MY Teaching Internship
MY Teaching Internship
The present handbook is divided into five sections corresponding to the five program segments
constituting Teaching internship.
a. Getting Ready for Teaching Internship
b. Getting Oriented with my Teaching Environment
c. Preparing for my Roles as an Intern
d. Experiencing Actual Teaching
e. Beyond Teaching Internship
Getting Ready as a segment, intends to assist you in preparing an appropriate mindset for this
new experience and most importantly, to guide you in engaging in portfolio assessment as the strategic
mode for demonstrating your actual performance and to back your completion of the action research as
a course requirement of Teaching Internship.
Oftentimes, when confronted with a new experience, you are forced to imagine what it will be in
the new “world”. Available in painting a mental picture of this new experience are your past
experiences, your acquired knowledge on the area, The relevant skills you have developed, and your
initial thoughts and feeling called attitudes. Learning Teaching Experience (LTE) No 1 focuses
specifically on bringing about an academic and personal way of looking at Teaching Internship which
hopefully can help build you up as an effective, efficient, and caring pre-service teacher.
Prepares Student Interns for PPST: Your Intended Learning Outcome:
Domain 7: Personal Growth and Professional Formulate initial ideas on the value of
Development Teaching Internship in teacher preparation.
Strand 4: Professional Reflection and Learning to
Improve Practice
Your Experiential Tasks Your Reflection Trigger
I.1 Exposure
Recognizing Teaching Internship as an
Integral Component of Experiential
Learning in Teacher Education
I.2 Participation
Preparations on Becoming a Student Intern What Expectations do you have for
yourself during this Teaching
I.3 Identification Internship period?
Confirmation of Personal Qualities for
Teaching Internship
I.4 Internalization
Expectations for Oneself During the
Teaching Internship Period
I.5 Dissemination
Expressing One’s Expectations on
Becoming a Student Intern
1.1 EXPOSURE
Recognizing Teaching Internship as an Integral Component of Experiential Learning in Teacher
Education
Commision on Department of
Higher Education Education (DepEd)
(CHED)
Regional Offices
Schools Division
Teacher Education Offices Cooperating
Institutions (TEIs) Schools
Teaching Internship
Program (Student
Intern)
THIS IS YOU
B. Roles and Responsibilities of the College Supervisors of the Teacher Education Institutions
(TEIs) and the Mentors of the Cooperating Schools
You will be working directly with your College Supervisor from your TEI and with your
Mentor(s) upon development to your Cooperating School.
COLLEGE SUPERVISORS MENTOR TEACHERS
Orient the pre-service teachers Observe mentor-mentee
on the rationale and procedures relationship.
of the experiential learning.
Assist the student interns in
Conduct orientation meetings to honing their skills through:
clarify expectations of both Regular class observation
parties. and post conference.
Determine the readiness and Lesson planning.
ability of the pre-service teachers Use of varied
to undergo teaching internship. strategies/approaches/
Coordinate with the cooperating techniques.
schools head regarding the Classroom management
activities and teaching internship Assessment of learning
needs of the student interns. outcomes.
Note that College Supervisors and Mentor Teachers both perform such tasks as orientation,
monitoring and reporting, and performance assessment of student interns. In addition, the former is
responsible for all coordination work between TEIs and Cooperating Schools within a Schools Division,
while the latter take care of on-site skills training of the student interns.
GENERALIZING
PROCESSING
- connecting
-analyzing and
experience with
reflecting upon
trends and common
the experience
truths
Teaching Skills
Description of Experience
Lesson Planning
Classroom Management
Questioning Techniques
Column A
Column B
My personal qualities which are helpful in What have I accomplished?
performing the teaching tasks before
1.
2.
3.
4.
5.
6.
7.
8.
When you took up a course related to educational philosophy, you were guided to declare some
belief statements on education. What do you believe in now that you are to be a student intern?
1. School
2. Learners
3. Curriculum
4. Teaching
5. Teachers
1.3 IDENTIFICATION
Confirmation of Personal Qualities for Teaching Internship
Can you identify those qualities which you now possess which will help you become a good student
intern?
I think I am….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Which do you want to change or modify now that you are a student intern?
To be changed Why?
1.
2.
3.
4.
5.
1.4 INTERNALIZATION
Expectations for Oneself During the Teaching Internship Period
What expectations do you have of yourself during this internship period? What personal qualities
would you try to develop further as a student intern?
1.5 DISSEMINATION
Expressing One’s Expectations on Becoming a Student Intern
Given the personal qualities you now possess and some professional beliefs you have on education,
prepare a one-page essay on “What I can become through Teaching Internship”. This is your core
portfolio entry for LTE no 1.
Total Score = .
Self- Assessment:
Domain 5: Assessment and Reporting Generate a plan for using the portfolio as an
authentic assessment technique to monitor
Strand 4: Design, selection, organization, and
one’s growth as a student intern.
utilization of assessment strategies.
Communication of learner needs progress and
achievement to stakeholder.
Your Experiential Tasks Your Reflection Trigger
2.1 Exposure
Deepening Concept of a Growth Portfolio
2.2 Participation
Recognizing Possible Evidence of
Experiences in Teaching Internship
How can I display my authentic
2.3 Identification achievement in teaching internship to
Identifying Evidence of Growth in show my growth.
Performance
2.4 Internalization
Applying Portfolio for Assessing Growth in
Teaching Internship Performance
2.5 Dissemination
Planning Contents of My Teaching
Internship Portfolio
2.1 EXPOSURE
Deepening Concept of a Growth Portfolio
You have been exposed to the various learning assessment strategies in your professional education
courses, Assessment of Learning 1 and 2. One genre focuses on performance and authentic assessment
highlighting portfolio assessment.
3. A portfolio is more than just an artistic collection of work samples and artifacts. It
requires personal reflection on works completed, description of processes followed,
observations made, and the emotions and impressions invoked.
2. The learner’s purpose defines what entries to be included in the portfolio and how they
will be displayed. One’s purpose can be anyone or be a blend of the following.
a. To provide evidence of what have been accomplished in a course.
b. To exhibit an organized collection of work samples and products.
c. To have the opportunity to display one’s best.
d. To demonstrate one’s progress from start to completion in a field of work.
e. To communicate the learning processes adapted to show improvement.
f. To exhibit the initiatives of the learner to achieve his/her goal.
What are possible entries to a portfolio and how are they organized?
1. A portfolio may include work samples or products, accomplished data, gathered
tools, records of observations, results of tests administered, feedback received,
photographs and sketches and other artifacts.
2. Assessment is undertaken by the students themselves using a set of rubrics for the
relevant criteria applicable to the entries. The Mentor Teacher and the College
Supervisor participate in the overall assessment of the growth portfolio.
