ABSTRACT

Bon-Jovi V. Duarte and Annecie F. Quiachon, Capiz State University, Pontevedra Campus, Pontevedra, Capiz, April 2014, Problems Practice Teachin(' S.). *+,* - *+,./. Thesis A!viser0 1ata2ie 3. Besana The teaching practice is designed to ma e the transition smooth !orm teacher to student" At the same time the teaching practice assignment gives the teachers training institutions an opportunity to evaluate the student teaching capa#ilities" $t is one o! the most important components o! the teacher training program" $t is an opportunity !or student teachers to put their theoretical studies into practice" There may #e some inconsistencies #et%een %hat has #een learned in college or university and the actual situation in the classroom" The teaching practice e&ercise should help student teachers to integrate theory and practice" $t is the responsi#ility o! teacher education institutions to provide such learning e&periences to student teachers that they may #e a#le to identi!y, select and innovate organize such learning e&periences %hich may develop competence in the student teachers to teach the course o! their specialization on the one hand and recreational activities and social use!ul production %or on the other hand" As teaching practice is an important component o! teachers training program, considera#le attention must #e given to ma e it more e!!ective and !ruit!ul" 'eeping in vie% the importance o! teaching practice, the study %as designed to identi!y the socio(demographic pro!ile o! the respondents and the pro#lems encountered #y the Student(Teachers o! Capiz State University, Pontevedra Campus during practice teaching, school year 2012(201)" The respondents o! this study %ere the !orty(eight *4+, -..d and -S.d student teachers o! Capiz State University, Pontevedra Campus" A survey /uestionnaire, composed o! three *), parts %as used to gather signi!icant data" Part $ dealt %ith the personal in!ormation a#out the respondents such as age, gender, ncountere! b" the Stu!ent-Teachers o# Ca$i% State &niversit"' Ponteve!ra Cam$us !urin( their

civil status, estimated monthly !amily income, and educational attainment" Part $$ %as composed o! items in pro#lems encountered #y the Student(Teachers o! Capiz State University, Pontevedra Campus during their practice teaching, school year 2012 ( 201) and Part $$$ sought to determine the degree o! seriousness o! the pro#lems encountered #y the student(teachers o! Capiz State University, Pontevedra Campus during their practice teaching, school year 2012 0 201)" The descriptive survey research %as used in this study" 1escriptive data %ere analyzed using the !re/uency count, mean, and percentage" 2esults revealed that most o! the respondents are 20 years old" 3a4ority o! them are !emales" 3ost o! the respondents lived at #arangays" 3a4ority o! the respondents5 are single" 3ost o! the respondents5 estimated monthly !amily income !ell on the #rac et o! Php 6,001 0 Php 7,000" 1ata also revealed that the highest num#er o! !athers educational attainment o! the respondents %ere elementary undergraduates and the lo%est num#er %ere %ith post graduate units and post graduates" The highest num#er o! mothers educational attainment o! the respondents %ere high school graduates and the lo%est num#er %ere %ith post graduates units and post graduates" 3ost o! the Student(Teachers %ere deployed at Pontevedra 8ational 9igh School *Tacas, Pontevedra, Capiz,, 1omingo 3" :ocsin .lementary School *President 2o&as, Capiz,, and -ailan .lementary School *-ailan, Pontevedra, Capiz," The data sho%ed the pro#lems encountered #y the Student(Teachers o! CapSU Pontevedra during their practice teaching, school year 2012 0 201) in terms o! teachers strategies and techni/ues %ere rated ;sel!om< as indicated in the grand o! )"7=, in terms o! instructional materials, teaching aids and devices %ere rated ;sel!om< as indicated in the grand o! )">=, in terms o! communication s ills %ere rated ; sel!om< as indicated in the grand o! 4"12, in terms o! classroom management %ere rated ;sel!om< as indicated in the grand o! 4"11, in terms o! various mis#ehaviour o! students %ere rated ; #airl"< as indicated in the grand o! )"0), in terms o! attitudes o! cooperating teacher to%ards the student teacher %ere rated ;not at all< as indicated in the grand o! 4")4 and the degree o! seriousness o! pro#lems encountered #y the Student(Teachers o! CapSU Pontevedra during their practice teaching in terms o! teachers strategies and techni/ues %ere rated

