we could present the food in a neat and appealing manner. Since Mariel was

good at plating, I left the task to her while they suggested that I go to the next

building and watch for the panelists. They instructed me to inform them immediately

once the panelists came downstairs.

By 11:00 a.m., the panelists still hadn't come down, so I returned to the L.R.

to update Raven. I also mentioned that I saw Alem roaming around since he had

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already finished his demo teaching. Raven told me I should have asked Alem to help

prepare for Veronica and Samantha's demo.

I decided to go back to my duties with Ms. Lulu since I still had work to finish.

I returned to my seat, took out the papers I needed to check, and spent the next few

hours grading, checking, and recording the students work. At 5:00 p.m., Ms. Lulu

informed me that she had something important to attend to, so she asked me to

supervise the classes of Reyes and Villa. She explained the activity I needed to give

them and instructed me to thank the students and let them know that today would be

my last day. She also reminded me to take a picture with them as a keepsake of my

internship journey.

I entered the classroom of Reyes and instructed the students to answer a pre-

assessment about climate on a whole sheet of paper. As I was walking around the

room, Sarte, one of the most active students in the class, approached me and asked

when my last day would be. I told them it was today. Upon hearing this, the class

suddenly erupted with loud reactions, surprised by the news. I laughed at their

responses and reminded them to finish their activity since it needed to be submitted

today.

Before I collected their work, Sarte asked if we could take a picture together

before the class ended. After gathering their papers, the students grouped

themselves at the back of the classroom for a class photo. I sat in the center as they

smiled and posed for the picture. Afterward, they recorded a video with the message,

"Goodbye and thank you, Ms. Precious!"

After the group photos, several students approached me individually, asking

to take pictures with me. I thanked each of them and joked that I would miss their

naughtiness. As I said my goodbyes, many of them wished me good luck on my

journey and told me they would miss me.

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 At 6:05 p.m., I entered the classroom of Villa and explained the activity. I

instructed the students to copy and answer the pre-assessment from their book. As

they were working, I took the opportunity to inform them that today was my last day.

Some of them asked why I hadn't told them sooner, while others immediately said

they would miss me.

Ms. Lulu entered the classroom shortly after and told me to pause the activity

so we could take pictures. The students gathered in front of the board, and we took

several photos together. They also recorded a short video, saying, "Thank you and

good luck on your journey!" Afterward, I thanked the class for their cooperation and

support throughout my teaching internship, especially during my final demonstration.

I instructed the cleaners to tidy up the room before dismissal, but before I could

leave, more students lined up to take individual photos with me.

As I stood there taking pictures, I felt a strange sensation, my jaw began to

tremble, and I realized I was overwhelmed by the moment. I never imagined that I

had made such an impact on these students lives. I always thought that I hadn't done

anything remarkable during my internship, but their words and gestures told me

otherwise.

When I arrived home and opened my Messenger app, I saw messages from

my students thanking me again and asking me to visit their school once I graduate. I

was overwhelmed with gratitude and couldn't thank them enough. In the end, I

realized that this internship journey had a much deeper impact on my life than I had

ever expected. While I set out to teach and inspire my students, it turns out that they

taught me just as much about patience, growth, and the joy of making a difference in

someone's life.

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COMMON CLASSROOM PROBLEMS

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 COMMON CLASSROOM PROBLEMS

The experiences I had during my teaching internship were both rewarding

and challenging. One of the most significant challenges I encountered was the large

number of students in each section, with class sizes exceeding 70 students. This

resulted in overcrowded classrooms, leaving little space for collaborative activities.

The limited space forced me to divide the class during activities, with some groups

conducting their tasks in the hallway outside their classrooms. While this setup

allowed all students to participate, it also presented difficulties in monitoring their

work and ensuring that everyone remained engaged. The lack of adequate space

made it harder to foster meaningful collaboration, which is crucial in developing

students' communication and teamwork skills.

Furthermore, even when students were eager to participate, the sheer

number of learners packed into a small classroom significantly affected their

motivation and performance. The physical discomfort caused by the cramped

environment, coupled with the noise created by so many individuals, often disrupted

the learning process. A minor noise or movement from several students, when

combined, created a ripple effect that disturbed the class. Managing the noise

became a daily challenge, as I had to frequently move around the room to calm the

students and regain their attention. This situation made it difficult to address

individual learning needs, hindering the overall learning experience. I realized that

effective classroom management requires not only clear rules but also creative

strategies to maintain student engagement despite environmental limitations.

