THE STUDENT TEACHER

Vani Hanifah
Sep 21, 2018
22 min read

Updated: Nov 22, 2018

SEA-TEACHER BATCH 6 BLOG REPORT

Student Name : Vani Hanifah

Home university :Islamic University of Indonesia

Receiving School : Mariano Marcos State University, Philippines (Laboratory Elementary School)

Blog Address : https://vanihanifah.wixsite.com/vanihanifah

MARIANO MARCOS STATE UNIVERSITY

Mariano Marcos State University is one of university in the Philippines.

in the present world of competition, there is a race of existence in which those who are having the will come forward succeed. this blog like a map of theoretical and practical training

Practice teaching is part of the curriculum in getting a degree in education. Practice teaching is the process by which an education student transitions their daily routine of studying into actually applying what they learned as a real teacher, teaching from school to school, in various grade levels, culture and environment. It is more of calling in attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular lesson, whether academic or not. Student teachers who undergo practice teaching are being prepared to become an effective, efficient, and better teacher in the near future with the guidance and help of the teacher-training instructors and cooperating teachers.

Vani hanifah is a student of Islamic university of Indonesia, Yogyakarta Indonesia. She devoted four years of her life in studying and preparing to become a teacher. She also follow a Inside and outside campus practice teaching.

This blog is a manistation and proof of all her hard labors as a student teacher. This is also one way to show the world how wonderful and magnificent all of memorable experiences she acquired for being a real and actual teacher even in just a short period of time.

Truly, there are many remarkable things she had learned but much more things needed to improve in order for her to be prepared in this great calling. Nonetheless, the constant practice of teaching and the untiring guidance and support of the inspirational people around her will surely make her one more teacher to behold. After all, practice make one perfect.

A. School: General Information and Academic

1.1 School Profile

The Mariano Marcos State University (MMSU) was established on January 6, 1978 by virtue of Presidential Decree No. 1279 issued by the then President Ferdinand E. Marcos. The decree merged the then Mariano Marcos Memorial College of Science and Technology (MMMCST) in Batac and the Northern Luzon State College (NLSC) in Laoag City, and integrated the college departments of the Ilocos Norte Agricultural College (INAC) and the Ilocos Norte College of Arts and Trades (INCAT).

MMSU’s mandate is to provide advanced instruction in the arts, agricultural and natural sciences, and technological and professional fields.

MMSU’s 300-hectare main campus is located in the heart of the City of Batac, a peaceful young city conducive for educational and rural development. The university also has campuses in Laoag City, and in the towns of Currimao and Dingras. MMSU offers 66 degree programs at the undergraduate and graduate levels. Majority of these programs are accredited at various levels by an evaluation body for state universities and colleges. It is recognized by the Commission on Higher Education as Center of Excellence (COE) in Teacher Education, and Center of Development (COD) in Agriculture, Biology, Forestry and Information Technology Education. It has also been chosen as one of the few National Universities for Agriculture and Fisheries Education in the entire Philippines.

To date, MMSU has 11 academic units: Graduate School (GS), College of Law (COL), College of Medicine (COM), College of Agriculture, Food and Sustainable Development (CAFSD), College of Aquatic Sciences and Applied Technology (CASAT), College of Arts and Sciences (CAS), College of Business, Economics and Accountancy (CBEA), College of Engineering (COE), College of Health Sciences (CHS), College of Industrial Technology (CIT) and College of Teacher Education (CTE). These are distributed in six campuses : main campus (Batac), campus 2- Laoag, campus 3- Laoag, campus 4-Currimao, campus 5- Dingras, and campus 6-Paoay. The main campus houses seven academic units: COL, COM, CAFSD, CAS, COE, CBEA, CHS; campus 2, CTE and GS; campus 3, CIT; and campus 4, CASAT. The two other campuses, campus 5 and 6, are satellite campuses of CAFSD and CIT, respectively.

