FAR EASTERN UNIVERSITY

INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FAR EASTERN UNIVERSITY

Nicanor Reyes Street, Sampaloc, Manila

A NARRATIVE REPORT
Presented to
Florentino Torres High School

In Partial Fulfillment of the Course Requirements for the Degree of

Bachelor of Secondary Education Major in English

Submitted by:
FEU STUDENT TEACHERS

Submitted to:
Mrs. Marichu J. Hernandez
Head, English Department
Florentino Torres High School

April 2018

Page | 1
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FAR EASTERN UNIVERSITY

VISION

Guided by the core values of Fortitude, Excellence and Uprightness, Far Eastern

University aims to be a university of choice in Asia.

MISSION

Far Eastern University provides quality higher education through industry –

responsive and outcomes – based curricular programs.

FEU produces globally competitive graduates who exhibit the core values of

fortitude, excellence, and uprightness.

FEU promotes sustainable and responsive research, extension, heritage, and

environment stewardship towards national and global development.

Page | 2
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FAR EASTERN UNIVERSITY

INSTITUTE OF EDUCATION

Vision

The FEU Institute of Education develops teachers, educational managers and

practitioners who are locally and globally competitive, critical thinkers, life-long learners,

digitally literate and effective communicators. Committed to the growth and well-being of

learners from diverse cultures and capacity levels, the Institute further instills into these

teachers, academic managers and practitioners the values of Fortitude, Excellence, and

Uprightness at all times.

Mission

The Institute promotes quality outcomes-based, values-laden, progressive,

collaborative, innovative and researched-based teacher education and training for

practitioners in the local, national and international educational systems, nurturing

service- oriented, competent and morally upright citizens.

Academic competence and professional excellence; total classroom immersion

of students in preparation for their chosen careers as educators; volunteerism,

community and entrepreneurial spirit values of team spirit, innovative training, relentless

pursuit of excellence seen in sports and athletics; high percentage passing rate in the

Licensure Examination for Teachers; best student-leaders who become delegates to

various national and international student contests, seminars and symposia; competent,

researched-oriented and technologically advanced faculty; modern facilities for teacher-

training, including model classrooms, computer laboratories, audio-visual rooms and e-

library.

Page | 3
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

ACKNOWLEDGEMENT

This narrative report is the fruit of our experiences as a Student Teacher for the

past few months, but the success of this narrative report will not be achieved without the

people who helped us accomplish everything we have managed to do that are written

here.

To our parents, for always being there to support and for strengthening our belief

in the fact that every cloud has a silver lining; for believing in our potential as a future

professional licensed teacher even when many miles separate us.

To Dr. Elisa S. Mañalac, our College Supervisor and Dean of the Institute of

Education, for doing everything she can to help and guide us during turmoil and

believing that we could get past any adversity presented to us.

To Mrs. Marichu J. Hernandez, Head of the English Department of FTHS, for

giving us the opportunity to experience and savor the true meaning of becoming a

teacher and sharing her wisdom towards the betterment of our skills and knowledge as

a Student Teacher.

To all our Cooperating Teachers, for making sure we were guided properly and

given the chance to grow as an individual; for sharing their knowledge, wisdom and

skills towards our overall growth and giving us constructive criticism for our

development as a whole.

And to God Almighty, for being a stronghold for us in times of need and bringing

hope that everything will be alright.

We thank you all for the immeasurable help that all of you had given us.

Page | 4
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

A TEACHER’S PRAYER

Giver of all Wisdom and Greatest of all Teachers,

look upon our teachers with love.
Grant them the resolve to nurture our eager minds
and to never give up on us who fall behind.

Bless their hearts for they rejoice when we succeed

and encourage us when we fail.
Endow them with gentle patience
for the path of learning is never easy.

Kindle a spirit of passion in them.

It is the flame that ignites the love of learning in us.
Help them to see the potential in each student.
Their belief in us means much more than the grade we make.

Instill them a commitment to keep on learning.

It shows us to not fear new knowledge and experiences.
Inspire them to touch the future.
They influence how big a dream we dream for ourselves.

Bless our teachers who have come before

for their work endures to this day.

Let the light of Your example shine upon all teachers.

To build up with their words.
To love with their mind.
To share with their heart.

AMEN

Page | 5
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

TABLE OF CONTENTS

Cover Page………………………………………………………………………………………1

Far Eastern University Vision – Mission……………………………………………………...2

Institute of Education Vision – Mission……………………………………………………….3

Acknowledgement………………………………………………………………………………4

Teacher’s Prayer………………………………………………………………………………..5

Table of Contents……………………………………………………………………………….6

Important In - Campus Activities………………………………………………………………7

Off - Campus Training Approval Sheet……………………………………………………….8

Certificate of Off - Campus Work……………………………………………………………...9

Clearance………………………………………………………………………………………10

Introduction……………………………………………………………………………………..11

Institution of Education Student Teaching Program……………………………………….12

Guidelines for Student Teaching……………………………………………………………..15

Duties and Responsibilities…………………………………………………………………..18

Student Teachers……………………………………………………………………………...23

Cooperating Teachers………………………………………………………………………...26

The Cooperating School……………………………………………………………………...29

Final Demonstration Lesson Plans……………………………………………………….…32

Student Evaluation…………………………………………………………….....………….113

Daily Time Records……………………………………………………………………...…..118

Reflection Papers…………………………………………………………………………….147

Memories and Experiences……………………………………………………………..…..165

Page | 6
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

OFF – CAMPUS TRAINING APPROVAL SHEET

In partial fulfillment of the requirements in the course ED 112N – EDU, this

Narrative Report on the Observation/ Participation and Student Teaching Experiences at

Florentino Torres High School, 173-174 Tondo III, Juan Luna St, Tondo, Manila, Metro

Manila prepared and submitted by FEU English Student Teachers has been approved.

_______________________________

Dr. Elisa S. Mañalac, Ed. D.

