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EXPECTATION FROM THE STUDENT TEACHING PROGRAM

Before starting my student teaching journey, I had so many expectations, both

as a person and as a future teacher. I really looked forward to experiencing what it

truly feels like to be in the shoes of a real educator, beyond just the theories and

strategies we learned in college. I knew it wasn’t going to be easy, but I hoped that

this experience would challenge me, push me to grow, and help me build not just my

teaching skills, but also the patience, empathy, and confidence I’d need to handle a

classroom full of different personalities.

One of the biggest things I expected was to finally get hands-on experience in

teaching. I wanted to put into practice everything I’d studied like creating lesson

plans, managing class activities, and assessing students’ learning. I knew I would

make mistakes along the way, but I saw those mistakes as opportunities to learn and

improve. I also hoped to develop my classroom management skills to learn how to

create a positive environment where students can focus, participate, and enjoy

learning.

More than just the teaching part, I was also excited to build connections with

my cooperating teacher, mentors, other student teachers, and of course, my

students. I believed these relationships would help guide and inspire me, offering

advice, feedback, and encouragement. I wanted to see how teamwork really works in

a school setting, and how teachers support one another to make learning meaningful

for students.

I also expected that this experience would help me discover who I really am

as an educator my strengths, my weaknesses, and my teaching style. I was ready for

challenges and even moments of doubt because I knew they were part of the

process. I believed that overcoming those moments would make me stronger, more

adaptable, and more prepared for the realities of the teaching profession.
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Most importantly, I hoped to make a difference in my students’ lives, even in

small ways. I wanted to be someone who inspires them to learn, grow, and believe in

themselves. I hoped to understand their unique personalities and learning styles, and

to make each of them feel seen, valued, and capable. Seeing their curiosity and

excitement would be the best reward of all.

Lastly, I expected this journey to shape not only my professional growth but

also my personal character. I knew it would teach me patience, humility, and

perseverance qualities that go beyond the classroom. I wanted this experience to

strengthen my passion for teaching and remind me why I chose this path in the first

place: because I want to guide, help, and inspire others.

In the end, I entered the student teaching program with an open heart and a

curious mind. I was ready to learn, to make mistakes, and to grow because I believed

that every experience, whether easy or hard, would help me become the kind of

teacher I’ve always dreamed of being.

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REFLECTION IN CLASSROOM OBSERVATION

Classroom observation was one of the first and most meaningful steps in my

student teaching journey. During this time, I had the chance to closely observe my

cooperating teacher, Ms. Maria Sabine Pilapil, and really see how she handled her

class from the way she taught lessons to how she managed her students and

created a positive learning atmosphere. Watching her in action gave me a deeper

understanding of what effective teaching truly looks like in real life, far beyond what I

had learned from textbooks and lectures.

Through observation, I saw how lesson planning, classroom management,

and teaching strategies all come together to make learning engaging and productive.

I noticed how Ma’am Sabine kept her students’ attention, encouraged them to

participate, and adjusted her methods depending on their needs. It made me realize

that good teaching isn’t just about knowing your subject it’s also about being

prepared, creative, and flexible enough to adapt when things don’t go as planned.

One of the things that stood out most to me was how she built connections

with her students. Her patience, calmness, and genuine care made a huge difference

in how her class responded to her. The students felt safe, respected, and motivated

to learn. That experience reminded me that being a teacher isn’t only about teaching

lessons it’s also about touching hearts and guiding students emotionally and socially,

not just academically.

I also learned a lot about classroom management. I observed how Ma’am

Sabine set clear expectations and handled misbehavior in a respectful way. She

showed that managing a class doesn’t mean being strict all the time it means being

consistent, fair, and understanding. I realized that discipline works best when it’s

rooted in respect and empathy, not fear or authority.

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Watching all these things helped me reflect on my own future teaching style. I

saw areas where I can improve like becoming more confident when speaking in front

of a class, making my lessons more interactive, and learning how to better respond

to individual student needs. It inspired me to plan lessons that are not just

educational but also meaningful and fun for students.

Overall, classroom observation was an eye-opening experience that laid the

foundation for my growth as a teacher. It helped me understand the delicate balance

between teaching, managing a classroom, and building relationships. Most

importantly, it inspired me to become the kind of teacher who not only imparts

knowledge but also creates a positive, supportive, and motivating environment where

every student feels seen and valued.

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SELF-ASSESSMENT ON READINESS IN ACTUAL TEACHING

The transition from observation to actual teaching was both exciting and

demanding. While I had prepared lesson plans and studied teaching strategies,

facing a real classroom of students brought its own set of challenges that tested my

abilities, patience, and adaptability.

One of the first challenges I encountered was classroom management.

Despite planning engaging activities, there were moments when students became

distracted, talkative, or disengaged. Initially, it was difficult to address these situations

confidently while maintaining a positive learning environment. However, under the

guidance of my cooperating teacher, Ms. Maria Sabine Pilapil, I learned to establish

clear rules, give instructions respectfully, and redirect students’ attention with

patience and consistency. Over time, I became more confident in managing the

classroom independently, understanding that discipline is most effective when

combined with encouragement and understanding.

Another challenge was meeting the diverse learning needs of students. Each

student has a different pace, style, and level of understanding. I realized that

teaching is not a one-size-fits-all process, and I had to adjust my strategies, use

different examples, and provide additional support to ensure that everyone could

grasp the lesson. This taught me the importance of flexibility and creativity in

planning and delivering instruction.

Delivering lessons and communicating effectively was also a learning

experience. Initially, I struggled with pacing and clarity, especially when explaining

complex concepts. Through feedback from my cooperating teacher and reflection

after each class, I learned to simplify instructions, use visual aids, and ask questions

to check for understanding. These adjustments improved both my confidence and my

students’ engagement.
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Despite the challenges, the experience was deeply rewarding. Witnessing

students’ curiosity, participation, and learning made every difficulty worthwhile. I also

learned valuable lessons about professionalism, including punctuality, preparation,

collaboration with colleagues, and responsiveness to feedback. These experiences

strengthened my understanding that teaching is not just about delivering content, but

about inspiring, guiding, and supporting students in their growth.

In conclusion, the challenges I faced during actual teaching became

opportunities for growth. Each difficulty taught me patience, creativity, and resilience,

while each success reinforced my passion for education. These learning experiences

have prepared me to face the responsibilities of a full-time teaching career, equipped

with skills, knowledge, and a deeper appreciation for the art and science of teaching.
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DAILY JOURNAL

Day 1: September 15, 2025

Today marked my first day of practice teaching. Our professor endorsed us to

the school principal and the head of the MAPEH department before assigning us to

our respective grade levels. I was designated to Grade 7 under the supervision of my

cooperating teacher, Ma’am Sabine Pilapil. She warmly introduced me to the

sections I would be handling, after which I conducted a short orientation.

During this session, I introduced myself to the students and established my

own classroom rules to guide our lessons. I realized that making a good first

impression is very important, as it helps set the tone for the rest of my teaching

journey. By introducing myself with confidence and setting clear expectations, I was

able to build rapport while also showing firmness in maintaining discipline. My

strength today was being able to clearly communicate and confidently state the rules,

but I also recognized the need to make my introductions more engaging to spark the

students’ interest.

Moving forward, I plan to prepare interactive and enjoyable activities to help

students feel more comfortable while still respecting classroom rules. I also intend to

closely observe my cooperating teacher’s strategies in order to improve my own

teaching skills.

Overall, my first day as a practice teacher was both exciting and nerve-

wracking, but it gave me a sense of fulfillment knowing that I am finally stepping into

the real world of teaching. Seeing the students’ curious faces and hearing their

enthusiastic greetings made me realize that this is where I truly belong. It may be just

the beginning, but it already taught me that teaching is not only about sharing

knowledge it’s about connecting with students, earning their trust, and guiding them

toward growth, both inside and outside the classroom.

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Day 2: September 16, 2025

On my second day of practice teaching, I arrived at school at 6:30 a.m. and

was assigned by my cooperating teacher to deliver my very first lesson. The topic

was about Southeast Asian music, and although I had already prepared my

PowerPoint presentation and lesson plan the night before, I still felt nervous about

whether the students would listen attentively.

I handled four sections, with my first period starting at 9:30 a.m. and ending at

3:00 p.m. Thankfully, the lesson went smoothly, and the students participated

actively. By the end of the day, I felt a huge sense of relief and accomplishment

knowing I had survived my first teaching experience.

I realized that preparation is a great strength that gave me confidence, but I

also need to work on lessening my nervousness and improving my delivery to make

the lesson more engaging.

Moving forward, I plan to enhance my teaching strategies by adding more

interactive activities and practicing better classroom management techniques so that

I can keep my students focused and interested throughout the lesson.

My second day made me realize how fulfilling it is to see students learning

and enjoying the lesson I worked hard to prepare. It gave me a sense of purpose and

motivation to keep improving every day. I also learned that teaching is not about

being perfect it’s about connecting with your students, learning from each

experience, and continuously striving to become a better version of yourself as an

educator.
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Day 3: September 17, 2025

On my third day of practice teaching, I arrived at school at 6:30 a.m., ready

and determined to continue my lesson about Southeast Asian music. I started by

reviewing the key points from the previous discussion to refresh the students’

memory and set the tone for the day. Afterward, I introduced their first activity, which

was to create a Venn diagram comparing the different musical instruments from

various Southeast Asian countries. The goal of this task was to help them identify

similarities and differences among cultures while applying what they had learned

from the lesson.

As the students began working on their activity, I walked around the

classroom to observe their progress and assist those who needed help. It was a

great moment to see how most of them were focused, engaged, and collaborating

with their seatmates. Their enthusiasm and curiosity made the classroom lively, and it

gave me joy to see them expressing their own understanding creatively. However, I

also noticed that a few students still struggled to complete the task and needed more

guidance. This reminded me that as a teacher, I need to be patient and attentive to

every learner, ensuring that no one feels left behind in the process.

I felt genuinely proud that I was able to apply what I had taught into an activity

that not only tested their knowledge but also encouraged critical thinking and

teamwork. It was fulfilling to see that they were able to connect ideas and analyze the

lesson in their own way. My strength for the day was being able to give clear

instructions and smoothly connect my discussion to an interactive activity. However, I

realized that I still need to improve in managing time effectively and providing extra

support for students who need it. Teaching is not only about delivering lessons it’s
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also about guiding each learner according to their pace and helping them gain

confidence in what they do.

Day 4: September 18,2025

On my fourth day of practice teaching, I arrived at school at 6:30 a.m., just

like I usually do. Since I had a two-hour free period before my first class, I decided to

make good use of the time by checking and recording the Venn diagram activities

that my students submitted the previous day. As I reviewed their work, I felt happy to

see that most of them understood the lesson and were able to present their

comparisons clearly. Seeing their effort and creativity made me feel fulfilled, knowing

that they were learning from the lessons I had prepared. After checking their outputs

and recording their scores in my grading sheet, I spent a few minutes reviewing my

lesson for the day to ensure everything was well-organized.

When class time began, I continued with the lesson and gave the students

their first quiz to measure their understanding. I observed how focused and serious

they were while answering, which made me proud because it showed their growing

interest in the subject. When I checked the results, I was pleased to see that most

students performed well, which reflected not only their effort but also the

effectiveness of my lesson preparation and teaching strategies. It was rewarding to

realize that the time I spent planning and organizing my materials truly paid off.

