diaz episode 2

7/25/2019 Diaz Episode 2

1/16

PRACTICE TEACHING LEARNING EPISODE 2

NCBTS Domains 2, 3, 4

MY TASKS

What routines do I need to establish in order to make me a better classroom manager?

Write the rules set in your class.

Me and my co-interns decided that our classroom rules and regulations are the

following:

1. If there is so called 4Ps! then we ha"e the so called # Ps which are Please kee$ %uiet!Pay

attention! and Paste your mouth.

&. If these rules are not followed and break by $u$ils! then we ha"e a corres$onding $unishment

for it! either they will clean the room or the last one to lea"e the room.

C

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RO

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'tart the day with by making the classroom fun and e(citing.

)e"elo$ a classroom disci$line $lan that follows our management $lan and $u$ils can

easily understand.

*reate a $ositi"e en"ironment by regularly using classroom awards to $romote

moti"ation.

+e%uire the $u$ils to maintain classroom cleanliness and $erform classroom ,obs.

rrange materials in a $redictable manner that is easy for student to access.

i"ing them signal to kee$ %uiet and $ay attention.

+o"e around the classroom to see to it if $u$ils are listening and doing their gi"en tasks.

/(ercise teacher-student con"ersation.


2/16

NCBTS Domains 3 and 4

*om$lete the task matri(.

NCBTS DOMAIN 4 and

'chools "ary in lesson $lan format.

*o$y the lesson $lan format re%uired by your coo$erating school. *onfer with your

coo$erating teacher on how to go about the tem$late to guide you in making the $lan.

S!mi" d!#ai$!d L!sson P$an %o&ma#

I. 0b,ecti"es

II. 'ub,ect Matter

a. o$ic

b. +eference

c. Materials

d. 2alue 3ocus

III. Procedure

a. esson 0$ening

b. esson Pro$er

I2. enerali5ation

2. /"aluation

2I. ssignment

NCBTS DOMAIN 3, 4 and '

he acti"it :%ina$ C$ass&oom D!mons#&a#ion

asks to do:T!a() a*o+# P&o !i!s o- Ma##!& #o G&ad! . + i$s/

What to $re$are:Ma0! a S!mi"d!#ai$!d L!sson P$an, *+1 #)! n!(!ssa&1 #)ins n!!d!d and

&!a&! ins#&+(#iona$ ma#!&ia$s/


3/16

hese are the different instructional materials a"ailable in my coo$erating school:

Print materials: te(tbooks! nonfiction books! booklets! $osters

6on-Print materials: charts! bulletin boards! globe

/lectronic Materials: com$uters! $ro,ectors

MY ACTIITIES


4/16

What inno"ations can I introduce to create order in my ($ass )om!


Write the steps you followed in the timeline.

hese are the ste$s I $erformed to com$lete the tasks:

5 2 3 4

NCBTS Domains 4 and

My First Lesson Plan

M1 O6n Inno.a#ions

3inish my

study

Pass the

icensure

/(amination

for teachers

ttend different

seminars to

im$ro"e my

skills

ct in a

$rofessional

manner

/mbrace creati"it as a art of learnin .

7se the most effecti"e strategies.

hink of creati"ity as a skill.

Partici$ate in or create a $rogram to de"elo$ creati"e skills.

*onsider how classroom assignments use di"ergent and con"ergent

thinking.


5/16

I. 0b,ecti"es:

t the end of 48 minutes at least 98 of the $u$ils will be able to:

1. 'ound etter P$.

&. race big and small etter P$.

#. i"e other words that start with etter P$.

II. 'ub,ect Matter:

a. o$ic: etter P$.

b. +eference: Wiki$edia! www.letter$$nursery.com

c. Materials: *artolina! marker! $re-cut cartolina and Manila $a$er.

d. 2alue 3ocus: 'elf-wareness

III. earning cti"ities:

a. Moti"ation: ell a story about Ping the Pig and Pong the Parrot.

b. esson Pro$er:

i. 'how to $u$ils how to sound etter P$ and ask them to sound it on their own.

ii. i"e some words that start with etter P$ by showing $ictures.iii. sk $u$ils to gi"e other words that start with etter P$.

i". et $u$ils trace small and big etter P$.

I2. /"aluation:

;oard work acti"ity:

Pull a etter P$ from the Parrots mouth and $aste in the $icture that starts with etter P$.

'eatwork:

/ncircle the $icture that starts with etter P$.

2. ssignment:

race big and small etter P$ in the sheet $ro"ided.