Dean, Institute of Education
College Supervisor

Page | 7
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

CERTIFICATE OF OFF CAMPUS WORK

This is to certify that all activities and experiences in the narrative report were

undertaken by __________________________, Bachelor of Secondary Education

major in English of Far Eastern University during the second semester of the school

year 2017 – 2018 under our guidance and supervision.

_______________________________

Dr. Elisa S. Mañalac, Ed. D.

Dean, Institute of Education
College Supervisor

Page | 8
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

CLEARANCE

To whom it may concern:

This is to certify that __________________________, Bachelor of Secondary

Education major in English students of Far Eastern University, during the second

semester of the school year 2017 – 2018 has been cleared of property and financial

responsibilities in this school.

_______________________________

Dr. Elisa S. Mañalac, Ed.D.

Dean, Institute of Education
College Supervisor

Page | 9
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

INTRODUCTION

The student teaching program is one of the most important parts of training

undertaken by any Education student. It is the time where years and years of learning

are put to test by making them apply the knowledge they gathered to authentic, real –

life teaching in an actual school setting.

Student teachers serve as unpaid interns in different schools in the span of a few

months. In the schools, they experience the actual process of teaching, which includes

the visual aid instructions of the students and for the students, the paper works

connected to teaching and the lessons and the relationships between different people

they encounter on a daily basis inside the school setting.

This is a great opportunity given to students since this program assures them

their first taste of the profession that they become when they leave their university. This

is the time where they can concretize what they learned from their professors and

applied inside the actual classroom. An opportunity for them to formulate ideas about

the profession, create motivational activities to entice the students attention and

interest, and cement their views when it comes to teaching.

The student teaching program serves as the training ground for future educators.

The quality of education the Philippines will have in the future can be determined by this

very program.

Page | 10
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

STUDENT TEACHER PROGRAM

Bachelor of Elementary Education

School Year 2017 – 2018

Rationale:

The student teaching program (STP) is implemented in all curricular programs of

the Institute of Education to enhance the preparation of the student to undertake the

various important roles and function to teachers or sport managers and coaches.

Bachelor of Secondary Education

This program prepares student teachers to teach in the elementary schools in the

following major fields:

 Early Childhood Education

 General Education

 Special Education

The Student Teaching Program (STP) specifically aims to:

1. Develop and further enhance the knowledge, skill and attitudes of BEED students

relevant to the workplace.

2. Improve competence and boost confidence of the students in dealing with day to day

realities on the work place.

3. Enable the students to relate concepts learned from the classroom into the work

place.

4. Introduce students to perspective employers

5. Re-tool the syllabi of the curricular program of IE-BEED

Page | 11
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Mechanics:

1. Faculty assigned to handle the subject is chosen by the IE Dean. The faculty will be

called College Supervisors.

2. College Supervisors are given an orientation by the IE Dean on the expectation form

for both students and faculty.

3. The College Supervisors meet the Students for potential deployment to schools.

4. The residence of the students should be considered when assigning a school. For

ease of visits by the College Supervisors, Students can be assigned to schools outside

of Metro Manila.

5. A student cannot be assigned to a school wherein the evaluating personnel is a

relative (i.e up to 3rd degree of consanguinity) or may significantly be influenced by a

relative of the student. This rule also applies when there is a clear conflict of interest,

violation of rule, once proven, will nullify the grade of the student.

6. The students must fill up a standard letter of request for placement/deployment

addressed to the College Supervisor and noted by the IE Dean. The letter should

indicate the name of the student, his/her student number, the number of hours required

and the duration of the training. He/she must follow strictly the prescribed font (Arial)

and font size (12). The letter of request must be duplicated. There must be no change in

the request for deployment.

7. Before deploying the student to a school, the College Supervisor must require the

student and the parent or the guardian of the student to execute and sign a statement of

Co-Responsibility (SCR). The standard format is part of the STP manual. There must be

2 copies of this document, the student and one for the College Supervisor. Without this

Page | 12
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

document, the student cannot commence his apprenticeship even if accepted by a

school.

8. The format and content of the narrative report will be discussed and displayed during

STP sharing session. The contents of the narrative are:

 Cover Page

 Table of Contents

 Important In - Campus Activities

 Off - Campus Training Approval Sheet

 Certificate of Off - Campus Work

 Clearance

 Far Eastern University Vision – Mission

 Institute of Education Vision – Mission

 Acknowledgement

 Teacher’s Prayer

 Introduction

 Institution of Education Student Teaching Program

 Guidelines for Student Teaching

 Duties and Responsibilities

 Student Teachers

 Cooperating Teachers

 The Cooperating School

 Final Demonstration Lesson Plans

Page | 13
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

 Student Evaluation

 Daily Time Records

 Reflection Papers

 Memories and Experiences

9. The College Supervisor calls on the students for a conference individually at the

student consultation room 207 to discuss the results of the performance evaluation and

to determine the final grade of the student. The final grade of the student will be coming

from the Cooperating Teacher/Coach Rating (30%) and College Supervisor (70%),

which includes among other, attendance to the STP Orientation Seminar and the STP

sharing Sessions.

10. The College Supervisor submits to the IE Dean a semestral report on the STP to

consolidate all experiences, suggestions and concerns during the implementation of the

semester.

11. The IE Dean calls on a consolidation meeting among all College Supervisors to

brainstorm on the possible improvements on the program for the next batch of students.

The IE Dean incorporates the results of the program in the Dean’s Annual Report.

Noted by: Approved by:

________________________ ________________________
Dr. Elisa S. Mañalac, Ed.D. Dr. Elisa S. Mañalac, Ed.D.
College Supervisor Dean, Institute of Education

Page | 14
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

GUIDELINES FOR STUDENT TEACHERS

A. OBSERVATION AND PARTICIPATION

1. Student Teachers should report to their respective cooperating school three weeks

after the opening of classes.

