Teaching Experiences and Evidences

Teaching Experiences and Evidences

I gained experience in teaching during the out-campus internship where out school (PNU-M) deployed us into different schools to finally get a hand on experience in handling students and how it would be like working in the field as a teacher.

At first, I was anxious because I didn’t know which grade I would be assigned to. Not that it matters as I know that I can teach in whichever level I am assigned to. It is just the feeling of not knowing where you will be assigned to for the 2 months stay in the school that I was assigned on.

For the schools that was willing to take us in to have out internship, we had two places on which we could be assigned to. First was East Prosperidad Central Elementary School (EPCES) and Patin-ay Central Elementary School (PCES. I was then assigned to teach in the latter and was assigned to teach grade 1 pupils.

During my stay at PCES, we were tasked to teach every day and of course our cooperating teachers would observe the way we teach and handle the class. We would then be assessed by the help of the PPST which has indicators which states skills or behaviors we are able to show during the said lesson.

We are then asked to choose 5-6 indicators per lesson and of course we need to be able to complete all the indicators that is stated in the rating sheet. Not only do we need to complete all the indicators but we also need to obtain a rating of 4-5 from each indicator.

Obtaining a high rating from each indicator depends on the way the lesson is planned so you must choose indicators you want your CT to observe based on the lesson you planned for the day.

The indicators that are stated in the rating sheet are as follows:

1.     Applies knowledge of content within and across curriculum content teaching areas.

2.     Applies a range of teaching strategies to develop critical and creative thinking , as well as other high-order thinking skills.

3.     Selects , develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals.

4.     Designs, selects, organizes and uses diagnostics, formative and summative assessment strategies consistent with curriculum requirements.

5.     Uses strategies for providing timely, accurate and constructive feedback to improve learning performance.

6.     Applies a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning.

7.     Manages student behavior constructively by applying positive and nonviolent discipline to ensure learning-focused environments.

8.     Uses differentiated, developmentally appropriate learning experiences to address learners gender, needs, strengths, interest and experiences.

9.     Plans, manages and implements developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts.

10.  Uses range of strategies that enhance learner achievement in literacy and numeracy skills.

11.  Displays proficient use of mother tongue, Filipino and English to facilitate teaching and learning.

12.  Uses effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement.

13.  Establishes a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious.

14.  Designs, adapts and implements teaching strategies that are responsive to learners with special educational needs that include giftedness, talents and disabilities.

15.  Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities with a range of physical learning environments.

16.  Ensures the positive use of ICT to facilitate the teaching and learning process.

17.  Maintains supportive learning environments that ensure and inspires learners to participate, cooperate, and collaborate in continued learning.

18.  Plans and delivers teaching strategies that are responsive to the special educational needs of learners in difficult circumstance, including: geographical isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; abuse and child labor practices.

19.  Adapts and uses cultural appropriate learning strategies to address the needs of the learners from indigenous groups.

20.  Establishes safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.

21.  Maintains learning environments that promote fairness, respect and care to encourage learning.

We were rated from 1 – 5 based on the indicators we selected for that specific lesson. 1 saying that the skill was non evident from the teacher, 2 shows that the teacher is building the skill, 3 the teachers shows organizing of the skills, 4 shows that the teacher is still developing the said skill, and 5 saying that the teacher is already applying the skill during the lesson proper.

Of course we as practice teachers need to aim and achieve a grade of 4 and above as those are the ratings that shows that we are competent to become teachers, we need to show that we are able to do these kind of skills as this will show how good we are when we are already in the field handling our own class without the supervision of an experienced teacher.

We need to show that we already are capable as we are already heading into the working force soon, meaning that we must already have the skills that we need to be able to teach, maintain and handle the students whom we are going to handle.