Angel D.

Rodriguez BSED – English 4

FS 2 – Experiencing the Teaching and Learning Process September 8, 2023
1. Know the Vision and Mission of the College of Education
VISION: The College of Education considers itself a provider of quality instruction for the development of
professional educators who can meet the demands and challenges of teaching in a globally competitive
environment.
MISSION: To prepare dynamic, innovative, and professional educators dedicated in nurturing their future
students' intellectual growth and overall wellbeing.
BACHELOR OF SECONDARY EDUCATION program is designed to prepare students to serve in the area
of secondary education services in public or private school. It provides skills in the total development of
learners' physical, mental, emotional, and social traits abilities and competencies that they eventually become
worthy children of God and Country.
PROGRAM OBJECTIVES
1. Prepare students to teach secondary education both in public and provide schools.
2. Train teacher to teach high school Mathematics, Physical Sciences, Biological Sciences, English,
Filipino, MAPE and others.
3. Develop students' personal and professional qualities that would lead to positive response to the
changing needs of society.
4. Provide students with comprehensive review for a positive outcome.

2. Define the following: Student Teaching/ Student Teacher

A student teacher or practice teacher is a college, university or graduate student who is teaching under the
supervision of a certified teacher in order to qualify for a degree in education. The term is also often used
interchangeably with pre-service teacher.
It serves as a hands-on learning experience typically undertaken in the final year of college or as part of a
teaching certification program. During student teaching, individuals intern in a classroom or educational setting,
applying their knowledge and skills under the guidance of experienced educators. These immersive experiences
provide invaluable opportunities to gain practical teaching experience and prepare for a career in education.
Being a student teacher is your chance to practice what you have learned in college. It bridges the gap between
theoretical knowledge acquired in teacher education programs and the practical demands of teaching in real
classrooms.
Becoming a student teacher is essential to your growth and development as a teacher. It allows you to develop
and refine your teaching skills and strategies. It gives you the opportunity to apply what you've learned from
your education courses to the real world.

WHY IS STUDENT TEACHING IMPORTANT?

Student teaching provides future educators with the pedagogical tools and experience necessary to connect
practice and theory. While working closely alongside their teacher mentor, student teachers receive ongoing
feedback about their performance. The teacher mentor also provides guidance and support to help the student
teacher grow professionally.
This allows student teachers to become more proficient at instructing students, implementing adaptable
curriculum, and performing accurate student assessments. Student teaching also provides numerous chances for
self-reflection and personal growth. While learning to become a skilled educator can take years of practice,
student teaching is necessary and helpful to gain the skills and experience required to be a teacher.

3. Give and Explain: Roles and Responsibilities of Student Teacher

Student teachers have specific roles and responsibilities during their student teaching. These responsibilities are
designed to help them gain valuable teaching experience and develop the skills necessary for a successful
teaching career.
Assist in Classroom Management:
 Observe and learn the classroom management techniques used by the mentor teacher.
 Assist in maintaining a positive and productive classroom environment.
 Help with tasks such as attendance, distributing materials, and organizing the classroom.
Lesson Planning and Preparation:
 Collaborate with the mentor teacher to plan and prepare lessons that align with the curriculum.
 Create engaging and age-appropriate instructional materials.
 Adapt lessons to meet the diverse needs of students, including those with disabilities or special
requirements.
Instruction and Teaching:
 Deliver lessons under the guidance and supervision of the mentor teacher.
 Use effective teaching strategies and methods to engage students and promote learning.
 Differentiate instruction to address the individual learning styles and needs of students.
Assessment and Feedback:
 Assist in the assessment of student learning through quizzes, tests, assignments, and other evaluation
methods.
 Provide constructive feedback to students to help them improve their performance.
 Collaborate with the mentor teacher in the grading and recording of student work.
Classroom Environment:
 Foster a positive and inclusive classroom environment that respects and values diversity.
 Promote respectful and appropriate behavior among students.
 Ensure the safety and well-being of students at all times.
Professionalism:
 Uphold high standards of professionalism, including punctuality, dress code, and ethical conduct.
 Respect confidentiality regarding student information and school matters.
 Show enthusiasm for teaching and a commitment to the profession.
Reflective Practice:
  Engage in regular self-reflection on teaching practices and experiences.
 Seek guidance and feedback from the mentor teacher and supervisors to improve teaching skills.
 Adjust teaching strategies and methods based on self-assessment and feedback.
These roles and responsibilities are critical for the development of student teachers as they prepare to become
fully qualified educators. The support and guidance provided by experienced mentor teachers are essential for
their growth and success in the field of education.

