A Time Well Spent

FEBRUARY

Week 1: February 20-24

This week marked our first week of teaching internship as we embark on this new experience as pre-service teachers. Both excitement and tension entered my whole system but being excited weighed more. By the way I was assigned to only 2 sections that I handle since Field studies 1 and 2. My cooperating teacher has only 3 handle sections, hence, she took care of the other 1 which I had a hard time letting go too. Of course, before officially taking over my cooperating teacher’s classes and starting teaching, I had my class orientation first. This was when I introduced myself including the things I do and why we are going to teach them in the first place. I also implemented my class rules and discussed everything they need to know, at least. I also let them write down their impressions and expectations to me which really helped me as I taught them. Many of them expected and hoped that they would really learn from me.

After the orientation, I already started discussing the following days. At first, my voice, I can say, was very loud and clear, however as I went to my 2nd class, it began cracking, what more if I also handle 6 classes consecutively, so, salute to all teachers. The 3rd quarter Mathematics topic began with Fundamental Counting Principle (FCP) is a counting technique to determine how many possible ways or outcomes a multiple independent event can have. I taught them its process and provided many examples and even group activities to work on and gladly, they were able to follow.

Furthermore, they took the “Test of Fundamental Academic Skills” or TOFAS in this week that can only be accessed digitally.

MARCH

Week 2: February 27-March 3

Continuation of the previous week, this week was full of discussion and practice of the next topic which was permutation. I provided my students an index card where they would record all their scores in all of the activities we had so they could track and improve. In this topic of permutation, I taught them its different types and their differences. This week, we covered the linear permutation which also has 2 subtypes: taken all together and taken r at a time and the distinguishable and circular permutations.

I always made sure that the majority of the class, if not all, understood and comprehended the lesson before proceeding on the next topics. To test it, I sometimes administered individual activities and even group activities. Also, I was investing time to prepare PowerPoints in order for them to visualize the topic. Thank God San Juan National High School has Smart TVs in each classroom which makes learning and teaching a little more convenient and creative in a way.

The thing I noticed and only one of my concerns is the timeslot of one of my handle sections, 10-Aquino. Their Mathematics subject is their last period which was very noisy if the time was nearing the dismissal and it made my students bothered and disturbed by other students outside. However, life must go on and I need to drive their attention and focus on the discussion.

Week 3: March 6-10

It is the week, specifically last March 6, where a jeepney strike occurred but the classes were not suspended but changed to online. Although I was an online tutor for years, I might have this experience, conducting online classes, is different for public school students. We had 2 options to conduct, synchronous and asynchronous but given that not all students have access to the internet and not all also have their own gadgets, it is preferable to conduct classes on messenger only.

I only let my students in one section write notes on their notebook that was to be checked when face-to-face go back. In another section, my cooperating teacher, Ma’am Lisa, took over. The suspension of f2f classes took 3 days due to the jeepney strike so we were also in a 3-day online set-up. In the next few days, I have already prepared the night before the script I will be chatting to my students. I prepared a set of questions as a review for them through messenger chat. I also sent a YouTube link they can watch in relation to our topic, specifically the permutation.

On March 13, Thursday, the school went back to face-to-face set-up and I just continued my discussion. The next day, I summarized all the topics starting from Fundamental Counting Principle until circular permutation because I already planned to give them their 1st summative test next week.

Week 4: March 13-17

As mentioned from the previous week’s journal, this week, my handle sections, both Grade 10-Aquino and 10-Del Pilar, had their 1st Summative Assessment from me which covered the lesson from Fundamental Counting Principle up until the circular permutation.

I made my own summative assessment for my students. In this assessment, I made sure that what I asked and put in the questionnaire is also what I taught them but of course with modification and different given. The assessment had three parts: Modified true or false, evaluating expression and problem solving.

I checked their papers right after their exam so I would not take home any papers or to lessen my “to do lists”. My observation based on their scores and results, some of them were not able to multiply properly because I told them they should compute without the use of calculation. This was what mostly burdens me during this teaching internship. The foundation of these students were not that strong when it comes to the basics. However, it also challenged me and opened my eyes about their situation. I realized I need to be more patient and give more effort to cater to their needs as much as possible.

I decided to give a token of appreciation to whoever will get the highest score. This is my own way to appreciate that student who got a high score and to challenge other students to strive even more. I am not wealthy, I am just a passionate teacher, I guess, who will take what it needs to help my students.

