2. UNIVERSITY OF THE ASSUMPTION
City of San Fernando, Pampanga
A.Y. 2011-2012
A NARRATIVE REPORT
Presented to the
COLLEGE OF PROFESSIONAL TEACHER EDUCATION
In Partial Fulfillment
of the Requirement in
Ed110: Practice Teaching
Submitted by:
DEANG, ROXANNE JOIE V.
Submitted to:
MRS. CHERRIE ANN D. BASILIO
March 2012
3. TABLE OF CONTENTS
PART 2: Student Teaching
Preliminaries:
Acknowledgement I. Sample Memorandum of
Dedication Agreement
Approval Sheet
Certification Sheet II. Clearance Sheet
COPTED Prayer III. Certification Sheet
Student Teacher’s Code of IV. Pampanga High School
Conduct History
Introduction Mission and Vision
Location Map
Organizational Chart
PART 1: Observation and
Participation V. Schedule
Daily Time Record at PHS
I. University of the Assumption
High School Department VI. Lesson Plan and Evaluation
History Form
Mission and Vision VII. Narration of Experiences
Code of Discipline
Location Map
Organizational Chart Appendices
A. Magna Carta for Public School
II. Department of Education
Teachers
Mission and Vision
B. Code of Ethics for Professional
Organizational Chart
Teachers
III. Commission on Higher C. Records and Forms
Education D. Copy of Application Letter
Mission and Vision E. Resume
Organizational Chart F. Documentation
G. Students’ Evaluation for the
IV. Schedule Student Teacher
Daily Time Record at H. Reflection
UAHS
V. Lesson Plan and Evaluation
Form
VI. Narration of Experiences and
Reflection
5. ACKNOWLEDGEMENT
I would like to express my warmest gratitude to all those who helped me in the
completion of this portfolio and those who became a big part of my college life:
To my COPTED family and teachers, especially Dr. Dexter Balajadia, Mrs. Cherrie
Ann Basilio and Mrs. Grace Tiqui, for their guidance, encouragement, and their inspiring
words to motivate me to develop and become effective teachers; for their undying support
and patience; for their words which lightened me up towards the right direction.
To all the personnel in our laboratory schools – UA High School Department and
Pampanga High School, for welcoming me and my fellow student-teachers wholeheartedly
and for giving us the opportunity to experience how is it to become real classroom teachers.
To all my cooperating teachers both in UAHS and in PHS – Ms. Richel Duay, Ms. Lily
Quizon, Ms. Consolacion Pasamba, Ms. Elvira Tayag, Mrs. Liza Rose Quinto, Ms. Bernadette
Delos Santos, Mrs. Loida Maglanque and most especially Ms. Laarni Magtoto, for all the
things they taught me; for sharing their experiences and giving their time and effort in
giving me pieces of advice; for their concern, encouragement and guidance.
To my students in UAHS - I-Exodus, II-Jeremiah, III-Romans, IV-St.Philip, as well as
my students in PHS – I-Newton, I-Edison, II-Darwin, II-Mendel, IV-Bonifacio 3 and especially
I-Einstein, for giving me their love and for treating me as if I am their real teacher; for being
my younger brothers and sisters, and friends at the same time and for giving me unique
experiences I never thought I would have.
Grateful acknowledgement is expressed to my beloved parents, Mr. Remigio B.
Deang and Mrs. Rowena V. Deang, also to my younger sister Marinelle V. Deang for being my
inspirations and motivation to always do my best in everything I do and to always soar
higher; for their hard work just to be able to send me to school; for their patience, love and
undying support; for always being there for me in times of laughter and when things
weren’t so great; for always showing the world and making me feel how much they are
proud of me; for their teachings and guidance which made me become as to what I am now.
6. I also would like to thank:
My aunt, Mrs. Remedios D. Sitchon – my inspiration and the person behind my
decision of choosing Education as the right track to take – for her undying support to our
family especially to my dad; for always being there for me and for treating me like her own.
The rest of the Deang-Villanueva Clan for always being behind our back.
My friends and best friends, for their support and motivation; for all the fun and
laughter behind the bitter reality of college life that we are all facing; for always making me
smile behind my tears and for making me realize what the true meaning of friendship is.
The person to whom my heart beats for, for being my inspiration; the reason behind
my smiles and my rainbow after every rain.
These are the people behind Roxanne Joie V. Deang – behind my hard work,
learning, success, achievements and journey. Because of these people that I am motivated to
stand up every after heartbreak and downfall; to strive hardest to reach my aspirations; to
be proud and continue shinning and become an inspiration to others.
Above all, I want to give my full love and gratitude to Lord, Jesus Christ for giving me
strength in completing this Narrative Report; for giving me the life to be able to finish
another academic year in my student life; for sending His angels to continuously guide me
and for His unconditional Love.
7. DEDICATION
Time flies by so fast. It is indeed nostalgic looking back on all the things happened
during those four exuberant years. Who would have thought that I am now on my last
academic year in my college life which is about to bid goodbye and I can’t hide just how
thrilled I am while writing this dedication since our much awaited Graduation Day is fast
approaching. In line with this, I, Roxanne Joie V. Deang, am again compiling all the
knowledge I have learned while having my Practice Teaching – a course guiding us and
molding us in becoming professionals in or career as future Catholic Educators. I am
compiling not just the knowledge, and also the experiences and unforgettable memories I
had, making me come up with this Narrative Report.