Mariano Marcos State University

LABORATORY ELEMENTARY SCHOOL

Laoag City

The MMSU-Laboratory Elementary School is located along Castro Avenue Street Laoag City within the vicinity of CTE (College of Teacher Education). It offers a complete educational system from Nursery to Grade VI. The said school is composed of 20 faculty members with a pupil population of not more than 500.

We believe that all students are uniquely talented. Learning at Mariano Marcos State University Laboratory Elementary School (MMSU-LES) is highly pupil-centered, engaging, and inquiry based. Through a broad range of experiences in and beyond school, pupil become confident, optimistic, and compassionate, ready to discover and take an adventure in the world.

History:

The history of Laboratory Elementary School can be trace way back in the year 1919 when it was established under the umbrella of Laoag Normal College. Its mother institution. According to research report conducted by an alumna, Professir Helen E. Habon, the School data was only available in 1926. If elementary instruction was offered at that time when the Laoag Normal School was opened, then LES is already 91 years in existence.

Through the years, Laboratory Elementary School became a center of quality learning at a minimal cost whe in pupils are develop to become responsible citizens, exemplary leaders and equipped with talents, skills and knowledge.

Laboratory Elementary School

Vision

The Laboratory Elementary School is a community of enthusiastic learners supported by a component and dedicated teachers within an environment that fosters academic excellence and pupil’s development.

Mission

The Laboratory Elementary School supports College of Teacher Education’s mission to provide quality instruction in teacher education by serving as laboratory training of quality teacher professional. Hand in hand, it endeavors to become leader in elementary instruction in the region.

Goals

To fulfill its mission, the LES seeks to attain the following goals:

1. Provide quality on-campus teaching experience for fourth year BEEd students.

2. Implement the Basic Education Curriculum as prescribed by the Department of Education.

3. Provide for the development of student teachers and pupil’s sound values, attitudes, leadership capabilities, talents and skills through its co-curricular programs and projects.

In the attainment of the above goals, LES teachers have the following responsibilities:

1. Demonstrate pedagogical principles, methods, strategies, and techniques to BEEd students (College of Teacher Education) taking of the Teacher Certificate Program (TCP)

2. Guide student teachers taking up Student Teaching Observation and Participations.

3. Teach different subject areas to elementary school pupils.

4. Guide and support pupils in various academic completion as well as other co-curricular undertakings.

1.2. Academic Support System

The school provided a rich physical learning environment that is open, respectful, caring, nurturing and safe for the total development of the learners. To support the development of their physical and motor skills, as well as improve their concentration and attention, Kindergarten learners have daily access to ample outdoor space. The classroom allow them to run, walk, and play. Consequently, the classroom arrangement allow engaging experiences in reading, writing, listening, dramatic play, art, numeracy and the natural environment.

1.3. Teaching system

CARE, DEVELOPMENT AND EARLY LEARNING STANDARDS AND INDICATORS for FOUR 4 YEARS OLD

A. Physical Health, Well-Being, and Motor Development

A.1. Learning Domain: Health, Safety and self care

standard: Demonstrate an awareness and practice of standard health practices and safety rules including competency in self-help skills needed to perform a variety of physical activities

Required Competencies :

practice safe-keeping of thing pertaining to cleanliness and personal hygiene such as keeping clean clothes in cabinet, putting used slippers/shoes in place, fixing beddings immediately after getting up
independently develop the practice of basic self-help skills such us washing hands, combing hair, taking a bath, brushing teeth, dressing up, wearing socks and shoes, etc
independently recognize the need and proper time to use the toilet
practice the habit of using face towel to dry self after playing or to cover nose

A.2. Learning Domain: Gross Motor Skills

standard: Demonstrate balance and coordination in movement patterns using different parts of the body in the performance of invidual or grup physical activities.

