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CHAPTER I

MY PRACTICE TEACHING SITE

Let’s Explore the Baliwag North Cenrtral School

Baliwag North Central School is situated at J. Buizon St. in Poblacion, Baliwag City,
Bulacan. It offers an Alternative Learning System (ALS) providing opportunities for out-of-
school youth and adults. Additionally, the school provides Special Education (SPED) services,
catering to children with special needs. Overseen by Mrs. Jennifer E. Quinto, Ph.D., as the
District Supervisor, and led by Mrs. Marilyn P. Samson as the Principal, Baliwag North Central
School is committed to delivering quality education.

The school boasts various facilities, including a Guidance Office, ICT Room, Gabaldon
Hall for meetings and seminars, Clinic, SPED Center, ALS Center, Stage and Covered Court,
Urban Garden, Canteen, Principal’s Office, and District Supervisor Office. These facilities, along
with a range of learning materials, contribute to a conducive learning environment.

Moreover, Baliwag North Central School prioritizes personal hygiene, evident in its
provision of a dedicated hand washing area for students. The staff and faculty members are
known for their hospitality, courtesy, and approachability, fostering a welcoming atmosphere
throughout the school community.

History
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Built in 1913 during the American occupation, Baliwag North Central School (BNCS)
was then known as Baliwag Elementary School. It occupies a spacious 13,000-square-meter lot,
with a large part purchased and some acquired through donations. Situated in the heart of
Baliwag, the school serves not only pupils from nearby barangays like Poblacion and Bagong
Nayon but also those from other barangays in Baliwag, as well as remote areas in the towns of
San Rafael, Bustos, and even Pampanga.

During the American regime, public schools were established with English as the sole
medium of instruction to bridge the communication gap between Americans and Filipinos. The
Americans rented Spanish-type mansions for schoolhouses, with the first Filipino public school
teachers appointed by the municipal council in 1902. Education became compulsory, enforced by
truant officers.

In 1908, the municipal council allocated Php 8,000 for an intermediate school,
responding to a proposal by the American Director of Education. In 1913, the concrete Baliwag
Central School was constructed, funded by Php 1 million appropriated by the Philippine
Legislature, sponsored by Nueva Ecija Representative Isauro Gabaldon. These schools, known as
"Gabaldon buildings," constituted Baliwag's first public elementary school.

Baliwag's public elementary school education evolved over time, with the old Baliwag
Elementary School eventually split into Baliwag South Central School and Baliwag North
Central School. The district was also divided into North and South Districts, each with its own
supervisor. These schools continued to perform special functions, such as teaching sign language
to deaf-mute students.

Baliwag North Central School has garnered major awards in various competitions,
showcasing its commitment to academic excellence. Former teachers and principals have also
achieved high-ranking administrative positions in the educational sector.

Vision, Mission, and Core Values

Vision
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To protect and promote the right

Of every Filipino to quality, equitable
Culture based, and complete basic
Education where;
Students learn in a child-friendly
Gender- sensitive safe and motivating environment.
Teachers facilitate learning
And constantly nurture every learner/
Administrators and staff, as stewards of
The institution, ensure an enabling
And supportive environment for effective
Learning to happen
Family, community and other
Stakeholders are actively engaged and share
Responsibility for developing lifelong learners

Mission

We dream of Filipinos
Who passionately lobe their country
And values and competencies
Enable them to realize their full potential
And contribute meaningfully to build the nation

As a learner- centered public institutions,

The department of education continuously improves itself
To better serve its stakeholders.