This Narrative Report is lovingly dedicated to my parents, Mr. Remigio B. Deang and
Mrs. Rowena V. Deang, and to my little sister Marinelle V. Deang who served as my
inspirations, my strength and motivation in fulfilling my dreams and in accomplishing this
portfolio successfully.
I also want to dedicate this portfolio to the rest of the Deang-Villanueva Clan who
have also supported our family along this journey of mine towards becoming an educator –
a molder of young minds.
To my girl friends – Lady, Mylene, Jamie and Joan who have remained true and have
always been there during the laughing and crying moments; the gents who have always
been our guards since the first day we set our foot in the institution – Kuya Mark, AJ and
June; my high school best friends and colleagues.
To that one person, if he’s the right person, who gave light during my darkest days
and made me smile during the times when all things are against me.
This portfolio is also dedicated to my COPTED Family; to the BSE/BEED Batch 2012,
especially the Math Majors; to Sir Dex, Sir Arvin , Sir Camay, Ms. Grace, Ms. Che, Ms. Dho, Ms.
Duff, Ms. Weng and Ms. Susie – our teachers in the department, our best friends, our great
role models and my inspiration to be great teachers like them.
8. I also want to dedicate this portfolio to my future students and those who have been
my students during my Practice Teaching. Also to my cooperating teachers in the UA High
School Department and Pampanga High School.
Above all, I dedicate this portfolio to the One who have always been by my side, my
idol teacher – Jesus Christ.
May this portfolio serve as an inspiration to lead the youth of today in the
realization that there is no greater, heartwarming and fulfilling duty than to learn, to teach
and to lead as Jesus Christ did.
9. University of the Assumption
College of Professional Teacher Education
City of San Fernando, (P)
APPROVAL SHEET
This Narrative Report on the Internship Experiences is prepared by ROXANNE JOIE V.
DEANG in partial fulfillment for the Degree of BACHELOR OF SECONDARY EDUCATION
major in MATHEMATICS is hereby approved.
Mrs. Cherrie Ann D. Basilio
Supervising Instructress
Dr. Dexter M. Balajadia
Associate Dean, COPTED
Rating:
Date:
10. University of the Assumption
College of Professional Teacher Education
City of San Fernando, (P)
CERTIFICATION SHEET
This is to certify that all activities contained in this Narrative Report were undertaken by
ROXANNE JOIE V. DEANG, a BACHELOR OF SECONDARY EDUCATION (major in
Mathematics) student of the UNIVERSITY OF THE ASSUMPTION during the First Semester
of the School Year 2011-2012 under my supervision and guidance.
Mrs. Cherrie Ann D. Basilio
Supervising Instructress
Ms. Lily G. Quizon
Cooperating Teacher
Mrs. Consolacion M. Pasamba
Cooperating Teacher
Ms. Richel A. Duay
Cooperating Teacher
Ms. Elvira G. Tayag
Cooperating Teacher
Noted by:
Ms. Edita Q. Sagmit, E.L.T.
UAHS Principal
11. COPTED PRAYER
to be like Jesus… Dear Jesus, help me to spread
Your fragrance everywhere I go.
Flood my soul with your Spirit and Life.
Penetrate and possess my whole being
so utterly that my life will only be a
radiance of Yours.
Shine through me and be so in me
That every soul that I come in contact
with may feel your presence in my
soul.
Let them look up and see no longer
me but only, Jesus.
Stay with me and then I shall begin
to shine as You shine.
So to shine as to be a light to others.
The light, O Jesus, will be all from You;
none of it will be mine.
It will be you, shinning on others
through me.
Let me thus praise you in the way
which you love best,
By shinning on those around me.
Let me preach you without preaching.
Not by my words, but by my example.
By the catching force,
The sympathetic influence of
what I do,
The evident fullness of the love
my heart bears for You.
“To learn, to teach Amen.
and to lead
as Jesus Christ did.”
13. University of the Assumption
College of Professional Teacher Education
City of San Fernando, (P)
CODE OF CONDUCT FOR STUDENT TEACHERS
The University of the Assumption, College of Professional Teacher Education envisions itself
as a Christian institution of higher education, dedicated to the development of professional
educators who possess world-class competence, imbued with the spirit of service and
desire to produce quality and relevant research.
In support of this vision, the College of Professional Teacher Education shall provide
training and services geared towards excellence in:
Teaching and Learning
Research and Creative Activity
Leadership
Community Service
Cultural Appreciation
In view of this vision-mission, the following goals were formulated:
1. Produce Christian educators who will become effective leaders and teachers in
the local and global community.
2. Develop a culture of excellence in the field of teaching and research.
3. Prepare future leaders and educators in the task of nation building through social
responsibility and service.
4. Provide a climate of intellectual interaction that will prepare the future teachers
in confronting national and global concerns, problems and issues.
