Biraphical Data

I am Precious Kaye D. Aguilar. I was born on August 9, 2000. I am the eldest child of

Raquel D. Aguilar and Felixberto P. Aguilar. I was born and raised in Tagaytay City, but we

are now residing in Barangay Litlit, Silang, Cavite.

I spent my elementary education at three different schools. The first was Tagaytay

Central Elementary School, where I studied during Grade 1. The second was San Jose

Elementary School, where I studied from Grades 2 to 3. The third was Ulat Elementary

School, where I studied from Grade 4 until I graduated in Grade 6.

I spent my junior high school years at Francisco P. Tolentino Memorial National High

School. After I graduated in Grade 10, we decided to move to Silang. I continued my senior

high school education at General Vito Belarmino National High School, where I took the

General Academic Strand.

In 2019, I was given the opportunity to pursue my college education at Rizal

Technological University, Boni Campus, in Mandaluyong. I was one of the chosen scholars

from our municipality at the time. I completed my first year, taking up Bachelor of Science in

Biology major in Biotechnology.

After that year, I decided to go back to Cavite to be with my parents. Due to some

conflicts, I was forced to shift to another course but was only able to continue my studies in

2021. This time, I pursued Bachelor of Secondary Education major in General Science at

Cavite State University-Silang Campus. I will not waste this opportunity to pursue higher

education and I am ready to face new challenges as I work toward achieving my academic,

professional, and personal goals.

Letter to the readers

Dear Readers,

This narrative report seeks to provide a glimpse of my teaching internship journey at

Emilia Ambalada Poblete Integrated High School.Through this narrative report, I am sharing

with you a piece of myself along with the experiences and challenges I encountered.

As I began my journey, I have met a version of myself I have never known before. I

learned that I am able to overcame pain, and challenges as long as I believe in myself. I

have also learned to accept that not everything needs to be perfectly align all the time,

because failures and mistakes can teach as a far more valuable lesson than to be correct

and right at all times.

I am glad to share this journey as a student teacher. Including all my joys and

sorrows, and my growth as a future educator and as a person as well.

May this narrative report be an inspiration and a valuable lesson to future student

teachers. May the insights in this report provide you the courage to continue your journey,

and see teaching as a sincere and humble profession. I hope that my experiences may

serve you well and guide you in the future.

Acknowledgement

As I reflect on my internship teaching journey, I am filled with gratitude for the

invaluable experiences, lessons, and memories that have shaped my growth as an aspiring

educator. I want to thank the following people who inspired me and help me in this endeavor:

Mrs. Jane A. Manarpiis, our class adviser, for your guidance, valuable suggestions

and continous support.

Dr. Roselyn A. Ymana, chairperson of Teacher Education Department, Student

Teaching Supervisor, and Campus Administrator for your advice, and moral support.

Mrs. Ma. Lourdes B. Andes, my cooperating teacher, for your unwavering guidance,

mentorship, and support throughout this journey. Your insights, encouragement, and

constructive feedback have helped me build confidence and improve my teaching skills.

Dr. Gina Marie G. Pinza, School Principal of Emilia Ambalada Poblete Integrated

High School who made this internship possible.

I am also deeply grateful to the students I had the privilege to teach Hernandez, Villa,

Ravelo, Reyes, Joaquin and Santos. Your curiosity, energy, and enthusiasm reminded me of

the joy of learning and the importance of a teacher's role in shaping young minds.

I extend my sincere thanks to my fellow interns and colleagues for the camaraderie,

collaboration, and shared experiences. The challenges we faced together and the successes

we celebrated made this journey more meaningful.

Lastly, to my family and friends, thank you for your encouragement and

understanding during the busy and demanding days of my internship. Your support gave me

the strength to persevere and give my best.

Most of all, to Almighty God for the protection and provision of all my needs during

my internship journey.
Expectations from the Student Teaching Program

As I prepare to start my student teaching journey, I have several expectations

regarding the students I will handle. I anticipate on working with a diverse group of learners

with varying backgrounds, abilities, and interests. I expect that some students will be

naturally curious and eager to learn, while others may need more encouragement and

support. I hope to build positive relationships with my students by creating engaging,

student-centered lessons that foster participation and critical thinking. Additionally, I expect

to encounter challenges in classroom management, especially when dealing with different

learning styles and behaviors. However, I look forward to applying effective strategies to

create a safe, respectful, and motivating learning environment.

I also have high expectations for my cooperating teacher, who will serve as my

mentor throughout this internship. I expect him/her to provide guidance, share their teaching

experiences, and offer constructive feedback on my performance. I look forward to observing

their teaching methods and learning how they handle various classroom situations. I hope

my cooperating teacher will allow me to gradually take on more responsibilities, from

planning lessons to managing classroom activities. I believe their guidance will be essential

in helping me grow both personally and professionally, and I am eager to learn from their

expertise.

