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Sea Teacher Shazwina Syifa
1.School: General Information and Academic Administration

1.1 School Profile

Integrated Laboratory School (ILS) is an integral part of West Visayas State University (WVSU) located in La Paz, Iloilo City, Philippines. ILS serves as a laboratory school that provides elementary and secondary education, while also serving as a training ground for education students in teaching practice. Established in 1999, ILS covers various levels of education, including Early Childhood Education and Special Education.

As part of WVSU, ILS is committed to promoting academic excellence and innovation in teaching. Recently, on February 21, 2025, WVSU in partnership with PLDT Smart launched the “Tuon Ta!” app designed to help students from Kindergarten to Grade 3 learn the Hiligaynon language through interactive activities. The development of the app involved students and faculty from various faculties, including ILS, and aims to preserve local cultural heritage through technology.

1.2 Academic Support System

The Integrated Laboratory School (ILS) at West Visayas State University (WVSU) offers a variety of academic support systems to ensure high quality education for students and effective training for preservice teachers. Here are some of the key components of the academic support system at ILS:


University Learning Assessment Center (ULAC): ULAC is an academic support unit under the Vice President for Academic Affairs that oversees student learning across the system, including extension campuses. Its core program is the Terminal Competency Assessment, which is designed for all graduating students to assess their readiness for the workforce. ULAC also assists academic units in developing program learning outcomes, selecting and developing appropriate assessment tools, analyzing and reporting student learning data, and ensuring that data is used in institutional and academic decision-making. West Visayas State University


Center for Teaching Excellence (CTE): CTE focuses on improving the quality of teaching by providing training and resources for faculty and preservice teachers. The center is instrumental in developing innovative and effective teaching strategies implemented at ILS.


Psychology Testing Center: The center offers psychological evaluation services to assist in understanding students’ needs and potential so that educational interventions can be tailored accordingly. University Library: The university library provides access to a variety of learning resources, including books, journals, and digital materials, that support the curriculum and research at ILS.


Office of Instruction: This office is responsible for curriculum development and evaluation, ensuring that educational programs at ILS meet high academic standards and are relevant to current needs.


2. PEDAOGICAL CONTENTS

1.1 Teaching Methods


1.2 Learning Materials and Innovation 

1.3 Sources of Learning and Technology 


1.4 Authentic Assessment 

a. Observasi

b. Discussion and Questioning 

c.Evaluation Sheet

d. Performance-Based Assessment 

1.5 Others

a. Motivation and Reflection

The teacher gave motivation to the students at the end of the session about how empathy can make social life better.

Some motivational statements given by the teacher:

“Empathy makes us understand and care more about others.”

“By hearing and feeling other people’s feelings, we can create a more harmonious environment.”

b. Experiential Learning

c. Interaksi Multikultural








3. Teaching Plan

In my teaching plan experience at ILS West Visayas State University, I was guided to determine a lesson theme that aligns with the specific needs of Grade 8 students. The process began with an assessment of their developmental stage, interests, and challenges, ensuring that the selected topic would be engaging and relevant to their personal growth. Through discussions with mentors and experienced educators, I gained insights into identifying key issues that students face, such as self-discipline, peer relationships, and decision-making skills. This approach allowed me to design a lesson that not only imparted values but also addressed real-life situations students encounter daily.

Additionally, I received comprehensive guidance on how to create an effective lesson plan. I was introduced to the essential components, including setting clear objectives, designing interactive activities, and incorporating various teaching strategies to foster student participation. Emphasis was placed on structuring the lesson in a way that balances instruction with active learning, ensuring that students can internalize the concepts being taught. Through this process, I developed a deeper understanding of lesson planning as a strategic tool in education, equipping me with the skills needed to deliver meaningful and impactful lessons in the classroom.


4. Observation on Teacher(s)

In my observation of the implementation of classical guidance that is carried out online through Google Meet at ILS West Visayas State University for class 8 in Values ​​Education, learning focuses on the values ​​of compliance and respect for authority in the family and community. The teacher starts the lesson with an interactive approach, such as the game preparation game, which aims to identify the main values ​​such as compliance, respect, responsibility, justice, and affection. In addition, students are invited to analyze various forms of non -compliance with parents and authority in their community and understand the reasons behind the behavior. The material presented not only emphasizes the importance of following the rules, but also teaches students to think critically about justice in the application of regulations.

