TABLE OF CONTENTS

Table of Contents--------------------------------------- 1-2

I. Introduction --------------------------------------

Class Schedule in Cooperating School------------------

Student Teaching In Second Semester-----------------
Objectives of Student Teaching-------------------

II. Off Campus Cooperating School----------------------------

History And School Profile------

Principal, Faculty And Staff----------------------
Philosophy, Vision, Mission--------------------

III. Off Campus Student Teaching Experiences---------------

My Favorite Teacher in Elementary-----------

My Favorite Teacher in High School-----------
My Favorite Teacher in College-----------------------
My Favorite Pupil during my Off- Campus---------
My Student Teacher Supervisor and
My Student Teacher Mentor--------
My Favorite Subject In College-----------
Why I Choose Math as my Major--------------
Theories in Psychology that I applied in My Off-Campus
Student Teaching------
Methods and Strategies----------------------
Type of Test I am Using
in my Student Teaching-------

IV. Memories With My Students---------------------------------

Message From My Pupils--------------

Memorable Shots-----------------

V. Compilation of Activities in My Cooperating School------

VI. Compilation of Motivational Songs---------

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VII. Final Demo Teaching---------------------

Teaching Competencies----------------------
Final Demonstration Lesson Plan----

VIII. Accomplished Forms----------------

CS Form 48------
Form 138-E Progress------------
DepEd Form 2--------------------
DECS Form 137-A Permanent Record-------------
DECS Form 18-A Report Promotion---------
DepEd Form I-------------------------
Class Record--------------------------

IX. Poem About Teachers--------------

My Own Prayer about Teacher to Be--------

My Personal Letter to my parents-----------
A Vision of My Life Three Years from now---

X. Appendices--------

Seminars--------
Resume---------------------
Sample of Application Letter-----------------------

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3
 T he purpose of this portfolio is the experience may fill-up or apply,
because it is very personal document which includes honest and
spontaneous account of an educator, to record faithfully the instant
thoughts and behavior as a reaction. It is handy for jotting down
quickly, thus capturing significant insights before it is forgotten at the end of the
day of personal experience.

The portfolio can even be a reliable means of analyzing changes in ones

values and attitudes. It is a sure way of keeping track of one’s chronological
growth and development because of its personal nature. It is just like “learning by
doing” it is an appropriate rationale in planning situation. It involves the student in
planning the learning activity and capturing the interest, would continue to find out
how our plan works. It also encouraged us to communicate our experience to other
that can be ensure as a smooth application of the principles and concepts.

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 Department of Education
Region VI-Western Visayas
Division of Aklan
District of Ibajay
Naisud National High School
Naisud, Ibajay, Aklan

Class Schedule A.Y. : 2015-2016

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:00-7:30 ----------- FLAG CEREMONY ------------- ----------
7:30- 8:30 MAPEH MAPEH VALUES MAPEH MAPEH
10-C 10-C 8-C 10-C 10-C
8:30-9:30 MATH MATH VALUES MATH MATH
7-A 7-A 8-C 7-D 7-A
9:30-10:00 ----------- ----------- RECESS --------------- ----------
10:00-11:00 MATH MAPEH MATH MATH MATH
7-D 9-A 7-D 7-D 7-D
11:00-1:00 ---------- LUNCH BREAK ------------- ---------
1:00-2:00 MAPEH VACANT MAPEH MAPEH MAPEH
10-A 10-A 10-A 10-A
2:00-3:00 MAPEH MAPEH MAPEH VACANT VACANT
9-A 9-A 9-A
3:00-4:00 MAPEH MAPEH VACANT MAPEH MAPEH
10-B 10-B 10-B 10-B

JOSEPH SALVADOR B. SIMERA

Student Teacher Mentor

Noted:

THELMA A. SITIOCO
Principal

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 STUDENT TEACHING

he student teaching experience lasts about the length of a semester or quarter; long enough to

T fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the
prospective teaching professional an opportunity to teach under the supervision of a permanently
certified master teacher.

The student teacher is usually placed on a neighboring or participating school. The student teacher is
monitored by the cooperating teacher from the school, as well as a supervisor through the college. The
supervisor act as the liaison between the cooperating teacher and the head of the college’s student
teaching department.

The student teacher normally shadowsthe cooperating teacher for about one week, eventually gaining
more responsibility in teaching the class as the days or weeksprogress. Eventually, the student teacher
will assume most of the teaching responsibilities for the class including class management, lesson
planning, assessment and grading. Thus, the student teacher is able to more fully experience the role of
the teacher as the clasroom teacher takes on the observation role in the class. There is sometimes a
“phasing out” week when the student teacher returns the teaching role back to the regular teacher.

The purpose of student teaching is to give potential teachers real world experiences, ostensibly to make
sure they are choosing the rigth career for themselves. In addition, it can be added to an individual’s
resume, and might make him or her more likely to get hired if he really excelled at his work while he was
a student teacher. Some students collect letters of recommendation from these teaching experiences to add
to a file o resume, which can be instrumental when trying to get hired as a permanent job, or to begin
work as a substitute. Many teachers who have recently graduated will need to work as substitutes for a
while before getting a permanent position.

Student teaching is the last step in your journey to becoming a teacher. It prepares you for the time when
you will have the responsibility of a classroom full of students. Therefore, it is one of the most important
aspects in your training, and it is the foundation upon which to build your teaching experience.

OBJECTIVE OF STUDENT TEACHING

S ince the student teaching nexperience is to be of high quality, it is important that the team
members share common overall goals and objectives.

The student teacher will be able to . . .

Integrate pedagogical studies with knowledge of specific disciplines and national proessional
organization standards to create meaningful learning experiences.

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Design active learning opportunitiesthat are appropriately adapted for various developmental
levels, and for learners with disabilities.
Become increasingly aware of the multicultural component of the classroom and demonstrate
skills for meaningful interaction among racial, ethnic, gender , and culturally diverse groups.
Strengthen skills required for creating, selecting and using formal and informal assessment
strategies to evaluate student progress and to improve teaching and learning.
Establish and maintain a positive, purposeful, and God-centered learning environment that
prmotes positive social interaction, active engagement in learning and self-motivation.
Communicate, collaborate and consult with teachers, students, administrators and parents clearly
and effectively in the educational process.
Develop and articulate an understanding of educational philosophy, history of education and
current trends and issues.
Demonstrate competence in all job responsibilities in the student teaching setting.
Develop strategies for enhancing personal areas of strength and weakness indentified during field
experiences and seek opporunities for professional growth and development.
Ingtegrate technology appropriately and effectively for communication and instruction.

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 HISTORY AND SCHOOL PROFILE
Naisud National High School

Naisud National High School site is in a 6,348.80 sq.m. in campus, strategically at the
center of Barangay Naisud, Ibajay, Aklan.

Barangay Naisud is one of the premiere barangay of the Municipality of Ibajay. It is

located east of the Poblacion, 4 kilometers away with networks of roads accessible to all types of
vehicle, which located the barangay along the National Highway.

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 Economic status of the barangay places Naisud as agricultural rural areas with fishing
and farming as the main source of honey and bread. The barangay has a complete school. Such is
true to the adjacent barangay, San Isidro, Bugtongbato and Regador.

The situation that Naisud is 4 kilometers away from the Poblacion, it goes that the
nearest High School is more or less 4 kilometers away, the Melchor Memorial School and the
Ibajay Academy.

Economic constrain before the establishment of the school, produced a 50%-60% out of
school in the barangay and its neighbors.

The clamor for secondary education, the parents and the Barangay Council file their
request for the establishment of a secondary school in their community, supported by the
neighboring barangay. But due to some discrepancy in the documentation it takes 2 years before
the realization.

July, 1982 is the glorious day for the young people who thirst for education and the
triumph of the community and the fruit of the labor of the Barangay Council headed by Barangay
Captain Serapion G. Aguirre and some will meaning individual such as; Mr. Eddie Ureta,
Riquero Miralles, PTA President, Mr. Manuel F. Tumbocon Naisud Elementary School
Principal; and with the cooperation of Barangay Council of neighboring Regador, San Isidro and
Bugtongbato; as well as the cooperation of the PTA’s of the said barangay, Naisud Barangay
High School was born.

In July 1, 1981 a secondary school was opened with temporary permit No. 32, s. 1981,
under Republic Act 2706 with a first Year Curriculum of the 1973 Revised Secondary Education
Program. The enrollment was 14 boys and 10 girls with a total of 24 students. Said entrants
successfully graduated in March 30, 1985 with 100% rate of graduation.

In its first year of operation the parents of the students paying a meager tuition and the
barangay council and PTA of the School wholly financially supported the school. In July, 1981
an emergency teacher in the person of Miss Candasie Suan who later became Mrs. Candasie S.
Pelayo as one of the teacher adviser of the first year class assisted in the academics by some
elementary teachers and under the guidance and supervision of Naisud Elementary School
principal Mr. Manuel F. Tumbocon.

With the Nationalization Act of 1994 all barangay high schools were converted into
National High Schools then the school was named into Naisud National High School. For then
on the school grown reaching all-time high of 516 students in SY 2011-2012, with a staff of 14
regular teachers permanent teachers and 2 SEF teachers under the direct supervision of a
Principal, Mr. Hippocrates S. Motus the first autonomous School Head of the School.

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PRINCIPAL FACULTY AND STAFF

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 Philosophy/Vision/Mission
Naisud National High School
Naisud, Ibajay, Aklan

VISION
Naisud National High School an educational institution, a venue of Basic Education for all
learners, under the assistance, guidance and direction of an effective Administration, efficient
teachers and participative stakeholders, molding the youth to be thankful to his creator,
productive citizen, apriciate and respect the human values, environmentally responsive, and
active participant in a global community.

MISSION
Naisud National High School is task to provide the venue in honing and developing the inherent
talents of the youth through basic education transforming them to be active, disciplined,
productive, appreciative and consciously responsive individuals for his Creator, Country,
Humanity, and Environment and for the competitive global community.

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12
MY FAVORITE TEACHER IN ELEMENTARY

Education is the key to success.

E
lementary is the foundation of education. Every one of us must pass this
stage. In this stage of learning, you start to how to write, read, compute etc.

I owe everything to this woman. She’s the one who mold me as a responsible,
reasonable and as what I am now a fully developed person who’s also dreams to become a
molder and a model of the students in the next generation.

As I looked back to my elementary grade, every one of us has a favorite teacher. If

you asked me who my favorite teacher was, I could say that, my favorite teacher
was named Susan Sualog . Being grade four teacher is not an essay task. In the
since that, the pupils are hard to understand your lesson. You need to translate the
English to Filipino if others pupils can’t understand well you must translate it to
binocular language. Other pupils in grade four are naughty, you need to have a
long patient. Grade pupils pupil is not essay to handle.

Every day that we go together, she always remind me to study well so that I can
get the high grades that I want to be. She teaches us how to write, to read and to
compute. Even though we are in our home and its weekend she guide me how to
read the words that I can’t read it correctly. I’m felt so sad. When there are times
that if I want to read and she hasn’t time to correct me.

I would say that my teacher/ have a big part in my life. It’s because in the first
place she has always time to teach me how to learn somethin

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 My Favorite Teacher In High School

igh school day are very memorable days to me. It’s because in this stage I learn

H
am now.
something more than I learn in my elementary.

My high school life will not be completed without this woman who cultivated as what I

If I have a favorite teacher in my elementary, in high school I have too.

In all teachers that I have in my high school Ma’am is the one who spend time to teach us how to
compute/solve the solving problems. In other subjects, one lesson is good for one day but in
Mathematics one lesson discussed for one week. It’s because my other classmates are slow
learners and can’t solve without the help of calculator. Second, they cannot understand the
English explanation. They wanted to translate it in binocular language. There are times that I am
irritated to Ma’am because the lesson that she discussed already she discussed it again for my
other classmates who didn’t understand.

