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josephthedreamer
EDUCATION: Any act or experience that has a formative effect on mind, character or
physical ability of an individual. In its technical sense, Education is the process by which
society deliberately transmit its accumulated knowledge, skills and values from one
generation to another.
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Friday, January 7, 2011

A Practice Teaching Portfolio

PRACTICE- TEACHING MANUAL

PHILOSOPHY
 The designing of practice teaching manual of ZSCMST-College of Education is based on
the belief that the practice teaching experience is a critical part of a practice teacher in the
college of education. It is believed that these practice teachers have demonstrated competence in
the use of basic teaching strategies and have the potential to function as professionals. Practice
teaching provides prospective teachers with the opportunity to implement all they have learned
throughout their teacher education program. These practice teachers are supported by their
College Dean, Program Advisers and their classroom Cooperating Teachers. They are greatly
influenced by the practices and personality of these people to whom they have been assigned.
Therefore, it is important that they will be placed with competent cooperating teachers.
The competent cooperating teachers assess the needs and interest of practice teachers,
prepares a conducive learning environment, and teaches such that students are engaged in
learning activities and stimulate their thinking skill. These are skills that the cooperating
teachers help the student teachers to acquire. This practice teaching manual outlines the process
by which that mentoring can take place.

GOALS OF STUDENT TEACHING

1. To provide opportunities for the Practice Teacher to observe the application of instructional
and management techniques as modeled by a cooperating teacher.
2. To assist the Practice Teacher in making the transition from the role of student to that of a
professional educator by assuming all of the daily responsibilities of a classroom teacher.
3. To assist the Practice Teacher in understanding the organizational structure and the
respective roles of the administrative, faculty, and staff personnel of secondary school.
4. To provide the Practice Teacher with opportunities to participate in the application and
evaluation of specific theories and techniques studied previously in campus-based professional
education subjects under the supervision of a Cooperating Teacher who is knowledgeable and
experienced in those particular theories and techniques.
5. To provide observation, guidance and evaluation for Practice teacher from both the
Cooperating Teacher and the College Dean.
6. To provide Practice Teachers with the opportunity to demonstrate subject matter
competence by planning and presenting lessons and assessing student learning using a variety of
strategies and tools (including technology).
7. To enable Practice Teachers to participate fully in the life of the school to which they have
been assigned.
8. To provide opportunities for the Practice Teacher to plan, organize, manage, and evaluate
the complete daily schedule of a classroom for a specified period of at least sixteen (16) weeks of
consecutive class days.
9. To provide an opportunity for Practice Teachers to reflect upon their entire professional
preparation including their daily practice teaching experiences by preparing a portfolio to
demonstrate their achievement and the achievement of their students.

Practice Teaching Placement and Procedures

 Once a student enrolled in practice teaching, the Dean of the College of Education
together with the two program advisers will seek a school placement for the prospective student
teacher. Student teaching sites are limited to:
1) Public schools.
2) With cooperating teachers who are familiar with and willing to support the ZSCMST
College of Education programs.
The Program advisers with the supervision of the College Dean shall initiate all requests
to secondary school districts for placement of Practice Teachers by sending a letter requesting
placement to the selected public secondary school’s principal.

COOPERATING PRINCIPAL

As the educational leader of the school in which the Practice Teacher is placed, the
principal’s role in the Program is essential to its success. He/she is expected to take a direct and
active part in facilitating the practice teaching experience.
The expectations of the Cooperating Principal shall be as follow:
1. Cooperate with the Dean and the program advisers of the ZSCMST, College of Education in
securing the most appropriate appointment of a willing and competent Cooperating Teacher,
2. Oversee the Practice Teacher’s orientation to the organizational structure, physical facilities
and instructional equipment, and established procedures of the school,
3. Arrange appropriate access to the school and classroom for the Dean and program advisers
for observation,
4. Provide support and advice to the Cooperating Teacher and the Practice Teacher in the
solution of any unanticipated problems that may arise that are pertinent to the student teaching
experience,
5. Conduct one or more formal class observations of the Practice Teacher’s teaching as time
allows, and provide feedback after that session.

COOPERATING TEACHER

The Cooperating Teacher shall supervise the routine daily activities of the Practice
Teacher and provide the Practice Teacher with access to teaching resources.
The Cooperating Teacher shall be paid an honorarium according to the student teaching
fee structure developed by the Dean and the program advisers and approved by the College
President.
The minimum qualifications of the Cooperating Teacher shall be as follows:
1. A record of at least three years of successful teaching,
2. His/her field of specialization is the same of that practice teacher assigned,
3. At least one year in the present teaching position and,
4. Willingness to support the Practice Teacher’s efforts to apply the theories and instructional
methods emphasized in the College’s professional education courses.
The expectations of the Cooperating Teacher shall be as follows:
A. Conduct an orientation with the practice teacher including the following information:
1. Secondary school policies, rules and regulations and procedures including routine and
emergency,
2. Copy of daily schedule and an explanation of the school’s schedule/routine/calendar,
 4. Copy of the teacher’s handbook/manual, lesson plan format, curriculum guidelines and
any other materials the practice teacher needs to lesson plan,
5. Instructions about grading system and assessment (practice teachers should not be
given the actual class record),
6. A copy of the student’s handbook detailing the school’s disciplinary policy (please
discuss your own disciplinary approach),
7. Information about faculty meetings/in-services,
8. Texts, seat plans, ID for practice teacher,
9. Accessibility of storage of materials, library use, computer use to the practice teacher,
10. Schedule weekly consultations with the Practice Teacher to discuss instructional
goals, plan for instruction and evaluation of students, refine classroom management skills, and
evaluate instructional skill development.
11. Support the Practice Teacher’s efforts to implement specific theories, instructional
models, and teaching techniques emphasized in the College’s professional education subjects,
12. Provide for the Practice Teacher’s participation in all professional activities in which
she/he the Cooperating Teacher is engaged during the period of the practice teaching assignment,
13. Make the Practice Teacher, the College Dean and the program advisers aware of any
problem(s) that may become apparent as soon as possible after their first appearance,
14. Provide ongoing feedback and complete a written evaluation on forms provided by
the ZSCMST-College of Education and be collected from them by the program advisers of the
programs after the Practice Teaching experience.

COLLEGE DEAN AND PROGRAM ADVISERS

The Dean and the Program advisers are the representatives who facilitate communication
between the ZSCMST-College of Education and Secondary School principal in all matters
relating to the Practice Teacher under his/her supervision.
The expectations of the College Dean and the Program advisers shall be as follows:
1. Provide a general orientation to the practice teaching experience for the Practice Teachers.
2. Clarify the goals and procedures of the practice teaching program to the Cooperating
Teachers and Principals as necessary (they will be invited for a conference before the
deployment of student teachers).
3. Analyze and respond to the daily practice teaching logs to determine if problems are
developing.
4. Evaluate lesson plans weekly to assist the practice teachers in developing, planning and
presentation skills.
5. Regularly observe, at least four times, the Practice Teacher actively teaching to evaluate
and encourage the development of the Practice Teacher’s professional skills.
6. Maintain contact with the Cooperating Teacher to discuss specific strengths and
weaknesses of the Practice Teacher and set goals for coaching.
7. Confer with the Practice Teachers after the observation to help the practice teachers deal
with specific issues and continue their progress.
8. Assign grade for the practice teaching experience on the basis of personal observation of the
Practice Teacher’s classroom instructional behavior upon the recommendation of the
Cooperating Teacher and in consultation with the principal and/or other professional educational
personnel as deemed appropriate by the College Dean.
PRACTICE TEACHER
The Practice Teacher is a senior enrolled in practice teaching as one of the subjects in the
course Bachelor in Secondary Education. The student has demonstrated in classes and clinical
field experiences the abilities and skills that suggest he/she will become a successful teacher.
Once the practice teaching period has begun, the Practice Teacher shall participate in all
professional activities that are expected of the Cooperating Teacher, including (but not limited
to) faculty meetings, special duty assignments, parent-teacher conferences, and in-service
workshops.
The Practice Teacher shall abide by all rules and regulations established by the Public
Secondary School for its Practice Teachers, any specific requirements or assignments as may be
made by the Cooperating Teacher, Cooperating Principal, College Dean and Program advisers,
and the policies and procedures established for the practice teaching program of the College.
For the College, the Practice Teacher must
1) Submit weekly journal reflections.
2) Attend a weekly practice teaching conference.
3) Develop a classroom management plan.
4) Complete the portfolio and teacher work sample materials.
5) Submit a copy of a weekly schedule with times you will teach.
6) Provide a lesson plan prior to each lesson to be observed.
7) Interview school nurse, counselor, school personnel and assistant principal in charge of
discipline regarding special services and individual needs (journal entry).