During the development of learning, various methods are used to improve students' understanding, such as lectures, group discussions, video playback, and personal reflection through writing activities. The teacher gives students the opportunity to share their personal experiences related to compliance and respect for authority, which encourages them to link the concepts learned with real life. This activity helps students to better understand the impact of their actions and how compliance and respect can create a more harmonious social environment. In addition, students are also given an understanding that following the rules is not just an obligation, but also a form of personal responsibility in maintaining shared order.

From the results of my observations, the approach applied in this learning has proven effective in increasing student involvement and building their awareness of the importance of moral values ​​in everyday life. The teacher not only delivered material theoretically, but also encouraged students to actively participate through reflection and discussion. With a combination of diverse learning strategies, students can more easily understand the concept of compliance and respect for authority, while internalizing these values ​​in their attitudes and behavior.



1.1 Planning For Teaching

Before teaching, I create a systematic and curriculum-based learning plan. In the Lesson Plan used, I have designed learning steps that include learning objectives, methods used, and activities to be carried out in the classroom. I also ensure that each part of the learning plan is aligned with the competencies that students must achieve. In addition, planning includes strategies to motivate students and connect the subject matter with previous experiences or knowledge. In this session, I have also identified challenges that students may face and designed an approach to overcome them.

1.2 Preparing Lesson and Materials

In preparing the lesson and materials for the Values Education session on empathy, various engaging and interactive resources have been carefully selected to enhance student understanding. The lesson plan integrates a combination of traditional and modern teaching tools, such as PowerPoint presentations, video content, and Augmented Reality (AR) to provide a dynamic learning experience. The AR feature allows students to visualize empathy in action, making abstract concepts more concrete. Additionally, student worksheets (LKPD) have been prepared to reinforce comprehension, encouraging active participation and self-reflection on the importance of empathy in daily life.

To ensure the lesson runs smoothly, all necessary tools, including a laptop, projectors, and printed materials, have been organized in advance. The teacher will also facilitate an interactive ice-breaking activity to create a comfortable learning environment before presenting the main content. Throughout the lesson, students will engage in discussions, analyze real-life scenarios, and complete guided exercises to internalize the values of empathy. The structured approach aims to not only convey knowledge but also inspire students to practice empathy in their interactions with others. 

1.4 Measurement and evaluation

The teacher conducts evaluations through various methods to assess students' understanding and progress in learning. One method used is short quizzes given at the end of the session to test students' comprehension of the material presented. Additionally, practice exercises are provided to help students apply the concepts they have learned in different contexts. The teacher also observes students' engagement in class, including participation in group discussions, question-and-answer sessions, and other structured activities. Through this approach, the teacher can gain a comprehensive understanding of students' learning levels and identify areas that need further improvement.

In addition to these evaluation methods, the teacher provides constructive feedback to help students recognize their strengths and weaknesses in learning. This feedback can be given individually or in groups, either verbally or in written form, depending on the students' needs and characteristics. By receiving clear and targeted feedback, students are expected to be more motivated to enhance their understanding and develop more effective learning strategies. Furthermore, the teacher encourages students to reflect on their learning process, allowing them to become more aware of their progress and take an active role in deepening their comprehension.


1.5 others

Besides the academic aspects, the teacher also provides moral guidance and motivation to keep students engaged in learning. Encouragement and support are given to help students overcome challenges and maintain a positive attitude toward their studies. The teacher fosters a growth mindset, inspiring students to believe in their abilities and strive for continuous improvement. By integrating moral values into the learning process, students are encouraged to develop not only intellectually but also as responsible and empathetic individuals.

To support this, the classroom environment is designed to be conducive and promote positive interactions between the teacher and students. A respectful and inclusive atmosphere is maintained, where students feel comfortable expressing their thoughts and asking questions without hesitation. Collaborative activities and open discussions are encouraged to enhance peer learning and build confidence. Through this approach, the teacher ensures that students not only gain knowledge but also develop essential life skills that contribute to their overall personal growth.