My strength for the day was being able to manage my time wisely balancing

the tasks of checking outputs, recording grades, and administering a quiz all within

the same day. It felt good to accomplish multiple responsibilities efficiently while

keeping the class productive and meaningful. However, I also realized an area I still

need to work on: giving more detailed and constructive feedback. While the scores

reflected the students’ level of understanding, I want to help them recognize which
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parts they can still improve on. Feedback, I’ve learned, plays a huge role in guiding

students to become more aware of their learning progress.

Day 5: September 19, 2025

On my fifth day of practice teaching, I arrived at school with my co-practice

teacher at 9:30 a.m. Unlike the previous days, I didn’t have to deliver a formal lesson

because the students were tasked to review and check their own records for lapses

or missing requirements. My role for the day was mainly to supervise the class,

maintain order, and make sure that everyone stayed focused on their work until the

period ended.

Although the day was lighter compared to my usual teaching schedule, it

gave me an important realization that classroom management remains essential

even when no lesson is being taught. It’s easy to think that supervision days are

simple, but keeping students disciplined and productive still requires focus and

patience. I had to constantly check in on them, remind them to stay on task, and

make sure the environment remained calm and respectful. In moments like these, I

understood that being a teacher doesn’t only mean standing in front of the class to

teach it also means being present, observant, and ready to guide students in any

situation.

My strength for the day was maintaining discipline and ensuring that the

students stayed focused despite the more relaxed schedule. I felt glad that they

respected my authority and followed my reminders, which showed the rapport and

trust I had started to build with them. However, I also realized that I could use this

kind of time more productively. Instead of just supervision, I could prepare short

enrichment or review activities that would keep students engaged and learning even

when formal instruction isn’t part of the plan.

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Day 6: September 22, 2025

Today, I introduced a new topic in Arts, focusing on The Elements of Art and

Their Application in Visual Design. I started the session with a short motivation

activity where students identified different shapes, colors, and lines from familiar

logos and artworks. This simple yet engaging strategy immediately caught their

attention and sparked their curiosity. I could see their excitement as they eagerly

shared their answers and recognized elements they often see in their daily lives. It

was a great way to connect the lesson to real-world examples and make them realize

that art truly surrounds us.

During the discussion, the students remained active and curious. They shared

their thoughts and interpretations of the artworks I presented, which made the class

feel more interactive and enjoyable. I used visual aids and PowerPoint slides to

clearly explain each element of art line, shape, color, texture, space, form, and value

and how these elements work together to create balance, harmony, and expression

in visual design. While most students easily understood the concepts, some needed

extra clarification on the difference between form and shape. To help them, I provided

visual comparisons and real-life examples, which made the distinction clearer and

easier to grasp.

To reinforce their understanding, I ended the session with a short art exercise

where students created their own simple sketches using the elements we discussed.

It was fulfilling to watch them apply what they learned creatively, experimenting with

colors, lines, and forms. The room was filled with energy and focus as they worked
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on their designs, and I could tell they were enjoying the process of learning through

art.

Day 7: September 23, 2025

In today’s class, I continued with the topic on Principles of Design to build on

our previous lesson about the elements of art. I started by briefly reviewing the seven

elements of art line, shape, color, texture, space, form, and value so that students

could connect prior knowledge to the new concepts. Then, I introduced the principles

of design, including balance, contrast, emphasis, rhythm, proportion, and unity. To

make the discussion more meaningful and relatable, I showed examples of artworks

from both Filipino and international artists, highlighting how these principles are

applied in real art pieces. It was rewarding to see the students eagerly identifying the

principles in the works presented, demonstrating that they were actively observing

and analyzing art.

After the discussion, I facilitated a group activity where students analyzed

sample artworks and presented their observations in front of the class. This exercise

encouraged collaboration, critical thinking, and communication skills. I noticed that

the students were excited to share their insights, and many groups came up with

thoughtful observations that reflected both creativity and understanding. However, I

also observed that some groups struggled with managing their time and coordinating

tasks effectively. I reminded them about teamwork and the importance of dividing

responsibilities to make the activity run smoothly.

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Reflecting on this experience, I realized that giving clear instructions, setting

expectations, and providing gentle time reminders are essential for successful

cooperative learning. Even small guidance can help students stay on track and make

the activity more productive. Today also strengthened my confidence in classroom

facilitation, as I learned how to balance giving students independence with providing

support when needed.

Day 8: September 24, 2025

Today’s lesson focused on Creating an Art Composition Using the Elements

and Principles of Art. I started by giving each student a short activity sheet along with

the necessary art materials, and I explained the assessment criteria, emphasizing

creativity, proper application of the concepts, and neatness. Right from the start, the

classroom atmosphere became lively as students eagerly began sketching,

discussing ideas with their seatmates, and brainstorming ways to make their

compositions unique.

As I walked around the classroom, I guided those who needed assistance

and encouraged students to express their individuality through their artworks. Some

students struggled with combining colors and arranging forms, so I demonstrated

simple blending and layout techniques to help them visualize their ideas better. I

made sure to provide gentle, immediate feedback to guide them while still allowing

them the freedom to explore their own style.

The activity concluded with a mini-gallery walk, where students displayed

their work and appreciated the creativity of their classmates. Seeing their excitement

as they shared their compositions was incredibly rewarding. Many of them felt proud

of what they created, and it was evident that they were learning not only about art

techniques but also about expressing themselves and thinking critically about design.
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Reflecting on today’s session, I realized that students perform best when

given the freedom to explore and express their creativity, paired with guidance and

timely feedback. Providing hands-on activities and opportunities for self-expression

strengthens both their skills and their confidence. It was truly fulfilling to witness the

joy and pride on their faces and to see how much they are growing in their

appreciation for art as a form of personal expression. This experience reminded me

that teaching Arts is not just about instruction it’s about inspiring creativity,

encouraging exploration, and helping students discover their own voice through their

work.

Day 9: September 25, 2025

For today’s lesson, I transitioned to the Physical Education component,

focusing on Basic Rhythmic Movements. To start the class, I played lively

background music and asked the students to perform simple movements following

the beat. This activity served as both an energizer and a way to assess their initial

sense of rhythm. Right away, I noticed how music helped capture their attention and

motivated them to participate, even those who were usually reserved.

During the formal part of the lesson, I discussed the importance of rhythm and

coordination in physical activities and explained how these skills contribute to overall

fitness and body awareness. I then demonstrated basic steps such as marching,

clapping, and body swaying, encouraging students to follow along. Most of the

students imitated the movements enthusiastically, and even the shy ones eventually

joined in as the music and lively environment helped them feel more confident.

Walking around the class, I guided students who needed extra support,

offering encouragement and reminders to maintain coordination with the beat. I

realized that patience is essential, especially when working with learners who are still
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developing their motor skills. Music proved to be an effective motivational tool,

helping students focus, stay energized, and enjoy the activity.

By the end of the session, I felt satisfied seeing that even the less active

students had gained confidence and were able to participate more fully. The lesson

was both enjoyable and productive, and it reminded me that Physical Education is

not only about fitness but also about fostering self-confidence, teamwork, and holistic

development. This experience reinforced my understanding that creating a

supportive and fun environment can make all the difference in encouraging students

to engage in physical activity.

Day 10: September 29, 2025

Today marked the conclusion of the week’s lessons in MAPEH with a short

performance task and reflection activity. I grouped the students for a rhythmic

movement presentation that encouraged them to integrate creativity, coordination,

and teamwork. Before they performed, I reviewed important aspects such as proper

posture, timing, and synchronization within their groups to ensure their presentations

would run smoothly.

The performances went really well, and I was genuinely impressed by their

effort, enthusiasm, and ability to work together as a team. Watching them support

and encourage each other throughout the activity made me appreciate how

collaborative learning can be both fun and meaningful. After the presentations, I

facilitated a reflection session where students shared their insights on how

movement and rhythm relate not only to physical skills but also to values such as

discipline, cooperation, and self-confidence. Listening to their thoughts made me

realize that MAPEH truly contributes to holistic development helping students grow

not just physically, but also mentally, socially, and emotionally.

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This day ended with a deep sense of fulfillment. Seeing my students’ growth

not just in knowledge and skill, but also in character, confidence, and appreciation for

the subject reminded me why I chose teaching. It was encouraging to witness the

impact of a well-planned, engaging lesson and reinforced my commitment to

continuously improve as an educator so I can provide meaningful learning

experiences for every student.

Day 15: September 30, 2025

Today, I introduced the lesson on Physical Fitness and Its Components. I

started the class with a simple warm-up activity to energize the students and prepare

them physically and mentally for the lesson. The warm-up helped set a lively tone

and immediately got the students moving, which made them more attentive and

ready to participate.

After the warm-up, I discussed the five components of physical fitness

cardiovascular endurance, muscular strength, muscular endurance, flexibility, and

body composition. To make the lesson more interactive and easier to understand, I

used visual aids and short demonstrations, showing how each component is applied

in real physical activities. To check their understanding, I asked situational questions

where students had to identify which fitness component was being used in certain

exercises or activities. The students responded actively, demonstrating curiosity,

enthusiasm, and a willingness to engage with the lesson.

I noticed that combining discussion with movement-based examples made

learning more effective and enjoyable. The students were not only listening but also
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physically connecting what they were learning to real-life movements, which helped

reinforce their understanding. I realized that demonstrating enthusiasm and modeling

fitness behaviors myself can motivate students to appreciate and value physical

health.

Reflecting on my performance, I felt satisfied with how the lesson went, but I

also recognized the need to continue finding creative ways to keep students

engaged, especially when teaching concepts that can seem abstract. Today

reminded me that PE is not just about teaching exercises it’s about inspiring students

to develop healthy habits, enjoy movement, and understand the importance of

physical fitness in their overall well-being.

Day 16: October 1, 2025

For today’s session, I focused on Fitness Exercises and Safety Precautions. I

began the class by reviewing the components of fitness from our previous lessons to

refresh the students’ understanding. Then, I transitioned into a practical

demonstration, showing stretching routines, warm-up exercises, and cool-down

techniques. The students participated eagerly, following instructions attentively, and it

was encouraging to see their energy and willingness to learn.

I emphasized the importance of safety before, during, and after exercise,

explaining how proper preparation helps prevent injuries. Some students initially

performed the exercises incorrectly, so I guided them on proper form, posture, and

breathing techniques. This experience reminded me that teaching Physical Education

requires patience, attentiveness, and the ability to provide immediate, constructive

feedback. It’s not just about demonstrating exercises—it’s about observing,

correcting, and encouraging students so they can learn safely and effectively.

Watching the students enjoy the session and gradually improve in their

movements was very rewarding. They began to understand that preparation,

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discipline, and proper technique are essential not only for performing exercises

correctly but also for developing long-term habits of wellness. This lesson reinforced

for me that PE is not just about movement; it is about nurturing healthy lifestyles, self-

care, and an appreciation for fitness that students can carry with them beyond the

classroom.

Day 17: October 2, 2025

Today’s class focused on Body Composition and Personal Fitness Goals. I

began the lesson by asking the students a simple yet thought-provoking question:

“Why is it important to know your body composition?” This immediately encouraged

them to reflect on their own health habits and think about their personal wellness.

The question also set the tone for an interactive and meaningful discussion.