Required Competencies :

demonstrate forward and backward steps with equal spacing motion
practice new and challenging large muscle physical activity such as continuously jumping in backward motion from one to six time
practice body coordination while running and making turns with appropriate and correct speed and slowly stopping the movement upon signal
develop body coordination and exercise caution practice safety rules in independently going up and down the stairs with railing
develop balance and coordination of large muscles in throwing a ball towards any direction, catching a ball from any direction and hitting a target
develop body balance and coordination of large muscles in performing movement patterns with rhythm in group such us dancing simple steps with music
demonstrate independence in starting group games with 3 to 5 players
use various and appropriate types of playground equipment with caution and care following the advice of an adult company

A.3. Learning Domain: Fine Motor Skills

standard: demonstrate competency in fine motor skills needed in performing a variety of activities particularly the eye-hand coordination.

Required competencies:

develop fine motor skills in independently shoe lacing of worm or unworm shoes
practice fine motor skills in tying and untying appropriate strings or ropes
develop eye-hand coordination in tracing, drawing, coloring and cutting basic line and shape using age- appropriate materials such us pensil, crayon and a pair of scissors.
utilize writing, drawing, cutting materials with proper caution and care
demonstrate progress in fine motor skills and eye hand coordination by drawing without tracing, coloring within line-boundaries and cutting on-line boundaries
demonstrate fine motor activity for self-expression and social interaction using unstructured materials such us clay or play dough, sand, etc.
develop progress in eye-hand coordination in new and challenging activities such as pouring water from pitcher to glass, finger plays, pressing toy computer keys on a keyboard, etc.
practice - cleanliness and proper hygiene before, during and after self-feeding.

B. SOCIAL-EMOTIONALDEVELOPMENT AND CHARACTER AND VALUES DEVELOPMENT

B.1 Learning Domain: Self-Awareness and capabilities

Standart: Demonstrate awareness of salf and capabilities as well as enough self-confidence in expressing thoughts and feelings that lead towards building positive and healthy relationships with others.

Required Competencies:

1. Describe oneself to others by saying self-known basic traits and characteristics, behaviors and interests such as being helpful, friendly, prayerful, etc. and makes positive statements about self, e,g., “I can…”, “I did…”

2. Express with confidence one’s own needs on things he/she likes doing/hot doing

3. Develop flexibility, inventiveness and interest in solving problems by making alternative choices

4. Express freely and with confidence one’s thoughts and feelings about a topicof conversation or discussion or about a group activity

5. Demonstrate interest and willingness in performing new and challenging tasks

6. Identify own emotions and express pride in accomplishments, e.g., “I feel…”, “I think…”, “I did it!”

7. Take on responsibilities and accomplish these as best as he/she can

7.1 Do his/her share of work in the classroom

7.2 Do and finish assigned tasks without prompting

8. Show respect and love for the Philippines

8.1 Know he/she is Filipino

8.2 Keep still during flag ceremony

B.2 Learning Domain: Relationship with Peers

Standard: Acknowledge and demonstrate respect for the feelings and rights of othersas well as recognize and adapt expressions, behaviors and actions.

Required Competencies:

1. Demonstrate respect, empathy and care for others

1.1 Return ehat was borrowed

1.2 Keep only things owned

1.3 Strictly follow game rules and agreements

1.4 Pat another’s back or shoulder as a sign of affirmation undoneness

1.5 Hold one’s hand or arm to comfort

1.6 Give a soft hug to an upset peer

1.7 Help a peer who is ashamed or has difficulty in doing or completing a task

2. Maintains healthy and positive relationship eith others

2.1 Play and work cooperatively and allow others to join the play

2.2 Avoid bullying or playing bad jokes

2.3 Express feelings through polite actions, and courteous language

2.4 Share experiences with others

2.5 Make friends with one or two playmates to develop a “bestfriend” relationship

3. Develop self-confidence by joining appropriate groupgames, group, conversations/discussions andexpresses thoughts and feelings about the topic

4. Develop impulse control with body and actions

4.1 Control movements within allowed space without harming self and/or others

4.2 Politely move places with ease within theenvironment, e,g., movingfrom one learning area to the other

4.3 Politely accept the mistakes of others and not makefun of it

4.4 Express frustations or anger without harming self, others, or things of others e,g., when on or one’s group loses a game

4.5 Acp joyfully but with humility when one’s group wins the game

5. Initiate any or assigned group activity by leadingin following grouprules, procedures,directions

B.3 LEARNING Domain: Relationship with Familiar Adults

Standard: Show respect,courtesy and concern in interacting and maintaining relationship with familiar adults.