3. For Teaching Internship, it is important for the students and the mentors to arrive at a
consensus on how the assessment will be carried out, i.e., what standards and rubrics to
be used and the schedule. This should be part of the orientation.
2.2 PARTICIPATION
Recognizing Possible Evidence of Experiences in Teaching Internship
Portfolio assessment is what will be used to assess your performance in Teaching Internship. Of
those listed as purposes in the preparation of a portfolio, communicating how you progress as a student
intern during the period will be your main concern. This portfolio is referred to as your Growth
Portfolio. Can you select the purposes that are most supportive of a growth portfolio? Put a check
opposite each one that you find quite relevant.
If you were to rank the purposes above according to relevance to a growth portfolio, which would be
your top three purposes?
1.
2.
3.
2.3 IDENTIFICATION
Identifying Evidence of Growth in Performance
Try to recall the experiences you had during your Field Study courses. Can you pick up some of
your own outputs from your observation, analysis, and construction activities? Give one or two
examples falling under each category.
Work Records of Analysis of Critiques/ Reflections Artifacts
Samples Observation Test Results Impressions (pictures,
(lesson maps, etc)
plans, tests,
exercises)
So how is progress or growth shown through your entries? Progress or growth includes the
dimension of CHANGE across time. It suggests development or improvement. Like a pupil who can
write a single sentence at the start can now write a paragraph by the time an instructional period is over.
Like, a student who can only list the parts of a plant before can now give the purpose of each one. As an
intern, it is important to exhibit changes in your performance in terms of new understandings, enhanced
skills, better-quality products and more positive attitudes through the entries you would include in your
portfolio.
Which among the outputs you have cited above can be reflective of your progress or growth?
Choose three (#) and describe how they can show your growth?
2.4 INTERNALIZATION
Applying Portfolio for Assessing Growth in teaching Internship Performance
Below are some entries you can possibly collect from your observation and participation
activities for your growth portfolio during the internship period. How will you show your progress?
Indicate evidence to document your improvement using the given entries.
Possible Entries/ Evidence Evidence of Growth
Ex. Draft of weekly quiz Items of the quiz were improved after getting
feedback from my Mentor Teacher or revised
quiz developed after seeing test results.
2.5 DISSEMINATION
Planning Contents of my Teaching Internship Portfolio
With growth portfolio as the required assessment tool for Teaching Internship, prepare a short
plan of the contents of your growth portfolio following the outline.
A. Statement of Purpose
Observation
Participation
Actual Teaching
Community Immersion
Total Score = .
Self- Assessment:
Conforme:
Completion of an action research is one of the major requirements of Teaching Internship being
the terminal course of Teacher Education both for BEEd and BSEd (CMO nos 74 & 75, s 2017). The
initial phase of doing classroom-based action research is meant to have begun in Field Study 2 where
you are to participate in the teaching activities of your mentors. During this period, you are exposed to
the challenges that beset both the teacher and the learner. The teaching experience could have led you
to ask questions or why “learning gaps” occur among learners who fail to achieve the learning
objectives or why on the other hand, “learning jumps” happen successfully to some, in Field Study 2,
you were encouraged to locate a problem of study related to teaching and learning and were guided to
prepare an action research proposal for this.
LTE No 3 aims to make you, as a student intern to re-examine closely your chosen problem of
study and determine the feasibility of the action research proposal you have earlier prepared. As a
student intern, you are now assigned in a different work environment (i.e., school, grade level, mentor)
and it may be necessary to make adjustments to your research plan which was conceived under different
conditions and situations.
Teaching Internship period should enable you to carry out the action research within one
semester period.
Prepares Student Interns for PPST: Your Intended Learning Outcome:
Domain: Content Knowledge and Pedagogy Carry out action research during the
internship period
Strand: Research-based knowledge and principles
of teaching and learning
Domain: Personal Growth and Professional
Development
Strand: Professional reflection and learning to
improve practice
Your Experiential Tasks Your Reflection Trigger
3.1 Exposure
Deepening Concept of classroom-based
action research
3.2 Participation
Re-examining the problem for action
research How can I improve teaching and
learning through action research?
3.3 Identification How can I become a member of the
Finalizing the action research proposal community of teachers?
3.4 Internalization
Revising the action research proposal
3.5 Dissemination
Completing the action research report
3.1 EXPOSURE
Deepening Concept of classroom-based action research
Your learning experiences as a teaching participant in Field Study 2 would have triggered you
to ask some intriguing questions. Your attention has been directed to reflecting on how the teaching
strategies and approaches of your mentors interestingly result to different learner behaviors and
outcomes. Basically, learning behavior in terms of understanding, skills, performance and attitudes are
brought about by different variables or factors observable in school as illustrated in the diagram below.
Teacher
Variables
Student School
Variables Variable
Learning
Behavior
Action research will try to discover or establish the interrelationship between or among these
variables that can affect a change in learning. Through classroom-based action research, you will try to
zero-in on those variables which are within your control that you suspect can explain a particular
learning behavior. Table 3.1 provides examples of learner variables, teacher variables, and school
variables. See if you can locate the variables you have chosen in your action research problems.
Table 3.1
Student Variables Teacher Variables School Variables
Gender Professional Preparation Teacher/Student Ratio
Ethnicity Content Knowledge Class Sizes
Health Commitment to Heterogenous or
Physical Disabilities Teaching Homogenous
First Language Knowledge of Pedagogy Grouping
Prior Education Prior Experience Extra-curricular
Prior Knowledge and Classroom Management Activities
Experiences Effectiveness Athletic Program
Self-concept Motivation Skills Resources (learning,
School-related Home Knowledge of and Skill curriculum, and
Life Achievement in Cooperative earning technology resources)
Class Standing Teaching Style Special Facilities
Quality of Writing Creativity (library, computer
Oral Ability Questioning Skills labs, gym, cafeteria)
Attentiveness Assessment Techniques Support Programs
(counseling, reading,
special education)
Safe Environment
Below are some guidelines which can help you, as an incoming classroom-based action
researcher, consider and examine your initial ideas for your research questions.
1. A good classroom action research question should be meaningful, compelling, and
important to you as a teacher-researcher. (It is something which you have experienced and
have touched you during your Field Study courses.)
2. A good research question is manageable and within your sphere of influence. (Remember,
your research is expected to be completed within your internship period.)
3. A good research question leads to taking action, to trying something out, to improving a
teaching / learning situation, to implementing actions that can make a difference in the lives
of students. (It is important for the learners.)
4. A good research question is authentic-you have to own it.
3.2 PARTICIPATION
Re-examining the problem for action research
A. This time, let us review the problems you have raised for your intended action research and see
if you have aimed at making a change in a teaching or learning situation.