Lastly, this week, I started discussing the combination. Combination differs from permutation when it comes to order, rank or the arrangement. Combination does not care on those but is only after the selection of objects. This topic was easier for my students since they had a glimpse of what permutation was. Also, on March 17, I did observe my co-interns, Zedric and Cairon, in their own classes. Our group decided to do this for us to give feedback, comments and suggestions to improve our teaching.

Week 5: March 20-24

There were many interventions that happened this week that quite slowed down class discussion. One of them was the shortened period due to the conducted seminar on March 20. So, I only gave Gr.10-Aquino a short group quiz bee about solving problems involving combinations and permutations. In doing so, I flashed on the smart TV a deal-or-no-deal themed PowerPoint wherein they were going to choose a brief case number they wanted. Each case contains questions with its corresponding points involved. At the end, Group 4 won this group activity. Since this day was shortened, there were no more activities done afterwards. Luckily we finished the group work on time. I just took a groufie with my students (Gr.10-Aquino) (see pictures).

On March 21, I discussed solving problems involving combinations and I gave them seatwork to do after. That day, Zedric observed me while discussing Grade 10-Aquino. At first, I felt conscious but it disappeared quickly and I continued the discussion just like doing it the usual way. I asked Zedric for his feedback about my teaching and class management. His feedback was really helpful because a few weeks from this day, we will be having our final demonstration where there are many observations. Gladly, that we were allowed to do observation with our co-interns.

The following days, March 22 and 23, the classes were online again. I chose to do it asynchronously again to both of my handle sections. As usual, I prepared questions that would serve as their review. These questions were about combinations. What I don’t like with the online set-up is that only few students are participating because again of the said reasons that not all have access to the internet. However, I was happy that many were participating this time when I was sending one-by-one the review questions. They were really solving although I could say that some were just copying the answer from the students who chatted first. After the review questions, I just provided them with a YouTube link that discusses our supposedly next topic which was solving for the missing “n” or “r”.

Week 6: March 27-31

This week I already started a new topic which was the Introduction to Probability of Simple Events. I first discussed it with Grade 10-Del Pilar and Mark observed me this time with my cooperating teacher, Ma’am Lisa. Of course, I prepared in a way I was really observed by an evaluator. The good thing with this topic, you could think of many activities or games for motivation since this topic talks about the possibility of an event to happen. On my end, my motivation was entitled “Ipaglaban Mo” wherein I will show situational pictures alongside a question answerable by “yes or no'' and students will just tell whether this event will happen or not and they will just reason out. I observed that with this activity, my students were more engaged, especially to those pictures they could relate to. For instance, I showed a picture of a couple with the question “Maging Kami?”. Many students raised their hands and uttered their own “hugots'' which was very fun. Then, I just connected the said activity to introduce them to the probability, the chances or likelihood of an event to happen. Moreover, Mark gave me his helpful and constructive feedback about my teaching and class management so I heed to it. I n Grade 10-Aquino, we were still in combinations w

On the next day, it was ma’am Lisa who was observed by one of the Mathematics Master Teachers. They said the teachers were required to be observed by the Master Teacher once in a while, so I helped ma’am to prepare for her lessons. She also used Grade 10-Del Pilar in her observation. I, then, taught Grade 10-Aquino, this was the time I was observed by Emman and Luis.

I just continued the lesson for the next few days, so I gave many examples when it comes to answering simple probability. I specifically gave examples and questions related to rolling of a die, tossing of a coin and drawing or a card. Then, on the last day of this week, March 31, I already started tackling the next type of event in solving the probability which was the mutually and non-mutually exclusive events.

APRIL

Week 7: April 3-7

This week was quite short since I was absent on one of the days of this week which was on April 4. But on April 3, I already began to discuss the Probability of mutually and non-mutually exclusive events to Grade 10-Aquino. These events will tell us if the two events can happen at the same time. Here, I gave many examples where students will tell whether the two events will happen at the same time or not. For instance, singing and dancing which we can do both at the same time, right? I’ve done this through a motivation activity and they will reason out again after. On the same day, April 3, I observed Mark this time in two of his sections because I had a lot of free time and vacancy. Mark was so excellent when it comes to both managing and teaching his class.

The following day, April 5, we were asynchronous again so I just administered a review question in Messenger. Not much happening this week, hence, see you next week.