NCBTS Domains 3, 4 and '

Complete the matrix by writing the instructional materials used in the five (5) lessons conducted

in your classroom.

hese are the instructional materials I used during my teaching:
http://www.letterppnursery.com/http://www.letterppnursery.com/


6/16

L!sson7A(#i.i#i!s Ins#&+(#iona$ Ma#!&ia$s O#)!& ma#!&ia$s 67( (an s#i$$ *! +#i$i8!d

*hanging 3raction to

)ecimal to Percent

;ooks! "isual aids *artolina! $re-cut and marker

Physical and

*hemical *hanges

Pictures of chemical and

$hysical changes


7/16

NCBTS Domains 4 and

#fter writing my first lesson plan in my cooperating school$ these are the things noted by my

cooperating teachers.

Best features: 2isuals are creati"e and ttracti"e

Areas of improvement: 7se $ictures in story-telling! show your big and small etter P$! show

the words es$ecially the $lacement of etter P$! correct the mis$ronounced words right away! be

aware of classroom management and use /nglish as a medium of instruction.


%n preparing my instructional materials$ % reali&ed that!

Making some decisions enhances instruction. I should be more res$onsible for student

learning es$ecially if it in"ol"es going beyond the resources $ro"ided! to create acti"e moti"ating

learning e($eriences for your students. When you choose instructional materials! they should bechosen on the basis of their contributions to the learning outcomes rather than on the basis of

a"ailability or ease of use.

%nstructional materials must be

+elate directly to the $ur$ose and ob,ecti"es of the lesson@ e(tend content or $ro"ide for

remediation! reinforcement or enrichment. hey should be a$$ro$riate to student differences

such as ability! achie"ement! interest! and learning styles. herefore! regardless of the

instructional method used in the classroom! I must consider each of the following before

selecting instructional resources.

% need to prepare instructional materials so that

s a future teacher! we are often e($ected to create our own lesson $lan! this can bedifficult es$ecially if we ha"e a limited background knowledge. 0ften! we need instructional

aides to su$$lement our knowledge. Instructional materials can hel$ $ro"ide background

knowledge on the sub,ect we are $lanning for. It also hel$ me assessing $u$ils to do s$ecific

tasks and creating sub,ects. hats why to ensure that there is learning among student! we need to

$re$are instructional materials because it awakes their slee$ing mind and also caught their

attention.

MY RE%LECTIONS7MY INSIGHTS

%f % already have my own class in the future$ % want to employ

et students hel$ to define what beha"iour is a$$ro$riate for each learning centers.

>el$ students learn how to beha"e a$$ro$riately by role $laying and $racticing with

them.

Post $rocedures for learning centers where students can refer to them.


8/16

Pro"ide comfortable seating.

'e$arate learning centers of high acti"ity! such as co-curricular centers! from areas like

readingAlanguageAarts! where students need to kee$ %uiet.

'et aside an area to meet with small grou$s. llow enough seating for about eight

students. )esk should be out of the way! but in an area where I can "iew the entire classroom.

'o that in the long runs

I can $ro"ide my $u$ils an en"ironment that is organi5ed! stimulating and comfortable in

order to learn effecti"ely. *reating an en"ironment entails arranging $ractical $hysical lay-out

su$$lying di"erse materials and su$$lies and encourages students to ha"e a sense of belonging

and ownershi$.


% thin that % can do better if

I ha"e the $assion in teaching because its about not only moti"ating students to learn but

teaching them how to learn! and doing so in a manner that is rele"ant! meaningful and

memorable. I should read sources inside and outside of my areas of e($ertise and being at the

leading edge as often as $ossible. ood teaching is also about bridging the ga$ between the

theory and $ractice. I should also need to listen on my students o$inion. I should also need to

$ush $u$ils to e(cel! at the same time res$ect others and be $rofessional at all time.

% reali&edlearned that

ood teaching is about not always ha"ing a fi(ed agenda and being rigid! but being

fle(ible! fluid! e($erimenting and ha"ing the confidence to react and ad,ust to changing

circumstances. Its about the creati"e balance between being the classroom manager and the $ush

o"er on the other. Its about style and humour where no need to become too much serious so that

students learn in a more rela(ed atmos$here where doing mistakes is free as long as you learned

from it.

NCBTS Domains 4 and

#s a teacher$ % need to prepare a lesson plan that

>a"e a clearly defined learning goal.

ist of resources needed for a lesson.

>a"e the standard to ensure that ob,ecti"es will be reached.


9/16

>a"e the guided instruction where it gi"es me o$$ortunity to know what my students can

do through anecdotal assessment.

>a"e assessment to find out what students ha"e learned.

>a"e closure to sum u$ what the students understand about the lesson $resented.

I am fully con"inced that I must be fully $re$ared before I teach to ensure that there islearning taking $lace all the time.