Regarding the cooperating school, I expect it to provide a structured and supportive

environment for my student teaching experience. I anticipate working with dedicated and

professional staff who are passionate about education. I look forward to familiarizing myself

with the school's policies, culture, and teaching practices. I expect that the school will offer

access to resources and materials that will assist me in delivering effective lessons.

Moreover, I hope to become part of a collaborative school community that prioritizes student

success and encourages teachers to continuously improve their craft.

 Overall, I have positive expectations for my student teaching experience. I anticipate

learning valuable lessons about lesson planning, instructional delivery, classroom

management, and student engagement. I hope to grow in confidence and competence as I

apply the knowledge I have gained in real classroom settings. I expect that this journey will

not only challenge me but also inspire me to become a more effective and compassionate

teacher. My goal is to leave the program with a deeper understanding of what it takes to

make a meaningful impact in students' lives.

Reflection on Classroom Observation

Throughout my 51-day internship journey, I had the privilege of observing, assisting,

and teaching in a real classroom setting. This experience allowed me to apply educational

theories in practice and develop a deeper understanding of effective teaching strategies.

Reflecting on my journey, I gained valuable insights into various aspects of teaching,

including classroom management, instructional strategies, classroom environment, lesson

planning, and student assessment. Each of these elements plays a crucial role in fostering

meaningful learning experiences and shaping students' academic growth.

Effective classroom management is the foundation of a productive and engaging

learning environment. During my internship, I observed the importance of establishing

routines, setting clear expectations, and maintaining a positive teacher-student relationship. I

noticed that when classroom rules were communicated clearly and consistently enforced,

students were more focused and cooperative. For instance, when I supervised the class of

Reyes, I saw how structure helped maintain order, especially during Group activities.

Additionally, I learned the importance of flexibility in managing student behavior. In

some cases, students struggled with tasks like explaining scientific concepts despite

knowing the correct answers. In these situations, I adjusted my approach by asking guiding

questions, which helped students articulate their thoughts better. I realized that patience and

adaptability are essential for maintaining a positive and supportive learning environment.

Although I still have a lot to learn in managing and motivating students, these situations

helped me improve.

Throughout my internship, I utilized various instructional strategies to engage

students and make learning more interactive. I found that integrating multimedia resources,

such as videos and illustrations, was particularly effective. For example, when discussing

geothermal energy, I showed a video and asked guiding questions afterward. This strategy

not only captured students attention but also encouraged critical thinking.
 Another successful strategy was incorporating hands-on activities and games.

Activities like the Viscosity Race and Under Pressure allowed students to grasp abstract

scientific concepts through observation and participation.These interactive strategies

fostered curiosity and made complex topics more accessible to students.

The classroom environment plays a critical role in student engagement and learning.

During my internship, I realized the importance of creating a welcoming, safe, and supportive

atmosphere. For example, when I supervised the Villa section, students responded positively

when I acknowledged their efforts and encouraged them to participate. By giving praise,

such as "Great job!" or "That’s an insightful answer," I noticed that even hesitant students

became more confident. I also observed how physical organization and visual aids

contributed to the learning environment. When preparing instructional materials, creating

visuals like diagrams, images related to the discussion served as helpful references during

discussions, especially when explaining a process.

Additionally, building positive relationships with students enhanced the classroom

atmosphere. Simple gestures, like remembering their names or acknowledging their

contributions, helped build trust and rapport. The heartfelt messages and goodbyes I

received on my last day reminded me that a positive classroom environment goes beyond

academics, it also fosters emotional connections that motivate students to learn.

Lesson planning proved to be an essential skill during my internship. I learned that

well-structured lesson plans serve as a roadmap for effective teaching. One key takeaway

was the importance of chronological organization in lesson plans. For instance, when

discussing magma viscosity, I ensured that activities like experiments were conducted before

introducing more technical concepts. This logical flow helped students build on prior

knowledge and connect new information more easily.

Additionally, I discovered the significance of preparing materials in advance. For

example, during my final demonstration teaching, the presence of pre-printed assessments

and visual aids allowed the lesson to run smoothly. I also made sure to incorporate diverse

teaching methods, including discussions, activities, and multimedia presentations, to cater to

different learning styles.

Assessment played a crucial role in monitoring student learning and evaluating the

effectiveness of my teaching strategies. I employed both formative and summative

assessments to gauge student understanding. Formative assessments, like the word game

and recall activities, provided real-time feedback and helped me adjust my teaching when

needed. For instance, the Pick a Door activity during the geothermal energy lesson revealed

that most students grasped the concept well, while others needed more clarification.

Summative assessments, pre-assessment and quizzes, allowed me to evaluate

students overall comprehension of the topics. When grading these assessments, I noticed

patterns that indicated which concepts required further reinforcement. For example, some

students struggled with explaining the energy conversion process in geothermal power

plants, which led me to revisit key terms and steps.