Week 8: April 10-14

This week was only the continuation of discussion about probability of mutually and non-mutually exclusive events. I made sure they really understood how to solve problems involving these types of events. I also had drill for them when it comes to fractions since this topic will allow them to work with fractions. Again, it was saddening to observe that some of them really did not know how to properly add or even multiply and simplify fractions. That was why I allotted a period that will just discuss how to work with fractions. As a strategy, I first discussed it as a class. I was doing really a step-by-step process, then I asked their classmates who already got it to teach his/her seatmate who could not keep up. I was also calling the attention of those who I can see are not paying attention and letting them answer in front. I was also making sure that this call of attention would not shame them but rather I taught them also as they answer on the board. Fortunately, these boys did pay attention afterwards.

After establishing and reviewing them, Grade 10-Aquino and 10-Del Pilar, when it comes to probability from simple to mutually and non-mutually exclusive events, I gave them their 2nd Summative Assessment on their respective schedule. Then, I checked their papers as I went back to the Mathematics department while waiting for my friends/co-interns to finish their work too.

The next day, April 12, I started discussing the probability of dependent and independent events. I did not include this type of event in their test because I think it might confuse them since the mutually and non-mutually exclusive events and dependent and independent events are kind of resembling each other and given that my handles sections, some of the students in both sections, are quite that slow to pick up lessons.

Week 9: April 17-21

This week seemed so quicker than the rest of the weeks, maybe because the periodical exam is coming closer and was one of the days of this week too. May days of this week were allotted to review for their upcoming periodical exam. Furthermore, this week was also the completion for their missed activities and missed exams. I also gave them an essay type of assessment. I asked them about their view or perspective about the probability of them succeeding in life and they will again give the reason why. I enjoyed reading their answers regardless of some grammatical errors. I really enjoyed students’ work especially if it was something made out of their own mind and heart and I also love reading reflections. I love how confident the answers of some of my students are and how honest some of them are too. They were not quite sure about what the future holds for them according to their answers. I gave a much higher score with this type of assessment, however, I flunk those whose works were obviously a copy paste online.

On April 18 of the week, I was one of the judges of Mark’s quiz bee with his handle sections. That was why he asked me if I could panel last time. So I said yes because I was free and I also want to witness quiz bees in Mathematics. I like how organized this quiz bee was. It felt like it was one of the quiz bees I joined before during my junior high school years. Oh, how I miss those days.

Lastly, the 3rd Periodical Exam fell under this week, April 19 and 20. So, we only waited for the students’ papers in order for us to check their exam. I did not remember some of my students’ scores but I was happy that some of them got more than 30 out of 50. However, I will still do my best on my remaining days here to help these students, especially those who are indeed academically challenged.

Week 10: April 24-28

These last days of April were also allotted for completion too since the students; grades were about to finalize. On April 24, Monday, I only had one section to handle which is the Grade 10-Aquino. We only did item analysis about their scores. Here, I asked one of the students to count the number of correct per item numbers. After the item analysis, I asked them to complete and pass their missed activities or tests so they can still increase their grades in a way. The next day, I also did another item analysis to Grade 10-Del Pilar and also asked them to complete and pass their missing works in the whole 3rd quarter. In additional, this day was also the day that Grade 10-Aquino will perform their jingle I asked them as their performance task, By the way, I gave both of my handle sections 3 options as to how they want their performance task or final project to be: 1) Portfolio: Individual work, b)Video output: Group of 3 and c) Jingle: section work Grade 10-Aquino chose to work as a section, hence, they picked jingle wherein they will dance to a song related to Mathematics.

On April 27, I asked my students to evaluate me as their student teacher. I told them that they were going to base it on my performance the whole 3rd quarter. This evaluation is through the Google forms where they will just pick and type in their answers. I did this evaluation for my teaching and management of class to improve and they were the exact and right people to evaluate me since they experienced it. I want to credit Mark for this idea and letting me have his template of questions for this evaluation. Lastly, on April 28, San Juan National High School conducted a general cleaning to all classrooms since they had a newly positioned principal named Dr. Lloyd Tulaylay. With that being said, we had no classes nor discussion today. Teachers were also asked to help to clean in their respective faculties.

The 3rd Quarter ends here. Hello 4th Quarter.

MAY

Week 11: May 1-5

This week is the start of the 4th quarter, the last quarter. I said to my students that this was the last quarter they could redeem and prove themselves academically, hence, I asked them to give their best shot and so to me as their teacher. Grade 10 level was quite advanced when it comes to the schedule of examination and completion since Grade 10 students will have a moving Up Ceremony. Also, this month, May, there was a change of schedule, the classes became earlier. The old schedule was from 7am to 12:50 pm changed to 6:30am to 12:20 am. It might be a small change but for us who were coming from different and far away cities, it was quite a big deal since we needed to wake up earlier. Hopefully, we can adapt easily.

