In-Campus Student Teaching Journal

In-Campus

STUDENT TEACHING JOURNAL

Week no. 1

Period: June 21-23, 2011

I. Activities Done

                On the 1^st day of our In-campus internship, we introduced ourselves to our first year high school students who gave us a warm welcome.

On the 2^nd day, we observed the class and after that, our critic teacher, Mrs. Desiree Donesa, assigned a topic for us to discuss in the following day.

On the 3^rd day, we discussed the topic: Techniques in studying effectively in behalf of Ma’am Donesa who is in a meeting that time. The first year students really paid attention to our topic and they interacted with us. In the afternoon of the same day, we went to the College Multi-Purpose Hall together with our students to witness the grand rally of the candidates of the Supreme Student Government.

On the 4^th day, we observed the class and we were assigned to be the judges in a group activity in connection with basics in taking down notes. And after the class, we bade goodbye to our students, telling them that we will be assigned to the Second year level the following week.

II. Insights Gained

                In this level, I noticed that our students are in the stage of adjusting with each others’ behavior since they came from different schools when they were in elementary level. I also noticed that most of them love to have group activities.

                I can say that the students were really paying attention to what the teacher is saying. And they pay attention to what they consider important.

                When I got the chance to handle a class with them, I noticed that they really take down notes and asking questions if there are some unclear ideas for them.

                Another thing I found out is that most of them really love music and when we ask some to sing, they were very proud to show what they got.

                At the end of the week, I can say that these students are easy to handle and go along with since they are fresh from elementary level and they are very eager to learn so many things.

RAFFY LACSINA BERINA

BSEd English Pre-service Teacher

In-Campus

STUDENT TEACHING JOURNAL

Week no. 2

Period: June 27-July 1, 2011

I. Activities Done

                On our 1^st day with the second year level, we introduced ourselves to them after the teaching demonstration of the last member of the group 2. The 2^nd year students also gave us a warm welcome but not as warm as the 1^st year. Then after that Ma’am Donesa assigned us the topics for our demo.

                On the 3^rd day, Ms. Baterbonia and Ms. Argayoso handled the class. On the 4^th, Ms. Banguanga and Ms. Bravo handled the class.

                On the last day, I, together with Ms. Antiporda and Ms. Amistoso handled the class and we discussed about idiomatic expressions. We made use of what we have learned in Educational Technology subject. We had a game before we started with our lesson and introduced them the 20 most common idiomatic expressions.

                The students actively participated in the discussion and I can say that there are no dull moments inside the classroom (maybe because we used the DLP as our instructional material).

II. Insights Gained

                In this level, I can say that this bunch of students is really brilliant when it comes to their answers and when it comes to class participation. They are more matured than of the 1^st year.

                From the beginning of the class until the end, none of them was bored. And by the time the teacher is in front of them, they show respect and they know when to keep silent and be jolly.

                Since we gave them examples which cannot be found in their textbooks, they jot down notes and paid a close attention to the discussion and all of the answers in the game were answered by them correctly.

I noticed that there are some of them who are really outrageous but you need patience (that’s what teaching is all about).

I also learned that most of them enjoy the PowerPoint presentation as an instructional material. These students are easy to teach because they are bright and they read in advance.

RAFFY LACSINA BERINA

BSEd English Pre-service Teacher

In-Campus

STUDENT TEACHING JOURNAL

Week no. 3

Period: July 4-9, 2011

I. Activities Done

                On our 1^st day with the third year level, we introduced ourselves to them after the teaching demonstration of the last member of the group 2. The 3rd year students also gave us a warm welcome but not as warm as the 1^st year. Then after that Ma’am Donesa assigned us the topics for our demo.

                On the 2^nd day, Ms. Antiporda and Mr. Amazona handled the class. On the 3^rd, Ms. Argayoso and Ms. Baterbonia handled the class. And Ms. Bravo and Ms. Banguanga did their demonstration.