2. Student Teachers should work with their Cooperating Teachers with respect to:

2.1 Assignment of Cooperating Teachers

2.2 Special Assignment given by the principal of the school (if necessary)

2.3 Classroom Management

2.4 Evaluation of pupils/students

3. Student teachers are not allowed to handle the classes or teach unless the

Cooperating Teachers can justify the practicumers are ready. In case of exigencies,

is the time, when the Student Teachers are there to take charge of the class like

when teachers have meetings or other business matters related to work of the

Cooperating Teacher.

4. Student Teachers can be rotated in terms of observations and participation

schedules (upper year to lower year or vice versa); to give example experience to

the student teachers.

5. Student Teachers should observe a 6 hours or week assignment in the cooperating

school where they are assigned.

Page | 15
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

B. PRACTICE TEACHING

1. Student Teachers should be in their respective cooperating schools for two

weeks after the start of classes.

2. Student Teachers are supposed to teach the subject taught by their Cooperating

Teachers, with the following factors:

2.1 Student Teachers should have a lesson plan duly corrected and signed by the

Cooperating teachers

2.2 Student Teachers should be given the needed Instructional Materials by the

Cooperating Teachers to give them opportunity to prepare their lessons.

2.3 Student teachers are going to prepare a “demonstration lesson” to be done

starting February 2015 to enhance the feeling of how it is to be a “teacher” in the

classroom.

2.4 Supervising Instructors, principals and cooperating teachers should conduct the

observations and make evaluations with:

2.4.1 Supervising Instructor’s Evaluation

2.4.2 Principal’s Evaluation

2.4 Cooperating Teacher’s Evaluation

2.5 “Post Conference” may be conducted after the demonstrations upon the desire of

the principal or cooperating head of the department.

2.6 Student Teachers should be in their respective school (FEU) two weeks before

the finals.

2.7 Cooperating teachers may ask the Student Teachers to come back after the

finals (in college) to help them in the paper work in the cooperating schools.

Page | 16
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

2.8 Finals grades from the Cooperating Teachers should be submitted to the

supervising instructors, 3 days before the finals of the Student Teachers in college.

Noted by: Approved by:

________________________ ________________________
Dr. Elisa S. Mañalac, Ed.D. Dr. Elisa S. Mañalac, Ed.D.
College Supervisor Dean, Institute of Education

Page | 17
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Duties and Responsibilities

The Student Teaching Program (STP) of Teacher Education Institutions (TEIs)

must have support system that can enhance the professional and personal

development of student teachers. The support system must come from the collaborative

efforts of the Commission on Higher Education (CHED), The Department of Education,

and the Cooperating public and private schools.

To ensure that the student teachers get maximum benefits from their student teaching

experience, the CHED has formulated guideline on the development of student

teachers, stating the duties and responsibilities of those who are directly involved in the

program.

A. Role of TEIs

Quality pre-service teacher education is a key factor in quality Philippine Education. The

TEIs prepares teachers for the primary and secondary educational sectors. Thus, it is of

utmost importance that the highest standards are set in defining the functions of TEIs

which are as follows:

1. Determine the readiness and ability of the student teacher to go on off campus; if

the student teacher is not ready, the TEIs should give him/her more expensive in on-

campus training

2. Request the Provincial/City Division Office to designate cooperating schools in

the province/city.

Page | 18
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

3. Initiate conferences with the Schools Division Superintendents (SDS) in selecting

public and private cooperating schools.

4. Allocate a modest honorarium to personnel involved in student teaching as

stipulated by the Memorandum of Agreement.

B. Role of School Division Superintendent (SDS)

The school division superintendents, in collaboration with the TEI and school principals,

shall;

1. Review and subsequently approve request for cooperating schools.

2. Conduct orientation or Student – Teaching with the TEIs and see to it that TEI

deans, college student, teaching supervisors, and the school principal/head teachers

are in attendance

3. Assign student teacher to cooperating schools close to their residence, as much

as possible.

C. Duties and Responsibilities of the School Principal

The school principal has the following duties and responsibilities for the STP:

1. Assign a student teacher to a qualified cooperating teacher in coordination with

the department head/chair.

2. Conduct a regular conference with the cooperating teachers on the performance

of the student teachers.

3. Coordinate with the College Supervisors of the Student Teacher.

4. Prepare required reports to the TEIs, and furnish copy to the SDS.

5. See to it that the students are not allowed to substitute for teachers who are

absent.

Page | 19
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

D. Duties and Responsibilities of Cooperating Teacher

Cooperating Teacher has the following duties and responsibilities:

1. Assist the student teachers in honoring their skills on these tasks:

• Lesson planning

• Use of varied strategies/approaches/techniques

• Classroom management

• Assessment of learning outcomes

• Questioning techniques

• Preparation of Examinations/various assessment modes

• Accomplishment of different forms and related work

2. Observe and evaluate the performance of the student teacher.

3. Keep a record of observations and post conferences made with the student

teacher.

4. Serve as a role model to the student teacher

5. Provide student teacher the opportunity to participate in the co-curricular and

school/community activities.

6. Prepare a summative evaluation reports for each student teacher.

7. Recommend a PASS or FAIL mark standing be done only after proper steps,

coaching and preventive measure have been exhausted.

E. Duties and Responsibilities of the College Supervisor or Director of Student

teaching or teaching Internship

The College Supervisor or the director of Student Teaching/ Teaching Internship has

the following duties and responsibilities:

Page | 20
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

1. Prepare the programs of activities of the student teacher

2. Coordinate with the SDS in the selection of cooperating schools.

3. Prepare and implement the memorandum of agreement between the TEI and the

Division Office.

4. Assign the student teachers to handle multi-grade classes, when necessary.

5. Coordinate with the head of the cooperating school regarding the activities and

needs of the student teachers relative to their practice teaching.

6. Prepare the student teachers for their off-campus work through orientation,

meetings, conferences, lectures, etc.

7. Conduct regular observation and evaluation of the performance of students in

their practice teaching.

