roj 2 requirements

8/20/2019 ROJ 2 requirements

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Introduction

Pre-Internship Equipping Workshop Series is a preparatory workshop series carefully

planned and prepared for all SOE students who are candidates for the practice teaching for

Second Semester, SY 2015-2016.

Several sessions were organized like sessions entitled “Towards MTB-MLE

teaching” by Prof. Jestoni P. Babia, chair, Department of Teacher Education at University of

San Jose- Recoletos. Also, a talk on Drug Abuse Prevention was organized last October 17,

2015 in order for us to know how to address this problem if ever we will encounter such

cases.

Parallel sessions were also organized with topics that are very relevant to our

internship experience like lesson-planning, assessment, trends in Facilitating the Teaching-

Learning Process, classroom management, updates on the K-12 Program and how to fill-up

DepEd forms.

To wrap-up the things we learned from the series of workshop, pre-internship

teaching demonstration were organized wherein all candidates for the practice teaching of

SOE were required to do the individual demo, observers or panelists of the said activity were

from respected and prestigious private schools.


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October 26, 2015

Dr. Jovelyn D. Delosa

Dean, School of Education

Xavier University-Ateneo de Cagayan

Corrales Avenue, Cagayan de Oro City, 9000

Dear Dr. Delosa:

I am fourth year student taking up Bachelor of Secondary Education major in Mathematics at

Xavier University-Ateneo de Cagayan. I am writing this letter to express my interest to apply

for an internship in order to gain practical experience and skills in the field of teaching.

My knowledge, skills and capabilities together with my personal qualities make me an ideal

candidate to perform internship. My experience in tutorials, seminars, member in

organizations, workshops and symposium combined with my definite learning in Education

subjects and love for Mathematics have convinced me that being a teacher is a vocation, the

noblest profession, which I would like and wanted to attain and uphold in the near future.

Having an internship would be a great springboard in reaching my dream to become a

productive and passionate teacher and I know that my experience is not that enough, yet my

willingness to grow, my skills and education, and enthusiasm to develop and excel will make

me an asset to the department.

Also, my active involvement in academic and extracurricular activities has done so well in

developing my communication and leadership skills, which are vital in finding success in the

world of teaching. With these, I am certain that I would make a meaningful contribution.

Enclosed is my resume that enumerates my experiences and particular skills. I shall be much

thankful to you, if you grant me an interview at your most convenient time. I am looking

forward to your positive response

Yours sincerely,

Rogie Mae B. Guillano


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PIEWS Outputs

IPP Lesson Plan


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Image 1.1 PIEWS kicks off with a session entitled “Towards MTB-MLE teaching”

by Prof. Jestoni P. Babia, chair, Department of Teacher Education at University of San Jose-

Recoletos last September 16, 2015.

Image 1.2 Faces after the first parallel session about IPP Lesson Plan last September

19, 2015 with Ms Maria Cecilia S. Jumalon of XUHS with the nine Math majors.


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Image 1.3 Assessment and trends in Facilitating the Teaching-Learning Process in

Mathematics class were discussed by Ms Maria Cecilia S. Jumalon last September 27, 2015.

Image 1.4 A talk on Drug Abuse Prevention was organized last October 17, 2015 in

order for us to be aware, prepare and know how to address this problem if ever we will

encounter such cases.


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Pre-Internship Teaching Demonstration Lesson Plan


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PITD Evaluation Sheets


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Reflection

Pre-Internship Equipping Workshop Series serves an avenue for us candidates for the

practice teaching for Second Semester, SY 2015-2016 to review and prepare for the whole

semester of on and off campus internship program.

Experiences during the series were remarkable especially during the pre-internship

teaching demonstration last October 30, 2015. The panelists really scrutinize every individual

who participated the activity from the lesson plan, development of the lesson to how you

look and how you confidently move, even how you correctly used the English grammar.

The experience really was beyond my expectations, it enables me to review myself as

an individual and how equip I am to be a teacher. Indeed, learning is a continuous and not an

easy process. Despite of the negative comments of the panelists still I'm very blessed because

I was corrected which I thought was already correct. It's a stressful experience but I'm

holding to those commendable things they said and still willing to change and pursue

teaching to continue to learn.

