Rabu, 28 Maret 2018

My Self Report

School: General Information and Academic Administration
School general information and its academic administration according to topics as   follows:
A.    School profile
Location :
Zone VI, Poblacion, Bayambang, Pangasinan, Philippines.
Vision :
To become an ASEAN Premier State University in 2020
Mission :
The Pangasinan State University, through instruction, research, extension and production, commits to develope highly principled, morally upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
Guiding Philosophy :
The Pangasinan State University’s leadership adheres to the Filipino educational philosophy that education is geared towards better citizenship and livelihood and the United Nation’s declaration that EDUCATION IS FOR ALL giving ACCESS to quality education.
Core Values :
Accountability and Transparency
Credibility and Integrity
Competence and Commitment to Achieve
Excellence in Service Delivery
Social and Environmental Responsiveness

The PSU Bayambang Campus had a very humble beginning. It started the Bayambang as Normal School in 1922. It offered then the secondary normal course which prepared much needed teachers for the country. The school closed in 1935 due to inadequate funds re-opened in 1948 under a new name - the Pangasinan Normal School (PNS), which offered the two-year teacher education program. It was one among the first normal schools in the Philippines. It was in 1952 that the college offered the four-year degree in teacher education for elementary teachers by virtue of RA No. 975. In 1953, the school with elementary schools in the District of Bautista and the Bayambang National High School were merged to become the Philippine UNESCO Community Training Center. It operated as a school division then. Republic Act No. 5705 converted the school into a chartered institution - the then Central Luzon Teachers College on June 1969.
The Pangasinan State University Bayambang Campus is also among the constituent campuses of the University to actively house a Laboratory High School (a school under the College of Teacher Education; serves as training ground for future HS Teachers) which dates its history by its then -  name, Central Luzon Teachers College. The Pangasinan State University Laboratory High School offers secondary education Science Curriculum. The School also offered Basic Education Curriculum until March 2010. Batch 2010 - 2011 seniors was the first batch of the school in years to graduate from an all - science curriculum enabled sectioning. It also was the first batch to graduate from an all - single section per year system which was decided upon dating back on 2007. The batch makes history in being the first batch to hold graduation rites in the first ever Integrated Closing Exercises which houses both the LHS and KD - ELS (Kindergarten Department Elementary Laboratory School) in one Closing Ceremony. The Ceremony was successful, uniting the two laboratory schools of the Campus; KD - ELS and LHS.

School Name :  PSU Laboratory Integrated School - Elementary
Address : Bayambang, Pangasinan, Philippines
Principal Name : Mr. Mike Kelvin Nicole N. Buted

List Name of teacher :
Teacher’s Name
Teacher’s Name
Mr. Mike Kelvin Nicole N. Buted (School Principal)
Lovejoy R. Caerlang

Aiza Joyee A. Respicio
Marylin G. Membrere
Jenny Rose C. Ermino
Christian Marie M. Olarte
Marianne Mae D. Cayabya
Jonah Faye I. Mabanglo
Lilibeth I. Mateo
Manuel H. Leal
Julie Anne Kriska D. Monteagudo
Ryan I. De Vera
Diane Josephine A. Velasco
Richard S. Delos Santos

Total Students in Pre School :
Grade Level

Total Students in Elementary School :
Grade level

B.     Academic support system
Pangasinan State University Laboratory Integrated School Elementary has :
Nursery & Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6

Pangasinan State University, Laboratorium Integrated School Elementary has 7 class, 1 for grade , 2 for grade, 1 for grade 3, 1 for grade 4, 1 for grade 5, and 1 for grade 6. There is also kindergarten school divided in 3 section.
They have a library, Faculty room and Training Centre, and there are instructional media like a projektor, laptop, printer, etc for helping teacher to give a good stimulation for students.
C.    Teaching system
A week of learning to be held for 5 days. Saturday and Sunday is a freeday. There are three sessions in elementary school. For all grade in elementary started the lesson from 08.15 but for grade 1, grade 2, and grade 3 finish the session 1 at 10.00 am and for grade 4, grade 5, and grade 6 finish the session 1 at 10.15.
And session 2 started from 10.30-12.00 but for grade 1, grade 2, and grade 3 started from 10.15-12.00. Session 3 started from 01.00 pm – 04.00 pm.
D.    Materials and other learning sources
This school use the materials accordance with core curriculum of K 12. Every subject have one book and the teacher has other reference book or link for support the content will their teach. Sometimes teacher used picture, video, and create their own materials for teaching.

