Polytechnic University of the Philippines

Quezon City Campus

Student Teaching Portfolio Manual

Of

Rechel B. Lignes

Bachelor Business Teacher Education

2010-2011

In: Maligaya High School

Sampaguita St. Maligaya Quezon City

Table of Contents:

Dedication

Prayer for teacher

Introduction

PUP vision and mission

History of Maligaya High school

Maligaya High School Faculty Organization

Current Issues in Education

Articles About Educatin

Different Learning Approaches

Professional Development plan/Career Plan

Lesson Plan

Narrative Report

Curriculum Vitae

Attachments

Pictures

Timecards

Clearance and evaluation

Dedication

First I would like to dedicate this portfolio to my students at Maligaya High School whom I spent 10 months of my practice teaching, where I gain a lot of experiences as a student teacher, and

share to them I have learned in practice teaching.

Next I would like to dedicate this also to my school where I get the knowledge and confidence to finish my practice teaching, to my professors, Prof. Marilyn Isip and Prof. Sheryl Morales who

gives us the guts that we can teach like them.

And lastly to our God Father who guide me and shower me the knowledge that I made in the end.

PRAYER FOR TEACHERS

Do you see a man who excels in his work? He will stand before kings; He will not stand before unknown men.

Proverbs 22:29

Dear Lord Jesus, When You lived on this earth, You were an incomparable Teacher. People called You "a Teacher come from God" and listened to Your words with a great desire. When I face my class today, help me to teach my students as You did. Let my teaching be pleasing to them and attract their attention. Give me Your wisdom in an abundant measure to teach them in such a way that they may understand what I teach. All the children will look to me today for their example. Give me the grace to live a holy life before them and to set an example to them. Lord, fill my life with Your presence so that the children may see You in me. Sanctify my life day by day.Lord, let not the pains I take on behalf of my pupils go in vain, but let all the children in my class positively pass in the subjects, which I teach them. How much encouragement and joy will it give me! Shed Your special compassion on those children, who on account of their poverty, sickness or other problems are unable to concentrate on their studies. Solve all their problems so that they can concentrate on their studies with a peaceful heart. Let me be an instrument in Your hand so that when I treat them with love, they may through that love taste Your love. As it is written, "Blessed is he that considers the poor", consider Lord, all my labours towards these children and bless my family. Let there not arise any worry in my heart, but meet all the needs of my family then and there. Bless me with good health in my body and help me attend to my work diligently and with interest. Lord, You had said, "My peace I leave unto you", grant that Divine Peace in me, in my school and its surroundings. Help me find favour in the eyes of my superiors and my colleagues so that I may do my Work peacefully. Abide with me this whole day and accomplish everything for me. Thank You Lord for hearing this prayer. Amen.

Introduction:

This is a project of every graduating student of Bachelor Business Teacher Education. As part of the requirement, this portfolio contains different matters related to teaching, the

experiences as a student teacher, different articles and topics that are concerned to education, lesson plans, narrative report of different things happened during the practice teaching, pictures of my students and cooperating teacher whom I shared my time during my teaching. And the attachment of the evaluation of my cooperating teacher based on my performance during my

practice teaching.

Vision

Towards a Total University

Mission

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities; 

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines; 

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values; 

4. Promote awareness of our beneficial and relevant cultural heritage; 

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights; 

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual; 

7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist

industrialization and economic development of the country; 

8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization; 

9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and 

10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

VISION

Maligaya High School is committed to provide accessible and quality education to the deprived and underserved communities in order to produce upright, healthy, economically self-sufficient and peace-loving citizen.

MISSION

To be an institution which will produce highly skilled, intellectually equipped and values-oriented individuals who are united in a common aspiration in the service of God and Country.

A Glimpse on MHS History

Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a landmark of the government’s concern for the welfare and progress of the people. It is a symbol of government’s

commitment to make education accessible to all.

Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land where MHS rose

was donated by the Biyaya Corporation represented by its General Manager, Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and located at the heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the students living

within the community and its adjacent subdivisions.

The building was blessed and formally turned over to the Division of City Schools represented by Dr. Alma Bella . Bautista, Assistant Schools Division Superintendent on July3, 1992.