This time I tried to apply my shortcomings from the previous quarter especially when it comes to being organized to recording. I still gave them index cards but it was solely for their recitation. When it comes to their individual and group activities, I made sure I labelled and named it so that I won’t and they won’t be confused in case we go back to check their grades. I also was sending the PowerPoint through messenger right after discussing it with them since one of my students suggested that way.

Since this week was the start of the 4th quarter, so did my discussion with my students. Our topic lies under the branch of Statistics. Before I formally introduce them to the 1st topic, I tackled first what statistics was and how it helps and applies in real-life scenarios. On May 2, I discussed how to multiply first the multiplication and addition of decimal numbers in 10-Del Pilar, after introducing them to statistics, since we will be dealing with that as we start the discussion of measures of position. In 10-Aquino, I just started introducing them to Statistics. After the introduction to statistics, I began to tackle the measures of position. This topic is where the whole 4th quarter will revolve. It covers the quartiles, deciles and percentiles of both the grouped and ungrouped data.

By the way the schedule was changed again but the set-up. Due to the hot weather, classes were to be done face-to-face and online and were to be done alternately. It was really a challenge because an online set-up was not that really effective as face-to-face but we also prioritize everyone’s health. Let us just hope for better days.

Week 12: May 8-12 (DEMO WEEK)

Although there were online classes, teachers still needed to come to school. This newly implemented set-up bothered so much because by next week we were assigned to execute our final demonstration. One of my concerns was that the topic we had for the final demonstration was settled and should follow the preceding topics, hence, there was no skip at all. However, I could not teach properly during online classes because, one, the internet connection issues and two, the conduciveness of homes. But I still need to push through so I conducted synchronously this time. I taught 10-Aquino synchronously regarding the measures of position. Less than 15 students attended but we still managed to class properly, thank God. The following day, I met both of my handle sections physically so I tackled them by solving quartiles for ungrouped data. Here, my fellow grade 10 interns decided to come up with easy steps that our students can follow because some references differ. In the end, I made 5 easy steps in solving for measures of position. Happily, they were able to follow the 5 steps but just found it hard to work with decimals. But I believe in my students and I know they will make it.

This week was also the demonstration week for us Mathematics interns. This demonstration teaching started by BSED 4-1N Mathematics interns, Kier and Daniel. If I’m not mistaken, they handled both Grade 8 students. Of course, I watched and observed too because their schedule happened to be vacant too. As I watched, I just felt nervous haha however, I also got a glimpse of how I should execute mine. The next demonstrators, which was the following day, were my classmates namely Aira, Zedric and Luis which handled Grade 7 students. Talking about visual aids, they all nailed it. I really admired how they took effort for their visual aids and materials, who would not prepare by the way? I was so proud of them, they finally were done and could finally breathe haha. On April 12, Friday, the last demonstrators for the week were another interns from BSED 4-1N named Christian, Mila and Andrea who all handled Grade 9 students. I wished my topic were similar to them, Trigonometry, because this was one of the topics I think I was good at.

Grade 10 interns, including me, were scheduled next week, May 15. We were the last demonstrators for the Mathematics Final Demonstration. I also personally chose 10-Del Pilar as my class during this demonstration. Seeing and observing the previous demonstrators made me challenged to do better. Wish me luck on Monday. I am the 1st demonstrator on Monday, by the way.

Week 13: May 15-19

May 15 was my Demonstration Day. I was, I think, almost 1 hour early to come to school. Along with me, were my few visual aids because our topic did not require that much visual aids, it demanded more of solving. To be specific, my topic was solving percentiles for ungrouped data. I did practice during the weekend ahead of this day because I needed to properly execute it. Ma'am Rural, our teaching internship adviser arrived regardless of the odds not to, thank you so much ma'am for your full support. Alongside Ma'am Rural, the other evaluators were Ma'am Quirino, one of the Mathematics master teachers and Ma'am Abelende, the Mathematics head teacher. Ma'am Lisa was also there at the back supporting me and her class too. To cut the long story short, I survived my demonstration. I was beyond happy that it was finally done and need not to think of it and consumes me every day. Nonetheless, this day was full of gratitude from my heart, especially to my students who participated and helped me make the demonstration possible. I managed to speak English all throughout although I switched sometimes to Filipino in order for my students to understand better. I finished on time too yet my group activity was rushed.