E.     Measurement and evaluation system
 The system of the evaluation in this school is every quarter year the teacher will report about the progress of the students and every end of the year there is a appreciate moments for the best students every class.

F.     Curriculum
a.      Introduction
The 1982 Education Act identifies the aims of both elementary and secondary education. For elementary education, the aims are: (a) to provide the knowledge and develop the skills, attitudes and values essential to personal development and necessary for living in and contributing to a developing and changing social milieu; (b) to provide learning experiences which increase the child’s awareness of and responsiveness to the changes in and just demands of society and to prepare him/her for constructive and effective involvement; (c) to promote and intensify the child’s knowledge of, identification with, and love for the nation and the people to which he/she belongs; and (d) to promote work experiences which develop the child’s orientation to the world of work and creativity and prepare him/her to engage in honest and gainful work. The regional level basic education aims and objectives reflect those at the national level, but are modified to suit local conditions and concerns.

b.      General Guiding Principal
The following are the general guiding principles of the National Early Learning Framework (NELF): 

1.     On Child Growth and Development 

a)      Every child is unique. Growth and development vary from child to child, for whom the first eight years of life are most vital.  He/she has an innate desire to learn, and this is best done through meaningful and real experiences. 
b)      Every aspect of growth and development is interrelated and interdependent.  The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.   
c)    The learning and development of every child involve a series of complex and dynamic processes that are best attended to in a more positive and responsive manner.   

d)   The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.   
e)    Every child is a thinking, moving, feeling, and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community, including cultural and religious beliefs.

2.     On Learning Program Development

a)      The learning program is child centered.   It promotes the holistic way by which young children grow and develop,  and recognizes the role of families and communities in supporting the child through various stages of growth and development.  
b)      The learning program is appropriate for developing the domains, and must sustain interest in active learning of all young children including those with special abilities, marginalized, and/or those at risk.
c)      The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio/video clips, and computer-enhanced activities.
d)     The use of learning materials and other resources that are locally developed and/or locally available is encouraged.  The mother tongue shall be used as the child’s language of learning. 

3.      On Learning Assessment 

a)      Assessment is done to monitor learning, know where the child is at, and inform parents of the child’s progress. 
b)      Assessment is crucial to identifying the child’s total developmental needs and does not determine academic achievement.  
c)      Assessment is best conducted on a regular basis so that a timely response or intervention can be made to improve learning.
d)     The results of the learning assessment of a child shall be kept strictly confidential.   Ratings should be more qualitative/descriptive and less numerical. 
e)      The family and community must be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.