She was the teacher that I always remember. She was my Mathematics teacher. Her named was
JENNIFER JAVELLANA. I receive more benefits from her.

If there’s no teacher like my favorite teacher, I could say that I wouldn’t be like the subject
Mathematics. Because in my elementary grade, I didn’t understand well the lesson that my
teacher discuses. Yes! I am listening but I can’t solve it correctly, there’s missing always in my
work. Unlike in my high school days, I can help my classmates who are slow learners in
Mathematics and I can explain the lesson that my teacher discussed.

My Favorite Teacher In College

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 ollege life is like high school life but not as the same at it was. College times are harder

C than high school.

In tertiary level, you will know how to socialize with others, know how to manage your
time and to budget your money.

If in my elementary and secondary days I have what we called favorite teacher, in college I have
too. She helps us to learn and love her subject by giving rewards. She motivate us to learn more
like if you answered her question and you got correct she give you a reward/souvenir like pens,
key chain etc. My favorite teacher in my college named Ma’am Melvi Mae Candari because all
module that she provide to us there’s an animations.

I love her as my teacher in college in the since that I am a visual learner, I learned by the help of
things that I saw or pictures.

My Favorite Student During The Off Campus

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As a teacher we can’t avoid that we have a favorite student
in a class. Marc Miralles, he is my favorite student during
my off campus. He’s my favoirite beacause during our
dicussion I saw him trying her best to pursue to become a
honor student. Marc Miralles is the rank 1 in their class.
He is always listening during my dicussion and he was also
got the highest grades in Mathematics subject. Sometimes
Marc help his classmate that are slow learner. I’m so glad
that I have a student like him.

MY STUDENT TEACHER MENTOR

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 My very own supportive mentor Mr. Joseph Sallador B.
Simera. He is the one who taught and mold me to become a
dedicated teacher someday. I’ve learned a lot from him. During my
off campus teaching he gave a chance to handle two classes every
day. When I’m having classes, he’s always there to guide me and
gave some strategies that are suited to my lessons. He also gave
some pieces of advice and those help me to improve my teaching
strategies.

There’s no such word to express on how to say thank you for

all he have done during my internship until my pre-demonstration
teaching. To the world you may be just a teacher but to your
students you are a Hero.

MY STUDENT TEACHING SUPERVISOR

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 M
y college journey considered one of the hardest parts of the
studies, there are lots of challenges and hardships, I
encountered but all of that was just little things compared to
the things that I have experienced and gathered. I owe everything in
one person. He was a teacher, who molds students to become like
him
The man I am referring to is no other than our Mr. Jerby J. Paderes.

We are now going to live the ASU CHARRM-IBAJAY CAMPUS, but one
thing for sure. I will never forget him, wherever I am in the future,
he will always be in my mind and in my heart, he always be my Sir
Padz!. I will never forget the line that you always said “ Bugto gid ing
pagtubo kakun”, whenever I heard this line I already know who is
he.I am so proud that I have experienced to be in his class, listening
and get inspired with his lectures and advises.

Every day in his class was full of motivations and smile, I knew that
you want us to be like you, but Sir, I knew also that we can imitated
you but we can never be duplicated you! Simple as, you’re have your
own brand and style, you’re the best among the rest!

MY FAVORITE SUBJECT IN COLLEGE

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 “Experience is the best teacher”
_Urch_

I
am learning by doing, exploring and experiencing one thing than sitting
and listening to the discussion.

In this subject I learned more. I learned what the works of being a teacher
are; being a teacher you must have an attitude like long patient.

Practice teaching is the culmination of the teacher preparation process in that

it offers the opportunity to bring theories and ideas developed about teaching
into practice as teachers in actual classroom settings. It is a full-time teaching
commitment working with a cooperating teacher in an area school for 12
weeks (60 days). As the semester progresses, the student teacher gradually
assumes the teaching responsibilities for the cooperating teacher’s classes. A
supervisor from the Program in Teacher Preparation works closely with both
cooperating teacher and student teacher during the entire practice teaching
period.

Practice teaching teach me how to become a teacher, not just a teacher but a
teacher within, it also teach me how to manage my time every day I go to
school, how to handle the students that are very noisy, a class with a 48
students and also the lower sections, how to socialize with other teacher. I
can’t believe that I can handle this kind of situation. You can feel that you are
studying but you have your freedom, no more pressures and memorizing
words for exam, just let your ideas to share your knowledge to your students
and let them know you according to what is the real you. That is why this is
my favorite subject in College EDUC 24 (Practice Teaching).

WHY I CHOOSE MATH AS MY MAJOR

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Theories in Psychology that I applied in My Off-Campus
Student Teaching

earning would be exceedingly laborious, not to mention hazardous, if people had to

"L
on later
rely solely on the effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally through modeling:
from observing others one forms an idea of how new behaviors are performed, and
occasions this coded information serves as a guide for action."

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 -Albert Bandura, Social Learning Theory, 1977

What is Social Learning Theory?

The social learning theory proposed by Albert Bandura has become perhaps the most
influential theory of learning and development. While rooted in many of the basic concepts of
traditional learning theory, Bandura believed that direct reinforcement could not account for all
types of learning.
His theory added a social element, arguing that people can learn new information and
behaviors by watching other people. Known as observational learning (or modeling), this type of
learning can be used to explain a wide variety of behaviors.

Basic Social Learning Concepts

There are three core concepts at the heart of social learning theory. First is the idea that people
can learn through observation. Next is the idea that internal mental states are an essential part of
this process. Finally, this theory recognizes that just because something has been learned, it does
not mean that it will result in a change in behavior.

The Modeling Process

Not all observed behaviors are effectively learned. Factors involving both the model and the
learner can play a role in whether social learning is successful. Certain requirements and steps
must also be followed. The following steps are involved in the observational learning and
modeling process:

Attention:
In order to learn, you need to be paying attention. Anything that detracts your attention is going
to have a negative effect on observational learning. If the model interesting or there is a novel
aspect to the situation, you are far more likely to dedicate your full attention to learning.

Retention:
The ability to store information is also an important part of the learning process. Retention can
be affected by a number of factors, but the ability to pull up information
later and act on it is vital to observational learning.

Reproduction:
Once you have paid attention to the model and retained the information, it is time to actually
perform the behavior you observed. Further practice of the learned behavior leads to
improvement and skill advancement.

Motivation:
Finally, in order for observational learning to be successful, you have to be motivated to imitate
the behavior that has been modeled. Reinforcement and punishment play an important role in
motivation. While experiencing these motivators can be highly effective, so can observing other
experience some type of reinforcement or punishment? For example, if you see another student
rewarded with extra credit for being to class on time, you might start to show up a few minutes
early each day.

Final Thoughts
In addition to influencing other psychologists, Bandura's social learning theory has had important
implication in the field of education. Today, both teachers and parents recognize the importance
of modeling appropriate behaviors. Other classroom strategies such as encouraging children and
building self-efficacy are also rooted in social learning theory.

CLASSICAL CONDITIONING
"Pavlov's dog" redirects here. For other uses, see Pavlov's dog (disambiguation).
"Pavlovian" redirects here. For the Pavlovian Upper Paleolithic culture, see Pavlovian culture.

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 Classical conditioning (also Pavlovian conditioning or respondent conditioning) is a
kind of learning that occurs when a conditioned stimulus (CS) is paired with an unconditioned
stimulus (US). Usually, the CS is a neutral stimulus (e.g., the sound of a tuning fork), the US is
biologically potent (e.g., the taste of food) and the unconditioned response (UR) to the US is an
unlearned reflex response (e.g., salivation). After pairing is repeated (some learning may occur
already after only one pairing), the organism exhibits a conditioned response (CR) to the CS
when the CS is presented alone. The CR is usually similar to the UR (see below), but unlike the
UR, it must be acquired through experience and is relatively impermanent.
Classical conditioning differs from operant or instrumental conditioning, in which a
behavior is strengthened or weakened, depending on its consequences (i.e., reward or
punishment).
A classic experiment by Pavlov exemplifies the standard procedure used in classical
conditioning. First Pavlov observed the UR (salivation) produced when meat powder (US) was
placed in the dog's mouth. He then rang a bell (CS) before giving the meat powder. After some
repetitions of this pairing of bell and meat the dog salivated to the bell alone, demonstrating what
Pavlov called a "conditional" response, now commonly termed "conditioned response or CR.
In conditioning the CS is not simply connected to UR. For example, the CR usually
differs in some way from the UR; sometimes it is a lot different. For this and other reasons,
learning theorists commonly suggest that the CS comes to signal or predict the US, and go on to
analyze the consequences of this signal.Robert A. Rescorla provided a clear summary of this
change in thinking, and its implications, in his 1988 article "Pavlovian conditioning: It's not what
you think it is."

Edward Thorndike
Edward Thorndike (1874 - 1949) is famous in psychology for his work on learning theory that
lead to the development of operant conditioning within behaviorism.
Whereas classical conditioning depends on developing associations between events, operant
conditioning involves learning from the consequences of our behavior. Skinner wasn’t the first
psychologist to study learning by consequences. Indeed, Skinner's theory of operant
conditioning is built on the ideas of Edward Thorndike.

Thorndike's theory of learning

Learning is incremental.
Learning occurs automatically.
All animals learn the same way.
Law of effect- if an association is followed by a “satisfying state of affairs” it will be
strengthened and if it is followed by an “annoying state of affairs “it will be weakened.
Thorndike’s law of exercise has two parts; the law of use and the law of disuse.
Law of use- the more often an association is used the stronger it becomes.
Law of disuse- the longer an association is unused the weaker it becomes.
Law of recency- the most recent response is most likely to reoccur.
Multiple response-problems solving through trial and error. An animal will try multiple
responses if the first response does not lead to a specific state of affairs
. Set or attitude- animals are predisposed to act in a specific way.
Prepotency of elements- a subject can filter out irrelevant aspects of a problem and focus and
respond only to significant elements of a problem.
Response by analogy- responses from a related or similar context may be used in a new context.
Identical elements theory of transfer- This theory states that the extent to which information
learned in one situation will transfer to another situation is determined by the similarity between
the two situations.] The more similar the situations are, the greater the amount of information that
will transfer.] Similarly, if the situations have nothing in common, information learned in one
situation will not be of any value in the other situation.
Associative shifting- it is possible to shift any response from occurring with one stimulus to
occurring with another stimulus. Associative shift maintains that a response is first made to
situation A, then to AB, and then finally to B, thus shifting a response from one condition to
another by associating it with that condition.

22
Law of readiness-a quality in responses and connections that result in readiness to act. Thorndike
acknowledges that responses may differ in their readiness. He claims that eating has a higher
degree of readiness than vomiting, that weariness detracts from the readiness to play and
increases the readiness to sleep. Also, Thorndike argues that a low or negative status in respect to
readiness is called unreadiness.] Behavior and learning are influenced by the readiness or
unreadiness of responses, as well as by their strength.
Identifiability- According to Thorndike, the identification or placement of a situation is a first
response of the nervous system, which can recognize it. Then connections may be made to one
another or to another response, and these connections depend upon the original
identification. Therefore, a large amount of learning is made up of changes in the identifiability
of situations. Thorndike also believed that analysis might turn situations into compounds of
features, such as the number of sides on a shape, to help the mind grasp and retain the situation,
and increase their identifiability
Availability-The ease of getting a specific response. For example, it would be easier for a person
to learn to touch their nose or mouth than it would be for them to draw a line 5 inches long with
their eyes closed.