Required Competencies:

1. Demonstrate attention and modulation in age-expacted levels of activities

1.1 Sustain attention and concentration on a tabletop activity for 15-20 minutes

1.2 Work on school assignment with minimal supervision

2. Develop and demonstrate basic concepts pertaining to object constancy, space, time,quantity,seriation, ect. and use these as the basis for understanding how materials are categorized in his/her environment

2.1 Tell which is the laft and right of the person facing him/her

2.2 Know the difference between yesterday, today and tomorrow

2.3 Understand the concept of number-quantity relations for 1-20

2.4 Demonstrate concept of addition using finger or objects

2.5 Demonstrate concept of subtraction using fingers or objects

3. Demonstrate the ability to follow the logic of events and drawaccurate conclusion by evaluating the facts presented to him/her

3.1 Know that certain elements remain the same evenif their position change (e.g. 2+3 and 3+2 = 5)

3.2 Predict what will happen next in the story

3.3 Predict how a story will end half-way through

4. Plan and organize a simple, familiar activity

4.1 Plan how he/she will carry out an activity without adult guidance

5. Develop new ideas or concepts or new associations between existing ideasor concepts

5.1 Draw or paint things that do not exist in real life(I,e., from fantasy or imagination)

6. Demonstrate the ability to store verbal information in short and long lem memory

6.1 Name/recite the days of the week with no errors

6.2 Name/recite the months of the year with some errors

6.3 Count 1 to 20

6.4 Print numerals 0 to 20

C.2 Learning Domain: Receptive and Expressive Languange

Standarts:

1) Demonstrate awareness and recognition of different sounds/sound pattems heard from immediate environtment thereby developing understandingof spoken words and sounds.

2) Demonstrate the ability to listen and express thoughts, feelings and needs clearly in aconversation/discussion or in any social activity and with confidence.

Required Compatencies:

1. Identify the name and sound of every letter of the alphabet

1.1 Produce sound of every letter of the alphabet

1.2 Name every letter of the alphabet.

6. Identify similarities/differences in pictures/texts according to

-colors –sizes –shapes –symbols

-numbers –letters –symbols –directions

7. Demonstrate interest and enthusiasm in reading story books

7.1 Listen to stories being read from children’s books

7.2 Listen to stories from pictures in story books

7.3 Participate in discussion about the story heaed or shown through the pictures

8. Demonstrate a developing understanding of the story listened to

8.1 Tell the charavter/s in the story

8.2 Give the theme of the story, e.g,

9. Develop the ability to make up story

9.1 Develop own story from a series of 3-5 pictures

10. Tell the story from 1 to 3 types of story books

10.1 Describe the picture/s from each page of the story

10.2 Talk about picture/s in every page

10.3 Arrage 3 to 5 pictures in a sequence to complete the story

10.4 Give in own words the moral lesson of the story

11. Demonstrate creativity in reading by

11.1 Give own title and theme to the story

11.2 Make his/her own story

11.3 Express story in mind through various medium, e.g., drawing, painting, etc

12. Demonstrate interest in reading a book by choosing from displayed 3 to 5 children’s books

13. Compose a self-made 3 to 5 page story book using 3 to 5 self-drawn pictures

C.4 Learning Domain: Writing

Standard: Demonstrate awareness in identifying age-appropriate writing tools and materials in sxploring/experimenting/ producing creative expressions and/or representations of own ideas or stories.