*se this scale in rating your instructional materials

8- 0utstanding 4- 2ery 'atisfactory #- 'atisfactory &- 3air 1-6I


10/16

0h getting the trash

Make the classroom clean

Make the classroom clean

o maintain cleanliness

o maintain cleanliness

0h how great

0h how greatFFF


)ocumentsA/"idence of My 3irst cti"ity

NCBTS Domains 4 and

1. +e"ised esson Plan based on *s suggestion

S!mi"D!#ai$!d L!sson P$an

I/ O*9!(#i.!s:

t the end of the lesson! at least 98 of the $u$ils will be able to:


11/16

1. Identify the $ro$erties of matter@

&. )ifferentiate between intensi"e and e(tensi"e $ro$erties of matter@ and

#. i"e e(am$les of intensi"e and e(tensi"e $ro$erties of matter.

II/ S+*9!(# Ma##!&:

a. o$ic: Pro$erties of Matter

b. +eference: 'cience Works 8 ymn

c. *hecking of ttendance

B/ Mo#i.a#ion

rou$ the $u$ils into 4 grou$s. 'how a bo( with different ob,ects inside. sk each grou$

to choose # items and let them describe or state what they ha"e obser"e about the ob,ects in

terms of color! odor! hardness! weight! and length.

C/ L!sson P&o!&:

1. sk $u$ils to define what matter is.

&. ell the $u$ils that matter can ha"e intensi"e


12/16

What are the intensi"e $ro$erties of matter?

What are the e(tensi"e $ro$erties of matter?

E/ A$i(a#ion:

Paste the missing letters to re"eal the word that describes a $ro$erty of matter by using

the gi"en clues as your guide.

1. ;rHttHeneHs - the ability of an ob,ect to easily break into $ieces.

&. HlasHicHty - the ability of an ob,ect to return to its original si5e and sha$e after it has

been stretched.

#. )HctiHity - the ability of an ob,ect to be drawn into wires.

4. HiscHsiHy - the $ro$erty of li%uid to resist flowing.

8. MHss - the amount of matter $resent in an ob,ect.

B. HoHuHe - the amount of s$ace an ob,ect occu$ies.

9. IHteHsH"e PrH$erHieH - $ro$erties of matter that do not de$end on the amount of matter

in a substance.

C. HalleHbilHtH - refers to the ability of metal to be flattened into thin sheet.

D. )HnsHty - refers to the amount of mass in a gi"en "olume.

1E. H(teHsiHe PrH$erHieH - $ro$erties of matter that de$end on the amount of matter in a

substance.

I/ E.a$+a#ion:

Identify the $ro$erty of matter that is being described.

D!s(&i#ion P&o! o- Ma##!& E;#!nsi.! o& In#!nsi.!

/(am$le: brown table color intensi"e

1. stretched garter

&. &E meter yarn

#. 8E kg of rice4. cotton ball wet with water

8. tables$oon of sugar dissol"ed

in a glass of water


13/16

/ Assinm!n#:

nswer the following %uestions on a sheet of $a$er.

1. +ubberi5ed and $lastic $roducts are widely used nowadays. >owe"er! these $roducts

do not easily decom$ose. >ow will you $ro$erly dis$ose them?

&. old and sil"ers are metals. )o you think these metals can be good re$lacements for

electrical wires? Why or why not?

&. 'am$le esson Plan written by my *oo$erating eacher

I/ O*9!(#i.!s:

1. *hange decimals to $ercent@

&. *hange $ercents to decimals@

#. Write $ercents as fractions@

4. Write fractions as $ercents.

II/ R!-!&!n(!: 'hining through in Mathematics 8 $ages &D8-#EE.

III/ Ma#!&ia$s:workte(t! stri$s of cartolina with e(am$les and items! learning circle.!


14/16

I/ P&o(!d+&!:

a/ P&!a&a#o&1 A(#i.i#i!s

1. *hecking of the assignment

&. +e"iew: sk >ow do we use the conce$t of scale drawing to sol"e the

$roblems?

#. )rill: by dyad

Pro"ide one item to work on! on sol"ing $roblem in"ol"ing scale drawing.

*/ L!sson P&o!&:

1. Present and discuss the story $roblem on $age &D8. Integrate the "alue of

good study habits.

&. )iscuss the e(am$les on changing fractions to decimals then to $ercent on

$ages &DB-&D9.

#. Pro"ide more e(am$les on changing fractions to decimals then to $ercent.

4. et them read the summary of the lesson on $age &D9.

8. rou$ acti"ity: )i"ide the class into 8. Pro"ide each grou$ with a learnig

circles with items on changing fractions to decimals and to $ercent.

B. *all the $u$ils to gi"e the answer orally of the items in the Mental /(erciseson $age &D9-&DC.

9. Work by dyad. )o the written e(ercises -) Js 1-# on $age &DC.

C. sk how do we change fractions to decimals? >ow do we change $ercent to

fractions?K

D. /"aluation:

)o the written e(ercises -) J' 4-B on $age &DC.

2. ssignment: )o the written /(ercises on $age &DD-#EE.


15/16

#. 'am$le esson Plan from other teachers from another school.


16/16

diaz episode 2

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