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Education is a life-long process of learning and to become an efficient and Education is a life-long process of learning and to become an efficient and effective the strategies, tactics and teaching styles that best suit him/her.
effective the strategies, tactics and teaching styles that best suit him/her.
It is the time of trial and error and for growing confidence and beginning It is the time of trial and error and for growing confidence and beginning expertise. It is not a time of perfection but of striving for competence. Though student expertise. It is not a time of perfection but of striving for competence. Though student teaching, a process whereby a potential teachers confirms to himself/herself and others teaching, a process whereby a potential teachers confirms to himself/herself and others that he/she as the resourcefulness to survive with educator, you must first understand the that he/she as the resourcefulness to survive with educator, you must first understand the value of continuous learning because this would be the teacher’s tool in molding value of continuous learning because this would be the teacher’s tool in molding individuals
individuals into into a a better better and and more more competitive competitive one.one.
The first major step in moving from amateur status toward gaining competencies The first major step in moving from amateur status toward gaining competencies that mark the real professional is the student teaching opportunities to the educational that mark the real professional is the student teaching opportunities to the educational theories and methods into practice.
theories and methods into practice.
Student teaching is the first and foremost a learning situation. This is the craft Student teaching is the first and foremost a learning situation. This is the craft before he
before he or she or she has to has to put put his/her skills on his/her skills on the lime the lime in his/her in his/her ow classroom. ow classroom. This is This is thethe student teachers chance to learn from his mistakes without causing harm to his/her student teachers chance to learn from his mistakes without causing harm to his/her students. This is the time for him/her to find out an actual teaching situation, the prospect students. This is the time for him/her to find out an actual teaching situation, the prospect teacher gain more experiences that would serve
teacher gain more experiences that would serve as their credential in their path.as their credential in their path.
As we all know, teaching is a noble profession. It requires a long preparation and As we all know, teaching is a noble profession. It requires a long preparation and more training sessions for them to be equipped in facing the real environment that awaits more training sessions for them to be equipped in facing the real environment that awaits them in near future.
them in near future.
Student teaching serves as an internship in the profession education where Student teaching serves as an internship in the profession education where theories, knowledge, attitudes and skills develop through course work and observationare theories, knowledge, attitudes and skills develop through course work and observationare
fused in more meaningful interpretation through practical experience in actual teaching fused in more meaningful interpretation through practical experience in actual teaching situation
situation..
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Practice teachingPractice teaching is an importis an important component of ant component of becoming a tbecoming a teacher. eacher. It grantIt grantss student teachers experience in the actual teaching and learning environment. Student student teachers experience in the actual teaching and learning environment. Student teachers are exposed when they work in classrooms and schools where they are assigned. teachers are exposed when they work in classrooms and schools where they are assigned. Teaching is a passion. It is also an integral component of teacher training. You need to Teaching is a passion. It is also an integral component of teacher training. You need to love what you are doing. Good teaching practice is a key influence on student learning - a love what you are doing. Good teaching practice is a key influence on student learning - a desired outcome and primary goal of higher
desired outcome and primary goal of higher educational institutions.educational institutions.
Practice teaching played an important part in their development as teachers by Practice teaching played an important part in their development as teachers by providing a context wherein they could merge theo
providing a context wherein they could merge theo ry and practice find their own teachingry and practice find their own teaching and management styles as well as cope with the demands of multi-tasking that being in a and management styles as well as cope with the demands of multi-tasking that being in a classroom demands.
classroom demands.
Practice teaching is very challenging but it is important part of training as a future Practice teaching is very challenging but it is important part of training as a future teacher in developing and molding ones abilities and skills. In dictionary, Practice teacher in developing and molding ones abilities and skills. In dictionary, Practice Teaching is defined as a teaching by a student under the supervision of an experienced Teaching is defined as a teaching by a student under the supervision of an experienced teacher. Meaning,the student teaching experience is designed to give the student a full teacher. Meaning,the student teaching experience is designed to give the student a full time internship under the supervision of a cooperating teacher. The experienced teacher time internship under the supervision of a cooperating teacher. The experienced teacher provides trainee teachers with the opportunity to integrate different t
provides trainee teachers with the opportunity to integrate different t ype’s knowledge andype’s knowledge and use them in specific contents in order to achieve the desired educational aims, objectives, use them in specific contents in order to achieve the desired educational aims, objectives, and values. The student teacher must teach contents by applying general pedagogical and values. The student teacher must teach contents by applying general pedagogical knowledge and their specific knowledge of the certain subject that they going to teach. At knowledge and their specific knowledge of the certain subject that they going to teach. At the same time, they must take into account the characteristics of the students they’re the same time, they must take into account the characteristics of the students they’re
handling that are the recipient of the teaching as well as the knowledge of the educational handling that are the recipient of the teaching as well as the knowledge of the educational context in which teaching takes place. During the teaching practice, the student teacher context in which teaching takes place. During the teaching practice, the student teacher and the students learn to understand problems, and aware of the influence of other and the students learn to understand problems, and aware of the influence of other pedagogical materials have on
pedagogical materials have on teaching. Not just bteaching. Not just by developing and y developing and teaching the studentsteaching the students but
but also also the the student student teacher’s teacher’s ability, ability, skills, skills, the the way way of of teacteaching and his/her values arehing and his/her values are improved throughout the trainee by the help of the cooperating teacher.
improved throughout the trainee by the help of the cooperating teacher.
