January 26th was the highlight of our excursion, because we got the chance to visit Samal Island, the most recommended place to visit when you go to Davao City, Philippines, because the island’s nature is still kept. On that day, we did the island hopping. A full day Samal Island hopping activity let us to visit Angel’s Cove, Babu Santa, Isla Reta Beach Resort, a pass by Pearl Farm Beach Resort and Wishing Island, and optional stop at Maxima Aqua Fun. We got to see a beautiful coral under the sea with clean water, and beautiful sights throughout the islands.
Together with Ma’am Pregua, Ma’am Ferie, our beloved buddies, CJJ (Cath a.k.a CY, Jasmine and Jason), the four of us did the Island hopping. Another surprise happened when we were on our way back to Magsaysay. We got to see dolphins in Talikud Island. Such a great memory and experience. THANK YOU SEAMEO, THANK YOU UIC!
Based on the schedule, we have 2 excursions. On January 20th was our first excursion. Accompanied by our three best buddies and our beloved Ma’am Pregua, we went to EDEN Nature Park and Resort Davao. EDEN Park had a very exciting beginning. We started our tour with shuttle tour. We also have a tour guide inside the shuttle tour car. During the tour, we stopped in some iconic areas of EDEN Park. Our first stop was Amphitheater & Flower Garden. In this spot, we were delighted in the colorful sights and smell of the flowers and enjoyed the excellent view of Davao City.
Our second stop was Tinubdan. In here, we experienced a
cultural journey into the “Heartland of Indigenous Wisdom”. It is an outdoor
museum and cultural park featuring an educational tour for everyone to
appreciate the indigenous cultural heritage of Mindanao
Our next stop was Lola’s Garden, cooly situated in one
of the park’s most panoramic view of Davao City.
While waiting for the lunch time, we enjoyed the view
of EDEN Park and rode Indiana Jones. It was an exciting experience!
Our Next stop was GAP Farm where the land of promise is located. Far from the hustle bustle of the city, yet fascinating. That is how I can call how beautiful GAP Farm is. The huge concrete letters lying on the trimmed grass on a sloping hill at the entrance announcing “The Land of Promise” never fails to make us said “WOW”
Inside the Philippine Gap Farm Vacation resort are animal statues we can ride on and have our pictures taken, statues of heroes, busts of former presidents, statues of tribal persons with their costumes, cave area with a smiling Cyclops statue model welcomes us, a memorial to Lt. Hiroo Onoda, Japanese Struggler, and a number of other people. About the Cyclops—well, word is that skulls with single eye sockets were identified within the region. There is also Philippine mystic spirit creatures dubbed as “Conferencia ng mga Multo” or Ghosts’ Conference. On the entrance, guests are greeted by statues of well-liked Philippine ghosts and monsters like the white lady, “tikbalang” (half man-half horse), “kapre” (smoking giant), amongst others. As to why these hobgoblins and gremlins must consist of features in the Philippine Hole Farm Resort remains a mystery.
this practicum help me in many ways especially in improving both my English and
teaching skills. I had many expectations from this practicum before I
experienced it. After finishing my practicum, I can really feel the effect of
this program, which really meets my needs to become a well-prepared teacher.
Procedures of practicum
After arriving in the campus, I
was welcomed and we had an opening ceremony with Dr. Sonia . Morales (External
Relation and Internationalization Officer), Dr. Jo-Ann Y. Solomon (Dean,
Education Program and Institutional Quality Assurance Officer), S. Ma. Merlita
B. Sabate, RVM (Basic Education Department Principal), DR. Nida Matutino (K-10 Academic Coordinator)
lecturers. Opening meeting also include in this activity, where we discussed
the importance of teachers’ techniques and things that we need to do during the
program. There are several things that we discussed in this opening meeting.
They are :
The schedule during the program
School’s rules and regulation
Meeting with the cooperating teachers
Outcomes of practicum
joining this practicum, I improve my teaching skills and methods in managing
the classroom. I also learn how to manage the class with the limitation of
time. Not limited to that, I learned about new culture and learn how to adapt
with new surroundings.
The challenges of practicum
When I taught the students in the
classroom, I faced some challenges, such as
First, different from the students
in my country, most of the students in here are fluent in speaking English.
Therefore, I need to always practice my English and enrich my vocabulary.
Second, some of the students are
very shy to speak in the classroom at first. I encounter it by asking them
questions while in the process of learning.
Last but not least, there are some
students who are very noisy and stubborn. I discipline them by pointing at them
when I ask question. I also walk during the discussion, and not only staying in
front of the class. Therefore the students will keep quiet during the class.
finishing my teaching practicum, I felt so happy and sad at the same time,
because I need to end my great teaching experience in UIC. I hope all the
materials that I delivered will be beneficial for the students and I hope the
students enjoyed their learning process when I handled the class.
Suggestions for future improvement
I have no many suggestions both for the improvement of
the program and the school, as the program is well-managed and the school has a
very good way in facilitating the students mentally, physically and
There are several procedures that I need to do inside of the classroom when the teaching and learning process begins.
First, after entering the class, I ask the students to stand up to pray, and ask the prayer leader to lead the prayer. After the prayer, I greet them and ask them to be prepared for the learning process.
