187267867 case-study-on-bribery

Observation, Participation and Community Immersion

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Student Teacher’s Profile

I. University Profile

The Polytechnic University of the Philippines

Hermogino, Kevin EsquejoBachelor in Secondary Education Major in English 4-1N



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Vision

Clearing the paths while laying new foundations to transform the Polytechnic University of the Philippines into an epistemic community.

Mission

Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through:

a. Provision of undergraduate and graduate education which meet international standards of quality and excellence;

b. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment;

c. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and

d. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.

Philosophy

As a state university, the Polytechnic University of the Philippines believes that:

o Education is an instrument for the development of the citizenry and for the enhancement of nation building;

o Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom,



justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

Shared Values• God-Fearing• Love for Humanity and Democracy• Collegiality• Integrity and Credibility• Transparency and Accountability• Passion for Learning• Humanist Internationalism

Mandate

Presidential Decree No.1341 mandated the PUP to expand the program offerings of the University to include courses in polytechnic areas and has also given the University the authority to expand diametrically through the establishment of branches, consortia and linkages.

History

Manila Business School and the Philippine School of Commerce (1904-1952)

The institution started as the Manila Business School (MBS), founded on October 19, 1904 as part of the city school system under the superintendence of C.A. O’Reilley. The school was established to meet the demands of needed businessmen and businesswomen for government service and private employment. It was renamed as Philippine School of Commerce (PSC) on 1908 and was made an Insular (or national) school. In 1911, the school was again placed under the administration of the city school system but still kept its status as an Insular school.

In 1933, PSC merged with the Philippine Normal School (PNS) and the Philippine School of Arts and Trades. The resulting merger placed PSC under the administration of PNS. PSC students who completed their courses were considered graduates of the PNS. In 1940, President Manuel L. Quezon through his graduation address at Rizal Memorial Stadium promised a new building for the school. Subsequently, in 1942; Congressman Manuel A. Alazarte along with



the PSC's Department Head Luis F. Reyes formulated a bill to this effect and was presented to Congress. Unfortunately, the plan was not carried out because of the war in the Pacific.

In 1946, efforts for the school’s re-establishment and rehabilitation were initiated and it was intensified. The Bureau of Public Works released more than ₱8,000 for the repairs and maintenance of public buildings of which the school is a beneficiary. The ruins of PNS's Normal Hall was reconstructed and the college resumed its operations there before it was converted as a dormitory a year later, forcing PSC to continue its operations on its former campus before the PNS-PSC-PSAT merger. SC’s campus lot size is inadequate and therefore school authorities intensified its plans and proposal to acquire a new lot and on July 31, 1947, two buildings at Lepanto Street (now S. H. Loyola Street) in Sampaloc, Manila were leased to the government for the exclusive use of PSC. One year later, the school acquired its P.E. Grounds, adjacent to its campus. It continued its operations there until 1971.

Philippine College of Commerce (1952-1978)

By virtue of Republic Act 778, passed by the houses of Congress on May 20, 1952 and signed by President ElpidioQuirino on June 21, 1952, PSC became the Philippine College of Commerce (PCC), with Luis F. Reyes as its first president. The PCC broadened its program offerings with the inclusion of undergraduate courses in commerce and related fields. The school celebrated its Golden Jubilee on 1954. In 1955, PCC acquired its Annex Building and earned the title "Business College of the Year" by the Business Writers Association of the Philippines. When Reyes retired, Professor Pacifico A. Velilla took over the presidency of PCCand in 1960 Attorney Victor dela Torre was designated as PCC's Acting President. In 1962, Dr. Nemesio E. Prudente assumed presidency and oversaw major improvements during his time.

In 1965, the site of the Bureau of Animal Industry in Pandacan, Manila was reserved for the use of PCC through the proclamation of President DiosdadoMacapagal. Two years later, President Ferdinand Marcos also reserved a 10 hectare (24 acres (0.1 km2)) lot in Bicutan, Taguig for PCC's exclusive use. On 1968, a large area at Santa Mesa, Manila was authorized for the use and disposition of PCC. Also, the title lot for its campus in Sampaloc, Manila was awarded to PCC. On 1971, PCC's Laboratory High School was transferred to the new campus in Santa Mesa, Manila and the school's Katipunan Foundation, Inc. was established.