I must say after that, I have prepared myself for the more unexpected journey- actual

internship. Anyhow, I thank everyone who was with me in journeying with the common

passion to teach and help the greater community.

I know it is a challenge. But as teachers, especially a 21st

century skilled teacher, youhave to, not only because your demanded by your subject but because it is your duty not only

to assess your students’ learning but also to assess your effectivity as your teacher to them.


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Description of Internship Site

Students are diverse this implies that each students have different needs and

preferences, thus differentiated instruction must serve to attend students’ learning

preferences. In addition, one of the domains of National Competency-Based Teacher's

Standard (NCBTS) is the Learning Environment (domain 2) which focuses on the importance

of providing for a social and physical environment within which all students, regardless of

their individual differences in learning, can engage the different learning activities and work

towards attaining high standards of learning.

A learning environment must be a best place for a student to study and learn. True

enough, Xavier University-High School (XUHS) provides every detail to make the physical

environment safe and conducive for learning. The beginning of my internship journey in

XUHS was marked by a trip to the school area and its facilities spearheaded by the school’s

principal FR. Joaquin Sumpaico, SJ.

Xavier University High School is located at Pueblo, Cagayan de Oro City. And for

almost two months, my observations revealed a cheerful and helpful disposition displayed by

the staff and students creating a school climate very conducive to teaching and learning.

Image 2.1 The school’s

library is always clean and

the books are properly

arranged; kudos to the

librarians for always

reminding the students to

always return the books in

their proper places after

using.

Image 2.2 Activity areas on every floor help students in preparing for their classroom

activities like creative presentations, poster makings, and group discussions.


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Image 2.5 With my cooperating teacher Engr.

Mary Grace Bajuyo, 4th

year Mathematicsteacher at XUHS

My Cooperating Teacher

On my experience with my

cooperating teacher, I was so amazed by the

fact that she’s a licensed chemical engineer.

Every time she gave me a task she always

said that, “Kapoy kayo mag teacher roj,

kapoy gyud.” With that statement which I

heard countless times, I really confused

why she was now a teacher. And then I

once asked her why, she didn’t answered

until my 3rd try, she said “the previous job

of my engineering days made me realized

that the field would not be my life, and to

shift to be a teacher was my tough decision

I made.” Indeed it was a tough decision but

as I observed that decision made her

happier because as what I have heard she was

enrolled to be a master teacher.I am so inspired by her experience; I

can relate that to be a teacher is not her 1st love, true enough that love is not only a feeling but

a decision. At first, I just forced but as I go through the journey, I learn to love teaching,

though I still can’t fully figure it out for now since I’m still an intern yet I have made a

decision, a decision for me to stand and to fight for. I know it is a battle within me yet I know

I won, and will win. It is hard to keep the fire burning but my willingness to pursue, my

perseverance for me to learn and my passion to keep fighting will soon be enough.

As a future teacher, I must be flexible enough to be a good teacher. Flexible in a way

that I must expect the unexpected and also flexible in adapting changes if what unexpected

things may happen along the way. Since giving up is not an option, I must not quit as a

student and a teacher in the future, if it need to pour a lot of sweat and blood, then I should

pour it.

Even ambiguity still flows in my veins, if I really want to be a teacher, I will always

convince myself that teaching is really for me because teaching gives me a lot of fulfilment.

Even it takes time, yet I know I am able and capable of doing it. I must not quit, I must keep

moving forward.


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The Learners

Considering the given factor which is the diversity of learners, in order to cope-up

with this diversity, teachers must be flexible enough to really attain his/her objectives to

impart the specific knowledge needed. Teachers must consider learning styles and multiple

intelligences thus; planning is really needed so the teaching approaches, methods, and

strategies will be aligned to the objectives and the learning preferences of the students.

However, all of these must start in getting to know your audience or your students.