1. What started you’re getting interested in your problem of study? Complete the three (3)
statements below:
a. I am curious about why
2. Were your answers to the three questions above related to the problem you raised earlier?
3. If you answer YES, you have raised a question which is authentic to you as an intern that is
aimed at creating a change in learning.
If your answer is NO or negative, would you like to modify or adjust your problem of study. How will you word
your own research question?? What will be the learner variable you would like to improve and the teacher or school
variable you will manipulate to make change?
Research Problem:
B. Let us further clarify your problem of study by doing this activity. The table below shows some
more examples of learner behaviors which can be targeted to be improved. In Column I, think of
teacher/teaching variables which can be controlled to change/ improve the learner behaviors given in
Column II. Give at least two teacher variables in Column I for each learner variable.
Table 3.2
Column I Column ii
Potential Teacher Variables that can be Tried Learner variables to be Improved
to Effect Improvement
1. Reading Ability
2.
Table 3.3
Column I Column II
Potential Teacher Variables that can be Tried to Effect Learner variables to be
Improvement Improved
1.
2.
1.
2.
1.
2.
3.3 IDENTIFICATION
Finalizing the action research proposal
A. Using the variables in Table 3.3, define your research question using the learner variable you
want to improve and the potential teacher variable that can be maneuvered to result in improvement.
Try stating them using any of the formats below.
Research Questions:
1. What will happen to (learner variable) if the teacher
?
2. How does the practice of in the classroom change learners
?
3. How can I use to
improve ?
B. This time you should be ready to rewrite and finalize the research questions you will use for
your action research during the internship period. You may use any of the formats given.
Research Questions:
1.
2.
3.
3.4 INTERNALIZATION
Revising the action research proposal
A. Now that you have finalized your research questions, be ready to re-write the research proposal
you have prepared earlier. You may follow the given outline to improve your plan. The parts of the
plan will be your guide in implementing your action research.
1. Introduction
What has made you consider this research question as topic for your action research?
What circumstances have you observed which made you interested in this topic?
Why is this research problem significant?
2. Problem
State your research questions
What variables will be involved in your plan? Be sure your question has a learning
behavior you would like to improve and what teacher/ teaching or school variable
you think can effect a change?
4. Procedure
a. Research Arrangement
What arrangement will you set-up inside the classroom to allow you to test your
hypothesis involving your teaching and learning variables? Time schedule?
Subject area involved?
c. Data Analysis
How will you analyze or organize your data to answer your questions?
If you have quantitative data (e.g., test score), what descriptive statistics (e.g.
average and deviation measures) will you complete?
If you have qualitative data (e.g., verbal response to interview, graphics) what
categories will you set up to obtain your frequencies and percentages?
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C. Implementing the Actual Action Research
The implementation of the action research is expected to be carried out during the internship
period. This, however, is over and above the teaching activities you will undertake with your
Mentor Teacher. It is therefore important that you coordinate with your Mentor Teacher in
scheduling your teaching and research activities particularly your data gathering activities
within the semester.
Growth Portfolio Entry No. 3A
My Action Research Plan
3.5 DISSEMINATION
Completing the action research report
With your action research plan prepared earlier, completion of the report can be carried out
smoothly. The parts of the report will be similar except that the description of the procedural activities
will make use of the past tense form of the verb.
I. Introduction
What has made you consider this research topic as focus of your action research?
What circumstances have you observed which made you interested in this area?
Why is this research problem significant?
III. Hypothesis
State the hypothesis or prediction-like statements you offered as answers to your
research questions? What change did you expect to happen to your learner variable
as a result of your proposed teacher/ teaching variable?
IV. Procedure
a. Research Arrangement
What arrangement did you set up inside the classroom to allow you to test your
hypothesis involving the relationship between your teaching and learning variables?
What teacher or learner variable did you maneuver to effect a change in your
learning variables?
Who were involved- Grade/Year level of your learners? How long was the data
gathering period-time schedule, subject area involved?
c. Data Analysis
How did you analyze or organize your data to answer your questions?
If you had quantitative data (i.e., test score), what descriptive statistics (e.g.,
average and deviation measures) did you compute?
If you had qualitative data (e.g., verbal responses to interview, graphics) what
categories did you set up to obtain your frequencies and percentages?
V. Findings
Present your findings according to your research questions.
What do your statistics for your quantitative data, (i.e., average scores) indicate?
How high or low are the group averages?
For your qualitative data, what frequencies did you obtain for each category? Did
you compare the frequencies using percentages?
What are compare your observations based on your analysis of data?
VII. References
Total Score = .
Self- Assessment:
Conforme:
4.1 Exposure
Eliciting Information About my School
4.2 Participation
Translating Information Gathered About my
School
What impressions do I have of my
4.3 Identification Cooperating School as a provider of
Identifying purposes of the School Facilities learning?
4.4 Internalization
Creating Impressions, I have of my
Cooperating School
4.5 Dissemination
Building my Cooperating School’s Profile
4.1 EXPOSURE
Eliciting Information About my School
Today is your first contact with your partner school. You will be met by the Head of the school
who may be the School Principal or the Teacher in Charge. He/ She will conduct the scheduled
orientation for you and your peers about the school. Taking you on a tour of the school can be an
option in familiarizing you with the place.
It will be helpful for you to think of questions you might want to ask the Head of School prior
to this orientation session. You can ask the one in-charge in case they are missed. These questions may
not all be answered completely so you ay have to find other sources of information during the
orientation week. You may need more than a day or two to arrive at answers. Here are some of the
questions:
What curricular programs are offered by the school? Is it a complete elementary school
offering Kindergarten to Grade VI or a secondary school offering Grade 7 to 12 program or a
secondary school offering Grade 7 to 10 only? There are schools which are called integrated
schools offering K-12 programs.
What is the school population? Can you get the enrolment figures by grade or year level?
Where are the students coming from? From the same barangay or town or from different
barangays?
What is the first language of most of the students in this school? What Mother Tongue is used
as medium of instruction at the primary level (i.e., K-Grade III)?
How many teachers are there? Administrative personnel? Are there enough teachers for all
the classes?
What is the area of the entire school?
What different building facilities are found in the school?
Are there enough classrooms for the student population? If np, how does the school solve this
problem?
What learning resources are found in school? Are there some resources which are needed but
are not available?
Be sure to be ready with your writing pads for note taking or cell phones or cameras for taking photos
of relevant school facilities and resources.
4.2 PARTICIPATION
Translating Information Gathered About my School
1. After the orientation session, find out if the school has an organizational structure displayed in
the office of the School Head. You may want to take photo or do a sketch so you will have the
names and positions of the school personnel. This way you will have an idea of the services
being offered in the school.
Draw the organizational structure of your cooperating school. This consists of the names
and position of the school personnel arranged hierarchically with the Head of School
located in the top position.