8. Coordinate regularly with the principal, head teacher, and cooperating teacher

regarding the performance of the student teacher.

9. Submit at least twice a month written reports to the TEI Dean, and furnish the

school principal and the SDS a copy each regarding the:

9.1 progress/performance of the student teacher

9.2 problems/difficulties met by the student teacher

9.3 solutions/actions taken regarding the problem/difficulties of the student teacher

10. Free the student teacher from any academic load

11. Request the Superintendent of the School Principal to expose student teachers

to teach multi-grade and special education classes

12. Conduct exit interview with case studies with or of student teacher

F. Duties and Responsibilities of Student Teachers

Page | 21
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

The student teacher should be aware of the following duties and responsibilities:

1. Observe the code of Ethics for Professional Teachers

2. Observe the dress code in the cooperating school

3. Observe punctuality throughout the duration of the school practicum.

4. Participating actively in all school-related activities of the cooperating school

5. Notifying the cooperating teacher in case of absences

6. Being open to constructive criticism

7. Projecting a good image as a teacher

8. Respecting the dignity and rights of children

9. Reporting to the cooperating school prepared at all times

10. Returning all borrowed books and materials to the cooperating school before the

term ends

11. Documenting student teacher episodes

A student teacher should be involved in the following:

1. Preparing teaching materials

2. structuring the room

3. Making seat plans

4. Observing the cooperating teacher

5. Checking the test papers

6. Accomplishing school forms

Page | 22
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

STUDENT TEACHERS

Page | 23
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

STUDENT TEACHERS

AM SESSION (6:30 AM TO 12:45PM)

1. Sherlyn Anne M. Benavides GRADE 9 STUDENT TEACHER

2. Bea Mari B. Bernabe GRADE 10 STUDENT TEACHER

3. Yasmin Alyssa P. Garcia GRADE 7 STUDENT TEACHER

4. Mark Darwin Japon GRADE 9 STUDENT TEACHER

5. Mary Angelli C. Jasa GRADE 9 STUDENT TEACHER

6. Rosa Rey Anne B. Lim GRADE 8 STUDENT TEACHER

7. Marilyn Peralta-Salandalan GRADE 10 STUDENT TEACHER

8. Aubrey Joy L. Rosales GRADE 7 STUDENT TEACHER

9. Kylyn R. Sambat GRADE 8 STUDENT TEACHER

Page | 24
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

STUDENT TEACHERS

PM SESSION (12:45PM TO 6:45PM)

1. Aura C. Antonio GRADE 9 STUDENT TEACHER

2. Kimberly Ann N. Casaljay GRADE 10 STUDENT TEACHER

3. Samantha Mae L. Fabellon GRADE 9 STUDENT TEACHER

4. Achilles Alfred C. Ferranco GRADE 8 STUDENT TEACHER

5. Claudine G. Juanino GRADE 7 STUDENT TEACHER

6. Ariz Adrian O. Nuque GRADE 7 STUDENT TEACHER

7. Angelica R. Presto GRADE 9 STUDENT TEACHER

8. Mark Eric N. Tizon GRADE 10 STUDENT TEACHER

Page | 25
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

COOPERATING TEACHERS

Page | 26
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

COOPERATING TEACHERS

AM SESSION (6:30 AM TO 12:45PM)

1. Mrs. Roselyn D. Ariles GRADE 9 COOPERATING TEACHER

2. Mrs. Josephine A. Abrazaldo GRADE 10 COOPERATING TEACHER

3. Mrs. Mary Ann Ambat GRADE 7 COOPERATING TEACHER

4. Mrs. Delia Nerves GRADE 9 COOPERATING TEACHER

5. Mrs. Leonora A. Provido GRADE 9 COOPERATING TEACHER

6. Mrs. Maria Daniela Lumibao GRADE 8 COOPERATING TEACHER

7. Mrs. Lady Chris Leonardo GRADE 10 COOPERATING TEACHER

8. Mrs. Raquel A. Fuasan GRADE 7 COOPERATING TEACHER

9. Mrs. Jemmar Ang GRADE 8 COOPERATING TEACHER

Page | 27
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

COOPERATING TEACHERS

PM SESSION (12:45PM TO 6:45PM)

1. Mrs. Marlyn Tibulan GRADE 9 COOPERATING TEACHER

2. Ms. Evelyn G. Marta GRADE 10 COOPERATING TEACHER

3. Mr. Ernesto Carpio GRADE 8 COOPERATING TEACHER

4. Mrs. Gigi G. Endraca GRADE 7 COOPERATING TEACHER

5. Dr. Mark Ryan Hernandez GRADE 7 COOPERATING TEACHER

6. Mrs. Pinky Agustin GRADE 10 COOPERATING TEACHER

Page | 28
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

THE COOPERATING SCHOOL

Page | 29
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FLORENTINO TORRES HIGH SCHOOL

Tondo, Manila, Metro Manila

MISSION:

Develop a harmonious relationship within the alumni community, strengthen and

support sustainable programs for enhancement and development of students and

teacher.

VISION:

A dynamic member-focused organization, driven by goals and objectives directed

towards supporting the educational needs of students, faculty development, as well as

welfare of alumni community.