In 1972, PCC reorganized its academic and administrative policies, followed by the establishment of a satellite campus in the Bataan Export Processing Zone (BEPZ), Mariveles,Bataan on 1975, and another satellite campus in Quezon on 1978. Dr. Isabelo T. Crisostomo became the OIC of the College on 1973. He would be succeeded by Dr. Pablo T. Mateo on 1977.

Polytechnic University of the Philippines (1978-present)

Through Presidential Decree (PD) 1341, the Philippine College of Commerce (PCC) was converted into a chartered state university and accordingly renamed as the Polytechnic University of the Philippines (PUP) on 1978.

In 1986, Dr. Nemesio E. Prudente once again became the University President. Prudente had the university's philosophy, mission, and strategies formulated by a multi-sectoral committee.

He also had a new logo designed, a new university hymn composed, and once again he restructured the academic and administrative organization of the university. The governance of the university

was also democratized, with students actively participating in making academical and economical decisions. Under his leadership, the university had improvements done on its facilities, academics, and had more student organizations established. These changes cause the increase in enrollment. New colleges were added over the time.

In 1988, the administration took steps to improve the facilities of all the PUP campuses. The university also established extensions inTaguig, Romblon and Masbate. It was followed by the acquisition of a 10 hectare lot adjacent to the campus in Santa Mesa, Manila.

In 1990, the Center for Distance Learning Education was established. The school also retained overall championship in both



the SCUAA and PICUAA. The CEA Building in the NDC Compound Campus was also constructed. Among the achievements during this year were: assignment of rooms to the student council, completion of the construction of the Main Library, introduction of new courses, and the institution of several computerization projects.

Dr. Zenaida A. Olonan became the Officer-in-Charge after the retirement of Prudente on 1991 and was the first lady to serve as the University President. For a short period time, from July 3-August 3 of 1992, Dr. Jaime Gellor served as the Acting President. Dr. Olanan was replaced by Dr. Ofelia M. Carague in 1998, who led a series of infrastructure improvements in the university. In 1997, President Fidel V. Ramos conferred his support for the computerization of the university and on 1999, the university initiated a project for its modernization with the establishment of the Information Linkages Systems and the ICT Center. The operation of ICT Center began in 2000and it was declared a Microsoft Certified Government Technology Education Center (GTEC).

Also, the university obtained recognition as a Center for Development in the field of Information Technology from the Commission on Higher Education and recognized as Virtual Center for Technology Innovation in Information Technology by the Department of Science and Technology.

On 2003, Dr. Samuel M. Salvador became the Officer-in-Charge/Acting President of the university. His administration mainly focused on the upcoming centenary of the school and the improvements of the facilities of the university and its other campuses.

On 2004, the university celebrated its centennial anniversary with the theme "PUP: KabalikatngPamahalaansaPag-angatngAntasngKabuhayanngMamamayan". As part of the celebration and to highlight the signing of the Declaration of Peace to be put before the United Nations, the university broke the record for the world's largest human rainbow consisting of 30,365 students, faculty, staff and alumni.

On 2005, Dr. Dante G. Guevarra became the University President. His administration that lasted 6 years, from 2005-2011 was tied with numerous controversies. He failed to obtain an outstanding rating as the University President and therefore his term was not renewed. He filed a complaint against 3 officials of the university including two from the Board of Regents when he was ousted as the University President. Among the numerous controversies in his term is the assassination of VP for Administration Augustus Cezarwhose killings was link to his work



as a university officialsince it is believed that he would testify against Dr. Guevarra's administration because of graft and corruption. Cezar was also believed to be harassed during his time as serving as one of the university's vice presidents. Students also expressed outrage and dissatisfaction against Guevarra and his administration.

Guevarra would be replaced by Edicio G. dela Torre, who became the Officer-in-Charge for only two months while the Board of Regents searches for a new University President, although this decision did not fare well among the faculty and students.Estelita Wi-Dela Rosa became the Officer-in-Charge on 2011replacing dela Torre.

On March 2012, Emanuel C. de Guzman formally sits as the University President. His administration mainly focused on the improvement of the university after years of neglect under the previous administration.