;not serious< as indicated in the grand o! )"7=, in terms o! instructional materials, teaching aids and devices %ere rated ;not serious< as indicated in the grand o! )"61, in terms o! communication s ills %ere rated ;not serious< as indicated in the grand o! 4"1+, in terms o! classroom management %ere rated ; not serious< as indicated in the grand o! 4"00, in terms o! various mis#ehaviour o! students %ere rated ; #airl" serious< as indicated in the grand o! )")2, in terms o! attitudes o! cooperating teacher to%ards the Student(Teacher %ere rated ;not serious< as indicated in the grand o! 4"0="

C4APT R 5

56TR7D&CT576

A teacher %ho en4oys teaching is the #est mover, a#le to open the heart and mind o! the learner" 9ence, a more !ruit!ul citizen o! the land %ill dominate the country" Teaching is the no#lest pro!ession as it is #elieved #y the educated man" $t is the no#lest pro!ession in the sense that no other pro!ession li e architect, doctor, engineers, nurses, and others can e&ist %ithout the teacher" Today, there are thousands o! students ta ing up education" They are the !uture mentors %ho %ill guide and shape the young generation and mould !uture leaders" -ecause o! this, these prospective teachers should #e trained %ith care, guided in the right direction and their minds set %ith such determination and aspirations that %henever they are #eset %ith comple&ities and intricacies, they could !ace their pro#lems s/uarely and stand !irmly on their o%n" Practice teaching occupies a ey position in the programme o! teacher education" $t is a culminating e&perience in teacher preparation" $t provides opportunity to #eginning teachers to #ecome socialized into the pro!ession *?urlong et"al, 17++," Per!ormance during practice teaching provides some #asis !or predicting the !uture success o! the teacher" @utgoing popularity and centrality o! practice teaching is an important contri#uting !actor to%ards the /uality o! teacher education programme" 1uring practice teaching, %or ing %ith students in schools provides a high degree o! emotional involvement o! a mostly positive nature" Students5 teachers !eel themselves gro% through e&perience and they #egin to lin to a culture o! teaching *Tro%#ridge and -ylee, 1774A Shara!uddin and Allison, 17=7,"

The !ormer Secretary o! .ducation, Secretary Besli :apus states that, ;Teachers per!orm an important role in our society" They !acilitate the learning process that our teacher undergo to ac/uire the no%ledge and s ills necessary !or advancement" They mould the youth into #ecoming productive and responsi#le citizen through the values they impart" They serve as role models !or the community, especially to the young" The ?ilipino teachers are also mandated to per!orm a vital !unction in our country *?ilipino Teachers 9and#oo !or 3em#ers o! the -oard o! .lection $nspectors, 200>," The statement o! Secretary o! .ducation Besli :apus has #een supported #y the /uotes o! !ormer 1.CS Secretary 2icardo T" Cloria that ;Teachers are the moulders o! tomorro%, they produce /uality pupils to handle and lead the !uture o! our country in the trend o! modernization and glo#alization" The researchers !ind it necessary to conduct a study !ocusing on the pro#lems encountered #y the practice teaching students to get ideas a#out the pro#lem they had encountered, !or that the person %ho can relate in this study can !ind early intervention or solutions to the pro#lems he might encounter" And !or the incoming practice teaching students they can also #ene!it in this study" -y this, the practice teaching students %ould have the idea on ho% they %ill handle the pro#lems that they may encounter in the !ield o! teaching in the !uture"

Statement o# the Problem This study %as conducted to determine the Pro#lems .ncountered #y the Student( Teachers o! CapSU Pontevedra during their Practice Teaching, S"D" 2012(201)" Speci!ically this study is conducted to ans%er the !ollo%ing /uestions" 1" Ehat is the demographic pro!ile o! the respondentsF 2" Ehat are the Pro#lems .ncountered #y the Student(Teachers o! CapSU Pontevedra during their Practice Teaching, S"D" 2012(201) in terms o!G a" Teacher5s Strategies and Techni/ues