Student teaching is often characterized as the most transformative experience in Student teaching is often characterized as the most transformative experience in teacher education. During student teaching, you will enact in the classroom the teaching teacher education. During student teaching, you will enact in the classroom the teaching theories, strategies, and standards you learned in your core courses. To help you make the theories, strategies, and standards you learned in your core courses. To help you make the transition from student to teacher, you will share the classroom with an experienced transition from student to teacher, you will share the classroom with an experienced professional
professional who who will will impart impart to to you you his his or or her her knowledge knowledge of of best best practices practices and and thethe wisdom acquired from years of experience. The teaching practice is also represents an wisdom acquired from years of experience. The teaching practice is also represents an opportunity for student teachers to socialize, and learn to “behave” like teachers. In this opportunity for student teachers to socialize, and learn to “behave” like teachers. In this sense, it is important that student teachers should analyze different aspects of the state of sense, it is important that student teachers should analyze different aspects of the state of the teaching profession. This includes areas such as professional culture, autonomy, the teaching profession. This includes areas such as professional culture, autonomy, involvement, commitment, teaching as a career, etc.
involvement, commitment, teaching as a career, etc.
Practice teaching played an important part in their development as teachers by Practice teaching played an important part in their development as teachers by providing
providing a a context context wherein wherein they they could could merge merge theory theory and and practice, practice, find find their their ownown teaching and management styles as well as cope with the demands of multi-tasking that teaching and management styles as well as cope with the demands of multi-tasking that being in a classroom demands. The paramount role of the host teacher and the importance being in a classroom demands. The paramount role of the host teacher and the importance of positive relationships with all stakeholders were fore grounded - as was the importance of positive relationships with all stakeholders were fore grounded - as was the importance of an awareness of the cultural and contextual make-up of learners. This study hopes to of an awareness of the cultural and contextual make-up of learners. This study hopes to make a contribution towards the understanding of student teachers' experiences of make a contribution towards the understanding of student teachers' experiences of
practice teaching in South Africa. It is also hope that through this study, further research in this field will be encouraged.
Goals of Practice Teaching
The student teaching experience is designed to give the student a full time internship under the supervision of a cooperating teacher. The Education Department requires that the student’s total scholastic effort be devoted to the student teaching experiences. There are no other college course responsibilities during this time period. Specifically, the student will:
1. To obtain immediate knowledge of educational reality in terms of personal, material and functional elements.
2. To acquire real experience that compensates the theoretical training.
3. To provide an encounter between pedagogical knowledge and school reality in order to develop the future teacher’s sense of security this derives from contrasted, useful and applicable knowledge.
4. To provide knowledge of the motives and conditioning factors (social, personal, economic, etc.) which sometimes require the teacher to adapt pedagogical
norms to reality.
5. To perfect teaching skills. While it is true that teaching requires a number of base skills, it is also the case that these skills can be improved with guidance and practice.
6. To check the level of interest the student teacher has in the profession.
7. To gain an insight into the students (interests, needs, individual differences, etc).
8.
8. To To know know how how the the school school and and classroom classroom works.works. 9.
9. To To understand understand the the school school as as a a collective collective enterprise enterprise that that arises arises as as a a result result ofof the positive relationship between its members.
the positive relationship between its members. 10.
10. To To complete complete routines, routines, such such as as organizing, organizing, classifying classifying material, material, applyingapplying classroom management techniques, etc.
classroom management techniques, etc. 11.
11. To To learn learn from from experienced experienced teachers.teachers. 12.
12. To To contrast contrast academic academic knowledge knowledge with with the the school school reality.reality. 13.
13. To To put put techniques techniques learned learned (motivation (motivation techniques, techniques, how how to to introduce introduce aa theme, carry out a dialogue, etc.) into practice.
theme, carry out a dialogue, etc.) into practice. 14.
14. To To judiciously judiciously put put the the profession profession of of teaching teaching into into practice.practice.
The broad goal of student teaching is that the student have the best possible The broad goal of student teaching is that the student have the best possible introduction to the teaching field. Major responsibility rests with the cooperating teacher introduction to the teaching field. Major responsibility rests with the cooperating teacher to set reasonable and specific objectives befitting the individual ability and development to set reasonable and specific objectives befitting the individual ability and development of the student teacher.
of the student teacher.