                On the last day, I and Ms. Amistoso handled the class and we discussed about Direct and Indirect Speech. We made use of the Traditional Materials as our visual aids. We had a game before we started with our lesson and introduced them the rules and basics on how to transpose a direct to indirect speech.

                After the demonstration, it was announced to them that they ranked 2^nd in the National Achievement Test that was conducted last year.

II. Insights Gained

                In this level, I can say that students are smart but sometimes they tend to keep quite even if they know the answer.

                I also noticed that they are more developed and demure (they easily act in response with issues pertaining to love).

                In this level, many of them are stern when it comes to studying and I noticed that they always follow instructions. They might be diverse from the previous class that we handled but they are also brilliant just the way they are.

                I also realized that as an educator you should always see to it that the vigor from the beginning of the class should be sustained until the last. And as a teacher, you should always give them activities that will surely fascinate their minds and will let them think critically.

               

RAFFY LACSINA BERINA

BSEd English Pre-service Teacher

In-Campus

STUDENT TEACHING JOURNAL

Week no. 4

Period: July 12-16, 2011

I. Activities Done

                On our 1^st day with the third year level, we introduced ourselves to them after the teaching demonstration of the last member of the group 2. The 4^th year students also gave us a warm welcome.

On this week were able to deliver our final demonstration for our In-Campus Training. On the 2^nd day, Ms. Antiporda and Mr. Amazona handled the class. On the 3^rd, Ms. Argayoso and Ms. Baterbonia handled the class. And Ms. Bravo and Ms. Banguanga did their demonstration.

                On the last day, I and Ms. Amistoso handled the class and we discussed about the origin of the world and the story of creation according to the Greek Mythology. We made use of the DLP and the Laptop as mediums in discussion. After the discussion we let the class divide themselves into three: Olympians, Titans and Demi Gods. They made us of the stuff toys inside their classroom.

II. Insights Gained

                Students at this stage are smart. There might be students who are not that easy to deal with but at the end of the day, it is always the way your lesson is delivered that matters.

                I also observed that these students are really active when it comes to class participation and they always enjoy role playing. I realized that as an educator, you always have to see to it that your communicative skills are enough and can satisfy the academic needs of your students in terms of explaining to them some vague issues.

               

RAFFY LACSINA BERINA

BSEd English Pre-service Teacher

A Learning Plan that outlines the instructional activities and learning strategies with UBD (Understanding by Design) as its framework.

ENGLISH III

I. EXPLORE

            At this stage, the teacher should be able to do the following:

·         Introduce/ Decode the Essential Question (EQ) “How does Drama reflect real life?” with the learners. Make them answer the question and use them by activating their prior knowledge and past experiences.

·         Guide the learners to familiarize with the types of drama and its representations.

Activities

            Activity I. Face Off

·         Present to the learners the masks which are representations of drama.

·         Let them explain what the masks mean.

·         Have them compare and contrast the masks and explain the opposing emotions conveyed.

Activity II. Mirrors of life

·         Draw the learners’ attention to the Essential Question (EQ) as reflected in the mirror.

·         Let them answer the question, “How does drama reflect real life?”

      Essential Understanding:

Drama clearly portrays the real world by presenting man’s significant experiences in a grand, moving and colorful way.

II. FIRM UP

      At this stage the teacher should be able to do the following:

·         Make the learners illustrate their knowledge of the various elements of Drama

·         Engage the learners in a meaningful and challenging activities that will enrich what they have learned.

Activities

                        Activity 1. Illustrative Concepts

·      Present to the learners the different elements of Drama.

·         Make the learners realize the importance of the elements of drama and how could drama be if one of any of the elements is missing.

·         Allow the learners to give their views about elements of drama.

Activity 2.  Jovial or Lonesome?

·         Present two kinds of faces in front of the class: “Happy and Sad faces”

·         Ask the learners to fall in line in front of the “happy” face if the statement is true and in front of “sad” face if false.