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 Another issue I faced was related to the technological equipment used during

lessons. Some classrooms had smaller televisions that made it difficult for students

seated at the back to clearly see the PowerPoint presentations. In contrast,

classrooms equipped with larger televisions often experienced technical problems,

such as connectivity issues or malfunctioning screens. These technical difficulties

caused delays in the lesson and reduced the time available for meaningful

discussions and activities. To address this challenge, I had to create additional

instructional materials, such as printed activities and visual aids, which I displayed on

the board. In some instances, I resorted to writing key points on the board to ensure

that all learners could follow along and grasp the lesson's content.

Another significant challenge was the lack of available books and modules for

Science. Only a limited number of students had access to textbooks, leaving many

without the necessary materials for completing assignments or activities. This issue

was particularly problematic since not all students had access to the internet or

mobile devices at home. The absence of learning resources placed these students at

a disadvantage, as they were unable to independently review the lessons or

complete assigned tasks. To address this gap, I often provided printed copies of

important materials and assigned group-based activities that encouraged students to

share resources. However, I believe establishing a small library or resource center

could be a long-term solution to this challenge. A library would not only provide

access to textbooks and reference materials but also cultivate a culture of reading

and independent learning among students.

Additionally, I observed a lack of proper facilities for both students and

teachers within the school. The teacher workstations were often situated in makeshift

spaces, such as under staircases or in small corners outside the classrooms. These

open, exposed areas limited teachers privacy and made it difficult to focus on tasks

like lesson planning and grading. The absence of a dedicated faculty area also

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meant that teachers were more prone to interruptions, as students could easily

access these spaces at any time. A proper faculty room with desks, computers, and

storage space would greatly benefit teachers, providing them with a conducive

environment for planning effective lessons.

The lack of essential facilities also extended to student services. The school

had only one clinic to serve a population of over 4,000 students, which made it

challenging to address medical concerns promptly. In cases of minor injuries or

health issues, students often had to wait for extended periods before receiving

attention. An additional clinic or an expansion of the existing one could help address

this growing need and ensure the health and safety of the student body.

Moreover, the restroom facilities in the school were inadequate and poorly

maintained, posing a significant concern for both students and staff. Many of the

restrooms lacked essential features such as functioning door locks, which

compromised students' privacy and made them hesitant to use the facilities.

Additionally, the water supply was inconsistent, with some restrooms having little to

no water available for handwashing, flushing, and overall sanitation. This lack of

reliable water access made it difficult to maintain proper hygiene, increasing the risk

of illness and discomfort among students.

Clogging was another persistent issue, as many toilets were frequently out of

order due to blockages that were not addressed in a timely manner. The unpleasant

odors that resulted from these plumbing problems created an uncomfortable

environment, further discouraging students from using the facilities. As a result, some

students avoided the restrooms altogether, choosing instead to wait until they

returned home. This situation not only affected their physical comfort but also their

ability to concentrate during lessons, especially when they were forced to ignore

basic needs for extended periods.

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 Despite these challenges, my internship experience taught me valuable

lessons about adaptability, creativity, and perseverance. I learned that being a

teacher requires more than just delivering lessons, it involves thinking on your feet,

finding quick yet effective solutions to unexpected problems, and remaining calm and

composed even in difficult situations.

FINAL DEMONSTRATION TEACHING

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 FINAL DEMONSTRATION TEACHING

The final demo teaching is an excellent opportunity to showcase all

the teaching skills acquired during the internship. I started conceptualizing ideas

during the last week of December.