I explained how factors such as diet, regular exercise, and lifestyle choices

can influence body composition and overall health. To make the lesson more

relatable, I guided the students through a short self-assessment activity where they

could set personal fitness goals based on what they learned. The activity created a

safe and supportive environment where students felt comfortable expressing their

thoughts, asking questions, and reflecting on their own habits.

Through this session, I realized how important it is to approach topics related

to body composition and fitness with sensitivity and encouragement. Every student

has a unique body type and health journey, and it is essential to foster an

atmosphere where they feel supported rather than judged. By the end of the class,
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students were able to understand that physical fitness is not about appearance or

competition it is about maintaining a healthy, active lifestyle and setting realistic goals

that support overall well-being.

Reflecting on my own performance, I felt satisfied with how the lesson

encouraged self-reflection and personal responsibility. It reminded me that as a PE

teacher, my role goes beyond teaching exercises and techniques; it also involves

inspiring students to make positive choices for their health and to develop habits that

can last a lifetime.

Day 18: October 6, 2025

In today’s Health lesson, I focused on Personal Hygiene and Body Care

during Adolescence. I started the class with a short brainstorming activity, asking

students to list common hygiene practices and explain why they are important. This

not only got them thinking but also encouraged participation from the start, as they

connected the topic to their own daily routines.

I then explained how puberty brings both physical and emotional changes that

make proper hygiene essential. To make the discussion more relatable, I used visual

aids and real-life situational examples, such as managing acne, body odor, and

dental care. The students were very attentive and showed genuine interest, asking

questions and sharing experiences. While some were shy initially, the safe and

supportive atmosphere gradually helped them open up and participate more actively

in the discussion.

Reflecting on the lesson, I realized how important it is to approach health

topics with empathy and respect. Adolescence is a sensitive period, and students
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need to feel comfortable and supported when discussing personal and sometimes

awkward matters. Providing a safe space for discussion encourages openness and

ensures that students can learn without feeling embarrassed or judged.

Today reinforced my belief that teaching health is not just about delivering

information it’s about guiding students to make responsible, informed decisions about

their bodies. I felt fulfilled seeing them understand the importance of proper hygiene

and self-care, and it reminded me that as a teacher, my role is to educate while also

nurturing confidence, awareness, and positive habits that can last a lifetime.

Day 19: October 7, 2025

Today, I concluded the week’s lessons with the topic Mental and Emotional

Health. I began the class with a short, interactive activity where each student shared

one thing that makes them happy and one thing that stresses them out. This simple

exercise served as a perfect bridge to the discussion on managing stress, building

self-esteem, and maintaining positive mental health. It also immediately created a

sense of openness and connection in the classroom, setting a supportive tone for the

lesson.

I introduced coping strategies such as deep breathing, talking to someone

they trust, and practicing time management. As the discussion progressed, students

actively participated, sharing their own experiences and reflecting on how they

handle school pressure, friendship challenges, and other stressors in their daily lives.

Some students were hesitant at first, but the safe and caring environment

encouraged them to speak up and express their thoughts confidently.

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This session reminded me of the important role teachers play in supporting

students’ emotional well-being. Mental health, like physical health, is vital to overall

development, and fostering trust and openness in the classroom helps students feel

safe to share their feelings and seek help when needed. I realized that creating a

compassionate learning environment requires patience, active listening, and genuine

care.

Overall, I felt deeply fulfilled knowing that the lesson helped students

understand that mental health matters and that seeking support is a sign of strength,

not weakness. Seeing them engage, reflect, and relate the discussion to their own

lives reinforced for me that teaching goes beyond academics—it’s about guiding

students to become balanced, resilient, and self-aware individuals.

Day 20: October 9, 2025

Today, I began a new Health topic entitled Preventing Family Conflict. To

introduce the lesson, I used a short motivational activity called “Agree or Disagree,”

where students reacted to statements related to common family situations. This

activity immediately engaged the class and encouraged them to express their

opinions freely. It also helped them understand that conflicts are a normal part of

family life and that different perspectives are okay.

After the motivation, I explained the common causes of family conflict, such

as miscommunication, differing expectations, and stress. I emphasized that respect,

understanding, and open communication are key in preventing disagreements and

maintaining healthy family relationships. The students were very responsive

throughout the discussion, sharing personal insights and examples from their own
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families. Their contributions made the lesson more meaningful and showed that they

were able to connect what they were learning to real-life situations.

Reflecting on this session, I realized how important it is to allow students to

relate lessons to their own experiences. When students see the relevance of what

they are learning, they become more engaged, thoughtful, and willing to participate.

This lesson also reminded me that teaching health is not just about delivering content

it’s about guiding students to develop practical life skills, empathy, and awareness

that they can apply beyond the classroom.

Day 21: October 10, 2025

In today’s class, I continued the discussion on Preventing and Managing

Family Conflicts. To make the lesson interactive and practical, I facilitated a short

role-playing activity where students acted out common family misunderstandings and

demonstrated peaceful ways to resolve them. This strategy allowed them to apply

what they had learned and made the lesson more engaging and memorable.

The students showed a lot of enthusiasm and creativity, especially during the

performance portion. While some were initially shy, gentle encouragement helped

them participate actively and express themselves confidently. After each

presentation, we reflected on the positive behaviors demonstrated, such as listening

carefully, compromising, and showing empathy toward others. Seeing the students
 24

practice these skills in a safe and supportive environment reinforced the lesson’s

relevance to their daily lives.

Reflecting on this session, I realized that experiential learning strategies, like

role-playing, are highly effective in helping students internalize values and develop

practical skills. This day also reminded me that teaching goes beyond academics; as

a teacher, I have a role in guiding students to build good character, strengthen

communication skills, and cultivate habits that contribute to healthy relationships, not

just in the classroom but also at home.

Day 22: October 14, 2025

Today, I assigned an individual written activity where students reflected on

their own role in promoting peace and harmony at home. I asked them to respond to

open-ended questions such as, “How can I help prevent conflicts in my family?” and

“What can I do when my family argues?” The goal of this activity was to assess their

personal understanding of the topic and give them the opportunity to connect the

lesson to their daily lives.

As I read through their responses, I was genuinely moved by their sincerity

and the thoughtfulness with which they approached the questions. Many students

demonstrated a clear awareness of the importance of respect, patience, and

 25

understanding within the family. Their reflections showed that they were not just

thinking about the lesson academically but also applying it to their own experiences

and relationships.

Through this activity, I realized how powerful reflection can be in helping

students internalize lessons. When given time and space to think deeply, learners are

able to develop empathy, self-awareness, and a sense of responsibility toward

others. This experience strengthened my belief that health education is most

effective when it encourages students to understand themselves, their actions, and

the impact they have on their relationships. It reminded me that teaching is not just

about providing knowledge, but also about guiding students to grow as caring,

thoughtful, and responsible individuals.

Day 23: October 21, 2025

Today, I administered a short quiz to evaluate the students’ learning on

Preventing and Managing Family Conflict. Before starting the quiz, we had a quick

review using a “Question Toss” game, where students passed a soft ball to one

another and answered review questions.

The game immediately energized the classroom, creating a lively and

interactive atmosphere. Students were laughing, cheering, and helping each other

recall key points, which made the review both fun and engaging.

During the quiz, the students were focused and serious. I observed them

carefully reading each question, thinking critically, and writing down their answers.
 26

Many were able to recall important concepts, such as the causes of family conflicts,

strategies for prevention, and the importance of clear and respectful communication.

It was clear that they had understood the lessons from previous discussions,

activities, and role-plays.

After collecting and checking their papers, I was pleased to see that a

significant number of students achieved high scores. This demonstrated that the

lessons and activities effectively helped them grasp the key concepts. The

combination of interactive review and a formal assessment seemed to work well,

keeping the students motivated and attentive throughout the class.

Day 24: October 22, 2025

To wrap up the week, I facilitated a short group reflection and sharing activity

on the topic Preventing Family Conflict. I divided the students into small groups and

asked each group to discuss one key learning they gained from the week’s lessons

and share a short statement on how they could apply it at home.

The discussions were lively and heartfelt, with students actively listening to

each other and thoughtfully expressing their ideas. Many shared their intentions to

practice respect, patience, and open communication with their family members,

showing that they were able to connect the lessons to their real-life experiences.
 27

After the group presentations, I summarized the week’s lessons, highlighting

the importance of understanding, empathy, and effective communication in

maintaining healthy family relationships. I emphasized how these skills contribute to

overall well-being and can create a more harmonious home environment. The

students seemed engaged and attentive, nodding in agreement and occasionally

adding their own insights during the summary.

The activity created a sense of closure for the week, allowing students to

reflect on their personal takeaways and articulate how they can apply what they

learned in practical ways. It also reinforced the connection between classroom

discussions and real-life situations, showing the relevance of health education

beyond the lessons themselves.

Day 25: October 23,2025

Today, I conducted an outdoor activity for my students in Physical Education

and Health, focusing on the topic “Recreational Activities as a Way to Prevent Family

Conflicts.” The activity was held at the school court, and each class was divided into

four groups to compete and collaborate in a variety of recreational games. The

purpose of the activity was to help students understand how engaging in fun and

cooperative activities can strengthen relationships and reduce conflicts within

families, while also promoting teamwork and communication.

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I handled four sections throughout the day, starting at 9:30 AM and

concluding at 3:00 PM. From the beginning, the students showed excitement and

energy, participating enthusiastically in the games and supporting their teammates. I

observed moments of collaboration, friendly competition, and respect as they

followed the rules and encouraged one another. It was rewarding to see the students

enjoy themselves while also grasping the deeper message behind the activity that

positive recreation can help foster harmony and understanding at home.

Managing multiple sections in an outdoor setting was a valuable learning

experience in class management, organization, and facilitation. I realized the

importance of careful preparation, clear instructions, and maintaining safety

throughout the activities. Coordinating group dynamics, timing, and transitions

between games required attention and adaptability, but the students’ cooperation

made the process smooth and enjoyable.

This activity also reinforced that Physical Education is not just about exercise

and movement—it is an opportunity to teach important life skills and values such as

cooperation, empathy, respect, and emotional balance.

Day 26: October 23, 2025

As a continuation of yesterday’s outdoor activity, today’s session focused on

conducting various parlor games such as Pasahan ng Kalamansi, Tug of War, Sack

Race, and Trip to Jerusalem. These games took place at the school court with the

same four sections I handled, and the goal was to further highlight how recreational

activities can serve as a tool for family bonding and preventing conflicts. At the same

time, the activities promoted teamwork, cooperation, and sportsmanship among the

students.
 29

The students were full of energy and remained engaged throughout the day. It

was truly heartwarming to witness their laughter, excitement, and friendly

competition. Each game brought out their creativity and encouraged collaboration,

communication, and a sense of unity within their groups. Even when some students

grew physically tired, their enthusiasm never waned, and everyone seemed to

genuinely enjoy the activities. The event ended on a high note, receiving positive

feedback from both students and fellow teachers.

From today’s experience, I realized how meaningful and impactful

recreational activities can be in teaching life values while building relationships.

Organizing and facilitating the parlor games also strengthened my skills in

coordination, time management, and managing students in an outdoor setting.

Seeing the students learn through play and actively practice cooperation and respect

made the day both productive and memorable. Overall, it deepened my appreciation

for teaching and reminded me of the value of interactive, enjoyable learning

experiences in fostering growth, character, and connection among students.