For the Public Secondary School, the Practice Teacher must

1) Schedule an orientation visit. The orientation conference provides for the sharing of
information and the start of a professional relationship with the cooperating teacher. The
following should be discussed at the orientation visit:
a. Subjects (Topics and sub-topics to be taught).
b. Texts/materials/school curriculum guidelines.
c. General classroom management.
d. Philosophies of teaching.
e. Expectations for the role and responsibilities of the practice teacher (please consult this
guide and discuss explicitly for shared understanding).
f. Flexible proposed outline for practice teaching experience.
g. Initial involvement activities for practice teacher/preparation prior to the start of practice
teaching.
2) Consult with the Cooperating Teacher and prepare teaching materials appropriate to every
day’s activities.
3) Effectively prepare and implement instructional activities on a daily basis.
4) Participate fully in the life of the school as a professional including:

ATTENDANCE

Practice Teachers are expected to be punctual and have perfect attendance in practice teaching.
1. Arrive at school not later than the time determined by the school policy manual. It is wise
to arrive the same time as the Cooperating Teacher.
2. The practice teacher should never miss school unless there are dire circumstances that
prevent attendance. In that event, the practice teacher needs to notify the Cooperating Teacher or
the principal and or the College Dean or Program advisers. Failure to notify all three persons in
writing or verbal may result in the practice teacher being withdrawn from the practice teaching.
3. Excessive absences may result in the practice teacher being withdrawn from the practice
teaching experience (at least three (3 days in a week).

DRESS

Practice Teaching Uniform should always be worn. No jeans, sweatpants, pajama

apparel or other unsuitable (tight or revealing, etc.) clothes should be worn to school.
SCHEDULE OF HOLIDAYS
Practice Teachers are required to adhere to the schedule of the school where they are
assigned. Student Teachers typically do not have the same holidays or breaks as the ZSCMST
campus and may not leave their teaching assignment to participate in ZSCMST holidays.

HOUSING ARRANGEMENTS FOR PRACTICE TEACHING SCHEDULE

Practice Teachers begin their practice teaching assignment in the first semester and be
continued in the second semester especially those who do not complete the required number of
hours of teaching in the first semester.

COMPENSATION

The Practice Teacher shall receive no monetary compensation for work done in
connection with the practice teaching experience during the period of the assignment.

SUBSTITUTE TEACHING

The Practice Teacher may be placed in charge of the assigned classroom on the
recommendation of the Cooperating Teacher or Principal if the Cooperating Teacher is absent
from school for less than two days during the period in which has assumed full classroom
responsibility. If the Practice Teacher has not assumed full classroom responsibility a substitute
teacher must be in the classroom.

ASSESSMENT OF THE PRACTICE TEACHING EXPERIENCE

The practice teacher will receive ongoing feedback and multiple evaluations as outlined below.
1. Cooperating Teacher Evaluation - From the Cooperating Teacher the practice teacher will
receive daily informal evaluations and a formal summative evaluation at the end of the student
teaching experience.
2. College Dean/Program Advisers` Evaluations - From the college dean/ program advisers,
the practice teacher will receive formative evaluations and specific feedback after each
observation. The college dean/ program advisers will also provide feedback and will complete a
final evaluation at the end of the practice teaching experience. The program advisers give the
final grade for practice teaching.
3. Additional feedback – The practice teacher should request that a school administrator
(principal, department chair, other) observe one class toward the end of their full class and
provide feedback, if possible.
4. Self-assessment – The practice teacher will monitor his/her own growth through the
required journal reflections and teacher work sample materials.

CONFERENCES AND EVALUATIONS

Conferences between the Cooperating Teacher and the Practice Teacher should be
conducted in an atmosphere of mutual trust; they should be problem-centered rather than
personality -centered and should be conducted in private.
The Cooperating Teacher, College Dean or other Evaluators, should be aware of the
importance of human relations to the success of such meetings, and should strive to listen, be
empathetic, and remain objective. Be sure to commend the Practice Teacher for all personal
strengths. Provide necessary feedback to the Practice Teacher and serve as a resource person as
well. React honestly, yet keep criticism constructive and positive; provide specific, direct
information about how the practice teacher can improve his/her performance.
A. Cooperating Teachers should hold formal conferences weekly at a regularly scheduled
time and also the College Dean should provide formal feedback after an observation. The
observation guide form can be used as an objective guide to provide specific feedback about
what you are or are not seeing the practice teacher do. The observation form is tied to the final
expectations of what the practice teacher is expected to know and be able to do at the conclusion
of practice teaching. (Triad conference may be applied by the practice teacher, cooperating
teacher and the dean or program advisers).
B. Build on the Practice Teacher’s strengths.
C. Engage the Practice Teacher in self-evaluation and goal setting and encourage the
Practice Teacher to reflect on his/her performance and how they can improve that performance –
to reflect on the teaching/learning process and generate solutions for themselves (if they are
unable to accurately assess what is occurring in the classroom do not hesitate to offer
suggestions, techniques, models that they should try).
D. Complete the evaluation form and review it with the Practice Teacher.
E. At the end of the Practice Teaching, the Cooperating Teacher, the Program Advisers and
the College Dean should complete a final evaluation form. The Cooperating Teacher may review
it with the Practice Teacher if you wish or keep it confidential and hand it to College Dean or
Program advisers. The Program adviser should review his/her own evaluation with the Practice
Teacher, keeping confidential the Cooperating Teacher’s final evaluation if he/she so desires.
The Practice Teacher needs to:
1. Realize the importance of the coaching that the Cooperating Teacher is giving you, to
assist you in your professional growth.
2. Appreciate constructive criticism, don’t be defensive.
3. Don’t take feedback personally.
4. Seek suggestions for improvement and use them to change your teaching practice.
5. Be kind and gracious.
6. Keep the meetings positive.
7. If you are unable to do this for any reason, consult your College Dean or Program
Adviser immediately.
PRACTICE TEACHING GRADE

The following rubric will be used to determine the Practice Teacher’s final grade for the
practice teaching experience.
1.0-1.9 Only those practice teachers whose performance is outstanding as evidenced by an
exceptionally high level of competence in teaching and classroom management, resourcefulness,
and rapport with the students will earn a grade of "1.0-1.9" for practice teaching. Depending on
the results of the evaluation of the Cooperating teacher, the Dean and the Program advisers.
2.0-2.9 Practice teachers, who complete all of the teaching responsibilities described above for at
least the sixteen-week period, effectively teaching the basic curriculum, will earn a grade of "2.0-
2.9". Depending on the results of the evaluation of the Cooperating teacher, the Dean and the
Program advisers.
5.0 Practice teachers who encounter major problems and are unable to demonstrate
competencies and as a result be withdrawn from the practice teaching experience.

PLACEMENT BY PRACTICE TEACHER

In the event that circumstances unforeseen cause a practice teacher to be unable to begin
a practice teaching assignment after placement has been made, the Practice Teacher must inform
the Dean of the College of Education or the Program adviser. The Dean or Program adviser will
inform the Public Secondary School’s Principal. If the practice teacher wishes to continue at a
later date, he/she must present to the Dean a written explanation and that the circumstances
causing the prior cancellation are not likely to be repeated.