It is assumed that the cooperating teacher will guide the student through a variety It is assumed that the cooperating teacher will guide the student through a variety of experiences ranging from the practice of basic teaching skills to classroom of experiences ranging from the practice of basic teaching skills to classroom management. The cooperating teacher should decide on specific goals and objectives management. The cooperating teacher should decide on specific goals and objectives after observing the student in a classroom teaching situation. It is quite possible that may after observing the student in a classroom teaching situation. It is quite possible that may competencies will be proven early, while others such as asking high order questions will competencies will be proven early, while others such as asking high order questions will need more practice.
need more practice.
In addition to learning about teaching skills and methods and dealing with In addition to learning about teaching skills and methods and dealing with classroom management, the student should gain knowledge about the community in classroom management, the student should gain knowledge about the community in which he or she is teaching. The Education Department recommends, but does not insist, which he or she is teaching. The Education Department recommends, but does not insist,
that the student live in the community while student teaching. It is hoped that this will that the student live in the community while student teaching. It is hoped that this will help him/her to better understand the children bein
help him/her to better understand the children bein g taught.g taught.
It is also must that the student teacher like me, develop in the area of It is also must that the student teacher like me, develop in the area of professionalism.
professionalism. Ethical Ethical behavior behavior towards towards students students and and peers peers is is essential. essential. TheThe cooperating teacher and university supervisor should be alert to counsel and advise the cooperating teacher and university supervisor should be alert to counsel and advise the student on these matters.
student on these matters.
Jose Rizal Memorial State University’s Jose Rizal Memorial State University’s
Philosophy
Philosophy
Jose Rizal Memorial StatJose Rizal Memorial State University adheres te University adheres to the principle of dynamism o the principle of dynamism and culturaland cultural diversity in building a just and humane societ
diversity in building a just and humane society.y.
Vision
Vision
Jose Rizal Memorial State University envisions to become a center of ex
Jose Rizal Memorial State University envisions to become a center of ex cellence amongcellence among institutions of higher learing in the local, national and global
institutions of higher learing in the local, national and global arena.arena.
M
Miiss
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ion
Jose Rizal Memorial State University pledges itself to deliver effective and efficient Jose Rizal Memorial State University pledges itself to deliver effective and efficient
services along instruction, research, extension and production. services along instruction, research, extension and production.
It commits itself to provide quality professional technical and technological training with It commits itself to provide quality professional technical and technological training with
the aim of producing skilled, self-renewed and
the aim of producing skilled, self-renewed and globally competitive individuals.globally competitive individuals.
Goals
Goals
Jose Rizal Memorial State University (JRMSU) focuses on developing graduates with the Jose Rizal Memorial State University (JRMSU) focuses on developing graduates with the following attributes:
following attributes:
E
E – – xemplary performance that can compete in the local, national and global arena xemplary performance that can compete in the local, national and global arena
X
X – – enial delivery of services and enial delivery of services and
C
E
E – – xample to every clientele especially those who are potential xample to every clientele especially those who are potential
L
L – – eaders imbued with eaders imbued with
L
L – – ove and dedication to service the people and ove and dedication to service the people and
E
E – – xhibit a deep sense o xhibit a deep sense of patriotism whilef patriotism while
N
N – – urturing the educational environment with urturing the educational environment with
C
C – – ourage, competencies and cooperativism among the institutional members; and ourage, competencies and cooperativism among the institutional members; and
E
E – – ffective and efficient leadership to attain quality holistic development ffective and efficient leadership to attain quality holistic development
C
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Obje
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CED aims to provide quality instruction; research, extension and
CED aims to provide quality instruction; research, extension and production thatproduction that will help equip the students with knowledge, skills and
will help equip the students with knowledge, skills and values for them to be responsivevalues for them to be responsive to the demands of society.
to the demands of society.
G
Ge
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Preparation of competent teachers of the future capable of nation building and Preparation of competent teachers of the future capable of nation building and adequately competitive to the demands of
adequately competitive to the demands of globalization for the promotion of life.globalization for the promotion of life.
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1.1. Develop Develop student student to to become become competent competent teachers;teachers; 2.
2. Train Train the the students students to to be be socially socially responsive responsive professionals;professionals; 3.
Student Teacher’s Educational Philosophy/Credo
Teaching is more that simply an obligation implementing the curriculum it is engaging and expanding the knowledge of the students to help inspire them with the need for learning. There are many qualities that I believe a teacher should possess. The ones that I believe are the most essential for me to be an exceptional teacher is that I am endearing, creative, attentive, open-minded and create a positive learning environment suitable for all in order to create the most appropriate and safe learning environment for all my students. I must gain their trust. The way in which I would start to build the foundation of the relationship is to show that I value all of them and then learning. I believe that it is very important that I provide the students with the adequate respect and trust that I expect them to provide me. I will strive to be a respectful teacher, taking all my students’ needs and feelings to heart I every situation.
