In Upper Bicutan National High School, I was assigned to Grade 8 every time I entered the classroom. Each class began with prayers, followed by greetings and classroom management before the discussion. I also implemented the “clap once, clap twice, eyes on me” strategy, which was very effective because I could easily catch their attention. In addition, I used counting from 1 to 10 whenever they became noisy. All I needed to do was raise my hand and start counting. Every time they saw this, they would stop what they were doing and focus in front, which was very effective and helped me manage all six sections more easily.

These routines helped establish discipline and create a more organized learning environment. Over time, students became familiar with the procedures and responded more quickly to instructions. As a result, classroom transitions became smoother and more efficient.

My cooperating teacher taught me the importance of being strict and showing authority every time I enter the classroom. This helped me maintain discipline among my students. We do not have fixed seating arrangements, but students are allowed to sit anywhere as long as they do not distract others.

We are also strict with time management. Students who arrive late are required to sign a paper for their advisory. However, I noticed that some were still late, so I asked my CT if I could try a new strategy. I required late students to showcase their talent in front of the class before taking their seat, and I saw improvement as lateness was reduced. Through this experience, I realized that effective classroom management creates a positive learning environment, helps students stay focused, and makes teaching more manageable.

In creating my lesson plans, I make sure that my lessons are aligned with the students’ grade level and guided by the curriculum. My cooperating teacher influenced me to always consider the three learning domains: cognitive, affective, and psychomotor to support students’ holistic development. I also adopted her student-centered approach, along with strategies like active learning and explicit instruction. By using simple and clear language, I am able to guide my students effectively and address their diverse needs.

When it comes to assessment, I follow my cooperating teacher’s practice of using different types such as formative, summative, and pen-and-paper tests. These help me evaluate if my students have understood the lesson and allow me to reflect on my teaching strategies. Through this, I am able to identify areas that need improvement and continuously grow as a teacher.