·         Eliminate those who will commit wrong answers for every number.

·         Announce the winner (the learners who do not eliminated).

III. DEEPEN (Evaluation)

            At this stage the teacher should be able present an array of authentic situations to highlight the main

            purpose of drama.

           

            Activity

              Activity 1. Question and Answer

·         Ask the learners the question, “In your opinion, what is the main purpose of drama?”

·         Ask the learners to write their answers on a whole sheet of pad paper.

IV. TRANSFER (Assignment)

            At this stage, the teacher should be able to do the following:

·         Make the learners do a script (an original one) for a drama presentation)

·         Instruct the learners to apply the elements of drama

·         Instruct the learners to present the drama presentation next meeting.

Subject Matter:                       Elements of Drama

                                                 Types of Drama

Reference       :                       Literature, Reading, Fiction, Poetry, Drama, and the essay

(4^th Edition) by Robert    Di Yanni, Page 837-847

Instructional materials:          Cartolina, marker, Illustrations, drawings,

 Poster paints, and Book.

Prepared by:

RAFFY LACSINA BERINA

BSEd English Pre-Service Teacher

Consequential Learning in the course of Optimistic Teaching

It’s complicated.

By Raffy Lacsina Berina

This may not be the finest article you ever read in your entire life. I may not be a paramount writer. I may not be finishing college as Magna cum Laude…but I can say that this article can somehow make you see how complicated college life is…

As we enter college, we were able to meet diverse kinds of people. Some we hate and some we admire. As you can remember my previous column, I discussed about the attitude of SOME of our teachers towards other teachers…and now, another chance is given to me to express my thoughts about how complicated an issue on how SOME of our teachers treat the us the way we are not worthy of.

I REALLY RESPECT OUR TEACHERS. They are the ones who are molding our future and I, too dream to become one of them. We cannot deny the fact that sometimes, we students are really hard-headed. We sometimes fail to comply with some of the requirements assigned to us but is it a reason for some teachers to treat us the way we don’t even deserve? I GUESS NOT.

SOMETIMES our professors tend to pressure us more and sometimes criticize us negatively. I understand the fact that we need to grow up as students but how can we grow if we are being told that we are not good enough? Complicated isn’t it?

 I guess it’s not appropriate for a teacher to reprimand a student in front of many people (he/she might feel depressed). If you want to correct a mistake of a student, do it in a subtle way. Anyways, who am I? I am just a student who cares for my co-students and a soon-to-be teacher who doesn’t want students to be treated that way…and the thing that I don’t like is when a teacher compares us with other students from other universities saying they are better than us. One time I heard a teacher said to a student, “Is this CHMSC? OMG! Sa amon ya sang college ko, indi amu ni! (So arte huh! Balik ka to eh!). I don’t know if it’s a joke or something. But the thing is it’s quite offending. If we are not good enough, then, they (teachers) should help us make ourselves better (Indi bala Ma’am, Sir?).

It’s the role of the teacher to make students better than ever before. But hey, PLEASE Madam’s and Sir’s don’t reprimand us as if we did a crime or something. We are just human who commit mistakes. We are learning from you and vice versa. Anyways it’s not yet the end of everything; maybe, you could change your teaching strategies and the way you deal with your students because at the end of the day, students’ performance reflects on you, teachers.

On the bright side of the scenario, clap, clap, clap for our very supportive college teachers who are always willing to give their life for the profession and who view the teaching-learning process as a collaboration between the teacher and the students. I salute you. Thumbs up!

I can say that I really learned a lot during my off –campus training. Thanks to my critic teacher (Ma’am Asuncion) and my students who taught me to learn from every life and bring out the best out of it. I really admire those teachers who challenge the students positively and I love them. But I hate it when some of our teachers fail to give positive criticisms.