Our final demonstration teaching was initially scheduled for the first week of

December, but it was moved due to scheduling conflicts and a lack of time for

preparation. It was not until January 3 that our final demo schedule was confirmed,

rescheduled for January 13–17. During the second week of December, my

cooperating teacher advised me to focus on the delivery of the lesson rather than

spending too much time creating instructional materials. The MELC assigned for that

week was about geothermal energy, and I had no idea how to deliver the lesson

effectively. Fortunately, Ms. Lulu sent me copies of Science modules from different

schools in the Philippines, covering weeks 1 to 8. She mentioned that I could use the

available activities in those modules for my assessment and group activity during the

final demo. Classes resumed on January 2, 2025. I submitted my detailed lesson

plan on January 3, which was a Friday. Ms. Lulu checked it immediately but did not

provide any essential feedback that day. Initially, I thought this was a good sign since

it meant there were no major revisions needed. I also assumed that the activities I

had planned were sufficient for a one-hour demo teaching session. However, before I

went home, she told me to practice for a mock demo on Monday so she could

determine which parts of the lesson plan needed to be changed. I was a bit

disappointed because I believed that finalizing the lesson plan should be the priority

before I could fully master the topic and lesson flow. However, I understood what she

was doing. I also recognized that part of the issue was my own fault, as I had not

submitted my lesson plan during the last week of December due to asthma.

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 Monday, January 6, was supposed to be the day I practiced my final demo in

any of the five sections I handled, except for the section where I would be observed.

However, I was unable to practice that day because I was struggling to manage my

time while also handling my regular classes. That day, I had to discuss two different

topics, which made it even more challenging. I was also afraid of making mistakes

during the final demo since I had not yet memorized the topic thoroughly. Ms. Lulu

had told me to memorize the entire lesson plan because her previous student

teachers had done so. This terrified me, as I feared that the students might laugh at

me. She also mentioned that the pressure she was putting on me was necessary to

push me to put in my best effort and motivate me to do well.

The next day, I was able to perform my first mock demo in Reyes. At first, I

struggled to start due to nervousness and lack of preparation. Ms. Lulu sat at the

back, holding a copy of my lesson plan, waiting for me to begin. During this time, my

laptop crashed, it got stuck and wouldn’t open, so I couldn’t show my PowerPoint

presentation to the class. I informed Ms. Lulu about it, and she advised me to find or

borrow another laptop before my final demonstration the following Monday. After that,

she told me to discuss the lesson without my PowerPoint presentation since I already

knew the topic. It took me a while to start because I couldn't find the right words to

explain my topic, and I had to speak in English. She then reminded me again to

memorize my lesson plan. Additionally, she imitated some gestures I usually make

when I'm nervous in front of the class. She instructed me to overcome my shyness if

I wanted to successfully deliver my final demo. Afterward, she started marking my

lesson plan and suggested major changes to my activities. She provided ideas on

how to improve them, especially the group activities. I was a bit dazed because she

kept correcting me in front of my students, but I had no choice but to nod and agree.

After that, I continued with my regular classes. The mock demo for my final

demonstration that day wasn’t very helpful; instead, it increased my nervousness and

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fear of failure. She told me to proceed with another mock demo the next day since

she wasn’t satisfied with my performance. She also decided that we would use my

first class, Hernandez, for the mock demo. The next day, I submitted the revised copy

of my lesson plan with the changes and suggestions she had made the day before.

Unlike the previous day, I was able to start my discussion more smoothly. However, I

didn’t manage to reach the part where I would give the group activities. Instead, I

ended my discussion with a closing remark and some reminders.

After the lesson, Ms. Lulu and I returned to her table to discuss my

improvements and mistakes. She pointed out that one major flaw was my voice, it

wasn’t loud enough to be heard at the back of the classroom, and it wasn’t well-

modulated. She also instructed me to structure my assessment at the end of the

lesson like this: one normal question, one in SOLO format, and another in PISA

format, for a total of five points. At that point, I was getting frustrated with everything,

but I kept going. Later that afternoon, she told me she wanted to see my instructional

materials the next day. That night, I kept going back and forth on how I wanted my

lesson plan to look. It was difficult because whenever I asked my cooperating teacher

for suggestions on a good instructional material, she would always say it was up to

me and that I shouldn’t focus too much on it. Because of the pressure, I wasn’t able

to attend class the next day. Instead, I spent the whole day creating my instructional

materials so I could submit them the following day. I also incorporated the changes