CORE VALUES
MAKADIYOS
MAKATAO
MAKAKALIKASAN
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MAKABANSA
Organizational Chart

BALIWAG NORTH CENTRAL SCHOOL

Sarah Duterte
Deped Secretary

May B. Eclar, Ph.D, CESO IV

Regional Director

Norma P. Esteban, EdD, CESO V

School Division Superintendent

Cecilia E. Valderama, [Link]

School Division Superintendent

Zurerx T. Bacay
Assistant School Division Superintendent

Jennifer E. Quinto Ph.D

District Supervisor

Marilyn P. Samson
School Principal IV
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BALIWAG NORTH CENTRAL SCHOOL

TEACHING FORCE

Kinder Garten Grade 1 Grade 2

Jeremy Rachel J. Cruz Katherine I. Cruz Estella Marie B. Rivera
Joan [Link] Maricar I. Mendoza Anjinette N. Cruz
Lilibeth G. Cruz Emilyn B. Bartolome Alicia V. Queruz
Emma Liza C. Pineda Esperanza D. Santiago Dulce Angelica C. Salvador
Margie D. Martin Juanita S. Ting
Marilyn C. Matic Michelle C. Perez
Joy V. Moya
Arra A. Santos

Grade 3 Grade 4 Grade 5

Evelyn R. Lazado Ely Rose Siawingco Janet Alexis A. Maglonzo
Jenny F. Selose ST. Angeles Ethel Mary Jane C. Nepomuceno
MaritesIngal [Link] Jerameel M. Maria Neriza B. Balmeo
Ivy D. Martin Cruz Recelyn M. Rouselle S. Pascual Benigna
Lyka d. Melanio Tomas Evelyn S. C. Alejandro
Camille B. Galvez Sacay Edwin M. Valdez

Grade 6 Subject Teachers SPED Teachers

Griselle Marie Samsom Albin D. Robles Maria CaridadMonsayac
Ma. Conception Trinidad Florita S. Dela Cruz Ivy Gonzales
Rhegina O. Cruz Ronald V. Santos Mirasol YollyMaglonzo
Jomar SJ. Buencamino F. Cruz Patrick John Mendoza
Lerma L. Benedicto Hazel Irish Pangan
Joy N. Naval ALS Teachers
Purita G. Dela Cruz
Aiko G. Santillan
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School Official Logo and Its Meaning

BALIWAG NORTH CENTRAL SCHOOL

The logo of Baliwag North Central School encapsulates its goal and vision of providing
students with a quality education. It signifies the school's commitment to being child-centered,
offering an excellent learning environment, and fostering meaningful learning experiences. The
symbol also reflects the school's ability to cultivate talents, impart essential knowledge, and
motivate students to strive for excellence.
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School Map

Photos of School Facilities

Photos of School Facilities

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BALIWAG NORTH CENTRAL SCHOOL FIELD

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

ROOM

INDUSTRIAL ARTS BUILDING

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URBAN GARDEN

PRINCIPAL’S OFFICE
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COVERED COURT
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DISTRICT SUPERVISOR OFFICE

WASH AREA
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GABALDON BUILDING
SCHOOL CANTEEN

GUIDANCE OFFICE
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ALTERNATIVE LEARNING SYSTEM

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SPED CENTER

INFORMATIOAND COMMUNICATION TECHNOLOGY (ICT) ROOM

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Various Emotions/ Feelings and What if” Questions in my Cooperating School

The pre-service teacher experienced a mix of excitement and nervousness upon

beginning her journey at Baliwag North Central School. It's natural to feel apprehensive when
stepping into a new environment, especially one with the responsibilities of teaching. The
pressure to perform well and establish oneself as an effective educator can contribute to these
feelings. However, she also felt eager and enthusiastic about the opportunity to work with
students and colleagues, putting her teaching skills into practice.

Throughout her experience at the cooperating school, she found a welcoming and
supportive environment among the teachers, faculty, and staff, particularly her cooperating
teachers. She admired the dedication and excellence displayed by most of the teachers at Baliwag
North Central School.

Through her work as a pre-service teacher, she gained valuable insights into the
importance of empathy, understanding, patience, and perseverance in education. She learned to
tailor her teaching strategies to meet the diverse needs of her students, recognizing the value of
taking the time to understand their individual requirements. Viewing challenges as opportunities
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for growth, she approached them with a positive mindset, focusing on finding solutions and
honing her skills as an educator.