REMOVAL FROM A PRACTICE TEACHING ASSIGNMENT

In the event that the Cooperating Teacher, the host principal and the Program adviser
determine that a Practice Teacher’s performance is so unsatisfactory that continuing the practice
teaching experience is not in the best interests of either the students in the class or the Practice
Teacher, the Practice Teacher will be removed from the assignment. The Program Adviser will
confer with the Dean of the College of Education to initiate action for termination of the practice
teaching experience. As soon as such determination has been made, the Dean of the College of
Education shall notify the Public Secondary School’s Principal and Cooperating Teacher in
writing. The practice teacher shall receive a grade of “5.0” under these circumstances and he/she
MAY not be allowed to re-enroll practice teaching in the following school year.

INCOMPATIBLE WORKING ENVIRONMENT

If, in the judgment of the College Dean and the Program Advisers, the environment in
which the Practice Teacher is working proves to constitute a significant hindrance to the Practice
Teacher’s success, the practice teacher shall be transferred to other school.

WITHDRAWAL POLICY
 Practice teacher may not withdraw from Practice Teaching without permission. If a
Practice Teacher wants to withdraw from the practice teaching assignment for personal reasons,
he/she has to write the Program Adviser. The Program adviser then will confer with the Dean. If
it is decided that the practice teacher should be allowed to withdraw from practice teaching, the
Practice Teacher and Cooperating Teacher including the Host Principal will be notified of the
decision. This may prevent the practice teacher from completing certification requirements at
ZSCMST-College of Education.

REPEATING PRACTICE TEACHING DUE TO EXTRANEOUS CONDITIONS

The practice teaching experience may be repeated in the rare event that extraneous
conditions or events that could not be anticipated or prevented significantly hindered the practice
teacher’s teaching. In consultation with the Dean of the College of Education the practice teacher
may re-enroll for another practice teaching placement. The Program adviser must make the
determination that conditions or events that could not be anticipated or prevented did, in fact,
hinder the practice teacher’s performance before the enrollment can be processed.

OTHER RESPONSIBILITIES OF THE COOPERATING TEACHER AND THE PRACTICE

TEACHER

The Cooperating Teacher should introduce the Practice Teacher to the class as a
professional colleague and should incorporate the Practice Teacher as a fellow teacher in
instructional activities from day one. Teaching responsibilities should be increased
incrementally in developmentally appropriate stages. Each Practice Teacher may move through
the stages at different paces. Initial teaching activities should be the activities that help the
Practice Teacher gain confidence, get better acquainted with the students, and develop rapport.
This should contribute to the development of classroom management and familiarity with
classroom schedules and routines. The Practice Teacher will take assume responsibility of the
Cooperating Teacher’s classes.
Practice teacher will prepare lessons that engage the learner, and develop cognitive,
affective, and psychomotor skills as necessary to the subject area.
1. Lessons will be structured using the type of lesson plan that the Cooperating Teacher or
public secondary school requires.
2. In the case that a specific type of lesson plan is not required, the Practice Teacher will use
what is being taught by his/her professors in lesson planning.
3. Practice Teachers will submit lesson plans to the Cooperating Teacher at least one week
prior to teaching so that he/she can provide constructive feedback before implementation.
4. Additionally, provide the College Dean or Program Adviser a lesson plans to
follow/assess during visits.
5. Practice Teachers should plan, implement, and evaluate lessons and activities.
6. Practice Teachers should incorporate a variety of teaching and learning activities.
7. Practice Teachers must reflect on their own practice to improve student achievement.

Week 1
INITIAL OBSERVATIONS
 Observations in the classroom provide the opportunity for Practice Teacher to acquire
insight for working with students. The first week in the classroom should include significant
observation opportunities, paying particular attention to the following:
Students
1. Attention spans.
2. Temperaments and personalities. Grouping
1. Students who work together well and ones who don’t.
2. Types of group arrangements.
Teacher - Students
1. Nature of teacher-student relationships.
2. How the teacher delegates responsibility.
Learning
1. Learning rates.
2. Interests, abilities, and skills.
3. Preparation and experience.
4. Circumstances that facilitate learning.
5. Environment: bulletin boards, displays, general arrangement Instructional Methodologies
1. Planning used in the classroom.
2. Variety of instruction strategies used.
3. Use of questioning.
4. Instructional media used.
5. Instructional materials and resources used.
6. Motivational techniques used.
3. Discussion techniques.
4. Integration of content areas
In addition to observation during Week One, the Practice Teacher should:
1) Submit a weekly schedule of your Cooperating Teacher(s) to your Program Adviser.
2) Study the seat plan to memorize the students’ names. Be with students before and after class
to develop rapport. Take attendance daily.
3) Between lessons, as time permits, briefly review class activities and procedures.
4) At the end of the day, clarify the day's activities and plan for the following day.
5) Learn to use the computer in the classroom (if any) and any special software used by the
teacher. Assist the cooperating teacher in doing his/her tasks.
6) Work with individuals and small groups for enrichment, remediation, and on special projects
or assignments.
7) Grade papers using the Cooperating Teacher’s rubrics. Compare your grading with the
Cooperating Teacher’s grading to develop analytical skills consistent with his/hers.

Weeks 2-4
1. Assume responsibility for planning, preparation, organization, implementation, and
assessment/evaluation of one class, one period, or one year level.
2. Collaborative planning between the Cooperating Teacher and the Practice Teacher initially
building to Practice Teacher responsibility for planning.
3. The Cooperating Teacher coaches the Practice Teacher to improve professional skills.
Weeks 5-7
1. Gradually assume responsibilities for additional classes. The Practice Teacher should be
teaching no more than half of the day.
2. The Practice Teacher is given the responsibility for planning, preparation, organization,
implementation, and assessment/evaluation of the classes s/he is teaching.
3. The Cooperating Teacher and Program adviser receive the lesson plans or unit one week in
advance.
4. The Cooperating Teacher and Program adviser review the lesson plans to give positive
reinforcement and suggestions for improvement.
5. Accomplishing the Practice Teaching Evaluation Form.
Weeks 8-12
1. Assume responsibility for planning, preparation, organization, implementation, and
assessment/evaluation for teaching all classes.
2. Ask maybe another teacher to assess your teaching skills. This evaluation should be included
in your teaching portfolio.
Weeks 13-15
1. Gradually reduce the Practice Teachers’ teaching responsibilities for a smooth transition back
to the Cooperating Teacher.
2. Practice Teacher finishes grading all projects, papers, and tests.
Final Week
The final week of practice teaching is reserved for observation of additional
observers/evaluators. The Cooperating Teacher can assist in identifying and scheduling these
visits.
Other Assignments: Practice Teachers may assist their cooperating teachers in any extra
curricular activities held in the school campus. The practice teacher participates in all school
functions, such as PTA meetings, staff meetings, homeroom activities, clubs, and in-service
meetings.

Miscellaneous

A. Releasing of TOR (requirements)

1. Education graduate has to take and passed in the Pre-Board Let Examination conducted
by the College of Education.
2. If failed in the Exam, certification from a Review Center will serve as a requirement for
the release of TOR.

Practice Teacher Code of Ethics

I realize the importance of the responsibilities I am to assume as a practice teacher and the ever-
present need for a high level of ethics to guide me in discharging these duties. I believe in
conducting myself accordingly with special attention directed to the following relationships:

The Students
1. To accept students for who they are: as individual human beings of worth, with purposes,
interests, and needs.
2. To earn students' respect through genuine interest in them and their activities. 3. To refrain
from disclosing information about students obtained during practice teaching.
4. To foster critical thinking among students by examining facts and opinions on issues without
imposing personal opinions.
5. To utilize all available evaluative techniques in assessing student learning and to assist
students in making judgments about their own development.
6. To establish only mature, professional relationships with students.