4. Identify the Objective of Student Teaching

The main objective of student teaching is to give the student the finest introduction to the teaching profession
possible. Additionally, to provide aspiring educators with practical and immersive experience in a real
classroom setting, under the supervision and guidance of an experienced mentor teacher. The overarching goal
is to prepare these individuals for a successful career in education by achieving several key objectives:
 Skill Development: Student teaching aims to develop and refine the teaching skills and competencies of
aspiring educators. This includes lesson planning, instructional delivery, classroom management,
assessment, and adapting teaching methods to meet the diverse needs of students.
 Application of Knowledge: It provides an opportunity for prospective teachers to apply the knowledge
and theories they have learned in their teacher education programs in a real-world context. This practical
experience bridges the gap between theory and practice.
 Classroom Experience: Student teachers gain hands-on experience working with students of different
ages, backgrounds, and abilities. This exposure helps them become familiar with the dynamics of
classroom teaching and student interactions.
 Professional Development: Student teaching encourages the development of professionalism and a
commitment to ethical conduct in education. It emphasizes punctuality, effective communication,
collaboration with colleagues, and maintaining a high standard of ethical behavior.
 Reflective Practice: It promotes reflective practice, wherein student teachers regularly assess their own
teaching practices, identify areas for improvement, and actively seek feedback from mentor teachers and
supervisors. This reflective process is integral to professional growth.
 Adaptation and Differentiation: Student teaching challenges individuals to adapt their teaching methods
and strategies to meet the diverse learning needs of students, including those with special needs or
varying levels of proficiency.
 Assessment and Feedback: Aspiring teachers learn to assess student learning and provide constructive
feedback to help students improve. They also become skilled at grading and evaluating student work.
 Classroom Management: Student teachers gain experience in classroom management, including
maintaining discipline, creating a positive classroom environment, and effectively handling classroom
routines and procedures.
 Confidence Building: Through progressively increasing responsibilities and support from mentor
teachers, student teachers build confidence in their teaching abilities, which is crucial for success in the
teaching profession.
Overall, the objective of student teaching is to prepare individuals to become effective, competent, and
reflective educators who can positively impact student learning and contribute to the field of education. It serves
as a critical step in the teacher preparation process, helping future teachers transition from being students of
education to becoming professional educators.
5. Know the Code of Conduct and Code of Ethics of Student Teaching
Student teachers are expected to adhere to a Code of Conduct and a Code of Ethics that outline the professional
standards and expectations for their behavior and interactions during their student teaching experience. These
codes are designed to ensure that student teachers conduct themselves in a manner that upholds the integrity of
the teaching profession and promotes a positive learning environment for students.
CODE OF CONDUCT FOR STUDENT TEACHING: focused on compliance and rules.
1. Professionalism: Student teachers are expected to maintain a high level of professionalism at all times.
This includes being punctual, dressing appropriately, and demonstrating a commitment to the teaching
profession.
2. Respect: Student teachers must treat all students, colleagues, and school staff with respect and dignity,
valuing the diversity of backgrounds, abilities, and perspectives within the school community.
3. Confidentiality: Student teachers should respect the confidentiality of student and school information,
refraining from discussing sensitive or private matters outside of the school setting.
4. Classroom Management: Student teachers are responsible for maintaining a positive and orderly
classroom environment, which includes effectively managing classroom behavior and routines.
5. Collaboration: Student teachers are encouraged to collaborate with their mentor teachers, school staff,
and parents to support student learning and development.
6. Effective Communication: Student teachers should communicate clearly and respectfully with
students, parents, and colleagues, addressing concerns or issues in a professional manner.
7. Adherence to School Policies: Student teachers are expected to familiarize themselves with and adhere
to all school and district policies and procedures.
8. Adaptation and Improvement: Student teachers should be open to feedback, actively seek
opportunities for professional development, and continuously strive to improve their teaching practices.
9. Ethical Behavior: Student teachers must adhere to ethical standards, which may include avoiding
plagiarism, cheating, or any form of academic dishonesty.
CODE OF ETHICS FOR STUDENT TEACHING: focuses on values or principles
1. Commitment to Student Learning: Student teachers should prioritize the educational and well-being
needs of their students, aiming to provide a safe and inclusive learning environment that promotes
student growth and development.
2. Equality and Fairness: Student teachers must treat all students fairly and equitably, without bias or
discrimination based on factors such as race, gender, religion, or socioeconomic status.
3. Integrity: Student teachers should uphold the highest standards of honesty and integrity in all their
professional activities, including interactions with students, colleagues, and parents.
4. Confidentiality: Ethical conduct requires the protection of student confidentiality, including
maintaining the privacy of student records and information.
5. Role as a Positive Role Model: Student teachers are expected to serve as positive role models for their
students, demonstrating responsible and ethical behavior.
6. Respect for Colleagues: Student teachers should respect the expertise and professionalism of their
mentor teachers and colleagues, seeking to learn from their experiences.