Officials

The PUP Board of Regents

Hon. Patricia B. Licuanan, Ph.D - ChairmanChairperson, Commission on Higher Education

Hon. Emanuel C. De Guzman, Ph.D - Vice ChairmanPresident, Polytechnic University of the Philippines



Hon. Pia S. Cayetano - MemberSenator, Senate of the Republic of the PhilippinesChairman, Commission on Education, Arts and Culture

Hon. Roman T. Romulo - MemberRepresentative, Lone District of Pasig City

Chairperson, House Committee on Higher and Technical Education

Hon. Arsenio M. Balisacan - MemberDirector General, National Economic and Development Authority

(NEDA)

Hon. Margarita R. Songco - RepresentativeDeputy Director-General, NEDA

Hon. Mario G. Montejo - MemberSecretary, Department of Science and Technology (DOST)

Hon. Teresita C. FortunaRegional Director, DOST NCR

Hon. Rene A. Tanasas - MemberPUP Alumni Representative

President, Federation of Alumni Association in PUP, Inc.

Hon. Edna S. Lavadia - MemberPUP Faculty Representative

President, PUP Federated Faculty Association, Inc.

Hon. Helen J. Alfonso - MemberPUP Students Representative

President, ANAK-PUP Student Councils Federation

Hon. Edicio G. dela Torre - MemberPrivate Sector Representative

President, Civil Network for Education Reform, Inc.

Hon. Corazon Alma G. de Leon - MemberPrivate Sector Representative

Secretary, Board of Governors and Chairman Chapter Development Committee, Philippine Red Cross

Atty. MeritoLovensky D.R. Fernandez



University / Board Secretary, PUP

The PUP Executive Officials

Emanuel C. De Guzman, PhDUniversity President

Victoria C. Naval, DEMExecutive Vice President

Samuel M. Salvador, Ed.DVice President for Academic Affairs

Alberto C. Guillo, MS (Stat) MA (Econ)Vice President for Administration

Marissa J. Legaspi, CPAVice President for Finance

Juan C. Birion, DPAVice President for Student Services

Manuel M. Muhi, D.Tech.Vice President for Research, Extension, Planning and Development

Joseph Mercado, DEM, D CRIM/PhDVice President for Branches and Campuses

Strategic Objective: 8-Point Agenda

1.Pursuing Academic Excellence through Disciplinal Integrity

2.Embedding a Culture of Research

3.Insuring Transparency and Participatoriness in Giving Rewards and Sanctions

4.Modernizing and Upgrading of Physical Facilities, Equipment, Library, and Campus Development



5.Academic Freedom

6.Institutionalizing Civil Society Engagement and Involved Extension Service Program

7.Assuring Transparency in Fiscal Responsibility

8.Assessing Institutional Processes and Reviewing Critically and Rationally the Organization

II. College Profile

The College of Education

Vision

The Premier Center of Excellence in Teacher Education.

Mission

True to its vision, the College of Education shall prepare professional educators and practitioners who can promote quality and excellence in diverse societal settings; support human diversity; execute effective pedagogy and research-based practices; collaborate internationally thru exemplary leadership, innovation and scholarly pursuits and serve humanity with highest caliber of service and professionalism.

Goals

1. Learner-Focused Instruction - provide students with lifelong learning opportunities

2. International comparability of Curricula - ensure that all curricula are research-oriented and compliant with national and international standards of quality and excellence



3. Empowered Faculty - build on excellent faculty by providing opportunities for global engagement

4. Research Excellence - enhance research capability, and disseminate and implement research findings

5. Strengthened Community Engagement - engage faculty, students, and the community in respectful collaboration to address identified needs of the community and deepen student/faculty civic and academic well-being

6. Responsive Governance and Management - inspire a culture of intellectual curiosity and passion for making a difference.

7. Expanded collaborative Partnership and Networks - build on faculty strength within the university and on intellectual collaborations across universities worldwide to enrich academic programs.

8. Sustainable Technology Service - use of best practices and technologies to optimize learning experiences while modeling sustainability.