Furthermore, my cooperating school provided a supportive learning environment. Ms.

Lulu, my cooperating teacher, offered constructive feedback and guidance throughout my

internship. The school's emphasis on interactive learning and student engagement aligned

with the strategies I applied in my lessons. My cooperating teacher, despite being strict have

helped me developed new skills throughout my teaching internship. She always tell me

positive words and affirmations which helped me believed in my potential.

My 51-day internship journey was a transformative experience that deepened my

understanding of the teaching profession. I realized that effective teaching requires a

balance of structure, creativity, and empathy. This journey taught me that teaching is not just

about delivering content; it is about inspiring curiosity, fostering understanding, and leaving a

positive impact on students lives. As I move forward in my teaching career, I will carry these
lessons with me, continually striving to create meaningful and impactful learning

experiences.

My internship journey has been a transformative experience that allowed me to assess my

readiness for actual teaching. Throughout this period, I encountered various challenges and

successes that tested my skills, adaptability, and confidence as an educator. Reflecting on

these experiences, I recognize that I have grown significantly in terms of lesson planning,

classroom management, and instructional delivery.

Self-Assessment on Readiness in Actual Teaching

As I prepare for actual teaching, I recognize the importance of aligning my lessons

with the DepEd curriculum while ensuring that they cater to my students needs and interests.

My primary goal is to foster curiosity and engagement, helping students develop critical

thinking and collaboration skills. By structuring my lessons based on clear objectives such as

the skills to be developed, concepts to be understood, and outputs to be produced. I can

ensure that students gain meaningful learning experiences. This approach allows me to

create lessons that not only comply with the curriculum but also encourage active

participation and deeper understanding.

Given the diversity of my students in terms of abilities, interests, and backgrounds, I

understand the need to employ varied teaching strategies. I integrate the "I, You, We"

method to balance teacher-led instruction, individual activities, and group work, allowing

students to grasp concepts at their own pace before collaborating with peers. To keep

lessons engaging, I utilize visual aids, PowerPoint presentations, printed materials, and

experiments. I also make an effort to balance technology with traditional resources, ensuring

that students have multiple ways to absorb information effectively. Assessment plays a vital

role in tracking student progress and refining my teaching strategies. I incorporate both

formal assessments, such as quizzes, and informal methods, like observation and

questioning, to measure their understanding. If students struggle with a topic, I provide

additional support through enrichment activities or homework. At the end of each lesson, I

conduct a short review to summarize key points and clarify any misunderstandings. This

process helps me determine whether students are ready to move on to the next topic or if

further reinforcement is needed.

 Finally, self-assessment is crucial in evaluating my effectiveness as a teacher. By

analyzing student responses, assessing their outputs, and reflecting on their engagement

during discussions, I can identify areas for improvement in my teaching methods. Feedback

from my cooperating teacher, Ms. Lulu, also provides valuable insights into my strengths and

areas that need development. Through continuous reflection and adaptation, I aim to

enhance my teaching practices and better support my students learning journey.

Common Classroom Problems

Throughout my internship journey, I encountered various classroom challenges that

tested my patience, adaptability, and problem-solving skills. These experiences provided me

with valuable insights into the realities of teaching and helped me grow both personally and

professionally. The common classroom problems I faced were related to student behavior,

classroom engagement, instructional difficulties, and external factors that impacted the

learning process.

One of the most common issues I faced was managing student behavior. In several

instances, students displayed excessive excitement and restlessness, especially when

engaging in hands-on activities.To manage the situation, I calmly reminded them of the

activity's importance and encouraged them to complete their tasks before taking pictures.

This experience taught me the importance of setting clear expectations, using positive

reinforcement, and establishing a structured environment to maintain order without

suppressing their enthusiasm.

Additionally, some students struggled with following instructions during group

activities. To address this, I provided step-by-step explanations, used visual aids, and

modeled how the activity should be done. Over time, I realized that clear, concise

instructions coupled with examples helped students better understand the tasks and

minimized confusion.
 Maintaining student engagement was another challenge, especially when discussing

abstract scientific concepts. While some students were naturally curious and eager to

participate, others were more passive and hesitant to engage. For instance, in the

Hernandez section, I observed that while students knew the correct answers, they struggled

to explain their reasoning. To address this issue, I incorporated interactive activities and real-

life examples to make the concepts more relatable. I also encouraged group discussions,

which helped shy students feel more comfortable sharing their thoughts.

Another effective strategy I implemented was using visuals and videos. Afterward, I

asked guiding questions to help students analyze the process. This approach increased their

engagement and prompted even the quieter students to participate. Through these

experiences, I learned that varying instructional strategies and incorporating multimedia

resources can significantly enhance student engagement.