Day 27: November 3, 2025

I arrived at school at 6:52 AM and spent the early part of the day preparing for

the schedule. Today was designated as a review day to help students prepare for

their upcoming periodical examination. I handled four sections, facilitating

comprehensive review sessions that covered the lessons we had discussed in

Physical Education and Health over the past weeks.

 30

During the review, I encouraged the students to actively recall key concepts,

ask questions, and clarify topics they found challenging. The atmosphere was

relatively calm and light compared to our usual active and hands-on classes, but the

session was meaningful as it gave students the chance to consolidate their learning,

refresh their understanding, and build confidence ahead of the exam. I also

incorporated interactive questioning and short discussions to keep them engaged

and ensure that the review was not just passive listening.

This day highlighted the importance of providing learners with enough time to

reflect on and internalize what they have learned. It also reminded me of the value of

patience, clear explanations, and attentiveness when addressing students’ questions

and uncertainties.

Overall, the day went smoothly, and it was rewarding to see the students

actively participating and gaining confidence as they prepared for their upcoming

Day 28: November 4, 2025

Today, I conducted a mock examination for my students to help them prepare

for their upcoming periodical test. The activity lasted the entire day and involved all

four of my assigned sections. The purpose of the mock exam was to give students an

opportunity to assess their understanding, identify areas where they needed

improvement, and become familiar with the format, pacing, and expectations of an

actual examination.
 31

Throughout the sessions, the students were focused and serious while

answering the questions. Before starting, I provided clear instructions and reminders

to ensure everyone understood the rules and expectations. I also maintained a quiet

and fair testing environment so that each student could concentrate and perform to

the best of their ability. Observing the students work diligently made me proud, and it

was encouraging to see that many of them appeared confident and prepared,

reflecting the effort they had put into their review and previous lessons.

After collecting the papers, I reflected on the value of assessments as more

than just a grading tool. The mock exam allowed both the students and myself to

gauge readiness, identify learning gaps, and understand which areas needed

reinforcement before the actual test.

It also gave me the opportunity to practice skills in test administration, time

management, classroom organization, and evaluation. Overall, the day was

productive and meaningful, providing a sense of accomplishment for both the

students and me while helping everyone prepare effectively for the periodical

examination.

Day 29: November 5, 2025

Today marked the first day of the periodical examination. Only two of the four

sections I handle were scheduled to take their exams, so I arrived early at school to

help prepare the testing materials, arrange the classroom, and ensure that everything

would be ready for a smooth and organized testing session. I made sure that the

seating arrangements, answer sheets, and exam papers were properly set up before
 32

the students arrived, and I coordinated with the supervising teachers to confirm that

all protocols were followed.

Before the exam began, I gathered the students’ attention and reminded them

to stay calm, read each question carefully, and manage their time wisely. I

encouraged them to do their best and emphasized that the exam was not only a test

of knowledge but also an opportunity to demonstrate how much they had learned and

understood over the past weeks. I could sense some students were a little nervous,

so I made a point to reassure them and create a supportive atmosphere to help them

feel confident.

During the exam, I walked around the classroom, supervising the students

closely and maintaining a quiet and focused environment. I ensured that everyone

followed the instructions properly and had the necessary materials, while also

observing their concentration and effort. Most students were deeply engaged,

carefully reading each question and thoughtfully answering. It was encouraging to

see how their preparation and hard work were reflected in their focus and diligence.

I realized that managing an examination requires careful planning, attention

to detail, patience, and the ability to anticipate and solve potential issues while

maintaining a calm presence in the classroom. As a teacher-intern, it was a valuable

opportunity to experience firsthand the responsibilities of supervising exams and

ensuring that the process is smooth, fair, and conducive to learning.

Day 30: November 6, 2025

Today was the second day of the periodical examination, scheduled for the

remaining two sections that I handle. Like yesterday, I arrived early to help organize

the exam materials, set up the classrooms, and ensure that everything was ready for

a smooth and orderly testing environment. I checked that the answer sheets, test
 33

papers, and seating arrangements were properly prepared, and coordinated with the

supervising teachers to make sure all protocols were followed.

Before the exam began, I gathered the students’ attention and reminded them

about the importance of honesty, focus, and careful reading of the instructions. I

encouraged them to manage their time wisely and do their best, emphasizing that the

exam was a chance to demonstrate what they had learned and understood over the

past lessons. Some students seemed a little anxious, so I took the time to reassure

them and foster a calm and supportive atmosphere.

During the exam, I closely monitored the students, walking around the

classroom to provide clarifications when needed and to make sure everyone was

following the instructions. Most students were focused and engaged, thoughtfully

answering the questions and managing their time well. I was pleased to see that their

preparation and effort over the past weeks were reflected in their concentration and

seriousness. The testing process went smoothly, and all students were able to

complete their exams on time without any major issues.

This day reinforced my understanding of the importance of proper supervision,

organization, and classroom management during examinations. I also gained

experience in handling different student behaviors in a testing situation while

maintaining fairness, calmness, and professionalism.

Day 31: November 7, 2025

Today was allotted for checking the examination papers and announcing the

results to my students. After completing the periodical exams for all four of my

sections, I spent the day carefully reviewing their answer sheets and recording their
 34

scores in my grading sheets. I made sure to double-check each paper to ensure

accuracy and fairness in scoring.

Once the checking was done, I went back to each class to discuss the results

and provide feedback on their performance. Many students were happy and relieved

with their scores, while others expressed a desire to improve and asked questions

about areas they found challenging. I reminded them that their grades reflect both

their effort and understanding, and encouraged them to keep striving for better

results in the next grading period. The classroom atmosphere was light, positive, and

reflective, as students were able to recognize their progress, celebrate their

achievements, and identify areas where they could still improve.

This experience highlighted the importance of fair assessment, transparency,

and constructive feedback in motivating students. It also reinforced the idea that

teaching goes beyond simply giving grades it involves guiding students to reflect on

their learning, understand their strengths and weaknesses, and inspire them to

continue improving. Overall, it was a fulfilling end to the week and a meaningful

conclusion to the examination period, leaving both me and my students with a sense

of accomplishment and readiness for future learning.

Day 32: November 12, 2025

After two days without classes on November 10 and 11, today was fully

dedicated to catching up on student records and academic requirements. I arrived

early to organize all the submissions from my students, check pending activities, and
 35

update their individual records to ensure that every grade, output, and assessment

was accurately accounted for. The goal was to make sure that all student records

were complete, organized, and ready for future reference.

I carefully reviewed each student’s work to identify missing, incomplete, or

late tasks. For students with backlogs, I reminded them of their pending requirements

and provided clear instructions on how and when to submit their outputs. I also

encouraged them to complete their tasks promptly so that they could maintain good

academic standing. At the same time, I double-checked all completed assignments to

ensure that the scores and remarks were correctly recorded in the grade book.

Accuracy was very important to me because even small errors could affect students’

overall performance.

In addition to recording grades, I spent time sorting the students’ assignments

by class sections and subjects, preparing the necessary documentation, and

coordinating with my cooperating teacher regarding any discrepancies, clarifications,

or missing information. I also created a system to track the completion of

requirements, which made the process more organized and efficient. This task

required patience, careful attention to detail, and time management, as I had to

ensure that nothing was overlooked.

By the end of the day, all backlogs were recorded, the grade book was

updated, and the student records were organized and complete. I felt a sense of

accomplishment knowing that my efforts contributed to maintaining an accurate and

transparent system for monitoring students’ academic progress.

Day 33: November 14, 2025

Today was dedicated to finalizing and submitting the final grades for each of

my students. I began the day by carefully reviewing all assessments, outputs, and
 36

exam scores to ensure that every computation was accurate. I double-checked the

records multiple times, making sure that each score correctly reflected the students’

performance throughout the grading period. Once I was confident that everything

was in order, I prepared the final grade sheets for submission to my cooperating

teacher and the school office.

After organizing the records, I distributed the final grades to the students. I

took the time to explain the results clearly, ensuring that each student understood

their performance and how their grades were computed. Some students had

questions about specific scores or wanted clarification on certain assessments, so I

addressed their concerns and provided explanations to make sure they felt informed

and understood their results.

The process required careful attention to detail, patience, and a thorough

approach to ensure that all grades were accurate and fair. Handling the records

responsibly also reinforced the importance of transparency and fairness in grading.

By the end of the day, all final grades were properly recorded, submitted, and

communicated to the students. It was a fulfilling experience, knowing that the results

accurately reflected their efforts and learning throughout the grading period, and that

I was able to guide them in understanding and interpreting their academic

performance.

Day 34: November 17, 2025

 37

Today, Sir Tobey, our MAPEH head, instructed our cooperating teacher that

we wouldn’t be teaching any classes so that we could focus on finalizing our lesson

plans for the upcoming final demonstration. I felt relieved because it gave me the

time I needed to really think through my lessons and make sure everything was

organized.

We had a meeting with Sir Tobey where he explained the requirements,

expectations, and guidelines for our lesson plans. During the discussion, we clarified

the objectives we needed to include, the activities we wanted to do, and the

strategies that would make our lessons engaging. He also reminded us about the

proper formats and standards, which helped me realize a few areas in my plan that I

could improve or make clearer.

The rest of the day was spent refining my lesson materials and coordinating

with my cooperating teacher to ensure everything aligned with the school’s

curriculum and assessment criteria. I focused on making my objectives clear,

planning activities that would be interactive and meaningful, and thinking about ways

to assess students’ learning effectively. By the end of the day, I felt more confident

about my lesson plans and ready to put them into action for the final demonstration. It

was a productive day that reminded me how preparation and careful planning are key

to being an effective teacher.

 38

Day 35: November 18, 2025

Today, I conducted my teaching session by introducing my class to a new

topic in Physical Education and Health: Invasion Games. I started by explaining the

concept, objectives, and basic rules of these games. I made sure to emphasize

teamwork, strategy, and fair play because I wanted the students to understand that

these games are not just about winning, but also about cooperating and thinking

strategically as a team.

After the introduction, I demonstrated some of the basic skills and techniques,

like passing, dribbling, and moving into space. Then, I gave the students time to

practice while I supervised. I divided the class into small groups so that everyone

could get a chance to participate, making sure that even the shy or hesitant students

had a moment to try the drills. I moved around the class, giving tips, correcting

techniques, and answering questions about the rules or strategies.

The students were really engaged and enthusiastic. They were laughing,

cheering each other on, and trying their best to follow the instructions. I noticed that

the group dynamics were improving as they practiced, with students learning to

communicate and work together more effectively.

The lesson was lively, interactive, and fun, and I felt happy seeing them enjoy

the activities while learning new skills. Overall, it was a productive session that not

only taught them about invasion games but also encouraged teamwork, fair play, and

confidence.
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Day 36: November 19, 2025

Today was a continuation of our lesson on Invasion Games. I focused on

discussing the basic principles of these games, including teamwork, spatial

awareness, offensive and defensive strategies, and the importance of communication

during gameplay. I emphasized that understanding these principles is just as

important as learning the skills themselves because they help students make better

decisions and work effectively as a team during actual games.