The Cooperating Teacher

1. To accept the cooperating teacher as a professional person giving of his/her time and energy to
help a practice teacher. To respect the cooperating teacher’s program, goals, and practices, by
striving to understand and support them.
2. To avoid emphasizing differences in philosophy and practices with the cooperating teacher.
3. To secure approval of the cooperating teacher in advance of implementing practice teacher’s
plans and experimentation.
4. To initiate suggestions for self-improvement during evaluation sessions with the cooperating
teacher.
5. To keep the cooperating teacher informed of any personal or professional concerns that might
affect the students, faculty, and school.
6. To cooperate with the cooperating teacher on all activities arranged for my professional
growth.

The School and Community

1. To study and support school policies.

2. To discuss school matters only with persons (principals and other school personnel)
responsible for formulating and implementing school policies.
3. To avoid violation of community morals.
4. To refrain from unjustified or casual criticism of the school and community.
5. To follow school rules and expectations for professional conduct and dress.
6. To avoid use of alcohol and drugs prior to contact in a professional role with students, parents,
or others.

The Dean and Program Advisers

1. To accept the Dean and Program advisers as a ZSCMST faculty concerned with assisting the
student teacher to have a successful practice teaching experience.
2. To seek the Dean or Program adviser’s suggestions for improving learning situations for
students and for implementing the practice teacher’s many activities in the school and
community.
3. To arrange and confirm a schedule that plans for personal conferences with the Dean or
Program advisers.
4. To call or write the Dean or Program advisers with respect to weekly schedule of practice
teacher’s activities in school and community.
5. To consider all conferences with the Dean or Program adviser as professional and confidential.
The ZSCMST-College of Education and Liberal Arts

1. To recognize that the practice teacher represents the ZSCMST-College of Education and that
his/her conduct reflects upon the reputation of the institution.
2. To refrain from criticism of my College, should I find situations in the school different from
my expectations?

The Profession

1. To study toward understanding the role of a practice teacher within the school, the community,
and the profession.
2. To exhibit confidence and pride in the profession.
3. To look upon the profession as the greatest service to humankind and the career as offering the
opportunities and responsibilities of the profession.
4. To encourage students to consider seriously the opportunities and responsibilities of the
profession.
5. To contribute whenever possible to student learning experiences in the school, to the school
program, and faculty planning for school improvement.
6. To become an active member in chosen professional organizations.
7. To regularly read, study, and reflect upon the literature and research pertaining to education
for maximum professional improvement

A BRIEF DESCRIPTION OF THE SITE

Zamboanga State College ofMarine Sciences and Technology, College of Education and
Liberal Arts-Laboratory High School is near the Fort Pilar Shrine at Rio Hondo Zamboanga
City. It can also be located just at the right side of the main gate of the College. The said
Laboratory High School has a two story building with 17 classrooms, a library, one computer
room, a science laboratory room, a practice house, an audio visual room, and a faculty room. The
said high school offers from first year to fourth year level. The first year has five sections, the
second year has five, the third year has four, and the fourth year has three. Each section or class
has an approximately 40 to 50 students or more not exceeding 60.
Some of the class rooms are still in that of the traditional while others are following the
new trend of teaching, I mean, some teachers prefer to use whiteboard than the chalk board, and
projector as well. The morning class starts at 7:30 a.m. to 11:50 a.m. and the afternoon class
starts at 1:00 pm to 4:30 pm, each session is good for an hour in a day(depending on the
subject).The said high school has its house rule and penalties depending on the violations.
Honestly, not all the teachers in this school are accommodating, not even the students.
Some of the teachers for once never treat student-teacher as what we are but treat us as ordinary
students and the students that will treat you as practice teacher are only those who are in the
section where you are assigned to teach though not all but almost majority. The principal of the
school is Professor Helen Mojica, also a strict but a compassionate one. But from my
experiences, I never had so much expectations from the teachers and students to treat me the way
I want them to do so but at least I was able to performed my duties and responsibilities that was
charge to me.
 A REFLECTIVE PAPER

In whatever form or type of teaching or learning most especially in the field of education,
one thing that the administrators, personnel and/or the teachers of the school has to consider is
the site or location of the said learning institution. They must think through the environment if
the people in there are safe, more importantly if the place is favorable for teaching and learning.
With the case of the ZSCMST CELA Laboratory High School, since it is just adjacent the
road where many forms of transference are passing by, classes are often times distressed. The
students encounter difficulty in assimilating the information instilled by the teacher, and the
teacher might as well speak so loud just to win the competition with the noise of the vehicles on
the road. Despite of those factors that affect the teaching-leaning process, the students are still
receptive to whatever task assigned to them, in the activities that the teacher gave them, and
there is also a rivalry among the learners not with the noise outside but among themselves to
excel in their class performance and standing.
If I will be given the opportunity to propose with regards to the location of said
Laboratory High School, I would suggest to transferring it at the aquaculture campus.

SEMI-DETAILED LESSON PLAN ON POSITION-TIME GRAPH VERSUS THE

FORMULAS FOR VELOCITY, DISTANCE, AND TIME OF A BODY IN MOTION.

I. OBJECTIVES:
Given a one (1) hour session, at least 85% of the students should be able to:
a.) Define position-time graph;
b.) Plot the given tabulated data using the position-time graph;
c.) Analyze and interpret graphical representation of motion;
d.) Determine and solve the slope in the graph; and
e.) Participate actively in the class discussion.

II. SUBJECT MATTER:

A. TOPIC:Position-time graph versus formulas for velocity, distance, and time of a body in motion.
B. MATERIALS : meter stick, book (Physics), visual aids on position-time graph
C. REFERNCE: Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics);
Rex Bookstore Inc., Manila Philippines,2006,pp. 50-51

III. PROCEDURE:
A. REVIEW
B. TECHNIQUES/STRATEGIES:
-Inquiry approach -demonstration method
-Discussion method -problem-solving
C. LESSON PROPER:
1. Given the data for motion of a car moving eastward:
a. Draw a position-time graph or plot distance against time.
 b. Compute for the average speed and velocity of the car.
c. Determine and solve for the slope.
d. Interpret the motion of the car.

D. GENERALIZATION:

Position-time graph is the graph that shows how position depends on the clock read or time.
Simply distance against time. Position-time graph is very important tool in the analysis of the
motion of a body, for it gives a complete picture of an object that is moving in a straight path.
The data are plotted with the time as the independent variable and the position is the dependent
variable. The slope represents the speed or velocity of a moving body and can be solved by
locating the coordinates of points between the line graph at given time interval. In the given
illustration and computed values, the car is moving in a straight path or direction towards east.
The speed is constant at 15 m/s.

IV. EVALUATION:
Directions: Given the data for motion of the airplane moving eastward direction:
a. Draw a position-time graph.
b. Compute for average speed and velocity of the airplane.
c. Interpret the motion of the airplane.
POSITION(Km) TIME(hr.) POSITION(Km) TIME(hr.)
0 0 60 4
15 1 75 5
30 2 90 6
45 3 105 7

V. ASSIGNMENT:
Directions:
Answer the following problems on a graphing paper. Show complete computations.
1. Both car A and car B leave the school when clock reads zero. Car A travels at a constant 75
km/h, while car B travels at 85 Km/h.
a. draw a position-time graph showing the motion of both cars.
b. how far are the two cars from school when the clock read 2.0h? Calculate the distances
using the equation of motion and show them on your graph.
c. both cars passed gas station 100 km from the school. When did each car pass that
station? Calculate the times and show them on your graph.
2. Draw a position-time graph for two cars driving to the beach, 50 km from school. Car A
leaves a store 10 km from school closer to the beach at noon, and drives at 40 km/h. Car B starts
from school at 12:30 pm and drives at 100 km/h. When does each get to the beach?