Through the relationships that all my students, I will then be able to develop a community among everyone in which they will then be able to work together. I will always be determined on creating and maintaining an inclusive classroom where all students respect one another and everyone has the opportunity to participated. It is also important to me as a teacher to build relationships with my students’ parents, guardians, and my fellow colleagues. As a teacher, it is very important to have a cooperative and trusting partnership among all those involved in the child’s learning. A child’s learning goes beyond the classroom and it is important that everyone is on the same page as to what the child needs in order to be successful.
My goal as a teacher is to instill the will of learning and confidence in each of them. I strongly believe that every child has the ability to learn no matter what and it is
my obligation as a teacher, to find the best suitable method of learning that benefits each student. My goal is to be as diverse and inviting to all possibilities in the classroom learning environment as well as being aware of al social justice issues. I am strong supporter and believer in the idea that students learn by doing. This way of implementing concepts to the students will be a major factor that will shape my teaching. I hope to help each student find their strengths and to build on them as well as encourage them to work on their weaknesses. I need to be very attentive and aware of all my students’ needs in order to provide them all with the opportunity for success. My goal is also help the students feel as much at ease as possible in any situation they feel unsafe in whatever it may be around course, material, classroom conflict, etc. I will encourage students to challenge themselves and to look at things with a critical analysis. I will treat all my students as individuals, especially at times of assessment. Every student does not fit into the same bubble, therefore, assessment tools should not always be kept the same. This will allow me to gain a real understanding on what each student can do. I will seek to find the extra help and assistance for the students who may be struggling in my class. I also want to be able to make learning meaningful and connective process for the students by bringing in some of their everyday life experiences into their learning in the classroom. I hope to inspire the students’ interest and curiosity in the material they are studying and to extend their learning beyond the classroom.
Learning is a fundamental and ongoing process that every child and adult experiences throughout their life. It is essential that I respect and consider all my students’ way of learning in order for them to have a positive experience. The more positive the learning experience for the child, the more they will take out of the situation
and value their own learning process. To help ensure that I am providing my students with the best education I possibly can, I will continue my own learning. My own learning will never cease, as I will always be constantly learning new ways to make my classroom better learning environment and to expand my own educational background. I will be reflective of my own pedagogy, so I can modify and adapt different teaching tactics for the benefit of all my students.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possessed dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instil allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive
any money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course o f action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honour and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counselling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good; and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided,
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn m ust be respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favours or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candour and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behaviour in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.
Code of E thics for Professional Teachers
(with accompanying reflections for chosen 5 articles)
Article 1:
Scope and Limitation
It states in this article that this code shall apply to all teachers in schools in the Phillipines. It covers all the public and private school teachers in their educational attainment. The teram “teachers” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all schools wether a full time or part time basis.
This means that every school has their own teachers to manage and teach the learners whether it is in private or public schools. It tackles the roles of teachers in teaching and the kind of school environment they have.
Article 2
The Teacher and the State
In this article, the schools are future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love for our country. They promote obedience to the law of the state. Every teacher or school official shall actively help carry out the declared policies of the state. Every teacher shall posses and actualized a full commitment and devotion to their studies. It also states that a teacher should not be involved in any promotion of political shall hear
parents’ complaints with sympathy and understanding and shall discourage unfair criticism.
Article 5
The Teacher and the Teaching Community
This articlemeans that teachers shall at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good, and full cooperation with colleagues. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have been officially released or remove records from files without official permission. It is the responsibility for evry teacher to seek correctives for what may appear to be unprofessional and unethical conduct of any associate. A teacher may submit to the proper authorities any justifiable criticism against an associate preferably in writing, without violating any right of the individual concerned.
Article 9
The Teacher and Parents
A teacher shall establish and maintain in a good relationship of parents, and shall conduct him/herself to merit their confidence and respect. A teacher shall inform parents, through proper authorities of the progress of deficiencies of learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of learners. A teacher
shall hear parents’ complaints with sympathy and understanding and shall discourage unfair criticism.
Article 10
The Teacher and Business
It states that the teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to or adversely affect his work. A teacher shall maintain a good reputation with respect to financial matter such as in the settlement of his just debts, loans, and other financial affairs. No teacher shall act directly or directly, as agent of any commercial venture which furnishes textbooks and other school commodities in the purchase or disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with existing regulations.
Student-Teaching E xpectations
Beginning teachers often set the bar with it comes to student’s expectations. As a student teacher, it is common to be portrayed a competent teacher who has a control over their classroom. These are few suggestions that help a student’s teacher like me to make realistic and achievable goals for the student:
Classroom and capstone/seminar participation is required.