5. Teaching Practice

1.1 prosedures for teaching

The procedures of teaching in this lesson plan consist of several structured stages to ensure an interactive and engaging learning experience. The lesson begins with an introduction phase, where the teacher greets students warmly, introduces themselves, and encourages students to introduce their names and hobbies to create a comfortable atmosphere. The teacher then explains the purpose of the session, emphasizing the importance of empathy in daily life. To engage students, an ice-breaking activity is conducted using a relay game, where students pass a pencil while music plays, and whoever holds it when the music stops must answer a question. This activity helps students feel more relaxed and encourages participation.

In the core stage, the teacher presents the topic using a PowerPoint presentation, followed by a video about empathy, allowing students to reflect on its meaning and importance. The teacher then facilitates an interactive discussion, asking students to share their insights from the video. To enhance engagement, students scan an Augmented Reality (AR) barcode, providing a more immersive experience in understanding empathy. After exploring the AR materials, students complete an evaluation worksheet to reinforce their learning. The lesson concludes with a class discussion where students summarize key takeaways, followed by motivational insights from the teacher about the significance of empathy in fostering positive relationships. Finally, students fill out a reflection sheet, and the teacher closes the session with gratitude and encouragement.

The procedures of teaching in this lesson plan follow a structured and interactive approach to engage students in understanding and practicing Goodness to Others (Kagandahang-loob). The lesson begins with an introduction phase, where the teacher greets students, conducts a prayer, and checks attendance in an engaging way by asking students to respond with what they had for lunch. This is followed by a motivational activity called "The Giving Tree Challenge," where students write down their good deeds on sticky notes and place them on a tree illustration. This exercise helps students reflect on their acts of kindness and understand how small good actions can make a significant impact. The teacher then introduces the topic by defining Kagandahang-loob, emphasizing its importance in Filipino culture, and discussing key values such as gratitude, kindness, empathy, and compassion.

The lesson proper continues with an interactive discussion on the concept of goodness, its characteristics, and how it can be practiced in daily life. The teacher uses PowerPoint presentations, videos, and real-life scenarios to illustrate the importance of selfless acts. Students engage in activities such as the "Red Flag or Green Flag" game, where they classify behaviors as positive or negative, and the "Silent Acts, Loud Impact" role-playing exercise, where they act out real-life situations that demonstrate kindness. The lesson concludes with a reflection activity, where students watch a video titled "Give In to Giving" and discuss its message. Finally, students complete a written assessment where they reflect on how they would use unlimited resources to help those in need, reinforcing the lesson's key takeaways on the significance of showing goodness to others.



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1.2 Time Management and Organizing Activities

To ensure a more effective and engaging learning experience, the Empathy and Goodness to Others lessons will be conducted over two sessions each, following the recommendation of the cooperative teacher. This division allows students to better absorb the concepts, engage in deeper discussions, and apply their learning more effectively. The first session will focus on introducing the topic and exploring key concepts, while the second session will emphasize application, interactive activities, and reflection.

In the first session (50–60 minutes), the lesson begins with opening activities, including greetings, attendance checks, and prayer. To capture students' interest, an ice-breaking or motivational activity is conducted, such as the Relay Game for Empathy or the "Giving Tree Challenge" for Goodness to Others. The core lesson follows, where the teacher presents the topic through PowerPoint, videos, and guided discussions. In the Empathy lesson, students watch a video, participate in a class discussion, and explore Augmented Reality (AR) materials to deepen their understanding. In the Goodness to Others lesson, students analyze the concept of Kagandahang-loob (Goodness to Others) and its real-life significance. The session ends with an exit slip reflection, where students write a key insight to be discussed in the next session.

The second session (60–90 minutes) begins with a recap of the previous lesson, allowing students to share their exit slip reflections. This is followed by interactive activities that encourage practical application. In the Empathy lesson, students engage in group discussions and role-playing activities where they demonstrate empathetic responses in real-life scenarios. Meanwhile, in the Goodness to Others lesson, students participate in the "Red Flag or Green Flag" game, where they classify positive and negative behaviors, and the "Silent Acts, Loud Impact" role-playing activity, where they act out ways to practice kindness. The session concludes with a reflection and assessment phase, where students discuss key takeaways, complete an evaluation worksheet, and, in the case of the Goodness to Others lesson, watch the video "Give In to Giving" for further discussion. Finally, students are given assignments, such as writing a personal reflection on empathy or completing a "Goodness Bingo" activity, encouraging them to practice these values in daily life.