Required Competencies:

1. Develop greater interest in using paper and a variety of writing tools in individual or group activities

1.1 Exhbit skills on tracing

1.2 Exhbit skills on drawing from a pattern

1.3 Exhbit skills on drawing lines, curves and shapes using any writing tool of choice

2. Demonstrate better control in holding different writing tools

2.1 Show correct posture and paper position and the proper way of holding and using the

different writing tools

2.2 Recognize and observe line boundaries in tracing, drawing, coloring,connecting the dots and on any writing activity

2.3 Draw lines and shapes within boundaries

3. Demonstrate better and improved aye-hand coordination and left to right direction

3.1 Coordinate eye/head/hand movement

3.2 Coordinate movement in walking/running/jumping

3.3 Identify and sound off printed letters of his/her name by counting from left to right direction

3.4 Write his/her own name using a pattern

3.5 Write his/her own name by tracing

3.6 Attempt to writte and practice writing his/her name without a pattern of tracing

4. Recognize that writing is a way of communicating according to purpose

4.1 Gain understanding that paper and various writing tolls are usedto communicate

4.2 Scribble/draw/color/write anything to express an idea

4.3 Scribble/draw/color/write and describe and tell something about it

4.4 Scribble/draw/color/write anything that represents his/her own story/interest

5. Practice printing of upper and lower case letters

-name

-vowels: Aa. Ee, Ii, Oo, Uu

-consonants: Tt, Hh, Mm, Cc/Kk, Ss, Bb, Rr, Pp, Dd, Nn,

Daily Class Program for Nursery

Block of Time/ Time-Minutes/ Description of the learning Experience-Activities/ Sample Competencies Linked to Daily Routines/ Expected Activities During This Period

1.4 Material and other Learning sources

Block of Time , Time , Description

Arrival Time, 7:45 - 8:00 AM and 12:45-1:00 PM (15 Minutes) period of individual, group or peer exploration of the materials in the different learning centers or areas in the classroom while waiting for the other children to arrive. the unstructured activities help the learner to adjust to their environment. free play may seem uneventful to most adults but many aspects of the children's development (socio-emotional, motor and cognitive) are taking place.
Meeting Time, 8:00-8:20 AM and 1:00-1:20 PM (20 Minutes) opening routine introductory or preparatory activities for the day. introduction of the day's message or concept through poem, story, song, etc
Story Time, 8:20 - 8: 40 AM and 1:20- 1: 40 PM (20 Minutes) this is teacher directed and guided interactive rea-aloud activity for stories.
Activity Time, 8:40-9:10 AM and 1:40-2:10 PM (30 Minutes) children work on planned activities for the concept or theme for the day or week. they work in small groups, in pairs, or individually on child-initiated activities.
Indoor/Outdoor, 9:10-9:30 AM and 2:20-2:10 PM (20 Minutes) outdoor play is done if the weather is good, indoor play is done if the weather is bad. this includes free play exploratory play rough and tumble play as well as organized games. this also gives the learners the feeling that their movement are not restricted. the safety of the children are always in mind.
Snack Time, 9:30-10:00 AM and 2:30-3: 00 PM (30 Minutes) snack time focuses on teaching the learners about practical life lesson such as preparing a meal and feeding oneself. it also teaches the learners about table etiquette. self-help enables the children to be independent and confident in performing tasks.
Circle Time, 10:00-10:20 AM and 3:00-3:20 PM (20 Minutes) the learner gather for music and movement and songs. games could also be played during this time
Goodbye time, 10:20-10:30 AM and 3:20-3:30 PM (10 Minutes) this is the period to recall and synthesizes what happened for the session day. learner are given time to pack away. reminding and preparing the learners of what special events will soon occur.