2. Spend the next few days going around the premises and visiting the facilities of the school.
What building facilities do you see? What activities are happening inside the buildings? You
may interview the teacher or staff in charge.
3. Sketch an aerial view of the school showing the various structures or building inside the school
premises. Use geometrical figures to represent the buildings. This map can be an entry in your
portfolio. Label each of the structures. Indicate where the main gates are.
Map of School.
4.3 IDENTIFICATION
Identifying purposes of the School Facilities
1. Using your school map, make an inventory of the structures shown and the purpose of each.
2. You may go back to your orientation notes. Were you able to obtain answer to the questions
you have posed during the orientation session? As you go around the school, are there issues
and concerns you have sensed regarding?
a. Area of school?
c. Student population?
d. Classrooms?
e. Facilities?
f. Learning resources?
g. Playground?
4.4 INTERNALIZATION
Creating Impressions, I have of my Cooperating School
Based on your observation notes during the orientation week, what are your initial impressions
of your Cooperating School?
Growth Portfolio Entry No. 4A
4.5 DISSEMINATION
Building my Cooperating School’s Profile
Using all information, you have gathered, prepare a bulletin of information for your Cooperating
School. This document should contain the most important information helpful to anyone who would like
to feature your school in a magazine or website.
Name of School
RUBRICS FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP
LTE 4: Knowing my Cooperating School
Criteria 4 3 2 1 Score
Exemplary Satisfactory Fair Limited
Total Score = .
Self- Assessment:
Conforme:
5.1 Exposure
Noting the Physical Features and Resources
of the Classroom
5.2 Participation
Identifying the Purposes of the Physical
Resources of the Classroom How can I make the classroom
conducive to learning?
5.3 Identification
Considering Issues and Concerns in the Use
of the Classroom Resources
5.4 Internalization
Setting Guidelines for Creating a Conducive
Learning Environment
5.5 Dissemination
Showing an Ideal Arrangement for my
Classroom
5.1 EXPOSURE
Noting the Physical Features and Resources of the Classroom
One of the first things your Mentor Teacher will surely give you is an orientation tour of his/her
classroom. This will cover everything available and what surrounds your room. While you mentally
note the details being shown and explained to you, you may use the simple Classroom Resources
Checklist to keep tag of them. Fill-up these checklists before you move on to the next experiential task.
Classroom Resources Checklist A
Grade/Year: Room No.: Area: sq.m. Length: m Width: m
No. of Students: Males: Females: .
5.2 PARTICIPATION
Identifying the Purposes of the Physical Resources of the Classroom
Study the contents of the three checklists you have completed.
A. Your first checklist is on the pieces of furniture found in your classroom. Can you sense some
issues regarding the kins of desks/chairs used by the learners? How are they arranged? Do
learners have freedom of movement?
Make a sketch of how the students’ chairs/desks are arranged inside the room. Are they
in rows or in groups?
B. As you observe class activities during the week, how are the classroom displays used by your
Mentor Teacher? They may not all be available but take note how each was used during the
week.
1. Class Program
2. Class List
3. Honor Roll
4. Attendance
5. Rules/Standards
6. Group Assignment
7. Bulletin Boards for New or
Current Lesson
8. Best Student Works
9. Art Woks
10. Finished Projects
11. Science Experiments Being
Undertaken
12. Others:
5.3 IDENTIFICATION
Considering Issues and Concerns in the Use of the Classroom Resources
1. With the present arrangement of the students’ chairs/desks, can they move freely to perform
their activities? Can you suggest another way to arrange them? Give your reasons for this.
2. Which of the displays are regularly used? For what purposes are they utilized in the classroom?
Are they all useful?
3. Which displays do you think are useful to and appreciated by the learners? Why?
4. This time, pay attention to the teaching aids available in the classroom. Which ones are quite
useful for teaching?
5. What are some concerns you have observed in the used of classroom resources? Do the teachers
and students have easy access to the classroom resources? What happens if there is difficulty in getting
them?
5.4 INTERNALIZATION
Setting Guidelines for Creating a Conducive Learning Environment
Give suggestions on what resources should be available in a classroom and how they should be
arranged in order to make the classroom more conducive to learning.
1. Students’ Desks/Chairs
2. Classroom Displays
3. Teaching Resource
5.5 DISSEMINATION
Showing an Ideal Arrangement for my Classroom
Noe that you have gained insights on what a classroom needs to become a venue for learning, see if you
can sketch the classroom you would want to have in the future. Show how you want the pieces of
furniture especially the learners’ desks arranged. Indicate the classroom resources you would want to
have inside the classroom. Use figures for you sketch and label them.
BACK
Self- Assessment:
Conforme:
6.1 Exposure
Observation of Classroom Management
Activities
6.2 Participation
Recognizing Transition and Classroom
Management Routines How can I manage my classroom
routines so effective learning can
6.3 Identification take place better
Identifying the Consequences of Transition
and Classroom Management Activities
6.4 Internalization
Setting Standards for Effective Transition
and Classroom Management Activities
6.5 Dissemination
Poster Designing for a Sale and Happy
Classroom
6.1 EXPOSURE
Observation of Classroom Management Activities
The Classroom Observation Form you will use in this activity is a variant of what you may
have used in your Field Study. This time you will not focus only on teaching tasks but also on every
routine your Mentor Teacher does before, during, and between any organized activities in the lesson.
These are known as transition periods (Chiarelott, Davidman &Ryan, 2007) and are part of classroom
management.
Examples of such TRANSITION ROUTINES are:
BEFORE staring the lesson like doing a simple physical activity, singing a short song,
checking on homework, checking attendance, etc.
DURING could be making students stand or letting them shake their hands to break
monotony, checking on teaching materials needed, attending to students working on a
project or art work, etc.
BETWEEN organized activities maybe checking progress of students while taking a quiz,
giving reminders while doing an experiment, snack break after a lesson, etc.
The observation tool is deliberately divided into three parts of a lesson cycle: prior to lesson
proper, during the lesson proper, and post lesson proper. For each segment, you will describe the
transition events or routines done by the teacher and/or the class. Write down chronologically all the
transitional activities that happen in each segment. Some of them are upon teacher’s instructions, some
are routinely done by the class themselves without any directions from him/her. You have to indicate
the actual time a segment begins and ends for a subject area observed. Use one observation form for
every subject observed during the week.
Table 6.1
(Transition Routines)
SEGMENT EVENT/ACTIVITY
Time starts: . 1.
Time ends: . 2.
4.
5.
Time starts: . 1.
Time ends: . 2.
4.
5.
Time ends: . 2.
4.
5.
6.2 PARTICIPATION
Recognizing Transition and Classroom Management Routines
How many subjects does your Mentor Teacher teach during day? How many have you
observed for LTE 6?