c.       Developmental Domain
“Developmental domains” refers to specific aspects of growth and changes in children.  These are represented by the ellipses to show interconnectedness in the holistic development of children.  The contents of each developmental domain are defined by learning expectations, as follows:  
1.    Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic concepts pertaining to her/himself, how to relate well with other people in his/her immediate  environment, demonstrate awareness of one's social identity, and appreciate cultural diversity among the school, community, and other people.
2.    Values Development (Kagandahang Asal) - Children are expected to show positive attitudes, self-concept, respect, concern for self and others, behave appropriately in various situations and places, manifest love of God, country, and fellowmen.
3.    Physical Health & Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor) - Children are expected to develop both their fine and gross motor skills to be efficient and effective movers when engaging in wholesome physical and health activities. They are also expected to acquire an understanding of good health habits and develop their awareness about the importance of safety and how they can prevent danger at home, in school, and in public places.
4.    Aesthetic/Creative Development (Sining) – Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. Aesthetic development involves the love and pursuit of beauty in art, music, and movement, and creates opportunities for the creative expression of emotions, thoughts, feelings, and ideas.
5.    Mathematics - Children are expected to understand and demonstrate knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers, length, capacity, mass, and time through the use of concrete objects or materials, and to apply these meaningfully in their daily experiences. Children are provided with varied manipulative activities to help them see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts.
6.    Understanding of the Physical and Natural Environment - Children are expected to demonstrate a basic understanding of concepts        pertaining to living and nonliving things, including weather, and use  these in categorizing things in his/her environment. They are also expected to acquire the essential skills and sustain their natural curiosity in their immediate environment through exploration, discovery, observation, and relate their everyday experiences using their senses (touch, sight, smell, taste, and hearing).
7.    Language, Literacy, and Communication - This domain provides opportunities on early literacy learning for self-expression through language using the mother tongue or the child’s first language.  Children are expected to develop communicative skills in their first language. They are also expected to develop more positive attitudes toward reading, writing, and to view themselves as effective users and learners of language.

d.      Curricural Themes
The daily activities prescribed in the Elementary Curriculum Guide (ECG) or the Teacher’s Guide is designed as learner centered, inclusive, and developmentally appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2. The child and brain development principles were the bases of the selection of content, concepts, and skills, as well as the learning activities. Developmentally appropriate practices considered the developmental tasks that five-year-olds, in general, could tackle at a specific time, and in a specific sequence. Thus, these curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”  
1.     Myself - concepts   and   ideas   that   help the learners understand himself/ herself better so that he/she will develop as an individual      
2.     My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself and his family
3.     My School - concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, and other school personnel
4.     My  Community- concepts, ideas, practices, situations, and responsibilities that  the learner should acquire and understand so that he/she will a become functional and responsive member of the community
5.     More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of the learner
a.      Teaching plan
Topic : Simple Future Tense of Verbs
1.   Objectives : Identify simple future tense of verbs used in a sentence
2.    Materials/ Tools : Sentence in Cartolina and Meaning Chart
3.    Reference : Mendoza, Rebecca de Lemos. 2017. ESSENTIAL     ENGLISH 5. REX Book Store : Manila
4.    Teaching Methode :  Lecture, Asking and Answer
5.     Value Intergration : Cooperation, Tolerance, and Team work
6.    a. Preliminary Activities
   - Review
   - Motivation
b. Main Activity
-     Lesson Proper
-     Generalization
c.    Closing
-  Application
7.    Evaluation
8.    Assignment

Pedagogical Contents
            In the process of learning, A good teacher must be able Master the content (learning materials/materials subject) and mastering the science of teaching (pedagogy). Content is knowledge Science that should be mastered by the teacher Including facts, concepts, principles, laws, and theory.  Each pedagogic approach is described succinctly so you can quickly understand how the  technique might be relevant to your teaching.

A.    Teaching methods
               Based on observation, teaching methods in class used lecture by teacher and discussion     methods.
1.      Lecture by teache
    A lecture is an oral presentation of information by the instructor. It is the method of relaying factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic. In a lecture the instructor tells, explains, describes or relates whatever information the trainees are required to learn through listening and understanding. It is therefore teacher-centred. The instructor is very active, doing all the talking. The teacher explained about the topic and give question for students. So, Student can be participate in class. The advantages used lecture methods is saves time and permits flexibilty.
2.      Question and Answer
The question and answer method is a method where the teacher asks the students about the material taught that day and the students answer questions from the teacher without opening the book.