Constructivist Theory (Jerome Bruner)

A major theme in the theoretical framework of Bruner is that learning is an active process in
which learners construct new ideas or concepts based upon their current/past knowledge. The
learner selects and transforms information, constructs hypotheses, and makes decisions, relying
on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides
meaning and organization to experiences and allows the individual to "go beyond the
information given".
As far as instruction is concerned, the instructor should try and encourage students to discover
principles by themselves. The instructor and student should engage in an active dialog
(i.e.,isocratic learning). The task of the instructor is to translate information to be learned into a
format appropriate to the learner's current state of understanding. Curriculum should be
organized in a spiral manner so that the student continually builds upon what they have already
learned.
Bruner (1966) states that a theory of instruction should address four major aspects: (1)
predisposition towards learning, (2) the ways in which a body of knowledge can be structured so
that it can be most readily grasped by the learner, (3) the most effective sequences in which to
present material, and (4) the nature and pacing of rewards and punishments. Good methods for
structuring knowledge should result in simplifying, generating new propositions, and increasing
the manipulation of information.
In his more recent work, Bruner (1986, 1990, 1996) has expanded his theoretical framework to
encompass the social and cultural aspects of learning as well as the practice of law.

METHODS AND STRATEGIES

s a teacher, our best aim is to enable our students to acquire knowledge and learn from

A it. And it’s our responsibilities to impart the knowledge that they need to learn. One
way to make students participate in the learning process is by providing time with the
proper instructional materials and strategies in teaching. Remember that students learn
by doing and our task is to engage the students in the learning process.

Doing this, the teacher should think n effective methods and strategies to enable the students to
participate and motivated to engage in the teaching process. As for me, I found it hard in
motivating some of my students to learn strategies and to participate during class discussion.

23
Some of my students are too shy to stand in front or even read a text or part of a selection
because they weren’t trained to. I got a hard time convincing them all that they should set aside
their shyness and will develop their self-confidence instead. And I was glad knowing that some
of them did have built and develop self-confidence.

Teaching Strategies and Techniques

The following information is paraphrased from Teaching Strategies and Tips for Adjunct Faculty
by Donald Greive, Lorain County Community College.

Pertinent Points for Professing

Be a facilitator of learning. Know how to develop learning skills and teach students to learn and
to organize their materials.
You are an actor or actress on stage. You are responsible to your audience. Your appearance,
conduct, communication techniques, your voice and physical traits are constantly under scrutiny.
You are the star of the show.
Vary your teaching activities. Change format to keep students interested.
Use a variety of teaching aids; films, videos, demonstrations, guest speakers, and field trips.
Be sensitive to barriers.
a. Be alert to early signs of difficulty and provide assistance and referrals.
b. Be aware of time commitments for the course. Be realistic about amount of time required of
the student.
c. Be knowledgeable of college policies and procedures concerning activities such as the library,
Dropping and adding classes, student ID's, etc., that can be passed on to the students.
d. Try to recognize and assist students with limitations in areas such as writing, reading, and
math.
They should be referred for appropriate help before it affects their class standing.
e. Be aware that students may be under significant stress. Avoid confrontations. Be considerate
of such students.
f. Disabled students may not wish to share their limitations publicly. Be sensitive to this as well
as the need to assist them. At the beginning of the class, it is advisable to simply comment, “if
anyone needs special seating, etc. please see me after class.” Keep in touch with students
throughout the class sessions. Reflect upon “where we started”, “where we are”, and “where
we’re going.” Always introduce yourself at the beginning of the first class. Prepare for your class
over a period of time. Start preparation weeks before class starts, review one week before, and
finalize the day before the first class. Respond to student questions and comments directly. This
indicates that they are important part of the class and important to you. Don’t say, “we’ll cover
that later”. When assigning group work, specify outcomes expected; otherwise, group work may
become simply a conversation. Refer irrelevant questions (distracters) to the goals and objectives
of the course. Ask a colleague who has a reputation as a good teacher if you may observe his/her
class. Read literature and books about teaching. You will be surprised how much there is to
know about successful classroom instruction.
Use icebreakers. This technique works not only in the first class but in other sessions as well.

Faculty Checklist
When are grades due, and when do students receive grades?
Is there a college or departmental grading policy?
Is there a departmental course syllabus, course outline, or statement of goals and objectives
available for the course?
Are there prepared departmental handouts?
Are there prepared departmental tests?
What is the library book checkout procedure? What instructional support aids are available?
What are the supply / book store policies?
Is there a department and / or college attendance or tardiness policy?
How do I get my copy of the text and supportive materials for teaching the class?
Where do I get instructional aid materials, films, videotapes, etc. and what is the lead-time for
ordering.

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 What is the name of the department chairperson, dean, department secretaries, learning resource
and other support staff, and significant college officials?
Introduction to Teaching
Most professions are heavily content oriented. With a mastery of subject matter, theory,
application, and execution and a considerable amount of devotion and hard work, one can
succeed in one’s profession. In the world of teaching, those factors, while necessary, are useless
without the additional qualities of having a pleasing personality and possessing the ability to
communicate with other human beings. Thus, to be an effective teacher, it is necessary that one
be multitalented and multidiscipline.
Basic characteristics of good teaching are:
Knowing one’s subject content
Knowing and liking students
Understanding one’s culture

The First Class

It is normal when you begin your teaching assignment to experience some anxiety and
nervousness. This can be a positive force, which sharpens the skills to do a better job.

Setting the Tone

Reducing anxieties sometimes involves what is called “setting the tone” of the classroom.
Creative and positive feelings about a course and the expectations of the class are important. A
professional appearance and planned process for initiating activity is an added positive factor.
Above all, it is important to communicate to the class that you are a friendly, helpful person and
not an inflexible disciplinarian, whether it is in the academic or behavioral sense. There are two
extremes in classroom behavior that must be avoided by a college teacher, They are the
traditionally rigid “stay in your place” strategy and the laissez-faire “what should we do today
gang “approach. In teaching, the middle road is the successful road.

Classroom communication
An important ingredient to professional teaching is the ability to communicate clearly. In a
classroom situation communication is more than talking and lecturing, Communication involves
eye contact, physical gestures behavior traits classroom presence proper media and blackboard
usage and other non-verbal activity that may be overlooked in other social situations.
It would be well for you to become acquainted with some non-verbal communication indicators
in our culture and above all to be conscious of behavioral traits that you may possess which may
be offensive or distracting to students. At the same time you should be conscious of your
strengths and positive traits that add to a happy classroom. The positive actions of an individual
are the same in the classroom as they are in social situations; thus, you may examine and reflect
upon your most positive features and mannerisms and incorporate them into your teaching
strategies.
The three R’s of teaching are repeat, respond, and reinforce. Very simply, they mean that student
comments and contributions, if worthy of being recognized in a class are worthy of being
repeated, responded to and reinforced by both verbal and other techniques at the command of the
teacher.

OTHER TEACHING STRATEGIES

nstitutions of higher learning across the nation are responding to political, economic, social

I and technological pressures to be more responsive to students' needs and more concerned
about how well students are prepared to assume future societal roles. Faculty are already
feeling the pressure to lecture less, to make learning environments more interactive, to
integrate technology into the learning experience, and to use collaborative learning strategies
when appropriate.
Some of the more prominent strategies are outlined below. For more information about the use of
these and other pedagogical approaches, contact the Program in Support of Teaching and
Learning.

25
Lecture. For many years, the lecture method was the most widely used instructional strategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using
some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of
other teaching strategies is being widely examined today, the lecture still remains an important
way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information to
be quickly forgotten.

Case Method. Providing an opportunity for students to apply what they learn in the classroom to
real-life experiences has proven to be an effective way of both disseminating and integrating
knowledge. The case method is an instructional strategy that engages students in active
discussion about issues and problems inherent in practical application. It can highlight
fundamental dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have transformed current
events or problems reported through print or broadcast media into critical learning experiences
that illuminate the complexity of finding solutions to critical social problems. The case study
approach works well in cooperative learning or role playing environments to stimulate critical
thinking and awareness of multiple perspectives.

Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin
a lesson with a whole group discussion to refresh students’ memories about the assigned
reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or
generate a set of questions stemming from the assigned reading(s). These strategies can also be
used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the instructor and
preparation on the part of the students. Instructors should communicate this commitment to the
students on the first day of class by clearly articulating course expectations. Just as the instructor
carefully plans the learning experience, the students must comprehend the assigned reading and
show up for class on time, ready to learn.

Active Learning. Meyers and Jones (1993) define active learning as learning environments that
allow “students to talk and listen, read, write, and reflect as they approach course content through
problem-solving exercises, informal small groups, simulations, case studies, role playing, and
other activities -- all of which require students to apply what they are learning” (p. xi). Many
studies show that learning is enhanced when students become actively involved in the learning
process. Instructional strategies that engage students in the learning process stimulate critical
thinking and a greater awareness of other perspectives. Although there are times when lecturing
is the most appropriate method for disseminating information, current thinking in college
teaching and learning suggests that the use of a variety of instructional strategies can positively
enhance student learning. Obviously, teaching strategies should be carefully matched to the
teaching objectives of a particular lesson. For more information about teaching strategies, see the
list of college teaching references in Appendix N.
Assessing or grading students' contributions in active learning environments is somewhat
problematic. It is extremely important that the course syllabus explicitly outlines the evaluation
criteria for each assignment whether individual or group. Students need and want to know what
is expected of them. For more information about grading, see the Evaluating Student Work
section contained in this Guide.

Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that

encourages small groups of students to work together for the achievement of a common goal.
The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in

26
fact, it is a separate strategy that encompasses a broader range of group interactions such as
developing learning communities, stimulating student/faculty discussions, and encouraging
electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and
student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course, careful planning
and preparation are essential. Understanding how to form groups, ensure positive
interdependence, maintain individual accountability, resolve group conflict, develop appropriate
assignments and grading criteria, and manage active learning environments are critical to the
achievement of a successful cooperative learning experience. Before you begin, you may want to
consult several helpful resources which are contained in Appendix N. In addition, the Program in
Support of Teaching and Learning can provide faculty with supplementary information and
helpful techniques for using cooperative learning or collaborative learning in college classrooms.

Integrating Technology. Today, educators realize that computer literacy is an important part of
a student's education. Integrating technology into a course curriculum when appropriate is
proving to be valuable for enhancing and extending the learning experience for faculty and
student. Many faculties have found electronic mail to be a useful way to promote student/student
or faculty/student communication between class meetings. Others use listserves or on-line notes
to extend topic discussions and explore critical issues with students and colleagues, or discipline-
specific software to increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy. Faculties who use
technology regularly often find it necessary to provide some basic skill level instruction during
the first week of class. In the future, we expect that need to decline. For help in integrating
technology into a course curriculum contact the Program in Support of Teaching and Learning or
the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information
throughout the year about workshops and faculty conversations on the integration of technology,
teaching and learning.

Distance Learning. Distance learning is not a new concept. We have all experienced learning
outside of a structured classroom setting through television, correspondence courses, etc.
Distance learning or distance education as a teaching pedagogy, however, is an important topic
of discussion on college campuses today. Distance learning is defined as 'any form of teaching
and learning in which the teacher and learner are not in the same place at the same time' (Gilbert,
1995).
Obviously, information technology has broadened our concept of the learning environment. It
has made it possible for learning experiences to be extended beyond the confines of the
traditional classroom. Distance learning technologies take many forms such as computer
simulations, interactive collaboration/discussion, and the creation of virtual learning
environments connecting regions or nations. Components of distance learning such as email,
listserves, and interactive software have also been useful additions to the educational setting.

Brain-Based Learning Strategies: Get Students’ Attention with a

Radish
Before students can make memories or learn, you must capture their attention.

Based on my background as a neurologist and my experience as a classroom teacher, I’ve created

this list of tips for any teacher to integrate brain-based, neuro-logical learning strategies to grab
and hold students’ attention.

All learning enters the brain through the senses. The subconscious mind needs to be on automatic
pilot to process the enormous amount information from the world available through all the
senses. Neuroimaging studies provide support for classroom strategies that operate on the brain’s
first sensory filter, a thin strip of brain tissue low down, just above the spinal column that
determines what captivates attention. This primitive intake filter, called the reticular activating

27
system (RAS), admits less than one percent of the sensory information available to it every
second.