1.5. Measurement and Evaluation System

Expected Activities Durinng This Period

arrival time : the teacher greets each learner as they arrive in the classroom. the teacher may shake the learner hand say "hello or give a hug to welcome the learners. the teacher reminds the child to change his/her shoes to slippers. the learners who come early are given time for free play at the different learning areas/centers while waiting for the other learners to arrive
meeting time : daily routine, prayer, greeting song, attendance check, weather check, calendar day and date, routine chart, job chart. this is time that the message or concept of the day is introduced and the concept learned in previous week/day are reviewed.
story time : the teacher use story book (big book) that are age and culturally appropriate. stories to be read aloud are connected to the message, concept, theme, for the day week. before reading, the teacher helps the learners unlock/define difficult word and poses a motivation question about the learners own status, feeling and ideas and a motive question which is what the learners think will happen in the story. during the reading, the teacher asks the details of the story about the characters sequence of events, values/moral of the story,as well as inferences of the learners from the story.
activity time : depending in the daily activity plan, the teacher may give group or individual activities to the learners AT 1 linked to the different subject areas and is connected to the message or concept of the day.
indoor / outdoor : the teacher lets the children play using playground equipment. also, the teacher presents activities that would develop the large motor activities of the children. games and other play activities may be linked with the days week concept, theme, or message.
snack time; self - help and rest time : the teacher asks the learners to put away bowls, plates, and other utensils. the teacher also teaches the learners to throw away their trash also, the teacher reminds the learners to brush their teeth and change their clothes. after, they would go on the mats and lay down for nap or rest time.
circle time /sharing time : the teacher will introduce songs finger plays, action song and lets the learners create their own movement. the teacher may provide materials for the learners to use during the activity. the material made by the children. songs that are to be introduced are connected to the days weeks message, concept theme. the teacher will call on individual children to show and tell something about his/her work this is time the teacher would do processing / assessing / evaluating.
goodbye time : the teacher poses wrap -up questions about the message, concept, theme of the day/week. the teacher also instructs the learners about upcoming events letters to be given to parent. the teacher instruct the learners to pack away and change their indoor slippers to socks and shoes.

1.6. Curriculum

curriculum matrix for early years (age 4.0) nursery or pre-kindergarden

SELF IDENTITY : its is all about the self and how needs are met, right enjoyed, and love provided it talks about health, safety activities to promote healthy lifestyle.
FAMILY INTERACTION : it talks about own family, its members, roles and activities the family members enjoy doing together.
INTERACTION WITH OTHERS AND THE SURROUNDINGS : it is about awareness and appreciation of the natural and physical environment and appreciation of one's culture heritage.
APPRECIATION OF THE BEAUTIFUL WORLD WE LIVE IN : its talk about the benefits the god given blessings.

The Kindergarten curriculum has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

Figure 1. The Kindergarten Curriculum Framework

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content- based curriculum of Grades 1 to 12.The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the Developmentally Appropriate Practices (DAP); these support the principles of child growth and development, and the learning program development and assessment. The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade One onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

1. 7. Teaching plan

Syntax of Detailed Lesson Plan in Kindergarten

I. Objectives

II. Subject Matter

Topic :

Reference :

Materials/ Tools:

III. Procedure

A. Preliminary Activities

B. New Lesson

1. Motivate

2. Presentation

3. Discussion

4. Generalization

5. Application

IV. Evaluation

V. Assignment

B. Pedagogical Content

1.1 Teaching Methods

Kindergarten teacher must be proficient in the Mother Tongue of the learners, and/or the language widely-used in the community where the school is located. Deployment of Kindergarten teacher must take into consideration the medium of teaching and learning used in the schools. In MMSU Kindergarten, pupil use English Language. Kindergarten teachers must attend the K to 3.

The learning program is child-centered. It promotes the holistic way by which young children grow and develop and recognize the role of families and communities in supporting the child through various stages of growth and development. The learning program is appropriate for developing the domains and must sustain interest in active learning of all young children including those with special abilities, in marginalized situations, and/or those at risk. · The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio and/or video content and information and communications technology-enhanced activities. · The use of learning materials and other resources that are locally developed and/or locally available is encouraged the mother tongue.

1.2 Learning Materials and Innovation

All instructional materials that are provided to Kindergarten learners should be well-chosen, fit for purpose and safe to use and manipulate. Materials should be simulating, lightweight, and durable as well. All these instructional material should be properly organized in the Kindergarten classroom to maximize their utility. Teachers should also take time to introduce how materials should be used and cared for by the learners.