6. Identify the Responsibilities of Cooperating Principal, Cooperating Teacher, and Supervising Teacher
The role of the Cooperating School Principal is to collaborate with the College Student Teaching Supervisor as
a resource and facilitator of placements of student teachers and provides the social and professional aspects of
administering practice teaching.
  Assigns a student teacher to a qualified cooperating teacher in coordination with school department
head/chairman and with the College Student Teaching Supervisor.
 Meets regularly with cooperating teachers and student teachers.
 Conducts regular conferences with the cooperating teachers as regards to the performance of the student
teachers.
 Coordinates with the College Students Teaching Supervisor of the students’ teachers.
 Prepares required reports to the TEI copy furnished the School Division Superintendent
 Conducts regular observation and evaluation of the student teaching performance of student teacher.
The Cooperating Teacher is an experienced educator who serves as the primary mentor and supervisor for the
student teacher during the placement. Student teachers work closely with a mentor teacher, who is an
experienced educator employed by the school where the student teaching placement occurs. The mentor teacher
provides guidance, feedback, and support to help the student teacher grow professionally. He/she serves as role
model and advocate for the student teacher to develop an individual teaching style and personal talents in regard
to educational training. Their responsibilities include:
 Mentorship: Providing guidance, support, and mentorship to the student teacher throughout the
placement. This includes helping them acclimate to the classroom environment, school culture, and
teaching responsibilities.
 Assisting: Assist the student teacher in honing their skills through the use of varied approaches/
strategies/ techniques, assessment of learning outcomes, questioning techniques, preparation of
instructional materials, and preparation of examinations/various assessment modes.
 Lesson Planning and Collaboration: Collaborating with the student teacher to plan lessons, develop
instructional materials, and align teaching strategies with curriculum goals.
 Modeling: Demonstrating effective teaching practices and classroom management techniques for the
student teacher to observe and learn from.
 Observation and Feedback: Regularly observing the student teacher's lessons and providing constructive
feedback to help them improve their teaching skills.
 Assessment and Grading: Assisting the student teacher in the assessment of student learning, grading
assignments, and maintaining accurate records.
 Classroom Management: Helping the student teacher develop classroom management skills and
strategies for maintaining a positive learning environment.
The Supervising Teacher is typically a faculty member from the teacher preparation program or university who
oversees the student teacher's progress and provides additional support. Their responsibilities may include:
 Orientation and Planning: Collaborating with the Cooperating Principal and Cooperating Teacher to plan
the student teaching placement, including the goals and expectations for the experience.
 Regular Meetings: Meeting regularly with the student teacher to discuss progress, challenges, and goals.
These meetings provide an opportunity for the student teacher to seek guidance and support.
 Observation and Evaluation: Conducting formal observations of the student teacher's lessons and
providing feedback and evaluations aligned with program standards.
 Coordination: Ensuring that the student teacher's experience aligns with the goals and requirements of
the teacher preparation program and any relevant certification or licensure standards.
 Observation and Evaluation: Observing the student teacher's performance and providing feedback or
evaluations when necessary. This may include participating in formal evaluation processes.
These roles and responsibilities work together to create a supportive and structured environment for student
teachers to gain practical experience, receive mentorship, and develop the skills necessary to become effective
educators. Collaboration and communication among the Cooperating Principal, Cooperating Teacher, and
Supervising Teacher are key to a successful student teaching experience.