Yeah, I know that criticisms would make a person better but sometimes it would lead the students to hating themselves because a teacher who is attempting to teach and insult students without inspiring and challenging them with a desire to learn is like drying clothes in the yard on a rainy day.

Count Me In

By Raffiboii

______________________________________________________________________________

They call us “firecrackers”, maybe because we are always too loud when we talk. We were best of friends since elementary and we decided to enroll in the same secondary school after we graduated from elementary. 

I am Ren and together with my friends Jean, Grey and Xy, we enjoyed our lives as teenagers and experienced the things that are supposed to be felt by any other teens. I can really say that in my friends’ company, I found a home and love that I was not able to feel since my parents got separated.

The day came that we have to take the entrance examination at the school where we applied to study. It was the most silent school I had ever visited. People were so silent and they seem to just keep their mouth fully shut. After the results were obtained, we found out that we are all qualified and when we started studying in there, we are always the center of distraction every time we make some noise. And that made us basically different from our other schoolmates. 

The freshmen life was quite tough maybe because we are all in our adjustment stage. But our eyes were caught by a beauty of our new classmate, Jasmine. She was I think the most beautiful girl I have ever seen in my entire life but sad to say, many boys in school admire her as well including my best friends. One day, we made a deal.

Since the four of us is madly in love with Jasmine, we promised to observe silence in just a week and the one who wins will have the support of the three to court her. The first, second and third days were tough and it seems that our mouth really missed to talk…but still, we continued to keep silent.

Until one day, our teacher asked us if we could have a make-up class at 7:30 for Nuclear Physics in the evening and everyone agreed. We are about to begin with the discussion when a brownout occurred. Everyone in the room was at their adrenaline rush except for the four of us. “Ma’am are you all okay in there?” asked the janitor. But before our teacher answered, Jean impatiently shouted, “Hey, can you bring some lights in here?”. “We are not supposed to talk.” exclaimed Xy. “You two are stupid! Why did you talk?” Grey asked.

 Later that time, they found out that they broke the deal and it was only me who is still silent. I smiled and they looked at me… the feeling was strange. And I asked, “What are you looking at? I’m the only one who has not talked.” Then I realized that it was just the fourth day and the deal will end at the fifth.

No Shortcuts

This story was written by Miss Faith Medina and was used by Raffy Berina in the Storytelling Contest in the RSCUAA meet, 2nd place.

 _________________________

Once in a land far, far away, there lived three young and talented friends who wanted to become the best leaders of their land.  They are Nadeil, Venus and Raffy.  They have the best of everything but they get bored doing the usual stuff, training and all.

 

So one day, they meet in their usual hangout under the coconuts in a grove, and plan for their long travel.  Then, when all things are set, they presented their plan to their parents.  To their dismay, however, their parents disapproved their plan.  

That night Raffy cannot not sleep.  He thinks of possible ways of how they can escape.  The next day, he calls his friends and they are all excited of the new plan.  However, they just have one problem.  They needed a good disguise to get out of the island. So they are left with one last option- to seek the help of a sorcerer.  The idea seems odd, but after some considerations, they finally agreed and sealed the plan. At the end of the week, they are all set to go.  They left their homes by midnight and met at the riverside near the forest where the sorcerer lives.  They can hear strange sounds as they walk through the thick woods.

“I feel some mosquitoes biting me!”, Venus complained.  “My feet are so tired”, Nadeil whined.  “This is just the beginning so don’t act like babies.  Just think about how challenging this is going to be for us, ”  Raffy reminded his two friends.

Hoooh, Hoooo Hoooo (sounds of an owl). “What’s that”, Nadeil asked looking tense and nervous. “It may be a bird”, Venus replied. Then a strong whistling sound echoes.  The tiger wakes from his sleep . .Grrrh, Grrh,Grrh , Grrhh. The wild ram jumps out “maahh, maahh maahhh” and the boar becomes irritated “weekkk. weekkk, weekkk.” by the noise the three were making.