Image 2.6 Students of 4t

year Arrupe, they’re the most cheerful, sometimes

emotional, restive, and eager to get moving, like group activities and excursions. They

are reflective, appreciate my reflection and named me Ma’am Roj Hugot.

Image 2.7 Students of 4th

year

Calungsod, most of the

Mathematically-inclined students are

here, they are eager to learn,

appreciate the techniques and

shortcuts that I gave to them. They

Considers fairness to be important.

And most of them takes initiative and

are self-motivated.


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Image 2.8 Students of 4t

year Alingal, my cooperating teacher used to call them section

‘Alingasa’ because of their unending noise. Most of them are expansive, adventurous,

curious, eager to learn, energetic, always in motion, loud, and emotional. They like to work

in groups, but will need assistance.

Image 2.9 Students of 4

t

year Ruiz, the moderating class of my cooperating teacher, theirattention span are very limited that’s why you need to crack jokes and vary strategies and

activities. They like to work in groups, but will need assistance.


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Image 2.10 I was at the back

observing my CT, how she handles

her 4th

year Alingal during a class

with a topic of graph of Sine.

Image 2.11 My CT integrates

technology using GeoGebra

application as part of her

instructional so that her students of

4th

year Arrupe class to see the

vivid picture of the graph.

Image 2.12 Observing how my

students in 4th

year Calungsod

behave during an exam.


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The Ignatian Pedagogical Paradigm

The worldview and ideal of Jesuit education for our time has been expressed in The

Characteristics of Jesuit Education. Ignatian Pedagogy assumes that worldview and moves one step

beyond suggesting more explicit ways in which Ignatian values can be incarnated in the teaching-

learning process. It is a paradigm that can provide a more than adequate response to critical

educational issues facing us today. It is a paradigm with inherent potential for going beyond mere

theory to become a practical tool and effective instrument for making a difference in the way we

teach and in the way our students learn. Ignatian Pedagogical Paradigm (IPP), I might say the best

asset of Xavier University, particularly the School of Education. This distinguishes education from

the education provided at other colleges and universities, IPP marks that we really a Jesuit School.

We believe there is: a cycle of experience, reflection, action, and evaluation that can be traced back to

the Spiritual Exercises of St. Ignatius.

Moreover, Grade 8 to Grade 10 of XUHS adopted the K to 12 Curriculum, which specifically

in Math subject follows the spiral curriculum. In a spiral curriculum, learning is spread out over time

rather than being concentrated in shorter periods. In a spiral curriculum, material is revisited

repeatedly over months and across grades. IPP helps teachers to show the connection of every topic

and how every topic related to real-life context, in order for students to appreciate the relevance of

what they have and need to be discussed.

IPP follows the CERAE format. C for Context- what needs to be known about learners (their

environment, background, community, and potential) to teach them well?E for Experience- what is

the best way to engage learners as whole persons in the teaching and learning process? R for

Reflection- How may learners become more reflective so they more deeply understand what they

have learned? A for Action- How do we compel learners to move beyond knowledge to action? E for

Evaluation- How do we assess learners’ growth in mind, heart, and spirit?

Through its commitment to Jesuit ideals, Xavier University School of Education

prepares not only the future educators to become effective in their field but also prepares

them to become educational leaders who will improve and transform the society. Through

reflective practice emphasizing values, and social responsibility, which is actually transparent

in their way of teaching by using the IPP lesson plan, learners mindfully pursue the answer to

the question, “How ought we to live and lead as educators?” This expressed vision of SOE

focuses on the use of reflective practice as a way to transform future educators from

consumers of knowledge to producers of knowledge in service to others.


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My IPP Lesson Plan


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Assessment Tools and Sample Works

Image 2.13 My cooperating teacher asked me to make a quiz.

Assessments should reveal how well students have learned what we want them to

learn while instruction ensures that they learn it. For this to occur, assessments, learning

objectives, and instructional strategies need to be closely aligned so that they reinforce one

another – this is just to incorporate how learning assessment should be, this was also one

thing I really put into application to my In-campus Internship journey.

Image 2.14 Action part of my graded IPP lesson plan

Image 2.15 Board work. I explained after my student complains that his answers are

correct even it is not.