CHAPTER II

LESSON PLAN WRITING

Lesson Planning Teacher’s Light in Darkness

Lesson planning serves as a guiding light for teachers, illuminating the path to
meaningful teaching experiences and promoting student learning. It is a cornerstone of
professional development in education, ensuring that teaching is not only engaging but also
contributes to students' overall academic development. By carefully crafting lesson plans,
teachers can effectively deliver curriculum content and facilitate student understanding.

A well-thought-out lesson plan enhances a pre-service teacher's confidence and readiness,

leading to more memorable teaching experiences for both themselves and their students. It
provides structure and direction, allowing teachers to anticipate challenges and adapt their
instruction accordingly. Ultimately, lesson planning is a strategic process that empowers
educators to create dynamic learning environments where students thrive and succeed.
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MY BEST LESSON PLAN

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My Best Instructional Materials

Teachers rely on instructional materials to enrich the teaching and learning experience.
These materials encompass both print and non-print items designed to convey information to
students during the educational process (Effiong & Igiri, 2015).

The pre-service teacher diligently prepared instructional materials to be used in

educational lessons, aiming to actively engage learners and deliver lessons effectively. These
materials serve as essential tools in facilitating student understanding and fostering an interactive
learning environment.
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POWER POINT PRESENTATION

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Best Lesson Planning: A Key to Successful Teaching

The key to the pre-service teacher's successful teaching lies in establishing a learning

environment that is responsive and respectful of the diverse needs of all students. Before diving

into lesson planning, the pre-service teacher prioritizes identifying objectives, planning the

execution of her lesson, and considering how students will engage with her teaching. This

approach allows teachers to thoughtfully consider their choice of lesson objectives.

Indeed, lesson planning serves as the cornerstone of successful teaching, providing

educators with a roadmap to navigate the complexities of imparting knowledge and skills
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effectively. A well-crafted lesson plan goes beyond merely scheduling activities; it strategically

aligns learning objectives, instructional strategies, assessment methods, and resources to create a

cohesive and engaging learning experience for students.

Effective lesson planning begins with clear learning objectives, defining what students

are expected to learn by the lesson's conclusion. These objectives guide instructional activities

and assessments, ensuring that the lesson remains purposeful and meaningful. Furthermore, best

practices in lesson planning involve thoughtful consideration of students' diverse learning needs

and backgrounds. Differentiated instruction tailors teaching methods and materials to meet

individual students' needs, fostering an inclusive learning environment.

Integrating formative and summative assessment strategies is another crucial aspect of

effective lesson planning. Formative assessments help teachers gauge student understanding

during the lesson, allowing for real-time adjustments to instruction, while summative assessments

evaluate student learning at the lesson's end to measure achievement and inform future

instruction.

In addition, incorporating varied instructional resources and materials enhances learning

experiences by making lessons more engaging and relevant. Multimedia, real-world examples,

primary sources, and interactive tools cater to different learning preferences and abilities,

enriching students' understanding of the subject matter.

In conclusion, best practices in lesson planning are essential for successful teaching,

providing a structured framework for delivering high-quality instruction, engaging students

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effectively, and fostering meaningful learning experiences. By setting clear objectives, embracing

differentiated instruction, integrating assessment strategies, and utilizing diverse resources,

teachers empower students to achieve academic success and personal growth. Ultimately,

effective lesson planning cultivates a culture of learning, curiosity, and achievement in the

classroom.