Ms. Lulu wanted in my lesson plan. The only thing I didn’t change was my

assessment since it already contained a normal and SOLO-format question, and I

had already printed 72 copies. I didn’t want to waste more money. The next day, I

brought my instructional materials and showed them to Ms. Lulu. Her face was filled

with disappointment. She told me she had expected me to create something beautiful

since she had given me an entire day to work on it. She said it was too small and

ugly. Then, she showed it to one of my classes and asked the students if they could

98
see it properly from the back. The students said yes, but she disagreed and told me

to redo it. During my mock demo, her comments were almost the same, she criticized

my voice and the way I moved inside the classroom. Later, during one of my classes,

she called me and changed another part of my lesson plan. She also told me that it

was obvious I wasn’t prepared and warned me that if I continued like this, I wouldn’t

pass my final demo. The final practice for my final demo commenced on Friday,

January 10. That day, I was able to practice my final demo in some sections. I

delivered most parts of my discussion, but my nervousness was obvious. I also

wasn’t able to finish practicing the group activity due to time constraints. My

preparation continued until Saturday. During that time, I did my best to create a large

and visually appealing instructional material, a drawing of a geothermal power plant. I

also revised my word association activity, making it larger as part of the motivation.

On Saturday morning, my sister and I were still coloring the drawing of the power

plant. I was fully aware that I lacked preparedness, especially in the delivery of my

final demo. I stayed up late on Sunday night to write a script for the transitions in my

discussion.

The next day, my mother helped me prepare everything I would need for the

demo. She packed a lot of plates because Ian mentioned he needed them for the

panel’s food, and we also shared the food contribution that day. I also brought a

stand that my mother had asked an acquaintance to make. She accompanied me to

school to help carry everything. I was extremely grateful for all her help, especially

since I was already feeling immense pressure. At 10:00 AM, I went to McDonald’s to

buy food for the panel and returned before 11:00 AM. I didn’t get much time to

practice at my seat because I also needed to prepare the food, evaluation sheets,

assessments, and instructional materials in Villa’s classroom. Initially, there was a

problem with the TV, but thankfully, it was resolved before we started, thanks to

Villa’s adviser, who helped me connect it.

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 My final demonstration teaching commenced at 12:10 PM. The observers

were my cooperating teacher, Ms. Lulu B. Andes; Ms. Marivic G. Canillo, Head

Teacher of the Science Department; and Dr. Ma. Leah P. Ulanday. I started the class

with a short prayer and then proceeded with the daily routine. After that, I presented

an anagram activity, where the students’ task was to find hidden words and arrange

them to form a new word at the end. The students took a while to complete the task

since they needed to find ten words before forming the word “Geothermal.” This

made me nervous, as I felt too much time was being consumed. However, I decided

to continue. After the activity, I asked questions about geothermal energy to gauge

their prior knowledge. Only a few students raised their hands, which made me realize

that they were just as nervous as I was. After asking questions, I played a video

introducing geothermal energy. I forgot to ask the students if they had any prior

knowledge about the words presented on the screen; instead, I simply continued

displaying them on the board. I also proceeded with explaining each term, fearing

that I might forget the information I had in mind or get stuck in the middle of the

discussion. That situation made me realize that my discussion was becoming too

teacher-centered. However, I was able to regain my composure during the

explanation of how geothermal energy is converted into electricity. At first, I fumbled

over my words and experienced a mental block, but I continued by presenting my

illustration of geothermal energy to help students conceptualize each process. After

asking if they had any questions or clarifications, I began explaining the group

activity. Just before I finished explaining the criteria for each group, I saw Ms. Lulu

raise her hand, and the panel members left the room. I heaved a sigh of relief, feeling

a mix of emotions as I arranged my materials in front of the class. Ms. Lulu returned

and told me to leave my things and proceed to the guidance office for the post-

conference. As I entered the office, I remembered Ms. Lulu’s advice from the

previous week, whatever happens during the post-conference, I should smile, nod,

and remain humble. The first to comment on my performance was Ms. Ulanday. She

100
said that I started out strong, but as the lesson progressed, my teaching became too

teacher-centered, and I forgot to engage the students with questions which was very

true. Because of this, the students were not given enough opportunities to

collaborate during the discussion, making it less engaging. She also pointed out that