During the student teaching experience, the student teacher is required
to follow the cooperating school calendar.
The student teacher is expected to conform to the same professional standards as
arrive at the school at the same time as the teachers and spend the full school day and any additional planning time as the cooperating teacher requests. If
unforeseen circumstances should cause the student teacher to be late, the student teacher must contact the school clerk, the cooperating teacher and the university supervisor. The same applies if the student teacher is going to be absent due to illness. S/he must contact the cooperating teacher and the university supervisor the night before or as early as possible. In addition, when absent, the student teacher must provide plans and other materials necessary to the cooperating teacher and add the extra time on to his/her student teaching experience.
As a student teacher, 100 percent attendance is expected to fulfill requirements for
state licensure. Any absences can result in the low ering of the final student teaching grade or termination of the experience. During the student teaching quarter, if a student teacher experiences significant illness, death in the family or other critical incident, the student teacher must immediately notify the university supervisor, the cooperating teacher and the school clerk. The decision as to
whether to continue the experience or to be withdrawn will be made on an individual basis. Students who are aware of outstanding ob ligations that require absences during the student teaching experience should contact the Office of Field Experiences and Student Teaching to defer their student teaching to the next
quarter.
The student teacher works with the cooperating teacher each day to assure the
The student teacher should collaborate with the cooperating teacher to designate
meeting times at least twice a week to discuss progress, plans, responsibilities and concerns. The meeting times should be agreed upon in advance and should be appropriate to the schedules of both parties. It is expected that the student teacher will have a clearunderstanding of his/her responsibilities for each week by the Friday prior to the following week.
The university supervisor will make at least four supervisory visits for each
student teacher. When arranging the visits, the student teach er should plan a time when it is possible for the supervisor to confer with the student teacher following the observation and to confer with the cooperating teacher after that.
When the university supervisor visits the classroom, the student teacher must
provide the supervisor with his/her daily lesson plans, as well as any additional material requested by the university supervisor.
Each student teacher is mandated by state law to report instances of child abuse. If
such matters are observed, they must be shared with the cooperating teacher and/or school administrator.
Student teachers must satisfactorily demonstrate their competence as a teacher, as
outlined on the evaluation forms completed by the cooperating teacher and university supervisor.
Each student teacher must exhibit professional behavior and dress appropriately
Student teachers must consider all cooperating school obligations as high
priorities and display a willingness to participate in faculty meetings, department meetings, institute days, conferences, programs, activities, etc.
Student teachers must promptly prepare the materials requested by their
cooperating teacher, university supervisor, and capstone/seminar instructor (i.e., schedules, logs, record books, timesheets, reflection sheets, lesson plans, attendance records, discipline referrals, etc.).
All student teachers must display the dispositions of the Urban Professional
Multicultural Educator.
Student teachers must maintain good professional relations, public relations, and
human relations not only with the teaching and non-teaching personnel of the cooperating school, but also with the community that the school serves. Students must remember thatthey are not only student teachers, but also a representative.
Student teachers must maintain academic integrity at off-campus sites.
Terms and R eference in Student Teaching
The following terms and their definitions may provide clarification, as nee ded, for the professional vocabulary used for the student teaching experience:
Student Teacher- The University student who is enrolled for the professional term.
Student Teaching Experience- A full term of guided teaching during which the student teacher takes increasing responsibility for classroom/school work with a given group of learners in a cooperating school district
Cooperating Teacher- The certified, experienced teacher of students in grades P-12 who cooperates with the University in supervising student teaching, in communicating the student teacher’s progress to the student teacher and to the university super-visor throughout the term, and in providing a recommended grade and evaluation for the student teacher at the conclusion of the term. In the secondary academic program, cooperating teachers are also responsible for scheduling the distribution of their student teacher’s time between their own classroom and the classrooms of other cooperating teachers, and for arranging observation and/or participation in co-curricular activities.
Student Teaching Site- A school that is not controlled or supported by the University but that has historically provided facilities for student teaching as an established center
determined by University personnel and school district administrators.
University Supervisor- The University representative who is responsible for supervising a student teacher or a group of student teachers, for communicating with student teachers and their cooperating teachers about the students’ progress throughout the term, and for determining the final grade for student teachers.
Director of Field Practicums & Clinical Experiences- The University faculty member who is responsible for coordinating all field experience work, including arrangements for student teaching.
Do’s and Don’ts in Student Teaching
1.DO introduce yourself to teachers, administration and guidance coun selors.
DON’T forget to say thank you for the opportunity to partner with that school. 2.DOeat lunch in the teacher’s lounge and get to know the faculty.
DON’T engage in gossip.
3.DO treat this an opportunity to put your best professional self forward.