#" $nstructional 3aterials, Teaching Aids and 1evices c" Communication S ills d" Classroom 3anagement e" Harious 3is#ehavior o! Students !" Attitudes o! Cooperating Teacher To%ards the Student(Teacher )" Ehat is the 1egree o! Seriousness o! the Pro#lems .ncountered #y the Student( Teachers o! CapSU Pontevedra during their Practice Teaching, S"D" 2012(201) in terms o!G a" Teacher5s Strategies and Techni/ues #" $nstructional 3aterials, Teaching Aids and 1evices c" Communication S ills d" Classroom 3anagement e" Harious 3is#ehavior o! Students !" Attitudes o! Cooperating Teacher To%ards the Student(Teacher

Si(ni#icance o# the Stu!"

The result o! the study is signi!icant in no%ing the pro#lems encountered #y the Student(Teachers o! CapSU Pontevedra during their practice teaching school year 2012( 201)" The result o! the said study is signi!icant to the !ollo%ingG ,. The #uture stu!ent teachers. This study %ould help the !uture student teacher gain valua#le in!ormation and insight a#out the pro#lems encountered" This study may serve as guideline to help them prepare !or their practice teaching and to use good preventive management strategies and principles !or the improvement" *. The coo$eratin( teachers. This study %ould help the cooperating teachers to have #etter %ay o! understanding, handling and supervising the student teachers" Through its !indings, they %ill also #e in a #etter position to provide the appropriate e&perience !or the student teachers" .. Coo$eratin( o##icials. This study %ill also #ene!it the cooperating o!!icials *Principal, 9ead Teachers, Supervisor, and Teacher .ducation $nstitutions, to !urther strengthen their support to the student teacher and cooperating teacher along the pro#lems encountered #y the student teachers"

Sco$e an! Delimitation o# the Stu!"

This study %as limited only to Senior -..1 and -S.1 students o! CapSU Pontevedra !or school year 2012(201) %ho %ere having their practice teaching"

De#inition o# Terms To clari!y ideas presented in this research paper, the researchers de!ined the !ollo%ing terms as they %ere used in this study" Personal 5n#ormation include in!ormation a#out the respondents5 age, gender, home location, civil status, estimated monthly !amily income, parents highest educational attainment and school assigned" Classroom 1ana(ement re!ers to the administrationIdirection o! activities %ith special re!erence to such as organizational plan, scheduling, record eeping, physical environment, discipline and routine" 5nstructional 1aterials are material used #y the teachers in relaying or conveying instruction and in!ormation" Teachin( Strate(ies are care!ully conceived plan designed to !acilitate a particular ind o! learning" 1otivation re!ers to those !actors that are responsi#le !or stimulating proper responses to%ards accomplishment o! esta#lished goals" Stu!ent-Teacher a student enrolled in a teacher preparation program %ho is doing practice teaching under supervision" Practice Teachin( is the part o! a student teacherJs training that consists o! placement in a school %here classroom teaching is underta en #y the student under the supervision o! a certi!ied teacher"

Coo$eratin( School the school %here the student(teachers %ill #e underta ing their practice teaching e&ercises" Coo$eratin( Teacher the su#4ect teacher in the cooperating school %ho serves as mentor to student(teacher assigned to his" Communication S8ills is the set o! s ills that ena#les the student(teachers to convey in!ormation so that it is received and understand #y the learners" C4APT R 55 R V5 9 7F R :AT D :5T RAT&R