1.3 Sources of Learning and Technology Learning resources and instructional materials refer to materials that teachers use to help students meet the learning standards. For kindergarten learners, active interaction with the materials and people in the environment is the key to better learning. The basic instructional materials used in MMSU is Manipulative Toys, Activity cards/board games, books, multimedia and computer-aided materials such as songs or locally produced.

1.4 Authentic Assessment For kindergarten, summative assessment is conducted at the end of the year, through the administration of the Philippine ECD checklist, and teacher-made assessment, tools (i.e., portofolio assessment, and performance- based tasks). It is important to determine achievement of competencies across developmental domains as articulated in the KCG. Learners should be assessed for all remaining competencies in the KCG.

C. Teaching Plan

1.1 Curriculum Kindergarten

1.2 Sample Plan for Activity Time

Title of activity : Color and count My Name

Developmental Area : Cognitif/ Intellectual Development and Language Development Toward Early Literacy

Subject Areas Integrated Concepts : I can identify my name, I can identify letters of the alphabets that from my name, I can identify my name, I can identify numerals 1-26

skills/objective : A. primary skills (cognitive/intellectual development and language development toward early literacy)

sustain attention and concentration on a tabletop activity for 15-20 minutes (C,C.1,1,1.1)
work on school assignment with minimal supervision (C,C.1.1,1.2)
count 1 to 20 (C,C.1,6,6.3)
print numeral 0 to 20 (C,C.1,6,6.4)
name every letter of alphabet (C,C.2,1,1.2)
show the correct posture and paper position and the proper way of holding and using different writing tools (C,C.4,2,2.1)
recognize and observe line boundaries in coloring on any writing activity (C,C.4,1,2.2)
identify and sound of printed letters of his/her name by counting from left to right (C,C.4,3.3)

Class : Nursery (morning and afternoon sessions)

No. of children : 24 Nursery pupils (Morning Session)

23 Nursery pupils (Afternoon Session)

Location/Area : Activity Area

Time : 8:40-9:10 AM

1:40-2:10 PM

Materials Needed : Alpha-Nummeric Chart

Activity sheets

Procedure

A. Introduction (Introducting the actuvity and materials)

The teacher will let the children identifity their names as well as their ciassmates’ names,
The teacher will present the alpha-numeric chart. He/she will let the children identify the letters of the alphabet and will ask; what is the color of Aa? Bb etc. He/she will also let the children identify the numeral written below each letter and will ask: What is the numeral bellow letter Aa? Bb? ect.
The teacher will present the materials to the children. He/she will let the children name the materials to be used.
The teacher will instruct the children on what to do. The teacher will say: Collor the letters of your name based on the alpha-numeric chart. After, write the nunerals below the letters of your name.

B. Implementation

The teacher will distribute the materials to the children.
The teacher will let the children work on the activity. He/she will monitor the children while working on. (Note: The teacher should provide less assistence to the children,)

C. Evaluation/Processing

The teacher will ask the children: What are the letters that from your name? What are the colors of the letters of your name?
What are the numerals that you have written below the letters of your name?

Variation

The activity can also be done by drawing shapes below the letters of the children’s names.

D. Observation On Teacher1.1 Planning for Teaching

Kindergarten lesson plans week by week for the classroom, including all subjects. Teacher Training Instructor (TTI) will give assisten teacher subject theme and specific topic to teach.

1.2 Preparing Lessons and Material

Before we begin planning lesson plan we need to know what specific skills and knowledge we want our student to develop during one single lesson or unit.Know your objective. At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, "Students will be able to identify ….." Basically, it's what your students can do after you're done with them! If you want to do a bit extra, add how they might do this (through video, games, flashcards, etc.).

1.3 Teaching in Class

Plan Timeline as lesson plan. MMSU Laboratory School for Kindergarten use this schedule to teach.

1.4 Measurement and Evaluation

Assessment and Evaluation is a very important part of lesson plan. In MMSU, teacher used portofolio tool for monitoring the development of student skill, capabilities and learning progress over time. 1.5 Othersthe teacher uses the blackboard to highlight the words students want to learn and it is very important to pay attention to teacher’s writing letter on the board.