The people who worked hard for the construction of this building were the following: Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik, and Mr.

Romy Mallari.

The school formally opened in June 1992 and was granted independence in 2003.

Now, MHS in gaining emerging success from increased populations, installed physical improvement, acquired active participation of stakeholders and marked academic progress.

With school’s mission and vision, Maligaya High School embraces a strong commitment to offer best quality education for the welfare of the Filipino learners who shall meet common aspirations in the

service of God and country.

CURRICULUM DESCRIPTION

Key reforms in basic education have been put in place in the areas of nation learning strategies, school-based management, teacher education and development, resource mobilization and

management, and quality management system among others as a demonstration of the DepEd’s commitment to provide the learners the best education that they deserve.

After a four-year try out in a number of schools nationwide, the 2910 Secondary Education Curriculum (SEC) which focuses on teaching and learning for understanding and doing by design will now

be Implemented in the First Year level and shall be progressively mainstreamed.

So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue to undertake the 2002 Basic Education Curriculum incoming First Year students only.

Principal

Angelita G. Regis – Principal IV 

Assistants-to-the-PrincipalSusana B. Dauigoy – Supervision

Arnel M. Peralta – Student Affairs

Arlene G. Sandoval – Miscellaneous Affairs

 

Department Heads and ChairmenGemme T. Pesigan – Filipino

Arlene G. Sandoval – English

Teresita C. Sajorda – Mathematics

Lourdes L. Ligutan – Science

Arnel M. Peralta – Social Studies

Susana B. Dauigoy – MAPEH

Erna S. Akyol – TLE

Corazon D. Atilares – Values Education

 

Year Level ChairErna S. Akyol – Furst Year

Lourdes L. Ligutan – Second Year

Ederlina D. Belana – Third Year

Daisy M. Torcuator _ Fourth Year

 

School Registrar

Josephine C. Tavares 

Guidance TeachersRosario A. Yu

Antonia Nunez

Supporting Student Teaching Through Virtual Classrooms

Location: Home » Resources » EDUCAUSE Quarterly (EQ) » EQ Archives » EQ Volume 30 (2007) » Volume 30, Number 2, 2007 » Supporting Student Teaching Through Virtual Classrooms

In the face of increasing difficulty placing teacher candidates in schools for their practicum, using a cyber practicum offers several advantagesBy Jiyoon Yoon

All teacher education programs require teacher candidates to have in-school practicum experiences. Placing student teachers in schools is not always easy, however, and it is getting harder. Institutions must find local schools willing to participate in the student teacher program. According to the field experience office at the University of Minnesota, Duluth, it is getting more difficult to find schools where the teacher candidates can practice because of the limited number of local schools and the increasing competition for spaces from competing institutions.

Even after schools agree to participate in the student teacher program, teachers at those schools must agree to work with the teacher candidates. These mentor teachers spend considerable time with the teacher candidates, helping them get oriented to the school and sharing what they have learned about teaching. They also supervise the student teachers in the classroom. Their participation in the practicum program requires teachers to invest additional effort and patience to work with student teachers.

Because of these challenges, many school administrators and teachers do not want teacher candidates in their schools. It thus becomes more difficult to find proper schools for the teacher candidates to practice teaching.

What to Do?

To address these problems, I propose using a cyber practicum in the form of a three-dimensional, online world adapted for student teaching. With the cyber practicum, the teacher candidates create their own classroom spaces rather than sharing a supervising teacher's classroom. (Alternatively, the program administrators could create generic and specialized classrooms before student teachers enter the system.) The teacher candidates would create avatars (an interactive representation of a human in a virtual reality environment), develop lesson plans, and teach in the virtual classrooms. The cyber practicum thus eliminates the need to place teacher candidates in practicum schools, although it does not eliminate the need for mentors and students willing to participate in the online classrooms, or the need for program administrators. Cooperative teachers and students could potentially live anywhere in the world as long as they had Internet access. The institution could create and administer its own cyber practicum or participate in a practicum created and administered by a consortium of institutions with similar program needs.