This chapter discusses the revie% o! several research literature !ound in some #oo s, internet, and unpu#lished materials that include in!ormation related to the research study" Classroom 1ana(ement Techni;ues A ma4or pro#lem identi!ied #y student teachers according to surveys made in several studies, involved the development o! e!!ective management techni/ues" Success!ul learning outcomes in the class depends to a large e&tension ho% %ell classroom activities are controlled and managed" $t is an accepted !act that %ell(managed classroom provides rich opportunities !or gro%th and development *H.CA, 200+," Classroom 1ana(ement Classroom management re!ers to a #road set o! teaching #ehaviors through %hich the teacher shapes and maintains learning conditions that !acilitate e!!ective and e!!icient instruction resulting in a learning community" $t involves motivating students to learn, providing appropriate instruction and !eed#ac , and managing student %or " .!!orts o! the classroom teacher are proactive, responsive, and supportive" *httpGII%%%)"ua ron"eduIeducationIsuppIsa!eschool"htm,

Classroom management is not con!ined alone" $t is de!ined as the use o! rules and procedures to maintain order so that learning may result" $n this light, organizing the classroom is the !irst step in e!!ective classroom management" $n the classroom, procedures are spelled out correctly" .&pectations should #e care!ully ver#alized to provide directions, and seating arrangement, attendance, use o! instructional materials, classroom courtesies and discipline should #e care!ully planned"

Relations <ith the Pro#ession There have #een some remar a#le pertinent to student teacher5s lac o! ethical #ehavior in school and in pro!essional groups" Comments have #een e&pressed regarding the unsocial and irresponsi#le #ehavior o! some student teachers" Teachers training mentors have a great in!luence on these type o! student teachers in helping them uphold the pro!essional point o! vie%, to consider teaching as an opportunity !or the highest type o! service rather than mere 4o# !or ma ing a living" To assist student teachers develop right relationships %ith the pro!essions, supervising instructorsIcooperating teachers can do the !ollo%ingG Sahagun, *200=,, the !irst step in developing e!!ective strategies to support ne% teachers is to identi!y the areas in %hich #eginners need the most help" 3ost agree that it is day(to(day issues that are !irst priority %here to !ind necessary supplies, ho% to deal #ehavioral pro#lems, and e&actly %hat classroom materials they need" Some other areas in %hich #eginning teachers !re/uently need help include setting up a classroom !or the !irst time, learning school routines and procedures, designing lesson plans, developing classroom management s ills, teaching %ith limited resources, motivating students and engaging them in class activities, assessing pupils per!ormance, connecting theories and teaching methods learned in college to classroom practice" Teaching is an e&citing and re%arding activity #ut li e other pro!essions, it is demanding" $t is re/uired that its practitioners clearly understand %hat should #e done to #ring a#out the most desira#le learning in the pupil and #e highly pro!icient in the s ills necessary to carry out these tas s" Teaching is not the simple matter o! pro!ession one5s

message" $t is complicated communication pro#lem" Using di!!erent teaching methods, techni/ues and devices, %e can solve the communication pro#lem" Teaching methods are means #y %hich the teachers attempt to #ring a#out the desired learning" A pro!essionally trained teacher can use di!!erent methods o! teaching success!ully" $t is really a very di!!icult tas and only a pro!essionally /uali!ied teacher can do this" Ee cannot e&pect all these !rom a teacher pro!essionally un/uali!ied" Ehereas teaching is the process #y %hich a person helps other people to learn" $t is one o! our most important activities" Teaching helps people to gain the no%ledge and attitudes they need to #e responsi#le citizens, earn a living and lead a peace!ul li!e" $t also provides a chie! mean o! passing no%ledge to the ne&t generation" *.ncyclopedia, 17++G PI=6, 9olden suggests that the e&tended period o! more or less !ull time teaching in a school !ound in conventional initial training course" *9oldenG 17+> PI62," Teaching practice re!ers to the opportunity given to the trainee to develop and improve his I her pro!essional practice in the conte&t o! the real classroom, usually under some !orm o! guidance and supervision" School e&perience means the total e&perience o! %or ing in a school in %hich trainees have %hen they are on placement in schools" *EallacG 1771, PI121," Perry says that teaching practice re!ers to the period o! time in %hich a student teacher gains !irsthand e&perience in %or ing %ith a particular group o! children" *PerryG 177>, PI)," A num#er o! terms such as the teaching practice, student teaching, !ield studies, in!ield e&perience, school #ased e&perience or internship are used to re!er to this activity" 8ia %rites a#out teaching practice as in practice the em#ryo teacher, under the direct and continuing supervision o! e&perience master, #egins to teach, to apply the theory learned into practice" *8ia G 177+, PI1))," 'han %rites a#out the concept o! internship as it is the responsi#ility to teacher education institutions to provide such learning e&periences to students teachers that they