After explaining the principles, I organized a series of activities where

students could directly apply what they had learned. I divided them into small groups

and guided them through short drills and exercises designed to reinforce teamwork,

positioning, and strategy. As they practiced, I walked around the class, giving

feedback, correcting mistakes, and answering questions. I made sure to provide

clear demonstrations whenever a student seemed unsure and encouraged them to

communicate and support each other during the exercises.

The students were very engaged and eager to participate. I noticed that as

the session went on, they were communicating more, coordinating better with their

teammates, and thinking more strategically about how to apply offensive and

defensive tactics.

Their enthusiasm, energy, and willingness to cooperate made the class lively

and enjoyable. It was fulfilling to see them not only practicing their physical skills but

also demonstrating a clear understanding of the principles behind the games.

Overall, the lesson ran smoothly, and I felt satisfied knowing that the students were

learning to combine skill, strategy, and teamwork effectively.

 40

Day 37: November 20, 2025

Today, I had my students create their own games based on our topic of

Invasion Games. The goal of the activity was for them to apply the basic principles

we had discussed, like teamwork, strategy, offense, and defense, while also

encouraging creativity and critical thinking.

I divided the class into groups and instructed them to plan their games by

deciding on the rules, objectives, and the equipment they would need. Each group

was given time to brainstorm ideas, collaborate, and even practice how their game

would work.

I walked around the classroom, monitoring their progress, providing guidance,

and answering any questions about fairness, mechanics, or strategies. It was

interesting to see how different groups approached the challenge, with some

focusing on creative twists to traditional games and others emphasizing strategy and

teamwork.

After the planning and practice period, each group presented and

demonstrated their games to the class. The students were enthusiastic and fully

engaged, cheering each other on and showing pride in their creations. It was

rewarding to see them actively applying the principles we had learned in a practical

and interactive way.

The activity not only reinforced their understanding of invasion games but

also helped develop their collaboration, leadership, and problem-solving skills.

Overall, it was a fun and productive session that highlighted the value of learning

through hands-on and student-centered activities.

 41

Day 38: November 21, 2025

During today’s Physical Education session, we focused on Basketball as part

of our ongoing topic on Invasion Games. I began the lesson by reviewing the rules,

objectives, and fundamental skills of basketball, emphasizing the importance of

teamwork, strategy, and fair play. I explained how each skill like dribbling, passing,

and shooting fits into the bigger picture of playing as a team, and reminded the

students that basketball is not only about scoring points but also about cooperation,

communication, and applying strategy effectively.

After the review, I divided the class into smaller groups to practice the basic

skills. Each group had the opportunity to dribble through cones, practice different

passing techniques, and take turns shooting at the hoop. I moved around the court,

observing their techniques, providing individual guidance, and correcting errors in

form or positioning. I noticed that some students struggled with dribbling under

pressure, while others had difficulty coordinating with teammates during passing

drills. I took the time to give tips, demonstrate proper techniques, and encourage

peer support within the groups, which seemed to motivate them even more.

Once the skills practice was complete, we transitioned into short, simulated

basketball games. This allowed the students to apply their skills and strategies in a

more dynamic and realistic setting. During the games, I observed how the principles

of invasion games—teamwork, spatial awareness, offense, and defense came into

play. Students were communicating, planning passes, positioning themselves

strategically, and supporting each other throughout the match. It was exciting to see

them take initiative, make quick decisions, and enjoy the challenge of competing

fairly.
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Day 39: November 24, 2025

Today’s Physical Education session was an exciting outdoor activity where

the students played an actual basketball game to apply everything they had learned

about Invasion Games. To start, I reviewed the rules, objectives, and basic

strategies, making sure that everyone understood how to play fairly, work as a team,

and use the skills we had practiced in previous lessons. I wanted the students to feel

confident going into the game while also keeping sportsmanship and cooperation in

mind.

I divided the class into teams and supervised the game closely. As they

played, I observed how they applied skills such as dribbling, passing, shooting, and

positioning. Whenever I noticed mistakes in technique or strategy, I provided

immediate guidance and suggestions on how to improve. I also encouraged

teamwork and reminded them to communicate and support their teammates

throughout the game.

The students were fully engaged and enthusiastic. They cheered for each

other, made quick decisions on the court, and worked together to execute offensive

and defensive strategies. It was rewarding to see them putting the invasion game

principles into practice, not just in terms of skills, but also in cooperation, decision-

making, and sportsmanship.

The activity was highly interactive, fun, and meaningful. It gave the students a

chance to experience the real dynamics of a game, bridging the gap between theory

and practice. By the end of the session, everyone had participated actively and

enjoyed the experience, while I felt fulfilled seeing their growth, confidence, and
 43

teamwork in action. Overall, it was a productive and lively lesson that reinforced both

their skills and understanding of the principles behind invasion games.

Day 40: November 25, 2025

Today’s Physical Education session focused on Soccer as part of our topic on

Invasion Games. I started the lesson by reviewing the rules, objectives, and basic

strategies of soccer, emphasizing the importance of teamwork, coordination, and

understanding both offensive and defensive play. I wanted the students to not just

know the rules, but also think about how to work together, communicate on the field,

and make smart decisions during the game.

After the review, I divided the students into teams and let them practice basic

skills such as dribbling, passing, and shooting. I walked around to observe their

techniques, provide guidance, and correct errors whenever necessary. Once they

were comfortable with the skills, we moved on to short soccer matches. During the

games, I supervised closely, making sure everyone followed the rules, applied the

strategies we discussed, and maintained fair play.

The students were really enthusiastic and engaged throughout the session.

They communicated with their teammates, supported each other, and showed

excitement while applying what they had learned. I noticed that they were gradually

improving their coordination, decision-making, and understanding of space and

strategy on the field. The activity was interactive, enjoyable, and competitive,

allowing students to experience the practical side of invasion games in a fun and

meaningful way. Overall, it was a productive lesson that reinforced both their skills

and their ability to work together as a team.

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Day 41: November 26, 2025

Today was the last day of our Invasion Games topic, and we ended it with a

fun dodgeball session as a sort of culmination activity. I started by quickly reviewing

the rules, objectives, and strategies of dodgeball, reminding the students about

teamwork, agility, and fair play. I also emphasized that it’s not just about winning it’s

about cooperating, supporting your teammates, and using the skills and strategies

we’ve been practicing over the past lessons.

I divided the students into teams and supervised their games, walking around

to observe their techniques, give tips, and make sure everyone was playing safely. I

reminded them about proper positioning, moving strategically, and communicating

with teammates. I also had to make quick interventions sometimes, especially to

ensure fair play and to prevent minor collisions or misunderstandings, which was a

good practice in managing active, energetic students.

The students were really excited and full of energy! I loved seeing them cheer

for each other, coordinate their movements, and even try out some of the strategies

we had discussed in earlier lessons. Some were competitive, some were playful, but

everyone was involved and having fun. It was rewarding to see how much they had

learned from the previous invasion games lessons and how they applied teamwork,

strategy, and quick thinking in a real-game setting.

Overall, the session was lively, engaging, and full of laughs. It felt like a great

way to wrap up the topic because the students were not just practicing skills, they
 45

were enjoying themselves, supporting each other, and showing sportsmanship.

Ending the Invasion Games unit with dodgeball made the learning experience

memorable and meaningful, and it was fulfilling to see the students actively apply

everything they had learned in a fun, interactive, and practical way.

Day 42: November 27, 2025

Today, my cooperating teacher, Ma’am Sabine, instructed me to focus on

preparing and improving my instructional materials. Since the textbook served as the

main resource for the discussion, I had the opportunity to dedicate more time to

designing and refining my materials without having to rush through a lesson.

I worked on creating a variety of instructional aids, including visual materials,

diagrams, handouts, and supplementary tools to make the lessons more interactive

and engaging. I carefully planned how each material would be used during class

whether to introduce a concept, reinforce a topic or provide a hands-on activity for

the students. I also made sure that my IMs were aligned with the lesson objectives

and organized in a way that would make it easier for students to follow the

discussion.

While preparing the materials, I paid attention to details such as clarity,

accuracy, and presentation. I thought about how to make the visuals appealing and

easy to understand, as well as how to structure activities and examples so that

students could grasp the concepts quickly. I organized everything neatly, labeling the

materials and arranging them according to the flow of the lesson, so that teaching

would be smooth and efficient.

The whole process involved a lot of careful planning, arranging, and

coordinating of resources. By the end of the day, all my instructional materials were
 46

prepared, organized, and ready to be used in upcoming lessons, ensuring that each

session would run effectively and meaningfully for the students.

Day 43: November 28, 2025

Today, there were no classes because a special program was being

conducted at the school, which gave me the opportunity to dedicate the entire day to

preparing my instructional materials. I focused specifically on assembling and

organizing my First Aid Box, an essential tool for upcoming lessons in Health and

Physical Education.

I began by gathering all the necessary items, including bandages, antiseptics,

gauze, scissors, gloves, and other first aid supplies. I carefully checked each item to

ensure it was complete, functional, and safe for student use. Once all materials were

collected, I arranged them systematically in the box, making sure everything had its

designated place for easy access during demonstrations.

Next, I labeled all the materials clearly, creating a simple and organized

system so students could easily identify each item and understand its purpose. I also

prepared accompanying visual aids and notes to highlight the correct usage of each

first aid component. Additionally, I reviewed the content of the instructional material to

ensure it fully aligned with the lesson objectives and could be effectively used for

classroom teaching.

The day was spent not only organizing and labeling the materials but also

planning how the First Aid Box would be presented during the lesson. I made sure
 47

that each item was arranged logically, so the demonstration could flow smoothly from

one step to another.

By the end of the day, the First Aid Box was fully prepared, complete, and

ready for immediate use, with all items neatly organized, labeled, and functional. This

thorough preparation ensured that the instructional material would be highly effective

in facilitating hands-on learning and engaging students in future lessons.

Day 44: December 1, 2025

Today, I spent most of my day working on my instructional materials, making

significant progress on their completion. I arrived at school early and began by

reviewing what I had already prepared, taking note of the components that were

finished and those that still needed attention. I estimated that my IMs were about

70% complete, so my main focus for the day was to assemble the remaining

materials and organize everything properly.

I carefully arranged the items for each lesson, checking that all visual aids,

handouts, and teaching tools were complete and functional. I labeled each

component clearly so that they would be easy to identify and use during class. While

doing this, I also referred back to the lesson objectives to make sure every item

aligned with what I planned to teach, from discussion points to hands-on activities. I

adjusted the order of the materials so that they would follow the lesson flow logically,

ensuring a smooth demonstration when I would eventually use them with students.

While I was busy preparing my IMs, I also conducted an activity for my

students to keep them engaged. I assigned each group specific tasks related to the

topic we were studying. As they worked, I moved around the classroom, monitoring

their progress, answering questions, and clarifying instructions when needed. I

guided students who seemed confused and encouraged those who were hesitant to
 48

participate, making sure that everyone stayed on task. At the same time, I kept an

eye on the time and ensured that the activity ran efficiently.

Managing both tasks preparing my IMs and supervising the students—required

careful attention and organization. I had to balance my time between completing my

materials and checking in on the students. Despite the challenge, I was able to

maintain a smooth flow in the classroom, with students actively engaged in learning

while I continued assembling and refining my IMs.

Day 45: December 2, 2025

Today, I dedicated the entire day to completing all my instructional materials

for my upcoming lessons. I started by reviewing each component I had prepared so

far, checking for completeness and making a list of the remaining tasks. My main

goal was to ensure that every item was finished, well-organized, and ready to be

used effectively in the classroom.