E. Teaching Practice

1.1 Procedure of Teaching

endorsement of the children to the teacher / student teacher by the parent/ guardians
warm up tome for school children play at the different learning areas
attendance check
job chart assignments
greeting kumustahan
date check
weather update
message board
announcement for the day
storytelling of various local and foreign storybooks for children related to the theme
asking question regarding the story read
sharing question regarding the story read
sharing of ideas related to the story
individual, small-group or big group activities in different subject areas (math,science, arts, languages, arts and social studies)
children play and learn inside outside the classroom of the weather is fine and inside classroom if the weather is bad
independent eating
socialization with classmates and adult in the classroom
brushing of teeth
changing of clothes
read while waiting for others
rest take nap
show and tell of activities
singing and dancing
sharing of the days activities
wrap and up of the days activities
announcement of reminders
saying goodbye and singing goodbye time
going home

1.4 Classroom Management

The teacher manifests understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction and active engagement in learning. The teacher also uses effective verbal and non-verbal communication techniques to manage the students.

1.5 Others

The teacher attends to learners’s misbehaviors in a positive manners. She promotes self-esteem, responsibility and mutual respect in the class. The teacher has a modulated voice.

F. Summary and Suggestions

1.1 Purposes of Practicum

Under the program SEA-TEACHER Batch 6th in Elementary Education, Major in Pre-School. I devoted one month to live in Philippines. During my last and final semester of being a student from my university, I was able to experience being a student teacher. I rendered my time and effort for one month teaching in MMSU-Laboratory Elementary School, Laoag Campus. Practice teaching is part of the curriculum in getting a degree in education. Practice teaching is the process by which an education student transitions my daily routine of studying into actually applying what I learned as a real teacher, teaching from school to school, in various grade levels, culture and environment. It is more of a calling in attending to people’s needs, experiences, and feelings, and making specific interventions to help them learn particular lessons, whether academic or not. Student teachers who undergo practice teaching are being prepared to become an effective, efficient, and better teacher in the near future with the guidance and help of the Teacher-Training Instructor and Cooperating Teachers.

1.2 Procedure of Practicum

Student teacher need to observe first how to teach in the class. Then join as participation teacher while observe. After Teacher Training Instructor (TTI) give subject and topic to teach, student teacher must prepare lesson plan to do actual teaching following lesson plan in pree-school. Prepare more carefully and master lesson plan in order to deliver lessons better based on the feedback.

1.3 Outcomes of Practicum

The student teacher was able to use teacher training instructor’s feedback and opinions to improve my teaching skills and be able to come up better teaching strategies and make my own style in the classroom management.

1.4 The Challenges of PracticumChallenges are part of being educator. In my student teaching experience, I have encountered many challenges. These challenges either came from me as an individual, including my expectations, my adjustment to different kind of learners and also to the teaching learning environment. Teaching is getting more and more complex and challenging these days. The patience level of students is decreasing while rudeness and argumentation. And the challenging thing that balancing the different learning need of students. As a teacher, it’s important to be flexible in rearranging plans and having backups for when school-wide activities distrupt my normal routine in Indonesia. I usually have week planned out ahead of time but it didn’t worked because we need to make media and prepare our materials.

1.5 Overall Impression

It was two months ago. I was in Mariano Marcos State University for my pre- service teacher program, it called seameo. I got a lot of life skill about how to survive in aboard. luckily, all of my partners are from indonesia so we weren't difficult for adaptation. for my student they are very smart and active then my TTI so amazed with him classroom management. he is very smart and handsome thank you teacher neil for being a part of improving my teaching skills.

1.6 Suggestions for Future Improvement

For Student teacher must learn how to utilize modulated voice to emphasize important details and in maintaining good behaviors among the pupils.Student Teacher hope she will be a great teacher in the future with professional competence. to learn more classroom management, so characteristics of the student and how deal with them For SEAMEO: Hopefully there is an other country to join this program