Once the supervising teachers register for the cyber practicum, they can choose a specialized area (science, social studies, language, art, and so on, and a specific grade level) and create their own spaces for supervising and communicating with teacher candidates. Supervisors can use chat rooms on the site to communicate with teacher candidates. They also create their own avatars. The use of avatars allows them to combine gestures, actions, facial expressions, visual cues, and lip-synchronized speech, making the conversations between the teacher candidates and the supervisors more realistic and engaging.

The traditional school practicum is an intensive experience with one group of learners, which usually limits the range of problems a student teacher faces. In a cyber practicum, however, the teacher candidates can meet a variety of students—whoever signed up from anywhere around the world. Each student has his or her own account, and the teacher candidates can develop lessons targeting each student's needs. The cyber practicum supervisors review the lessons, and the teacher candidates revise them to address their suggestions.

Benefits and Concerns

The cyber practicum provides a virtual alternative to a real school setting. It could replace the school practicum or serve as a pre-practicum program, allowing teacher candidates to practice role-playing and lesson planning. The choice would depend on the teaching program's needs and the willingness of mentors and students to participate in the virtual classrooms. A key question is whether the cyber practicum would replace real classroom experience or simply provide additional training for student teachers outside the physical classroom. Another question is whether students would "attend" virtual classes taught by the teacher candidates or just receive additional, outside-class help through the cyber practicum. Answering these questions requires research and close work with practicum administrators and participants, which I plan to undertake.

Cyber worlds attract attention in education because of their potential benefits: communication without limitations of time and space, realistic and engaging conversations through chat and using avatars, and effective, individualized teaching and learning in an interactive 3D

environment. Given the problems facing teacher practicum programs, the cyber practicum offers an interesting solution.

How to Survive - and Thrive as a Student Teacher

1. Thoroughly read all of the preparatory materials you are given. Devour the student teaching handbook with an attention for detail and an eye for places where you can excel. Know what's expected of you and look for opportunities where you can not just meet the basic requirements, but soar above and beyond the essentials. Each school has its own set of policies and your best bet for fitting in and succeeding is to know how the school works and how best you can contribute. Also make sure to stay on top of all requirements from your teacher training institution.

2. Approach student teaching as a 4-month long job interview. Dress professionally, show up on time, be courteous, and showcase your best qualities. Watch the staff, especially your master teacher, and do what they do. Basically, go the extra mile and put your best foot forward. That's the surest way to maximize the positive career potential of your time as a student teacher.

3. Know when to talk and when to listen. In other words, don't be afraid to offer your opinion; but steer clear of campus politics, sensitive issues, and teachers' lounge gossip. Listen to advice from your master teacher and follow it to the letter. And no matter how comfortable you feel on campus, always remember that you're a temporary guest on site and your top priority is to learn valuable teaching skills while serving the students and enhancing your resume.

4. Attitude is everything. Be a good sport. That means being flexible, upbeat, cooperative, thorough, and hard-working. Expect to arrive early and stay late. Always say "yes" when asked to help out. Seek out ways to add value to the organization and differentiate yourself from the other student teachers out there in a positive way. Your efforts will pay dividends when the principal is looking for names to interview for upcoming job openings.

5. Invite the school's administrator to come see you teach in the classroom. When you know you have prepared a high-quality lesson to present, make sure important people are there to observe it! This is a key strategy to employ because it's the only way you will secure a letter of recommendation from the principal. Letters from power-players look fantastic in your portfolio.

6. Participate in all school activities during your time as a student teacher. Attend all staff meetings, grade level planning sessions, and after-school functions - even if it's not explicitly expected of you. The more familiar your face around campus, the more of an impact you make as a team player willing to work hard and sacrifice for the benefit of students.

7. Be very well prepared. Know the master teacher's expectations and exceed them. Anticipate his or her needs and try to meet them. Maintain a detailed To Do List and check things off as they are accomplished. There are many things to remember when you're student teaching; it will take extra organization and foresight to keep track of everything you need to do. Make copies ahead of time, invest time (or money) in a robust organizational system, and triple check your work before showing it to anyone.