I carefully went through each material, examining the content for accuracy

and clarity. I made sure that any visual aids, handouts, and teaching tools were

properly labeled, visually appealing, and aligned with the lesson objectives. For

practical materials, I tested their functionality to ensure that they could be used

smoothly during demonstrations and activities.

After verifying the content, I focused on organizing everything systematically. I

arranged the materials in the order I would present them during the lesson, grouped

similar items together, and prepared them in a way that would allow me to easily

access each tool during teaching. I also made sure that any instructions or notes

accompanying the materials were clear and concise, so that the students could

understand and follow along without confusion.

As I worked, I could see all my hard work coming together, and it was

rewarding to know that my IMs were finally ready for actual classroom use. The
 49

process involved attention to detail, careful planning, and thorough organization, but

by the end of the day, every component was complete, neatly arranged, and fully

prepared for presentation. Completing this task gave me a sense of accomplishment

and satisfaction, knowing that I had a set of instructional materials that would support

meaningful and interactive learning experiences for my students.

Day 46: December 3, 2025

Today, Ma’am Sabine and Sir Tobey reviewed all of my instructional materials.

I prepared everything I had worked on and presented each item, explaining how it

would be used in my upcoming lessons. I went through the visual aids, handouts,

demonstration tools, and any supplementary materials, showing how each one would

support the students’ learning and make the lessons more interactive.

They carefully examined each component, asked clarifying questions, and

offered suggestions to ensure that everything was clear, accurate, and aligned with

the lesson objectives. I took note of their comments and provided explanations when

needed, making sure they understood how each material fit into my teaching plan.

When they approved all my IMs, I felt a mix of happiness, relief, and pride. It

was incredibly rewarding to see my hard work recognized and validated, knowing

that the materials were now ready to be used in actual classroom teaching.

After the approval, I spent time organizing everything neatly, arranging the

materials in order of use, labeling components for easy access, and ensuring that

everything was fully prepared for my upcoming lessons and final demonstration. By

the end of the day, all my IMs were complete, well-arranged, and ready for a smooth

and effective teaching session.

 50

Day 47: December 4, 2025

Today was fully dedicated to preparing for my final demonstration, and I spent

the entire day making sure everything was in order. I arrived at school early, eager to

start the day on a productive note. My first task was to review my lesson plan

thoroughly. I went through every section, checking the objectives, discussion points,

learning activities, and assessment tasks. I wanted to make sure that everything was

clear, well-structured, and aligned with the goals I intended for my students. I also

examined the flow of the lesson to ensure smooth transitions from one activity to

another and made small adjustments to improve timing and clarity. Once I was

satisfied, I printed multiple copies of the lesson plan so that they would be ready for

both my cooperating teacher and myself to use during the demonstration.

After finalizing the lesson plan, I consulted with Ma’am Sabine to get her

professional input. She carefully reviewed my plan, asked clarifying questions, and

provided suggestions to enhance my lesson delivery. We discussed strategies to

engage the students, maintain their focus, and ensure that the activities would be

both meaningful and enjoyable. Ma’am Sabine also advised me on ways to manage

time effectively during the demonstration and emphasized the importance of being

flexible in case adjustments were needed during the lesson. I took careful notes on

her feedback and immediately incorporated the suggestions into my plan.

 51

The next part of my day was spent preparing my instructional materials. I

organized all the visual aids, handouts, and demonstration tools according to the

order of the lesson. I labeled each item for easy access and checked that every

component was functional and ready to use. I rehearsed parts of the activities in my

mind, thinking about how I would explain concepts, demonstrate skills, and guide the

students during exercises. I also envisioned potential challenges or questions the

students might have, preparing responses to ensure smooth facilitation.

Day 48: December 5, 2025

Today, I spent the day preparing the classroom for my upcoming final

demonstration next week. I arrived early and immediately started organizing the

learning space. I rearranged the desks to make sure there was enough room for

activities, movement, and group interactions. I also checked that the classroom was

clean, neat, and free of distractions so that the environment would be welcoming and

conducive to learning. I wanted the space to feel organized and ready for both

teaching and student participation.

Once the classroom setup was done, I took the opportunity to orient my

students about the final demonstration. I explained the flow of the lesson, the

activities they would be participating in, and what I expected from them in terms of

behavior and engagement. I could see that some of them were curious and excited,

while a few looked a little nervous. I reassured them that the session would be fun

and that everyone would have a chance to participate. It was nice to see their faces

light up as I explained the activities, and I felt more confident knowing they

understood what to expect.

Next, I carefully arranged all my instructional materials in the classroom. I

placed them in the order I would be using them during the lesson, making sure

everything was accessible and ready for a smooth demonstration. I double-checked

 52

that each visual aid, handout, and tool was complete and in proper working condition,

so that there would be no interruptions during the actual session.

Throughout the day, I also imagined myself delivering the lesson how I would

introduce topics, guide activities, and keep the students engaged. I mentally

rehearsed instructions, transitions, and explanations to make sure I felt prepared and

confident. I even thought about possible questions or challenges from the students

and how I could address them calmly and effectively.

Day 49: December 9, 2025

Today was the day of my final demonstration, a moment I had been preparing

for throughout my teaching internship. I arrived at school at 6:07 AM, feeling a mix of

excitement and anxiety. My heart was racing, and I was nervous about delivering my

lesson perfectly, but I reminded myself of all the preparation and practice I had done.

Before starting the demo, Ma’am Sabine led us in a short prayer. This

moment of reflection helped calm my nerves and gave me strength and confidence to

proceed. I then prepared the classroom, checked all my instructional materials (IMs),

and made sure everything was set for a smooth lesson.

During the demonstration, I introduced my lesson, engaged the students in

activities, and facilitated their learning using all the IMs I had prepared. I monitored

their participation, guided them when needed, and ensured that the lesson flowed

according to my plan. I focused on applying the teaching strategies, classroom

management techniques, and communication skills I had developed throughout my

internship.

By the end of the lesson, I successfully completed the demo. During the post-

conference, the panelists gave me very encouraging and motivating feedback. They

praised my preparation, lesson delivery, creativity in using instructional materials, and

 53

ability to manage the classroom effectively. Their words made me feel recognized,

appreciated, and more confident in my abilities as a future educator.

Overall, today was a memorable and fulfilling experience. It marked the

culmination of my teaching internship and showed me how far I have grown as a

teacher-in-training. I felt proud of my accomplishments and motivated to continue

improving and applying what I have learned in my future teaching career.

Day 50: December 10, 2025

Today, Ma’am Sabine told me to take a rest after the successful completion of

my final demonstration yesterday. I arrived at school around 8:30 AM feeling so

relieved and a little lighter knowing that the hardest part of my internship is finally

behind me. It was such a good feeling to just breathe and enjoy the moment.

Since I didn’t have any teaching duties today, I spent the morning just relaxing

and organizing my things. I went through my notes, lesson plans, and instructional

materials, making sure everything was in order and neatly kept. It felt nice to see all

my hard work laid out and organized.

I also took some quiet time to think about everything I’ve learned during this

internship—the lessons, the activities, and even the little challenges I faced. It’s kind

of amazing to see how much I’ve grown from the first day up to now.

The day was calm and peaceful, a perfect chance to recharge and just enjoy the

satisfaction of completing something I’ve worked so hard on. Honestly, it felt really

good to pause and appreciate all the effort and preparation that made my final

demonstration a success.
 54

Day 51: December 10, 2025

Today, I spent most of my time focused on recording all my students’ activities

in my notebook. I carefully went through each submission, checking that everything

was complete, properly done, and ready to be documented. For some students, I had

to double-check their work or confirm certain details, especially for assignments that

were a bit unclear or missing a part. I wanted to make sure that every task was

recorded correctly so that the individual student records were accurate and fully up to

date. It was a bit time-consuming, but I felt it was worth it to keep everything

organized and in order.

Once I finished recording all the completed tasks, I called the students’

attention and announced which of them still had backlogs. I reminded them politely

but firmly to submit their pending requirements as soon as possible. I also explained

why keeping up with deadlines is important not just for grades, but to stay on track

with their learning. Some students asked questions about the tasks or requested

clarifications, and I made sure to address each concern so there would be no

confusion. Others quietly took note and nodded, showing that they understood their

responsibilities.

Even though the day didn’t involve actual teaching or lessons, it was still very

productive. I was able to ensure that the student records were completely updated,
 55

and at the same time, the students knew exactly what they needed to do moving

forward. By the end of the day, everything was neatly organized, from the notebook

entries to the updated records. It was a satisfying feeling to know that the

administrative part of my teaching duties was taken care of, and that both I and the

students had a clear understanding of outstanding requirements.

Day 52: December 11, 2025

Today, I focused on finalizing my students’ grades to make sure everything

would be in order for a smooth transition with my cooperating teacher at the end of

my internship. I spent a lot of time carefully reviewing all the assessments, activities,

and examination scores to make sure that every computation was accurate and

complete. I double-checked each score and calculation, making sure there were no

mistakes, because I wanted the final records to truly reflect the students’

performance throughout the grading period.

After reviewing the scores, I organized the grades systematically, arranging

them in a way that would be easy to follow for both my cooperating teacher and the

school office. I went over each student’s record individually, ensuring that all their

activities, quizzes, and exam results were accounted for and documented correctly.

Some students had backlogs or missing outputs, so I made notes to indicate those,

making the records fully transparent and complete.

By the end of the day, I was satisfied to see that all the grades were finalized,

properly documented, and ready for submission. It felt good knowing that the

students’ hard work and progress were accurately recorded and that the handover
 56

process with my cooperating teacher would go smoothly. The day was productive,

organized, and gave me a sense of closure as I prepared to wrap up this important

part of my internship.

Day 53: December 12, 2025

Today, I gave my students their final activity in MAPEH, which focused on

creating their own version of “Pinggang Pinoy.” I started the lesson by explaining the

task clearly, making sure the students understood the goal: to design a plate that

showcased healthy food choices while also allowing them to be creative with

presentation and ideas. I encouraged them to think critically about nutrition and how

to balance their meals, but also to have fun with the design.

The students were divided into groups, and I could see their enthusiasm right

away. They began discussing and planning their plates, brainstorming ideas together

and sharing responsibilities within their groups. Some students came up with very

creative concepts, while others focused on accurately representing the different food

groups. I moved around the classroom, monitoring their progress, answering

questions, and giving guidance when needed. It was important to me that everyone

participated, so I made sure to check in with quieter students and encourage them to

contribute their ideas.

By the end of the session, all the groups had completed their projects. They

proudly presented their “Pinggang Pinoy” creations, showing both creativity and a
 57

good understanding of the lesson’s key concepts. The classroom was lively, with

students explaining their choices and appreciating each other’s designs. It was a fun

and interactive way for them to apply what they had learned in MAPEH, and I felt

satisfied seeing them actively engage, collaborate, and learn through a hands-on

activity.

Day 54: December 15, 2025

Today was all about farewells, as my teaching internship finally came to an

end. I spent the day with my students, interacting with them and reminiscing about

the lessons, activities, and experiences we shared throughout my time at the school.

It was heartwarming to see their familiar faces and to hear them talk about the things

they enjoyed most in class.

