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Sudent teaching

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Teaching is the purposeful imparting of information or skills or both to another individual or to a group. Teaching is the process of stimulating, directing, guiding, encouraging and evaluating the learner in his growth and development. It is therefore expected that the teacher have a variety of roles to accomplish and execute. Teachers are executives, supervising students and planning programs within the workplace. Teachers manage time, material, knowledge and students. They are expert communicators with their students as well as with parents and other adults with the school and they are decision makers, making numerous decisions in one class period, often simultaneously and “on their feet”. They must also perform as lunch room and school bus monitors and as file clerks.

Teaching is more than helping the pupils or students to acquire knowledge, habits, skills, abilities, attitudes and appreciation leading to his change behavior and growth as a person. Teaching also includes the mastery of the subject matter, they must know how the material they are to teach; they must be able to organize and articulate the material in a manner understandable to the students; and they must manage the students in order to maintain student attention on the learning task.

But before you will go on the field of teaching, you still have to go on practice teaching. Practice Teaching is the apex of all the Experiential Learning Courses. It is the total immersion of the prospective teacher in the real life of becoming a teacher. During practice teaching, the pre-service teacher experiences the rudiments of teaching in a cyclical process of planning, actual teaching and evaluating learning. The pre-service teacher, who may be called an apprentice, or student teacher intern, walks the whole process of teaching with a mentor, who is also called the cooperating teacher. Practice teaching is considered as the capstone of the entire education program and this is the most awaited stage for all students enrolled in education. In this stage you will face the ups and downs, the twist and turn of life. But when you’ve got the necessary weapons, surely you will stand the so-called challenges in life and your
practice teaching will be successful and memorable one.

Student teaching is a vital component of the teacher education curriculum; in fact it marks the culmination of the pre-service training of the future teachers. It is a program where prospective teachers are provided with experience to translate theories into practice, ideas, and concepts into action, dreams and aspirations closer to reality. It is in the student teaching where creativity and resourcefulness, practice, understanding and other desirable traits of a teacher would be put to test.

Student teaching is one program that emphasizes experiential teaching, with theoretical learning serving as foundations. Varied and meaningful activities in the laboratory school (In-Campus Teaching) and in cooperating school (Off-Campus Teaching) are utilize to help prepare the student teachers for multifarious roles they would perform when they enter the teaching profession. His pre-service training is a transition period between the student’s role as a student and their future role as teachers. Hence, a comprehensive program should be designed to provide opportunities as much as possible to prepare them for that crucial role. GOALS OF PRACTICE TEACHING

Make Every New Teacher Observe and Learn Right (MENTOR)
1. Demonstrates deep and principled understanding of the learning processes and the role of the teacher on facilitating these processes in their students.
2. Manifests a meaningful and comprehensive knowledge of the subject matter they will teach.
3. Applies a wide range of teaching process skills (including curriculum development, lesson planning and use of appropriate technology, materials, development, educational assessment, and teaching approaches).
4. Acquires direct experience in the field/classroom (e.g. classroom observation, teaching assistance, practice teaching).
5. Practices the professional and ethical requirements of the teaching profession.
6. Facilitates learning of diverse types of learning in diverse type of learning environment. Using a wide range of teaching knowledge and skills.
7. Reflects on the relationships among the teaching process skills, the learning processing in the students, the nature of the content / subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices.
8. Creates and innovates alternative teaching approaches, takes informal risks in trying out these innovative approaches, and evaluates the effectiveness of such approaches in improving student learning.
9. Continues to learn in order to teach to learn to better fulfill their mission as teachers.

Students teaching which includes observation and participation and practice teaching comes in the last year of the teacher education curriculum. Its general objectives as cite by R. Rivera are:
1. Orient the prospective teacher with functions of the school and the classroom in actual situations.
2. Familiarized him with the teaching materials and techniques.
3. Acquaint him with the teaching techniques and devices for studying learner’s behavior and for appraising and evaluating all phases of their growth and development.
4. Deepen and broaden his insights into the concepts, theories, principles and techniques of teaching and learning.
5. Give him opportunity to put into practice the theories and principles learned in the professional educational course.
6. Provide him with the opportunity to develop more effective methods and techniques of teaching.
7. Develop in him is professional approaches to teaching.
8. Provide him with leadership experiences in the school and in the community.
9. Enable him to study problem that beset the school.