8. If there are any problems, follow the appropriate chain of command. Don't go over your master teacher's head and talk to his or her boss first. Start by talking to the master

A Student-Teacher's Reflection on School RelationshipsBy Rebecca Schauffele

Article Submitted On: August 15, 2007 ...

Student teaching provides students with a hands-on opportunity to get a taste of teaching before they begin their career as an educator and creates opportunities for individuals to work not only with the students in the school, but the staff as well. Educators need to know how to act around students, but a student teacher must also learn how to act around fellow teachers, support staff, administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they hope would not develop, and strategies for solving problems. The importance of maintaining positive relationships at school needs to be in the mind of every student teacher. Things may not always go smoothly, yet a professional should have some ideas on how to handle tricky situations.

Ideal relationships at school help make each day a pleasant day for everyone...teachers, students, support staff, administrators, and parents. Ideal relationships involve the exchange of kind words, good manners, teamwork, and positive attitudes. If such relationships are in place in the school setting, staff can work together in a supportive way to solve problems and to help each other. The staff would care about others and not just their own well-being. Lines of communication would be maintained. The entire staff of the school would work together for the good of the

students and to sustain hardworking, dedicated employees. The students would be sure to thrive in such a positive, supportive environment. Furthermore, parents might be more apt to be involved in their child's education if they felt welcomed and appreciated. This is a brief example of what some ideal relationships within the school setting; however, this is not always the reality.

While student teaching, problems between the pre-service teacher and administrator, support staff, students, colleagues, cooperating teacher, and/or faculty advisor can develop. For instance, one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher; however, a student teacher's philosophy may be subject to scrutiny, as s/he does not have the experience that other staff members might have. Another possible issue of contention is that many teachers deal with an enormous number of tasks and issues and often need to vent their frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s/he partakes in these conversations. Communication barriers may be another problem that can develop between support staff, the cooperating teacher, administrators, and so many more. Some people do not have interpersonal skills, and student teachers need to make sure that s/he does not prejudge based on a look. Additionally, one always hopes not to run into the staff member who just does not care anymore, as this can be harmful to all involved. Finally, not establishing effective classroom management techniques from the beginning with students is a problem that can develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing with administrators, support staff, colleagues, cooperating teachers, and faculty advisors, confrontations must not occur while a student teacher is emotional. Furthermore, as stated previously, many individuals will express their frustrations to others as a way to cool down. This should not occur in the workplace. The student teacher should ask to speak to the person privately. When solving problems, a student teacher should never use you statements. "You made me mad when..." should be "I felt upset when...." Numerous problems arise due to miscommunication. A student teacher should be willing to listen actively and to try to see the situation from the other person's viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their cooperating teacher. If a cooperating teacher gives permission to actively work through problems with students, a student teacher must maintain composure. Students can sense when a teacher is frustrated, and this will potentially create an explosive situation. The student teacher should talk to the student in private and try to see the problem from the perspective of the student. The student teacher should not be afraid to talk the problem over with his/her cooperating teacher, and when deemed appropriate, the student's parents and/or the school counselor. Many times a fresh viewpoint provides a solution. If a student has a child study team, the child study team should be made aware of the problem, and depending on the severity of the problem, the administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one's school, problems that they hope will not develop, and strategies for solving problems. When dealing with other individuals, problems will occur. Humans are innately different and possess differing

viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an ideal relationship, but an ideal relationship is different from a real relationship. When working with people, whether they are adults or children, a student teacher must pick his/her battles. Not all battles are meant to be fought, and not all battles will be won.

The battles worth fighting for are those with the goal to make both sides better for having fought and to create a win-win situation for all parties involved. A student teacher must remember that s/he is not only in the classroom to teach but to be taught. Student teachers should see problems as doorways to learning and growth and not as hurdles to be charged through and overcome.

Student Teaching Guidelines

This page provides information on the Student Teaching experience in Science Education.

Requirements. To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.22. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2

3. Have completed undergraduate science courses, including advanced electives, in the topic areas covered by the senior high school curriculum in the subject in which you will do your student teaching

4. Have maintained close to a "B" average in science and related courses

5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in Biology, Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for New York State teacher certification. You must apply in advance for admission to student teaching courses, submit your transcripts, and be approved by the Secondary Education program and the course instructor.