7. Enumerate the Parts of Lesson Plan (Traditional)

LESSON PLANNING
 Lesson Planning is at the heart of being an effective teacher. A lesson plan is a teacher’s daily guide for
what students need to learn, how it will be taught, and how learning will be measured. A lesson plan is a
teacher’s road map as a guide to students learning. Lesson plans are an essential part of the teacher’s
toolbox and are developed by a teacher to guide the entire session so that every key part of the teaching
session is appropriately planned, prepared, and implemented in order to achieve the learning outcomes.
WHY DO TEACHERS PLAN THEIR LESSON?
 Planning helps teachers outline how objectives will be met. Planning helps us organize our thoughts.
The more teachers plan their lesson, the more effective the lesson delivery is.
 Lesson planning is a time when I envision the learning I want to occur and analyze how all the pieces of
the learning experiences should fit together to make my vision a classroom reality.
 It makes teachers clear about what they are going to teach. It makes teachers capable of preparing even
more.
 If they have this lesson plan, teachers will be in the better position to control the class because they
already anticipate the situation that why they have strong sense of preparedness. An educator who is not
properly prepared will create an impression that he/she is unprofessional, and incompetent.
 Lesson planning helps to make sure that every moment spent in class is used to teach meaningful
concepts rather than figuring out what you are supposed to as time goes on.

8 ESSENTIAL QUESTION IN WRITING A LESSON PLAN

1. What format will be most helpful?
2. What direction should be given by the teacher? What dialogue should be thought about ahead of time? –
(Learning outcome or Expected Learning Outcome)
3. How should we sequence the parts of an activity? (Deductive or Inductive | Direct or Indirect)
4. How do we motivate students? (Orientation towards learning, therefore it impacts how likely is student
is either to give up or push forward in listening to the entire discussion – the deeper the motivation is,
the more likely the student will engage in class)
5. What materials will we need? (Selection of appropriate learning materials)
6. What objectives will we teach?
7. How will we conclude?
8. How will we know students have met the objectives?

5 MAJOR PARTS OF A TRADITIONAL LESSON PLAN

1. OBJECTIVES (in Behavioral Statement - at most 3 learning objectives)
Objectives are outcomes that students should be able to demonstrate upon completion of the lesson or unit.
Always be smart in formulating your learning objectives, this will help you keep on track and ensure that your
learners hit their goals and their targets.
 Specific – says exactly what the learners will be able to do.
 Measurable – can be observed by the end of the lesson.
 Attainable – for the students within scheduled time
 Relevant – to the needs of the students
 Time bound – achievable by the end of class
At the end of the lesson, students will be able to: “know and able to do”
At the end of the lesson, the students must have (Outcome Based Education)
Expected to demonstrate what they know and are able to do.
 Use simple and specific Action Verbs
 Action Verb that must end with -ed
 Only one verb must be used for each learning objective.
 Don’t use the ff words: Understand, Appreciate, Learn, and Know because they are not performances
that are observable or measurable.
Lesson objectives must be in 2 or 3 domains – cognitive, psychomotor, and affective.
 Cognitive – what do you expect the learners to learn mentally? (MIND) – explain, identify, describe.
 Psychomotor – how will the learners apply the new lesson taught? (BODY) – demonstrate.
 Affective – what values do you expect the learners to learn? (HEART) – give the importance.