Here are a few tips to help you arrange your classroom into a cozy, attractive...
Much like other mammals, the human RAS favors intake of sights, sounds, smells, and tactile
sensations that are most critical to survival. The RAS is a virtual editor that grants attention and
admission to things that have changed in the environment with priority to changes that signal
threat. When threat is perceived, the RAS automatically selects related sensory input and directs
it to the lower, reactive brain where the involuntary response is fight, flight, or freeze. If the
change is assessed as not threatening, the RAS focuses on sights, sounds, movements, smells,
and other changes that provoke curiosity or are recognized as potential sources of pleasure.

Calm the Nervous Fox

Think of students’ RAS as that of a fox, coming out of its den, alerting to changes such as new
sounds. The howling of a predatory wolf would get first priority, but when that sound is gone,
the new sounds and movements of a rabbit in the bush alerts focus as a potential yummy dinner.
Keep your little foxes feeling unthreatened by consistent enforcement of class rules, where
students feel safe, where they can count on adults to consistently enforce the rules that protect
their bodies, property, and feelings from classmates or others who threaten them.

Create Positive Anticipation

Start the class telling your students it will be a great day, you’re glad to see them, and they are in
for a wonderful experience.
Advertise
Advertising upcoming unit with curiosity provoking posters or adding clues or puzzle pieces
each day, invests students in predicting what lesson might be coming and gets the RAS primed to
“select” the sensory input of that lesson when it is revealed.

If a Star Wars movie is popular put up a sign, “TWENTY FOUR HOURS UNTIL THE FORCE
ARRIVES.” The next day when you discuss forceful or powerful opening sentences for essays,
centrifugal force, or forces of nature, you’ll have created anticipation, and that will harness
attention.

What You Say (or Don’t Say)

A sudden midsentence silence is a curiosity the RAS wants to investigate. A suspenseful pause in
your speech before saying something important builds anticipation as the students alert to what
you will say or do next.

What’s New?
Change the seating arrangements, put up photos of last year’s students doing an activity your
students will be doing, light a candle, put a new exciting poster relating to the new unit under the
one that has been hanging and when you walk by, “inadvertently” bump into the wall so the old
one falls down and the new one is suddenly revealed.

Play a Song...
when students enter the room to promote curiosity, hence focus, when you tell students there will
be a link between some words in the song and something in the lesson.

Walk the Walk

If you behave in a novel manner, such as walking backwards, at the start of a lesson, the RAS
will be primed by curiosity to follow along when you unroll a number line on the floor and begin
a unit about negative numbers.

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That Doesn’t Make Sense.
Cognitive dissonance or discrepant events promote attention when students see or hear
something that is contrary to what they think they know or expect.

You can promote RAS admission of lesson on estimating by overfilling a water glass until it
spills. When students question or comment about what you did, respond, “I didn’t estimate how
much it would hold.” What you say next will be granted passage through the filter.

Rotate Techniques, lest the unexpected become expected.

Greet students at the door with a riddle or a note card with a vocabulary word. The riddle answer
or the definition of their word is posted at the table at which they should sit.

Radishes
There will be several minutes of curious excitement when your students enter the classroom and
find a radish on each of their desks, but this time will be paid back – literally with interest. They
will be engaged and motivated to discover the reason the radishes are there.

For young students, learning the names and characteristics of shapes, the radishes can become a
lesson to develop the concept of roundness and evaluate what qualities make some radishes have
greater “roundness” than others.

The lesson for older students might address a curriculum standard such as analysis of similarities
and differences. The RAS will respond to the color, novelty, peer interaction of evaluating these
objects, that are usually disdained when found in their salads, as they develop their skill of
observation, comparison, contrast, and even prediction as to why the radishes that seemed so
similar at first, become unique as they become detectives using magnifying glasses.

You can even spark interest in square roots when they guess the meaning of the radishes and
someone predicts, “Radishes are root vegetables, I bet we’ll learn square roots!”

The multisensory, novel radish experience has a greater chance of becoming long-term memory
as your students are likely to actually answer parents’ often-ignored queries about, “What did
you learn in school today?” Students will summarize the day’s learning as grateful parents give
them the positive feedback of attentive listening. The impact of the radish as a novel object, and
something they’d never expect to hear described by their child, now alerts their own RAS, and
the stage is set for family discussion of the lesson beyond the doors of the classroom.

Once you have their attention, you empower your students to become engaged in their learning
process. Using wonder (discrepant events), humor, movement, change, advertising, and
provoking curiosity capture students’ attention. They will be ready to focus on the sensory input
(information) in the lesson that relates to the radish, form connections and relationships,

and achieve the ultimate goal of adding new knowledge into their memory storage centers.

A radish on students’ desks today will reward you when students are captivated and focus on the
lesson attentively. The even greater rewards come months later when they remember the lesson
on their year-end tests, and years later when they use the memory of that lesson to find creative
solutions to new problems and develop interests that sustain curiosity for lifelong learning.

And you’ll probably never see a radish again and think of it as just a root vegetable.

Top of Form
Think about how you remember something:
When you want to remember a phone number, do you repeat it to yourself several times until you
get the whole number dialed?
When you get to the grocery store and want to remember four items, do you hold up four fingers
to cue yourself to remember?

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When someone asks you about a wedding you went to a few years ago, how do you call up the
memory? Some people may first think of the food. Others may recall the bride's dress. Still
others may recall the décor. Once you have a hook into the memory, each recall seems to trigger
additional aspects of the event.
What do you do to remember an important phone call you must make as you're driving home?
You know that when you enter the house the dog will be barking and your children will each
have something urgent to tell you. You don't have any paper to write a note. Some people may
sing a little song or chant: "call so-and-so, call so-and-so." Others may visualize an association
so that when they walk into the den to put down their package, that action will trigger a reminder
to make the call.
Using strategies intrinsically mean slowing down when you do something. It's a process of
deceleration so you can exercise quality control.

-Mel Levine at a workshop presentation, Enabling Without Labeling. Sponsored by Inland

Empire Branch of the International Dyslexia Association, Ontario, CA, in May 2000
We all use strategies throughout our day to remember the variety of facts and ideas we need to
retain. Strategy use forms a critical part of our learning experience. Strategies help us organize
information into patterns and encourage purposeful learning. Our brains are selective. Brains
tend to remember information that forms a memorabl pattern.
It is valuable for us, as teachers, therapists, and parents, to have a basic understanding of how we
remember information so we better appreciate the need for strategies. As we understand the
purpose, we become better equipped to help our students understand and use strategies.

The memory process

Memory is a highly complex process involving multiple components working simultaneously.
Our description of isolated components is only a representation because in reality our brains

process information in an integrated fashion.

Everything begins as sensory input from our environment. Using our sensory systems, we see,
taste, hear, or feel a sensation or stimuli. We have a mechanism to filter out and discard
irrelevant or unnecessary data, such as the feel of the carpet as we walk or the sound of the air
conditioner. This same filtering mechanism organizes relevant data into meaningful patterns. In
figure 1, the funnel and the filter represent these processes: sensory input and sensory memory.

The Writing Road.

Other uses for Venn diagrams include comparing two characters in a story or two different
events in history. Two overlapping circles are drawn and characteristics of one item or event are
listed in the left side of the circle if they differ from the other item. The characteristics of the
second item are listed in the right side of the circle if they differ from the first item.
Characteristics that are common to both items are placed in the middle. Figure five shows an
example of a Venn diagram that comparing and contrasting volcanoes to revolutions. This
information was assembled by having students brainstorm what they knew about each item.
Initially, it may appear that the concepts of a volcano and a revolution are different. Actually,
there are many similarities. Suppose your student has studied volcanoes and understands the
characteristics. She may then compare this knowledge to characteristics of a revolution. Doing so
forms a pattern comparing new ideas to ideas already learned. Thus, your student elaborates her
understanding of each concept as she connects knowledge about volcanoes to another eruption, a
revolution

Motor images
Neurons that fire together, wire together.
To understand a motor image, think about struggling to remember a phone number.
You may move your fingers in the pattern of the phone number as if dialing it and find that this
helps you recall the number.
Repetition and practice trigger neurons (brain cells). When a set of neurons fire together, they
develop a "habit" of firing together again. Habits as well as academic learning occur this way.

30
Use multisensory strategies so your child simultaneously sees, hears, and touches or moves with
the information.
Did you ride a bicycle when younger? Did you learn to ride your bicycle by reading a book about
it? No, you needed to actually practice riding. With enough repetition, you retained a motor
image of the procedure. Would you be able to now get on a bicycle and ride with relative ease?
Most people will answer yes to this question. Why is that? Our muscles remember information or
procedures that were practiced many times. Muscle memory is a powerful learning tool!
As an example, students may use motor images of the direction of the letters b and d by using a
hand pattern or "Fonzie fists" (named after the character Fonzie in "Happy Days"). Have your
child hold his hands facing his body and make a fist with each thumb sticking straight up (figure
6). The left-hand is similar to a b and the right hand is similar to d. Your child can recall the
sequence by saying the alphabet "a, b, c, d" (Richards, 2001, p. 86).

Practicing letter form or spelling words is enhanced by using air writing, another technique to
create a motor image for the student (Richards, 1999, p. 163). Air writing (figure 7) involves
writing the letters in the air (creating a motor image) while also imagining seeing the letters
(creating a visual image). The student should simultaneously say the letter as she writes it in the
air (creating an auditory image).

Other motor image examples for spelling words are also easy to incorporate into a homework
session: fist tapping and arm tapping. In fisting, the student taps each syllable of the word to be
spelled using the side of her fists. She then spells the word syllable by syllable, this time tapping
their fist to each sound within the syllable as she spells it. In arm tapping, the student follows the
same procedure of first identifying each syllable and then identifying every sound within each
syllable. This time the student uses two fingers of one hand to tap on the forearm of the other
hand. These simple strategies involve muscle memory while also helping the student proceed
systematically. These two aspects create a very powerful memory enhancer.
Many math strategies for finger calculation, especially multiplication, take advantage of motor
images or muscle memory. Examples are found in other publications such as LEARN (Richards,
2001, pp. 93-97) and The Source for Learning & Memory Strategies (Richards, 2003, pp. 161-
164).

Patterns: The P in RIP

The brain seeks meaning through patterns. As we receive information from our senses, we need
prior knowledge and a system for organizing the information so we may assign meaning to it.
When information comes in, our brain searches around for existing knowledge. If the new
information is something that activates a previously used neural network, then there's a match.
This is referred to as pattern recognition and is of tremendous value in enhancing memory.
Since our "thinking cap" is strongly influenced by patterns, not facts, remembering information
is maximized when it is provided in contextual, event-oriented situations which include motor
learning, location changes, music, rhythm, and novelty…. We do poorly when we "piecemeal"
learning into linear, sequential facts and other out-of-context information lists".
Eric Jensen, Super Teaching, p. 26
The strategies discussed above all help create patterns. Additionally, the use of music and
rhyming creates a pattern or organization for the information. Using music to review concepts
can be very powerful. Music also supports relaxation, creativity, and motivation. Students can
create their own songs or raps, or they may use existing songs to review concepts and facts.
Some songs that relate to specific time periods in history are "The Ballad of David Crockett,"
lyrics by Tom Blackburn; "The Battle Of New Orleans," lyrics by Johnny Horton; or "When
Johnny Comes Marching Home Again," lyrics by Patrick S. Gilmore.
It is also fun to change the words to a common song. In the example below, the tune of "Row,
Row, Row Your Boat" is used to sing about the importance of paying attention to a period at the
end of a sentence (Richards, 2003, p. 186).

Songs that reinforce academic concepts are also available commercially, such as Science
Explosion, Sing The Science Standards and Best of Schoolhouse Rock.