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Observation and Evaluation Forms


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Development Plan

Come to School Prepared.

Don’t be nervous.

Appreciate and criticism.

Learn from mistakes.

Be the teacher I wanted to

be.

Make Math easier for

students.

Make every class enjoyable


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Reflection

My In-campus internship experience teaching 4 sections in 4th

year level specifically

in Trigonometry at Xavier University-High School with my cooperating teacher Engr. Mary

Grace Bajuyo provided me with a cumulative opportunity to integrate all I had learned at

Xavier University- Ateneo de Cagayan School of Education, and apply it in a practical

setting particularly in a private school.

Challenges are part of the experience; it is inevitable especially if you are new with

the setting. Some of the challenges I have encountered were; my cooperating teacher was not

easy to talk to, I have 4 sections everyday, there are many papers to check considering I have

almost 180 students, my CT was absent for 3 days, I was observed by 6 math teachers

including the department chairman and personal challenge includes discipline, time

management and waking up early to be at school as early as 7:10 a.m. These challenges

really help me more prepared and more discipline individual that will surely help me in the

future.

Despite the challenges I faced, I am still greatly thankful for my supportive parents,

appreciative students, helpful friends, and good health and to my Great Father, Lord Jesus

who really helped me in everything and still give me a reason to look forward for the

wonderful things.Moreover, the significant experience that will surely make me better as an individual

was when my CT was absent for three days, I acted as her substitute, it was not a planned

absent that’s why I also left unplanned, her note to her co-teachers was only to observe me,

because she knew that I can. I am so nervous that time; especially I didn’t expect that

teachers will still observe me. Unfortunately, I was corrected by one of the teachers because I

unconsciously put a theta sign in a wrong place. The experienced taught me about

acceptance, patience, and be always prepared.

Indeed, it was a challenging experience but so grateful that I survived. I really learned

a lot, it took kilograms of patience and tons of passion to be an effective teacher, and it must

be a Never Quit, Never Surrender unending stories.


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Description of Internship Site

A learning environment may be understood to be the complete physical, social and

pedagogical context in which learning is intended to occur. Indeed Iponan National High

School (INHS) provides an environment for a social and physical wherein all students,

regardless of their individual differences in learning, can engage the different learning

activities and work towards attaining high standards of learning.

INHS is located at Zone 5, Iponan, Cagayan de Oro, Misamis Oriental, few more

distance from National High Way. It has a total of 21 rooms - 19 of which are for

instructional purposes and the

remaining 2 for non-instructional

uses. All in all, the school has at

least one computer lab, general

academic classroom, laboratory,

library, and office. Of the

instructional rooms, all of them

are standard rooms, meaning

they meet the DepEd's guidelines

for safety and usability.

Image 3.1 Non instructional building, at the ground

floor you’ll found the principal’s office, 2 TLE rooms.

At the 2nd

floor are the library, science laboratory and

computer lab.

Image 3.2 Grade 7 classrooms,

near at the canteen.


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Image 3.3 The 2-storey building

for grade 8 student.

Image 3.4 Grade 9 classrooms,

installation of electricity is still

on going.

Image 3.5 New 2 storey building

for grade 10 students


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Image 3.6 Educational parks of INHS to show creativity as they integrate learning.

Image 3.7 They also segregate garbages, but unfortunately students still burn plastics.

Image 3.8 Activity areas or students’ places during vacant time wherein they can meet

for group activities.


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Image 3.9 On-going construction

of a two-storey building in

preparation for the K to 12

Image 3.10 The covered court serves for the outdoor activities, general meetings and

rehearsals.

Considering the school is the 2nd

home of the students and the fact that learners

are diverse. It must be comfortable, inviting and conducive for them in order to really

attend students and their different needs. Though INHS is not that typical ideal school yet

you will see how they are eager to be one.


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Image 3.11 Photo taken after we present

during the opening night of the Brgy. Iponan

fiesta last Febrary 1, 2016, I’m with my

cooperating teacher Mrs. Ester A. Alias.