By dividing the lesson into two sessions, students have more time to absorb the material, participate in meaningful discussions, and apply what they have learned in real-life situations. This approach ensures that lessons on Empathy and Goodness to Others are not only understood intellectually but also internalized and practiced, fostering a deeper sense of social responsibility and emotional awareness among students.


1.3 Problem Solving

During the implementation of the Empathy and Goodness to Others lessons, several challenges arose, requiring effective problem-solving strategies to ensure smooth and meaningful learning experiences. One of the key difficulties was managing student engagement, as some students were initially hesitant to participate in discussions and activities. To address this, the teacher incorporated interactive strategies such as games, role-playing, and the use of Augmented Reality (AR) to make learning more engaging. Encouraging students through positive reinforcement, such as verbal praise and small rewards for participation, also helped build their confidence and motivation.

Another challenge was time management, as some activities required more time than initially planned. This was resolved by splitting the lesson into two sessions, allowing for a more balanced pacing and ensuring that each part of the lesson was delivered effectively without being rushed. Additionally, differences in language, cultural perspectives, and religious practices presented challenges, particularly in discussions and prayer sessions. However, this was overcome by promoting inclusivity and respect, allowing students to express themselves freely while ensuring that everyone felt comfortable. By applying these problem-solving approaches, the lessons successfully fostered a positive and interactive learning environment, allowing students to not only understand but also internalize the values of empathy and kindness.

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1.4 others

Beyond the structured lesson plan, fostering empathy in students requires continuous reinforcement through real-life applications and ongoing discussions. Encouraging students to practice empathy in their daily interactions—such as actively listening to peers, offering support, and understanding different perspectives—helps them internalize the concept beyond theoretical learning. Collaboration with other subjects, such as literature or social studies, can further enhance students' understanding by exposing them to diverse experiences and viewpoints. Additionally, engaging parents and the school community in empathy-building activities, like community service projects or peer mentoring programs, can provide students with meaningful opportunities to put their learning into action.

Furthermore, it is essential to create a classroom environment that nurtures empathy and emotional intelligence. Teachers should model empathetic behavior by demonstrating patience, understanding, and active listening in their interactions with students. Implementing regular reflection sessions where students can share their experiences and challenges related to empathy fosters a deeper understanding and encourages continuous self-improvement. Providing students with constructive feedback and guidance on how to navigate social situations empathetically ensures that they develop not only cognitive awareness of empathy but also the emotional skills needed to apply it in real-world contexts.

Apart from classroom discussions and activities, teaching Kagandahang-loob (Goodness to Others) extends beyond structured lessons into daily interactions and community engagement. Encouraging students to participate in outreach programs, charity events, and school initiatives that promote kindness can strengthen their understanding of the value of goodness. Simple actions, such as organizing donation drives, helping classmates in need, or volunteering for school projects, provide practical experiences that make the lesson more impactful. Collaboration with parents and community organizations can also enhance students’ exposure to real-world applications of Kagandahang-loob, reinforcing the importance of being good to others in various social settings.

Additionally, fostering a classroom culture that prioritizes kindness and respect helps create an environment where students feel safe, valued, and motivated to practice goodness. Recognizing and rewarding acts of kindness within the school can inspire students to continue demonstrating positive behavior. Discussions about ethical dilemmas, role-playing scenarios, and storytelling activities can further deepen their understanding of how goodness can be expressed in different situations. By integrating Kagandahang-loob into everyday learning and interactions, students can develop a lifelong habit of showing kindness, making their personal and social relationships more meaningful.


6. Summary and Suggestions

1.1 Purposes of Practicum

The purpose of the practicum at ILS is to provide preservice teachers with hands-on teaching experience in a real classroom setting, allowing them to apply theoretical knowledge in practice. Through direct engagement with students, lesson planning, and classroom management, the practicum helps future educators develop essential teaching competencies, adaptability, and confidence. Additionally, it serves as a platform for refining instructional strategies, fostering critical thinking, and enhancing problem-solving skills in a dynamic learning environment. By participating in this practicum, preservice teachers gain valuable insights into diverse student needs, inclusive education practices, and effective assessment methods, ultimately preparing them to become competent and innovative educators in the future. 