Placement. All students approved for student teaching in science are assigned to a senior high school, normally one near the college campus. Student teachers are grouped together at particular schools to facilitate supervision and evaluation of your work; special requests for placement in particular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the department and department head (usually an Assistant Principal) to whom you should report at the start of the public school semester. You should normally report to the school before the first class at the College. It is a good idea to telephone the school a day ahead and speak with the department head.

Responsibilities:

1. Be on time for all work at the school. Call in if you must be late or absent, just as a teacher would do.

2. Follow the directions of your Co-operating Teacher regarding all school procedures.

3. Your conduct and dress should be appropriate and meet the school's standards

4. You should be well-prepared for all lessons, tutorials, or other formal work with students

5. You should refer all problems to your Co-operating Teacher, department head, or college instructor

Activities:

1. Observing teachers and their classes, particularly your Co-operating Teacher; Guidelines

2. Teaching whole-class lessons or portions of lessons

3. Assisting your Co-operating Teacher in class and/or team teaching

4. Helping or tutoring students individually and in small groups

5. Assisting with laboratory work, field trips, demonstrations, work in the science preparation room

6. Learning and carrying out routine classroom and school duties of a teacher, as appropriate

NOTE that normally you will mainly observe and assist in the first few weeks of the semester, teach the class for all or part of a period about once a week during the middle of the term, and teach whole lessons once a week or more often in the final weeks of the term. You should teach your first lesson to the class no later than early March. You will normally do most of your teaching in one class of your Co-operating Teacher's program, but may also teach occasionally in other classes.

Observations.

Your teaching will be observed during the term by a supervisor from Brooklyn College, either the course instructor or another faculty member. You will also get advice on your teaching from your Co-operating Teacher and perhaps from the department head. In the early part of the semester you should model your teaching after the routines and procedures of your Co-operating Teacher. Later you can try out various methods discussed in the seminar or original ideas of your own, with the Co-operating Teacher's approval. Your first official observation will mainly be diagnostic and count least toward your final evaluation. The last two observations of the term will normally count more and will look for progress and attention to recommendations made to you after the first observation.

Co-operating Teachers.

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College for working with you. You should regard the C.T. as a primary source of information, advice, and guidance as you learn how to perform the role of a teacher. The classes in which you may teach are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regard to the class. If you want to try something different, discuss it in advance. Co-operating Teachers know that you are there to learn and to try out teaching methods of various kinds and will generally be willing to let you use methods presented in the college seminar. Remember that students get used to particular policies and procedures and teaching methods and that while they like variety, they may find new approaches confusing at first. Accept the guidance of your C.T. in general, but also show some initiative in proposing teaching ideas.

 

Student Approaches to Learning is the theory that students will take a different approach to how they study depending on the perceived objectives of the course they are studying. This theory was developed from the clinical studies of Educational Psychologists Ference Marton and Roger Säljö who found that students could be divided into two distinct groups, those that took an understanding approach to learning and those that took a reproduction approach to learning.[1] These are more commonly referred to as deep and surface approaches to learning.

In this study students read a 1,500 word article on which they were questioned by an interviewer. In the interviews students were asked about what they remembered, how they felt about the task and how they approached the task. Analysis of the interviews showed that students could be divided into two groups:

1. Surface learners were characterized by focusing on parts of the article to memorize that they might be questioned on

2. Deep learners engaged in an active search for meaning

These findings were corroborated by the laboratory studies of Pask and co-workers.[2] Pask referred to the two different learning strategies that he had found as "serialists" and "holists". Serialists look at the detail and steps in the argument and appear to be a sophisticated surface

approach. Holists have a broad focus and see the task in context, using analogies and illustrations.

Learning Approaches and Phenomenography

Marton has also been involved in the development of Phenomenography research, but this should be distinguished from the simpler model of student approaches to learning. Phenomenography aims to produce a detailed understanding of people's experiences and thoughts (in this case the students), student approaches to learning examines how this behavior manifests itself in the approach the student takes.