some students eyes were turning red, a sign that they were falling asleep due to a

lack of interest in the lesson. Additionally, she mentioned that I lacked mastery of my

topic and that the font size on my PowerPoint presentation was too small to be seen

clearly from the back of the room. Next, the head teacher, Ms. Mavic, shared her

comments and suggestions. She echoed Ms. Ulanday’s points and added that the

only positive remark she could write about my demo teaching was regarding my

instructional materials. She said they were beautiful, well-made, and visible even

from the back of the classroom. However, she pointed out a major issue: my

transitions between different parts of the lesson were not smooth. She noted that I

struggled with shifting from one topic to another. Additionally, she mentioned that my

group activity was not aligned with the MELC. I agreed with their feedback and

thanked them for their comments and suggestions. The panel members then looked

at one another before informing me of the result. I needed to redo my demo, but with

the same topic so that I wouldn’t have to recreate my instructional materials. Before

Ms. Lulu and I left, we smiled and thanked them again.

When we returned to Ms. Lulu’s table, I felt overwhelmed and numb. She

asked if I was okay, and I said yes. She then expressed how amazed she was at how

I carried myself during the feedback session. She said she was proud of how humble

I remained while listening to my superiors' comments. I simply replied that I had

followed her advice. Suddenly, I remembered how my mother had helped me prepare

that morning, and I started to cry because I felt like I had disappointed her. Ms. Lulu

reassured me that she would help me prepare for my re-demo. She also advised me

not to share what had happened with any of my classmates. After a while, some

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students from Villa approached us and asked what had happened since they saw me

crying. I didn’t say anything and just thanked them for their cooperation during my

demo. After a short break, Ms. Lulu reminded me that I still had regular classes to

attend that afternoon. I told her that my PowerPoint presentation was on my laptop,

but the one I had brought was my cousin’s. She said that if I didn’t have my

presentation, I should just use the chalkboard. I taught in Santos, but I wasn’t able to

finish because I wasn’t familiar enough with the lesson. Additionally, I felt dizzy due to

a lack of sleep and food. Seeing this, Ms. Lulu let me take a break and handled the

remaining classes for the day.

Even though my final demo wasn’t a success, I felt a sense of relief that it

was over. All the sleepless nights and intense preparation were finally behind me, at

least for the moment. That night, as I reflected on my experiences, I tried to be

grateful, even though part of me struggled to do so. I reminded myself to smile

because, at the very least, I had finished. At the very least, I had survived.

This journey has brought me pain, struggles, joy, and amusement, but most of

all, it has taught me resilience. There were times when I felt like I had lost myself, yet

I kept finding my way back, driven by my determination to continue and survive. My

parents and sisters gave me the strength to keep fighting and striving, despite my

mistakes and failures. This experience has also taught me how to adapt to immense

pressure, sudden changes, and difficult people. Most importantly, I have learned that

humility, sincerity, and dedication are essential qualities for anyone who aspires to be

an educator. I am truly grateful to everyone who has helped me reach this point. This

internship was both fulfilling and terrifying, filled with memories that I will never forget.

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OVER – ALL REFLECTION AND SELF - APPRAISAL

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 OVER – ALL REFLECTION AND SELF – APPRAISAL

My journey has provided me with invaluable lessons, challenges, and growth

as a future educator. This period allowed me to apply the theories and concepts I had

learned in the classroom to real-life teaching situations. As I reflect on my

experiences, I realize how much I have grown, not only as a teacher but also as an

individual. The journey was filled with moments of joy, learning, and discovery,

alongside challenges that tested my patience, adaptability, and resilience. Each day

presented new learning opportunities that shaped my understanding of what it truly

means to be a teacher. I came to understand that teaching goes far beyond the

delivery of information, it requires empathy, creativity, and a genuine passion for

helping learners grow academically, emotionally, and socially.

Throughout my internship, I developed a deeper understanding of the

teaching profession. From preparing lesson plans to delivering instruction and

assessing student learning, I experienced first hand the difficult process involved in

teaching. One of the most significant lessons I learned was the importance of

flexibility. There are many situations that can happen within and outside of the

classroom that can test the patience, integrity, and morals of a teacher. I encountered

unexpected disruptions, such as sudden schedule changes and unplanned

interruptions, which required me to think on my feet and adjust my lessons without

compromising the learning experience. I realized that a teacher’s ability to adapt with

grace and calmness sets the tone for how students respond to challenges as well.