1. Go over the activities and routines you Mentor Teacher has done prior to starting the lesson
proper in all the subjects you have observed. What are they about? What does your Mentor
Teacher intend to happen through those transition activities?
Did your Mentor Teacher do the same transitional activities in all the subjects he/she has
taught Why? Why not?
2. What transitional periods happened while the lesson was on going? What do you think were
the purposes of your Mentor Teacher?
3. What were transition routines mostly about after the lesson proper was over? Were they
always directed to the whole class?
4. Can you describe how the students behave when your Mentor Teacher carry out these
transition routines? Are they most prepared to do the next activity?
6.3 IDENTIFICATION
Identifying the Consequences of Transition and Classroom Management Activities
1. Based on your observation notes, which transitional activities do you find effective for
maintaining order
Before starting the lesson?
During lesson proper?
6.4 INTERNALIZATION
Setting Standards for Effective Transition and Classroom Management Activities
1. How does classroom management help in maintaining order in the classroom? What problems
could be avoided?
2. Put a check in those statements you believe can help you in implementing transition and
classroom management activities to maintain orderliness and safety in the classroom.
Be very clear in giving instructions before starting an activity.
Allow the students to carry out what they can do on their own.
Be consistent with the expectations of students.
Give signals when starting and ending a lesson segment.
Anticipate what could distract or disturb the learners so they could be avoided.
Favoritism can be displayed once in a while.
Be sensitive to the personal needs of the students.
Reinforce good behavior in class.
Arrange learners’ desks properly so students can move freely.
Prepare needed teaching aids ahead of time.
Practice fairness in assigning students to work on tasks.
Attend immediately to students misbehaving in class.
3. Choose five of these guidelines / standards and describe what could happen if not followed.
1.
2.
3.
4.
5.
6.5 DISSEMINATION
Poster Designing for a Sale and Happy Classroom
As a promising teacher, design a poster you can display in your classroom to encourage students
to maintain a safe and happy learning environment.
Growth Portfolio Entry No.6
Poster Design for a Safe and Happy Classroom
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
Domain 1: Content, Knowledge, and Pedagogy Construct questions for effective teaching
and learning.
Strand 5: Strategies for developing critical and
creative thinking, as well as other
higher-order thinking skills.
7.1 Exposure
Recording Classroom Questions
7.2 Participation
Categorizing Teacher’s and Student’s
Questions
How does questioning contribute to
7.3 Identification effective teaching?
Identifying Thinking Skills Elicited through
Questioning
7.4 Internalization
Constructing Effective Questions
7.5 Dissemination
Effective Questioning as a Powerful Tool for
Learning and Teaching
VII.1 EXPOSURE
Recording Classroom Questions
What is a question? It is a statement that solicits a verbal or non-verbal response. It is a
teacher’s powerful tool to provoke thinking among his/her learners. There are different ways of
categorizing questions. Here are the most common types used in classrooms.
The Classroom Observation Form which follows will be used for exploration. This focuses
on classroom questioning by you Mentor Teacher while teaching a full lesson of a subject. The lesson
is divided into three segments: preliminary or introductory phase , lesson proper, and assessment or
closing phase. As an observer, you will record conscientiously all the questions the teacher asks within
each lesson segment. If there are questions raised by the learners, record them also and just mark them
with S. Don’t forget to indicate the time when a segment starts and ends. If you need the aid of a tape
recorder to record the full lesson, you may use one. Otherwise, just give your full attention to writing
the questions yourself. It is expected that your Mentor Teacher has been informed of what your
observation will be focusing on.
Table 7.1
Classroom Observation Form
(Classroom Questioning)
SEGMENT QUESTIONS
Preliminary or Introductory
Phase 1.
2.
Time Starts: . 3.
Time Ends: . 4.
Time Spent: min. 5.
6.
7.
8.
9.
10.
Lesson Proper
1.
Time Starts: . 2.
Time Ends: . 3.
Time Spent: min. 4.
5.
6.
7.
8.
9.
10.
Assessment or Closing 1.
Phase 2.
3.
Time Starts: .
4.
Time Ends: .
5.
Time Spent: min.
6.
7.
8.
9.
10.
VII.2 PARTICIPATION
Categorizing Teacher’s and Student’s Questions
Put together the questions recorded from the lesson (s) observed by segment. Go over them
carefully and complete the tables that follow.
Table 7.2
Lesson Segment Number of Questions How many are How many are higher-
Recorded lower-order order questions?
questions?
1. Preliminary
or
Introductory
Phase
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
1. What questioning pattern do you see in Table 7.2 in terms of total number of lower-orders
questions as compared to number of higher-order questions? Do you see the same pattern in
all three segments? Can you explain why?
Table 7.3
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
2. What questioning pattern do you see in Table 7.3 in terms of total number of questions with
only one correct answer as compared to number of questions with multiple answers? Do
you see the same pattern in all three segments? In which segment do you see more questions
with multiple answers accepted? Can you give reasons why this pattern appears?
3. Do you see any similarity between questioning patterns in Table 7.2 and 7.3? Any reason
why?
4. What kind of questions can elicit diverse responses? What kind of questions can do this?
Table 7.4
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
In which segment d you find the most number of questions for Initiating Learning?
Guiding Learning Assessing Learning? .
VII.3 IDENTIFICATION
Identifying Thinking Skills Elicited through Questioning
1. Go over your original list of questions and study them carefully. Choose three questions under
initiating learning and indicate the specific thinking skills your Mentor Teacher intends to elicit.
2. Choose three questions under guiding learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.
3. Choose three questions under assessing learning and indicate the specific thinking skills your
Mentor Teacher intends to elicit for each one.
Can a teacher use different types of questions in the different phases of a lesson?
VII.4 INTERNALIZATION
Constructing Effective Questions
1. What generalizations can you make based on your analyses of the questions your Mentor
Teacher has constructed?
a.
b.
c.
2. You can see that higher-order questions can challenge learners to think more and can encourage
more classroom interaction. As a prospective teacher, can you give a higher-order question under each
of the given topics?
VII.5 DISSEMINATION
Effective Questioning as a Powerful Tool for Learning and Teaching
Write an insightful essay with the title “Effective Questioning, a Powerful Tool for Learning and
Teaching”. You can include this as a core entry in your Growth Portfolio.
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
8.1 Exposure
Recalling the Structure of a Typical Lesson
8.2 Participation
Observing the Implementation Strategy of
the Mentor Teacher in Each Lesson Segment
What contributes to successful
8.3 Identification teaching?
Describing the Lesson Segment Contribution
to Achieving the Objectives
8.4 Internalization
Providing Insights on Factors that
Contribute to Successful Teaching
8.5 Dissemination
Reconstructing the Plan of a Successful
Lesson.