DON’T act like you are already an expert. Be gracious about accepting feedback.
4. DO stay visible during your student teaching by volunteering for after school activities.
DON’T focus solely on what you are getting out of te experience; rather think about what added value you can bring to the school.
5.DO request informational interviews to obtain job search and resume ad vice.
DON’Ttry to catch someone in passing schedule a meeting at their convenience. 6. DO write thank you letters before you leave and continue to stay in touch.
A Bri ef Description of the Cooperating School
a. H istory
ZAMB OANGA DE L NOR TE NA TI ONA L H I GH SCH OOL
HI STORI CAL BACKGROUND
(Campus I I )
Starting from pioneering class of only fifty fourth year student to the 3,521 enrollees at the start of since SY 1983-1984, Zamboanga del Norte National High School’s humble takeoff can be traced back to the early post-war time – 1946.
Due to the populace’s insistent clamor for higher education, this caused them to travel to nearby island provinces of Negros and Cebu, the provincial government of Zamboanga Peninsula, trough ex-Governenor Felipe B. Azcuna, authored the transfer of Zamboanga Provincial High School, then operating in the erstwhile capital town of Zamboanga (now Zamboanga City), to his hometown in Dipolog, thus beginning the chain of efforts.
What made this school what it is now – Zamboanga del Norte National High School per P.D. 1050 dated December 1, 1977 – brings us to the achievements of dedicated school administrators, who more than did their best to mould the present institution, namely: Buenaventura Yason, 1946-1952; Primitivo Adan, 1952-1962; Lilia Hamac, 1962-1981; Francisco Gonzales (Ex-officio), 1981-1983; Catalina Santiago Sulit, 1983-1994; Anesia S. Ochotorena (OIC), March 15, 1994-June 10, 1998; Benigno D. Evardos, 1998 – august 12, 2000; Sultan Pangsayan T.Radi, Sr., Septamber 7, 2000 to present.
On its way to growth and development with DepEd’s Thrusts on value-oriented curriculum and the current trends in humanistic education, the school has been challenge was met head on by the institution as proven by the numerous honors and awards received in various government thrusts in Education, Music, Sports, Arts, Green Revolution, Nutrition, and other extracurricular activities.
But the main drawback lies on its dearth of physical facilities. Since its first hosting of the 1964 Mindanao Athletic Meet, the school has been the venue of a series of local, regional, and National sports fest.
Then came the 1982 Palarong Pambansa on March 14-20, which caused an almost overnight face-lifting of the Zamboanga del Norte Sports Complex, where the school is located although negotiations for its possible donation from the provincial government are still in the making since its nationalization, and so went the demolition of 46 concert classrooms and the administration building.
While the ZN Sports Complex may be the best in the region [during that time], the replacement of the lost classrooms at the back of the three grandstands remains s faint promise.
Since the opening, the Zamboanga del Norte National High School is under the jurisdiction of the Division of Zamboanga del Norte; the was transferred to the Division of Dipolog City per Republic Act 8174, otherwise known as the General Appropriations Act of 1996 for all budgetary transactions.
Due to the influx of students from neighboring towns and the City of Dapitan, the school needed more space, more rooms for its use.
Through the efforts of Mrs. Patricia G. Ratilla, one of the faculty members of the school, ownership of a lot in Turno, which is a property of the National Government for the establishment of the City Normal College, was transferred to ZNNHS through a bill authored by the then Congressman Ernesto S. Amatong. Thus the existence of ZNNHS Turno Campus today.
c. Organizational Structure
EDGARDO S. CABALIDA, Ed. D. School Principal 4
ROSARIO G. GONZALES MA. FATIMA Y. ACOSTA
Administrative Officer 4 Head Teacher 6, BPOSA/ALS
LUZ D ENRIQUE A. FRANCISCO VIRGINIA E. TAGAB
State Auditor 4 Head Teacher 3, Filipino
MARIO J. ANSINGLEODEGARIO O.ESQUILLO, Jr.
Head Teacher 3, STVE Head Teacher 1, TLE
MERLINA T. TOMALES GLIROD JANE T. TINDUNGAN, EM.D.
Head Teacher 5, Math Head Teacher3, Science
CHONA M. MIRANDA MA. THERESA SEMPRUN, Ed.D.
Head Teacher 1, EsP OIC, AP
MELISSA MAE R. EBUNIA, RGCLUZ D. CORTEZ
Guidance Coordinator 3 Head Teacher 1, English
d. Programs and Activities
a.
Valentine’s Dayb.
English Festivalc.
Multi-media presentationd.
SSG Electione
. Broad casting for Grade 7 Newsvine (SPJ class)f
. Jazz chant for Grade 7 & Grade 8 onlyg
. Speech for Grade 7 students onlyh.