Delivering complex scientific concepts to students with varying levels of prior

knowledge was a challenge. To solve this, I revised my teaching approach by providing

relatable analogies and conducting demonstrations using instructional materials and

scientific experiments. The hands-on activity helped students visualize the process, and

make them understand the concepts.

This experience taught me the importance of flexibility in teaching, as well as the

need to adapt explanations based on students' levels of understanding.

In addition to classroom-related issues, external factors also posed challenges

during my internship. One notable instance was when Ms. Lulu informed me that she

couldn't come to school due to the flu and asked me to take charge of the class. While I

initially felt nervous about handling the responsibility alone, I relied on the lesson plan and

the strategies I had observed during my internship. I also encountered situations where

parents approached me with concerns or documents, such as when a parent handed me a

medical certificate for her child who had been absent due to pneumonia. These experiences
highlighted the importance of being adaptable, responsive, and professional when dealing

with unexpected events.

My internship journey was filled with challenges that tested my abilities as a future

educator. From managing student behavior and engagement to simplifying complex

concepts and handling unforeseen situations, these experiences provided me with practical

skills and deeper insights into the teaching profession. I learned that patience, adaptability,

and effective communication are essential in addressing classroom problems. While the

challenges were at times overwhelming, the positive responses from my students and the

growth I experienced made the journey worthwhile. I now feel more prepared to face similar

challenges in the future and am inspired to continue learning and improving my teaching

practices.

Overall Reflection and Self Appraisal

My journey has provided me with invaluable lessons, challenges, and growth as a

future educator. This period allowed me to apply the theories and concepts I had learned in

the classroom to real-life teaching situations. As I reflect on my experiences, I realize how

much I have grown, not only as a teacher but also as an individual. The journey was filled

with moments of joy, learning, and discovery, alongside challenges that tested my patience,

adaptability, and resilience. Each day presented new learning opportunities that shaped my

understanding of what it truly means to be a teacher. Throughout my internship, I developed

a deeper understanding of the teaching profession. From preparing lesson plans to

delivering instruction and assessing student learning, I experienced firsthand the difficult

process involved in teaching. One of the most significant lessons I learned was the

importance of flexibility. There are many situations that can happen within and outside of the

classroom that can test the patience, integrity and morals of a teacher.

Additionally, I developed my classroom management skills, particularly when

handling enthusiastic and talkative students. I realized that clear, consistent rules combined
with positive reinforcement foster a more productive learning environment. I also learned the

importance of giving clear instructions and setting expectations from the start, especially

when working with group activities since that's the time where students become more

unmanageable. Moreover, I gained insight into the importance of establishing rapport with

students. I found that students respond better when they feel seen, heard, and valued.

Simple interactions, like acknowledging their answers during discussions or taking a few

moments to listen to their concerns, significantly improved class participation. My last day

was particularly memorable, as students expressed their gratitude and appreciation through

messages and photos. These heartfelt gestures made me realize the positive impact I had

on their learning experience, which, in turn, gave me a stronger sense of purpose as a

teacher.

My teaching strategies evolved significantly during my internship. I discovered that

varying activities, using visual aids, and incorporating hands-on experiences made abstract

scientific concepts more accessible to students. For example, when discussing geothermal

energy, I showed a video and used diagrams to illustrate the process, which helped students

better grasp the topic. Additionally, the use of real-life examples made the lessons more

relatable. Simplifying complex concepts are also very important. Since I am dealing with

diverse learners, explaining relationships between concepts posed a challenge. This is the

reason why I need to prepare many examples as well as everyday materials or situations

they can relate to, to make the concept easier for them to understand. Practical observations

like experiments are also very helpful in reinforcing critical thinking to students. I also learned

that interactive activities such as word games and group presentations encouraged

collaboration and critical thinking. Example, during my discussion of the different types of

volcanoes, I use a pop-up book to help them visualize the three types. Even though there's

no definition, it sparked curiosity and prompted students to ask questions. These strategies

not only made the lessons more engaging but also fostered a deeper understanding of the

subject matter.
 Furthermore, managing a classroom requires patience, consistency, and creativity.

During my internship, I encountered various challenges related to student behavior,

especially in sections like Hernandez, Reyes, Ravelo and Joaquin where students are very

energetic and hyper most of the time. I addressed this by encouraging peer discussions and

providing them proper guidance during class recitation. Over time, I noticed an improvement

in their confidence and participation. I also recognized the importance of creating a positive

and inclusive classroom environment. Allowing students to express their ideas, whether

during discussions or through creative projects like poster-making, helped build their

confidence. Simple gestures like praising correct answers and displaying student work in the

classroom motivated learners to engage more actively in lessons. I also observed how

external factors, such as the physical environment of the classroom, influenced student

behavior. Students these age can be easily distracted which is why a teacher needs to be

equipped with management skills and a behavior that can hold the attention of learners.