Second, before discussing my material, I ask the student about the lesson in the previous meeting as the form of review.
Third, I started the discussion by giving motivation in the form of pictures or video, and I ask some questions to make the student guess the topic of the lesson and to activate their prior knowledge about the topic.
Fourth, I show the learning objectives and guide questions to the students. The guide questions will be asked at the end of the discussion, therefore the students need to pay attention on the materials. The function of this is to make the students always remember the guide questions throughout the discussion, because the guide questions are the main points in the discussion.
Fifth, after delivering my materials, I divide the students into four groups to do the collaborative activities.
Sixth, after having the presentation of each group, I ask the guide questions, and the points will be given to the students who can answer the questions.
Seventh, I deliver the integration in the form of questions. This part functions to make the students can relate to their religion and environment while studying the materials.
Eighth, I give quiz related to the materials. This quiz should be done individually. After that, I ask the students to sum up the materials that they have learned. At the end of the class, I give assignment.
Lastly, I ask the students to stand up and pray, and I greet them a goodbye.
In the middle of the discussion, I will ask the students whether they understand or not like “Do you understand?” “Is that clear?” “Am I understood?” and I also ask the students if they have questions or clarification like “Is there any questions or clarifications so far?” I also always appreciate the students’ answers by saying “Very good! Thank you” or “excellent!”
Time Management and Organizing
At first, I found it really hard to
manage the time, because I need to finish all elements of the discussion in
sixty minutes. But, after my first teaching practice, my cooperating teacher
kindly gave me suggestions in handling the class especially in managing the
She suggested me to move fast from one part to
another. However, we also need to make sure that the students understand the
materials. Moreover, we need to know the students’ ability in each class, so
that we can adjust it in the learning process.
In solving the problem that I had, I searched some related studies or techniques that I can possibly used while teaching and learning process in the internet. I also actively asked to my cooperating teacher about the method, materials, and class management to my cooperating teacher. Fortunately, she always give me the exact solution towards my problems.
In managing the classroom and handling the students, I always make sure that the students are quiet and ready to receive the materials, like ask them to sit in their proper seats and sit properly. The same actions also applied in the middle of the learning process. During the discussion, I ask questions to the students to ensure that they have understood the material. . During the preparation of group activity, I also move from one group to another to make sure that all of the group members participate actively.
In this case, UIC uses the K-12 curriculum, and based on my observation on my cooperating teacher, she makes the learning plan based on the scope and sequence that they have made before. Moreover, there are some elements in the lesson plan that is added in this school. For example “Integration” part in the lesson plan. It functions to make the students always relate their topic of learning to their surroundings and also to their religion.
Teaching Plan (related to my major)
UNIVERSITY OF THE IMMACULATE CONCEPTION
Junior High School
Bajada, Davao City
Subject Area/Level: English – 8
Date: 21st January 2019
Quarter No.: Fourth
Transfer Goal: Students
in the long run and on their own will be able to compose and deliver a brief
and creative entertainment speech to appreciate how people use nature as an
Understanding:It enables the students to be aware on the types of adjectives and
leads in creating a good communication with others.
Essential Question: How
will the types of adjectives help us in communicating with others?
Review: What was our lesson
Focus: Types of Adjectives
Motivation: The teacher will show some pictures, and the students
will observe. The student will be asked:
What do you see in the pictures?
What does it look like?
APK: What adjectives do you
usually use in your daily live?
II. LESSON DEVELOPMENT:
A. Presentation of
The students will know the types of adjectives.
The students will be
able to use adjectives based on its proper type and recognize the importance of adjectives in the daily
EQ:How will the types of adjectives
help us in communicating with others?
The class will be
divided into four groups. Each group
shall be given 10 minutes to prepare and three minutes to present. The selected participants are
asked to present their outputs in front of the class. A rubric shall be given
in rating their performance.
(Interpersonal) Speak Up! – Please explain the
differences between each type of adjectives along with the example.
(Visual-Spatial) Draw it!
– Draw a picture that illustrates each type of adjectives.
(Auditory-Musical) Do Re Mi! – Make an upbeat song from
your understanding of the types of adjectives.
(Physical-Kinesthetic) Act-It-Out! – Act
out an example of each type of adjectives.
RUBRIC FOR THE ACTIVITY
B. Broadening of
Guide Questions: 1. What is adjective?
2. What are the types
EQ: How will the types
of adjectives help us in communicating with others?
1. Ignacian Core/ Related Values: Discipline –
How will you use discipline in using the types of
2.Social Orientation: How will the types of adjectives help you in
building good communication to others?
3. Lesson Across Discipline: How will you use adjective in the process of
4. Biblical Reflection: Whoever heeds
discipline shows the way to life, but whoever ignores correction leads others
– Proverbs 10 : 17
III. EVALUATION ASSESSMENT
Identify the adjectives in the
following sentences and state their type.
I have learned that __________________________.
I realized that _____________________________.
I will start to ______________________________.
Please find the
passage in your book with the title of “The Happy Mirror” (Japanese Folktale),
and write all the adjectives that is included in the passage, along with the
Instructional Materials/Visual Aids: Textbook, Video, Laptop, LED