SEMI-DETAILED LESSON PLAN ON ACCELERATION DUE TO GRAVITY

I. OBJECTIVES:
Given a one (1) hour session, at least 85% of the students should be able to:
 a. Analyze and interpret the motion of falling objects;
b. Solve problems on uniformly accelerated motion due to gravity;
c. Participate actively in the class discussion and board work/activity.

II. SUBJECT MATTER:

A. TOPIC: Acceleration due to gravity
B. MATERIALS: Book (Physics), calculator, visual aids
C. REFERENCE: Santos, Gil Nonato C. and Alfonso C Danac.L-Physics (Investigatory Physics);
Rex Bookstore Inc., Manila Philippines,2006,pp.85-88

III. PROCEDURE:
A. REVIEW
B. STRATEGIES/TECHNIQUES
-Demonstration - lecture
-Discussion -problem-solving
C. LESSON PROPER
1. The teacher threw a ball upward, and he let the students observe.
2. Assuming that the initial velocity is 2,000 cm/s and was able to catch it before it reached the
ground on its return.
a. What was the velocity after 1 second? after 2 seconds?
b. What was its displacement in the first second?
c. How long did it take the ball to reach its maximum height?
d. How far was this maximum height from the starting point?
e. What was its final velocity just before it reached its original position?
f. How long will it take the ball to reach a point 1,000 cm above its original position on its way
down?
g. Base from the figure and computed values, how is the motion of the ball upward to its maximum
height and the motion of the ball as it moves downward?

D.GENERALIZATION:
From the original position, the ball is thrown upward with certain velocity. The
distance and time as the ball goes upward are increasing, the velocity is decreasing. True to the
given example, the initial velocity is 2,000 cm, after 1 second the velocity is 1,020 cm/s. After 2
seconds, the velocity is decreased to 40 cm/s. Also, the distance of the ball from the original
position is 1,510 cm after 1 second. After 2 seconds, the distance has become almost doubled
(2,040 cm). An object thrown upward will reach a certain point or maximum height with
negative value of acceleration due to gravity or simply a=g=-9.80 m/s2. When it reached the
maximum it will momentarily stop and then start to move downward. At this point, v↑= 0, v↓= 0.
Then the final velocity has the same magnitude as the initial velocity when the object returns to
its starting point.

IV. EVALUATION:
 Directions: Solve the following. Show your complete computations.
1. If you throw a ball straight up, it leaves your hand with a positive velocity of say, +20 m/s and
was able to catch if before it reached the ground on its return:
a. what was its velocity after 1 second? After 2 seconds? then compare.
b. what was its displacement in the first second, in the next second?
c. how long did it take to reach its maximum height?
d. how far was this maximum height?
e. how long will it take the ball to reach a point 860 cm above your hand on its way down?

V. ASSIGNMENT:

1. Read the topic on Projectile motion.

Reference: Any Physics Book

SEMI-DETAILED LESSON PLAN ON PROJECTILE MOTION

I. OBJECTIVES:
Given a one (1) hour session, at least 85% of the students should be able to:
a. Describe projectile motion;
b. Differentiate projectile motion from vertical andhorizontal motions;
c. Solve problems on projectile motion; and
d. Show appreciation through active participation in the class discussion.
II.SUBJECT MATTER:
A. TOPIC: Projectile Motion
B. MATERIALS: Books (Physics), and visual aids.
C. REFERENCE: Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics);
Rex Bookstore Inc., Manila Philippines, 2006, pp.58-63.

III.PROCEDURES:
A. STRATEGIES/TECHNIQUES
-Demonstration -lecture/discussion
-Problem-solving
B. MOTIVATION:
Ask a student to roll a ball from the top of the table until it falls down to the floor. (Let other
students observe.)
C. LESSON PROPER

1. Let the students sketch the ball’s motion.

2. Describe the motion of the ball.
3. Why do you think the projectile path of the ball is parabolic?
4. Compare the motion of the ball from the horizontal and vertical motions.
5. Give the formulas for projectile motion and discuss each by solving the following examples.
a. A little girl throws her jack-stone ball horizontally out of the window with a velocity of
30 m/s. If the window is 3m above the level, how far will the ball go before it hits the ground?
b. A ball is thrown with an initial velocity of 4.47m/s at an angle of 66 ◦ above the
horizontal. Find
1. how long it takes the ball to land on the ground.
2. how high the ball rises.
3. the range.
D. GENERALIZATION:
Projectile motion is the combination of vertical and horizontal motions that are
completely independent from each other. Projectile path is parabolic because of the pull of the
gravity towards the object (projectile). As the object moves horizontally, the gravity pulls the
object slowly downward until it falls to the ground. The two components of velocity are the V y
and Vx,with the Viy=0 as if the object is just dropped; Vix =Vicos =constant and Vy =Visin . The
height is the vertical displacement and the range is the horizontal distance.

IV.EVALUATION:
Directions: Solve the following problems. Show your complete solutions.
1. A stone is thrown with an initial horizontal velocity of 10m/s from the top of the tower 200m
high. Find the
a. distance after 2s.
b.time it hits the ground.

2. A player kicks the football from the ground level with a velocity of 27m/s at an angle of 30 ◦
above the horizontal. Find the
a. time the ball is in the air.
b.range
c.maximum height

V.ASSIGNMENT:
Directions: Solve the practice problems in your book on page 96.To be submitted
Reference: Santos, Gil Nonato C. and Alfonso C. Danac.L-Physics (Investigatory Physics); Rex
Bookstore Inc., Manila Philippines, 2006.

A REFLECTIVE PAPER

Every teacher can always teach;inculcate information and knowledge to his students. But
effective teaching comes only with proper planning. I mean, teacher should always be equipped
with their lesson plan, because those stuff serves as the teacher’s guide as to how he is going to
execute his teaching most especially the concept intended for the meeting, and as to what
strategy he is going to use to equally cater all the learners .
 In my circumstance during my practice teaching at ZSCMST-CELA Laboratory High
School, I was tasked to teach the fourth year class and was obliged to submit my lesson plan a
day before teaching the subject matter. In my first day, I felt like I am hallucinated maybe
because of the feeling of being nervous to be teaching the first section of the seniors, and the
pressure that was loaded to me by my cooperating teacher, though she’s okay but I can’t deny the
fact that I have to perform to the best way I can in all ways possible.
But the most vital role that I’ve ever experienced in my In-campus practice teaching was
that, my critic teacher taught me a new way of writing a lesson plan which is very far from the
format that I’ve learned from my Education subjects. Nevertheless, I was able to learn her way of
doing so and I found it more effective than the typical and very traditional lesson plan most
especially the detailed type.
Based from what I’ve learned, teachers have their own ways of teaching, planning their
lessons. But despite of the differences, they have the same target and that is to meet with their
objectives of their everyday lesson plan.

OBSERVATION AND EVALUATION FORM

A REFLECTIVE PAPER

The observation notebook is given by the student-teacher to his critic on or before he

starts the teaching. This is where the critic teacher writes her comments and counsels to the
practice teacher during or after the session and it is being returned back to the student-teacher
which also contributes great help to determine his strengths and flaws in that day. Since the
critic teacher has the observation notebook, it implies that she must be always in the classroom
to observe, but there are times that my critic teacher failed to observe me but sometimes my
observation notebook is returned to me with comments. The evaluation form on the other hand is
given to the critic teacher only after the practice teaching indenture.
Observation and evaluation forms comfort both the student-teacher and the critic
teacher. These serve as the mirror of the student-teacher as to how he does carry out in each
session, as well as the bases of the critic teacher as to how she is going to rate or give ratings to
the student-teacher’s enactment like professionals do. But from my experienced in my in-campus
practice teaching, the comments and suggestions in the observation notebook did not jibe with
the ratings in the evaluation form.
Nevertheless, the comments in my observation notebook and the marks that I have in my
evaluation form don’t matter that much, because I know I did my part, in all ways I can.