8.1 EXPOSURE
Recalling the Structure of a Typical Lesson
As you have realized in your previous observations of lesson episodes, a lesson typically
follows this process workflow or sequence and that each phase takes different purposes:
PRELIMINARY
Initiate learning
Motivate learners
Pre-assess readiness
of learner
Check teaching aids
needed
LESSON PROPER
Guide development of
new concept / skill
Expository
Strategies
Exploratory
Strategies
Application
concepts/principles or
mastery of skills
CLOSURE PHASE
Carry out formative
assessment
Provide lesson follow-
up
Give assignment for
new lesson
8.2 PARTICIPATION
Observing the Implementation Strategy of the Mentor Teacher in Each Lesson Segment
Use the Lesson Observation Form below to describe the activities you Mentor Teacher has
carried in each lesson segment.
Table 8.1
Lesson Observation Form
Time Starts: .
2. What instructional purposes did she want to achieve in
Time Ends: .
doing such activities?
Time Spent: min.
3. What activities did she do which are connected to the
new lesson?
Lesson Proper 1. What is the content of the lesson about? Was it concept
or skill development?
Time Starts: .
Time Ends: .
2. What objectives did the Mentor Teacher want to
accomplish?
Time Spent: min.
Closing Phase 1. How did the Mentor Teacher assess the progress of the
students for this particular lesson? What formative
assessment tool was used?
Time Starts: .
Time Ends: .
2. What other activities were done in the closing phase of
the lesson?
Time Spent: min.
8.3 IDENTIFICATION
Describing the Lesson Segment Contribution to Achieving the Objectives
1. Which among the preliminary activities have prepared the learners for the new lesson? Are
there other activities you would do in this phase?
2. Did you notice any challenges the teacher met in motivating the learners? What else may be
done to overcome them?
3. What activities sufficiently develop the new lesson? Were the activities carried out sufficient to
develop the new lesson? Which activities did you find effective?
4. How did the Mentor Teacher maintain the interest of the students? which part did they find
interesting? What else could have been done to sustain their interest?
5. If you were to teach a similar lesson, what would you do to assure achievement of the
objectives?
8.4 INTERNALIZATION
Providing Insights on Factors that Contribute to Successful Teaching
1. Give some evidence of successful teaching.
2. What have you realized as contributing factors to successful teaching? What can assure
effective execution of a lesson?
8.5 DISSEMINATION
Reconstructing the Plan of a Successful Lesson.
You have observed the execution of a full lesson. Try to reconstruct the plan used by your
Mentor Teacher following a standard format for a brief lesson plan. You may include this as an entry to
your growth portfolio.
I. Lesson Objectives:
1.
2.
II. Subject Matter:
2. Lesson Proper
3. Closure Phase
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
Understandably, with no teaching experience to draw upon, you are apprehensive about your
initial teaching. A well-conceived and organized detail plan will provide you the much-needed feeling of
security and confidence. A good plan leads to a quality lesson in which effective learning takes place.
Thoughtful planning is a prelude to successful teaching.
9.1 Exposure
Building up my Repertoire of Planning
Skills
9.2 Participation
Walking Through the Planning Tasks
As a student intern, how can I plan
9.3 Identification lessons that will lead to better
Exploring Lesson Plan Format Options teaching and learning?
9.4 Internalization
Creating and Recreating Lesson Plan Format
9.5 Dissemination
Demonstrating my Planning Skills
9.1 EXPOSURE
Building up my Repertoire of Planning Skills
Planning is visualizing and designing the events that will occur in your succeeding teaching
events. A plan is a representation of instructional events similar to a road map that will guide you in the
actual implementation of your teaching episodes. It is a systematic way of managing teaching events
and time ahead of the actual teaching schedule.
Your plan is the thread that will weave all the what and how of your forthcoming first teaching,
sustained teaching and demonstration teaching.
1. Pre-requisite to planning your teaching
Know the national standards and requirements for the grade and subject you will be probably
assigned to teach.
Check kink for standards in the Department of Education website for K-12 program.
How useful are the national standards in planning your future lesson?
2. Explore the curriculum guides and instructional materials provided by the Department of
Education to your school for a particular grade or subject.
K-12 Teacher’s Guide
K-12 Learner’s Materials
K-12 Textbooks
Of what use will the above curriculum guides and instructional materials in your
planning?
3. Inquire from you Mentor Teacher if there are specific Teaching Guides set up by your
cooperating school.
List of Available Teaching Guides Prepared and Used in your Cooperating School
.
.
.
.
.
.
.
.
.
.
Deeper exploration of the Department of Education national standards, curriculum guides and
teaching guides developed by your cooperating school will give you a better scenario of the skills you
need to plan an effective instruction.
9.2 PARTICIPATION
Walking Through the Planning Tasks
Specifying
procedure and
activities
Selecting
content
Deciding on Planning
objective assessment
tasks
Recall the four categories of professional education courses you have completed: learning theories
and concepts, content, methods and strategies, assessments, and field study. Indicate the specific
course/s and the key points that are most helpful for the following planning tasks. Record the key
concepts or criteria under each of the following planning tasks.
Planning Tasks
1. Deciding Appropriate Objectives
Example: Must be aligned to learner’s needs
.
.
.
2. Selecting Content/ Subject Matter
Example: Content/ subject matter must provide the context for the objective.
.
.
,
3. Specifying Teaching Procedures and Learning Activities
Example: Teaching procedure must facilitate the achievement of objective.
.
.
.
4. Planning Assessment Tasks
Example: Assessment tasks must be aligned to the objectives.
.
.
.
On Objectives
On Content/ Subject Matter
On Procedures and Activities
a. Introductory Activities
b. Developmental Activities
c. Concluding Activities
On Assessment
Alternative Activities as Emergency Fillers
Other Pertinent Suggestions
On Unexpected Events
9.3 IDENTIFICATION
Exploring Lesson Plan Format Options
Request your Mentor Teacher to allow you to study the lesson plan format being followed in your
school. Record the major parts and a brief description of contents.
9.4 INTERNALIZATION
Creating and Recreating Lesson Plan Format
Confer with your Mentor Teacher regarding the expected format of your lesson plan. Most likely
you will be asked to prepare a detailed plan for your first teaching.
4. What could be the advantages of developing detailed lesson plans for initial teaching?
9.5 DISSEMINATION
Demonstrating my Planning Skills
Lesson planning is the centerpiece of your preparation for initial teaching. Most often, your
Mentor Teacher will require you to submit a detailed plan several days before turning over the class to
you to assure continuity of instruction. It is therefore necessary that you work jointly with your Mentor
Teacher in your planning and teaching tasks.