Additionally, I developed my classroom management skills, particularly when

handling enthusiastic and talkative students. I realized that clear, consistent rules

combined with positive reinforcement foster a more productive learning environment.

I also learned the importance of giving clear instructions and setting expectations

from the start, especially when working with group activities since that's the time

104
where students become more unmanageable. I discovered that proactive strategies,

such as assigning specific roles during group activities and using attention grabbers,

helped maintain order while keeping students engaged. Moreover, I gained insight

into the importance of establishing rapport with students. I found that students

respond better when they feel seen, heard, and valued. Simple interactions, like

acknowledging their answers during discussions or taking a few moments to listen to

their concerns, significantly improved class participation. These seemingly minor

moments built trust and created a supportive learning environment where students

were more willing to participate, ask questions, and share their thoughts. My last day

was particularly memorable, as students expressed their gratitude and appreciation

through messages and photos. These heartfelt gestures made me realize the

positive impact I had on their learning experience, which, in turn, gave me a stronger

sense of purpose as a teacher.

My teaching strategies evolved significantly during my internship. I discovered

that varying activities, using visual aids, and incorporating hands-on experiences

made abstract scientific concepts more accessible to students. For example, when

discussing geothermal energy, I showed a video and used diagrams to illustrate the

process, which helped students better grasp the topic. Additionally, the use of real-life

examples made the lessons more relatable. Simplifying complex concepts is also

very important. Since I am dealing with diverse learners, explaining relationships

between concepts posed a challenge. This is the reason why I need to prepare many

examples as well as everyday materials or situations they can relate to, to make the

concept easier for them to understand. Practical observations like experiments are

also very helpful in reinforcing critical thinking in students. I also learned that

interactive activities such as word games and group presentations encouraged

collaboration and critical thinking. For example, during my discussion of the different

types of volcanoes, I used a pop-up book to help them visualize the three types.

105
Even though there's no definition, it sparked curiosity and prompted students to ask

questions. These strategies not only made the lessons more engaging but also

fostered a deeper understanding of the subject matter.

Furthermore, managing a classroom requires patience, consistency, and

creativity. During my internship, I encountered various challenges related to student

behavior, especially in sections like Hernandez, Reyes, Ravelo, and Joaquin where

students are very energetic and hyper most of the time. I addressed this by

encouraging peer discussions and providing them with proper guidance during class

recitation. Over time, I noticed an improvement in their confidence and participation. I

also recognized the importance of creating a positive and inclusive classroom

environment. Allowing students to express their ideas, whether during discussions or

through creative projects like poster-making, helped build their confidence. Simple

gestures like praising correct answers and displaying student work in the classroom

motivated learners to engage more actively in lessons. I also observed how external

factors, such as the physical environment of the classroom, influenced student

behavior. Students this age can be easily distracted, which is why a teacher needs to

be equipped with management skills and a demeanor that can hold the attention of

learners. I realized that building strong relationships with students, while maintaining

clear boundaries, fosters a respectful and engaging classroom atmosphere.

Preparing lesson plans was one of the most crucial and challenging aspects

of my internship. I learned that a well-structured lesson plan serves as a guide to

effective teaching, especially when dealing with abstract scientific concepts. My

lesson plans evolved over time as I became more familiar with the needs and

interests of my students. For example, during my lesson on geothermal energy, I

initially planned a lecture-heavy approach. However, after noticing that students

responded better to interactive activities, I revised the plan to include a video

presentation, group discussions, and an activity where students analyzed a diagram

106
of a geothermal power plant. This adjustment made the lesson more engaging and

helped students understand the process of converting geothermal energy into

electricity. I also learned to anticipate potential challenges when designing lesson

plans. Additionally, I provided examples and guided practice before allowing students

to work independently, which helped reinforce learning. I realized that the process of

lesson planning requires careful thought about timing, activity and student

participation to maintain engagement throughout the period.