31
Humor and silliness are valuable to use along with other strategies because our brains prefer to
remember unusual information. A short sentence or a sequence of letters can be used to aid in the
memory, with or without pictures or actual items. Remember, it is critical that your student
understands and knows the information prior to using these mnemonics, the purpose of which is
to serve as a trigger to bring up information. Following are examples of useful mnemonics.

Demystification
Henry Winkler has written several books describing his experiences as a student. This series of
children's novels are called Hank Zipzer: The Mostly True Confessions of the World's Best
Underachiever. The books are available on audio tape, and students who struggle gain much by
listening to the tapes. Hearing someone else, especially a famous person, describe frustrations
with learning helps to validate students' own experiences. The books also describe lead character
Hank Zipzer's many strengths and gifts. Students who struggle with reading benefit much more
from listening to books such as this than from reading them.
In the Hank Zipzer story, Niagara Falls, Or Does It? Hank is in the process of trying to write an
essay for class. He complains,
I'll never get out of my room. I hate my room. I hate my assignment. I hate my brain. Why
couldn't I think or write or spell or add or divide? Forget about multiplying.

It's not like I don't try. I do. I go over and over and over my times tables and my vocabulary lists.
My sister tests me, and I know everything. But then comes the test, and I can't remember them.
It's like my mind is a chalkboard and the words just slide off it in the time it takes to walk from
my apartment building to school, which is a block and a half away. It makes me so mad that
sometimes I hit my head with my fist, hoping I'll start everything working again.
Hank doesn't need to hit his head. He needs someone to explain to him how memory works and
why he is struggling. He needs demystification. For example, someone might say to him, "Your
memory is like a closet with a sticking door. It's hard for you to remember things in school
because the door keeps getting stuck. We have to figure out how to make the door open more
easily!"

The way to help Hank, and other students facing a similar challenge, open the door to his closet
is by using the tools in the RIP Toolbox.
Another book for students that describes learning challenges and the confusing mix of gifts and
struggles is Eli, The Boy Who Hated to Write: Understanding Dysgraphia. In the conclusion, Eli
ponders,
Maybe I'm not so different after all. I realize that everyone was different in his or her own way. I
finally understand what it meant when people tell me, 'We have all kinds of minds.' We're not all
the same.

I begin to agree. Yep, it is good to have all kinds of minds - because we really are all different. It
keeps life interesting.

EducationWorld is pleased to present this professional development resource shared by Dr. Jane
Bluestein, an expert in relationship-building, positive school climate and effective instruction.
No one knows better than a first-year teacher that the beginning of the school year bristles with
anticipation—and not just for the kids. Yet, despite the excitement, the weeks before school are
often filled with unsettling thoughts: “Will I ever be able to fill all those hours until lunch?”
“What if a parent comes to meet me and can only say, ‘You’re the teacher?!” “Am I going to be
able to keep the vows I made to myself to treat my students in a fair and loving way?”
There can be many scary feelings to face just before your role as “teacher” becomes real. To put
those worries in perspective, take a moment and fantasize; picture your idea of a perfect first
year. Imagine how you want to feel, the climate you create in your classroom and some of the
ideals you have set for yourself. This vision can be a big help in your personal goal-setting
process.
For example, most beginning teachers want to be competent and creative in a classroom where
students are inquisitive and on task. They envision themselves as flexible and fun, enjoying their
job, respected by parents and looked upon as a valuable addition by their school staff.

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These are great expectations—and important ones. But it is also important not to let your
expectations put undue pressure on you! Here are some suggestions to turn your beginning
teacher’s dreams into achievable goals

I Want my Students to Behave

You know you have the ability to think of a dynamic lesson and design a terrific bulletin board.
It may be difficult to feel as confident about managing a roomful of students. There may be days
when you will worry,“These kids must not like me at all because if they did, they would never
act like this! What am I doing wrong?” Beginning teachers are often torn between wanting to
develop a friendly relationship with their students and fearing that doing so will ultimately undo
their sense of authority. Not true! Your students need and want to believe that you’re responsible
and in charge, but you can be very friendly, warm and personal and still be the “adult” they need.
You can create a warm and positive climate in your classroom by identifying and considering
your students’ needs and interests. You can meet students’ needs for belonging and control by
involving them in decisions that concern them, like allowing them to choose which assignment
to do first, or even letting them choose a partner for a particular assignment. Simply being able to
make choices may give some of your students a real boost of confidence and often improves the
chances for cooperation because it meets their need for control within limits you determine. Plus,
making choices is an important step toward developing individual responsibility and decision-
making skill.
Often beginning teachers feel insecure when other teachers walk by their classroom or the
principal passes by their kids in the lunch line. Sometimes it’s hard not to panic and think, “I
know I would look like a better teacher if my students were not so noisy.” It’s true that part of
your competence as a teacher will be reflected by your students’ behavior, but certainly not all of
it. Try not to jump to conclusions or put a lot of energy into managing what other people think of
you. Your primary concern is the quality of your relationships with your students and the overall
climate in which you and your students coexist.
A very important challenge for any teacher is the ability to separate who your students are from
the behaviors they exhibit, especially their negative or disruptive behaviors. In other words, can
you still perceive a student as worthy of your attention and care even though she forgot her
homework again; walked away from a mess he made or even said your assignment was stupid?
Your ability to recognize that the students are not their behaviors will allow you to accept them
without necessarily accepting those behaviors.
Be sure that your students have plenty to do. Always have a set of “emergency plans,” quick and
easy backups for when things don’t quite go as expected—or take as long as you had hoped.
Overplan! Undirected kids have a way of turning time on their hands into classroom disruptions.
Finally, a classroom atmosphere that emphasizes responsibility and cooperation, in which you
model the positive behaviors you would like them to demonstrate and attempt to meet their needs
for power and structure, tends to minimize the kinds of resistance and opposition that lead to so
many classroom conflicts.

I Want my Classroom to Run Smoothly

Time management and classroom planning are always more challenging for new teachers who
are often dealing with certain management issues for the first time. Policies regarding school
attendance and lunch count, home visits and field trips are not necessarily things you would
automatically know (or even be expected to know), so ask! Everyone else had to ask at some
point, and being aware of important policies and procedures will immediately make your life
easier.
Another realization will help, too, on days that unexpectedly turn hectic: It may be your
students—not you—who are being overwhelmed. Sometimes a great learning experience goes
down the tubes simply because the students do not have the independence and basic learning
skills necessary to do the work. Don’t assume that your students have down pat skills such as
listening, using basic tools (like a ruler or even the pencil sharpener), moving nondestructively
into small groups or putting their materials away when they’re finished. While it may seem time-
consuming to have students practice these skills, devoting time early on to practicing skills,
routines and behaviors your students will need to succeed in your class will save all of you many
hours and much grief later.

33
Even your own enthusiasm and creativity can be a problem at times. One of the best things about
new teachers is the excitement, creativity and enthusiasm so many of them bring to their work.
And after collecting ideas and materials during your teacher training, it’s hard not to want to try
everything at once. Nonetheless, being sensitive to the students’ needs and energy
can pay off in a big way. High levels of enthusiasm may, at times, be too much for your kids to
handle. On days when children seem hyper, it may help to tone down your energy or soften your
voice. Be careful to avoid the tendency to present too much too soon, offer too many activities at
once or make too many changes before your kids can handle them. Save some of your more
incredible activities for slower times, when they’ll be appreciated and when your students have
mastered the routines and logistics they’ll need to succeed. You don’t want to run out of steam in
the first week!
Start slowly and simply. Establish a daily routine your kids can handle. Leave room for some
student decision-making, but be careful to not overwhelm. Your students may not have much
skill or confidence with decision-making yet so avoid offering too many choices, or choices that
are too open-ended, at least in the beginning. Responsible decision-making and self-management
requires certain skills and trust, which may take some time to develop. Once you and your class
feel comfortable with one another and have some of the basics down, you can expand available
options.
Remember too, that you will always run into events you simply cannot plan for or control. As the
newcomer on staff, you may be the one who has to cope with major changes, including the
possibility of room changes or even being moved to a different class or grade level a few weeks
into the school year. At the very least you will have to accommodate new students, transfers,
pullouts, equipment failures and last-minute schedule changes. This demands confidence,
flexibility and, most important, a sense of humor. Nobody likes these inconveniences, even
seasoned veterans. Hang in there and don’t hesitate to ask others to share their specific strategies
for coping with these problems.

I Want my Students to Succeed

Everyone needs to succeed. In order to take the kinds of risks necessary to learn and grow, your
students must perceive that success is within their reach. This means you need to learn a great
deal about your students’ interests, cognitive abilities and learning skills before simply
presenting content or assigning tasks. Yet with all the pressure to “get through the curriculum,”
it’s easy to forego this important step. Nonetheless, if your intention is to encourage all of your
students to learn, grow and be successful, you’ll need to start with them wherever they are—and
that’s likely to be different from one child to another. (To be honest, if your intention is simply to
cover content, you don’t even need kids! Without assessing what they know and what they need,
you’re bound to be teaching over the heads of some students, and boring others to tears, neither
of which is likely to result in academic growth.)
You may eventually want to vary your methods of instruction to include small groups, learning
centers, self-selection or learning contracts, individualized assignments and student-teacher
conferences. Keep in mind that working with different strategies will require various self-
management skills your students may not have yet developed (or, with older kids, had a chance
to practice for a while). While teaching these skills may appear a rather challenging and time-
consuming task, keep in mind that the more independent and responsible your students become
early on, the more you’ll be able to accomplish together all year.
Again, start slowly and keep things simple. Let your students know when they may and may not
come to you with questions and, if you aren’t available to help, offer them the option of asking a
classmate or switching to a different task until you’re free. Keep independent work and routines
relatively simple at first—things the kids can do on their own. While some of these assignments
may seem like busywork to you, remember that your intention is building confidence,
independence and self-management. You’ve got a whole year to focus on content! It takes time,
energy and practice to establish these skills and routines. As the students become better able to
work on their own, you will be able to make the work more meaningful by increasing the variety
of materials, the number of choices, the amount of work required and the intellectual processes
required.
Use their mistakes as opportunities to teach, shape behavior or encourage them to make different
choices. Your patience and persistence can encourage them to keep trying. Schools traditionally

34
have been very negative and critical, and many people assume that we need to be this way or
kids won’t learn or take us seriously. Not true! In fact, a consistent focus on errors and
omissions, or a tendency to shame or humiliate students (even in the misguided interest of
improving their performance or behavior) will undermine your attempts to provide emotional
safety and can ultimately restrict growth in all students, not just in the one being criticized.
Focusing on the positive, even when it seems as though a student has done just about everything
wrong, allows you to build on the student’s strengths—whatever they are! This approach can
have an extremely positive impact on the climate of your classroom.
When a child has turned in work that you know can be better, how about telling her it’s a “great
first draft,” rather than scolding her for sloppy work? When another turns in a story with many
misspellings, punctuation errors, incomplete sentences and no capital letters, how about noting
the one thing he got right (perhaps excellent handwriting or an interesting title) instead of
wearing out the red pencil marking every error? Then defy tradition by using the mistakes as a
basis for your instruction—instead of a bad grade! Start with what they’re doing well and teach
them the rest! You may really have to look for good points sometimes, but your positive focus
will be tremendously encouraging and appreciated.
10 Tips for new teachers (expect to make ‘hideous’ mistakes, etc.)
By Valerie Strauss
This was written by educator Nancy Flanagan for her Education Week Teacher blog, “Teacher in
a Strange Land.” She spent 30 years in a K-12 music classroom in Hartland, Mich, and was
named Michigan Teacher of the Year in 1993. She is National Board-certified, and a member of
the Teacher Leaders Network. She is now an author and consultant.