Image 3.12 Post conference with Mrs. Marisa Cayetuna, Principal of INHS,

Ms. Roble, one of the faculty and with

my supportive cooperating teacher

My Cooperating Teacher

“Small but terrible” – three words that

mostly students and co-teachers describe Mrs

Ester A. Alias. A librarian, a prefect of

discipline, and a Grade 9 Mathematics

teacher of 4 sections, imagine how busy she

is but you will really see how she exerted her

best in everything, truly she is a product of

Xavier University-Ateneo de Cagayan, whom

the spirit of Magis truly flows in her veins.

I’m so amazed by the fact that she

really loved Math as well as teaching

“I just can’t live without it” her answer when

I asked of all the subjects, why Mathematics?

I’m so inspired by the fact that her words are

authentic; you can really see it, the way she

confidently teaches her students. Indeed she

serves as a positive and powerful role model to

me and to her students.She graduated at Xavier University-Ateneo de Cagayan at the year of 1991 and

directly land a job in a private school, after many years she went abroad and as she went back

to Philippines at the year 2006 she entered the

Department of Education, perseverance and willingness

to grow was her driving force, that's why every time in

her discussion she integrates these values and other

important values to her students, which she said the

most important part in teaching.

Furthermore, I commend the way she teach

though the development of her discussion is sometimes

fast, still she motivates her class to self-study by giving

them assignments.

To be her student teacher was a great privilege

for me to grow more and develop, she is so supportive

that even during my graded demonstration which I was

observed by the principal and other Math teacher, she's

the one to guide and comfort me, she's really like a

mother to me. In my off-campus internship with her, I

learn to be more flexible, to save and sustain my energy and to accept criticism positively.


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Image 3.13 My daily schedule with

only 30 minutes break of 4 classes

from 10:00am to 2:30pm

Image 3.14 I’m assigned to do everything from lesson planning, make different activities,

and check papers and record students ’scores and attendance

Image 3.15 I’m assigned to give an

assignment, I give these as part of their

review to all triangle theorems that we

have discussed.

My Assignments

As a student-teacher, you will not only engage with the students but also to the

administration, the faculty and the community. You also need to abide the rules and willingfollows your assigned task.


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Image 3.16 To serve is to lead; I’m assigned to lead during the flag ceremony.

Image 3.17 Encouraged to help

and to participate during the

General Assembly, in preparation for the Brgy. Fiesta.

Image 3.18 My cooperating

teacher asked me to give students

a summative assessment.


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Image 3.19 The faculty asked if

we could decorate the stage for

the awarding of honors.

Image 3.20 We are assigned to facilitate the awarding of honors.

Image 3.21 We are encourage to

attend the mass, opening for the

Brgy. Fiesta.


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Learning is a cooperative and collaborative process -one of the principles of learning,

so in order for learning to takes place, teacher must be an effective facilitator. Being an

effective and efficient teacher is not an easy task, it comes with great responsibility which

requires patience, passion and love. Since its collaborative process, the process is only

possible if you are in good terms with your student, that’s why there is a need to first know

them.

Image 3.22 My students of Grade 9-Edison, their total class number is 39, with 22 boys

and 17 girls. The boys have lower attention span compared with the girls, most of them

are willing to learn yet half number of the boys is hesitant to participate and observe

flaws in others easily but slow to acknowledge own faults. They’re active in group

activities.

Image 3.23 My students of Grade 9-Einstein, their total class number is 40, with 17 boys

and 23 girls. They’re section is the silent type, maybe because their Math class schedule is

11:00-12:00nn, most of them are hungry. As a challenge, I cracked jokes and I used

exploration activity in order for their interest will be aroused. In this section you will be

amazed that half of them are intelligent and good in oral recitation. Furthermore, every time

I enter their classroom, they are always happy because they anticipated that they will enjoy at

least my Math class.

The Learners


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Image 3.24 The most bubbly and energetic students of Grade 9-Newton, their total class

number is 40, with 16 boys and 24 girls. They are motivated to learn when lessons are related

to immediate goals and interests. They are talented and very participative, that shows their

creativity when there are group activities.