National Festival of TalentsWeek 1
The Cooperating Schools E xpectation
There are things that the cooperating schools expected to the student teacher here are the following:
1. Provide a written lesson plan (in the recommended format) to the cooperating teacher and the university supervisor at least two days before date for observed lesson so that it can be reviewed and feedback can be provided.
2. Be familiar with the core curriculum content standard.
3. Follow the district/cooperating teachers curriculum schedule.
4. Check with the cooperating teacher before making important decision (e.g. parents, communication, grades, tests and assignments).
5. Use the resources located in the school, but also initiative in finding outside resources such as those available in the curriculum library.
6. Discuss classroom management and any different techniques planned to be used by the students beforehand.
7. Valuing reflective practice and innovations to meet the needs of each learners.
8. Having the ability to reflect on and respond to constructive criticism from cooperating teachers and other colleagues and administrators.
9. Demonstrating willingness for continued learning, and openness to new experiences and new perspectives.
10. Respectful consideration of individuals. 11. Protecting confidentiality.
13. Making good use of free time.
14. Recognizing the teachers are role models.
15. Upholding standards of professional appearance. 16. Practicing professional behaviors.
17. Punctuality 18. Dependability 19. Preparation
20. Abiding the rules and regulations of the school.
The facilities of the Cooperating School
a. Library
Is the heart of the school because it serves as the depository of books that brings knowledge and where both teachers and pupils can widen their minds especially for better future.
b. Classroom
Is more a product of the interaction between and among teacher and students. A classroom climate that is conducive for learning.
c. G uidance Office
This is where the students will be given advises from the guidance counselor if they commit mistakes from other students like; physical harassment and even in small fights.
d. Canteen
In this area of the school you can soothe of the cleanliness of the surroundings especially to their facilities in serving the foods. Healthy and delicious foods are being displayed in the canteen.
Computer Laboratory
Computer laboratory is one of the facilities in school in which a great help for the students to enhance their learning. This is very useful for them whenever they have projects or to gather information through surfing on a certain subject areas. This facility is very important in every school so that students can engage in hands-on activities. On the other hand, knowledge about computers is highly recommended nowadays due to advance technologies that we are experiencing right now.
B asic I nformation
Cooperating School
Zamboanga del Norte National H igh School
Turno Campus, Turno, Dipolog C ity
The Zamboanga del Norte National High School (ZNNHS) is a public high school under the Department of Education (DepEd). It has two campuses. Its Main Campus is located at General Luna Street, Estaka while the Campus II is located at Lower Turno.
The school caters different fields such as the Department of Science and Technology - Engineering and Science Education Program (DOST-ESEP) Special
Science Curriculum, Basic Education Curriculum (BEC), Special Program for Sports, Special Program for the Arts (SPA), Technical Vocational Education (TVS), BP-OSA for out of school youths, and the recently opened Special Program in Journalism (SPJ).
Cooperating Teacher
Name:Christine Arlyn M. Agunas
Address:Purok De Oro, Olingan, Dipolog City
Age:25 yrs. old
School Graduated:Saint Vincent’s College
Orientation Seminar
Bearing the theme “Student Teaching: A Road Towards Teaching and Learning Competency”, a one-day orientation seminar was conducted by the College of Education last December 2, 2016 at JRMSU gymnasium.
In coordination with Dipolog City Schools Division Office, te seminar tackled several issues and concerns which were attended by the 4th year Education students of the said Department.
The morning session commenced with the singing of the National Anthem led by the Dimasalang choristers, followed by an exulting remarks from the ever-loving Dean of the College of Education, Dr. Elenita M. Reyna.
The first speaker of the day, Dr. Amelinda D. Montero, Chief Education Supervisor, CID, stressed the importance of lesson planning in the educative arena and the proper way of constructing it. Another key speaker, Mr. Crispo V. Gahisan, Senior ES Education Program Specialist, discussed about the “Terms of Reference” and “DepED Forms”.
Dr. Nur N. Hussien, DepEd Supervisor of Region IX, tackeld about the K-12 program of the government during the afternoon session. Each key speakers of the
seminar received certificates from the CED Department.
The seminar officially ended with the closing remarks delivered by the Assistant Dean of the College of education, Dr. Merlyn M. Luza.
We were aware of the things that we needed for the future. I have learned a lot of things in the orientation because I learned how to improve my lesson plan and fill in the DepEd forms. Since, student teachers are required to write formal lesson plans throughout the entire student teaching experience unless otherwise directed by the university supervisor. All student teachers must demonstrate that they can perform acts of instruction and classroom management both reflectively and spontaneously in a satisfactory manner.