Page | 30
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FLORENTINO TORRES HIGH SCHOOL

Tondo, Manila, Metro Manila

CORE VALUES:

T - TEAMWORK

O - ORGANIZATIONAL COMPETENCE

R - RESPONSIBLE

R - RESPECT FOR HUMAN DIGNITY

E - EXCELLENCE

S - SUPPORT FOR THE COMMUNITY

Page | 31
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

FINAL DEMONSTRATION LESSON PLANS

Page | 32
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 33
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 34
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 35
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 36
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 37
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 38
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 39
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 40
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 41
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 42
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 43
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 44
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 45
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 46
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 47
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 48
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 49
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 50
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 51
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 52
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 53
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 54
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 55
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 56
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 57
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 58
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 59
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 60
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 61
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 62
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 63
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 64
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 65
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 66
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 67
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 68
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 69
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 70
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 71
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 72
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 73
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 74
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 75
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 76
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 77
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 78
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 79
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 80
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 81
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 82
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 83
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 84
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 85
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 86
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 87
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 88
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 89
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 90
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 91
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 92
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 93
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 94
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 95
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 96
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 97
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 98
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 99
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 100
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 101
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 102
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 103
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 104
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 105
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 106
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 107
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 108
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 109
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 110
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 111
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 112
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

STUDENT EVALUATION

Page | 113
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 114
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 115
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 116
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 117
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

DAILY TIME RECORDS

Page | 118
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 119
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 120
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 121
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 122
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 123
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 124
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 125
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 126
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 127
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 128
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 129
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 130
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 131
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 132
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 133
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 134
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 135
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 136
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 137
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 138
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 139
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 140
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 141
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 142
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 143
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 144
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 145
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 146
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

REFLECTION PAPERS

Page | 147
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #1

Having spent a part of my Practice Teaching abroad, Thailand specifically, gave

me the privilege to have a comparison between the way we teach here in the

Philippines and in Thailand and it won’t be possible without the help of Florentino Torres

High School which I spent my remaining 100 hours of Practice Teaching. My stay in

Florentino Torres High School taught me a lot of lessons but the most valuable one that

I leaned is to how to deal with other people despite the differences that we have. I saw

here the beauty of following rules.

I want to thank Mrs. Marichu J. Hernandez, English Department Head, for

teaching me a lot of things, pushing me to go outside of my comfort zone. I got to know

myself more. She might be strict towards other people but in a short span of time that

we worked together; I found out how good her heart is, we learned best in the hardest

way. To Ms. Marlyn Tibulan, my cooperating teacher, even though I arrived 1 month late

she never hesitated to help me, she did everything for me to learn all the things that I

have to know and you treated me well, all the pieces of advice to be a good mentor that

you have imparted me will always be in my heart.

FTHS opened my eyes to the reality of the field that I have chosen, I learned to

lengthen my patience to the students that I handled, discovered here the things that I

can do for the sake of my students. FTHS proved to me that to be a teacher, you really

need to have a big heart and that big heart will be your guide to lead your students to

the right path in order to have a good future.

NAME: AURA C. ANTONIO

COOPERATING TEACHER: MRS. MARLYN TIBULAN

Page | 148
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #2

For the few months, doing Practice Teaching in Florentino Torres High School as

an observant and pre-service teacher come up with a better understanding of the world

we are trying to fit in. The first thing I learned from this journey is that being a teacher is

not an easy job as what other thinks of it. The entire lives of a teacher are dedicated to

make the lives of others. It is the most selfless profession yet also the hardest thing that

only teacher will understand.

As a teacher, I must always keep in mind that I am their captain so they must

follow my rules and regulations, but not only that I also make sure that my students

understand my lesson. I had a lot of experiences and learning about the pupil's

behavior. Seeing that kind of attitude I was tested, because you will surely have a hard

time to teach but I am dedicated to do my job as their teacher and I salute myself for

that. This is a one of a kind experience that I will surely treasure. It develops my

capability as a person and student, and I can also apply the teaching strategies of my

Cooperating Teacher. I will also use this experience that I have gained throughout my

journey, the opportunity and learning that was given will be my stepping stone to a more

complex knowledge in my teaching career.

NAME: SHERLYN ANNE M. BENAVIDES

COOPERATING TEACHER: MRS. ROSELYN D. ARILES

Page | 149
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #3

My days in Florentino Torres High School were a ride that will always remind me

of the things that I need to keep as I transcend and leave my box towards the future. I

was a lone and unexperienced Education student from Far Eastern University trying to

survive the challenges faced by a College Student. When I first entered the premises of

F.T.H.S., it gave me a glimpse of what I will face when I enter the working world. It

scared me to be honest, not because of the school but because of my future, “will I be

able to teach my students a thing or two? Or will I be another joke calling herself a

teacher?” These things bugged me but then I realized that life is full of new things, you

discover yourself and everything that surrounds you.

I was very fortunate to be beside my ever loving and great mentor, Mrs.

Abrazaldo. She taught me so much; she has given me a lot to think about regarding my

ways and strategies of teaching. I always keep in mind the things she says to me; I may

not do it in an instant but I surely remind myself of it. Being with a professional and

caring teacher and person will surely make you feel at home and free of unnecessary

awkwardness. I was never afraid to ask her of what I did wrong, because she gives me

a well-constructed criticism.

In the four months that I have been in F.T.H.S. gave me the opportunity to grow

and better myself especially my skills, knowledge and personality as a Student Teacher

aspiring to become a Professional Licensed Teacher. My life as a Student Teacher will

always remind me of how to be and not to be in front and outside of the school.

NAME: BEA MARI B. BERNABE

COOPERATING TEACHER: MRS. JOSEPHINE A. ABRAZALDO

Page | 150
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #4

I remembered in elementary and high school when most of the student-teachers

asked us if we wanted to be a teacher someday. I never raised my hand even once. I

always think that I don’t belong to be a teacher. For me, being a teacher will make my

life miserable especially when dealing with students, colleagues, seniors, parents and

so much more. But look at me now? Alive and kicking my way out to deal with those

things that I never wanted to deal of.

All throughout my experience as a student-teacher I have realized and learned a

lot of things. There are students who will challenge you and there are students who will

love you. Most of the times, you need to make up more plans and adjust as many as

possible. Every paper that you will check and every words of wisdom that you share will

make an impact to their lives and you must be selective and sensitive with the words

that you need to use. I also realized that it is harder not being able to exercise and give

activities to measure the students mind.

As a student, class suspension is the best blessing that I will always cherish but

as I become a teacher, class suspension can either give me a headache or much more

because of being not able to end the activities that you have given and spending more

time to suffer doing all the paper works and thinking about the deadlines. The weight

you shoulder is triple than what just as a student you are.

Being a teacher is indeed a tough job but seeing your students learn and realized

something is worth the hardship and is fulfilling. Now, I never regret being a teacher.

NAME: KIMBERLY ANN N. CASALJAY

COOPERATING TEACHER: MS. EVELYN G. MARTA

Page | 151
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #5

One of the most awaited subjects of fourth and last year in this course is the

Student Teaching. I’ve been waiting for this since last year because I promised myself

that I will give my best to cater my students’ needs. In my almost 3 months of stay at

Torres, I realized how hard and sacrificing the teaching profession is. To be honest, I

was caught in awe after knowing that there are classes that start from 1pm up to 7pm.

That was my first time hearing and experiencing this shift. The students welcomed me

wholeheartedly which made my confidence even higher.

There were times that I find them really stressful already because of their noise

and some of them are tough to please. One thing I’ve learned in this experience is that

do not get too attached to them; to not show any sign of weakness. It is important to

build authority inside the classroom already. This June, as a new school year starts, I’ll

make sure that everything I’ve learned not just from my experiences but also from my

cooperating teacher will be used forever. In this experience, I just built what kind of

teacher I really wanted to be. It’s finalized. I want to become a teacher who is strict. I

became an Essentialist and Progressivist in education because of those experiences.

I would like to thank the Almighty for giving us strength in everything we do. I

may not have been able to finish this student teaching without my cooperating teacher

who helped me from the very start until the end of our journey. To the faculty members

who have been with us since the beginning of this experience, and to our head teacher

who have been really strict for the sake of standards and ethics of our internship.

NAME: SAMANTHA MAE L. FABELLON

COOPERATING TEACHER: MRS. MARLYN TIBULAN

Page | 152
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #6

The whole student-teaching experience has been a surprise in every

sense of the word. From my first day up until the last, each day has been a meaningful
learning experience. I will be forever grateful to Torres High School for having granted
the opportunity for me to experience teaching first hand. As an education student, you
hear all kinds of crazy stories from your teachers and other practicing professionals that
teaching is not for the faint of heart. But those stories pale in comparison to the actual
experience of getting to know your students and having them see you as someone from
whom they can learn something. I had people telling me that teaching is not easy but I
always asked myself, how hard can it be? You study a certain topic, you prepare and
then you transfer that knowledge to your students. Alas, the whole teaching experience
has taught me that teaching is not all that.

My first thought when I was having a hard time during my practice teaching was
that was the whole point of on the job training. I thought it was specifically designed to
gauge my strength and perseverance and whether my conviction to pursue a career in
teaching is strong enough. I came close to complaining especially when I was feeling
dead tired but I thought I was only in the job for not close to 2 months and I put that in
perspective and compared my situation to those who have been teaching for decades
already especially my CT, Mr. Carpio. And I told myself that if he isn’t complaining, then
who am I to complain right?

My experience in FTHS will forever be in my mind as I traverse this complicated

world of teaching. It will forever be a foundation of who am I going to be as a teacher. I
think that is enough reason for me to be forever thankful for all the people I met there.
From my students to the faculty, I have no memories of you in any light except for
gratitude. Each day I went in for my duty has been my attempt to smooth my rough
edges and I can proudly say that my edges are not that rough anymore, all thanks to
what I have learned in FTHS. THANK YOU!

NAME: ACHILLES ALFRED C. FERRANCO

COOPERATING TEACHER: MR. ERNESTO CARPIO

Page | 153
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #7

Being a teacher is not an ordinary profession. If you do not want to accomplish a

task, you are going to give up or you are going to set aside that task. No. It is big no.

Because there are lives will be affected if you are going to give up. And that is what I

realized while I am having my Practice Teaching in Florentino Torres High School. That

teaching is really a passion.

As I entered on my class every day, I looked directly in their eyes and I feel that

they have different stories and perspectives. Behind on their childish smiles are the

stories needed to unfold. Therefore, they are willing and eager to learn because as we

discussed on different stories, poems etc. they also have the vision of reaching their

goals. And as a teacher, that is already a gift for me.

Teachers are not just cooperating with the students but also working together

with their co-teachers. And in my journey of being a Student Teacher, I really have to

accompany them because I am going to be with them all throughout. And most

especially we understand each other even if it talks about flaws, compliments,

achievements, etc.

I will carry and treasure what I have experienced in Torres, positive and even

negative. I know that this experience would be a big help for me on my near future

especially when I am the owning and facilitating the room.

NAME: YASMIN ALYSSA P. GARCIA

COOPERATING TEACHER: MRS. MARY ANN AMBAT

Page | 154
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #8

I really don’t know how to describe my experience at Torres High School. It is

stressful but fun, tiring but rewarding, exciting but agitating, patience-testing but eye-

opening kind of thing. Not that hard, but not that easy as well. Not to mention the

innumerable students that will flock and throng you for their assignments and projects

which are already dead because of the deadline, which I will still accept because I feel

them. Empathizing with my students, which I myself also am one, ever-cramming

because of procrastinating all the time. But one thing is for sure, something changed in

me. An ill-behaved and troublesome boy was I in high school; detested not because of

being lame academically, but because of pure foolishness and naughtiness, which is

basically bound in the heart of every child. But when I switched roles, from being a stiff-

necked student to a teacher, oh boy was I slapped in the face, with an armchair. It was

hard to get the attention and discipline 1 student, but try 5 sections with 30-40 students

in each class (at first). I didn’t like teachers being dictators inside the classroom, so I

really tried hard not to be one. Instead of being strict and all bossy, I showed them that

as a teacher and as a student, I know what they are currently going through. I extended

my patience 90 miles outside Chicago, tried to make the class fun but also as

productive as possible, prepared well for every lesson that I will teach to impart

academic and authentic learning, and it worked wonders. And I tell you, I didn’t even

have to get mad or shout at some student for any kind of reason. I learned that students

perform and acquire knowledge better if the learning environment is fun and enjoyable.

NAME: MARK DARWIN JAPON

COOPERATING TEACHER: MRS. DELIA NERVES

Page | 155
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #9

I have been through and experienced a lot of I presumed back then as very

challenging specially when I was just starting to study in college, all those sleepless

nights, countless papers and other errands I have to do to be able to pass and to be

able to graduate, but later I realized that those are just preparations for the more

challenging ones which I consider now as the Practice Teaching at Florentino Torres

High School, but just like what they say, there is no easy way to success, you have to

really work hard for it.

The Practice Teaching that I have been through was definitely not an easy

journey; you will not just be tired physically, but mentally and sometimes emotionally.

There were also times that I don’t even want to get up in the morning. I got demotivated

but I still continued because I believe that there is definitely a good outcome despite all

these circumstances and challenges I have encountered and definitely there is and I

thank my cooperating teacher for helping me with this journey, and I definitely learned a

lot of things that I could definitely apply when I am already teaching and life lessons as

well and I am very thankful for my cooperating teacher because she trained me really

well and she would be one of the people I would miss at Florentino Torres High School.

I do not know if I would feel happy or sad about the thought of us being done in

this practice teaching, but I think I feel happy the most because finally, we are done and

we survived. Everything was so worth it and fulfilling and I feel that I am geared and

ready to face the real world very soon.

NAME: MARY ANGELLI C. JASA

COOPERATING TEACHER: MRS. LEONORA A. PROVIDO

Page | 156
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #10

The whole practice teaching experience I have had in Torres High School is a

mixture of emotions. In the span of two and half months stay in Torres, I have seen the

reality of the education in public school. It is very far on how we were taught in our

course on how a class should be. I was overwhelmed when some of the class I was

holding can’t express their opinions in the medium of English.

I also observed that students nowadays don’t have the initiative to do classroom

or take home activities as they are told. Most of the students tend to complain more

than to comply. I was also saddened that the respect that the teachers got is decreasing

because they often forgot the social distance between a teacher and student/s. Mostly,

students from grade 7.

As the class near to end, the making of forms started. I’m disappointed on how

they impose instructions regarding doing the forms and when the teacher is done and

ready to submit, then they will make drastic changes and so they have to repeat the

whole thing. At this time helping my Critic Teacher, Mrs. Endraca, I realized and seen

the huge responsibilities that the teachers are shouldering and that is why teachers

have my huge respect.

The experience I encountered in Torres will help me to improve my weakness

and also, prepare me for my future as I will be a licensed teacher soon. My practice

teaching will never be a memorable one without the help of the teachers in the

afternoon from the English department.

NAME: CLAUDINE G. JUANINO

COOPERATING TEACHER: MRS. GIGI G. ENDRACA

Page | 157
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #11

Being a student teacher in Florentino High School for 3 months was not easy for

me. We’ve experienced many problems, misunderstandings. We have experienced

these real world problems that we ourselves were able to think and realized what should

be the best way to deal with it. I learned that getting along with other people and respect

is the key to a harmonious relationship with other people. I also learned that attitude is

important in every work place. You have to be flexible, and be open-minded that not

everything or everyone is in favor with you. You have to adjust to the environment and

to the people.

When it comes to teaching, I realized that being a teacher is not an easy job. You

have to be dedicated and passionate about teaching. You must love what you’re doing,

especially your students. In my stay as a student teacher, I learned that even if you

handled a lower section class, even if they’re not that smart, you as a teacher mist be

the one who will boost their confidence to perform better inside the classroom. You

must appreciate their efforts and performance. I learned that compared to higher

sections; the class that I handles in the lower sections are more appreciative and sweet.

They’ll appreciate even the little things you did, your teaching styles, on how you handle

them or how you talked to them. They even remember my corny punch line I said. It’s

just so heart-warming how they appreciate my existence as their student teacher and

especially when they tell you that they learned a lot from me. It’s just an amazing feeling

and this kind of students keeps me motivated to pursue this field of teaching.

NAME: ROSA REY ANNE B. LIM

COOPERATING TEACHER: MRS. MARIA DANIELA LUMIBAO

Page | 158
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #12

My experiences on being a student teacher at Florentino Torres Highschool were

very insightful. Under the mentorship of Dr. Mark Ryan Hernandez, I have learned the

daily struggles a teacher experience everyday. I believe that being a teacher is a 24/7

job. Teachers should not only be intelligent but also passionate and dedicated so he/

she can be an effective teacher. He/ she must be creative to gain the students attention

and maintain it for the whole class. Getting the students motivated is important as it

dictates whether a student will listen to the discussion or not.

The teacher should also be organize and can multi task. Outside of the

classroom, a teacher handles many peperworks such as students’ grade sheets and

forms. Not even one grade sheet or form can contain a mistake as the teacher would be

liable because it might affect the hard earned grades of a student.

Overall, I enjoyed my stay at the school especially because of my cooperating

teacher as he let me experienced everything I needed to know in teaching. I believed

the pressure he imbued unto me was important so I could mold myself to be a role

model teacher just like him.

NAME: ARIZ ADRIAN O. NUQUE

COOPERATING TEACHER: DR. MARK RYAN HERNANDEZ

Page | 159
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #13

As I’ve entered Florentino Torres High School as one of the student teachers

from Far Eastern University, it was a huge blessing for me, because it is the biggest and

the hardest part experienced that I’ve encountered and I will never forget in my life.

Florentino High School is my second home, even though it is just a short period

of time. It is because of the people helped me to finished these all throughout.

Especially to my cooperating teacher Mrs. Lady Chris C. Leonardo, to the Head

Department of English Mrs. Marichu Hernandez, to all cooperating teachers in English

Department, to all the cooperating teachers in the common room, and to the Principal of

F. Torres High School ,that allowed us to experience this kind of different errands and

greatness, wonderful experiences in my life, that I might give you a such a huge from

above a thankfulness for this opportunity so we may become more professional,

knowledgeable and stronger for all the problems and missions to face and I hope that

there is more future sts that may be inspired from this school.

Though all of this part of my experiences in Florentino Torres High School, I am

and still standing to become a wonderful woman, teacher and a mom that gave me a full

of memories, happiness and even though the sadness that made me stronger, flexible,

be humble, respectful and be ready to become a professional in life. Mabuhay F. Torres

High School may all the blessings from god will give you all of this best experienced that

I have.

NAME: MARILYN PERALTA-SALANDANAN

COOPERATING TEACHER: MRS. LADY CHRIS LEONARDO

Page | 160
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #14

As an education major, practice teaching gives us a glimpse of what lies ahead

after we graduated. I realized that it is not just a requirement to graduate but it is an

opportunity to show my skills, knowledge and talents and also it helps me improve

myself. I learned that talent alone will to be enough to survive in the real world. It

requires you to be hardworking and self-disciplined. This practice teaching serves as my

stepping stone in reaching my dream and it made me realized that reaching your goal

will never be easy, but despite of all the challenges I encountered, here I am, I made it.

And I am very thankful because this will not be possible without my critic teacher Mrs.

Tibulan and Mrs. Hernandez. My journey in F. Torres High School gave me an

inspiration and a lot of realizations in life. Imagine for a short period of time being a

student teacher, I was able to do things which also a professional teacher does.

Aside from the experiences that I had relating to my course, this training allowed

me to get acquainted with the professionals. Working with them is an honor because as

a student-teacher, I was able to hear the encouragement from them and it kept me

more motivated to strive harder and to always do my best. I want to be professional like

them someday. This experience helped me in many ways, not only in developing my

teaching skills, but also to mature as an individual. Despite of the short period of time

I’ve been there, it has helped me enriched my confidence to become a good teacher

someday. This training also made me realize that it is really important that you love your

job because it will help you survive.

NAME: ANGELICA R. PRESTO

COOPERATING TEACHER: MRS. MARLYN TIBULAN

Page | 161
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #15

First hand experiences do not happen to many people which is why I feel

privileged to have experienced a lot of things during my stay at Florentino Torres High

School which I thought would help me through my future teaching career.

My stay there was not all easy. I had my share of challenges that I had to face.

One of them was coming up with the most suitable way of teaching my students and

how to pique their interests especially with the different topics I was assigned to teach. I

was told that I should use the excess energy of my students to my advantage. For

instance, since I was assigned to Grade 7 students, I decided to play a game for one of

my discussions. Surprisingly, all of them are attentive and eager to answer. Another

challenge is the use of instructional materials in the classroom. Since I am handling

grade 7 students, I needed to come up with colorful visuals so that I am able to get their

attention. Of course, I could not have done it all without my cooperating teacher. She

really helped me in my development as a teacher.

In all honesty, I am really happy that I was able to train in this school. Not only

did it provide me experience in doing the school forms and a lot of things, but I was also

able to experience the real life situations that are all happening when you are in the

field. It was also great to be loved by students. I am really thankful since I met a lot of

excellent teachers who are all professional in their subjects and students who have

unique personalities. For this reason, my patience, understanding and tolerance have

all been improved. Thank you for the wonderful experience, Torres High!

NAME: AUBREY JOY L. ROSALES

COOPERATING TEACHER: MRS. RAQUEL A. FUASAN

Page | 162
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #16

During my stay in Florentino Torres High School for the past two months has

been very exhausting for me. Waking up at 4:00 AM just to get to school on time,

making lesson plans, checking papers and as well as accomplishing of schools forms,

yes, I was able to experience all of these in during my stay in this school. However,

notwithstanding those tiring experiences, I could say that I was able to learn a lot from

them.

In FEU, we were just taught how to make a generic lesson plan which is very different

from the lesson plans that I learned in this school. I used to think that the format of the

lesson plans for both literature and grammar is just the same but I was really wrong

because it turns out that there is a huge difference between the two. Not only that, I also

used to think that the school forms that my teachers used to accomplish when I was in

high school are only form 137 and form 138 but I was wrong again because it turns out

that there are many other school forms that teachers accomplish aside from what I have

mentioned.

I already know a long time ago how hard it is being a teacher since my older brother is

one but being able to experience what a teacher does every day in this school made me

more realize how truly hard being a teacher is.

NAME: KYLYN R. SAMBAT

COOPERATING TEACHER: MRS. JEMMAR ANG

Page | 163
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Reflection Paper #17

My time spent in Florentino Torres High School was very valuable to my

experience in teaching and my insight into how to be a better teacher in the future. I had

my own preconceptions of how I would be like when I started as a student teacher (ST),

but many of those were either changed or challenged as soon as I actually teaching.

My time spent teaching in class was simultaneously the best and worst time I

had. I loved teaching them things, going over lessons, and seeing that they were

participating and learning little by little. It really made teaching feel worthwhile. And by

the worst time I had, I do not mean that I hated teaching at some points, but rather that

my preconceptions of how smoothly the day-to-day lessons would go was shattered.

I never expected that I needed to do so much classroom management to that

degree, but it really showed me that I need to be more aware and knowledgeable on

how to manage those issues and distractions better when they did crop up. My

cooperating teacher also helped me in understanding how to do better in that front as

well.

My actual relationships with the students varied. Some were reluctant to talk or

approach me (maybe due to the fact I’m an American and that they were afraid to have

their English criticized), while others were very friendly and forthcoming. I always kept

up my professional demeanor, but I always made sure to exude a positive and friendly

aura so that my students would know they can always approach me if they had

something to ask.

NAME: MARK ERIC N. TIZON

COOPERATING TEACHER: MRS. PINKY AGUSTIN

Page | 164
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

MEMORIES AND EXPERIENCES

Page | 165
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 166
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 167
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 168
 FAR EASTERN UNIVERSITY
INSTITUTE OF EDUCATION UNDERGRADUATE STUDIES

Page | 169