The College of Professional Teacher Education intends to achieve these goals through
several objectives, strategies and programs. One of these is the Student Teaching Program
14. which aims for the development of the teaching competencies and attitudes of fourth year
students.
This Student Teaching Program includes the following code of conduct for student teachers:
The items in this Code are applicable to all student teachers when properly under the
authority of the school personnel of the University of the Assumption and where they are
deployed. They are expected to abide by this Code during school activities or functions and
when they are performing tasks related to student teaching. The Code also applies to any
student teacher’s misconduct, regardless of where it occurs.
Student teachers and parents will receive copies of this Code and some pertinent rules and
regulations to which student teachers are subject while in school or any cooperating school
or institution. The written information will include the types of conduct that will make
student teachers liable to suspension or other forms of disciplinary action. Parents will
receive a copy of the student teachers code with the written mandate that compliance is
required for all students.
1. Academic dishonesty
A student teacher shall not engage in any way, in any act of cheating such as copying
lesson plan from teachers, books or from other student teachers. He/She is not allowed to
remove or change any school records. All data concerning the school and the
pupils/students must be kept confidential.
2. Professionalism
2.1 A student teacher shall always dress appropriately for community and
instructional setting. He/She shall not dress in an obscene or suggestive manner that may
disrupt the educational process. Prescribed black closed shoes should be worn at all times.
2.2 A student teacher shall demonstrate acceptable ethical behaviour in the
educational setting. He should always remember that he/she is an example to his pupils
physically, intellectually, morally and ethically. He/She should not cause any disruption of
any classroom activity or the operation of the school or the educational process and shall
15. not engage in any act that is potentially harmful to the health, welfare and safety of the
student teacher himself/herself, other student’s school activities or staff.
2.3 A student teacher shall always be respectful toward or obedient to any
authorized school personnel, teacher or administrator at any time. He/She shall perform
willingly all assigned tasks related to student teaching. He/She is expected to comply with
reasonable request, orders and directions of cooperating teachers, administrators or other
authorized school personnel. He/She should always recognize his duties, responsibilities
and privileges. He/She assumes only responsibilities delegated to him/her.
2.4 A student teacher shall not engage in any of the following activities:
2.4.1 Distribution or sell of unauthorized materials/food on school premises.
2.4.2 Display of excessive affection on school premises.
2.4.3 Fighting or other act of violence or force that causes harm or threatens
to cause harm to another person.
2.4.4 Gambling, drinking liquor and using prohibited drugs.
2.4.5 Intimidating, insulting or any manner of abuse verbally or in writing
any student or school personnel.
2.4.6 Using profane or vulgar language or gestures at school or in any school
sponsored event or activity.
2.4.7 Sexually harassing students/pupils.
2.5 A student teacher is expected to be on time for school and for each class, unless
illness prevents timely attendance at school. He/She shall not be absent from school
without parental and school approval.
2.6 As a future teacher, a student teacher is expected to analyze and continually
strive to improve his/her teaching effectiveness. He/She is expected to conduct
teaching demonstrations and receive cordially all constructive criticisms to be given by
his/her cooperating teachers and other teaching personnel.
2.7 A student teacher shall deal with parents of pupils/students cordially with due
respect for their rights.
16. 3. Complicity
A student teacher shall not actively or passively and/or otherwise encourage others
to violate the rules contained in the Code of Conduct for Student Teachers.
4. Failure to Serve School Discipline
Refusing to serve an in-school suspension, discipline and walking out of the
principal’s or dean’s office while discussing or receiving discipline will not be tolerated. The
student teacher may be required to serve heavier or graver penalties.
Conforme:
Student Teacher’s Signature over Printed Name
Date:
Parent’s Signature over Printed Name
Date:
17. INTRODUCTION
A Transition from a Student to a Teacher
If you will come and think of it, being a student isn’t an easy role, what more is to be
a teacher? But what makes it more challenging is when these two words – student and
teacher – were smashed together, ending up with “student-teacher.”
The courses Curriculum Development and Practice Teaching prepared me for a
transition from being a student to a student-teacher. These courses provided me the
experience of how was it to become a real teacher through my observation period at the
University of the Assumption High School Department during the First Semester of the
school year 2011-2012 as well as my student teaching at the Pampanga High School this
Second Semester of the same school year.
To be a student teacher or to have practice teaching is an integral and important
part of all teacher training programs. It is a practical and hands-on type of work that will
really prepare and train would be teachers in the real battle field of teaching that is why it is
highly valued compared the other courses during the training of future teachers like me.
The student teaching experience is frequently cited having the highest impact on
future teaching behaviors of candidate teachers. And for me, my student teaching
experience was the most meaningful portion of my professional preparation as a Catholic
educator.
By browsing in this narrative report, you will have a glimpse of what took place
during my student teaching period – the learning and experiences which are bitter, yet
fruitful; the hardships and struggles I’ve gone through as I strive to reach my goal of
becoming a full pledge teacher; the memories that will forever remain carved in my heart;
and the fulfillment and the joys of my teaching experience.
I’d be happy to share with you all these experiences in my journey and may you also
be inspired to follow the steps of our Great Teacher – Jesus Christ.