9. Empowered Stakeholders - establish contact with stakeholders to ensure that they are well-informed and regularly consulted about the roles they need to perform in building and enhancing the image of the College of Education

10. Dynamic Learning Environment - provide an atmosphere where engagement and passion for learning thrives.

III. Course Description

The Bachelor in Secondary Education major in English (BSEDEN) is a four-year program that is an excellent preparation for a career in English teaching in high school and for advancement in any field in which English communication and teaching skills are important.

Job Targets

School teacher in private or public secondary schools



ESL teacher Online tutor for

foreign or local students

Speech and writing coach/trainer

Editor/proofreader/copyreader

Writer for newspapers and magazines

Literary writer or poet

Translator Speech writer

IV. Student Teacher’s Duties and Responsibilities

A. Responsibility to the student

1. The student teacher is a professional practitioner in his relationships with his students. All data concerning the school and the students must be kept confidential.2. The student teacher refrains from imposing his religion or political views upon his students.3. The student teacher recognizes his continuing need for understanding student growth and development.

On the basis of understanding, he develops:a. A learning program oriented to the individual capacities of his students.b. A social climate which encourages personal integrity and social responsibility.

B. Responsibility to the Host School

1. The student teacher acts only through accepted channels of communication and authority in the school system.2. The student teacher recognizes his duties, responsibilities, and privileges.3. The supervising teacher assumes only the authority which has been delegated to him.



4. The student teacher respects the professional right and personal dignity of the supervising teacher, regular teacher (critic or cooperating teacher) and other staff members, the college supervisor and student observers in the classroom situation.5. The student teacher who encounters difficulty in a professional situation first consults the supervising teacher. If he desires additional aid, he will take the matter to the Department Head or Dean.

C.Responsibility to the teacher-Education Institution

1. The student teacher recognizes that any misconduct is a reflection upon the teacher-education institution. He upholds the standards of the institution in his professional right.2. The student teacher approaches his own learning institution with a positive attitude.3. The student teacher appreciates and makes constructive use of the assistance of the student teaching or college supervisor in adjusting to professional practice.

D. Responsibility to the Profession

1. The student teacher shows pride in and considers him a member of the profession. He acts according to the established ethics in all matters.2. The student teacher maintains membership in and supports professional organizations.3. The student teacher is a reader; he keeps up-to-date on professional matters and current affairs.4. It is the student teacher’s responsibility to obtain information about the legal aspects of his professional practice and certification.5. Placementa. The student teacher, looking forward to placement, establishes a file in the professional placement office.b. Prior permission is obtained from people whose names are used as professional references.c. Applicants use only professional channels and do not employ political pressure in obtaining a position.d. The student teacher does not apply or denied for a position held by a qualified teacher.e. In order that the administrator may best utilize the prospective teacher’s ability, the student teacher will be candid in the statement of his competencies. f. Upon acceptance of a contract, the student teacher withdraws all other applications immediately.



Characteristics of Successful Teachers

1. Are good managers2. Are well organized3. Encourage time on task4. Focus their class activities5. Teach imaginatively6. Know their subject7. Know their students8. Hold high expectations9. Are supportive10. Adapt11. Use intrinsic control12. Match objectives, teaching method, content, and test

The Teacher’s School Relationships

A. Relationship with his associates1. The teacher should maintain wholesome and cordial relationship with his associates. His relationship should be based on the principles of democratic cooperative action and mutual respect.2. He should exercise discretion on matter concerning confidential information about associates.3. He should make due acknowledgment of assistance received from his associates and should not appropriate the work of others to claim credit for himself.4. He should be willing to share his professional knowledge and experience with fellow members of the profession.B. Relationship with school officials1. Teacher-administrator relationship should be a partnership characterized by mutual cooperation and sharing, imbued with frankness, honesty, loyalty, and professionalism.2. The teacher should know and abide by the policies, rules, and regulations of the school.3. He should develop openness regarding the professional aspects of his work.4. He should devote official time fully, faithfully, and honestly in the accomplishment of official functions and responsibilities.C. Relationship with non-teaching personnel1. The teacher should accept non-teaching personnel as partners and co-workers in the task of achieving the goals of education.2. He should treat the non-teaching personnel with courtesy, respect, and consideration.3. He should be punctual in the submission of requirements, request, and other support documents to avoid unnecessary delay in office transactions.