Next in line was Emman, followed by Mark and Cairon. I did observe all of them and felt the same proudness I had with my classmates who demonstrated last week. After the four of us observed, we had our post conference where we heard the comments and feedback from our evaluators. I won't divulge the things they said already but I was satisfied and happy with what I heard both the positive and points to improve.

After our demonstration, back to regular class, I continued discussing measures of position and proceeded on solving for grouped data already. On May 17, I just made a brief acknowledgement and recognition to the students who aced and top their Mathematics class last 3rd quarter in 10-Del Pilar. I flashed the e-certificates of the 5 students with them standing in front. (See pictures). Some of these top performing students really improved basing it from their grades last 2nd quarter that was why I was glad to know. Then, on May 19, cards were disseminated, hence, the class this day was shortened.

Week 14: May 22-26

This week passed by very swiftly, maybe because we were almost done discussing the measures of position. This is what I like with this topic. Once you already know the solving part for just one quantile, the understanding of the other 2 quantiles will follow. On May 23, we had another TOFAS again but this time it was answered on a paper. The topic they answered was about combining similar terms and solving quadratic equations using the quadratic formula. I could tell that the majority of them almost forgot how to do this which was very sad. This TOFAS consumed our whole Mathematics period, so we just continued the discussion the next day.

I also administered the 1st summative assessment this week for their 4th quarter. The overall points in this exam is much higher than the previous SAs since the completion of frequency distribution table (FDT) will allow many answers per column like completing the frequency and less than cumulative frequency columns. They said that this topic was easier to follow, especially the completion of FDT one. But, the solving part quite confused them since we dealt with a formula with so many letters that I made sure they understood what they are for. (See the formula below)

The next day we had an online class where I let them answer again some review questions concerning the quartiles for grouped data. That was all for this week.

JUNE

Week 15: May 29-June 2

On May 29, my cooperating teacher used 10-Aquino for her demonstration that was again observed by Ma’am Doctor, one of the Mathematics master teachers. She discussed the frequency distribution table, the definition of terms related to FDT and the process of completing this table. The next days were only the follow-up discussion with regards to solving measures of position for grouped data. This time, I made my visual aids wherein I put it on the manila paper like a traditional one. I tackled the quartiles, deciles and percentiles for grouped data at the same time since they almost have the steps and it will be easier to distinguish the difference of the three when it comes to locating each of their own classes.

Week 16: June 5-9 (LAST WEEK)

This week was the last week of our teaching internship period. More than being happy, I felt sadder because I was already used to the environment, people I worked with, both the teachers and my co-interns and most especially my students. I didn’t tell them yet about my departure. Monday, June 5, Grades 7 and 10 were online, hence, I wasn’t able to meet my students physically but definitely we had our short class discussion through messenger and I also conducted quizziz to 10-Aquino. There were only two face-to-face classes this week for Grade 10 so I asked my cooperating teacher if I could just use our Mathematics period to bid goodbye and let them evaluate me again through writing. Luckily, Ma’am agreed.

Tuesday, June 6, I met 10-Del Pilar and I asked them first to pass their assignments. Afterwards, I asked them to just answer the following questions: 1) What have you learned throughout my stay as your student teacher, 2) What are your feedback/advice/comments or suggestions to me? Then that was it, that was my farewell to my 10-Del Pilar students but I still kept in touch with them for the remaining days of the week because of online classes. I was happy I made some friends in this section and was able to help and influence these young minds that I hope will bear fruit in the future. While on June 8, Thursday, the 2nd face-to-face of the week, I was supposed to meet 10-Aquino only but, again, I asked Ma’am Lisa if I could teach and meet for once 10-Lopez Jaena that I was not able to teach for my whole teaching internship period. I was surprised that they got a letter for me even though I did not ask for it and they still accepted and welcomed me the way they did at first although there were only a few already due to drop-off students. After 10-Lopez Jaena, I went and met 10-Aquino which again surprised me for they had some letters too. Here, I decided not to discuss anymore but let the students with incomplete activities finish it. After meeting all of them, I realized that it was already done. No more “good morning’s” and “see you’s” to these noisy but good and obedient students.

On June 9, the last day of the week and our teaching internship period, we had our culminating activity in the Mathematics Department, a simple and short program of us Mathematics interns to show appreciation and gratitude and to formally exit. I had so much fun with my entire teaching internship journey. The old and cliché saying is correct when it says “experience is the best teacher” and this experience was really one of the best. I know my time allotted in this journey was truly a TIME WELL SPENT for I will carry all the learning and lessons I had from here. Until the next time. Thank you!

Page updated

Google Sites

Report abuse