Preparing lesson plans was one of the most crucial and challenging aspects of my

internship. I learned that a well-structured lesson plan serves as a guide to effective

teaching, especially when dealing with abstract scientific concepts. My lesson plans evolved

over time as I became more familiar with the needs and interests of my students. For

example, during my lesson on geothermal energy, I initially planned a lecture-heavy

approach. However, after noticing that students responded better to interactive activities, I

revised the plan to include a video presentation, group discussions, and an activity where

students analyzed a diagram of a geothermal power plant. This adjustment made the lesson

more engaging and helped students understand the process of converting geothermal

energy into electricity. I also learned to anticipate potential challenges when designing

lesson plans. Additionally, I provided examples and guided practice before allowing students

to work independently, which helped reinforce learning.

Assessing student learning was another significant component of my internship. I

used various assessment methods, including quizzes, group presentations, and

performance tasks, to gauge student understanding. I realized that assessment is not just

about measuring knowledge but also about identifying areas for improvement. For instance,

after administering the assessment on geothermal energy, I noticed that some students

struggled to explain the steps involved in harnessing geothermal energy. In response, I

conducted a review session using diagrams and real-life examples to clarify the process.

Additionally, I provided feedback on their answers, highlighting both strengths and areas for

improvement. Performance-based assessments, such as group presentations and

experiments, also provided valuable insights into student learning. Just like our activity called

"Under Pressure", the activity revealed how well students understood the relationship

between magma viscosity, temperature, and gas content. Observing how students applied

their knowledge in these activities helped me adjust my instructional strategies to better

meet their needs.

Looking back, I am deeply grateful for the experiences and lessons I gained during

my internship. I learned that teaching is not just about delivering content but about inspiring

curiosity, encouraging critical thinking, and nurturing a love for learning. The relationships I

built with my students and the positive feedback I received reinforced my belief in the

importance of patience, dedication, and genuine care in teaching.

This journey also taught me the importance of continuous learning and self-

improvement. Every challenge, whether it was managing classroom behavior or simplifying

complex concepts, became an opportunity for growth. The support and guidance of my

mentor, Ms. Lulu, along with the encouragement from my students, motivated me to give my

best every day.

In conclusion, my internship journey has been a rewarding and enlightening

experience. I have grown professionally, developed effective teaching strategies, and gained

a deeper appreciation for the teaching profession. I am now more confident in my abilities

and more aware of the responsibilities that come with being an educator. As I move forward
in my teaching career, I will carry these lessons with me, continually striving to become a

better teacher who can make a positive difference in the lives of my students.

FINAL DEMO TEACHING

The final demo teaching is an excellent opportunity to showcase all the teaching

skills acquired during the internship. I started conceptualizing ideas during the last week of

December.

Our final demonstration teaching was initially scheduled for the first week of

December, but it was moved due to scheduling conflicts and a lack of time for preparation. It

was not until January 3 that our final demo schedule was confirmed, rescheduled for

January 13–17. During the second week of December, my cooperating teacher advised me

to focus on the delivery of the lesson rather than spending too much time creating

instructional materials. The MELC assigned for that week was about geothermal energy, and

I had no idea how to deliver the lesson effectively. Fortunately, Ms. Lulu sent me copies of

Science modules from different schools in the Philippines, covering weeks 1 to 8. She

mentioned that I could use the available activities in those modules for my assessment and

group activity during the final demo.

Classes resumed on January 2, 2025. I submitted my detailed lesson plan on

January 3, which was a Friday. Ms. Lulu checked it immediately but did not provide any

essential feedback that day. Initially, I thought this was a good sign since it meant there were

no major revisions needed. I also assumed that the activities I had planned were sufficient

for a one-hour demo teaching session. However, before I went home, she told me to practice

for a mock demo on Monday so she could determine which parts of the lesson plan needed
to be changed. I was a bit disappointed because I believed that finalizing the lesson plan

should be the priority before I could fully master the topic and lesson flow. However, I

understood what she was doing. I also recognized that part of the issue was my own fault,

as I had not submitted my lesson plan during the last week of December due to asthma.

Monday, January 6, was supposed to be the day I practiced my final demo in any of

the five sections I handled, except for the section where I would be observed. However, I

was unable to practice that day because I was struggling to manage my time while also

handling my regular classes. That day, I had to discuss two different topics, which made it

even more challenging. I was also afraid of making mistakes during the final demo since I

had not yet memorized the topic thoroughly. Ms. Lulu had told me to memorize the entire

lesson plan because her previous student teachers had done so. This terrified me, as I

feared that the students might laugh at me. She also mentioned that the pressure she was

putting on me was necessary to push me to put in my best effort and motivate me to do well.