may #e a#le to identi!y, select, innovate and organize such learning e&periences %hich may develop competence in the student teachers to teach the course o! their specialization on the one hand and games, recreational activities and socially use!ul productive %or on the other hand" The program o! internship in teaching other than traditional teaching practice program can play an e!!ective role in developing these concepts in the student teachers" According to 1ree#en this phase o! training contri#utes not only to the development o! occupational norms #ut also to reducing an&iety a#out teaching and to learning classroom techni/ues" $t also seems to contri#ute most o! discover %or a#le conduct, %here ;%or a#le< #ecomes characteristically de!ined as classroom on the #readth and richness o! the material management, !ollo%ing !i&ed schedules o! instructions, simpli!ying lesson plans, getting through the material and cutting #ac presented" *1ree#enG 17>0, PI1+," Co%er and Ealters %rite that someone can learn a#out teaching #y discussing it and tal ing a#out materials and techni/ues #ut li e most s ills one cannot really learn it %ithout doing it" $t is one o! the !e% opportunities !or prospective teacher ever have !or trying out a ne% idea and perhaps having a critical #ut supportive set o! o#servers" To !ocuses onG a, Classroom sensitivity to pro#lems o! teaching, #, Classroom sensitivity to learning pro#lems, c, -asic classroom management s ills, d, Teaching techni/ue" *Co%er and EalterG 17+), PI40," Cohen and 3anion descri#ed the need o! teaching practice in these %ords" The theory and training in college prior to !irst practice cannot possi#ly provide %ith ans%ers !or all the pro#lems and contingencies, a !uture teacher is li ely to encounter in the school and the classroom" *Cohen and 3anionG 17+), PI14," According to Coodings #y e&posing teachers in training to the realities o! their !uture carriers in a controlled situation, ena#le them to eliminate a variety o! %ea ness characterized #eginning teachers" 8ot only they are #etter prepared to teach #ut posses a high level o! con!idence in their o%n a#ilities" *CoodingsG 17+), PI4),"

@ne o! the principles o! learning is to no% the learners and start %or ing %ith them" Student teacher is deeply concerned a#out no%ing the situation in %hich heIshe %ill %or and the people %ith %hom he I she %ill associate" 9eIshe has also concern to no% a#out the curriculum plans o! school" Student teacher %ill need to #ecome !amiliar %ith the particular units o! %or in %hich the pupils #e engaged %hen he I she #egins hisIher student teaching" Ehereas Bohnson and 1eprin recommended the !ollo%ing tas s o! students teachersG a, @#serve the teaching procedures !ollo%ed #y the cooperating teacher, ta ing note o! the general routine, #, -ecome !amiliar %ith availa#le instructional materials, c, 3a e a special e!!ort to #ecome ac/uainted %ith the pupil5s learning as many names as possi#le, d, $denti!y areas in %hich plans can #e made !or immediate participation %ith individual or small groups, e, Ac/uire #ac ground in!ormation on the pupils %ith %hom he %ill #e %or ing, !, Attaining an understanding o! school situationA the school program, physical surrounding and !acilities and the responsi#ilities o! the teacher to the school, community and pro!ession, g, @#taining e&perience in per!orming satis!actorily the routine tas s, %hich are normally the responsi#ilities o! classroom teacher, h, .ngaging in a %ide range o! pro!essional activities li e using availa#le instructional media, arranging #ulletin #oard, classroom and management, eeping attendance register etc, i, 3a ing daily plans and unit plans" *Bohonson and 1eprinG 17>1, PI27()1," 8e% teachers have many concerns as they gro% in the pro!ession" Unit and lesson plans need to #e %ritten, student !iles need to #e loo ed into, and the rules and policies o! the school need to #e learned #y ne% teachers" -ut i! you as the #eginning teachers, %hat their #iggest concern is ma4ority o! them say, it is the discipline o! students" These ne% teachers !ace all pro#lems o! handling inappropriate students5 #ehavior, many !or the !irst time %ithout the guidance o! the cooperating teachers during their student teaching" $! these teachers cannot develop clear structure in their class %ithin the !irst t%o or three %ee s in their student teaching, students %ill result to undesired #ehaviors that may cause disciplinary pro#lems !or students in the classrooms" This %ill result in the teacher spending too much time on managing students5 #ehavior"