1) Listen to advice (your mentor, teachers in the lounge, books for new teachers) -- but
trust your gut. Your goal is becoming an authentic teacher, one with autonomy, mastery and
purpose. You will inevitably build a practice by stealing ideas from hundreds of people. The
concepts you retain and embed into daily work are those that align and resonate with your core
beliefs about education, which will change over time. Learn to trust the little interior voice that
tells you what “works” for your colleague — her behavior rewards system based on Jolly
Ranchers, say -- may be totally wrong for you, in spite of the fact that her class walks quietly in a
straight line and your kids are straggling and blabbing.
2) Don’t wear your really cool clothes to school. Don’t read articles like this, either, which
suggest it’s easy or essential to find discounted designer items for your stylin’ school wardrobe.
Your go-to daily wardrobe will consist of items that are comfortable, have pockets, do not reveal
flesh (attractive or unattractive flesh) and are impervious to all bodily fluids and getting snagged
on the pencil sharpener. Shoot for: neat, clean, kind of boring. Avoid: sexy, luxe, casual chic.
Corollary: never store your designer purse in your desk drawer.
3) You’re the adult in the room. Don’t get into power struggles with students, where you feel
compelled to come out ahead by cracking down (this applies to first-graders as well as seniors).
Remind yourself: you’ve already won--you’re the teacher. You can afford to be magnanimous, to
decide on outcomes that benefit all kids (even kids you
don’t like), rather than gratifying your ever-present sense of control / retribution. You’re the
adult. Repeat three times.

4) Watch other teachers teach. You will probably have to arrange this yourself. But do it, even
if it means taking a fake sick day in November to watch colleagues in another school. Do it
during your planning period, too. Good teachers will be flattered when you ask permission to sit
in their classes for a half-hour. Once you watch a dozen other teachers, you’ll have a baseline for
measuring your own successes and screw-ups, plus a basket of field-tested techniques.
5) Most important people to get on your side first: custodians. Make cleaning up at the end of
the day a habit for students and yourself — out of genuine respect for custodians and their work.
Keep your room tidy, and extend honest friendliness to cleaning staff. It’s good karma--and it
means the custodian will hustle to your room when someone throws up.
6) Stuff is not teaching. I knew a teacher who had 25 pre-laminated, super-cute bulletin boards--
which she kept filed, by month, in color-coded rolling crates. She did all her Xeroxing before
school started. Her book baskets had perky bows and her door had gingham curtains. And her
teaching was rote and sterile.

35
7) Don’t patronize teacher stores. Nobody needs expensive bulletin board borders or retail-
priced “Good Job!!” stickers. Anything you find at a teacher store can be purchased for less,
elsewhere — without cloying commercial images of school. Invite kids to answer questions on
your (chart paper-covered) walls. Snag 75%-off calendars in February, then cut them apart as
artwork displays. Buy Dora the Explorerbandaids to acknowledge emotional boo-boos or
outstanding work (even HS freshmen love them), dollar-store scissors and remnant-bin books.
Be funky, creative and cheap when stocking your classroom.
8) Set aside a weekly prep time. Extremely disciplined teachers might choose Friday afternoon,
but the advantage of waiting until Sunday evening is that you can work with a glass of wine in
hand, feet up in a recliner and awesome music playing. In 31 years of teaching, I never
abandoned the Ritual of Sunday Night. The planning and prep work you do may evaporate by
Tuesday, but knowing you’re all set when you arrive at school Monday morning is priceless.
9) Just as broken bones are stronger where they heal, fractured relationships with students
can turn into improved communication with your whole class. You will undoubtedly have it
out with certain students, over time. You’d be surprised how often they minimize incidents that
haunt you for days. You’d also be surprised at how much they want to be on your good side,
once you offer them the chance, in public--and how their classmates will respect your forgiving
nature.
10) Expect to make hideous mistakes. Expect to have crushing disappointments. Expect to feel
like quitting, at least a dozen times. Expect to anticipate vacations with pathetic longing. And
know that veteran teachers also experience these things, Just ask them.

36
Type of Test I am using in My Student Teaching

True/ False Test

A true/false test seems easy. It is essentially a two-choice item in which one is the correct
answer. The items consist of a declarative statement that is either true or false. All you have to do
is read the statement and decide whether the statement is true or false. At the very worst, you
have a 50-50 chance of being right. But would you be pleased with a test grade of 50? Of course
you wouldn’t. True/False test are a lot more difficult than they seem to be. They test very factual
knowledge, there are some guidelines you should follow to make sure you demonstrate your
knowledge.

Multiple Choice Tests

A multiple choice test usually has dozens of questions or items. For each question, the
test- taker is supposed to select the best choice among a set of four or five options. (They are
sometimes called selected response test).
Most standardized test, including states exams and most commercial achievement test are
made up primarily of multiple choice items. A few state tests have a quarter, a half or even more
open-ended (constructed response) items, usually short answer questions. These ask a student to
write and perhaps explain not just select and answer. Many short-answers are not much more
than multiple choice items without the answer option, and they share many of the limits and
problems of multiple choice items.

Matching Type Test

Consist of two columns or listings which are often called premises and responses. The
student is directed to associate each premise in one column, usually column A with an
appropriate response in column B. The construction of a goodmatching test requires that each of
the responses have a plausible relationship to each of the premises and therefore bot must be
relatively homogenous. The topics must be grouped in homogenous matching clusters. Some
common usage of this test include: relating men with their achievements, date of events, terms
with jobs, etc.

Problen Solving

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Christmas Party

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Opening Salvo

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Dep-Ed Night

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Municipal Parade

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Street Dancing

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Valentines
Celebration

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Final Demonstration

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Exit Party

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83
 Making Melody In My Heart song
By Georgy

Making melody in my heart [3]

unto the king of kings.
Now Thumbs in
Making melody in my heart [3]
unto the king of kings.
So Thumbs in, elbows out
Making melody in my heart [3]
unto the king of kings.
Thumbs in, elbows out, knees bend
Making melody in my heart [3]
unto the king of kings.
So Thumbs in, elbows out, knees bend, feet apart
Making melody in my heart [3]
unto the king of kings.
Thumbs in, elbows out, knees bend, feet apart, turn around
Making melody in my heart [3]
unto the king of kings.
So Thumbs in, elbows out, knees bend, feet apart, turn around, tongues out
Making melody in my heart [3]
unto the king of kings.

"Move Your Body"

Work your mind mind

Work your body move your mind
Move your mind mind
Work your body body
Work your mind mind
Work your body move your mind
Move your mind mind
Work your body move your

Move your body,

Every everybody.

84
 Move your body,
Come on now everybody.
Move your body, move your body.
Everybody come on now everybody.

You want to move the world,

Start with your body.

Yo, come on you gotta start with something.
If you wanna move your mind,
Just move your body.
Move your mind, move your mind,
It's gonna cost you nothing.
You want to move someone,
Start with your body.
Yo come on and try to move somebody.
If you wanna move alone,
Then everybody will move along with you.

Wiggle and Freeze

I’ve got a wiggle wiggle wiggle in my wiggling feet

And I wiggle wiggle wiggle to the wiggling beat
I’ve got a wiggle in my toes, a wiggle in my knees
And when the music stops everyone freeze

I’ve got a march march march in my feet

And I march march march to the beat
I’ve got a march in my toes a march in my knees
And when the music stops everyone freeze

I’ve got a jump jump jump in my feet

And I jump jump jump to the beat
I’ve got a jump in my toes, a jump in my feet
And when the music stops everyone freeze

I’ve got a tiptoe tiptoe in my feet

And I tiptoe tiptoe to the beat

I’ve got a tiptoe in my toes, a tiptoe in my knees

And when the music stops everyone freeze

I’ve got a tap tap tap in my feet

and I tap tap tap to the beat
I’ve got a tap in my toes, a tap in my knees
And when the music stops everyone freeze
I’ve got a hop hop hop in my feet
And I hop hop hop to the beat
I’ve got a hop in my toes, a hop in my knees
And when the music stops everyone freeze

85
 I’ve got melting melting in my feet
And I’m melting melting to the beat
I’ve got melting in my toes, melting in my knees
And when the music stops everyone freeze

“Hello Song”
by Cathy Bollinger

Hello, hello everyone,

I’m glad you’re here to join in the fun.
Hello, hello everyone,
Let’s all have some fun!
We’re going to clap our hands.
(clap, clap clap)
We’re going to stomp our feet.
(stomp, stomp, stomp)
We’re going to wiggle around.
(wiggle, wiggle, wiggle)
No we won’t make a sound.
(Shhhhhhh)

This is the Day

This is the day, this is the day

That the Lord hath made
That the Lord hath made
We will rejoice, we will rejoice
And be glad we’re here
And glad we’re here

For this is the day

That the Lord hath made
We will rejoice and be glad on it
For this is the day, this is the day
That the Lord hath made.

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 Wake Up!
Listen & Learn

Wake up and get going

Wake up and sing a song
Wake up and stretch your body
And get ready to move along

Whoa, whoa, here we go:

Stand up
Spin around
Jump up and down
Raise your hands to the sky
Reach ‘em up so high

Now sit down and rest awhile

We’re gonna take a little break
But it won’t be long before we’re moving again
Because we gotta stay awake

CHORUS

Now sit down and catch your breath

But don’t lose that energy
Pretty soon we’ll be moving again
Because you’re waking up with me

CHORUS

Let Your Body Be a Punctuation Mark

Jack Hartmann

Chorus
Everybody move with me, get ready to start
You can let your body be a punctuation mark

Let your body be a period

Spread your feet, both hands out front
Fingers locked, make a little dot
Put a period at the end of a sentence
That makes a statement

Let your body be a question mark

Turn to the left, legs together and straight

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 Curve both arms over a little way
Jump for the dot in a question mark
When a sentence asks a question

Let your body be an exclamation point

Both hands together, way up high
Make your body be a straight line
Jump for the dot - explanation point
When a sentence shows excitement

Let your body be a comma

Both forearms together, fingers locked
Bring both hands to the left at the top
Put a comma, when there’s a little pause, in a sentence

I’ll say a sentence and you punctuate

Lions live in the jungle. Period

Do you like chocolate ice cream? Question Mark
Wow, that truck is awesome! Exclamation Point
My favorite colors are red, Comma yellow and blue
(Repeat Chorus)

Hey, Mister Monkey!

Margie La Bella

(Chorus)
Oo, oo oo. Ah, ah ah. Ee ee ee.
Oo, oo oo. Ah, ah ah. Ee ee ee.
Oo oo oo. Ah, ah, ah. Ee, ee, ee.
Oo, oo oo. Ah, ah ah. Ee ee ee,
swinging in a tree.
Hey, Mr. Monkey livin’ up in a tree.
A coconut is what I see.
Climb to the top and what do you think?
Crack it open and take a drink.
Scratch your head and scratch your chin.
Stick out your tongue and pull it in.
Scratch your side. Oh, what could it be?
You're turning into a chimpanzee!
Bridge:
Livin’ in the circus. Livin’ in the zoo.
Livin’ in the jungle. Livin’ true blue.
Livin’ in the trees is the best thing yet.
I wish that you could be my pet!

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 Raise Your Hand Song
J. W. Snyder

(Spoken)
Now in the classroom there’s something you gotta do.
So here’s a song written just for you.

The rule of the classroom is raise your hand!

Raise your hand! Raise your hand!
So we can work together, raise your hand!
Raise your hand! Raise your hand!

If you have a belly ache way down inside,

Hold that hand up way up in the sky!

And if you see a monster comin’ down the hall,

Runaway, runaway, one and all!

If you have a question, raise your hand!

Raise your hand! Raise your hand!
And if you know the answer, raise your hand!
Raise your hand! Raise your hand!

If you have to go and can’t hold it any more,

Hold that hand up and let them know what it’s for.
And if you see a monster still walkin’ ‘round the hall, Runaway!