CHAPTER III

LEARNERS’ WORK AND FEEDBACK

Samples of Learners’ Work and Feedback

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LEARNER’S FEEDBACK

Learner’s Output: Evidence of Learning

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In the realm of education, learners' output serves as tangible evidence of their learning
and understanding of the subject matter. As educators, it is crucial to recognize and value the
diverse forms of output that students produce, as they provide valuable insights into students'
progress, mastery of concepts, and overall academic growth. In this formal reflection, we delve
into the significance of learners' output as evidence of learning and its implications for
instructional practices and student assessment.
First and foremost, learners' output serves as a reflection of their cognitive processes and
problem-solving abilities. The work that students produce, whether it be written assignments,
projects, presentations, or assessments, offers a window into their thought processes, reasoning
skills, and application of knowledge. By analyzing and evaluating students' output, educators can
gain a deeper understanding of how students approach tasks, make connections between concepts,
and demonstrate their comprehension of the material.
Furthermore, learners' output provides valuable feedback for both students and teachers.
For students, their output serves as a form of self-assessment, allowing them to reflect on their
strengths, areas for improvement, and progress over time. By reviewing their work and receiving
feedback from teachers and peers, students can identify gaps in their understanding, set learning
goals, and take ownership of their learning journey. For teachers, students' output offers valuable
insights into the effectiveness of instructional strategies, the clarity of learning objectives, and the
alignment of assessments with learning outcomes. By analyzing students' output, teachers can
identify patterns, trends, and areas of difficulty, enabling them to tailor instruction, provide
targeted support, and scaffold learning experiences to meet students' needs effectively.
Moreover, learners' output serves as a means of showcasing their creativity, critical
thinking, and problem-solving skills. Through projects, presentations, essays, and other forms of
output, students have the opportunity to express their unique perspectives, engage with complex
issues, and demonstrate their ability to analyze, synthesize, and evaluate information. By
encouraging students to produce diverse and authentic output, educators can nurture students'
creativity, foster their intellectual curiosity, and cultivate their capacity for innovation and
originality.
In conclusion, learners' output is a valuable and multifaceted source of evidence of
learning that plays a pivotal role in shaping instructional practices, informing student assessment,
and promoting academic growth. By valuing and leveraging students' output as a reflection of
their learning, educators can create a supportive and dynamic learning environment that
empowers students to demonstrate their knowledge, skills, and understanding in meaningful and
authentic ways. Ultimately, learners' output serves as a testament to their academic achievements,
intellectual growth, and capacity for lifelong learning, highlighting the transformative power of
education in shaping students' lives and futures.

CHAPTER IV

COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

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Community Involvement” A Harmonious Collaboration

Community involvement and harmonious collaboration are fundamental pillars of social

cohesion, collective progress, and sustainable development. In today's interconnected world, the
synergy between community members, organizations, and institutions plays a pivotal role in
fostering a sense of belonging, unity, and shared responsibility. By actively engaging with and
collaborating within their communities, individuals and groups can harness the power of
collective action, promote positive change, and address common challenges effectively. In this
introduction, we explore the significance of community involvement and harmonious
collaboration as catalysts for building resilient, inclusive, and thriving communities that prioritize
collaboration, mutual support, and shared prosperity.

Photo Documentation about the Community Involvement

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Community Involvement: Lifelong Investment

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The pre-service teacher's participation in the outreach program at Baliuag North Central
School was a transformative experience that left a lasting impact on their professional growth and
personal development. This reflection aims to provide an overview of the outreach program and
highlight the valuable lessons learned during this meaningful engagement.

The outreach program at Baliuag North Central School provided the pre-service teacher
with a unique opportunity to actively contribute to the local community and make a positive
impact on the lives of students. Through various activities and initiatives, the pre-service teacher
had the privilege of engaging with students from diverse backgrounds, fostering a nurturing and
inclusive learning environment.

During the outreach program, the pre-service teacher had the chance to apply theoretical
knowledge gained from their teacher education program into practical teaching situations. They
designed and implemented engaging lesson plans, tailored to meet the specific needs and interests
of the students. This hands-on experience allowed the pre-service teacher to witness firsthand the
power of effective pedagogy and the transformative potential of education.

Through their interactions with the students, the pre-service teacher gained a deeper
understanding of the challenges and barriers that some students face in accessing quality
education. This experience fostered empathy and a heightened awareness of the importance of
inclusive education. It also reinforced the pre-service teacher's commitment to advocating for
equitable opportunities for all students.

Moreover, the outreach program provided the pre-service teacher with valuable insights
into the role of collaboration and community partnerships in education. They had the opportunity
to work closely with other educators, school administrators, and community members, forging
meaningful connections and building networks of support. This collaborative approach not only
enhanced the effectiveness of the outreach program but also emphasized the significance of
collective efforts in creating sustainable change in education.