1.2 Procedures of Practicum

The practicum procedures involve several key stages to ensure a structured and meaningful learning experience for preservice teachers. Initially, orientation sessions are conducted to familiarize participants with the school environment, policies, and expectations. This is followed by classroom observations, where preservice teachers analyze teaching methods, student engagement, and classroom management techniques under the guidance of mentor teachers.

After the observation phase, preservice teachers gradually take on teaching responsibilities, starting with lesson planning and co-teaching before progressing to independent instruction. Regular feedback sessions with mentor teachers and supervisors help refine their teaching skills. Additionally, they are required to document their experiences, reflections, and lesson evaluations. The practicum concludes with a final assessment, where their overall performance, adaptability, and effectiveness in teaching are evaluated to ensure readiness for professional teaching roles.

1.3 Outcomes of Practicum

The practicum provides preservice teachers with valuable hands-on experience, enhancing their pedagogical skills, classroom management, and ability to adapt to diverse learning environments. Through direct engagement with students and mentor teachers, they develop confidence in lesson planning, instructional delivery, and assessment techniques. Additionally, they cultivate essential soft skills such as communication, problem-solving, and collaboration, which are crucial for effective teaching.

Beyond technical skills, the practicum fosters professional growth by encouraging self-reflection and continuous improvement. Preservice teachers gain a deeper understanding of student needs, learning styles, and educational challenges, preparing them to become more effective and empathetic educators. By the end of the practicum, they are better equipped to handle real-world teaching scenarios and contribute meaningfully to the academic and personal development of their future students.

1.4 The Challanges of Practicum 

The practicum presents several challenges that preservice teachers must navigate to enhance their teaching competencies. Classroom management, adapting to diverse student needs, and balancing lesson planning with actual teaching are among the common difficulties faced. Additionally, understanding and applying various teaching methodologies effectively can be overwhelming, especially when handling students with different learning styles and behavioral issues.

Another significant challenge I encountered was the language barrier, cultural differences, and religious practices, particularly in prayer routines, as my beliefs differed from those of my students and colleagues. Initially, this posed some difficulties in communication and mutual understanding. However, I was able to overcome these challenges by fostering open-mindedness, showing respect for diverse perspectives, and finding common ground through meaningful discussions. This experience not only strengthened my adaptability but also deepened my appreciation for cultural and religious diversity in the educational setting.

1.5 Overall Impression 

The practicum experience was an invaluable journey that significantly contributed to my growth as a future educator. It provided me with firsthand exposure to real classroom dynamics, allowing me to apply theoretical knowledge in practical settings. Throughout the practicum, I developed essential teaching skills, including lesson planning, classroom management, and effective communication with students. Additionally, working in a diverse environment helped me cultivate adaptability and cultural sensitivity, which are crucial in today’s educational landscape.

Despite facing challenges such as language barriers, cultural differences, and variations in religious practices, I was able to navigate these difficulties with patience and open-mindedness. The support from my mentor teachers, colleagues, and students played a vital role in making the experience fulfilling. Overall, the practicum reinforced my passion for teaching and provided me with valuable lessons that will shape my professional journey in the future.

1.6 Suggestion for future Improvement

For future improvement, it is essential to enhance cross-cultural communication skills to better navigate language barriers and cultural differences in the classroom. Practicum programs could incorporate pre-orientation sessions focusing on cultural awareness and language support to help student teachers adapt more smoothly. Additionally, strengthening lesson planning strategies with more engaging and interactive teaching methods can improve student participation and learning outcomes.

Moreover, fostering open discussions about religious and cultural differences within a respectful and inclusive environment will help create a more harmonious teaching experience. Encouraging collaboration between practicum students and local teachers can also provide deeper insights into effective teaching approaches. Lastly, consistent self-reflection and feedback from mentors will be beneficial in refining teaching skills and addressing challenges more effectively.




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