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 Instrumental (Dance time!)

If you have a belly ache way down inside,

Hold that hand up way up in the sky.
Here comes that Monster again walkin’ down the hall!
Runaway, runaway, one and all!

If you have a question, raise your hand!

Raise your hand! Raise your hand!

And if you know the answer, raise your hand!

Raise your hand! Raise your hand!

The rule of the classroom is raise your hand!

Raise your hand! Raise your hand!

And if you want a snack now, raise your hand!

Raise your hand! Raise your hand!

And if you want to go outside, raise your hand!

Raise your hand! Raise your hand!

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Teaching
Competencies

91
 AKLAN STATE UNIVERSITY- IBAJAY CAMPUS
TEACHER EDUCATION PROGRAM
Ibajay, Aklan

Pre-Service Teacher: Jean Marie G. Lacson

Cooperating Teacher: Joseph Salvador B. Simera
Cooperating School: Naisud National High School
Subject: Mathematics 7
Date: February 10, 2016
Year and Section: Grade 7-A
Time: 3:00 p.m.-4:00 p.m.

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 A Detailed Lesson Plan in Mathematics-Grade 7

I. Objectives
At the end of the lesson, students are expected to:
1. enumerate the steps and solve a given problem using the FOIL Method; and
2. show interest in solving problems in the real life situation using the FOIL
Method.

II. Subject Matter

Topic: Special Products
Subtopic: Product of Two Binomials
References: Grade 7 E-Math pp.186-188, Grade 7 Practical Mathematics pp. 209-211,
Elementary Algebra p. 177-180.
Materials: Projector, visual aids, chalkboard, chalk, envelopes, flash cards, illustration
board, and emoticon flags, laptop, lapel
Value Focus: Helpfulness/ Cooperative

III. Learning Activities

Teacher’s Activity Student’s Activity

A. Preliminary Activities
1. Prayer
( Spiritual, Linguistic, Interpersonal and Musical
Intelligence)

To make this day more blessed, may I

request everybody to stand for a prayer.
(Video Clip) (Everybody stands and pray.)

Everybody have a seat.

2. Greetings Good afternoon Ma’am!

Good afternoon class! Good afternoon visitors!
Good afternoon visitors! God Bless you po!

(Varied Answers)
How do you feel today?

3. Checking of Attendance None Ma’am.

Class monitor, is there any absent?

Very Good! That’s great.

4. Drill
( Logical-Mathematical Intelligence)

What do you observe with the following

pictures? Answers may vary.

Why do you think God-the creator used

geometrical patterns on things around

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 us? Answers may vary.

5. Review
(Verbal Linguistic and Logical
Mathematical Intelligence)

Who among you can recall our previous

lesson?
Yes___________. The student will raise their hands.
Our past lesson was all about Multiplication of
Two Monomials.
Very good! You have amazingly
remembered it.

To check if you recall our past lesson.

How do we multiply two monomials
such as (3x2) and (5x6)?
To multiply two monomials, apply the product
You’ve got my point! rule of the Laws of Exponents.

What will be the product of two

monomials?
The product of two monomials will be 15x8.
Wow! Give a hand for that.

Can you explain,

How did we arrive at the result?
We arrive at the result by multiplying the
numerical coefficients then apply the rule of the
laws of exponents.
Very Good!

To test if you really understand our

previous lesson, let’s have a game. I will
flash some questions that you are going
to answer. All you have to do is to raise
your hand. And shout “I got it if you
know the answer. Is the instruction Yes Ma’am!
clear?

(4x2) (8x) (5a4) (2a3) (7y3) (9y)

Students do the activity.
(m5) (9m) (11p6)(2p3) (3n5)(8n)
(10n)
B. Motivation Yes Ma’am.
Class do you want a game?
This time we will play the “I’ll Get My
Reward”.
Do you know how to play this game, Answers may vary.
class?

Okay first, I will divide you into five

groups. Look under your chair, what did
you found? Now group yourselves
according to the number you have.

I have here an emoticons and a mystery

gift. All you have to do is to raise the
emoticons; Happy Face  if the answer
is correct and a Sad Face  if it is not. Answers may vary

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 How about this mystery gift class? Do
you know how to open it? In order to
open this mystery gift, each group must
have a representative to answer the five
questions that I will be giving. The
chosen representative must go at the
back. A representative who got a correct
answer, shall move one step forward
then the group with the highest points
gathered will have a chance to open the Yes Ma’am!
gift. Is the instruction clear?

Questions:
1. What is an algebraic expression Answers:
with two terms? 1. Binomial
2. Method used in getting Product 2. FOIL Method
of Binomials. 3. Product
3. What do you call the result in 4. First and Outer Terms
multiplication? 5. Inner and Last Terms
4. In the acronym FOIL, F and O
stand for?
5. I and L stand for______.

Wow! You did it well. Give a hand for

that.

C. Developmental Activities
1. Presentation of the Lesson
To the winning group let’s give them a
round of applause. Open the gift and
read what is inside.
The mystery we have found is Special Product.
What is the mystery word you’ve found?

Today, you will learn about Special

Product which focuses on Product of
Two Binomials.

2. Discussion
(Logical- Mathematical Intelligence)

Binomial is an algebraic expression

which is composed of two terms. The
multiplication of certain polynomials
particularly that of a binomial by
another binomial are so often
encountered in algebra therefore it is
advisable to devise a simpler method of
obtaining the products or factors rather
than the ordinary processes of
multiplication and division. These are
called special products. Special
Product is the process of finding
products by following patterns or rules.

Let us study these examples.

Find the area of the rectangle given its

length (2x+4) cm and its width (4x-3)
cm.

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 (2x+4) cm

(4x-3) cm

Since the formula of a rectangle is

AR = length x width
we substitute,

AR =(2x+4) (4x-3)
=(2x)(4x)+(2x)(-3)+(4x)(4)+(4)(-3)
=8x2-6x+16x-12
=8x2+10x-12

Now, look at the four terms. What can The (8x2) is the product of the first terms of the
you notice about the first term (8x2)? two binomials. F

Very Good!

The second term – 6x, is the product of

the outside terms (2x) (-3). O

The third term, 16x is the product of the

inner terms (4x) (4). I

The last term, -12 is the product of the

last terms (4) (-3) of the two binomials.
L

To multiply (3x+4)(2x-3), we write

(2x+4)(4x-3) = 8x2 – 6x + 16x – 12

F O I L

= 8x2 +10x – 12
Combine like terms

Therefore, the area of the rectangle is

(8x2 +10x– 12) cm2.
We arrive at the result using FOIL Method.
How did we arrive at the result?

FOIL is a method for finding the product

of binomials with like terms. For us to
find the product of two binomials,
remember: FOIL the acronym, F stands
for FIRST, O stands for OUTER, I stands
for INNER, and L stands for LAST. The
outer and inner products in the FOIL
method are often like terms. Hence, once
you become an expert in using the FOIL
method, you can easily combine without
writing them and find the product of two
binomials mentally.

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Steps:
1. Multiply the first terms of the
binomial.
2. Multiply the first terms of each
binomial by the second term of the
other. Add the product if possible.

3. Multiply the second terms of the

binomial.

Let’s have another example.

Dimple and Nicole posted their sales for

the day as illustrated:

Quantity Sold Selling Price

7x+5 4x-8

If 7x+5 represent the quantity sold and

4x-8 as the selling price, what is their We may determine the gross sales by
gross sale for the day? multiplying the quantity sold by the selling
price.

Student do the activity.

Now who can try to solve on the board
using the FOIL Method. (7x +5)(4x – 8)

F O I L
=(7x)(4x)+(7x)(-8)+(4x)(5)+(5)(-8)
=28x2 – 56x +20x + 40
=28x2 – 36x + 40

Therefore, their gross sale for the day is

represented by the polynomial 18x2 – 63x + 54.

A rectangular garden has a walk around

it with (x+2) cm width and (3x+9) cm
length. Find its area by using FOIL
Method.

(3x+9) cm

(x+2) cm
Student does the activity.

AR=Length x Width
AR=(3x + 9)(x+2)

F O I L
=(3x)(x)+(3x)(2)+(x)(9)+(9)(2)
=3x2 + 6x + 9x + 18
=3x2 + 15x + 18

Therefore, the area of a rectangular garden is

represented by (3x2 + 15x + 18) cm2.

3. Generalization

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 ( Verbal Linguistic Intelligence)

How do we multiply binomial from a

binomial? We multiply two binomials by using the FOIL
Method.

Enumerate the steps in FOIL Method. Steps:

1. Multiply the first terms of the binomial.
2. Multiply the first terms of each binomial by
the second term of the other. Add the
product if possible.
3. Multiply the second terms of the binomial.

The acronym FOIL stands for? The acronym FOIL stands for FIRST, OUTER,
INNER and LAST.
4. Application
(Verbal Linguistic, Interpersonal, and
Logical-Mathematical Intelligence)

Help each other in deciding what to do

by applying your knowledge on special
products. You will be divided into five
groups. Your group will be based on the
emoticons in your name tags. Each group
will work on each case given.

Alright! Select a leader to lead the group,

a secretary to write things to be needed,
a reporter to update us about the
activity, garbage collector and the rest
will be the peace officer of the group.
Move silently as you work on your task.

I have here 5 envelopes. All leaders go in

front and get your envelope. It contains
task that you are going to perform or to
answer.

I will give you 5 minutes to do the

activity. Is the instruction clear?
Your time starts now. Yes Ma’am!
Students do the activity.
Group 1

Happy Face
Find the area of a rectangle.
Use the FOIL method to find the answer.

(2x+7) cm.
(2x-3) cm.

Group 2

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 Big Smile
Create a poem about the product of
binomials using FOIL Method.

Group 3

Heart Smiley
Find the area of a square.
.

(3x+2) cm

Note: A=s2

Group 4

Hugging Emoticon
Explain how to find the solution using
graphic organizer.

Group 5

What’s This Emoticon

A piece of cardboard measures (4x-6) cm. by
(3x-7) cm. What is its area?

5. Back Home Application

(Intrapersonal Intelligence)

Being special means being extra-

ordinary. Polynomials are not an
exemption. There are special products of
polynomials because there are
extraordinary procedures in getting the
correct answers. One of which is the
procedure of getting the product of two
binomials.
Just like in our real life setting we are all
special. An event last year teaches us
how to help one another as inspired by
Pope Francis. The said event was seen
on the different television networks just
like the GMA and ABS-CBN TV Network.
Through these TV networks, Pope
Francis’ “words of wisdom” is easily
disseminated from the cities and even to
the far flung areas. As a result, many of
our countrymen were able to witness
and help one another in their different

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 ways.

IV. Evaluation
A. Use the FOIL Method to find the answer

1. (2X+3)(3X+2)
2. (x+2)(x+5)
3. (x+7)(3x+1)
4. Find the area of a table given its length (3x+2) cm. and it’s width (2x+3)cm..
5. The length of the book is (3y-3)cm. and its width (2y+4)cm. What is its area?

V. Assignment
Study our next topic about the Square of a Binomial on pages 212-214 of your book.

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109
 TEACHER… A HERO
by: Clarissa B. Caper

Heroes can be found anywhere,

Here, there, and everywhere
But I don’t have to look somewhere,
‘Coz you’re just there in the corner.

A hero full of courage and trust,

Helps, develops, achieves and fights
For the hopes and ambition so high
For the youth, to be encouraged and inspired.

You are there to find ways and means,

For them to learn, to competent and still
Help them attain their goals everyday
‘Coz your trusted, a HERO and someone who cares.

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 The Best Teachers
by: Joanna Fuchs

Teachers open up young minds,

showing them the wonders of the intellect
and the miracle
of being able to think for themselves.
A teacher exercises
the mental muscles of students,
stretching and strengthening,
so they can make challenging decisions,
find their way in the world,
and become independent.
The best teachers care enough
To gently push and prod students
to do their best
and fulfill their potential.
You are one of those.
Thank you.