Overall, the pre-service teacher's participation in the outreach program at Baliuag North
Central School was a transformative experience. It deepened their understanding of the
challenges and rewards of teaching, reinforced their commitment to inclusive education, and
provided them with practical skills and knowledge that will guide their future teaching practice.
This experience served as a reminder of the profound impact that educators can have on the lives
of students and the importance of community engagement in creating meaningful educational
experiences.
CHAPTER V

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

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Professional Reading

Title

Digital Technologies in education 4.0. Does it enhance the effectiveness in learning?

Summary

The article on technology in Education 4.0 highlights the significant impact of

digitalization on the global educational landscape, garnering attention from educators,
researchers, and policymakers alike. Digital technologies have revolutionized education, skills
development, and employment opportunities, reflecting the increasing centrality of technology in
Education 4.0. The integration of digital technologies in teaching and learning practices,
including collaborative educational approaches, has ushered in innovative and non-traditional
methods of education delivery.

The study, based on data from reputable journals in the Scopus database, emphasizes the
transformative potential of digital technologies in education. Through a rigorous review process
and bibliometric analysis, 47 studies were selected, underscoring the growing importance of high-
tech skills development and educational advancement. The findings of the study reinforce the
value of leveraging digital technologies for educational growth and skill enhancement.

Looking towards the future, Education 4.0 is poised to embrace digital technologies as a
cornerstone of educational practices, potentially leading to a complete overhaul of traditional
modes of education. The shift towards digital technologies in education signifies a paradigm shift
towards more dynamic, interactive, and personalized learning experiences, heralding a new era of
educational innovation and advancement.
A Reflection

As a preservice teacher reflecting on the article about technology in Education 4.0, the
insights gleaned from the research underscore the transformative potential of digital technologies
in enhancing the effectiveness of learning experiences. The article highlights the profound impact
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of digitalization on the global educational landscape, signaling a shift towards a more

technologically integrated and innovative approach to education.

The emphasis on how digital technologies are reshaping education, skills development,
and employment aligns with the evolving needs of the 21st-century learner. As a preservice
teacher, this serves as a poignant reminder of the importance of adapting instructional practices to
leverage technology as a tool for engaging students, fostering collaboration, and promoting
critical thinking skills.

The exploration of research conducted on digital technologies and education, drawing

from reputable journals in the Scopus database, underscores the growing body of evidence
supporting the value of incorporating high-tech skills development in educational settings. This
reinforces the notion that as a future educator, embracing digital technologies in the classroom
can enhance the educational growth and skill development of students, preparing them for
success in a rapidly changing digital landscape.

The prospect of Education 4.0 focusing on digital technologies as central to the future of
education presents preservice teachers with a unique opportunity to reimagine traditional modes
of teaching and learning. By embracing innovative and collaborative approaches facilitated by
digital tools, preservice teachers can create dynamic and interactive learning environments that
cater to the diverse needs and learning styles of students in the digital age.

In conclusion, as a preservice teacher, the article serves as a catalyst for reflection on the
role of technology in education and its potential to enhance learning outcomes. By embracing
digital technologies and staying abreast of emerging trends in educational technology, preservice
teachers can position themselves as agents of change in shaping the future of education and
equipping students with the high-tech skills necessary for success in the digital era.