Image 3.25 My students of Grade 9-Curie, their total class number is 41, with 20 boys

and 21 girls. The boys have their own world, they sometimes cut classes. They are

sometimes stubborn but manageable; their character reflects of typical teenagers that

show desires to make their own choices but wanted to be socially-accepted. However,

they’re the sweetest and easily get the lessons.


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Best DepEd Lesson Plan


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Image 3.26 Netbook and projector for PowerPoint and video presentation

Image 3.27 Integrating technology in the

classroom setting.

Media and Technology Used

Students use computers, tablets, and smart boards while learning. In mathematics,

these tools can be very useful for teachers in engaging students to new material and lessons.

Videos and images particularly help students to see a vivid picture of your examples, and as

they are attracted to your material the more they are interested to your topic.


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My PowerPoint Presentation


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Image 3.28 Assignment for

student’s to practice and

motivate to study.

Image 3.29 I gave a long quiz

every Wednesday or Friday to

check if they retained what

they have learned from the

whole week activity and

discussion

Assessment Tools and Sample W orks


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Image 3.30 Let students

evaluate if the given ratios

are correct or not, let them

use their creativity to color

the regions of their answer.

Image 3.31 Exploration

Activity to let the students

derive the Isosceles Right

Triangle Theorem

Image 3.32 Motivation part,

check if they already

encounter these words


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Observations and Evaluation Forms


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DepEd Forms

Image 3.33 Compute grades; separate the written and performance task, also records attendance.


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Community Service

Image 3.34 Photo taken last

February 1, 2016 at Iponan

Plaza for the Brgy Fiestaopening night

NCBTS domain 6 or the domain of Community Linkages focuses on the ideal that

school activities are meaningfully linked to the experiences and aspirations of the students

in their homes and communities. Thus the domain focuses on teachers’ efforts directed at

strengthening the links between school and community activities, particularly as these links

hel in the attainment of the curricular ob ectives.

Image 3.35 Smile with my co-

interns, while waiting out part

to perform

Image 3.36 Perform before the

big crowd during the High

school night last February 5,

2016


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Reflection

Off campus internship experience is very different with my on campus internship

experience it is really a make or break experience. You really need to answer the question:

“To quit or to survive?” It is different because in my on campus experience I was just an

observer, compared to my off campus experience I am the one to be observed everyday, not

to mention the only 30 minute break of 4 classes from 10:00am to 2:30pm. However, I chose

to survive, I chose to endure the idea of struggling and be motivated to the thought that I will

survive.

The 6 weeks experience really an application of the sum total learning of my college

life, on campus experience and even my high school life. I came from public school and I

never imagined that I will be the one who will get mad in front of almost 45 students just

because they don't wanted to listen, they don't wanted to participate and worst, they don't

wanted to take your quiz. I'll tell you, it is not easy especially if you have another 45 students

waiting for you in the next class.

However, challenges will make your experience worth to fight for. Challenges started

on our 1st day when Bulua NHS let us feel that were not worth keeping, other challenges I

have encountered are: the distance from Patag,Camp to Iponan NHS; the 'not conducive for

learning' of some of the classrooms because it is very hot; my CT always pressures me to befast on phasing of the lesson because they're still at the 1

st part of the 3

rd quarter that

supposedly it must be in the 4th

quarter; cutting classes of half of the total number of the

class; you should be prepared everyday from your day-to-day lesson plans, strategies and

activities and my CT was always busy. Yet these challenges were the things that luckily I

survived. I learned to be more and extra patient, always reminding myself of the thought of

“the will to serve”, research different strategies in order to get the attention of those students

with limited attention span and sleep late at night just to check papers and make lesson plans

and wake up early to study the lessons to make Math easier for my students just to make

myself prepared enough for the next day lesson.