TEACHER AS NATION BUILDERS

by: Felipe S. Orais

From the most far-flung village

To the towns and big cities,
Teachers are the silent heroes
Apostles of wisdom and knowledge.

Day and night from dawn to sunset,

These humble public servants
Dedicate their lives for service
To build a nation strong and great.

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 The future depends upon our Teachers
Of various branches of Knowledge,
They develops our skills and aptitudes
Our civic, social and moral life.

Their valuable service, money can’t buy,

Their salaries are not commensurate
Many are heavily buried in debts
Because their children are in college.

Teachers are model citizens of our country

Paragons of morality, models of nobility
Paradigms of cheer, joy and generosity,
Unforgettable footsteps even after death.

I Want To Be Like You

Thank you, teacher,

for being my life's role model.
When I consider all you've taught me
and reflect on the kind of person you are,
I want to be like you—
smart, interesting and engaging,
positive, confident, yet unpretentious.
I want to be like you—

well-informed and easy to understand,

thinking with your heart as well as your head,
gently nudging us to do our best
with sensitivity and insight.
I want to be like you—
giving your time, energy and ta
to ensure the brightest possible future
for each of us
Thank you, teacher
For giving me a goal to shoot for:
I want to be like you!

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IM PROUD
IM A
TEACHER
by: Dollie Gonzales-Franche

Each day as I walk down the aisle

Little angels greet me, “Good morning, Ma’am.”
Pile of books in my arms and some carriage in my
hands
They’ll grab to ease my tiring arms.

Lessons of life from nature and experiments

In their minds they were instilled,
Seeds of knowledge that were once sown
A sweet perfume like a flower will blossom.

Like a clay in a potter’s hands

We mold them into the best we can.
Tenderly, lovingly, as a mother should be
Then once day it will be repaid by the Almighty.

Years fly so swiftly and pupils grow so fast

Some become engineers, some doctors and some teachers like me.
Oh, how rewarding it was when one day on my shoulder they patted me,
“Madam, it’s you who made me what I am now.”

The joy of becoming a teacher can’t be paid by increase in salary

Nor can it be compensated by promotion.
Material wealth can’t equal a teacher’s devotion
Rather, it lies in the making of a true person.

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 Excuses, Excuses
by Joyce Armor

I couldn't do my homework.
I had asthma and was wheezing.
I had nosebleeds, measles, heat rash,
with some very painful sneezing,
and itchy skin with blisters-
oh so blotchy red and hivy-
malaria and toothaches,
and a patch of poison ivy,
eight spider bites and hair loss,
and a broken leg with scabies,
Rocky Mountain spotted fever,
and a full-blown case of rabies.
I suffered-it was awful-
but I'm feeling better now.
Could I have done my homework?

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 Falling Asleep in Class
by Kenn Nesbitt

I fell asleep in class today,

as I was awfully bored.
I laid my head upon my desk
and closed my eyes and snored.
I woke to find a piece of paper
sticking to my face.
I'd slobbered on my textbooks,
and my hair was a disgrace.
My clothes were badly rumpled,
and my eyes were glazed and red.
My binder left a three-ring
indentation in my head.
I slept through class, and probably
I would have slept some more,
except my students woke me
as they headed out the door.

What to Remember in School

by Kenn Nesbitt

Forget that two times four is eight.

Forget the name of every state.
Forget the answers on the test.
Forget which way is east or west.

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 Forget the myths of ancient Rome.
Forget to bring your books from home.
Forget the words you learned to spell.
Forget to hear the recess bell.
Forget your homeroom teacher's name.
Forget the after-school game.
Forget which team's supposed to win.
Forget to turn your homework in.
Forget the distance to the moon.
Forget how many days in June.
Forget the capital of France.
But don't forget to wear your pants!

I Am a Teacher
By: Andrea Gastmeier

I lecture, I instruct, I coach, I explain.

I demonstrate, illustrate, clarify, and prove.
I show (and sometimes tell),
I inform, I train, I initiate.
I plan, diagram, map, chart, graph and design.
I question, quiz, probe, examine and confirm.
I care, I worry, I console, I inspire.
I pay attention to, I show concern for, I nurture.
I nurse broken hearts, fix boo-boos,
ease worries, and mend friendships.
I am a teacher. This is what I do.

A Book
by Emily Dickinson

There is no frigate like a book

To take us lands away,
Nor any coursers like a page
Of prancing poetry.

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 This traverse may the poorest take
Without oppress of toll;
How frugal is the chariot
That bears the human soul!

The Noise Expert

We each have special talents.

That is what our teachers tell.
Matthew is a whiz in math.
Sabrina does spelling well.
Drew’s the best at Double Dutch.
Sam spits farthest of the boys.
But Tammy’s skill tops them all.
She’s a pro at making noise.
She slaps her cheeks, clicks her teeth.
Her belches are seconds long.
And with hands in her armpits,
She trumpets a catchy song.
She whistles through her fingers,
Or into a blade of grass.
She can blow on her forearm,
Imitating passing gas.
Her knuckles crack like gunshots.
Her two palms squeal with a squeeze.
Fingers snap like castanets,
She plays drum rolls on her knees
My report cards show straight A’s,
I play soccer like a star.
What’s that to Tammy’s talent?
Someday that girl will go far.

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118
 Thank you Lord for another day that you’d given to me, for the
grace that i received every day and for the knowledge and wisdom that
you’d showered.

Help me to remember the greatness of the work which has been

given to me to do; that I work with thw most precious material in the
world, the mind of the youth. Help me always to remember that I am
making marks upon that mind which time will naver rub out.

Give me patience with those who are slow to learn, and even with
those who refuse to learn. When I have to exercise discipline, help me to
do so in stemness and yet in love. Keep me from the sarsactic and the
biting tounge, and help me always to encourage those who are doing
their best, even if that best is not very good.

Help me to help my students, not only to store things in their

memories, but to be able to use their minds, and to think for themselves.
And amidst all the worries and the frustrations of my job, help me to
remember that the future of the nation and of the world is in my hands.

Amen.

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To my beloved Family,

In my 20 years of existence, I would like to say thank you for

all the love & care you gave to me. You’re the reason why I’m trying
my best to achieve my goals in life because you’re my inspiration. To
my parents (mama&papa) & to my aunt (mama neng & mommy ena) for the
moral & financial support. I know that it is really hard to send me in
college but I’m blessed and thankful , I have you in my life.

Since I was elementary, everytime I joined in extracurricular

activities, you are their to support what I need. Sometimes you don’t
allow me to joined in some activities because of my health condition.
To my mommy ena for being their when I’m in highschool. Now, I’m in

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the last stage of my college life, all of you are their to support me
morally & financially. To my mama, for all the sacrifices you did in
order to fulfill my needs. Day & night you’re working for us was
really hard to you. To my mama neng, for being always their when I
need money. To my papa eventhough sometimes I’m disappointed whenever
I need financial support but still I love you. Sometimes I’m shy to
tell when I’m short with my allowance. To my mommy ena, for the school
supplies that you gave me since I was in day care especially for the
support when I’m in high school. Yo’re are their during my prom & all
the activities I am joining. To my nanay magz for inspiring me that I
can be a teacher someday. To may tatay poldz,now that you are gone I
Love You still.Tatay, you are now one of my guardian angel. Even
though I was not there on the hardest part of your journey, I want you
to know you will be FOREVER in my life.

When I’m writing this letter I’ve realized that I have many
shortcomings. To make this letter short I’m sorry for all the mistakes
that I’ve done and thank you for all the things that you’ve sacrifice
to fulfill my needs. I LOVE YOU ALL.

THANK YOU… THANK YOU… THANK YOU.

I believe that life is a constant battle of change, and I am here in

this world not to survive but to live. I am living with a mission and I am
living what is in my destiny. They said that we are the one who made
our destiny, but I doubt that was real. I knew that God has a purpose and
I was just following the path that he made for me.

A vision of my life Three Years from now, I am seeing myself as

matured one, not totally equipped but continue exploring the world of

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teaching. Three years was a short period of time, but if depends upon to
a person on how she will use her/his “WISE” skills to become
successful. I have a lots of ambition especially to my family, I love
discover new things, and I want to be called Teacher, a person with
dignity, moral and one of the best people in the whole world.

Teacher makes all other profession possible, I love to teach, share

my knowledge to others. I am praying that, Three Years from now I will
be one of those chosen one of God, who was dedicated to touch and
make change the lives of my students.

I want to see my students, craving to go to school not only to study

but to enjoy and appreciate the process of learning. I want them to put
meaning in their everyday lives and make their dreams come true.

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 JEAN MARIE G. LACSON
Centro Este, Libertad, Antique
09164880125
jeanmarielacson@yahoo.com

PERSONAL DATA

Name : Jean Marie G. Lacson

Current Address : Centro Este, Libertad, Antique
Sex : Female
Date of Birth : April 2, 1995
Birthplace : CMMLRHospital, Bacolod City, Negros, Occidental
Height : 4’11”
Weight : 38 kgs.
Civil Status : Single

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Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Libinia G. Lacson
Father’s Name : Jerome G. Lacson

EDUCATIONAL ATTAINMENT

College Aklan State University – College of Hospitality and Rural

Resource Management
Ibajay, Aklan
Bachelor in Secondary Education
Major in Mathematics
A. Y. 2013-2014

High School Dona Hortencia Salas Benidecto National High

School
La Carlota City, Negros, Occidental
S. Y. 2011-2012

Elementary Libertad Central School

Centro Este, Libertad, Antique
S. Y. 2007-2008

Practice Teaching Experience

Math Subject Practice Teacher
First Year (First Semester, A. Y. 2015-2016)
Naisud National High School
Naisud, Ibajay, Aklan

SEMINAR ATTENDED

Leadership Training
Aklan State University – Ibajay Campus
August 15, 2014

Seminar on Special Topics

Journeying the Teaching Profession
Aklan State University- Ibajay Campus
HR Building
September 30, 2015

Training on Beginning Reading Seminar

ASU Review Center, Banga, Aklan
November 14-15,2015
CHARACTER REFERENCES

Emily M. Arangote, Ph.D

Campus Director
Aklan State University – Ibajay Campus
Ibajay, Aklan

Helen U. Navarra, Ph.D

Chair, Teacher Education Department
Aklan State University – Ibajay Campus
Ibajay, Aklan

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Hon. Berting Raymundo Jr.
Municipal Mayor
Libertad, Antique

Hon. Josie E. Mena

Barangay Captain
Centro Este, Libertad, Antique

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Jean Marie G. Lacson
Centro Este, Libertad, Antique
09164880125
jean marielacson@yahoo.com
Octoober 12, 2015

Leah Noblezada
Principal
Libertad National Vocational School
Centro Este, Libertad, Antique

Dear Ma’am,

I am interested in applying for a teaching profession on the secondary level, in your school. As
my resume reveals, I am graduate from Aklan State University – Ibajay Campus with BS degree in
Secondary Education Major in Mathematics. I have a student teaching experience on the 7th grade levels
in urban school district of Ibajay, Aklan.

My student teaching experience afforded me the opportunity to assume all the responsibilities of a
secondary teacher. My student teaching experiences include teaching varied levels of learners in 7th
grade levels. I was challenge to become creative, resourceful, and most of all patients in dealing varied
learners.

I feel confident and qualified to take on the challenges that teaching offers. I am eager to
demonstrate my talents and skills within a school that is committed to high standards in education of
students. It is my goal to combine my range of experience with my ability to be compassionate,
enthusiastic, intelligent teacher who make positive contribution to your school.

I look forward to an opportunity to meet with you and further discuss my qualifications. In the
meantime, should you need to reach me, please feel free to text or call me at 09164880125.thank you for
considering my application.

Sincerely,

Jean Marie G. Lacson

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