SAMPLES OF LEARNERS’ WORK

A REFLECTIVE PAPER

In the teaching-learning process, learners’ work plays the most important role. This is on
way of assessing the students’ performance for that certain subject matter. Either they have
absorbed the information from the deliberations or need further discussion among the teacher
and the learners,evaluate the students’ standing; the strengths and weaknesses in that certain
topic. Teacher can also determine how the students are responsive to the task assigned to them.
 Somehow, some factors are to be considered in terms of assessing the teacher and
students’ performance. In my case, I often give an evaluation to my students’ just right after the
discussion as part of my lesson plan to determine if they have absorbed the information or if
they’ve jotted down some important information in their lecture notes. But, as part of the
traditional ways of teaching, teachers give an evaluation either projects,activities, assignments,
chapter test, long quiz, or unit test aside from the periodical examination in every quarter of the
school year.
More prominently, the learners’ work is one way of determining if both the teacher and
students were able to attain the objectives of the topic intended for that day. Recalling back my
erudition in my education subjects way back from my first year to third year, I’ve learned that
learners’ work serves as the echo of the teacher’s performance, since it gives a view as to how
the teacher executed his/her teaching strategies,methods, techniques, and approaches during the
process. It also gives a replication to the teacher if he/she is an effective one.

SAMPLES OF STUDENTS’ FEEDBACK

A REFLECTIVE PAPER

Run-through teaching is the most exciting part in the education curriculum yet the most
crucial because student-teachers play a vital role like professional teachers do.
At first, you don’t know how to deal with the new crowd of people, you have to learn
first how to be an upright friend to them, a mentor, a brother, then later on as teacher. It would be
a prodigious honor if you treat your students like your family, because they can open up to you.
Students’ feedback could be either in the form of words or being shown emotionally.
From my experiences in my in-campus practice teaching, I required my students to write what
they feel about me, what are the traits that they like in me and the things that made them hate me.
The purpose of that is to secretly evaluate my teaching performances as well as my relationship
with the students.
I know deep inside me that I am a stringent teacher and yes I really am, but I don’t have
any idea how I made my students to respect me as how they treat their professional teachers,
shown me love and cares. And I am so grateful with the feed-backs that were expressed through
letters, though there were suggestions but I know that those are constructive ones.
I also know that it is not only me who will treasure the rapports that we built but as well
as they will also keep every good moment that we had until the end of time.

TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES

How to Discipline Children and Help Them Develop Self-Control

The foundations for discipline are laid down in the early years. Flexibility is the key to
discipline as children grow. Parents must be prepared to modify their discipline approach over
time, using different strategies as their child develops greater independence and capacity for self-
regulation and responsibility. During adolescence, the individuals become responsible for their
own behavior. Establishing self-control is a process which develops slowly, and the ultimate goal
of discipline is to help children build their own self-control, not to have them merely obey adult
commands.
 How do children raised by these types of parents grow up? Follow-up studies show that
the moderate way, between extreme permissiveness and extreme strictness, is the most effective
of the three styles. Children raised by authoritative/moderate parents tended to have a good self-
concept and to be responsible, cooperative, self-reliant and intellectually curious. Children raised
by authoritarian/strict parents tended to be timid and withdrawn, less intellectually curious and
dependent on the voice of authority. Children raised by permissive parents tended to be
immature, reluctant to accept responsibility or to show independence.
Following are some helpful discipline techniques:
· Use language to help solve problems
· Ignoring
· Rewards
· Natural consequences
· No more no – keep it positive
· Don't dictate: negotiate
· Pick your battles
· Prevention
· Dealing with unacceptable behavior
· What doesn't work
· When to seek help

http://www.education.com/reference/article/Ref_About_Discipline/

A REFLECTIVE PAPER

As everybody says that life of a teacher is never that easy, he should be a role model and
a good example to everyone. As an individual engaged to this kind of profession, he must first
possess all the traits that will make him to be a stronger and a better person. Most especially on
dealing with students of different personalities.
All children misbehave at some time; it is part of finding out what appropriate behavior
is and where the limits are. Children may throw tantrums, test the rules, start fights, refuse to
cooperate with the teacher’s house rules and routines, use bad language—the list goes on. As the
teacher teaches students appropriate behavior, what the expected rules and boundaries are all
about, it's important to remember the goals of discipline. Discipline means helping a child
develop self-control and a sense of limits, experience the consequences of his/her behavior, and
learn from his/her mistakes. Discipline does not mean punishment or conflict between the
teacher and students. All of them need the security of knowing the rules and boundaries of
behavior; without them they feel at a loss, and later on they become abusive.
Positive reinforcement is the best technique for encouraging wanted behavior. Most
students crave attention and acceptance from the teacher and will work to get it. Rewards are
not bribes; they are ways to show to student that she is doing a good job.But in the end, the
teacher must be clear, firm and specific about what you mean, be respectful. Don't resort to
name-calling or yelling. And the consequence should follow the behavior immediately. The
consequence should be fair in relation to the behavior.

BRIEF DESCRIPTION OF THE SITE

 Maria Clara L. Lobregat National High School, formerly known as Divisoria National
High School produced its pioneering graduates in 1998. The said institution is located down the
valley in Divisoria as it is point out in the school hymn, and is approximately 6 kilometers away
from the city proper. MCLLNHS for short before only has more or less 10 classrooms but now it
has buildings from A to J which implies to have ten (10) 2 story buildings with more or less 42
classrooms over all, and are occupied by approximately 2000 students. Each building has a
comfort room. They also have a practice house for the TLE teachers teaching the subject, a
computer room, a wide library, a science laboratory, and a clinic. The school has a covered court
where teachers and students gather themselves every time there is a program or celebration.
Maria Clara L. Lobregat National High School was named after the late mayor of
Zamboanga City, Mayor Maria Clara L. Lobregat School. Ever since the school was changed to
the above-mentioned name, little by little, the school is thriving to known as one of the most
National High School with wide campus. The school also participates to the different activities
held in Zamboanga City and even sends representatives to attend in the regional and national
meets.

A REFLECTIVE PAPER

Maria Clara L. Lobregat National High School has a very good site for the teaching–
learning process compare to that in Zamboanga State College of Marine Sciences and
Technology College of Education and Liberal Arts-Laboratory High School. The place is at
liberty from the noise and dangers brought by vehicles.
Each class room are also conducive for learning, the students are free to roam around in
their wide classroom. But the only problem is the ventilation, the weather brings warm to
students most especially in sunny days. Also, muddy road burdens the students in coming to
school in rainy seasons. Anyway the school is just 13 years in existence and it doesn’t have the
financial plan yet for the renovation of the road as well as in providing proper ventilation to each
room.
The said school is thriving little by little to be recognized as one of the best school in
town. The teachers and students are very accommodating, the teachers treat you as their
colleague in the profession, and the students respect you as much as they respect their teachers. If
given a chance to work there, I will take hold of the opportunity because it is an honor to be
working with the teachers who were also my teachers during my high school years.

SEMI-DETAILED LESSON PLAN ON THE DISCOVERY OF ELECTRICITY: FOREIGN

AND FILIPINO SCIENTISTS AND THEIR CONTRIBUTIONS TO THE DISCOVERY OF
ELECTRICITY.
I. OBJECTIVES:
Given a one hour discussion, the students should be able to:
a. define electricity;
b. name some foreign and Filipino scientists in the discovery of electricity;
c. discuss each of their contributions to the discovery of electricity; and
d. participate actively in the class discussion.
II. SUBJECT MATTER:
A.TOPIC: Discovery of Electricity: Foreign and Filipino scientists and their contributions to the
discovery of electricity.
B. MATERIALS: Books (Physics), visual aids.
C. REFERENCE: Alastre-Dizon, Maville T.,et.al.Science and Technology for the future
IV.DIWA LEARNING SYSTEM INC.,4th floor SEDCCO building Makati City
Philippines,200,pp.106-113.