The next day, I was able to perform my first mock demo in Reyes. At first, I struggled

to start due to nervousness and lack of preparation. Ms. Lulu sat at the back, holding a copy

of my lesson plan, waiting for me to begin. During this time, my laptop crashed, it got stuck

and wouldn’t open, so I couldn’t show my PowerPoint presentation to the class. I informed

Ms. Lulu about it, and she advised me to find or borrow another laptop before my final

demonstration the following Monday. After that, she told me to discuss the lesson without my

PowerPoint presentation since I already knew the topic. It took me a while to start because I

couldn't find the right words to explain my topic, and I had to speak in English. She then

reminded me again to memorize my lesson plan. Additionally, she imitated some gestures I

usually make when I'm nervous in front of the class. She instructed me to overcome my

shyness if I wanted to successfully deliver my final demo. Afterward, she started marking my

lesson plan and suggested major changes to my activities. She provided ideas on how to

improve them, especially the group activities. I was a bit dazed because she kept correcting

me in front of my students, but I had no choice but to nod and agree. After that, I continued
with my regular classes. The mock demo for my final demonstration that day wasn’t very

helpful; instead, it increased my nervousness and fear of failure. She told me to proceed with

another mock demo the next day since she wasn’t satisfied with my performance. She also

decided that we would use my first class, Hernandez, for the mock demo.

The next day, I submitted the revised copy of my lesson plan with the changes and

suggestions she had made the day before. Unlike the previous day, I was able to start my

discussion more smoothly. However, I didn’t manage to reach the part where I would give

the group activities. Instead, I ended my discussion with a closing remark and some

reminders.

After the lesson, Ms. Lulu and I returned to her table to discuss my improvements

and mistakes. She pointed out that one major flaw was my voice, it wasn’t loud enough to be

heard at the back of the classroom, and it wasn’t well-modulated. She also instructed me to

structure my assessment at the end of the lesson like this: one normal question, one in

SOLO format, and another in PISA format, for a total of five points. At that point, I was

getting frustrated with everything, but I kept going. Later that afternoon, she told me she

wanted to see my instructional materials the next day. That night, I kept going back and forth

on how I wanted my lesson plan to look. It was difficult because whenever I asked my

cooperating teacher for suggestions on a good instructional material, she would always say

it was up to me and that I shouldn’t focus too much on it. Because of the pressure, I wasn’t

able to attend class the next day. Instead, I spent the whole day creating my instructional

materials so I could submit them the following day. I also incorporated the changes Ms. Lulu

wanted in my lesson plan. The only thing I didn’t change was my assessment since it

already contained a normal and SOLO-format question, and I had already printed 72 copies.

I didn’t want to waste more money.

The next day, I brought my instructional materials and showed them to Ms. Lulu. Her

face was filled with disappointment. She told me she had expected me to create something

beautiful since she had given me an entire day to work on it. She said it was too small and
ugly. Then, she showed it to one of my classes and asked the students if they could see it

properly from the back. The students said yes, but she disagreed and told me to redo it.

During my mock demo, her comments were almost the same, she criticized my voice

and the way I moved inside the classroom. Later, during one of my classes, she called me

and changed another part of my lesson plan. She also told me that it was obvious I wasn’t

prepared and warned me that if I continued like this, I wouldn’t pass my final demo.

The final practice for my final demo commenced on Friday, January 10. That day, I

was able to practice my final demo in some sections. I delivered most parts of my

discussion, but my nervousness was obvious. I also wasn’t able to finish practicing the group

activity due to time constraints. My preparation continued until Saturday. During that time, I

did my best to create a large and visually appealing instructional material, a drawing of a

geothermal power plant. I also revised my word association activity, making it larger as part

of the motivation. On Saturday morning, my sister and I were still coloring the drawing of the

power plant. I was fully aware that I lacked preparedness, especially in the delivery of my

final demo. I stayed up late on Sunday night to write a script for the transitions in my

discussion.

The next day, my mother helped me prepare everything I would need for the demo.

She packed a lot of plates because Ian mentioned he needed them for the panel’s food, and

we also shared the food contribution that day. I also brought a stand that my mother had

asked an acquaintance to make. She accompanied me to school to help carry everything. I

was extremely grateful for all her help, especially since I was already feeling immense

pressure. At 10:00 AM, I went to McDonald’s to buy food for the panel and returned before

11:00 AM. I didn’t get much time to practice at my seat because I also needed to prepare the

food, evaluation sheets, assessments, and instructional materials in Villa’s classroom.

Initially, there was a problem with the TV, but thankfully, it was resolved before we started,

thanks to Villa’s adviser, who helped me connect it.

 My final demonstration teaching commenced at 12:10 PM. The observers were my

cooperating teacher, Ms. Lulu B. Andes; Ms. Marivic G. Canillo, Head Teacher of the

Science Department; and Dr. Ma. Leah P. Ulanday. I started the class with a short prayer

and then proceeded with the daily routine. After that, I presented an anagram activity, where

the students’ task was to find hidden words and arrange them to form a new word at the end.