I made sure to thank each of them for their cooperation, enthusiasm, and

active participation during the lessons. It was amazing to hear them express their

gratitude in return. Many shared their favorite moments, recalling fun activities,

creative projects, and even the small challenges we overcame together. Some

students gave me chocolates and little tokens as a way of saying thank you, which

made the farewell feel even more special and memorable.

The day was filled with laughter, heartfelt conversations, and a few emotional

moments. I felt a deep sense of pride seeing how much my students have grown and

how they applied what they learned throughout the internship.

 58

Leaving the school, I felt fulfilled knowing that I had made a positive impact

on their learning and that we had created meaningful memories together. Today was

a beautiful way to close this chapter of my journey as a student-teacher.

Day 55: December 16, 2025

Today was a calm and quiet day since I didn’t have any classes. I spent the

morning and afternoon submitting all the necessary documents and materials I had

prepared during my internship to my cooperating teacher, Ma’am Sabine. I carefully

organized lesson plans, instructional materials, students’ outputs, and all other

requirements to make sure nothing was missing or out of place. It felt satisfying to

see everything neatly arranged and complete, like the final pieces of a puzzle coming

together.

During the day, Ma’am Sabine also gave me my evaluation form. My heart

skipped a beat when I saw my final grade 99 I couldn’t help but smile, feeling a mix of

relief, pride, and happiness. All the planning, late nights preparing lessons,

supervising activities, and giving my best in every class had paid off. Knowing that

my hard work was recognized in such a meaningful way made me feel accomplished

and validated.
 59

After receiving my grade, I spent a little time looking back on the past weeks

remembering my first day, the lessons, the outdoor activities, the laughter with

students, and the challenges I overcame. Even though today was mostly

administrative, it felt like a quiet celebration of everything I had achieved. Wrapping

up my internship on this note completing all submissions and receiving my final grade

gave me a deep sense of closure and satisfaction. It truly felt like the perfect way to

end this chapter of my student-teaching journey.

Day 56: December 17, 2025

Today marked the very last day of my teaching internship. I arrived at school

early, ready to wrap up all the final tasks and make sure everything was properly

handed over to my cooperating teacher, Ma’am Sabine. I submitted the remaining

materials, lesson plans, instructional resources, and documents, carefully checking to

ensure that nothing was left incomplete or disorganized. Seeing all my work neatly

compiled and accounted for gave me a sense of accomplishment.

The day was filled with gratitude and reflection. I spent a quiet moment

looking back on all the lessons I had taught, the activities I organized, and the

countless memories shared with my students. Saying goodbye to Ma’am Sabine, the

school staff, and everyone I had worked with was emotional I felt a mix of sadness

and pride. I realized how much I had grown, not just as a teacher, but also as a

person, learning patience, adaptability, and the joy of guiding young minds.
 60

Before leaving, I took a last walk around the classroom and the school

grounds, soaking in the familiar sights and sounds that had become part of my daily

life. Leaving the school today, I carried with me a deep sense of fulfillment,

motivation, and determination to continue improving my teaching skills. This

internship has been an unforgettable and valuable journey, one that I will always

treasure and look back on with pride.

COMMON CLASSROOM PROBLEMS

During my teaching internship, I observed that managing a classroom comes

with various challenges, even in activities that are meant to be fun and engaging.

One of the most common problems I encountered was disruptive behavior among

students. While some students were excited to participate in the outdoor recreational

activities, there were a few who would talk loudly, refuse to follow instructions, or

distract their group members, which made it challenging to maintain order and

ensure that everyone could participate safely and effectively. This sometimes caused

delays in starting activities and required me to intervene multiple times to remind

students about the rules and the importance of respecting others.

Another issue I noticed was unequal participation. During the group

competitions, certain students were very enthusiastic and dominated the activities,
 61

while others were hesitant or shy to join. This often resulted in an imbalance where

some students were doing most of the work while others stayed back, either out of

fear of making mistakes or simply due to lack of confidence. Encouraging these

students to participate and feel included became an important part of my role, and I

had to constantly monitor each group to ensure that everyone was contributing fairly.

Group conflicts also emerged as a common challenge. Since the students

were divided into four groups to compete, disagreements about strategies or turns

sometimes escalated into arguments. Managing these conflicts required patience,

active listening, and sometimes creative solutions, like reassigning tasks or mediating

between students to help them resolve their differences amicably. It was a valuable

lesson for me in understanding the dynamics of teamwork and the importance of

promoting collaboration rather than competition at the expense of harmony.

Additionally, students’ focus and discipline were not always consistent. During

the long activity sessions that started at 9:30 in the morning and went on until 3:00 in

the afternoon, some students would lose interest or become easily distracted.

Maintaining their engagement throughout the day required me to implement short

breaks, positive reinforcement, and constant encouragement, reminding them that

the purpose of the activity was not just to compete but to develop cooperation,

sportsmanship, and healthy habits to prevent family conflicts, which was the main

goal of our PE and Health lesson.

Overall, these challenges highlighted the complexity of classroom

management and the importance of patience, adaptability, and proactive strategies.

Each problem became an opportunity for me to grow as a future teacher, helping me

understand that teaching is not only about delivering lessons but also about nurturing

students’ behavior, confidence, and teamwork skills. Despite the difficulties, seeing

the students actively participate and improve their interactions by the end of the day
 62

was a rewarding experience that reinforced my commitment to becoming an effective

and compassionate educator.

FINAL DEMONSTRATION TEACHING

During my Final Demonstration Teaching, I was assigned to conduct a lesson

on “Procedure for Common Health Injuries”, focusing specifically on sprains, muscle

cramps, dislocations, and fractures. The main goal of this session was to equip

students with practical knowledge and skills to respond safely and effectively to

common injuries, which are often encountered both in sports and daily activities. I

conducted the lesson outdoors on the school court to provide a safe and open

environment for demonstrations and hands-on practice. Each class was divided into

four groups to encourage teamwork, collaboration, and active participation. The

activity commenced at 9:30 in the morning and concluded at 3:00 in the afternoon,
 63

which required careful planning to maintain students’ engagement and energy

throughout the day.

One of the first challenges I encountered was disruptive behavior. Some

students were overly talkative and distracted by their peers, especially during the

initial explanation of the procedures. I noticed that while a few students were eager to

learn and observe carefully, others were less attentive, which made it difficult to

ensure that everyone understood the safety precautions and correct steps. To

address this, I implemented a combination of positive reinforcement and clear

instructions. I reminded students about the importance of focusing for their own

safety and the safety of others, and I praised those who followed instructions

promptly. Over time, this strategy encouraged the less attentive students to

participate more actively and created a more orderly learning environment.

Another challenge was unequal participation during hands-on activities.

During demonstrations, certain students were eager to practice techniques such as

bandaging a sprained ankle or applying a splint for fractures, while others hesitated,

fearing they might make mistakes. To overcome this, I assigned specific roles within

each group, rotating students through each task so that everyone had the opportunity

to perform each procedure. For example, in the muscle cramp activity, one student

would demonstrate gentle stretching while another guided their peer, ensuring

collaborative learning. This approach not only allowed every student to practice but

also built confidence among those who were initially shy or unsure.

Group conflicts also emerged during the day. When deciding the order of

participation or the method of performing a procedure, some students argued or

insisted on doing things their way. I took these moments as opportunities to teach

important life skills such as cooperation, patience, and respectful communication. I

reminded them that first aid is about helping others, not competing, and mediated

disputes by guiding students to listen to each other and make fair decisions. This not
 64

only resolved conflicts but also reinforced teamwork as a critical component in

emergency situations.

Maintaining students’ focus and energy throughout the long day was another

significant challenge. After repeated demonstrations, some students began to lose

interest or became physically tired. To address this, I incorporated interactive and

scenario-based learning. For example, I asked one student to simulate a sprained

ankle while the rest of the group applied the PRICE method. I also asked guiding

questions to keep students thinking critically about each step and emphasized real-

life applications, like preventing worsening of injuries or ensuring the safety of the

injured person. These strategies successfully sustained engagement and made the

session more practical and memorable.

During the lesson, I guided students through detailed procedures for each injury

prains I demonstrated the PRICE method (Protection, Rest, Ice, Compression,

Elevation) and explained the importance of immobilizing the joint and seeking

medical attention if swelling or pain persisted. I also had students practice wrapping

an ankle with a bandage, ensuring that they did it safely without causing

[Link] Cramps: I taught students to gently stretch and massage the

affected muscle, encourage hydration, and allow rest. I emphasized the importance

of being gentle to prevent further strain. Students practiced on each other under

supervision, which helped them understand the correct pressure and technique.

Dislocations. I stressed not attempting to realign the joint themselves and

demonstrated safe ways to immobilize the area while waiting for professional help.

Students were able to simulate proper positioning using props, which reinforced safe

practices. Fractures I demonstrated proper splinting techniques using available

materials, highlighting the need to immobilize both the injured area and the joints

above and below it. I corrected students when they applied excessive force or
 65

misaligned the splint, ensuring that everyone understood the importance of stability

and safety.

By the end of the day, I observed a remarkable improvement in students’

skills and confidence. They were able to recall the procedures for each injury,

perform them safely in simulated scenarios, and understand the critical role of

calmness, attentiveness, and teamwork in handling injuries. Seeing students actively

engage, ask thoughtful questions, and even help each other during practice was one

of the most rewarding moments of my teaching internship.

Reflecting on this Final Demonstration Teaching, I realized that classroom

management, patience, and adaptability are just as important as subject knowledge.

Managing disruptive behavior, encouraging hesitant students, resolving conflicts, and

maintaining engagement throughout the day required a balance of authority,

empathy, and creativity. This experience not only strengthened my teaching skills but

also enhanced my confidence as a future educator, showing me the value of hands-

on learning, clear communication, and fostering a supportive classroom environment.

Overall, teaching the procedure for common health injuries during my Final

Demonstration was a challenging yet deeply fulfilling experience. It allowed me to

apply my theoretical knowledge in a practical setting, develop strategies to address

real classroom challenges, and witness the tangible growth and learning of my

students. This experience has solidified my commitment to becoming a teacher who

is not only knowledgeable but also compassionate, patient, and capable of guiding

students to learn skills that can make a real difference in their everyday lives.
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OVER-ALL REFLECTION AND SELF-APPRAISAL

My teaching internship has been a transformative and unforgettable

experience, one that allowed me to grow both professionally and personally. From

the first day of my internship, I realized that teaching is not only about delivering

lessons but also about guiding, inspiring, and supporting students in their learning

and development. This journey exposed me to the realities of the classroom, where

every day presents new challenges, opportunities, and learning experiences.

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Throughout the internship, I had the chance to observe, assist, and eventually

lead classroom activities in Physical Education and Health, gradually applying the

theories and strategies I learned in my teacher education program. The early stages

of my internship were focused on observation and familiarization. I learned how my

cooperating teachers prepared lessons, managed diverse student behaviors, and

delivered content in ways that were engaging and meaningful. I assisted in

organizing activities, preparing materials, and supporting students, which helped me

develop patience, attention to detail, and an understanding of classroom dynamics.