III. PROCEDURES:
A. STRATEGIES/TECHNIQUES:
-Lecture/discussion -cooperative learning
-demonstration
B. MOTIVATION:
Directions:
Let one student to switch on and off the light. Then ask the rest of the students to observe.
Call another student to connect the plug of the stand fan in the outlet. Then let the students state
their observations.
C. LESSON PROPER
1. Based from your observations the time your classmates switch on and off the light, and plug
the connection of the stand fan in the outlet. Why do you think or what made these things
function or work?
2. Since you’ve mentioned the word electricity, anyone from the class can define electricity?
3. With the use of electrical energy or electricity, it makes people’s lives more comfortable.
There are also people behind the comfort ability of our lives today. These people are some of the
foreign and Filipino scientists who contributed in the discovery of electricity. Name at least eight
foreign and Filipino scientists and give their contributions.
D. GENERALIZATION:
Electricity is perhaps one of the best/most versatile forms of energy. It is consists
of the charges carried by the electrons and protons. Electrical activities take place anywhere; it
helps people to live more comfortable, makes every activity be easier and faster. Behind the
convenient lives that we have right now are the people who studied and contributed ideas in the
discovery of electricity. They allowed us to understand more accurately the function of electrical
energy in our daily lives activity. These people are only some of the many scientists, like
William Gilbert, Otto Von Guericke and many more.
IV. EVALUATION:
I. Direction: fill in the blanks with the right word to make the statement correct.
1.________ is a material that efficiently conducts electricity.
2. According to ____________, the force between two charged objects is directly proportional to
the product of their charges and inversely proportional to the square of the distance between
them.
3. The current flowing from one terminal of a battery to another through a conductor is caused by
_____________.
4. _________ is an electric charge in motion.
5. The flow of current in a circuit is ________ proportional to voltage.

II. Direction: Enumerate the following.

 1. At least three (3) foreign scientists and their contributions to the discovery of electricity.
2. At least three (3) Filipino scientists and their contributions to the discovery of electricity.

V. ASSIGNMENT:
Direction: Read about the following topics.
1. Electrical circuits.
2. Basic parts of a circuit.

Reference: Any Physics Book

SEMI-DETAILED LESSON PLAN ON ELECTRIC CONDUCTORS AND INSULATORS

I. OBJECTIVES:
Given a one (1) hour session, the students should be able to:
a. distinguish conductors from insulators;
b. give examples of conductors and insulators;
c. explain why conductors offer low resistance;
d. discuss the four factors affecting the resistance of conductors; and
e. value the importance of conductors and insulators in our daily life activities.

II. SUBJECT MATTER:

A.TOPIC: Electric Conductors and Insulators.
B. REFERENCE: Alastre-Dizon, Maville T.,et.al.Science and Technology for the future
IV.DIWA LEARNING SYSTEM INC.,4th floor SEDCCO building Makati City
Philippines,200,pp. 145-148.
C.MATERIALS: Books (Physics), visual aids
III.PROCEDURES:
A. STRATEGIES/TECHNIQUES:
-Lecture/discussion -cooperative learning
-demonstration
B. MOTIVATION:
Directions: The teacher will post the visual aids with the different term and
definition related to conductors and insulators. He will call some students to choose and pick a
word from the chalkboard (left side) then match it with the key terms posted on the other side of
the board. After the students were able to transfer/match all the words, the teacher will now come
in and start with the discussion.
C.LESSON PROPER
Guide Questions:
1. What is a conductor?
2. List examples of a conductor and of an insulator.
3. What are the four factors that affect the resistance of conductors in a circuit or the four laws of
resistance?
4. State the functions and importance of conductors and insulators.
D.GENERALIZATION:
*Differentiate conductors from insulators.
 · Conductors are materials that offer low resistance to the flow of current, examples are metals,
irons, and gold. While insulators are materials that offer high resistance to the flow of current,
examples are glass, plastics, and rubber.
*What are the f our factors that affect the resistance of conductors?
The four factors that affect the resistance of conductors are the following
· Length of a conductor
· Thickness of a conductor
· Nature of a conductor
· Temperature of a conductor
IV. EVALUATION:
I. ESSAY.
Directions: Discuss by giving examples to the following.
1. Conductors
2. Insulators

V. ASSIGNMENT:
I. PROBLEM SOLVING.
Directions: Solve the following by using the different equations associated to electricity. Show
your complete computations.
1. Two objects are both negatively charged with 0.02C each and are 70 cm apart. What kind of
force exists between them and how much?
2. A charge of 1.5 C present in an electric field produces a force of 6N. What is the intensity of
the electric field?
3. What the potential difference in an electric circuit with a current of 30 amperes and a
resistance of 8 Ω?
4. What is the electric field intensity of an electric field if the single point of charge is + 9C over
a distance of 15 meters?
5. Copper has an electrical resistivity of 1.5 x 10 -8 Ω.m. How would be the resistance of a copper
wire 10 mm long compare with another copper wire 15 mm long?
SEMI-DETAILED LESSON PLAN ON ELECTRICAL ENERGY: MEASURE OF
ELECTRICAL CONSUMPTION, COMPUTATION OF ELECTRICAL ENERGY,
ELECTRICAL CONSERVATION AND SAFETY.

I. OBJECTIVES:
Given a one (1) hour session, the students should be able to:
a. explain how energy is transferred and use by electrical appliances;
b. explain the concept of power;
c. calculate the power rating of an appliance;
d. relate power rating of appliances to voltage and current; and
e. enumerate the ways of conserving electrical energy and its safety.

II. SUBJECT MATTER:

A. TOPIC: Electrical Energy; measure of electrical consumption,
Computation of electrical energy, electrical conservation and safety
B. MATERIALS:
 C. REFERENCE: Alastre-Dizon, Maville T.,et.al.Science and Technology for the future
IV.DIWA LEARNING SYSTEM INC.,4th floor SEDCCO building Makati City
Philippines,2004,pp.159-172.

III. PROCEDURES:
A. REVIEW:
(The teacher will talk about current, voltage, and resistance.)
B.STRATEGIES/ TECHNIQUES:
C.LESSON PROPER:
GUIDE QUESTIONS:
1. What is power?
2. How is power being computed?
3. What is the importance of knowing the power rating of the appliances?
4. What are the tips in conserving electrical energy in our daily live activities?
5. What are some ways to ensure electrical safety?
6. What is the significance or importance of knowing the tips in conserving electrical
energy and electrical precautions?

D.GENERALIZATION:
1. What is power?
· Power refers to the amount of work done or energy consumed per unit time (P=W/t).
2. How are voltage and current related to the power of an appliance?
· Voltage and current are positively related to power. Appliance with high voltage across it. Or
with high current through it, has high power or rate of converting electrical energy to other
forms.

1. How do we compute the power rating of an appliance?

· P= VI
4. What are some tips of conserving energy?
· One is to know first the disadvantages and advantages of the appliances before using it. We must
also know how and when to use the appliances we have at home, etc.
5. What are some ways to en sure electrical safety?
· Make sure that everything is in good condition
· Do not overload extension cords
· Never leave plugged-in appliances where they fall into water, etc.

IV. EVALUATION:
I. MULTIPLE CHOICE:
Given the four choices a, b, c, and d, writes only the letter of the correct answer on your answer
sheet.
1. The unit of power is
a. watt b. Newton c. volts d. ampere
2. Which one does not belong in the group?
a. P=W/t b. P=qv/t c. P=IV d. P=VR
 3. Which of the following statements below give tips on how to conserve energy?
a. do not iron all the clothes at one time
b. hang the clothes to dry on sunny days
c. use natural light whenever possible
d. avoid overloading your refrigerator

4. Which of the following ways below ensure electrical safety?

a. nail or staple cords on the wall
b. do not overload extension wires
c. place cords under the carpets or rags
d. plug appliances that are not in use

5. In an electrical circuit, _________ is manifested by heating or warming the resistor or load.

a. resistance c. power
b. electric meter d. voltage

II. ESSAY.
Direction: Briefly answer the following.
*Why is it important to know the
1. ways of conserving electrical energy?
2. electrical safety?