Challenges also involve that I'm the only Mathematics intern assigned at Iponan

NHS, you don’t only need to adjust with your CT and to your students but also to your

teammates, other teachers and workplace itself. Luckily, which I still consider myself blessed

because of my understanding and supportive teammates. Even I'm bullied, I found another

family with them, I have a friendly environment, someone who gave an honest and direct

advice, someone who will comfort you because you feel so down because you burst your

anger to one of your class, someone who will make you happy with his/her corny jokes,

someone who will supports your decision and someone who will always bring and buy foods

especially when most of us are stress and tired. Happy is just an understatement if you want

to describe me my teammates. Also, I'm so thankful to my uncle who also wakes up early


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just to send me at Iponan, to my supportive parents, appreciative students, helpful friends,

and good health and to my Great Father, Lord Jesus who really helped me in everything and

still give me a reason to look forward for the wonderful things.

Furthermore, the significant experience that until now lingers in my mind is the fact

that I have received low scores on my demo and to my disposition. It's disturbing, though

grades will not define you but for this experience it will be undeniably the basis. I thought I

have a good grades since my CT always commend me the way I teach and the way my

graded teaching demonstration worked out. Maybe I just expected too much because of

course I was deceived by the beautiful words, but I'll just accept it positively and a challenge

that I'll still need to have something more, i'll just look into the angle that it's part of the off-

campus experience.

Des pite of everything, I’ll still consider myself as a survivor. With all of the

challenges who would have thought I would survive, challenges are made not to break you

but an opportunity to make those broken pieces, ideas and philosophies stick to attend wha t

supposedly intended, challenges adds up to the definition because you’re a human, it's part of

the path you need to take. Eventhough I faced the sad reality emerging in the public school

system. Constant reflections and discernment were made just to survive this tide-like

experience of mine. And still, I wanted to teach and to pursue my goal to make Math easier

to be loved subject of my future students.


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Case Study

The environment of the school, also referred to as school climate, “is based on patterns

of school life experiences and reflects norms, goals, values, interpersonal relationships,

teaching, learning and leadership practices and organizational structures” (National SchoolClimate Council). According to the National School Climate Council and the National School

Climate Center, school climate can be organized into the following four areas of focus:

Safety (e.g. rules and norms; physical safety; social-emotional safety);

Relationships (e.g. respect for diversity; school connectedness/engagement; social

support – adults; social support – students; leadership);

Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for

learning; professional relationships); and

Institutional Environment (e.g. physical surrounding)

Clearly Learning Environment is included in the NCBTS which is the domain 2. This

does not limit to classroom management but also how comfortable students in their

environment or in their classrooms.

Undeniably, very high temperatures can affect the ability of teachers and students to

concentrate and to work effectively, and can cause physical discomfort and illness. If people

get too hot, they risk dizziness, fainting and physical discomfort. In very hot conditions the

body’s blood temperature rises. If the blood temperature rises above 39°C, there is a risk of

heat stroke or collapse.

I am assigned at grade 9 level, wherein their classrooms are not yet finished, no

electricity and unfortunately have no ceiling but they still need to occupy it. Temperature rises

especially at noon untilafternoon. My students are not comfortable especially they are busy

complaining. Some of my students have colds and others have fever with reddish eyes.

Image 3.37 As a student-teacher and a concern sister, I let them what they want. We did

our class outside of their classroom. Eventhough it is not an assurance that they will feel

comfortable yet they established the will to participate and learn.


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The Health and Safety Executive’s Approved Code of Practice (ACoP) on the

1992 Regulations requires employers to take all reasonable steps to achieve a reasonably

comfortable temperature (paragraph 46 of the ACoP).

The ACoP requires workplaces to be ventilated by a sufficient quantity of fresh

or purified air. Windows which are intended to be opened to allow natural ventilationshould therefore be able to be opened. Where windows are not intended to be opened,

there should be an alternative means of artificial ventilation.

In Conclusion, the administration must see to it, if the school building or the

classrooms are prepared to be occupied by students. Or if this was not actualized, taking

account and initiative of the teacher is necessary.


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Leaner’s Feedback


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Daily Time Record


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Medical Certificate


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CERTICATES


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Permit to exam


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Summary of Ratings


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Final Portfolio Rating


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roj 2 requirements

Documents