2. SUBJECT MATTER/CONTENT
 Topic Name
 References (At least 3 or more)
o Curriculum Guide, Teacher’s Guide, Learner’s Material, Textbooks, Websites)
 Materials Needed
 Values Integration
 Teaching Strategies (Inquiry Based, Cooperative Learning, Lecture Discussion)
One quality of being an effective teacher is having the mastery of the subject matter.

3. PROCEDURE
 These are the expected routines and the activities that will go on. How the lesson will progress.
 What will the teacher do during the lesson and what specific things that the students would actually do
during the lesson.
Teacher’s Activity Students Activity
A. Preliminary Activities - to get students engaged with
the content.
 Greetings
 Prayer
 Cleanliness and Orderliness
  Checking of Attendance
 Warm up Activities
 Recalling the Classroom Rules
B. Developmental Activities
 Recall/review or clarify the previous lesson and the
literacy skills of the students should be activated.
 Inform the new lesson and inform the class of the
connection between the old and new lesson to
establish a purpose of the new lesson.
 State the new lessons objectives as a guide for the
learners.
C. Motivation
 What exciting activity can I use to motivate more
the learners (related to the topic)
 Is it age appropriate? Does it meet the needs and
interests of my learners?
 Does it give me information about the prior
knowledge of the learners about the new lesson?

Techniques for Motivation

1. Ask learners about their own experience.
2. Activate knowledge learners already have on the
topic like showing pictures or video clips. (Ex. What
do you see in the picture?)
D. Presentation of the Lesson
 Any activity that will introduce the lesson.
 It could bridge from the motivation to lesson proper.
E. Discussion – the lesson proper
 Step by step
 Systematic
 Introduction of new lesson
 Gives series of examples about the new lesson
 Involve learners in the discussion.
 This is the middle or main part of the lesson. During
this time, the teacher presents the new material to
the class.
 This is the time when a teacher “explains, models,
demonstrate, and illustrates the concepts, ideas,
skills, or processes that students will eventually
internalize.”
 This is also the part of the lesson in which teachers
convey new information to the learners, help them
understand and master that information, provide
learners with feedback, and regularly check for
learners to understand.
F. Application
 This is when you provide opportunities to the
students to apply what they have learned.
 Ex. Worksheets, group activities, games, guided
practice, etc.
 G. Generalization – after the lesson
 Let the learners create their own summary about the
new lesson learned.
 What is? How can you? What are the steps in? What
insight did you gain?
 This is the lesson closing or the end of the lesson.
This can be done through different wrap up
activities.
 Teacher can provide a summary of the lesson or ask
students to summary what they have learned.
Teachers can also ask learners to recall the lesson’s
key activities and conclude.,
 The lesson closing is meant to reinforce what the
learners were taught and assess whether or not
learners have mastered the lesson.

4. EVALUATION
 Assessment methods are used by the teacher to regularly check understanding of the material being
tackled.
 Formative assessment of student learning can be done before, during, and after a lesson. It should be
carried out to measure whether the students were able to attain the lesson objectives.
 You need to keep in mind that what you assess is clearly connected to your objectives.
5. ASSIGNMENT
 Providing assignment or "homework" is a form of post-lesson formative assessment.
 The assignment should be related to the day's lesson.
 The assignment should allow learners to master what was learned during the lesson or reinforce what
has been taught. Teachers must check assignments promptly.

Good lesson planning is essential to the process of teaching and learning.

A teacher is one who brings us tools and enables us to use them – Jean Toomer

I. Objectives 1. Routines - Prayer, Calander, Attendance

2. Review
II. Subject Matter
B. Lesson Proper
A. Topic 1. Motivation
B. References C. Discussion
C. Materials D. Generalization
E. Application
III. Procedure
IV. Evaluation
A. Preliminary Activities
V. Assignment