V. ASSIGNMENT:

Read about the following topics:

1. Energy generation, utilization, management, and conservation.
Reference: any Physics book

A REFLECTIVE PAPER

Teaching as a profession is never an easy starring role to every individual for it requires
you to be a well-rounded person who possessed every quality that an effective one have.
As a practice teacher in this field, I cannot give the performance that professional
educators do, but I can only give the assurance that I can give grounding in my students to the
best way I can. In September 07, 2010, it was the time that we were deployed by our program
advisers in some remote Barangay High School, and I am lucky enough to be assigned in the
school just nearby my residence and it is also the institution where I completed my high school,
and supplementary to my luck was that, I was assigned to a teacher as my detractor who used to
be my teacher in my 3rd year and 4th year. After couple of days observing the sections that I am
assigned to teach, my cooperating teacher ask me to submit to her a lesson plan a day before
meeting my students. I was not pressured yet that time since I have already the idea and I have
done those things when I was still doing my in-campus practice-teaching, but what I’ve
anticipated was very far from the authenticity, and I was struck by her comments but I accepted
it since she’s different from my in-campus critic and their ideas were never of the same line. I
follow her ways doing the lesson plan; she taught me how to do it with in simple way yet of
concrete thought. From that then, I submit my lesson plan to my critic and let her review for
corrections before using it as my guide for the class discussion the following day. My lesson plan
is only good for one hour meeting.
However, in my more than a month of teaching in Maria Clara L. Lobregat National High
School, I taught my students the concepts on electricity. I chose the topic found in the previous
pages because of so much affection and understanding that my students had assimilated from the
perception;my students also learned the importance of electricity, how to measure electrical
consumption, how to conserve, and how to value the safety upon using electricity in their per
diem lives.

OBSERVATION AND EVALUATION FORM

A REFLECTIVE PAPER

The observation notebook and the evaluation form in the out-campus practice teaching are
just similar with that in the in-campus. The only difference is that it matters with regards to the
comments and ratings of both critic teachers.The observation notebook is provided by the
student-teacher and is given to the critic teacher for the daily comments and suggestions during
and after the session. In my case in the out-campus practice teaching, I was assigned to teach
Physics to three sectionsand Values Education in the advisory class, but my critic teacher and I
agreed that she will only observe me in her advisory class and that is the IV-Zeus. In my first day
of teaching, my critic wrote five comments in my observation notebook and four out of the five
are undesirable comments and I find it constructive on my part, and as the days passed by the
negative comments were turned into positive ones. My critic teacher observes me in five days,
and after that, I feel like I am the subject teacher of the three sections.
The evaluation form on the other hand was given to my critic teacher a day before I end my
practice teaching indenture. And later I found out that the ratings given to me jibed with the
comments in my observation notebook.

SAMPLES OF LEARNERS’ WORK

A REFLECTIVE PAPER

It is very emotive if the results of the responsibilities assigned to the students provide you
good results. Learner’s work could be their assignments, activities, projects, etc. It serves as a
tool to evaluate students’ responsiveness and also a form of evaluating the teacher’s
performance.
In my practice-teaching case at Maria Clara L. Lobregat National High School, I often time
gives my students a quiz after the discussions or the activities for me to conclude if they have
assimilated the information , and assignments for the next topic in order for them to read in
advance. So far, the results of their quizzes meet my objectives. The students also submit their
assignments the following meeting. They work according to the instructions given to them.
The work of my students mirrors my performance during my teaching. It somehow shows
how I executed it, and how they understood the concept instilled to them. In contrast to my
students at ZSCMST CELA laboratory High School, the students of MCLLNHS are responsible
enough. Though sometimes there are some factors to be considered in requiring the students,
most especially to submit an encoded assignments or activities. Nevertheless, they are still best
for me most especially the IV-Zeus.

SAMPLES OF STUDENTS’ FEEDBACK

A REFLECTIVE PAPER

In my very first day at Maria Clara L. Lobregat National High School as a student-
teacher, I negatively thought that I wouldn’t be liked and loved by my students due to my firm
and strict appearance.
My first day of teaching in the abovementioned school was totally stressful, I didn’t have the
idea as to how I starts the lecture and as to how to motivate the students to actively participate in
the discussion, not because that I don’t have the knowledge about teaching strategies and
techniques but it is because of the tension that was loaded in me. But as days passed by, I was
able to execute my teaching to the best way I can. Later on, I didn’t think anymore that I had the
first stressful day, but always positively think of motivated every day. You know that; the feeling
of wanting to teach every day because of the positive responds of the students.
A day before I end my practice teaching contract, which was in October 21, my advisory
class surprised me with the farewell party they’d prepared for me. I never thought that they could
render me that kind of a very touching and emotional tribute. They were able express what they
feel through singing and dancing, and through the most inspiring messages to me. They also
gave me stuff which I know it symbolizes their love to me. More importantly, it is the image of
respond to my practice teaching performance.

TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES

Education as a Science
Thorndike, Edward L. (1874-1949)

In his Educational Psychology, Thorndike wrote: "We conquer the facts of nature when
we observe and experiment upon them. When we measure them we have made them our
servants" (1903, p. 164). Equally as important as empiricism to Thorndike's psychology was his
emphasis on measurement and quantification; poorly prepared by the schools in mathematics and
largely self-taught in statistics, Thorndike became the educational world's exponent of the use of
science's universal language of description, numbers. His theme was, all that exists, exists in
some amount and can be measured. He introduced the first university course in educational
measurement in 1902, and two years later he wrote the first handbook for researchers in the use
of social statistics, An Introduction to the Theory of Mental and Social Measurements.
1. Educational and intellectual tests.
-The movement toward testing was the primary outcome of attempts to translate
qualitative statements (Mary seems to be having trouble in reading) into quantitative and
comparable terms (In grade 5.6, Mary tests at 4.4 in reading comprehension and 4.7 in
vocabulary knowledge). Standardized achievement tests in school subjects were built on
centuries of use of teacher-made tests.Standardized achievement tests in school subjects were
built on centuries of use of teacher-made tests. What the twentieth century added was the
standardization necessary for reliability and comparison of results from class to class.
Professionally written and administered to thousands of pupils, using norms based on nationwide
samples of students, achievement tests were created for every level of schooling, from primary
through graduate school, including tests for out-of-school adults at various age levels.

2. Studying human variation.

-The new instruments for measuring ability and achievement and especially the
widespread use of these instruments inspired new knowledge of and intensified concern with
individual differences.The practical consequence of the fact of individual differences is that
every general law of teaching has to be applied with consideration of the particular person …
example, the responses of children to any stimulus will not be invariable like the responses of
atoms of hydrogen or of filings of iron, but will vary with their individual capacities, interests,
and previous experience.

Source: http://www.education.com/reference/article/thorndike-edward-l-1874-1949/?page=3
A REFLECTIVE PAPER

Aside from the kind of general intelligence measurements which concern educators most,
Thorndike was interested in other types of aptitudes, believing that intelligence is not a unitary or
general factor but is constituted of millions of discrete stimulus-response bonds; any intelligence
test is simply a selective sample-taking of all the possible learned connections that might be
present.
Of these sources of variation, the most important in Thorndike's view was differing
capacities–differences caused primarily by genetic inequalities. To the persisting debate about
heredity and environment, Thorndike offered comparative studies of twins, siblings, and
unrelated individuals, of family histories, and of school eliminations (dropouts). His findings
convinced him that heredity is the primary determinant of intellectual difference and, because
such other traits as personal morality, civic responsibility, industriousness, and mental health
correlate positively with intelligence, that genetic endowment is the critical variable for welfare
and social progress.
As teachers dealing with different types of students, we must know how to set our
measurements toward them as well as to know as to what level we should give to the students in
terms of giving them considering their differences.
It is to institutions called schools and universities that modern societies assign most of the
formal stimulation of this power of human learning.