It is the primordial objectives of the students teaching program to prepare prospective teacher to assume, with a measure of confidence and competence, the various duties and responsibilities of the teaching profession. SPECIFIC OBJECTIVES

More specifically, the program aims to provide adequate preparation to practice teachers, through a program at practical and experiential learning, much that they acquire competence in:
1. Dealing and working with students sustained interest and enthusiasm.
2. Adopting effective and innovative strategies in teaching the different topics of the subject matter.
3. Constructing and utilizing appropriate instrument for diagnosing remediation of student’s weaknesses.
4. Making and administering appropriate measures to evaluate student’s performance.
5. Handling behavior and disciplinary problems objectively and effectively.
6. Working harmoniously with cooperating teachers, supervising teachers, and other personnel’s including parents of student if necessary.
7. Participating actively in community projects.
8. Serving as facilitators and agents of change in government and educational thrusts.
9. Discovering strength and weaknesses, evaluating one’s own self in certain phases of the teaching job putting him to a test in actual teaching process.
10. Gaining comprehensive and realistic picture of the educational system with which the prospective teachers will soon be part of it.


Practice Teaching is a 6-unit course offered to those who have completed all Field Study courses. It is a part of the Experiential Learning Courses of the new teacher education curriculum which gives the prospective teachers the chance to experience the life in actual learning environment. The opportunities and experiences embedded in this course will enable them to meet the challenges of the real learning environment. The varied requirements will help them cope with the demands of the profession. PHASE I. ORIENTATION AND PARTICIPATION

In this phase of the program, the students are expected to profit vicariously from the experience of competent teachers in the laboratory school of the College. Among the activities included in this phase are orientation, actual classroom observation and participation, and participation in minor activities in the classroom, school and community. Such activities are designed to initiate gradually the student teacher into his future world of teaching. Observation guides are given and they are instructed to make written records of their self-improvement during academic sessions with their student teaching supervisor. PHASE II. IN CAMPUS

In campus teaching will bridge the gap between theory and practice. This phase is divided into two sub-phases e.g. orientation and seminar workshop and in-campus teaching.
The seminar-workshop will orient the student teacher on the objectives and policies of student teaching. It is a problem-oriented phase and is projected to equip them with competencies in anticipating problems and effectively handling them as they arise.

Prospective teachers should first undergo a special training in their respective field of specialization inside the laboratory school to prepare them for their actual teaching outside the school.

During the in-campus teaching, student teachers are being oriented on various instructional and educational aspects of the teaching-learning process. The actual teaching phase initiates student teachers into the actual teaching activities and major responsibilities of a teacher. They will gain much from these experiences by observing closely and participating actively in the various activities programmed for them. During this phase, they are guided to solve problems, which may arise during their actual teaching outside the Laboratory School.

Off-campus teaching is an extension and enrichment of in-campus teaching. The student teachers shall be assigned to cooperating schools outside of the laboratory school. It is in the phase of this program where student teachers would be exposed to the stark realities of the service, challenges, deprivations, sacrifices and difficulties. Likewise, they would also experience the initial joy of teaching in the “field”. Off-campus teaching is also designed to provide student teachers more opportunities to acquire skills and competencies in order to cope with the demands of the teaching job, and more realistic conditions.

College of Education
Historical Background
The Don Mariano Marcos Memorial State University, College of Education in Agoo, La Union started as a Post War Provincial High School known as South Provincial High School, established on July 23, 1945. It was thought the effort of the Liberation Provincial Government from the Bubbles of the World War Institution has to surmount the odds and the ends from the shift classroom, inadequate facilities and teaching learning materials. The tenancy and vision of the founder are needed to be possible and realization within few years. The construction of concrete building, library hall, electrification, water system and library equipment has been made.

The growing enrollment and popular support of our educators and the concern citizenry R.A. 6309 was passed on June 19, 1971 transforming the high school into Southern La Union High School become center of education and athletic activities in the region.

Within a decade, the institution underwent two massive changes. First, the integration of Sto. Tomas Fisheries and the Rosario Agriculture School on July 18, 1977 by virtue of P.D. 1176 to form the Southern Ilocos Polytechnic State College (SIPSC) with Agoo as its main campus.