Training and Workshops Attended

Photo Documentation
’’Leadership in the Digital Era “
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CULTIVATING ETHICAL INTEGRITY: Educator’s Key Role in a Tech- Driven World

Webinar Series on Pedagogy OF Educational Technology Tools in the Digital Era of Teaching
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Supporting Student Engagement with Paper Mode

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A Reflection

Summary

The pre-service teacher attended a series of webinars focused on various aspects of

pedagogy and educational technology in the digital era of teaching. These webinars included
sessions such as "Supporting Student Engagement with Paper Mode," which explored strategies
to enhance student engagement through the use of paper-based activities and materials. Another
webinar titled "Cultivating Ethical Integrity: Educator's Key Role in a Tech-Driven World"
delved into the importance of ethical considerations in the use of technology in education,
emphasizing the role of educators in guiding students to navigate the digital landscape
responsibly and ethically. Additionally, the pre-service teacher participated in a webinar titled
"Leadership in the Digital Era," which discussed the evolving role of educational leaders in
effectively integrating technology tools and fostering a digital learning environment.
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The webinars provided valuable insights and practical knowledge on leveraging

educational technology tools to enhance teaching and learning experiences. Through these
sessions, the pre-service teacher gained a deeper understanding of strategies to promote student
engagement, the importance of ethical considerations in the digital world, and the leadership
skills necessary to navigate the ever-changing digital landscape in education. These webinars
served as a platform for professional development, equipping the pre-service teacher with the
knowledge and skills to effectively leverage technology tools and create meaningful learning
experiences for their future students in the digital era of teaching.

A Reflection

Attending webinars such as "Supporting Student Engagement with Paper Mode,"

"Cultivating Ethical Integrity: Educator's Key Role in a Tech-Driven World," "Leadership in the
Digital Era," and "Webinar Series on Pedagogy of Educational Technology Tools in the Digital
Era of Teaching" provided the pre-service teacher with valuable opportunities for professional
development and reflection.

In the webinar on "Supporting Student Engagement with Paper Mode," the pre-service
teacher likely gained insights into different strategies and techniques to enhance student
engagement using traditional pen-and-paper methods. This could include activities like
interactive worksheets, collaborative note-taking, or creative writing exercises. Reflecting on this
webinar, the teacher might consider how to incorporate these techniques into their lesson plans
and adapt them to suit their students' learning styles and preferences.

The webinar on "Cultivating Ethical Integrity: Educator's Key Role in a Tech-Driven

World" likely emphasized the importance of responsible and ethical use of technology in the
classroom. The pre-service teacher may have reflected on issues such as digital citizenship, online
safety, and promoting critical thinking when using technology. This reflection could guide the
teacher's approach to integrating technology into their lessons while ensuring ethical practices
and fostering digital literacy among their students.

The webinar on "Leadership in the Digital Era" likely focused on the role of educators as
leaders in embracing technology and adapting to digital learning environments. The pre-service
teacher might have reflected on their own leadership potential and considered how they can
effectively guide students through digital learning experiences. This reflection could inform their
approach to facilitating collaboration, fostering digital skills, and promoting innovation in the
classroom.
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Lastly, the "Webinar Series on Pedagogy of Educational Technology Tools in the Digital
Era of Teaching" likely provided the pre-service teacher with insights into specific educational
technology tools and their applications in teaching and learning. Reflecting on this webinar series,
the teacher might consider how to integrate these tools into their lessons to enhance student
engagement, facilitate personalized learning, and promote critical thinking and creativity.

Overall, attending these webinars allowed the pre-service teacher to broaden their
knowledge, gain new perspectives, and reflect on their teaching practices. These webinars can
contribute to their growth as an educator, helping them make informed decisions about
incorporating innovative strategies, promoting ethical technology use, and fostering student
engagement in the digital era.

LITERATURE CITED

Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital Technologies in
Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review.
International Journal of Interactive Mobile Technologies, 15(04), 31.
[Link]
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APPENDICES
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APPENDIX A
COMPILATION OF WORKSHEETS
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APPENDIX B
COOPERATING SCHOOL ACTIVITIES/ PARTICIPATED/ ATTENDED

1. Photo Documentation

Onboarding of Pre- service Teachers BSP/ GSP Camporette&

Investiture
Valentine’s Day Celebration Field Demonstration Day

Science Exhibit “ Wandering Minds” National Arts Month

Celebration

Narrative Report
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The pre-service teacher embarked on an enriching journey filled with various events and
experiences that contributed to their professional growth and personal development. From
connecting with fellow aspiring educators during the boarding of pre-service teachers to
showcasing their teaching skills at the Field Demonstration Day, each event left a lasting impact.

The journey began with the boarding of pre-service teachers, where the teacher formed
connections with peers from diverse backgrounds. This experience fostered a sense of
camaraderie and anticipation for the transformative learning journey ahead.

Participating in the BSP/GSP Camporette and Investiture allowed the pre-service teacher
to immerse themselves in character-building activities and ceremonies. They gained insights into
teamwork, leadership, and community engagement, essential qualities for educators.

During the Valentine's Day Celebration, the pre-service teacher organized heartwarming
activities to celebrate love and friendship within the educational community. This event
underscored the importance of nurturing positive relationships in the teaching profession.

At the Field Demonstration Day, the pre-service teacher showcased their teaching skills
and creativity, receiving valuable feedback from experienced educators. This experience boosted
their confidence and furthered their professional growth.

The Science Exhibit, "Wandering Minds," provided a platform for the pre-service teacher
to engage in scientific exploration and discovery. Through hands-on experiments and
presentations, they sparked curiosity among students and fostered a love for science.

Lastly, the National Arts Month Celebration highlighted the role of artistic expression in
education. The pre-service teacher participated in various activities, exploring the power of arts to
stimulate imagination and critical thinking.

Reflecting on these experiences, the pre-service teacher realized the significance of each
event in shaping their future career in education. They emerged with a deeper understanding of
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teaching and learning, strengthened by newfound knowledge, skills, and connections. With
enthusiasm and optimism, they embraced their teaching journey, ready to make a positive impact
on students' lives.

APPENDIX C

FINAL DEMONSTRATION TEACHING

1. Photo Documentation
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Narrative Report

The final teaching demonstration at Baliwag North Central School showcased the pre-
service teacher's ability to create an engaging and dynamic learning environment while exploring
the concept of finding perimeter. The classroom buzzed with energy as the teacher led the
students through a series of interactive activities and discussions.

The lesson began with a thought-provoking discussion about the real-world applications
of perimeter, capturing the students' attention and highlighting the relevance of the mathematical
concept. By incorporating examples such as measuring fences and soccer fields, the teacher made
the abstract concept tangible and relatable for the students.

Throughout the lesson, the pre-service teacher utilized a variety of instructional materials
to enhance student engagement and understanding. From collaborative problem-solving on a
large whiteboard to hands-on activities with rulers, the teacher provided multiple avenues for
students to explore and interact with the concept of perimeter.

One of the highlights of the lesson was the introduction of a fun game, which allowed
students to apply their knowledge of perimeter in a competitive yet supportive environment. By
splitting the class into teams and challenging them to calculate the perimeter of different shapes,
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the teacher fostered a sense of excitement and camaraderie among the students, reinforcing their
learning in an enjoyable way.

Overall, the final teaching demonstration exemplified the pre-service teacher's passion for
teaching and commitment to student success. Through creative and interactive teaching methods,
the teacher effectively conveyed the concept of perimeter while nurturing a positive and inclusive
learning environment. As the students left the classroom with newfound knowledge and
enthusiasm for mathematics, it was clear that the pre-service teacher had made a lasting impact on
their learning journey.

Evaluation Forms
INSTITUTE OF EDUCATION
76
INSTITUTE OF EDUCATION
77
INSTITUTE OF EDUCATION
78
INSTITUTE OF EDUCATION
79
 INSTITUTE OF EDUCATION
80

APPENDIX D
READER/ ENGLISH CRITIC CERTIFICATION
 INSTITUTE OF EDUCATION
81

APPENDIXE

FIELD STUDY 1& 2 CLEARANCE

 INSTITUTE OF EDUCATION
82

APPENDIX F
TEACHING INTERNSHIP CLEARANCE
 INSTITUTE OF EDUCATION
83

APPENDIX G

CERTIFICATE OF COMPLETION
FS 1 & 2
 INSTITUTE OF EDUCATION
84

APPENDIXH

CERTIFICATE OF COMPLETION
Teaching Internship