Learning Approaches vs Learning Styles

Learning approaches are not the same as learning styles. Students can use different learning approaches for different tasks. These are not inherent personality traits and they are produced by the interaction of the student with the learning tasks.[3][4]

Middle Years Programme curriculumAreas of interaction

Approaches to learning How do I learn best? How do I know?

How do I communicate my understanding?

Through approaches to learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies.

Approaches to learning also include:

organizational skills and attitudes towards work collaborative skills

communication

information literacy

reflection

problem-solving and thinking skills

subject-specific and interdisciplinary conceptual understanding.

Recognizing and helping students develop the range of their capacities, positive attitudes and effective habits of mind is the shared responsibility of teachers, and is at the core of all curriculum development and delivery.

 

Professional Development Plan / Career Plan

After graduation I’m looking forward to find a a stable job, wherein I can use what I have learned based on my course. I’m also planning to take the Licensure Exam for Teachers after graduation I will prepare myself by reviewing all the lessons that regards to my course and

after that and If ever I pass, I will teach maybe in college level and take my master’s degree to broaden my knowledge in teaching..

Lesson Plan

Date/ Day: January 10 2011

Year/ section: IV Bonifacio

I Content:

Area/ Unit: Retail Marketing

Topic/Lesson: Customer Relations and Services

Materials: visual aid

Reference: book in Entrepreneurial Retail Operation

II Objectives: at the end of the lesson the students should be able to:

know what is customer relations and services

understand the different guides to services offered for customer Explain each guide in customer relations and services

III Procedures:

A. Preparatory1. Daily routine- prayer, greetings, checking of attendance, cleaning2. Review – Brief review about the previous lesson 3. Motivation – Asking question related to the topic

B. Presentation:

Customer Relations and Services

Guides to Services offered

1. Competitors policies and practices2. Type of merchandise handled 3. Customer’s income4. Type of store5. Store’s pricing policy6. Store location

C. Closing Activity:1. Generalization- A retailer must provide the services his customers need and expects so

he has certain guides to follow that will help him to decide on the bundle of services he will offer.

2. Valuing- The retailer should remember that the services he offers are intended to contribute the store’s long run profit ability.]

3. Evaluation – Short quiz Give the different kinds of services offered and explain (10 points)

IV: Assignment/ Agreement

Topic: Kinds of Customer Services to have good relations

1. Guide questions What are the different types of customer services to have good relations.

2. Reference: Book in entrepreneurial Retail Operation, internet

Narrative Report

As a start of my practice teaching, I am not nervous for who will be my student, and cooperating teacher because during the first semester and my observation, they are also my student and critic teacher in my practice teaching.

During my first day in teaching I am familiar to my students, because they know me at the early months of school year during our observation.

Some of my students are naughty, some of them our not interested in their studies, they wanted to go out go to comfort room or in the canteen rather than to attend to their subjects, I’ve noticed it even not in my subject. But there are students who wanted to learn, and give efforts to their studies, you will see them in higher sections those students who pass their assignments on time give extra efforts to their projects and everyday present in the class. I enjoyed my teaching in maligaya high school because I know that I had share to them and

discuss to them clearly the lessons in TLE and based on my observation most of them are listening to me while I’m discussing the lesson and during the evaluation they got an excellent grade in tests and quizzes.

My critic teacher always reminding me to prepare my visual and lesson plan everyday because it is a responsibility of a teacher. I need to be a model to my student starting to my looks and of course on how I talk to them. I need to be careful to my words and to my actions. And I am always keeping it to my mind every time I used to teach to them.

Curriculum Vitae

Rechel B. Lignes

Sunrise St. Parkland Maligaya Caloocan City

Reech_bernabe @yahoo.com

Objectives: to be able to apply my knowledge and skills in different aspects of responsibility in respective organizations.

Education:

Polytechnic University of the Philippines

(Quezon City Campus)

Bachelor Business Teacher Education

2007- present

Tala High School

Tala Caloocan City

2001-2005

A Mabini Elementary School

San Roque Tala Caloocan City

1995-2001

Skills

Computer literate

Personal Information

Age: 24

Status: Single

Attachments