Assessing student learning was another significant component of my

internship. I used various assessment methods, including quizzes, group

presentations, and performance tasks, to gauge student understanding. I realized

that assessment is not just about measuring knowledge but also about identifying

areas for improvement. Performance-based assessments, such as group

presentations and experiments, also provided valuable insights into student learning.

Observing how students applied their knowledge in these activities helped me adjust

my instructional strategies to better meet their needs. I also discovered that self-

assessments and peer evaluations encouraged students to reflect on their work and

take ownership of their learning.

Looking back, I am deeply grateful for the experiences and lessons I gained

during my internship. I learned that teaching is not just about delivering content but

about inspiring curiosity, encouraging critical thinking, and nurturing a love for

learning. The relationships I built with my students and the positive feedback I

received from Ms. Lulu reinforced my belief in the importance of patience, dedication,

and genuine care in teaching. I came to understand that every student learns

differently, and as teachers, we must be willing to step into their world to make

learning meaningful. This experience allowed me to witness the profound impact of

personalized instruction and the importance of being a lifelong learner myself. I am

hoping to become an educator that inspires and challenges the students in the future.

107
 REFERENCES

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 REFERENCES

Chi, C. (2024, January 11). DepEd issues guidelines for Catch Up Fridays.
Philstar.com.https://www.philstar.com/headlines/2024/01/11/2325062/deped-
issues-guidelines-catch-Fridays

Servallos, N. J. (2023, December 5). Student assessment: Philippines still in bottom

10. Philstar.com.https://www.philstar.com/headlines/2023/12/06/2316752
/student-assessment-philippines-still-bottom-10

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 APPENDICES

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Student Information Sheet (Page 1 of 3)

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 Student

Information Sheet (Page 2 of 3)

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 Student

Information Sheet (Page 3 of 3)

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 Endorsement Letter (Page 1 of 4)

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Endorsement Letter (Page 2 of 4)

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Endorsement Letter (Page 3 of 4)

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Endorsement Letter (Page 4 of 4)

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 Lesson Plan for the Final Demonstration Teaching (Page 1 of 36)
Lesson Plan for the Final Demonstration Teaching (Page 2 of 36)

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 Evaluation Sheet (Page 1 of 3)

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Evaluation Sheet (Page 2 of 3)

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 Evaluation Sheet (Page 3 of 3)

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Guide Questions

What does the teacher need to think about before beginning?

A. Why am I teaching this lesson?

1. Required curriculum?

2. Student’s interest in topic?

3. My interest in topic?

The priorities per discussion always depends on the curriculum set by DepEd. This
helps teachers in setting the focus and tailor the discussion based on the needs of
each learner. The concepts that will be discuss should not be reliant on the teacher’s
interest but should reflect the students needs and desired bahaviors that should be
acquired at the end of every discussion to achieve the learning goal.

B. What do I hope to accomplish?

1. Skills to be developed?

2. Concepts to be discussed for understanding?

3. Products to be produced?

In every lesson. I want each learner to develop their eagerness to learn. For them to
open their minds and increase their curiosity while discovering and exploring a new
topic. This curiosity will helped them gain awareness that leads to critical thinking,
and collaboration. This helps them ask important questions align to the topic as well
as develop their own understanding and create engagement in every session. Their
understanding will help them in creating their outputs, answer their assessments, and
make a new product based on the new concepts they have learned.

C. Who are the students?

1. Range of abilities?

2. Range of ages?

3. Ethnic diversity and varying cultures?

The students that I taught are Grade-9 students, even if most of them are in the
same age, they have different levels of maturity. The students also came from
varying backgrounds, have different interests and abilities. For this reason, the
teaching and necessary skills that I should developed should be to a great extent
since it is challenging to reach their needs in every learning session.

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 D. What is the timeframe for teaching this lesson?

1. Part of unit?

2. One period or block schedule?

3. Isolated lesson?

Each lesson is part of a unit, every week we are ask to divide each concept reflecting
the MELC for that week. Each lesson are tailored using different modules and
resources, but should be greatly dependent on the modules of learners and the
teaching guide provided by DepEd in order to keep up to the curriculum assigned by
DepED for every quarter.