Orientation by Cooperating Principal
During our orientation seminar with the school principal, Edgardo S. Cabalida, Ed.D. a highly respected principal of all teachers of Zamboanga del Norte National High School (Campus II) last January 10, 2017. He is very professional in dealing with other people around him. He informed us the dos and don’ts of student teacher and policies they have in their school. He is strict of not following the rules of the school. After that, he assigned us to our critic/cooperating teacher.
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I toured myself in Zamboanga del Norte National High School (Campus II) so I toured myself in Zamboanga del Norte National High School (Campus II) so that I could be familiar with the facilities they have and the environment inside the that I could be familiar with the facilities they have and the environment inside the campus. There were many students studied in their school and as I have observed the campus. There were many students studied in their school and as I have observed the students were competitive. Their environment was good and their classrooms were students were competitive. Their environment was good and their classrooms were conducive to learning. I could see the eagerness of every student to learn. I can see it in conducive to learning. I could see the eagerness of every student to learn. I can see it in their faces that they were willing to gain more knowledge and understand about the their faces that they were willing to gain more knowledge and understand about the things and changes that happens in our society. The pictures below were taken from things and changes that happens in our society. The pictures below were taken from Zamboanga del Norte National High School (Turno campus).
Zamboanga del Norte National High School (Turno campus).
Covered court Covered court
Canteen Canteen
Deputy Office Deputy Office
Senior High School building Senior High School building
Library Library
Responsibilities as a Student Teacher
Student teachers gradually assume the role of full-time teachers during the semester. Indicated below are the duties and responsibilities of the student teacher.
Set clear purposes — Competent teachers have clear purposes in mind for
each learning experience. Each daily lesson plan, each unit of study, contributes to the achievement of worthwhile purposes.
Study individual and class needs — He formulates purposes and bases his
planning on the specific needs, abilities, achievement and interests of the pupils with whom he is working.
Study the community — This is done to gain understanding of children and
their home background. Provide a balanced program — Utilize teacher's guides, teacher's manuals, courses of study and other curriculum materials.
Make effective plans — Good planning involves bringing together clear
purposes, knowledge of the children and the community and suggestions from curriculum guides and teacher's manual.
Make content meaningful — A thorough knowledge of the subject matter and
use of effective methods for developing both the meaning and the significance of what is taught.
Provide for individual and group work — Individual work is provided to
is provided when common needs and purposes of the entire class, or a group within the class are to be met.
Provide a good environment for learning — It should be a healthful
environment with proper lighting, ventilation and temperature. The room should be inviting and challenging to children.
Use appropriate methods and materials — Employ skills in using the most
effective methods and instructional resources.
Evaluate from the beginning to the end — Appraisal of children's learning and
value of various methods and materials should be done.
Maintain professional relationship — Relationships with one's co-workers,
pupils, parents, the community and the profession, are clearly outlined in the code of ethics for school personnel.
Observe the Code of Ethics for Professional Teachers.
. Come to school well-groomed and properly dressed, image of the modest
teacher
Observe punctuality throughout the duration of the school practicum. . Participate actively on all the school related activities.
Notify the Cooperating Teacher of his/her absences in case of emergencies
accordingly.
Suggest for the improvement routine practices that may be overlooked by
Be responsible, objective and open to constructive criticisms. Be a good role model to students.
. Respect the dignity of children and their rights to human rights
. Make teaching more meaningful by using appropriate teaching methods
and creativity.
Be prepared before teaching at all times.
Settle all financial obligations to the cooperating school.
Return all the borrowed materials to the cooperating te acher before the
term ends.
How did I feel when I saw my Cooperating School? What are my apprehensions?
When I saw my cooperating school, I felt excited upon entering the school premises together with our advisers and co-interns. There are mixed emotions I have felt that day. I do prayed for the Lord that he will guide me along the way of the accomplishment and with the critic teacher I will be assigned that he/she is approachable and willing to help me as a student teacher. The cooperating school I was assigned was quite memorable one and I learned a lot of things as a future teacher. You’re free to socialized others because the school is a child-friendly school. And I wish my students in this school would help me throughout my practice teaching and we have a good relationship with each other as well as the school’s staff and more importantly to my critic teacher. I realized that the school is an institution of love, responsible, respectful, and competitive school. The school nurtured not only in academics but also in manners and respect from every individuals.
The tools that I need to bri ng in my Cooperating School:
a. Knowledge-
implementing appropriate teaching methodologies - adapting to the existing curriculum- facilitating actual recall
- utilizing and maximizing appropriate instructional materials - promoting HOTS questions
b. Attitude
– relating lesson to real life situation - Self-reflection- Sizing up attitudes by means of giving reinforcement - motivating the students to participate in the class - extending assistance
c. Skills-
feeding students with the 21st century skills - fostering acquired skills- engaging students to some sorts of activities - letting students exercise “learning by doing” - enhancing one’s skills
d. H abits-
monitor their bad and good habits - get along with them- get in touch
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