The students took a while to complete the task since they needed to find ten words before

forming the word “Geothermal.” This made me nervous, as I felt too much time was being

consumed. However, I decided to continue. After the activity, I asked questions about

geothermal energy to gauge their prior knowledge. Only a few students raised their hands,

which made me realize that they were just as nervous as I was. After asking questions, I

played a video introducing geothermal energy. I forgot to ask the students if they had any

prior knowledge about the words presented on the screen; instead, I simply continued

displaying them on the board. I also proceeded with explaining each term, fearing that I

might forget the information I had in mind or get stuck in the middle of the discussion. That

situation made me realize that my discussion was becoming too teacher-centered. However,

I was able to regain my composure during the explanation of how geothermal energy is

converted into electricity.

At first, I fumbled over my words and experienced a mental block, but I continued by

presenting my illustration of geothermal energy to help students conceptualize each process.

After asking if they had any questions or clarifications, I began explaining the group activity.

Just before I finished explaining the criteria for each group, I saw Ms. Lulu raise her hand,

and the panel members left the room. I heaved a sigh of relief, feeling a mix of emotions as I

arranged my materials in front of the class. Ms. Lulu returned and told me to leave my things

and proceed to the guidance office for the post-conference. As I entered the office, I

remembered Ms. Lulu’s advice from the previous week, whatever happens during the post-

conference, I should smile, nod, and remain humble.

 The first to comment on my performance was Ms. Ulanday. She said that I started

out strong, but as the lesson progressed, my teaching became too teacher-centered, and I

forgot to engage the students with questions which was very true. Because of this, the

students were not given enough opportunities to collaborate during the discussion, making it

less engaging. She also pointed out that some students eyes were turning red, a sign that

they were falling asleep due to a lack of interest in the lesson. Additionally, she mentioned

that I lacked mastery of my topic and that the font size on my PowerPoint presentation was

too small to be seen clearly from the back of the room.

Next, the head teacher, Ms. Mavic, shared her comments and suggestions. She

echoed Ms. Ulanday’s points and added that the only positive remark she could write about

my demo teaching was regarding my instructional materials. She said they were beautiful,

well-made, and visible even from the back of the classroom. However, she pointed out a

major issue: my transitions between different parts of the lesson were not smooth. She noted

that I struggled with shifting from one topic to another. Additionally, she mentioned that my

group activity was not aligned with the MELC. I agreed with their feedback and thanked them

for their comments and suggestions. The panel members then looked at one another before

informing me of the result. I needed to redo my demo, but with the same topic so that I

wouldn’t have to recreate my instructional materials. Before Ms. Lulu and I left, we smiled

and thanked them again. When we returned to Ms. Lulu’s table, I felt overwhelmed and

numb. She asked if I was okay, and I said yes. She then expressed how amazed she was at

how I carried myself during the feedback session. She said she was proud of how humble I

remained while listening to my superiors' comments. I simply replied that I had followed her

advice. Suddenly, I remembered how my mother had helped me prepare that morning, and I

started to cry because I felt like I had disappointed her. Ms. Lulu reassured me that she

would help me prepare for my re-demo. She also advised me not to share what had

happened with any of my classmates. After a while, some students from Villa approached us
and asked what had happened since they saw me crying. I didn’t say anything and just

thanked them for their cooperation during my demo.

After a short break, Ms. Lulu reminded me that I still had regular classes to attend

that afternoon. I told her that my PowerPoint presentation was on my laptop, but the one I

had brought was my cousin’s. She said that if I didn’t have my presentation, I should just use

the chalkboard. I taught in Santos, but I wasn’t able to finish because I wasn’t familiar

enough with the lesson. Additionally, I felt dizzy due to a lack of sleep and food. Seeing this,

Ms. Lulu let me take a break and handled the remaining classes for the day.

All afternoon, I kept thinking of something I could give my students to show my

appreciation for their help. However, since there were too many of them, I couldn’t afford

much, and I had nothing to give. Even though my final demo wasn’t a success, I felt a sense

of relief that it was over. All the sleepless nights and intense preparation were finally behind

me, at least for the moment. That night, as I reflected on my experiences, I tried to be

grateful, even though part of me struggled to do so. I reminded myself to smile because, at

the very least, I had finished. At the very least, I had survived.

This journey has brought me pain, struggles, joy, and amusement, but most of all, it

has taught me resilience. There were times when I felt like I had lost myself, yet I kept

finding my way back, driven by my determination to continue and survive. My parents and

sisters gave me the strength to keep fighting and striving, despite my mistakes and failures.

This experience has also taught me how to adapt to immense pressure, sudden changes,

and difficult people. Most importantly, I have learned that humility, sincerity, and dedication

are essential qualities for anyone who aspires to be an educator. I am truly grateful to

everyone who has helped me reach this point. This internship was both fulfilling and

terrifying, filled with memories that I will never forget.

Guide Question

What does the teacher need to think about before beginning?