The Teacher’s Social Concerns and Civic Responsibilities



1. The teacher should actively participate in as well as initiate community movements for moral, social, educational, economics, and civic betterment.2. As an intellectual leader, he should be willing to share his knowledge, training, and experience with the community.3. He should conduct himself in such a way as to the confidence and respect of the community within and outside the school.

Best Practices

The whole observation session I did during our classes have been so expository. I noticed a lot of best practices of my critic teacher. Of course, noted these explicitly knowing that it would help me someday somehow in my future teaching job.



One of the best practices that I saw in my critic teacher was that she didn’t leave the classroom without having asked the students if they truly understood the subject matter. I think it was among the best practices of my critic teacher because she assured that all of the students learned that day. After all, the learning of the students is the main responsibility of a teacher.

As I mentioned, my teacher was very emphatic on the cleanliness of the classroom. She would always instruct as that the class should already clean and organized before she enters it. This was a concern of the classroom environment where the students stay to learn.

A teacher is an actor. It means that every teacher should have a good looking physical appearance. My teacher believes so in this. She didn’t go to her class without improperly groomed. She actually groomed herself in the faculty room. It was a good practice of her since a teacher is always on the front of the class.

We could not always expect a teacher of having a perfect attendance. My teacher, oftentimes have to be absent in a day for some reasons. However, there was still a good practice on this. It was because she would instruct us to administer all the classes. I may not expect sometimes but whenever she felt like she would be absent the following day, the lessons or activities were already prepared. Hence, the only task for us was to execute those activities. The best practice here was that, just because the teacher was absent didn’t mean the student had no lesson to learn that day. This was not just a practice anyhow but a best principle of a teacher.

These practices constitute the love of a teacher in his/her profession. It is important to obtain best practices in teaching since a teacher is the main provider of knowledge. Throughout my class observation, these habits/manners of my critic teacher were not changing. She used to be a good teacher with these crème-de-la-crème practices.

Generalization

My 300 hours of class observation has taught me several things in the matter of teaching. In this manner, I have understood how learners behave in a classroom. I learned the responsibility of the teachers. And I understand the value of classroom environment in the



learning of the students. All of these are important elements in teaching-learning process. Thus, it should all be properly exercised.

Importantly, the experience of being a student teacher was such a rewarding feeling. My class observation was a doorway to enter the world of teaching. It prepared me to become a good teacher in the future as I acquired those skills and competence of being such. Moreover, I have learned so many things on how education ought to be in school.

I have observed 13 classes per week and it was quite hard for a teacher to accommodate them all equally. Sometimes, those classes in the evening were no longer given a lively discussion because the teacher was already exhausted and stressed. We could not blame the teacher in this way because they too are human who can be drained sometimes.

The teaching approach and technique of a teacher vary from class to class. It is practiced because the diversity of students is being considered. Students’ interest may changes from course to course. Thus, all activities that the teacher must carry out should suit their interest, it is important too that a teacher must monitor the progress of every student. Talking with them every now and then is advantageous. Students’ attendance was a very important thing too, through this a teacher could supervise the presence of the students. Assignments need to be checked for the next meeting to know whether the students have studied their homework. All these are part of the teaching job and require much hard work and patience to fulfill everything.

Insights

Problems Encountered



There have been countless of problems I encountered during my observation. It was not that quite severe to be considered big issue. Further, they needed close attention to address them.

It has been a habit of my critic teacher to come in class late. But she still comes even if it was 30 minutes left for discussion. Anyway, there were times when she didn’t give any instruction to us student teacher and we ended up reporting her that we didn’t give any lesson to the class. It was a problem since I could not anticipate what possible lesson or activity I need to undertake to the class.

Second was the disrespectfulness of the class. Of course, not all of the classes were the same. Some were good and others were really not that good to me. Disrespectfulness of the class in a sense that they didn’t recognize the student teacher as the acting teacher if their teacher was absent. It was a problem because whenever I teach them lesson, they didn’t show courtesy to e as the teacher. Hence, the learning environment was set up not in a good manner.

Third, students’ go in and out during the lesson. I think it is tolerable if the students’ would ask to go out for whatever reason before/ after the lecture. It was a problem since they were missing the most important part of the lesson. And that part could not possibly reteach to them just because they were out of the classroom during the discussion.

Problems are inevitable in classroom situation I believe that if a problem arises once then it has to resolve right away to prevent of appearing again. The problems I encountered were probably the most common problems in the classroom yet have a big impact to teacher and students.

Recommendations



The recommendations I drawn out here was based from what I have observed and seen during my class observation throughout the semester.

The teacher should be in the classroom on time of his/her class. It is an obligation of a teacher to be in his/her destined classroom on the time of his class. It is because to avoid doubt of the students if the teacher is present or not on that day.

The teacher should introduce to the students his/her student teacher formally. Through this, the students shall be aware of the duty and role of the student teacher in their class. As a result, the students may not be disrespectful toward their student teacher.

Upon arrival of the teacher in the class, he/she should give couples of minutes to his/her students to go outside for whatever reasons. I recommend this to avoid students going in and out the class during the discussion of the lesson.

A teacher knows how he/she can manage administer and maintain a healthy classroom. It is just that they could forget sometimes these because of several things they do in a day. Whatever it is, a teacher should be keeping in mind that learning should be given to students its highest possible quality.

III. Others

Myself as a Student Teacher

My student teacher life was awesome and great. It taught me knowledge and experience at the same time. Observing classes were



actually hard task even if I was just sitting in a corner of the classroom and listening and looking to the teacher or students. Sometimes, sitting is the most tiring of the entire task.

At first I was excited because it was the first time I’m going to observe class officially. The first months were nice, I was just an observer. The succeeding months were better since I was already permitted to hold classes day after day. Therefore, it was another job that made my boring observation tasks a livelier one. Then, it was followed by series of job such as recording of grades, checking of papers, consultation of students and a lot more.

These tasks have engraved me of the experiences on what really the teaching profession is. And it is hard. A quite hard important job.

I think and believe that I become efficient in my work as a student teacher. I deserve this complement from my own self. Of course, I have become so diligent in obeying my superior. As a student teacher, I was in the state of being a student and a teacher. It was a double tasking which I experienced. Sometimes, you will be confused if you will act as a student or a teacher or a student teacher.

The moment I sit and observe the class was honestly didn’t have any difference of being a student. However, I felt like I was not just an ordinary student but an exceptional student. While observing the class in their classroom procedure, I was also learning from them consequently. This was me as a student teacher.

If given an opportunity to administer a class and teach a particular lesson was another phase of being a student teacher. In these times, I felt myself as a real teacher I need not just to observe but to direct the classroom procedure. Whenever in front of the class, I always get my voice modulated to be able to hear by everybody. I have to explain the lesson plainly and explicitly. And most importantly, I have to communicate with students. This was total teaching job these times. This was me as a student teacher.

Whenever not in class I may be found in the faculty room doing some checking and recording duties. It was another phase of being a student teacher. And it felt like you are a student assistant. This time I have to be so serious in checking and recording grades. Seriousness was all that matter in this phase. It was actually the most boring part most especially if there would be a lot of papers to check. It takes hours to finish them completely.



My entire student teacher life in the university was totally tiring. Everyday should be supplemented by energy drinks. One thing that I realized after all is that my duties of being a student teacher have become part of the learning of our students. This thing was the rewarding part to me as a student teacher.

My Critic Teacher

My critic teacher my superior and my mentor- Professor PiaMerlaHilarioEsperida. She have been teaching in the university for several years already. Professor Esperida is definitely an idealistic and sophisticated teacher. As I mentioned, she is a kind of teacher who wants everything in best place. A teacher who aimed that someday all her students shall go to their dreams they deserve.

Professor Esperida was a graduate of AB English from polytechnic University of the Philippines. At the same university she obtained her Master of Arts in English Language Teaching. She teaches subjects like Study and Thinking Skills in English, Speech Communication, Developmental Reading, Cross Cultural Communication and a lot more. Her academic teaching loads have a total of 13 lasses this first semester of academic year 2013-2914. In spite of his, she is still determined to teach them all.

Actually, professor Esperida have a diverse personality as a person and as a teacher. In the classroom, she is like so serious, strict and tough teacher. She used to be so earnest in her teaching. Ma’am could hardly crack jokes in class. The only thing that I think dislikable in her is that she can easily annoyed and provoked. I may not noticed sometimes that she was already angry. In times like this, honestly, I could observe that her enthusiasm and energy in teaching the subject matter were not that powerful. On the other hand, when in good mood Professor Esperida is really an ideal teacher. The manner on how she explained the lesson to the class was so worthy enough hat all student would have a deep comprehension of the topic. She loves teaching after all. As a person, Ma’am is an awesome jester. She used to tlk to us about entertainment. Laugh at us oftentimes. A note of a happy-go-lucky person. Occasionally, she gives us food for lunch or snacks. A very loving person.

Best experience with Ma’am Pia was her advising time to us. She used to talk with us every end of classes in a day. She would ask us as of what we have observed on that day. Then she would give her



feedback and advice. Throughout my stay with her, I found myself so happy and lucky because I have a critic teacher like her. The best Ma’am Pia!

My Favorite Class

Bachelor of Arts in English 2-1 was the most lovable class I held ever. They were the students who obeyed me naturally as if a really am the teacher. This class was awesome because they did respect me even not in school time. The very first time I went to this class. I have already observed the emerging good attitude of the students. Students who were so organized and respectful. I didn’t doubt nevertheless that most of them have really the brains. Although, frequently they may burst into very noisy class but in time of discussion you may expect that these students were attentive listeners.

I consider them as my favorite because they were totally different from other classes. ABE 2-1 have the most diverse students and yet they could handle their differences. During discussions, these students have the best mind. They participate actively in all activity given to them. Most importantly, they don’t disregard any academic task rendered to them. I actually was telling these students to continue their competitiveness. They may use this good attitude as a foundation of being a good person.

My Memorable Experiences

Everyday of class observation was memorable for it gave me an everyday experience of what can be a situation in a classroom. These were days that were quite weary because everything happening was all



in repletion. Boring days may also be so memorable to me because, even I could hardly grasp what was happening inside the classroom.

It was our last class in the evening in Speech Communication for accountancy students, and I and my critic teacher were both tired because of series of classes we attended before. My critic teacher was about to discuss some activity on pronunciation of vowels. She asked a student to rent an LCD projector and speaker because a video presentation was about to view. Then after they rented, they set it up. Professor discussed first the fundamental lesson afterwards she played the video. The class was suddenly become so lively when they watched it. The video was actually like a nursery rhyme of difficult vowels. The class was enliven, I and Professor Pia too. So, eventually the class was sung along with the video. The happiness on their faces could not be possibly painted. Subsequently, they learn very much with those simple kindergarten video.

Another memorable experience of mine was when I was directed by my critic teacher to give the midterm examination to one of our class in the morning. Professor instructed me to begin the exam at exactly 8:00am but unfortunately I arrived late at class or 15 minutes. So they started 8:15am. Unluckily, the president of the class has texted ma’am telling that I have not yet in the class. So, I gave them their exam and gave the papers to ma’am thereafter. Professor angrily scolded me why did I give the exam late. That was the most memorable and embarrassing experience I had.

My practice teaching was the most memorable of all. Since it was one of the requirements in this course, I had to make it the best teaching. On that day, I was really prepared and with me were my beautifully crafted visual aids. It was then 30 minutes late for my demo teaching and Professor Pia has not yet in the class. I didn’t have choice but to carry on with my teaching even without the teacher who would evaluate me. And the time was over. I taught everything to the class and it was confirmed ma’am didn’t arrive in the classroom. And I felt like so disappointed with what happened. All preparations were gone to nothing.

Furthermore, these memorable experiences have enlightened of one thing. That teaching can be enjoyable and can also be mortifying. I should be very grateful for these experiences because at least I experience them.

Comments/Suggestions



The following comments and/or suggestions are merely to express my sentiments on the different experiences I had during my class observation sessions.

300 hours is seems to be too long for class observation. It may be lowered to 200 perhaps so that student teachers could still focus to their other academic subjects.

It should be made clear the duties and responsibilities of the student teacher and the critic teacher.

The coordinating teacher should from time to time talk with critic teacher about the progress of student teachers.

Student teachers as much as possible observe the class inside the classroom.

Critic teacher should be patient in their student teachers’ entire fault. Keeping in mind that they are still practicing the real profession of teaching.