This method is used to stimulate students' brains in digging their knowledge without being notified by the teacher. and get students to read the book first before going to class.
B.     Learning materials and innovation
Until 1987, the government directly managed and supervised the production and distribution of textbooks and manuals through the Instructional Materials Development Council (IMDC). However, this responsibility was transferred to private publishers with the passage of the Book Publishing Industry Development Act (RA 8047). This Act also provided for the adoption of multiple rather than single textbooks. Currently, learning materials and textbooks developed by the private sector are submitted for evaluation to the Instructional Materials Council Secretariat (IMCS)—an agency attached to DECS. Approved textbooks are listed in a catalogue from which school-teachers and principals select those that are to be purchased for their respective schools.
Other teaching/learning support materials available in the schools include guides or manuals, teacher support/, workbooks for students, apparatus for science and technology, and home economics, video and cassette tapes, educational computer software, charts, maps and models. All of these must also be submitted for evaluation at the national level before they can be released for purchased for school level use. Based on observation, the teacher used learning materials in the lesson is books, videos, puzzles. In the first lesson, the teacher give motivation acitivity. Motivation activity can become innovation in this lesson.
C.    Sources of learning and technology
- Technology : Used Laptop
- Book of English for grade 2, 3, and 5
- Book of Math for grade 3

D.    Authentic assessment
        In the end of every subject there are evaluation about the topic. Authentic assessment all subject tests focus on a students’ analytical skills and the ability to integrate what they have learned along with creativity with written and oral skills. Six ways to use authentic assessment math in the classroom based on my observation are performance assessment, short investigations, open-response questions, self-assessment, multiple-cjoice questions, and portofolios. And sometimes teacher gave assignment to students for better understood.         
        Assessment get from participate when teacher explain and ask, group activity and quiz in the last lesson. Teacher would give plus point to students who active in class, cooperative in group activity. And teacher assessment from result quiz that given them.

E.     Others
        Some teacher given assigment for students to the next topics.

 Teaching Plan

Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a step-by-step guide that outlines the teacher's objectives for what the students will accomplish that day. Creating a lesson plan involves setting goals, developing activities, and determining the materials that will be used. 
A.   Curriculum
       PSU Integrated School use K to 12 Curriculum. The K to 12 for Science Curriculumis learner-centered and Inquiry-Based, emphasizing the use of evidence in constructing explenations. Concepst and skill in Life Science, Physics, Chemist, Biology and Erath Science are presented with increasing number of complexity from one grade level to another inspiral progressio, thus paving the way to a deeper understandingof one concepts. The integration accross science topics and other diciplines will lead to a meaningful understanding of concepts and its aplication to real life situation.
This curiculum is designed arpund three domains of learning science : understanding andapplying scientific knowledge in local setting as well as global context whenever possible; performing scientific proccess and skill; and developing and demonstrating scientific attitudes and value.

Pangasinan State University
Bayambang campus
Bayambang, Pangasinan

A Detailed Lesson Plan
English (V)

Submitted by:
Nuzila Husniawati
Student Teacher

Submitted to:
Ms. Lovejoy R. Caerlang
Supervising Instructor

Date of Submission:
February, 10, 2018

Date of Teaching:
February, 12, 2018

I. Objectives
            a. identify simple future tense of verbs used in a sentence;
            b. write sentences using simple future tense of verbs; and
            c. state the importance of using simple future tense.


II. Subject Matter: Simple Future Tense of Verbs
     Materials: sentences in cartolina, meaning chart
III. Procedure
A. Preparation

Good Afternoon class!
Before we start, kindly pick up pieces of papers, keep unnecessary things and sit properly.

B. Review

What are verbs?

Can you give examples of verbs?

Will you use these verbs in a sentence?

C. Motivation

I have here some sentences on the board. Will you please read it?

Very good class!

D. Presentation of the Lesson

What are the verbs used in the sentences?

Very good students. What do you notice about the verbs in the sentences?

Very good! How about the words before the main verb?

When will the action happen?

What words tell you that the action will happen in the future?

Can you give other time expressions that is used in the future?

Now, if the verbs tell that the action will happen in the future, what is the tense of the verbs then?

Based on your answers and examples, what are simple future tense of verbs?

What is added to the main verb to form its future tense?

E. Lesson Proper

Now, kindly read this sentence.
‘We will fly a kite tomorrow.’

What is the main verb in the sentence?