 A. Why am I teaching this lesson?

1. Required curriculum?

2. Student’s interest in topic?

3. My interest in topic?

The priorities per discussion always depends on the curriculum set by DepEd. This helps
teachers in setting the focus and tailor the discussion based on the needs of each learner.
The concepts that will be discuss should not be reliant on the teacher’s interest but should
reflect the students needs and desired bahaviors that should be acquired at the end of every
discussion to achieve the learning goal.

B. What do I hope to accomplish?

1. Skills to be developed?

2. Concepts to be discussed for understanding?

3. Products to be produced?

In every lesson. I want each learner to develop their eagerness to learn. For them to open
their minds and increase their curiosity while discovering and exploring a new topic. This
curiosity will helped them gain awareness that leads to critical thinking, and collaboration.
This helps them ask important questions align to the topic as well as develop their own
understanding and create engagement in every session. Their understanding will help them
in creating their outputs, answer their assessments, and make a new product based on the
new concepts they have learned.

C. Who are the students?

1. Range of abilities?

2. Range of ages?

3. Ethnic diversity and varying cultures?

The students that I taught are Grade-9 students, even if most of them are in the same age,
they have different levels of maturity. The students also came from varying backgrounds,
have different interests and abilities. For this reason, the teaching and necessary skills that I
should developed should be to a great extent since it is challenging to reach their needs in
every learning session.

D. What is the timeframe for teaching this lesson?

 1. Part of unit?

2. One period or block schedule?

3. Isolated lesson?

Each lesson is part of a unit, every week we are ask to divide each concept reflecting the
MELC for that week. Each lesson are tailored using different modules and resources, but
should be greatly dependent on the modules of learners and the teaching guide provided by
DepEd in order to keep up to the curriculum assigned by DepED for every quarter.

E. How will I begin the lesson to capture student attention?

1. Story of anecdote?

2. Relevance of their lives?

3. Props or visual display?

In order to capture the attention of students I mostly used visual aids, videos or a story then
ask them to formulate their ideas using the given instructional materials. I often ask them to
demonstrate or create their own product related to the discussion.

F. Will I need other resources to teach this lesson?

1. Student hand-outs?

2. Manipulative or visual display?

Yes, I will need different resources to make each lesson more engaging. I use visual aids,
PowerPoint presentations, printed materials, books as well as experiments in order to deliver
the lessons. I try to develop a clear balance between using technology and visual materials.
I also try to incorporate reading practices and lectures in the discussion.

G. How will student spend their time during the lesson?

1. Small group discussion? Individual? Large group?

2. Hands on activity or experiment?

3. Taking notes or observing?

During the lesson, I try to integrate different types of activities. Since every section is
composed of a large group of students exceeding over 70 per section, I always try my best
to include both individual and group activities per session. According tho the advice of my
cooprating teacher I try to incorporate the method I, You, We. In this method, I will be the
first one to perform or demonstrate the concepts to the class, then in You, I will either give
the sttudents individual activities in order tro test their understanding. Lastly, is the We, in
this method I will give them a group task to perform. The method You and We may also
interchange every session. This method help students unleashed their own understanding ar
make new meanings about each concepts.

H. How will this lesson be assessed?

1. Formal? Quiz or test?

2. Informal observation of learning?

3. Open-ended question? Written? Verbal?

Assessments arew very important since it gives me an idea about the pace of understanding
that each students have. This help me determine which students are experiencing a difficulty
and which ones excels on the topic. I try my very best to incorporate short quizzes at the end
of every discussion. If there isn’t any sufficient time. I always ensure that I asked the right
questions during the discussion to help students retain the essential information of each
topics.

I. How will I close the lesson or close the class period?

1. Review and summary?

2. Collecting papers and giving assignments?

3. Allowing time for homework or question?

I often do a short recall or call the students to answer the guide questions presented at the
start of the lesson at the end of the discussion. This will serve as my guide to determine
whether the students grasps the discussion for the day, or if I will need to clarify them again
before we proceed into another topic.

J. Will there be homework or enrichment activities offered?

1. How will I collect later? It is required or extra?

2. Will it count? What is the cooperating teacher’s policy?

3. How will I grade it?

I only resort to giving them homework, if many students in my class got a low score during
their short quiz. If not, I assign them to bring materials for the group activity the next day.
When it comes to enrichment activities, I incorporate it after the discussion to support the
learning of all learners. I also try my best to answer the questions they have in mind.

K. How will I know if I succeeded in teaching the lesson?

1. Self-assessment?

2. Response of students?
 3. Cooperating teacher impart?

4. Collecting papers and giving assignments?

5. Allowing time for homework or question?

The success of the students will be measured through their performance, the way they ask
questions and formulate their answers. It will also be reflected through their scores in
assessments and the outpiuts that they passed every activity. These will help me track which
part of the topic is hard for them and which is not, helping me go through them again when
necessary.