Communication s ills can #e de!ined as the transmission o! a message that involves the shared understanding #et%een the conte&ts in %hich the communication ta es place *Saunders and 3ills, 1777," Communication ta es place through channels" Eithin the teaching pro!ession, communication s ills are applied in the teachers5 classroom management, pedagogy and interaction %ith the class *Saunders and 3ills, 1777," $n addition, teaching spea ing s ills is important in teacher education *3cCarthy and Carter, 2001," C4APT R 555 R S ARC4 1 T47D7:73) This chapter presents the methods and procedures used in the study" The presentation includes the respondents o! the study, the research design, the research instrument used, procedures !ollo%ed in gathering data, and the statistical tools used in the analysis and interpretation o! data" Place an! Time o# the Stu!" This study %as conducted at Capiz State University, Pontevedra Campus during the school year 2012(201)" Res$on!ents o# the Stu!" The respondents o! the study %ere Senior -..1 and -S.1 students o! Capiz State University, Pontevedra, Campus, %ho had their practice teaching in di!!erent pu#lic schools during the school year 2012(201)" Research 5nstrument The research instrument used to gather data %as a /uestionnaire" The /uestionnaire %as made up o! three parts" Part $ is on the personal in!ormation o! the respondents %hich includes data on the age, se&, home location, civil status, estimated monthly !amily income, parents highest educational attainment, name o! cooperating school, and address o! the cooperating school" Part $$ is on the pro#lems encountered #y the Student(Teachers o! CapSU Pontevedra during their practice teaching, S"D" 2012(

201)" Part $$$ is on the degree o! seriousness o! the pro#lems encountered #y the student( teachers o! CapSU pontevedra during their practice teaching, S"D" 2012(201)" Vali!it" o# the 5nstrument The /uestionnaire %as su#mitted !or content validation to the panel o! e&perts composed o! the research adviser, the .nglish critic, pro!essors, and the mem#ers o! the advisory committee %ho %ere e&perts in their o%n !ields o! specialization" -ased on the suggestions and recommendations o! the panel, the instrument %as revised, improved and su#mitted !or approval" A!ter the validation, the /uestionnaire %as !inalized and made ready !or use" Statistical Tools The di!!erent types o! statistical measures %ere employed to interpret and analyzed data" The data gathered %ere ta#ulated and analyzed using !re/uency, percentage and mean" The !ormula in solving the percentages isG

& 100
EhereG K L Percentage n L 8um#er o! 2esponses in the distri#ution 8 L Total num#er o! respondents The ?ormula to compute the mean isG

EhereG & L 3ean

M& L Summation o! & n L Total num#er o! respondents Data Collection The data gathered through the use o! /uestionnaire %hich personally distri#uted to the respondents" The data gathered %ere ta#ulated, analyse and interpreted using !re/uency counts and percentage" 1etho! o# Statistical Anal"sis A!ter retrieval o! the /uestionnaire, the data %ere ta#ulated and analyzed using 3icroso!t .&cel Program and Statistical Pac ages !or Social Sciences *SPSS," The range o! means and its interpretationG Ran(e o# 1ean Scores Verbal 5nter$retation De(ree o# Seriousness 8ot a Pro#lem 8ot Serious ?airly Serious Serious Hery Serious

Problems ncountere! 4"20 0 6"00 )"40 0 4"17 2"=0 0 )")7 1"+0 0 2"67 1"00 0 1">7 8ot at All Seldom ?airly @!ten Hery @!ten