Presidential Decree 1176 as amended by P.D. 1437 established the Southern Ilocos Polytechnic State College (SIPSC) on July 27, 1977 by merging the Southern La Union National High School at Agoo, the Rosario National Agriculture School and the Sto. Tomas College of Fisheries. The SLUNHS became the College of Arts and Science, and is the seat of administration. The Institution ventured into higher/tertiary education as it offered baccalaureate and master’s degrees in Arts and Science.

The second massive change were the innovation of the college of integration with the school in La Union to become one of the seven other state funded educational and institutional component college to become Don Mariano Marcos Memorial State University by virtue P.D. 1778, which was approved on January 15, 1982. The CAS was renamed as College of Education and Sciences on December 28, 1990 by virtue of BOR Resolution No. 90-136. The college of Arts and Science has to face more challenges and responsibilities ignored to fulfill its three-prolonged missions, instructions, social and natural science post secondary and add secondary courses. Along side the college engages in extension program, research, projects to develop the community and service area of clienteles.

In 1993, the University adopted a tri-campus organization set-up; the North La Union Campus (NLUC) based at Bacnotan, Mid-La Union Campus (MLUC) at San Fernando and the Southern La Union Campus (SLUC) with Colleges and Institutes located in Agoo, Rosario and Sto. Tomas.

The teacher Education Program of the College of Education became the Flagship Program of the Southern La Union Campus; it has the highest among the different academic program of SLUC. The first curricular programs was AB Education which began in 1981 until summer of 1984, with English as the only specialization area or major subject. Then it was converted into Bachelor of Secondary Education (BSE) curriculum during the first semester of school year 1984-1985. The Bachelor of Elementary Education on the other hand, started during the second semester of school year 1985-1986 with an initial enrolment of 44 students who underwent a rigid selective admission scheme.

At present, the College has an enrolment of 1,157 in both programs as the College move from one accredited status to another, specialization in both program increased. The BSE program now offers 12 specializations namely: English; Filipino; Social Studies; Mathematics; Physical Education; Physics-Chemistry; Biology-Chemistry; and Agriculture and Industrial Arts. The Bachelor of Science in Education (BSE), major in Information Technology became another program of the College as approved by BOR No. 98-04. On the other hand, the BEE Program has six Specializations – Early Childhood Education; English; Musika; Sining at Edukasyong Pagpapalakas; Filipino; Non-Formal Education and Social Studies.

It has two (2) Laboratories. The Laboratory High School and the Elementary Laboratory School at present, the Laboratory High School has a population of 184.
The unprecedented growth of the College is not by itself alone, it is a unified and strong effort of the people on the academic community: local educators, civic-oriented citizens, political leadership, the student, faculty and staff, and the administration.

Henceforth, the College has gained its name and recognition in the field of education research and community service. UNIVERSITY MISSION
As started in its chapter (P.D. 1778), it shall provide advance instructions in the arts, agriculture, fisheries, engineering and natural sciences, as well as in the technological and professional fields; to promote research and engage in extension work. UNIVERSITY VISION

A distinct of excellence in human, material and natural resources development, globally relevant and competitive and responsible citizenship, sustained growth and improvement of the quality of life of the Filipino.

The University aims at the development of man in his totality with a critical mind and appropriate technology to adapt to his environment and contribute to the balanced growth and progress of the society serves. GOAL OF THE COLLEGE OF EDUCATION

The college shall prepare globally competitive teachers who are imbued with the ideals, aspiration and tradition of the Philippine life and culture, and sufficiently equipped with a broad range of knowledge, competence, and skills for effective service delivery system. OBJECTIVES OF THE SECONDARY / ELEMENTARY EDUCATION PROGRAM

The Secondary/Elementary Education Program of the College of Education shall:

1. Produce a human resource pool of effective and globally competitive teachers to deliver educational services in the Secondary / Elementary level.
2. Provide experiences to would-be teacher acquire basic high order skills, particularly critical thinking and problem solving.
3. Equip would-be teacher with skills and competencies in discovering, verifying, applying and expanding the frontiers of knowledge through research.
4. Participate in the government efforts to uplift the quality of community life through its extension and outreach services.
5. Provide leadership in innovative instructional delivery system in the different subject matters.
6. Produce graduates who shall become catalyst of economic, social and cultural change.
7. Serve as resource and information center for instructional technology and other academic concerns in the Secondary / Elementary level.

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