In preparing a Lesson Plan, consider the following:
Objective: Be specific and remember the acronyms S.M.A.R.T (Specific, Measurable,
Achievable, Relevant and Time-oriented)
Content: Include major concepts to be covered.
Materials: Specify everything that is indispensable to your lessons. As much as possible be
creative and resourceful enough despite limited budget.
Development: Indicate the methods, techniques, activities you intend to use and specific
questions you intend to ask. Make provisions for incidental learning.
Assessment: Determine how the objectives are successfully achieved.
For your Growth Portfolio Entry No.9, request your Mentor Teacher to suggest and anticipated
lesson. Write a plan following the suggested detailed format. Find out the prior learnings upon which
you will build up your lesson activities.
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
At this stage of your teaching internship journey, you already possess the essentials of planning.
You are beginning to establish your role as a teacher. The first teaching experience is the most
challenging yet rewarding as you juggle the roles and responsibilities of being a student and a teacher.
The complicated intellectual, social and emotional experiences in your initial teaching are
critically significant to the making of a great teacher. Your initial teaching will give your Mentor
Teacher insights into your content knowledge, teaching skills and dispositions. A good relationship with
your Mentor Teacher is vital in achieving maximum benefit from your initial and succeeding teaching
assignment
Your Mentor Teacher will initiate the process of helping you learn how to be an outstanding
teacher in the future. In this initial learning teaching experience. You will be guided by the following
experiential tasks.
10.1 Exposure
Getting Ready for My Initial Teaching
10.2 Participation
My First Teaching Plan
10.1 EXPOSURE
Getting Ready for My Initial Teaching
Your direct participation in your learning teaching journey begins with planning and trying it
yourself with a single lesson, either an isolated or a continuing lesson in your Mentor Teacher’s class.
Request your Mentor Teacher if you can look over his/her lesson plan for the day.
1. Observe how a day’s lesson is planned for the subject you will most teach. Record the MT’s
activities.
2. In what other ways is the lesson sequence similar or different to the one you developed in
Learning Teaching Experience 9? How does your MT label the lesson components?
10.2 PARTICIPATION
My First Teaching Plan
1. Begin to plan for your teaching. Confer with your Mentor Teacher to determine the specifics of
the assigned subject matter.
2. Ask if there are preferred strategies for the different phases of the lesson: Introduction,
Development, and Assessment. Ask if there are negotiables or you can freely choose.
3. You may include this as an entry to your growth portfolio.
Subject: .
Grade Level: .
Time: .
I. Objectives
II. Subject Matter
III. Materials
IV. Activities
TEACHER LEARNER
A. Introduction
B. Development Phase
C. Assessment
Include the following as entries to your growth portfolio.
Growth Portfolio Entry No. 10-B
On assessment of learnings
Subject: .
Grade Level: .
Time: .
I. Objectives
III. Materials
IV. Activities
TEACHER LEARNER
A. Introduction
B. Development Phase
C. Assessment
10.3 IDENTIFICATION
Mapping My First Teaching Experience
In your first teaching, imagine yourself riding in a roller coaster. Using Moir’s Roller Coaster-
Teaching Experience analogy and Meijer Phases of Initial Teaching, identify, explore, and provide
instructional options before, during, and after your actual teaching.
C. After Teaching
5. Relief Reflection With the end of your teaching in sight,
Pointing on how would you know that you
success and succeeded?
possible
improvement
10.4 INTERNALIZATION
Assessment of My First Teaching
A. Self-Assessment of My First Teaching
Lesson management is essentially putting your well-planned lesson in action.
After your first teaching, take time to answer the following key questions.
1. Did I start my lesson promptly? Smoothly? If not, what could be the reason?
2. Did I maintain the attention and interest of my pupils throughout the lesson? If not, what
distracted my pupils’ attention? Did the pupils understand the purpose of the lesson? If not,
what did I fail to do?
3. Did I manage proper pacing in the flow of my lesson? If not, what blocked the smooth
transition between activities?
4. Did I make effective use of the general teaching skills strategies? If not, what could be the
reasons?
5. Were my questions clear and appropriate to the levels of my pupils? If no, how can I
improve my art of questioning?
7. Did I manage pupils’ movement well? If no, how can I improve my management of pupils’
movement and non-movement?
My Skills to be Strengthened
10.5 DISSEMINATION
Write a reflection journal of your experiences during your first teaching. Include a framework
of your learning journey to keep track of your learning teaching experiences.
Learning
Learner
4. How does my first teaching match with what I have been reading in the textbook and
learnings in class?
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
After your first teaching experience, you should be feeling more confident as a student intern.
However, to be adequately prepared for teaching, you need to experience other phases of active
teaching practice. Learning Teaching Experience 11 opens another door for you to navigate the real
world of teaching. Sustained teaching will enable you to experience the pace and rhythm of teaching for
a relatively longer period of time. It is flexible and adaptable. It does not follow a one size fits all
approach.
Engaging in sustained teaching will better prepare you for the personal traits and instructional
skills that are vital to learners.
11.1 Exposure
Sustained Teaching as Sustaining Learning
11.2 Participation
Moving to Action: From Planning to
Teaching
What knowledge and skills do I need
11.3 Identification to effectively perform my sustained
A Walk Through My Sustained Teaching teaching assignment?
Experience
11.4 Internalization
Understanding Myself as a Learning
Teacher
11.5 Dissemination
My Sustained Teaching: A Growing
Experience
11.1 EXPOSURE
Sustained Teaching as Sustaining Learning
Sustained teaching is teaching the same or several subjects to a whole or part of a class or
individual for a relatively long period. Sustained teaching comes in different forms. It may be keeping
up teaching one or more subjects or team teaching with Mentor Teacher continuously for several days.
It may also be a scaled-down teaching where you carry on micro-lessons to a small group of pupils or
tutoring pupils with learning challenges.
Occasionally, substitute teaching offers another opportunity for you to be engaged in sustained
teaching. There may be occasions when you may be requested to take some subjects of your Mentor
Teacher who may be absent for several days due to unforeseen illness or family responsibilities.
Substitute teaching is gratifying as you become “Teacher in Action.”
Sustained teaching assignments depend on how prepared you appear to be for the competencies
expected. Your level of readiness will determine the needed support and exposure your Mentor Teacher
will provide.
Your Mentor Teacher may assign you specific subject/s or may give you a freehand to choose
the area for your sustained teaching.
1. Observe how your Mentor Teacher teaches the subject/s assigned to you. Record key points
on how he/she guides instructions. Give attention to the lesson sequence and patterns of
instructional actions and management routines before, during, and after instructions.
.
.
.
.
.
2. Inquire from your Mentor Teacher the expected level of direction on planning and teaching.
Record her suggestions.
On Planning
On Lesson Pacing
What is the suggested daily lesson sequence of the same subject?