The three friends were so afraid and clung to each other in desperation.  Suddenly, all the sounds stopped except for what seemed to be the pacing steps of – the sorcerer.  “What are you doing here?”  the sorcerer asked.  “Ah, Uhm, Ahh, we’re here to ask for your help,” Raffy finally regained the courage to speak. “What kind of help huh?” the sorcerer inquired.  Raffy explained their plan and the sorcerer became silent for a moment.  Then, he smiled and . . . “I am willing to help you but in two conditions: you will train my son to become an excellent archer and you will become animals until you finish the task.”“We agree,” the friends said in unison. “Very well then so take your sleep now and early tomorrow, your work will begin,” the sorcerer ordered.

The next day. . . Nadeil woke up surprised to see Venus starting to look different.  “Raffy, look! Venus, what big ears you have!, Nadeil exclaimed.  “Oh, Nadeil, that may be better, look at you, what big mouth you have! Hahahah. Raffy laughed.  Then, the ladies became silent and when they can no longer control it (giggles) Ohh Raffy, what big eyes you have!(continue giggling).  Not long after, Venus turned into a rabbit, Nadeil became a snake and Raffy changed to an owl.

(Sound of the snake) “Venus, what shall we do to train the sorcerer’s son?” Nadeil asked.  Venus just looked at her and tried to mimic the sound but could not (sounds of a rabbit). “ I can’t understand you,” Venus tried to explain.  (Sound of an owl) “Hello girls, what are you talking about?”  Raffy inquired.  Then they started to cry.  They realized they were tricked by the sorcerer. When the sorcerer heard the cries, he laughed at them.  “Hahahaha.... that is what you get if you try to escape.  You cannot always use the short cut,”  he stressed. And you know that.

Meanwhile, their parents set up and paid a rescue team trained for all sorts of battles and after three days, found the sorcerer’s place.  The soldiers performed a ritual, engaged in several duels, and finally defeated the sorcerer who gave up and released his prisoners.  The three friends were reunited with their parents.  

 “Thank you so much Dad, Mom.  From now on, we promise to obey you and be committed with our training.  We realize that we cannot be excellent leaders if we are impatient and disobedient persons.”

(as narrator, to the audience) So see, the way to being excellent is paved with long and arduous struggles.  There is no short cut..if we want to be the best leaders, we have to learn how to follower first.  Commitment and hard work are the best way towards the path to excellence. ..and that’s how my story ends.

CHMSC Student Handbook 2011-2012

Graphics and Design by Raffy Lacsina Berina

About the Cover...

The design depicts the theme: “CHMSC ExCELS: Excellenece and Competence in Educational Leadership through Science and Technology” through the following representations:

The logo represents CHMSC Community as an institution that develops globally competitive and competent individuals.

 The Silhouette of persons represents CHMSCians who can respond to the needs of the complex and changing world.

The four rays from the logo represent the four campuses of CHMSC namely: Alijis, Binalbagan, Fortune Towne and Talisay Campuses who work hand in hand for CHMSC to move faster and achieve the desired excellence towards global competitiveness.

The yellow background represents the bright tomorrow for the CHMSCians to stimulate themselves to do the best that they can and serve as an inspiration to others and for themselves as well for a better and prolific community.

To my Mom and Pop...

I can still remember when my mom and pop told me when i was a kid,

"Be an achiever, make us proud. Never quit. Don't be afraid to experience failure---it would make you stronger and wiser...and after that challenge, you will surely achieve your goals in life..." 

With that, I thank you mama and papa... I will never grow tired of making all of you so proud of me...

-Raffiboii

My Artworks

AVA

THE PREDATOR AND THE PREY

HANDS OF ART

VENUS DE SILKA

CRAZY BAL

To my Technopacer Family, thank you for the mem'ries!

Where am i looking at???

Nah ya raf!

Jobz, i will miss u....

Jobz, sweet ang flower gnhimu nyo probs????LOLZ