What was added before the main verb?

How do you know that it is in the simple future tense?

Can you say that these sentences are in the future tense?

Excellence! What words tell you that they are in the future tense?

Yes, you’re right about it. These are words that indicate that the action will be going to happen.

Let’s have another sentence.
“Maria will go to the market next week.”
What is the main verb in the sentence?

What was added before the main verb?

What are the future tense of verbs?

You got it right! Very good!

F. Generalization

What are simple future tenses of verbs?

When do we use this tense?

G. Application

I will group you into 5 groups and answer the given sentence on the cartolina.

1. “Princess will play her new Barbie doll tonight”
2. “Katrina will go to the school next week.”
3. “Vangie will do her best on the competition tomorrow.”
4. “Megabal will fly his kite on windy day.
5. “Cristina will join the pageant on March.”
What is the main verb in the sentence?
What is the helping verb used?
What word indicates that the sentences is going to happen in the future time?





Good afternoon Teacher.

Verbs are action words.


I can jump.
Could you please talk to me?
Are you going to walk on your way home?
I will go to the market.
I need to do my household chores.

I shall do my assignment later.
We will go to the Baguio this summer.
We shall go to the market tomorrow.

The verbs used in the sentences are “go” and “do”

They are on their base form.

They are ‘will’ and ‘shall’. They are helping verb.

It will happen in the future.

The words that tells that the action will happen in the future are “later”, “summer”, and “tomorrow”.

On the other day.
Next week.
Next year.

The tense of the verbs are in the future tense.

Simple future tense of the verbs indicates that an action is in the future time.

The helping verb is added to the main verb to form its future tense.

We will fly a kite tomorrow.

The main verb in the sentence is fly.

The word “will” is added before the main verb.

Because of the word “tomorrow”.

Yes they are.

The helping verb “will” and the word “tomorrow”.

Maria will go to the market next week.

The main verb in the sentence is “go”.

The helping word “will” was added before the main verb.

The word “will” and “next week”.

Simple future tense of the verbs indicates that an action is in the future time.

We use this tense of verbs when we are about to do things in the future time.

IV. Evaluation
Put a () on the tine if the sentence is in the simple future tense and (x) if not.
_____1. I will go to the market tomorrow.
________2. I have made my lesson yesterday.
________3. Maria will be buying ice cream later.
________4. I shall do anything to help you.
________5. We will be having our flag ceremony tomorrow.
________6. I will carry that bag for you.
________7. I planted a tree yesterday.
________8. I will an ice cream on summer.
________9. Did you buy me some food?
________10. First will go to beach on Monday.

V. Assignment
On a sheet of paper, write down the things that you are going to do on the summer vacation.
Noted and Checked:                                                                              Prepared by:

MS. Lovejoy R. Caerlang                                                       NUZILA HUSNIAWATI
       Supervising Instructor                                                                         Student Teacher



            Mr.Mike Kelvin Niole N. Buted
                                   PSU – LIS Elementary

Observation on Teacher(s)
                    Based on the observation, the result;
A.       Planning for teaching
Planning is the best antidote for the nerves that many people feel when teaching a subject for the first time or meeting a new group of students. It is also the only way to ensure that your educational objectives are achieved. Planning begins with thinking about how you would like your students to approach their learning in your subject, and what you would like them to understand, know or be able to do by the end of the session. Whether you are planning a subject for the first time, or reviewing an existing subject it is important to consider the effects of your teaching and assessment on students' learning. The teacher have choose teaching methode,  make lesson plan before teaching.

B.        Preparing lessons and materials
The teacher have prepared this materials to use teaching,  the teacher find topics in the book and the teacher understand about something.

C.       Teaching in class
The teacher teached like the lesson plan, and teacher can manage class and time.

D.       Measurement and Evaluation
Measurement from the quiz and evaluation in the last lesson

Teaching Practice

            For teaching practice, please have to write a teaching plan and consult with teacher (of your teaching subject). Then student teacher will be assigned to teach in class and reflect on their teaching after class. Please write a report on the teaching practice according to topics as follows:

A.    Procedures of teaching
For teaching practice, I prepared two kinds of lesson plan. I made Indonesian format and Philippine format. I used Indonesian format for the first two days, and Philippine format for last two days. I only taught 4 days in that week, because Monday was holiday. I didn’t get many advices for Indonesian format. The teachers said that I really know about that. They only gave the corrections for the grammer. For the Philippines format, I got a lot of suggestions and corrections. Over all, there were three main parts of teaching procedures, Pre Developmental Activities, Developmental Activities and Post Developmental Activities. Pre Developmental. Pre developmental Activities consists of pray, checking attendance, recall and motivation. Developmental Activities consists of topics to be discusses and guide questions for deliver the materials. This part explain how the teachers deliver the materials in the class. Post Developmental Activities consists of generalization and evaluation. Generalization is the part of the lesson for the teachers to review what they have ben discussed in that meeting. Evaluation is tha part of the lesson to check the understandments of the students to the topic that they have learnt. But the students answer in this part will be not used in grading.

B.     Time management and organizing activities
Time management in Philippines format was not too hard to be adopted. The main poin I got was we had to give a lot time in teaching for discusssion and students activities. Although we gave them some games or the other activities for the motivation, we should not spend much time. In philippines, they used to make the students activities. This was also the challenge for me to creat the students activities in the class. It depends on the teachers creativity.

C.     Problem-solving
The biggest problem I met on this programe was about language. I had to worked hard to explain the materials and concepts using English. It was a big challenge for me. I also realized that althought the teachers here also using English when they were teaching, not all he students can use English well. For example to science major. It because the materials was so conplex, sometimes the students can’t uderstand it. Exactly they were not 100 % using English.the teachers also used Filipino when teaching. They used the easier way to explain the concepts to the students. I faced that challeng by learnt more about the materials using english. I also practiced the materials that I would teach next day with my friends in the dormitories. It was so helpful for me to faced this problem. I also communicated to my mentor and supervisor instructor to give some advices before teaching in the class. Some concepts or priciples was hard to explain in in English, that’s why beside the format, They also gave me advices about the materials.

D.    Classroom management
I learnt so much experiences in Philippnes. Here they use sit plan to the students. Every class had different sit plan. It depends on the class. Start from observation and teaching assistance, I got the experiences in classroom management. The teacher should also had the avalable voice so it would be helpful in classroom management. Especially in group activity, we had to be clear give the direction. How we divided into some groups and also explain how the technical of their activity should do.

Summary and Suggestions
Student teacher summarize during practicum according to topics as follows:
A.      Purposes of practicum
                The main objective of the teaching practicum is to provide student teachers with authentic  hands-on experience in teaching. This is required to develop their teaching skills and to start collecting experiences to enrich their professional wisdom.   It is not enough to read about teaching or to observe others teach, something students have done for years. Student teachers have to practice themselves because practical knowledge and wisdom are held by the individual and cannot easily be transmitted from person to person. Student teachers need know-how, and by connecting the skills of teaching to knowledge, through reflection, they will gradually start developing practical wisdom.
B.       Procedures of practicum
             First procedure, teacher must to know  what the topics to teach, and choose teaching strategies.
             Teacher make lesson plan and prepare lessons and materials, and then teacher teaching manage class, after teaching,  evaluation with supervising instructor.
C.      Outcomes of practicum
 The teacher becomes more trained in teaching, or create the right lesson plan, know the appropriate teaching methods used, can manage the class, manage time.
D. The challenges of practicum
 The challenge of teaching this time is how to explain the lessons in English, then how to control the class when the students are noisy, how to manage time.
E.  Overall impression
Understand exactly what kind of teacher, understand how important teaching method, the importance of managing class and time. Lack when  teaching.
F.Suggestions for future improvement
Hope the teacher improve again  English skills,  continues practice  to be a good teacher, can manage the class, manage the time and used various teaching methods and correctly.