1st day 2nd day 3rd day 4th day 5th day
On Objectives
On Resources Needed
On Designing Instruction
Individual
Small Group
Microlesson
Tutoring Pupils with Learning
Formal School Program
Challenges Substiture
Microteaching
Teaching
Whole Class
Every teacher of sustained teaching must make her own plan. Observe the level of detail
suggested by your Mentor Teacher. Look back at the planning process in your previous learning
episode.
I. Objectives:
Day 2
I. Objectives:
Day 3
I. Objectives:
Day 5
I. Objectives:
Take time to explore the suggested pacing of the objectives and subject matter of your sustained
teaching lesson.
2. Does each phase extend concepts as you move from day – to – day?
3. Does it address the logical sequence of content? If NO, what do you suggest?
Planning Phase
1. Write your series of brief or block plans tailored to the format suggested by your Mentor
Teacher.
2. Submit your lesson plan to your Mentor Teacher for feedback and approval.
If needed:
3. Rewrite to include the suggested modification
4. You are now ready to teach your lesson.
Note: Follow the same process for all the succeeding lessons.
11.3 IDENTIFICATION
A Walk Through My Sustained Teaching Experience
I. From My Own Lens
At the end of your sustained teaching, make an inventory of your learning teaching
experiences.
Which of the following instructional skills you strongly feel you developed? You may rate
yourself as: 4- Exemplary, 3- Satisfactory, 2- Fair, or 1- Developing.
1. Knowledge of
subject matter
2. Understanding of
learner’s
characteristics and
needs
3. Planning skills
4. Turning objectives
into appropriate
learning actions
5. Motivating and
maintaining
pupil’s interest
6. Oral questioning
skills
7. Providing
appropriate
feedbacks
8. Managing
classroom
9. Managing pupils’
behavior
10. Communicating
clearly and
accurately
Record other instructional skills you developed. Use the same rubrics.
11.
12.
13.
14.
15.
1. Knowledge of
subject matter
2. Understanding of
learner’s
characteristics and
needs
3. Planning skills
4. Turning objectives
into appropriate
learning actions
5. Motivating and
maintaining
pupil’s interest
6. Oral questioning
skills
7. Providing
appropriate
feedbacks
8. Managing
classroom
9. Managing pupils’
behavior
10. Communicating
clearly and
accurately
1.
2.
3.
4.
5.
11.4 INTERNALIZATION
Understanding Myself as a Learning Teacher
Cultivating your self- reflection and inquiry will help develop a lifelong approach to learning
teaching.in your growth portfolio.
Revisit your sustained teaching episodes. Based on your personal reflection, document your
strengths and challenges. You may include your personal reflection
Building on My Strengths
I learned that
I enjoyed
I changed my opinion about
I was happy to
I think the following worked very well
11.5 DISSEMINATION
My Sustained Teaching: A Growing Experience
Add your reconstructed plans and reflections to your growth portfolio. If series of lessons, use labels as
Lesson 1- Lesson 2 – Lesson 3 etc. or other label to indicate sustained teaching.
My Reconstructed Plan for Sustained Teaching
RUBRICS FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP
LTE 11: Learning Teaching Through Sustained Teaching
Criteria 4 3 2 1 Score
Exemplary Satisfactory Fair Limited
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme:
12.2 Participation
Trying my Best Teaching Wings
What are the characteristics of a best
12.3 Identification teaching practice?
My Best Teaching Moment
12.4 Internalization
Looking at My Teaching Self
12.5 Dissemination
My Demonstration Teaching Plan
12.1 EXPOSURE
Getting Ready for the “Solo Teaching Flight”
Building a sense of professional self-esteem through demonstration teaching has multiple
functions in your pre- service development. It enhances your thinking and decision processes related to
planning, implementation, and assessment of your teaching. It also integrates the theoretical and
practical knowledge you acquired from your different Learning Teaching Experiences: Assisting,
Planning, First Teaching and Sustained Teaching. More importantly, demonstration teaching will
develop your credibility as a beginning teacher. You are now charged with the same responsibilities as
your experienced Mentor Teacher. In this episode, you will experience two types of demonstration:
symbolic and perceptual. Writing your plan is symbolic demonstration and teaching your plan is
perceptual demonstration. Furthermore, demonstration teaching creates a feeling of anticipation for
you, your students, your Mentor Teacher, your College Supervisors, and other invited teachers.
Phase 1: Decision Making Phase
Activity 1
Zoom your planning lens to your demo teaching coaches and support team.
Who are directly involved in the planning phase of your demonstration teaching?
Mentor Teacher
College Supervisor
Cooperating School Subject Head
College Department Head
My Self
Others (Please indicate)
Record what you can offer and the suggestions of your student teaching coaches.
What I can offer
Concepts
Principles
Methods
Skills
Others
Activity 4
Consult your Mentor Teacher/ College Supervisor on the teaching process and other essentials
that need to be demonstrated.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
12.2 PARTICIPATION
Trying my Best Teaching Wings
You are now ready to write a plan for the specific aspects of your demonstration lesson.
Highlight in your plan the necessary suggestions of your Mentor Teacher and College Supervisor. It is
now likely that you will prepare a detailed plan.
Inquire from your Mentor Teacher what apperceptive bases must be considered for connecting
your demonstration lesson to students’ previous learning.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
My Demonstration Teaching Plan
Note: submit your teaching plan to your Mentor Teacher and College Supervisor for suggestions,
comments, and approval. Pre-briefing session may be conducted by your Mentor Teacher.
Based on the suggestion of your Mentor Teacher/College Supervisor, refine your teaching
repertoire.
12.3 IDENTIFICATION
My Best Teaching Moment
Check evidences of your readiness. Here are some important points you can check yourself.
My Concerns
1.
2.
3.
4.
5.
As you move through your demonstration teaching, analyze the flow of your lesson. During
your teaching moment, you are now the best judge of your teaching. In light of consequences in your
teaching moment, some aspects of your planned decisions and actions may not work. Do not be afraid
to consider aspects of your planned decisions and actions may not work. Do not be afraid to consider
alternatives. Try more effective ideas.
12.4 INTERNALIZATION
Looking at My Teaching Self
A. Post Lesson Debriefing
It is important that the post demonstration conference be conducted immediately after
demonstration lesson.
1. What did you think of your demonstration teaching? Did the lesson go as planned?
4. What changes would you make if you were to reteach your demonstration lesson?
2. My College Supervisor
12.5 DISSEMINATION
My Demonstration Teaching Plan
Given the comments from the lenses of yourself, Mentor Teacher, College Supervisor, subject
head, invited teachers and students, rewrite your demonstration teaching plan. This is your growth
portfolio entry for LTE 12.
Total Score = .
Rating = Total Score x 100
24
Self- Assessment:
Conforme: