Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Catarman, Northern Samar
Web: http://uep.edu.ph; Email: ueppres06@gmail.com
GRADUATE STUDIES
COMPILATION OF REPORTS IN EDUC 828
(Supervision of Student Teaching)
and
COMPILATION OF REPORTS IN HE 824
(Supervision of Student Teaching in Home Economics)
A COURSE REQUIREMENT
Master of Arts in Education Major in Administration and
Supervision
Master of Science in Home Economic Education
1st
Semester, Academic Year 2022 – 2023

2 | Compilation of Reports in EDUC 828 & HE 824
GRADUATE STUDIES
and
A COURSE REQUIREMENT
Master of Arts in Education Major in Administration and
Supervision
Master of Science in Home Economic Education
COMPILATION OF REPORTS IN EDUC 828
(Supervision of Student Teaching)
COMPILATION OF REPORTS IN HE 824
(Supervision of Student Teaching in Home Economics)
mic Year 2022 - 2023
1st
Semester, Acade
Academic

GRADUATE STUDIES
TABLE OF CONTENTS
TOPIC
Page
Number
Cover Page
Table of Contents
Profile of MAED Administration & Supervision Students
Guiding Student Teachers Establish Professional Relationship 5-6
Classroom Management and Classroom Routines 7-10
The Process of Mentoring Spirit 11-12
The Recitation and The Art of Questioning 13-17
Evaluation and Assessment Phase of Lesson Plan 18-21
The Practice Teaching Portfolio Entries & Rubrics 22-26
The Student Teaching and The Student Teachers 27-31
Addressing Student Teachers with Problems 32-34
Evaluating the Student Teachers 35-37
Diversity of Learners 38-40
Duties & Responsibilities of Student & Cooperating Teachers 41-45
Motivation and Assignment Phases in Lesson Plan 46-49
Profile of MSHE Students
Revised Policies and Standards for Undergraduate Teacher
Education Curriculum
51-54
The Teacher Education & Development Program: Pre-Service
Teacher Performance & Development Framework
55-56
Pre-Service Teachers Actual Teaching List 57-59
Community Linkages 60-62
Planning, Assessing and Reporting 63-66
Social Regard for Learning 67-72
Teacher Education and Development Plan 73-77
Participation Observation Guide, Classroom Techniques and Lesson
Planning
78-82
Teaching Strategies That Develops Critical and Creative Thinking as
well as Higher Order Thinking Skills
83-86
Basic Education Curriculum 87-89
Learning Environment 90-93
Personal Growth & Professional Development 94-96
Teacher Performance and Development Framework– Curriculum 97-99
NELIA M. ADORA, PhD., DM
Course Professor

GRADUATE STUDIES
NELIA M. ADORA, PhD., DM
Course Professor
MASTER OF ARTS IN EDUCATION MAJOR IN ADMINISTRATION & SUPERVISION STUDENTS
ACEBUCHE, Angelic S.
Laoang, Northern Samar
Magsaysay Elem. School
0966-265-5473
ACEBUCHE, Rowel C.
Palapag, Northern Samar
Sumoroy Agro-Industrial School
0927-913-0011
ANO, Claire Angel C.
Palapag, Northern Samar
Reg. Center - PHILSYS
0948-212-0945
BECONIA, Dina B.
Catubig, Northern Samar
E. Perez Elem. School
0936-745-7388
DELIM, Wilma S.
Laoang, Northern Samar
Gicbo-an Elem. School
0907-156-8976
MIRAÑA, Donna Anne B.
Las Navas, Northern Samar
Las Navas National High School
0997-143-1241
MOLL, Kent Trier T.
Catarman, Northern Samar
Bangkerohan Elem. School
0917-164-1271
PERAS, Placido Rolen M.
Catubig, Northern Samar
Magtuad Elem. School
0975-809-0126
RONATO, Raymart J.
Las Navas, Northern Samar
San Miguel Elem. School
0935-565-2528
TOMENIO, Ethelyn D.
Mondragon, Northern Samar
Cahicsan Elem. School
0912-717-1099
TUBALLAS, Arien J.
Lapinig, Northern Samar
Bagacay Elem. School
0960-660-3000
VALENZUELA, Ginadel B.
Catarman, Northern Samar
ADFCI-SBE, UEP
0927-913-3762

Name of Reporter: ANGELIC S. ACEBUCHE
Topic: GUIDING STUDENT TEACHERS ESTABLISH EFFECTIVE
PROFESSIONAL RELATIONSHIP
Introduction
Guiding Student Teachers Establish Effective Professional Relationship between
the teacher and student in effort to gain trust and respect from each other.
This relationship may consist of getting to know your students to become stronger
learners every day. By doing this teacher are showing respect to their student, valuing their
individuality and being polite.
Having a positive relationship with your student helps them become more
successful in the classroom a safe and welcoming environment for all.
Discussion
A student-teacher relationship in the classroom is a positive relationship between the
teacher and the student in efforts to gain trust and respect from each other. This relationship
may consist of getting to know your student better, providing choice and encouraging the
students to become stronger learners every day.
7 Ways To Build A Positive Student Teacher Relationship
1. Say hello goodbye every single day
2. Call home for good behavior more often than bad.
3. Students letter or questionaires
4. Let student inside world
5. Believe they will do great things
6. Be authentic and have fun
7. Listen and validate their fellings
Important for teachers to build relationship with learners
Teachers who foster positive relationships with their students create classroom
environments more conducive to learning and meet students development,emotional and
academic needs.
Most Important Element of The Student Teacher Relationship
Communication- clear,effectiv and consistent communication is the most vital element
of a strong teacher student relationship.It help educators in creating a connection with thier
student.
Characteristics of an Effective Teacher-Student Relationship
• Good communication
• A safe learning environment and mutual respect
• A positive and patient attitude
• Student equality and timely praise
5 Guiding Principles That Can Help Teachers Maintain Professional Relationship
With Student Are:
1. Build relationship,but maintain bounderies
2. Present yourself professionally

3. Maintain a safe environment
4. Uphold confidentiality
5. Seek professional support
Significant Insights/Inputs
Guiding student teacher throughout their journey in the classroom,teachers are able to
assess the capability of the student teacher on to establish good relationship to their student and
co-worker.Strong relationship provide a foundation for student engagement,belonging and
ultimately learning.The more high-quality relationships student s have with their teachers,the
better their engagement in school.
Reflection
A good work relationship requires trust,respect, self-awareness,inclusion and open
communication.Trust when you trust your team members you can be ope and honest in your
thoughts and action.And you dont have to waste time or energy watching your back.
Questions to Ask:
1. What is the important of good relationship in education?
2. Why we need to establish good professional relationship inside and outside school?

Name of Reporter: ROWEL C. ACEBUCHE
Topic: CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
Introduction
Almost every education expert sees classroom management as an action that teachers
take to establish and sustain an environment that fosters students' academic achievement as well
as their social, emotional, and moral growth. For these experts, the goal of classroom
management is not order for order's sake, but order for the sake of learning.
Hence, teachers, administrators, parents, students, and the general public, all these
entities view classroom management as a critical component of teaching. But becoming an
effective classroom manager is not a simple endeavor. Research has documented the fact that
problems with classroom management often lead to teacher stress, anxiety, burnout, and even
the decision to leave the profession. This is where beginning teachers consistently perceive
students' behavior as one of their most serious challenges that even those who are experienced
teachers find it challenging dealing with learners with diverse needs especially given today's
large classroom population, increasing cultural and linguistic diversity, the inclusion of children
with disabilities, and the narrowing of the curriculum to prepare every graduate to be a 21st
century graduate that is ready to face the world's challenges.
Unfortunately, despite the complexity and importance of classroom management,
teacher preparation programs tend to provide only minimal instruction in this area. Such neglect
is at least partly due to the fact that research relevant to classroom management has been
conducted by persons in different disciplines working within different research traditions; thus,
research reports appear in a wide variety of journals and may not even be identified as
"classroom management research." This situation can lead teacher educators to conclude that a
coherent body of research does not exist and can reinforce the view that classroom management
is merely a set of tips passed down from teacher to teacher.
Another complicating factor is that the very term "classroom management" defies easy
definition. For a long time, classroom management was equated with "discipline," the ways
teachers respond to problematic behavior. It is now generally recognized, however, that
discipline is only one part of classroom management. In addition to correcting inappropriate
behavior, classroom management includes a wide range of tasks designed to prevent
inappropriate behavior designing a physical setting that supports instructional goals,
establishing positive teacher-student and teacher-parent relationships, building community
among students, creating and enforcing expectations for behavior, and managing instruction in
a way that helps students to stay engaged in every classroom discussion.
Discussion
CLASSROOM MANAGEMENT is considered to be a set of ways of organizing the
resources within the classroom setting so that the teaching and learning process can proceed in
an efficient and safe manner without disruptive behavior students may create compromising the
delivery of instruction.
WHY IS CLASSROOM MANAGEMENT IMPORTANT?
• Enhance pro social behavior of learners.
• Increase student academic engagement.
• Establish and sustain an orderly environment in the classroom.

• Increase meaningful academic learning and facilitates social and emotional growth.
• Decrease negative behaviors and increases time spent in academics. (Emmer and
Sabornie, 2015).
WORKSHEETS
• Physical arrangement of the classroom
• Routine Activities
• Transition
PRINCIPLES IN CLASSROOM MANAGEMENT
1. JACOD KOUNIN
He believes that teachers should have a good lesson movement in order for
teachers to have an effective connection between teaching and classroom management.
He further believes that effective teachers keep students attentive and are actively
involved.
2. B.F. SKINNER
Skinner's work in Operant Conditioning has been integrated into both classroom
management and instructional development. He believes that learning is a function of
change in an overt behavior. He further explains that changes in behavior are results of
individual responses to events or stimuli that occur in the environment as what he
emphasized in his S-R theory.
SOME PRINCIPLES IN CLASSROOM MANAGEMENT
• Consistent, proactive discipline is the heart of effective classroom management.
Example: This is anchored to the saying "Prevention is better than cure".
• Establish routines for all the daily tasks and needs.
Example: This is enshrined within the parts of the DLP under preliminary activities and
still augmented up to the last minute of every session.
• Orchestrate smooth transitions and continuity of momentum throughout the day.
Example: This is anchored on the principle that no unnecessary lull moments should be
made as it will breed classroom restlessness which is the father of all disciplinary
problems.
• Strike a balance between variety and challenge in students' activities.
Example: This is anchored on the principle of Multiple Intelligences and varied learning
styles are considered in the conduct of students' activities.
• Reinforce positive behavior.
Example: This is rooted on the reinforcement theory of B.F. Skinner that states,
behavior is shaped by their consequences, and that individual behavior can be changed
through reinforcement, punishment and extinction. Praise/reward/punishment should
only be given when necessary.
• Work out a physical arrangement of seats that facilitate an interactive teaching-learning
process.
Example: It is encouraged to experiment a flexible seating arrangement to suit the
learning needs and conditions of the learners.

SOME CAUSES OF DISCIPLINARY PROBLEMS
• Unfavorable learning conditions
• Teacher's poor management skills
• Students' varied background
DEMONSTRATION TEACHING is a method based on the principle of learning by
doing of John Dewey and the Experiential Learning of Kolb. It presents skills which show how
a particular procedure is performed.
PURPOSES
• To acquire knowledge and skills
• To develop attitude demanded by the profession
• To demonstrate the acquired knowledge and skills
WORKSHEETS
• How were the learners motivated?
• How was the subject matter presented?
• How were students' responses like?
• How was the lesson conducted?
• How was discipline instilled in the learners?
• How were the teaching devices used?
• How were individual differences taken care of?
• How were unforeseen circumstances handled?
• How were dull moments coped with?
• How were the learners' performances evaluated?
• Checking of attendance
• Distributing and collecting materials
• Preparing the lesson
• Caring for instructional materials
• Entering and leaving the room
• Passing and returning test papers, projects, assignments
• Using equipment, tools
• Maintaining cleanliness and orderliness in the classroom and surroundings.
ROUTINE refers to the established activities or procedures that are repeatedly done
before, during, and after instruction.
As a classroom teacher, one of the most powerful factors that makes teaching-learning
process smooth is having an excellent classroom management. It plays a critical role in creating
an environment conducive to learning as it consists of practices and procedures that teachers
apply to establish an environment conducive to instruction and learning. Most of educational
studies today ranks classroom management near the top of issues that impact effective
instruction and student achievement. This is the reason why school administrators and teachers
survey consistently list disruptive student behavior as the primary reason for teacher turnover.
Ultimately, success in the classroom depends on a classroom climate that encourages and

supports learning. However, a well-managed classroom doesn't just happen on its own; it results
when a teacher is trained in key competencies like sitting up rules and procedures, proactive
management, effective and stimulating instruction, and reduction of disruptive and
inappropriate student conduct.
According to Colvin et. al in 1993, sitting up a systematic rules and procedures in the
classroom is an indispensable tool for preventing disruptive and inappropriate students'
behavior. Rules describe generally acceptable routines, standards, and procedures that inform
students how to behave. Rules and procedures at both school and classroom levels are important
in communicating to students and teachers the conduct expected. They prevent disruptive
behavior by objectively defining how to behave, how to solve and avoid problems, and
consequences of rule violation.
Moreover, another set of preventive strategies focuses on recognizing and
acknowledging desirable conduct by incorporating a proactive management in the classroom.
These strategies range from the simple "catching them being good," which emphasizes
contingent praise, to more complex sets of class wide group contingencies such as token
economies and behavioral contracts. Further, a good classroom management and effective
instruction are interdependent; you can't have one without the other. To minimize misbehavior,
teachers must employ the most effective instructional practices. To maximize learning, teachers
must be proficient in evidence-based behavior management strategies. Hence, a well-designed
and delivered instruction has to be in place. Lastly, no matter how perfect a classroom
management is disruptive behavior management will always occur having a diverse set of
learners. Disorderly behavior will occur despite teachers' best efforts to prevent it. Setting
routines and classroom rules, using proactive management, and implementing well- designed
instruction work most of the time, but inevitably situations arise in which a teacher needs to
effectively respond to unacceptable student conduct. The key to weathering these events
successfully is to have a plan, remain calm, react in an unemotional manner that minimizes any
payoff to the students, and impose any punishment in a measured way that is commensurate
with the infraction.
Reflection
As a classroom teacher who always thinks what is best for his learners, classroom
management is an important part of making classrooms safe and productive spaces for students
to learn. Having an excellent classroom management is everything. It eases teacher's work but
increases the way learners behave, respond, and learn while inside the classroom. Having
expected ways of behaving for key transitions or activities means that more time can be spent
learning than getting ready. Routines can be established that will benefit from regular practice
and revisiting until they are well embedded for you and your learners.
Routine as part of classroom management has to be in place from the moment the
learners enter the room and the moment they leave. This routine is primarily concerned with
learners entering and leaving the classroom with the minimum of fuss, disruption and noise so
that learning can begin and end the lesson.
Questions to Ask:
1. Why is classroom management important in teaching and learning process?
2. How can a teacher effectively implement classroom management in a group of learners
with diverse needs?

Name of Reporter: CLAIRE ANGEL C. ANO
Topic: THE PROCESS OF MENTORING SPIRIT
Introduction
No man is an island. This notable line justifies how self-sufficiency is not enough as
we need other people and that everyone relies on others. We need one another to survive in life.
We need guidance from other people who see us and get along with us. Just to imagine a man
being alone all by himself, life would be dreary. One needs one another to guide him all along
the journey. A man needs a person who will tell you the things that you need to improve, the
things that are bad in you, and the things that are good in you. Someone who will help you be
a good person and succeed on your undertakings.
As a student teacher, we need someone who will help and guide us to be a better teacher
in the field of teaching. Student teaching days provide us the training that will equip us with
knowledge, skills and abilities that will surely be useful when we become a teacher. Mentoring
between cooperating teacher and student teacher is the process of honing the aspiring teacher
be like the best teacher he will ever be in the future.
Discussion
The Process
1. Pre-lesson discussion. Discussion before the lesson is needed to maximize the
effectiveness of mentor’s observation and mentee’s learning related to it.
Important considerations during Pre-Discussion
- Establish the focus of observation. It is necessary to take account of the mentee’s
overall progress and level of confidence.
- Go through the plans for the lesson. In the early days the lesson may well have
been planned by you and the mentees in the pre-lesson, therefore, will merely be
checking that they are fully prepared for the lesson.
- Sort out timing of the post-lesson debriefing- the post-lesson debriefing should be
carried out as soon after the observed lesson as is reasonably possible.
- Decide on how the observation is to be carried out. Considering (1) the agreed
focus, (2) type of lesson, (3) the mentee’s level of confidence, self-awareness, (4)
need of the pupils.
2. Observation. To get a clear idea of how the mentee is progressing, it is important to observe
whole lessons rather than simply “popping in to see how they are getting on”. The mentor
works in observing how the mentee is doing his/her duty in the classroom.
3. Collecting Information. Different sorts of information will be useful to you in analyzing
the mentee’s competence.
- Focus on explanation. It is useful when analyzing mentee’s competence in explaining
new terms or concepts verbally.
- Focus on classroom control. It is useful to observe the language used to reprimand
pupils.
4. Debriefing or Post Conference
Pointers for Successful briefing.
- Time and space. As soon as possible after observed lesson and away from other
people or possible interruptions.

- Listening. Guide questions to start debriefing:
• What did you think of the lesson?
• How do you feel it went?
• What do you think went well?
- Being positive. The comments of an experienced mentor highlight the importance of
emphasizing the positive and building on strengths.
- Breaking it down. The critical part of a mentor is to help the mentee adopt a more
analytical approach to classroom teaching, to move away from sweeping judgments
about whole lessons and to focus on skills.
- Following a broad set pattern. Structure the discussion to ensure balance, give
priority to the student teacher’s perception, underline the positive, get future
discussions going as student teachers learn to use pattern.
- Joined agreed summary.
G. Is Mentoring for you?
- Are you ready, willing and able to mentor others?
- Are you emotionally and psychologically prepared to invest time and effort in helping
another person?
- Are you ready to make such a commitment?
- Do you have the time, the skills, the freedom to devote yourself to another person?
Mentoring is life-changing, even in small ways. Impromptu, off-the cuff mentoring
requires at least a heightened awareness of the needs of others and willingness to pause or listen
for less time for other duties. Mentoring could cause significant stress or loss in other areas
should be weighed carefully before you make a commitment. Yet if you are ready, the personal
satisfaction maybe well worth the time and effort expanded.
For the aspiring teacher to be effective in his/her student teaching period, he/she must
indulge with the spirit of mentoring as it greatly helps in honing the individual to be better in
everything that he/she does.
Reflection
Mentoring spirit is a very nice way of equipping aspiring teachers to become a wise and
good teacher in the right time. This creates a mutual benefit between the two as the mentor will
enhance his/her supervision and mentorship skills while coaching with the mentee. The same
with the mentee or the student teachers, they will surely be directed as to what to do in the
classroom while the mentor is guiding the mentee. For me, it is just right to have this mentoring
and adopt the spirit of it while the students are having their pre-service teaching so that they
will be guided with everything that they need to know from classroom management, delivery
of instruction and how students would deal with themselves.
Questions to Ask:
1. How important is the mentoring spirit to a student teacher?
2. Why is there a need for a mentor to observe the performance of the mentee in the
mentoring process?

Name of Reporter: DINA B. BECONIA
Topic: THE RECITATION AND THE ART OF QUESTIONING
Introduction
Research tells us that questioning has a positive impact on student learning and is the
signature of outstanding pedagogical practice. When students set about answering a question
they begin to construct ideas, apply knowledge, absorb new information, and demonstrate
understanding. Open, rich, engaging questions are a consistent feature of inquiry-led
classrooms.
Research conducted by the likes of David Hopkins and John Hattie, highlight that
questioning plays a large part in our classrooms, being the 2nd most utilized teaching strategy
behind teacher talk. However, most of the questions that we ask our students are lower-order
or lower-cognitive questions that ask students to recall facts or are procedural. This is indicative
of a focus on knowledge acquisition.
Utilizing higher-order questioning enables students to convert information to
knowledge, and move from Knowledge acquisition to knowledge application.
It is important to emphasize, as brain studies show, that motivation to learn is not sustained
simply by asking questions. It is sustained by identifying, explaining, and using the new
knowledge and understanding that results from asking and responding to questions.
Discussion
“Repetition is the mother of learning, the father of action, which makes it the architect
of accomplishment” – Zig Ziglar
In its most basic form, recitation is the action of saying something aloud from memory
or a formal reading.
This is an effective means of developing reflective thinking, creative expression,
favorable attitudes, and ideals of social living.
Purpose of Recitation
1. To develop wholesome attitudes essential to social living.
2. To teach and practice democratic ideals and processes.
3. To train pupils in reflective thinking and in critical evaluations.
4. To encourage freedom of expression and respect for the opinion of others.
5. To develop creative expression and resourcefulness among pupils.
Conditions Necessary to an Effective Recitation
1. Good environment
2. Teacher’s mastery of the subject matter.
3. Pupils’ interest, enthusiasm, cooperation and preparation.
The Socialized Recitation
It is geared toward greater socialization of the individual. This type of recitation trains
the youth for democratic living is characterized by the spirit of friendliness and cooperation
among the pupils.
Purpose of Questions
1. To stimulate pupils to think.
2. To motivate pupils.

3. To diagnose pupil difficulties.
4. To discover pupil interests.
5. To help pupils organize and evaluate.
6. To aid pupils to relate pertinent experiences to the lesson.
7. To focus pupil attention on the key points of the lesson.
8. To develop new appreciation and attitudes.
9. To provide drill or practice.
10. To show relationships, such as cause and effect.
11. To encourage the application of concepts.
12. To encourage pupil evaluation
Characteristics of a Good Questions
1. A good question is simple and clear.
2. A good question is definite.
3. A good question is challenging and thought-provoking.
4. A good question is adapted to the age, abilities and interests of the pupils.
5. A good question requires an extended response.
Techniques of Questioning
1. Questions should be asked in a natural and modulated voice. They should not be
asked hurriedly nor in a manner that is likely to create nervous tension in
the learner and thereby block the learner’s thinking.
2. A teacher should ask the question first and then wait for the class to think about it
before calling on a pupil to answer the question. In this way, everyone has a
chance to think before anyone attempts to answer it. Learners should be
given enough time to formulate the answer. Furthermore, this technique
will keep the entire class alert. If learners are apprised beforehand as to
who should answer the question, inattention will result.
3. Sufficient number of questions should be asked to simulate pupils to activity.
There should not be too many questions to the extent that they require a
minimum of thought and the giving of very short or one-word answers. Too
many questions lead to too much teacher activity and not enough on the
part of the learners.
4. A teacher should refrain from repeating questions. Attention is challenged when
questions are not repeated. However, if for some legitimate reasons, the
learners did not hear or understand the question, then, of course, the
question has to be repeated. This technique also applies to repeating
answers. Repeating answers merely wastes time and encourages
inattention.
5. A teacher should avoid resorting to any mechanical system of giving out questions
to the class, such as going around the class row by row. Learners catch on to
these devices, thus resulting to inattention.
6. Questions should be evenly distributed so that the majority of the pupils can take
part in the discussion. Difficult questions should be asked of those who are
deemed to be bright. A teacher should encourage all learners to share in
the group thinking at all times.

7. A teacher should ask questions that are really interesting and thought-provoking.
Leading questions, questions which give away answers, one-word answer
questions, and the like may result to boredom on the part of the learners.
Techniques in Handling Student Answers
1. A teacher should make every effort to show appreciative attitude toward student
answers. They should be allowed to make mistakes without fear of
recrimination, but they should not be abetted either in doing careless
work. When the learner does not answer correctly, the teacher can ask
further questions to help the learner discover for himself why his original
answer was wrong. The teacher should refrain from giving sarcastic
comments to wrong answers.
2. A teacher should never allow wrong answers to slip by; otherwise the students
will learn wrong facts and concepts. Any portion of an answer that is correct
should be recognized, but any part of an answer that is incorrect should be
corrected. This can be done by the teacher pointing out the error himself
or by throwing the question to the class for discussion.
3. Correct answers of students should be followed with encouraging remarks by the
teacher. Commendation should be judged by the nature of the response.
4. Clearness in every point expressed by the student should be insisted by the
teacher. If a learner fails to make a point clear, the teacher can ask him to
elaborate.
5. Answering in concert should be discouraged. Allowing the whole class to shout
the answers aloud will result in classroom chaos. It will also give the lazy
or inattentive learner the chance to go unnoticed.
6. A teacher should encourage students to answer in a loud and clear voice. A
learner’s response should be heard by the entire class. This is especially
important when the learner’s answer will be thrown to the class for the
other learners to comment on.
7. Students should be encouraged to answer in complete thought units and
grammatically correct statements. Every teacher should be concerned with the
development of correct expression, whatever subject he teaches. He should
insist upon correct forms of expression in order that they may become
habitual to the learners.
8. A teacher should refrain from marking students in his record book during the class
recitation. Such a procedure is probably the worst way to handle a learner’s
response. This will reduce the recitation to the level of the old-style
recitation which creates nervous tension among learners and may paralyze
critical thinking and hamper spontaneity.
Techniques in Handling Student Questions
1. Students’ questions should be welcomed by a teacher.
2. A teacher should not answer a student right away. He should first turn over the
questions to the class for other students to answer and probably discuss.
3. Indiscriminate student questions should not be allowed. Trivial and insignificant
questions should be dismissed by the teacher, not autocratically but in a brief way
that the student will realize why the question does not merit attention.

4. A teacher should require students to frame grammatically correct questions.
5. If a teacher is asked questions he cannot answer, he should promptly admit his
inability and ask a student in class who may know the answer. If no one knows,
he should help the class look up for the answer after the class.
Even in today’s modern educational practices, the art of questioning has
remained one of the best tools in promoting effective learning. In fact, questioning
continues to be an essential component of good teaching. There are even some people
who believe that the effectiveness of a teacher can be measured by his ability to ask
good questions. And yet far too many teachers take this teaching tool for granted, or
use it carelessly.
Questions are considered as instructional cues or stimuli that convey to the students the
content elements to be learned and directions for what they are to do and how to do it. It should
also play a central role in the learning process. Skillful questioning involves knowledge of
the various uses of the question, the characteristics of a good question, the techniques
of questioning, and the techniques of handling the learners’ responses.
Good questioning is an excellent aid to teaching that is hardly utilized to the fullest
extent. It challenges the higher order reasoning/thinking skills of the students. It is also a
determinant of teaching and learning outcomes.
The purposes of asking good questions are generally pursued in the context of classroom
recitation, defined as a series of teacher questions, each drawing out a student response and
sometimes a teacher reaction to that response.
Reflection
When people really want to learn something, they ask questions. They ask questions to
become skilled in things they don’t know. Questions can and have been used for a wide variety
of educational purposes: reviewing previously read or studied material; diagnosing student
abilities, preferences, and attitudes; stimulating critical thinking; managing student behavior;
probing student thought process; stirring creative thinking; personalizing the curriculum;
motivating students; and assessing student knowledge.
One of the first directions for improving the quality of classroom questions was
determining the intellectual level of teacher questions. Broadly conceived, content-or subject-
related questions were grouped into two cognitive categories: lower order, for memory, rote,
and simple recall; higher order, for more demanding and exacting thinking. The preponderance
of lower-order questions was troublesome to educators, for it contradicted the notion of a
thoughtful classroom, promoting important if not profound student insights.
Questioning is an element of great teaching that serves multiple purposes. Good
questions and prompts offer pedagogical benefits, for both teachers and students. In this blog
article, we offer a brief explanation of why teachers use questioning, as well as some effective
strategies to exemplify what it looks like. Questioning is a tool to promote deep, connected and
elaborated thinking. Great teachers use questioning as part of a dialogue in which students are
engaged and stretched.
Questioning is also an assessment tool. It is used to elicit and check student thinking,
knowledge and understanding. Asking questions, or providing prompts, that provide clear
insight into whether students have grasped the required knowledge and understanding is hard;

student responses are often ambiguous or require further clarification. Conclusions can be
drawn only tentatively; a question is but one inadequate glance into student learning. And if
that didn’t already sound challenging enough, teachers have to gather these inadequate glances
from many students at once! As such, great teachers also have strategies for checking the
responses of all students. This is not easy to do well, but asking meaningful and appropriate
questions that target essential learning, collecting and interpreting responses from every
student, and responding to the results are all classroom skills that can be refined and improved
over time, with conscious effort.
Questions to Ask:
1. How does the art of questioning affect the learning of the pupils?
2. Cite situations in the teaching-learning process where the application of the techniques
in questioning takes place?

Name of Reporter: WILMA S. DELIM
Topic: EVALUATION AND ASSESSMENT PHASE OF LESSON PLAN
Introduction
The instructor's road map of what students need to learn and how they will learn it during
class is called a lesson plan. Then, you can configuration fitting learning exercises and foster
methodologies to acquire criticism on understudy learning. You will be able to enter the
classroom with more confidence and have a better chance of having a meaningful learning
experience with your students if you have a carefully constructed lesson plan for each hour
lesson. Although it is by no means comprehensive, a lesson plan provides you with a general
outline of your teaching goals, learning objectives, and methods for achieving them. A
productive lesson is one in which both the instructor and the students learn from one another
rather than everything going according to plan. Before a lesson plan can be presented to the
class, a specific order must be established. The evaluation or assessment is one important step
in a lesson plan. This is a phase when the teacher asks a lot of different questions. Students are
given a variety of options from which to demonstrate their knowledge, ranging from broad,
open-ended questions to specific, direct questions. Students also evaluate themselves. Students
are given the chance to demonstrate and practice the knowledge and skills outlined in the
learning objectives through assessments like tests, papers, problem sets, and performances.
Additionally, instructors are able to provide students with specific feedback that can help them
learn more effectively. In this note, the accompanying contents will be tied in with examining
the kinds of an evaluation or assessment period of a lesson plan.
Discussion
Evaluation determines the extent to which a program or pedagogy achieves
predetermined goals or outcomes, whereas assessment is a diagnostic tool focused on the
learning of individual students. Evaluation aids in determining whether that choice is correct or
requires modification. This allows for more systematic changes to be made to the lesson plan
and helps teachers grow as well as the students' overall development. Evaluation will inform
you of any flaws in the lesson plan. Because it determines whether or not educational objectives
are being met, assessment is an essential component of instruction. Decisions regarding grades,
placement, advancement, instructional requirements, curriculum, and, in some instances,
funding are influenced by assessment.
You can determine whether your students are learning by planning for assessment. It
involves making choices regarding:
The number and type of assessment tasks that will best enable students to demonstrate
the lesson's learning objectives
○ Examples of various assessments
○ Formative and/or summative
The criteria and standards that will be used to make assessment judgments
● Rubrics
Student roles in the assessment process
● Self-assessment
● Peer assessment

The weighting of individual assessment tasks and the method by which individual task
judgements will be combined into a final grade for the course
● Information about how various tasks are to be weighted and combined into an
overall grade must be provided to
There are two main factors to consider in creating an assessment:
1. When the course outline is first created, plan assessments. Prior to the assessment
plan, learning objectives are frequently formulated. Then, instructors might find themselves in
a situation where there is a misalignment between the two when the assessment plan is being
created and it becomes evident that the learning outcomes were poorly framed. We suggest that
you plan your assessments when the course outline is first created so that the learning objectives
can be seen to be assessed and achievable during the course.
2. To measure the objectives of the lesson plan, select the appropriate assessment
method. For assessing student learning at each thinking level, some assessment methods are
better suited. When an assessment method can be used to evaluate more than one level of
thinking, it will be mapped to the highest level of thinking. Consider developing a rubric to
determine whether students have met the learning outcomes and to guarantee consistency in
your evaluation of their work.
Classroom assessments or evaluations fall into three main categories in lesson plans:
1. Assessment for Learning
2. Assessment of Learning
3. Assessment as Learning
ASSESSMENT FOR LEARNING
Assessment for Learning is ongoing assessment that enables educators to monitor
students on a daily basis and modify their instruction based on what the students need to
succeed. Students receive the precise, timely feedback they need to adjust their learning with
this assessment. It has been demonstrated that the AfL method gives students more control over
their education, which helps them become more motivated and ultimately improves their exam
performance. It aids students in understanding what they want and what they need to do to get
there.
Models for Evaluation for Learning is successive advancement observing is an
illustration of appraisals for realizing, where an understudy's scholastic exhibition is
consistently surveyed between benchmarks to decide whether the ongoing guidance and
intercession is emphatically influencing understudy accomplishment or on the other hand on
the off chance that changes should be executed.
The strategic use of questioning, the provision of feedback, and the introduction of peer
and self-assessment are additional examples.
ASSESSMENT OF LEARNING
The snapshot in time that shows the teacher, students, and their parents how well each
student has completed the learning tasks and activities is called an assessment of learning. It
provides data regarding student performance. Even though it provides useful data for reporting,
it frequently has little effect on learning.
The "assessment of learning," formerly known as summative assessment, aids in the
summary of what students know, understand, or can do in relation to the relevant achievement

standard for each year level for various learning areas/subjects in order to report on achievement
and progress.
The purpose of assessment of learning is to determine whether the learning occurred
and to:
● plan the students' future learning goals and paths
● show proof of success to the wider community, including parents, teachers, the
students themselves, and outside groups
● and give a clear interpretation to everyone.
Students can anticipate assessment of learning tasks as opportunities to demonstrate
their competence as well as the breadth and depth of their learning with the assistance of their
teachers.
Information under 'assessment of learning' can be organized under 3 headings (Earl &
Katz (2006)):
● Feedback to students.
Compared to "assessment for learning" and "assessment as learning," feedback to
students has a less obvious impact on student learning because assessment of learning typically
occurs at the conclusion of a unit or learning cycle. However, students do rely on their grades
and their teachers' comments to determine their level of success and to make decisions about
their future learning.
● Differentiating learning.
During the assessment itself, differentiation of learning occurs. For instance, it would
not make sense for a driver's license examiner to ask a short-sighted person to demonstrate their
driving proficiency without wearing glasses; however, if the driver does wear glasses, the
examiner is able to obtain an accurate picture of the driver's ability and certify the driver as
proficient.
Similarly, adaptation is required for differentiation in "assessment of learning" to make
a student's unique learning visible. There are numerous ways to show the teacher what the
student is learning through various forms of assessment. An understanding of the social studies
concept of conflict, for instance, can be demonstrated through visual, oral, dramatic, or written
representations of a specific curriculum outcome requirement. Students who struggle with
written language, for instance, would have the same opportunity as other students to
demonstrate their learning as long as writing was not explicitly included in the outcome.
The placement and promotion of students, as well as the nature and differentiation of
the subsequent instruction and programming that the students receive, are profoundly
influenced by assessment of learning, even though it does not always lead teachers to
differentiate instruction or resources. As a result, assessment results must be precise and
specific enough to enable thoughtful and accurate recommendations.
● Reporting.
There are numerous methods for reporting student proficiency, and any assessment of
learning report must be tailored to the intended audience and provide all necessary information
for them to make informed decisions. Regardless of the reporting form, it should be truthful,
fair, and provide sufficient context and detail for comprehension.
There is little information about a student's skill development or knowledge in
traditional reporting, which only uses the average score. The parent-student-teacher conference
is one alternative method that provides a profile of a student's level of performance on an

emergent-proficient continuum and recognizes numerous forms of success. This forum
emphasizes students' responsibility for their own education and provides parents with a wealth
of information.
ASSESSMENT AS LEARNING
Assessment as learning develops and supports students' metacognitive skills. This form
of assessment is crucial in helping students becomes lifelong learners. As students engage in
peer and self-assessment, they learn to make sense of information, relate it to prior knowledge
and use it for new learning. Students develop a sense of ownership and efficacy when they use
teacher, peer and self-assessment feedback to adjust, improvements and changes to what they
understand. The idea here is to enable students to begin to learn about themselves as learners.
Assessment for learning is commonly referred to as formative –that is, designed to inform
instruction. If we can agree that the purpose of a test is to provide data to revise planned
instruction.
Lesson plan serves as the path of teachers in guiding the students throughout their school
journey. Through these, teachers are able to assess the capability of the students in terms of
intaking the knowledge shared, skills known and lessons applied to the real world. Assessment
serves as the evaluation on how the students understand the lesson, and the process of their
application in different things. Assessment of learning controls the motivation of the students
and the method of giving them thorough understanding on how they can achieve their goals
with their own skills. Assessment of learning, on the other hand controls the habit of the students
in doing their school works. This evaluates the capability of a student to handle a problem on a
given time limit required. Lastly, assessment of learning controls the awareness or analysis of
one's own learning or thinking processes. It helps students to make use of their environment
and make them an advantage to themselves. These three main categories are important and
should be thoroughly practiced in schools. For this manner, they will be able to grow with
proper knowledge and information.
Reflection
To keep students motivated, assess elements of the learning environment. Assessment
is frequently a last-minute addition to lesson planning. Educators ought to be mindful so as to
guarantee that there is a blend of developmental and summative types of evaluation. Although
the frequency of assessments is important, more is not always better. There are other ways to
evaluate student learning, such as exit slips, assignments, and written reflections, so you don't
have to test or quiz students every class. Similarly, significant the appraisal is the input. Student
learning can be facilitated by constructive feedback. As a teacher, it is important to determine
the proper assessment tool or design to apply to the students, for every assessment determines
the different levels of a student's learning capability.
Questions to Ask:
1. Is there best evaluation type that can be used by teacher in order to meet the objective
of the lesson?
2. Is formative evaluation recorded daily?

Name of Reporter: DONNA ANNE B MIRAÑA
Topic: THE PRACTICE TEACHING PORTFOLIO ENTRIES & RUBRICS
Introduction
A teaching portfolio is intelligible set of material that characterizes your teaching
practice as related to student learning. Teaching practice in its broadest sense extends beyond
the obvious activities that go into teaching a course to include all activities that enrich student
learning., Items that might be included in a teaching portfolio, reflects this broad view of
teaching. Teaching portfolios vary considerably depending on their specific purpose, audience,
institutional context, and individual needs. The body of a portfolio is generally made up of
about 8-15 more pages. In the portfolio, it would include a summary of your teaching
experience and responsibilities, a reflective statement of your teaching philosophy and goals, a
brief discussion of your teaching methods and strategies, as well as activities undertaken to
improve teaching, and a statement of goals and plans for the future. The appendices would
consist of supplemental materials that further document or support the information you provide
in the body of your portfolio.
Discussion
PRACTICE TEACHING PORTFOLIO ENTRIES
Table of Contents
Prayer of student teacher/Credo/Persona educational philosophy
A resume
A brief description of the site of practice teaching
Examples of lesson plans (detailed, semi-detailed, brief)
Evidences of community outreach
Observation and evaluation forms
Best Lesson Plan using creative strategy with the complete set of materials
Sample of learner’s work and feedback
Titles and brief synopsis of professional readings and references
A professional development plan or career plan
A course portfolio, which focuses on a single course, has many features and benefits in
common with a teaching portfolio. Teaching portfolios are typically used for two purposes,
which sometimes overlap: (1) as a developmental process for reflecting on and improving one’s
teaching; and (2) as an evaluative product for personnel decisions such as tenure, promotion, or
a teaching award. Whatever function they serve, teaching portfolios have several major benefits
namely:
• They provide different sources of evidence of teaching performance;
• As teachers, we have often relied primarily on student evaluations for feedback about
our teaching;
• Although such student reviews contribute important information about teaching
performance, they often reflect off-the-cuff feelings expressed in just a few moments at
one of the final classes of a semester. The variety of sources of feedback in a portfolio
provides a more comprehensive view of how a teacher is handling the diverse
responsibilities of teaching. Thus, they reflect more of teaching’s intellectual substance
and complexity.

• They make teaching more visible through their demonstration of a variety of teaching-
related activities.
• They place the initiative for reflecting on and evaluating teaching in the hands of faculty.
It is the teacher who explains and documents his or her teaching performance by
selecting what goes into the portfolio.
• They give the individual an opportunity to think about his or her own teaching — to
change priorities or teaching strategies as needed, and to reflect about future teaching
goals. Putting together a teaching portfolio in itself often enhances one’s teaching
performance.
• They offer opportunities for faculty to work collaboratively. Teachers often work with
other colleagues or mentors in developing portfolios, thereby opening the door to greater
sharing among faculty of their views and approaches to teaching.
• As teaching becomes more visible and ideas about it are shared, teaching becomes a
more valued subject of intellectual and scholarly discussion throughout the institution.
RUBRIC FOR PRACTICE TEACHING PORTFOLIO
The entire work of portfolio is evaluated in terms of the scale indicators of the scoring
rubric for practice teaching portfolio. In the scale 4(Outstanding), 3(Very Satisfactory), 2 (Fair),
and 1 (Needs Improvement). In general, experts seem to agree that the content of a teaching
portfolio and the evaluative criteria used to judge it should be related to the goals of the teacher’s
department and to the mission of the institution in which he or she works. Explicit evaluative
criteria should be developed and agreed upon before portfolios are reviewed. And the decision
of a review committee should be based on their general agreement about the quality of the
portfolio (quality depending on the criteria that have been established). It seems reasonable,
then, for you to have information from your review committee about what items must be
included in your portfolio, an expected range of number of pages, and the criteria on which the
portfolio will be judged. Finally, authorities on teaching portfolios typically note that evaluators
should also judge a portfolio according to its inclusion of evidence that backs up the claims a
teacher makes — evidence of teaching accomplishments, of student learning, and of efforts to
improve teaching. And also, the consistency between the professor’s teaching philosophy and
accompanying evidence of teaching strategies, effectiveness, and efforts to improve.
Sample of Rubric
Name: ________________________________________________________
Evaluator: ______Self ______Peer ______Mentor
Directions: Tick (/) the box below the score that best describes the indicator. The legend
below gives the description of each score.
Legend: 4-Outstanding 3-Very Satisfactory 2-Fair 1-Needs Improvement
Criteria 4 3 2 1
A. Visual Appeal (20%)
1. Cover
2. Lay-out
3. Tone/mood
4. Creativity
5. Resourcefulness

6. Neatness
B. Organization (20%)
1. Order of entries
2. Coding technique
3. Readability
4. Correctness of form (e.g. grammar)
C. Content (30%)
1. Statement of purpose
2. Completeness of entries
3. Diversity of selections
D. Reflections (30%)
1. Depth of understanding
2. Application of ideas
Final Rating:
The Teaching Portfolio is a major means by which candidates for the teaching
Excellence award can not only present evidence of their teaching experiences, development and
expertise, but of their ability to evaluate and reflect on their teaching and its development and
to provide evidence of the philosophies and values which underpin their teaching. The
Teaching Portfolio should provide evidence of these philosophies and values at work in their
teaching, i.e. how these are translated in practice and centrally in the teaching excellence, high
quality student learning. Coming out of the student teacher’s reflections which are included in
the teaching portfolio should be evidence of how these reflections have improved the student’s
teacher own teaching over time and have impacted on pursuing relevant professional
development as a teacher, both in terms of the subject matter of their teaching and the teaching
and learning strategies that they have developed and used.
The teaching portfolio is a means for you to document, reflect on, think about and
improve your teaching and students’ teacher learning. It enables to examine what they have
learned from its personal experience in on/off the campus and professional development
activities, and to analyze and develop effective teaching. The teaching portfolio is a document
of record of your development as a reflective practitioner.
A teaching portfolio tells a story of students’ teacher performance and development in
teaching, considering rich contextual details (e.g. your subject matter, your experience, your
students (e.g. level, experiences, characteristics, background), your class size, your timing and
duration of sessions, etc. This includes evidence, analysis, reflection, interpretation, evaluation,
judgement, decision making, forward planning, evidence of action and intervention.
Practice teaching provides experiences to student teachers in the actual teaching and
learning environment. During teaching practice, a student-teacher is given the opportunity to
try the art of teaching before actually getting into the real world of the teaching profession.
Portfolios can encourage students to take more ownership and responsibility over the learning

process. In some schools, portfolios are a way for students to critique and evaluate their own
work and academic progress, often during the process of deciding what will be included in their
portfolios. It serves as a record of our various understandings such as dealing with different
problems encountered during the field practice. Also, it shows the strengths as a teacher and
acknowledging their weaknesses for self-improvement. Portfolios offer students tangible
evidence to show their academic achievements as well as their participation in community
service projects.
Reflection
Portfolios show the cumulative efforts and learning of a particular student over
time. They offer valuable data about student improvement and skill mastery. Along with student
reflection, that data provides valuable information about how each student learns and what is
important to him or her in the learning process. A teacher’s weapon is his/her lesson plan. You
cannot teach without preparing and writing a lesson plan. It helps us developed our self-
confidence. It inspires us to improve our further lessons and it provides guidance for teachers
what to teach. It is useful to us to have an organized classroom setting. It helps us to be cleared
of objectives needed to be achieved. When there is no lesson plan, teaching becomes more
difficult. So, it is really required that you have time to write the lesson plan. It will be our guide
to use our time effectively and efficiently. As a teacher, using lesson plan we always indicate
what to be covered and for how long. Everything is managed and planned. It helps us to prepare
all the materials needed for the lesson. Availability of instructional materials is important. It
gives us ideas on what a teacher should expect from the students. It will prevent lack of
preparedness for a lesson, instead, students will be guided and motivated. Also, creating
effective lesson plan is the key to effective teaching. We should know and practice the proper
planning of lessons, mastered the subject matter and execution of proper mode of delivery in
classroom.
Effective teacher is one who promotes effective student learning, and so the portfolio
should have as a main element how your teaching has addressed what students actually learn,
how you know, and how effectively your teaching has promoted this, in other words the
emphasis is on student learning rather than simply teacher input or transmission of
facts/material. One long-standing definition of the curriculum is what each student takes away
from the teaching and learning situation rather than simply what is written in the teacher’s
curriculum plan, and a key element of your portfolio is how and how effectively you have
promoted effective student learning. Your portfolio should provide evidence of this.
A teacher must have serenity to accept each student and appreciate their unique skills and
talents. We must accept their imperfections and must always praise their works. Every student
can learn but always remember not on the same way. Being a teacher, you have to be patient.
Not all student has the same skills, some are good in academic while some are good in art.
Don’t compare their works, learn to praise their works. As a teacher, you must guide and teach
them when they cannot cope with the activities you give to them. As a future teacher, we must
encourage them to do hard work.
Using learner’s output is very useful; it will be one of the bases of their performance
and understanding. As a teacher, we should be careful in judging works of students. The
feedback should focus on the product or performance and not on the person. It is one way to
say on how to improve his/her performance.

We should teach our children, “Learning by doing” according to John Dewey. It is better
if more on application and hands on. For them to be able to construct their own understanding
and learning. According to Bill Gates, “We all need people who will give us feedback. That’s
how we improve.” As we get more feedback, either positive or negative, that’s the way for us
to be motivated and improve.
Also, the observation and evaluation form. This is a big help for students’ teacher what
they need to improve in their performance. Feedbacks are useful to enhance teaching skills. The
teaching portfolio should provide evidence of your achievements and performance in teaching
and your ability to promote effective student learning, along with a commentary on the evidence
that you present. The portfolio is evidence-based. It should include evidence of best practice
in your teaching and the promotion of learning, your reflection and development as a reflective
practitioner. This does not mean that everything possible is included, but, rather, a selection is
made of evidence on teaching activities and their effectiveness. A portfolio often includes
information on your course planning and preparation, some actual teaching examples, data on
evaluation of students and feedback, and evidence that you keep up with developments in
teaching and keep abreast of these. It should particularly provide verifiable evidence of your
ability to promote effective student learning. Therefore, a teaching portfolio is a representation
of your identity as a teacher. An effective portfolio conveys a coherent message about your
beliefs and approaches to teaching and offers specific evidence to support that message. This
educational portfolio is a collection of evidence and reflections on the experience,
accomplishments, and knowledge have gained in the teaching field throughout their experiences
as a student teacher.
Questions to Ask:
1. How do you make a practice teaching portfolio?
2. Discuss the practice teaching portfolio entries.

Name of Reporter: KENT TRIER T. MOLL
Topic: THE STUDENT TEACHING AND THE STUDENT TEACHERS
Introduction
Schools that prepare teachers have always been concerned with student teacher
supervision. In order to best prepare future teachers, pre-service teachers must receive the
proper amount of observations, supervision, and feedback. However, offering this service has
become an even more crucial part of teacher training due to worries about producing qualified
teachers, achieving state and national standards, and growing budgetary restrictions.
DISCUSSION
The following duties and assignments are the student teachers' duty during their student
teaching experience:
• Fill out a Student Teacher Agreement during the semester's first orientation session.
• Accept and implement advice and recommendations from cooperating teachers,
cooperating principals, and university supervisors for enhancing the efficacy of
instruction.
• During the semester of student teaching, teach for at least 180 hours, and participate
and observe for at least 100 hours. A minimum requirement is the 180 hours of
instruction and 100 hours of participation/observation. Up until the final day of
student teaching, duties such as teaching, observing, participating, and
communicating with supervisory staff must be completed.
Other obligations include:
• Record your daily teaching, observation, participation, and conversations with
supervisory staff and the Student Teaching Activity Log. Record the total number
of hours spent teaching, observing, taking part in activities, and speaking with
supervisory staff on the Summary of Student Teaching Activity Log at the halfway
point and at the end of the semester.
• Regularly turn in completed weekly logs to the university supervisor, along with
summary logs at mid- and end-semester. Keep a copy of each weekly log in your
records so you may reference it when creating summary logs. Dual assignments for
student instructors may be requested.
• Prepare written lesson plans in advance for all lessons taught, and promptly submit
lesson plans to the cooperating teacher for inspection and approval in the prescribed
format. This Section contains specific guidelines for lesson plans and the necessary
lesson plan notebooks.
• Consistently be accessible before or after school for conferences with the
cooperating teacher.
• Create a Student Teaching Professional Portfolio in accordance with the
recommended format.
• Participate in extracurricular activities, faculty meetings, in-service training
sessions, and parent-teacher conferences at the partner school.
• Use all of the instructional technology and other materials at your disposal when
you are teaching. In the lack of appropriate materials, create instructional materials.

• Use ingenuity and innovation in your teaching while adhering to the regulations for
instruction set forth by the cooperating school system and using textbooks and
curriculum guides that have been approved by the state.
• Try to comprehend the school's and the community's cultural diversity and
distinctive features.
STUDENT TEACHING PROGRAM OBJECTIVES
• Develop professional educators who are competent in the different areas of teaching
and learning through the laboratory of life.
• Establish and promote a supportive environment by providing a broad program of
activities which is designed to foster respect for individual differences, the rights of
others, and accountability for one’s decision and actions; with desirable values of
persons who are makabayan, makatao, makakalikasan, and maka-Diyos;
• Instill in every student's consciousness his rights, duties, and responsibilities as a
Filipino citizen and the complexities and challenges of an increasingly and
constantly changing world through the different approaches in teaching.
• Pursue the vision of quality and excellence by providing a supportive atmosphere
facilitated by qualified faculty members who teach courses in their line of
specialization.
• Foster a research culture by developing awareness of developments, among which
are on Information Communication Technology (ICT) and discoveries that are
useful in addressing issues and concerns in the context of education.
• Develop professional educators who keep abreast with and are responsive to the
needs of the globally competitive nation.
• Instill in every student a deep respect for learning which is the teacher's wellspring
of knowledge, essential skills, and attitudes.
STUDENT TEACHING ACTIVITIES
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Orientation/lecture on
student teaching
a. Objectives
b. Concerns
c. Classroom
management
Field trip to
public and
private
elementary ang
high school
Feedback
Evaluation
Fielding
Observation
Fielding and
Participation
Participation
Preparation of:
a. Lesson Plan
b. Audio-Visual
Materials
c. Evaluation
Instrument
Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Practice
Teaching
Practice Teaching
Local
Demonstration
Continuation of
Local
Demonstration /
Practice Teaching
Feedbacking
(Oral and
Written)
Practice
teaching
Practice
Teaching

OBJECTIVES OF STUDENT TEACHING
• Apply the theories, principles, and techniques learned in the professional education
courses whenever needs arise, especially in actual classroom situations.
• Acquire varied teaching competencies to be effective.
• Develop your personality.
• Develop insights on the teaching-learning situations and ways of evaluating them.
• Orient yourself to the learning environment in school.
• Promote a strong school-community relationship.
• Acquire firsthand experiences in handling children and dealing with parents.
• Develop a teaching philosophy that can serve as basis in decision-making.
• Acquire a unified perspective of a teacher's role. Experiment working with new
principles and information on teaching and learning.
STUDENT TEACHING SUPERVISOR
The STS's most important role is to foster student teacher- cooperating teacher
relationship that encourages the student teacher to grow.
He is a faculty member from the college where the student teachers are enrolled. He
supervises and evaluates the student teachers in their off-campus activities to prepare them in
their future work as teachers. His duties and responsibilities are as follows:
1. Prepares the program of activities for Student Teaching every semester.
2. Coordinates with the Dean and the Chair in identifying cooperating schools for the student
teachers:
3. Prepares in coordination with the Dean and the Chair and implements the Memorandum
of Agreement between the cooperating school/s and the College of Education.
4. Conducts regular orientation meetings, conferences, lectures, workshops, with the student
teachers.
5. Coordinates with the head of the cooperating school regarding the activities and the needs
of the student teachers related to their practice teaching.
6. Visits classes handled by student teachers.
7. Observes and evaluates the performance of student teachers in their practice teaching
activities and confers with them the results of the observation.
8. Attends meetings regarding student teaching called by the college and the cooperating
school.
9. Conducts exit interview of student teachers.
10. Submits written reports about Student Teaching to the Chair at least twice a semester.
11. Performs other duties and responsibilities analogous, germane, or related to and/ or
implied from the functions listed herein.
COOPERATING SCHOOL
It is the school where you are assigned. This school is selected based on the type and
quality of programs, teachers, and school supervisors who provide the best experiences for the
student teachers and a challenging workplace for the students.
COOPERATING TEACHER
He is the teacher from the cooperating school who guides you in making use of the
knowledge previously learned. He is assigned by his immediate head. He also practices the

skills obtained in the specialized subjects. He is your most significant mentor. The CT explains
to his class the role that a student teacher will play in the classroom. He informs the student
teacher of his duties in and out of the classroom and on any preferred lesson plan format and
deadlines for renewing lesson plans. He also observes the student teacher and provides informal
feedbacks which may be written or oral and formally evaluates the student teacher at the end of
the term.
The cooperating teacher does not receive any additional compensation for the work he
does. It is a professional commitment on his part to help the future teachers. At the same time,
he helps and improves his own competence. The cooperating teacher should as much as possible
be a holder of a master's degree in education or its related course with adequate teaching
experience in the grade/ year level which he is handling.
You can put all that you've learned about teaching and your subject matter into practice
during your student teaching experience. You get to test the waters under the guidance of a
seasoned teacher who can mentor you and help you develop into the kind of instructor you want
to be. You can gain a lot of knowledge from the experience if you seize the chance. In fact, the
following are some things I discovered while working as a student teacher.
Teaching is challenging. There will be difficult days, and you will occasionally want
assistance. Get to know the librarian, the people working in the cafeteria, the administrators,
the custodians, the secretaries, and the other teachers. Finding a mentor in education is
undoubtedly a wise move. They provide with a ton of ideas for activities to employ. Cherished
having suggestions for tried-and-true activities for students, but also cherished the advice and
ideas they might offer to aid in professional development as a teacher. They might also assist
you in finding employment as a teacher.
Student teaching provides the ideal opportunity to experiment and think creatively.
Additionally, the opportunity to practice essential teaching abilities including classroom
management.
Reflection
Your student teaching experience can be greatly enhanced by immersing yourself and
seizing any opportunity that comes your way. It's been a long time since I've had a learning or
inspirational experience quite like my student teaching experience. In general, I had a terrific
experience working with my students, and my cooperating teacher's feedback was excellent.
She gave me the confidence I needed to keep moving forward, and I felt supported from the
beginning. I had a great time interacting with my students, and I was pleasantly pleased by how
much they taught me about everything from relationships to classroom procedures.
Another subject that I learnt a lot about while I was a student teacher was classroom
management. The connection aspect of classroom management is what I learned most from.
There was a clear link between improved classroom management and my efforts to establish
stronger relationships with my students. There were less disruptions and disruptive behaviors
because the children paid more attention and showed me more respect. I also learned to use the
effective tactic of circling the room. I was glued to the front of the room at the start of the
semester. I felt most at ease in the front, even if part of this was because I had to be near to the
computer to change the slide. I was able to move throughout the semester once I was at ease
and had confidence.

The main objective of student teaching is to give the student the finest introduction to
the teaching profession possible. Setting attainable goals that are appropriate for the student
teacher's development and abilities is primarily on the cooperating teacher.
The cooperating teacher is expected to lead the student through a range of experiences,
from the development of fundamental teaching techniques to classroom management. After
observing the student in a classroom teaching setting, the collaborating teacher should choose
precise goals and objectives. It's probable that some competencies, like asking higher-order
questions, will require more practice than others.
Questions to Ask:
1. What is student teaching?
2. If I am student teaching and my cooperating teacher is going to be absent, may I serve
as the paid substitute teacher for the day?

Name of Reporter: PLACIDO ROLEN M. PERAS
Topic: ADDRESSING STUDENT TEACHERS WITH PROBLEMS
Introduction
Student teaching is an important part of any teacher’s training, but having a student
teacher in your classroom can sometimes feel like a challenge
The mentor teacher plays a critical role as the student teacher’s model and mentor and
has great influence over the student teacher’s learning experience. Student teachers tend to
adopt the practices of their mentor teachers, sometimes without question, assuming that they
have no choice. We must engage our student teachers in ongoing conversations about your
practice and to encourage them to ask questions, to think for themselves, to share what they
observe about your classroom and practice with you, and to be willing to suggest to you and try
out strategies and methods they have learned with which you might not be familiar.
Discussion
Communicating daily with your student teacher and regularly with the student teacher’s
coach is the best way to avoid misunderstandings, but sometimes problems arise. If you have
concerns about your student teacher, please speak first to the student teacher directly and then
to the university coach. You should address concerns about your role or our expectations to the
coach who will try to troubleshoot with you and also bring your concerns back to the
university’s Professional Experiences team.
Occasionally, but rarely, there are problems with the “fit” between mentor teachers and
student teachers. The content expertise of the mentor teacher and the certification area of the
student teacher don’t match. We need to address these situations immediately so we can make
adjustments that enable the student teacher to complete the program without delay.
Below are some tips to address student teacher with problems:
1. Be honest and direct.
This one behavior can help student teachers more than any other. When the
students in class get something wrong or do something well, you tell them directly.
Student teachers need the same from you. Praise what they do well, but don’t be afraid
talk about behaviors or skills that need work.
It is a good help if we can give a specific feedback. Give specific benchmarks
that you can check.
Even if your student teacher is doing well, challenge them to strengthen their
skills in a certain area. “They are here to grow.”
2. Model the right behaviors.
Classroom learning is one thing, but if we really want to help student teachers,
show them how it’s done! Before we ask them to demonstrate a skill, model it for them
first. “When we had a student teacher, we would model and then have them teach a little
bit at a time. Our role is to help them learn. We’ve learned that their college mentor
didn’t really know what was needed at each grade level.”
If our student teacher has trouble with certain skills, ask them to step aside and
watch how you do it before trying it themselves. This doesn’t mean you should do their
job for them, of course. Think of it more like teaching a complicated dance move—it’s
a lot easier to get it right if you see it done first.

3. Help them plan in advance.
Most new teachers are blown away by the amount of planning involved in
teaching. Help them learn the process and use it as a chance to give feedback before
they find themselves in front of the class. We as a mentor must look at the lesson plan
two days prior and then tell them what to specifically adjust. Then would check it again
[to see] that he/she made those adjustments.
Example, if the student teacher teach on Monday, and the student teacher
observes. Plan Tuesday together, with you setting the work and team teaching.
Wednesday’s to Friday’s planning is up to them but checked by you [on] Tuesday, with
work to be approved ahead of time.”
4. Use co-teaching, especially at the start.
Many veteran teachers use co-teaching, or team teaching, to help student
teachers get their feet wet. “Co-teaching really helped us when we are a student teacher.
We as mentor teacher helped to plan the lesson and prepare the materials so it was at
appropriate levels, and she was able to jump in whenever necessary. This really helped
our student teacher to see what they should work on while it was happening instead of
having to think back or imagine ahead.”
Be sure that over time you start to step back and let your student teacher take the
lead. “One thing that helped our student teacher is to come up with the solution.
5. Provide constant feedback.
Just as you coach your students throughout any lesson or project, offer feedback
to your student teacher as often as possible. You don’t want to undermine their authority
with students, of course, but you can still make suggestions or adjustments if you see
something about to go off the rails.
Whenever possible, take time at the end of the day for a more thorough chat
about the day’s highs and lows. Try to take notes as you observe your student teacher
so you’ll remember what you wanted to share. Even better, videotape a lesson and watch
it together, discussing what you see.
Another is “Give an evaluation just as you would be evaluated by
administration.” Future teachers need to know what will be expected from them.
Consider inviting in another teacher or your principal to watch for a bit. They’ll offer
advice from another viewpoint. Plentiful feedback is an excellent way to help student
teachers along the way.
6. Be up front when they’re struggling.
Some people seem born to teach, while others need time and effort to become
good teachers. When your student teacher is the latter, it’s more important than ever to
be honest and direct. You won’t help them by trying to protect their feelings or self-
confidence. “As someone who failed their first student teaching assignment, make sure
they understand what they need. If they aren’t living up to the requirements, they might
not pass their student teaching,
Give your student teacher every chance to succeed, just as you would a student
who needs some help. Identify the problem, make actionable plans, and expect
improvement. If they continue to struggle in the same area, it’s time to bring their
college supervisor in on things.

In the end, the students in your class are ultimately your responsibility. While
it’s important to help student teachers learn and grow, your own students must continue
to have that opportunity too.
Student teaching is the capstone experience for the student to connect educational theory
and subject matter content to the practice of teaching. The student has had a wide range of field
experiences before entering the classroom for student teaching. The student teaching semester
provides an opportunity for the teacher-in-training to plan, implement and evaluate professional
decisions in the school setting. It is at this time that the individual makes the transition from
student to professional educator. The cooperating teacher plays a critical role in helping make
that transition.
The cooperating teacher has been selected because she/he is a qualified professional
educator who brings a wealth of educational experience to the classroom each day. It is through
the preparation, guidance and knowledge of the cooperating teacher that each student teacher
will experience an important instructional role in the classroom. The cooperating teacher sets
the tone for the student teacher by providing encouragement, advice and example. Open
communication is critical when presenting teacher expectations, guiding instructional decisions
and evaluating teaching performance. By accepting and mentoring a student teacher, the
cooperating teacher is making a vital contribution to the future of the teaching profession.
Reflection
We as cooperating teaching we must be:
• “More proactive than reactive
• Clearer and more specific in their communication, including feedback to the student
teacher
• Model the behaviors, teaching techniques and attitudes they recommend to the
student teachers
• Exhibit greater consistency between their behaviors and their verbal expressions
• Are more adaptable and flexible
• Provide rationales for their actions and suggestions
• Practice self-reflection as an active learner, and
• Employ positive, problem-solving approaches in most situations
Questions to Ask:
1. As a cooperating teacher, how should we address student teacher with problems?
2. How important is feedbacking in teacher to student teacher relationship?

Name of Reporter: RAYMART J. RONATO
Topic: EVALUATING THE STUDENT TEACHERS
Introduction
Evaluating one’s teaching encourage academics to engage in a process which has
become known as reflective practice, which entails using one’s experience as an opportunity to
consider both one’s teaching philosophy and practice. The benefits of a student teachers that
being evaluated are: they improve the teaching and learning experiences for students and
academics. Promotes professional development through professional conversation with the
cooperating teachers and other permanent teachers. Also, provides the individual student with
an opportunity to offer the constructive criticism to his/her lecturer. There are one of those many
benefits that a student teacher can acquire being evaluate by his/her cooperating teacher.
Discussion
Student Teaching Evaluation
- is typically completed by your supervising teacher at the end of the semester. Your
program will ask them how to rate, how you’ve done in different areas.
What kind of Things Does the Student Teaching Evaluation Cover?
*Disposition
*Preparedness and Planning
*Commitment to Students
*Commitment to Families
*Relationship with Co-workers
*Creation of Learning Environment
*Communication Abilities
*Use of Specific Teaching Skills (e.g.., assessment, goal-setting)
A Student Teacher is Evaluated in 4 Domains:
1. Planning and Preparation
• Lesson plan is appropriate to age group and subject
• Demonstrate knowledge of students needs/interests
• Demonstrate knowledge of content and pedagogy
• Demonstrate knowledge of classroom resources
• Designs lessons for differentiated instruction
2. Classroom Environment
• Create a safe, engaging learning environment
• Interacts respectfully/genuinely with students
• Manage transitions smoothly and efficiently
• Monitors and response to student’s behavior
• Arrange and oversees student work groups
• Demonstrates classroom
3. Instruction
• Communicates clear learning expectation

• Communicates the importance/relevance of content
• Voice is loud, clear and pleasant
• Introduction (set) is made to the lesson
• Asks key questions allowing adequate response time
• Contents/ideas communicated clearly and accurately
• Technology is effectively utilized
• Motivates students with positive reinforcement
• Uses variety of materials activities and methods
• Appropriate summary/conclusion evidenced
• Assess students for understanding during the lesson
• Assessment is made at the conclusion of a lesson
• Lesson plan is followed and adjusted when necessary
• Uses correct oral and written language
4. Professional Responsibilities
• Professional in appearance and demeanor
• Assignment is neat and untimely
• Follows rules and policies of the institution
• Uses self/reflection for future teaching
• Welcomes and seeks out feedback for improvement
• Works effectively with cooperating teacher
• Communicates well with universities supervisor
• Connects with school and community.

Signiant inputs/Insights
Evaluating a student teacher is an important thing to do as a cooperating teacher. It
doesn’t mean to measure the mere success of a certain student teacher but it helps them to be
fully guided on what things should be done inside or outside the school setting. Considering the
process of having a wonderful world of teaching is necessary to positively nurture the young
ones. This evaluation serves as a stepping stone of a student teacher to improve the techniques
and strategies in dealing with learners having different learning needs. However, it is also
important to give emphasis on the four domains in evaluating a student teacher and these are
the following:
➢ Planning and Preparation
➢ Classroom Environment
➢ Instruction
➢ Professional Responsibilities
Reflection
Being in the teaching profession is not an easy task for it requires our passion and
dedication to perform our duties and responsibilities well. The cooperating teacher formally
evaluates the student teacher in his/her teaching inside the classroom.
Questions to Ask:
1. How important is the student teaching evaluation?
2. How can you make sure your student teaching is positive?

Name of Reporter: ETHELYN D. TOMENIO
Topic: DUTIES & RESPONSIBILITIES OF STUDENT & COOPERATING
TEACHERS
Introduction
The cooperating teacher sets the tone for the student teacher by providing
encouragement, advice and example. Open communication is critical when presenting teacher
expectations, guiding instructional decisions and evaluating teaching performance.
Therefore, student teachers are expected to engage students in learning content through
activities, assignments, grouping, materials, resources, structure, and pacing. They will learn
and implement questioning and discussion techniques that promote student participation and
knowledge acquisition.
The best teachers are always trying to learn and improve. Be Genuine: Show your
students kindness and respect and you will get more out of them. Treat your class like a family.
Pre-teaching as a teaching strategy enhances overall understanding of the academic content,
increases students understanding of the concepts by introducing vocabulary as well as
supporting mastery of the language. This is especially important for English language learners
who are still learning academic language.
Discussion
Duties and Responsibilities of the Cooperating Teacher
1. Prepares the children for the student’s teacher’s arrival.
2. Provides opportunities for student teachers to meet the principal and other school
personnel.
3. Learns about the student teacher’s work, background and legal status.
4. Reads the student teaching book and observes its provisions whenever applicable.
5. Makes himself aware of policies concerning student teaching and student teacher
responsibilities.
6. Uses appropriate materials in evaluating student teachers.
7. Develops a written plan for the student teacher’s entry into teaching.
8. Makes necessary arrangements for the student teachers in the different activities.
The Student Teacher
Duties and Responsibilities of Student Teacher
1. Sets clear purposes/objectives of teaching;
2. Studies individual class and community needs;
3. Makes effective plans and provides for a balanced program
4. Makes content meaningful by using appropriate methods of teaching and
instructional materials
5. Provides for individual and group work
6. Evaluates learning from the beginning to the end
7. Provides a good learning environment
8. Maintains professional relationship.

As a student teacher, you are expected to:
1. Be well-rounded in student development; know the content areas that are central to
your teaching and assessment strategies.
2. Create and nurture a positive physical, social, and learning styles.
3. Understand students’ abilities levels, interests, and learning styles
4. Understand and be involved in your academic learning community. You will build
and develop relationships within the school, district, and community.
5. Reflect continuously on all aspects of the teaching experience to identify ways for
improvement as an individual, as part of the school community, and as part of the
teaching profession
6. Define a philosophy of teaching and learning. This philosophy and continuous
professional growth will include values, commitments and professional
development.
Pre-Teaching Experiences
Prerequisite Assignment: Placement / Introduction
1. Exchange phone numbers, e-mails, and addresses.
2. Confirm with the cooperating teacher the first day you should report to school. DO
NOT ASSUME THAT THE DATES ON THE CONFIRMATION SHEET ARE
ACCURATE.
3. Determine whether to meet again with the student teaching supervisor before student
teaching begins.
4. Pick up any supporting materials to be used, ei., teacher edition of textbooks,
workbooks, planning overviews, CD-ROMs, websites.
5. Determine what parts of the curriculum, courses, subjects, or units you will be
responsible for teaching.
6. Request classroom rules, guidelines for discipline, and the student handbook or rules.
Also obtain a copy of the faculty handbook and / or department policies (for
secondary teachers).
Observation of Classes
After two weeks of orientation, you will be formally observing and participating
in the classroom. You have to be systematic and manifest positive outlook in your
observations to get the most from these experiences. You will not act as critic but a
student teacher who wants to learn and improve oneself.
Observing the Students
1. Make observations of students for guidance in actual teaching.
2. The type and quality of human relationships between the teacher and the student
contribute greatly in effective teaching.
3. While most observation activities take place in the classroom, you should observe
the students in other places such as the playground, the library, and the mess hall.
4. Effective observation follows a regular schedule.
Practice Teaching is an opportunity for aspiring teachers to understand the role and
operation of how the business of schooling is done. This field experience provides a challenging

yet rewarding experience of working with students in actual classrooms and acquiring
professional competence. Teachers provide the power of education to today's youth, thereby
giving them the possibility for a better future. Teachers simplify the complex, and make abstract
concepts accessible to students. Teachers also expose children to ideas and topics that they
might otherwise not have come into contact with. As a student teacher I learned how important
it is to relationships with students, taking the time to know who they are, what they stand for,
and what they like, makes a world of a difference. Treating students like people and not like
little kids helped create in them a sense of responsibility to meet expectations.
Reflection
As a teacher in the public school, student teaching plays an important part of my
teaching profession. I can't imagine how would I able to deliver a classroom instruction without
a ground training in the field and I'm grateful enough that I have undergo a not so easy practice
teaching rather a phase where it molds me into a resilient educator in the future. With that
experience I'm very lucky to bring that to my present situations. Student teaching journey, my
cooperating teacher, my cooperating school and of course supervisors from both in campus and
outcomes has been the great contributor of what I am right now as a public teacher. They are
the vital and significant persons that taught how to conquer hardship in the Teaching profession.
With that I could therefore conclude that no one can be successful without undergoing a process,
sacrifice and most of all dedication.
Questions to Ask:
1. How can be a Second Courser could be an Effective Cooperating Teacher in the future?
2. Why is it that in the field of pre-service teaching, school forms were not been given a
focused or not included in the actual practice teaching process, whereas it is in the fact
DepEd has more on paperwork rather than simply giving classroom instructions?

Name of Reporter: ARIEN J. TUBALLAS
Topic: DIVERSITY OF LEARNERS (Domain 3)
Introduction
Diverse Learners include children and student of all abilities racially, ethnically,
culturally, and linguistically diverse background. Understanding the diversity of learners can help
to foster learning environments that are both more inclusive and more effective. The Diversity of
Learners domain emphasizes the ideal that teachers can facilitate the learning process even with
diverse learners, by recognizing and respecting individual differences and by using knowledge
about their differences to design diverse steps of learning activities to ensure that all learners can
attain the desired learning goals.
Public school students can be considered diverse learners. This group includes many
different abilities, races, ethnicities, cultures, economic situations, native languages and
backgrounds.
In a classroom of 24 students/learners, 40 to 50 percent or 10 to 12 students-can be
considered diverse learners. A wide range of student- including those have been bullied, are
living in poverty, have a learning difference or disability, are gifted and talented or have
experienced poverty- represent the diverse learners in our classrooms. Educators have
opportunities to recognize that these students enrich our lives and broaden our perspectives.
Each deserves a personalized approach to learning in an environment of mutual trust.
Discussion
A school culture where people embrace diversity in the classroom can positively impact
the school community. When this happens, a school community creates a safe, supportive and
purposeful environment for students and staff which in turn, allows student to grow academically
and socially.
In an increasing fragment society, the ability to connect with peers, coworkers and
neighbors with diverse backgrounds and abilities is invaluable. Diversity improves critical-
thinking skills, builds empathy and encourages students to think differently.
Diversity is everything that makes people different from each other. This includes many
different factors: race, ethnicity, gender, sexual orientation, socio-economic status, ability, age,
religious belief, or political conviction. All these factors work together to inform how students
(and teachers, and everyone else) encounter the world.
Why is diversity in classroom important?
• Diversity in the classroom builds critical thinkers.
• It improves academic outcomes.
• It helps students feel represented and included.
Attending to Equity
• Value each student as an individual with unique identities and needs.
• Recognize and address the needs of students in poverty.
• Provide social, emotional and academic supports for racial and cultural diversity.
• Respond to racial, ethnic, linguistic and cultural diversity to maximize learning for
all students.
• Recognize the “indigenous ways of knowing” of many American Indian students

Effective Classroom Routines for Student SuccessDiscussionEstablishing consistent classroom routines is essential for effective classroom management and student learning. Routines create structure and predictability, allowing students to feel safe and focused. Some important routines include:- Greeting students at the door daily to build relationships. - Having an organized setup for supplies and materials.- Starting each day with an engaging bell ringer or warm-up activity. - Using signals like clapping or turning off lights for gaining attention.- Having consistent procedures for transitions, homework collection, etc.- Establishing a plan for questions and helping during independent work

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Recently uploaded

Recently uploaded (20)