E. How will I begin the lesson to capture student attention?

1. Story of anecdote?

2. Relevance of their lives?

3. Props or visual display?

In order to capture the attention of students I mostly used visual aids, videos or a
story then ask them to formulate their ideas using the given instructional materials. I
often ask them to demonstrate or create their own product related to the discussion.

F. Will I need other resources to teach this lesson?

1. Student hand-outs?

2. Manipulative or visual display?

Yes, I will need different resources to make each lesson more engaging. I use visual
aids, PowerPoint presentations, printed materials, books as well as experiments in
order to deliver the lessons. I try to develop a clear balance between using
technology and visual materials. I also try to incorporate reading practices and
lectures in the discussion.

G. How will student spend their time during the lesson?

1. Small group discussion? Individual? Large group?

2. Hands on activity or experiment?

3. Taking notes or observing?

During the lesson, I try to integrate different types of activities. Since every section
is composed of a large group of students exceeding over 70 per section, I always try
my best to include both individual and group activities per session. According tho the

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advice of my cooperating teacher I try to incorporate the method I, You, We. In this
method, I will be the first one to perform or demonstrate the concepts to the class,
then in You, I will either give the students individual activities in order to test their
understanding. Lastly, is the We, in this method I will give them a group task to
perform. The method You and We may also interchange every session. This method
help students unleashed their own understanding and make new meanings about
each concepts.

H. How will this lesson be assessed?

1. Formal? Quiz or test?

2. Informal observation of learning?

3. Open-ended question? Written? Verbal?

Assessments are very important since it gives me an idea about the pace of
understanding that each students have. This help me determine which students are
experiencing a difficulty and which ones excels on the topic. I try my very best to
incorporate short quizzes at the end of every discussion. If there isn’t any sufficient
time. I always ensure that I asked the right questions during the discussion to help
students retain the essential information of each topics.

I. How will I close the lesson or close the class period?

1. Review and summary?

2. Collecting papers and giving assignments?

3. Allowing time for homework or question?

I often do a short recall or call the students to answer the guide questions presented
at the start of the lesson at the end of the discussion. This will serve as my guide to
determine whether the students grasps the discussion for the day, or if I will need to
clarify them again before we proceed into another topic.

J. Will there be homework or enrichment activities offered?

1. How will I collect later? It is required or extra?

2. Will it count? What is the cooperating teacher’s policy?

3. How will I grade it?

I only resort to giving them homework, if many students in my class got a low score
during their short quiz. If not, I assign them to bring materials for the group activity
the next day. When it comes to enrichment activities, I incorporate it after the

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discussion to support the learning of all learners. I also try my best to answer the
questions they have in mind.

K. How will I know if I succeeded in teaching the lesson?

1. Self-assessment?

2. Response of students?

3. Cooperating teacher impart?

4. Collecting papers and giving assignments?

5. Allowing time for homework or question?

The success of the students will be measured through their performance, the way
they ask questions and formulate their answers. It will also be reflected through their
scores in assessments and the outputs that they passed every activity. These will
help me track which part of the topic is hard for them and which is not, helping me go
through them again when necessary.

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Accomplished Daily Time Record for the Month of October and November

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Accomplished Daily Time Record for the Month of December and January

Certificate of Completion

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 Form 138

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 Form 137

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 School Registration Form

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PHOTO DOCUMENTATION

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 The Pre-Service Teacher, Precious Kaye D. Aguilar

The cooperating school, Emilia Ambalada Poblete Integrated High School

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With the cooperating teacher, Ms. Ma. Lourdes B. Andes

The Students, Grade-9 Reyes

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 The Students, Grade-9 Villa

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Students from Grade-9 Hernandez during the Suring Pangtanghalan in La Salle
Dasma

Students from Grade-9 Ravelo presenting their group activity

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 Students from Grade-9 Santos during one of their Performance Task

Students from Grade-9 Joaquin taking down notes during discussion

Observation Phase with Grade-9 Reyes

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 Actual

Teaching Phase, Grade-8 Iron

With the Head Teacher,Mrs. Marivic G. Canillo

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With the School Principal, Dr. Gina Marie G. Pinza

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Anagram or Word Association Activity answered before the discussion proper of the
Final Demo

Illustration of a Geothermal Power Plant

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