As I progressed, I was entrusted with more responsibilities, including

conducting small group activities and leading lessons. This stage allowed me to

develop essential teaching skills, including classroom management, lesson planning,

and instructional delivery. I encountered common challenges such as disruptive

behavior, low participation, and occasional conflicts among students. These

experiences taught me the importance of patience, empathy, and adaptability in

handling different student personalities and learning needs. I learned to give clear

instructions, provide positive reinforcement, and assign specific roles during group

activities to ensure inclusivity and active engagement.

One of the most significant milestones of my internship was conducting my

Final Demonstration Teaching on “Procedure for Common Health Injuries,” covering

sprains, muscle cramps, dislocations, and fractures. This experience tested my ability

to combine knowledge, planning, and classroom management skills in a real

teaching scenario. While I faced challenges such as students’ hesitancy, occasional

disruptive behavior, and time management during long activities, I was able to

successfully guide my students through interactive demonstrations, hands-on

practice, and scenario-based exercises. This experience strengthened my

confidence and validated my readiness to take on full teaching responsibilities in the

future.
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Reflecting on my internship as a whole, I recognize the following strengths

and lessons I have gained:

 Classroom Management: I learned how to maintain order while fostering a

positive and inclusive environment, balancing authority with encouragement.

 Adaptability and Flexibility: I adapted lesson plans and activities to meet the

diverse needs and interests of students, finding creative solutions when

challenges arose.

 Communication Skills: I improved my ability to convey instructions clearly,

explain complex concepts in simple terms, and provide constructive feedback.

 Practical Teaching Skills: I developed competence in planning and executing

lessons, conducting demonstrations, and facilitating hands-on learning

experiences.

At the same time, I am aware of areas that still need improvement, such as

time management during long sessions, finding more ways to encourage hesitant

students, and refining my strategies for handling unexpected classroom challenges.

Recognizing these areas motivates me to continue learning and growing even after

my internship.

Overall, my teaching internship has been a journey of growth, learning, and

self-discovery. It has allowed me to experience the joys and challenges of teaching

firsthand, develop meaningful relationships with students and mentors, and cultivate

the skills necessary to become a competent, compassionate, and effective educator.

This journey has reinforced my commitment to teaching and has prepared me to

positively impact the learning and development of my future students.

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REFERENCES

Guevara, J., Maniacop, J., & Nuestro, M. A. (2017). CvSu form and style for

report and student teaching portfolio. Mutya Publishing House Inc.

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Appendix 1. Student Information Sheet

Republic of the Philippines

CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite, Philippines
(046) 8620-290 (046) 4 150-013 loc 221
[Link]

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

STUDENT TEACHER INFORMATION SHEET

During the Period of Student Teaching

Begin September, 15 2025, End December 17, 2025
 71

The information you provide will use to help your Cooperating Teacher become better
acquainted with you and guide you during your student teaching activities.
Please answer the question completely and accurately.

Name: Angelo Victor

Civil Status: Single

Major Field of Study: Physical Education

Home Adress: Brgy. Agus OS Indang Cavite

Father’s Name: Ruby C. Balanquit

Education Attainment: High School Graduate

Mother’s Name: Marivic B. Victor

Education Attainment:

ANGELO VICTOR
Student Practice Teacher

Appendix 2. Endorsement Letter

 72

Appendix 3. Lesson Plan for Final Demonstration Teaching

 73

Republic of the Philippines

Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
TAGAYTAY CITY NATIONAL HIGH SCHOOL - INTEGRATED SENIOR HIGH SCHOOL

Detailed Lesson Plan in

MAPEH 7 – Health
Practice Teacher Angelo Victor

Cooperating Maria Sabine P. Pilapil

Teacher

Grade Level Seven (7)

MAPEH Health
Component

Date December 09, 2025

I. Objectives: At the end of the lesson, the learners should be able

to:
A. identify common types of injuries that may occur during physical
activities;
B. demonstrate proper first aid techniques in responding to simple
injuries such as Muscle Cramps, Sprain, Dislocation, Fractures;
and
C. appreciate the importance of prompt and proper first aid in
preventing further harm.

II. Subject Matter

Topic: ● First Aid Procedure for Common Injuries

Reference  New Learning Journey in Physical Education and Health,

/s: page 254-256
 Garcia, J. B., & Puljanan, R. L. (2024). Lesson exemplar
for PE and Health 7: Quarter 4, Lesson 3 (Week 4)
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Materials:  Laptop
● Television
● PowerPoint Presentation
● Rubrics
● Task Card
● Sign Banner
● First Aid Kit
● Emoji Banner

Value ● Readiness – Being prepared to handle minor injuries

Focus: with basic first aid knowledge.
● Compassion and Responsibility – Showing care and
willingness to help others in times of need.
Responsibility in handling emergency situations.

III. Procedure:
A. Preparatory Activity
Teacher’s Activity Students’ Activity

1) Greetings

Good morning, Class! Good morning, Sir Gelo!

How are you today? We are fine.

Are you ready for our lesson today? Yes, Sir Gelo.

That is great to hear.

2) Prayer

Please remain standing for our prayer.

Nathan, kindly lead the prayer. Lord, give us the strength

to stay motivated and the
courage to ask questions
when needed. We thank
you for the opportunity to
learn and grow in
knowledge. May our minds
 75

be open to new ideas and

our hearts be filled with
understanding. In Jesus
name, Amen.

3) Classroom Management

Before you take your seats, pick up the

pieces of paper around your respective
areas, and remove all things that are not
related to our lesson, after all of that
kindly arrange your chairs properly.

(Students will pick up the

pieces of paper on their
respective areas, will
remove all things that are
not related to the lesson,
and will arrange their
chairs properly)

4) Checking of Attendance

Class Monitor, are there any absentees

today?
Sir Gelo, I am glad to inform
you that there are no
absentees today.

I am glad to hear that you are all present

today.

B. Recall
Teacher’s Activity Students’ Activity

To proceed to our lesson today, let us

have a short review of what we
discussed last meeting.

What did we discuss last meeting? (Learners will raise their

 76

hands)

Yes, John Mark? Sir Gelo, last meeting we

discuss about the common
health concerns among
adolescents

Very good! John Mark!

Who would like to give an example of (Learners will raise their

common health concerns among hands)
adolescents?

Yes, Shaira? Sir Gelo, one of the

examples of common health
concerns is acne.

Impressive!

Anyone? yes Althea? (Learners will raise their

hands)

Yes Althea? Sir Gelo, another example of

common health concerns is
sleeping problems.

Excellent!

What else? (Learners will raise their

hands)

Yes, James? Sir Gelo, sir another

example is peer pressure.

Very nice answer!

Why is it important to recognize these (Learners will raise their

common health concerns? hands)

Yes, Smith? Recognizing and dealing

with common health
concerns among
 77

adolescents is important
because it helps prevent
bigger problems in the
future. By understanding
these issues early, we can
find healthy ways to cope,
build confidence, and
promote a balanced and
positive lifestyle.

Bravo!

In short understanding common health

concerns among adolescents helps us
take better care of ourselves and others.
By learning about these issues, we
become more aware, make healthier
choices, and support one another in
achieving overall well-being.

C. Motivation
Teacher’s Activity Students’ Activity

Now, let us have a short activity that will

help you to know our lesson today.

Activity “Alam mo ha! Hindi po ate!”

Instruction:

Students will say “alam mo ha” if the the

statement is safe. And students will say
“Hindi po ate!” if the statement is unsafe.
 78

Class, today we are going to play a quick

reaction game! You will use a banner to
show whether an action is safe or unsafe.

If it is a safe action, you will say Alam

mo ha!
If it is an unsafe action, you will say
“Hindi po ate!”

Are you ready? Yes, Sir Gelo!

Let’s see who is the fastest thinker!

[Link] classmate slips and falls — you

laugh before helping.
Hindi po ate!

2. Someone gets a small cut — you look

for clean cloth to cover it.
Alam mo ha!

3. Your friend faints — you panic and

shout for help but do nothing.
Hindi po ate!

4. You stay calm and call an adult or

teacher for help.
Alam mo ha!

[Link] burns their hand — you

immediately put lotion on it.
Hindi po ate!

6. You see blood — you use your bare

hands to touch the wound.
Hindi po ate!

Did you enjoy our activity? Yes, Sir Gelo!

Any idea what our topic today? (Learners will raise their
hands)
 79

Yes, Calvin? Sir Gelo, based on our

activity I think our topic is
about first aide?

Great! Our topic for today is First Aid

Procedure for Common Injuries.

D. Lesson Proper
Teacher’s Activity Students’ Activity

1) Activity

To further deepen the lesson, let us have

our group activity.

Activity title: “First Aid in Action”

Instructions:
1. You will be divided into 4 groups.

2. Each group will have a task card

3. The injury scenario on the task card will

be your task.

4. You will be given 1 minute to prepare

your First Aid demonstration.

5. Your task is to perform First Aid on the

injury in your scenario.

6. Work together as a group to plan and

perform your demonstration.

7. You will have 2 minutes to complete

your First Aid demonstration.

8. Your goal is to think critically and act

safely while performing First Aid.
 80

9. Have fun and work as a team to

demonstrate your best First Aid response!

Are you ready? Yes, sir Gelo!

Rubrics

Are my instructions clear? Yes, Sir Gelo!

Are you ready? Yes, Sir Gelo!

Thank you!

Do you have any questions? None Sir!

You can now procced to your group mates.

Group 1 Muscle Cramps

Scenario:

While doing stretches before a soccer

game, a student feels a sudden, sharp
cramp in the legs.

First Aid Steps:

1. Approach the person and reassure

them.
2. Help them stretch the affected
muscle gently. For a leg cramp, have
them extend their leg and pull their
toes upward.
3. Massage the cramped muscle to
relax it.
 81

4. Encourage them to rest and drink

water with electrolytes to prevent further
cramps

Group 2 Sprain

Scenario.

A student slips on a wet floor while

walking in the hallway. They try to regain
balance but twist their ankle, causing
immediate pain, swelling, and difficulty
walking.

First Aid Steps (P.R.I.C.E. Method):

1. Protect the injured joint from further

movement.
2. Rest and avoid putting weight on the
sprained area.
3. Ice the area for 15–20 minutes to
reduce swelling.
4. Compress the joint with an elastic
bandage for support.
[Link] the limb above heart level to
minimize swelling.

Group 3. Dislocation

Scenario: While running during PE, a

student trips over a hurdle and twists their
knee awkwardly. The knee joint appears
deformed and cannot support weight.

First Aid Steps:

1. Support the injured limb without

forcing it back into place.
 82

2. Help them keep the injured arm or leg

still to prevent further damage.
3. Use a cloth or sling to immobilize the
area gently.
4. Seek immediate medical attention as
soon as possible.

Group 4. Fracture

Scenario: A student slips while running in

the hallway and lands directly on their
outstretched arm. The arm is visibly
deformed, swollen, and extremely painful.

First Aid Steps:

1. Approach the injured person and keep

them calm.
2. Do not move the affected limb unless
necessary.
3. Apply a cold compress to reduce
swelling.
4. Immobilize the broken bone using a
splint or sling, if available.
5. Seek emergency medical help
immediately.

2) Analysis

Today, we will focus first aid procedures

for common injuries.

What is Muscle Cramp? (Learners will raise their

hands)

Yes, Brent? Sir Gelo, a muscle cramp

is a sudden, unexpected
 83

tightening of one or more

muscles. Sometimes called
a charley horse, a muscle
cramp can be very painful.
Exercising or working hard,
especially in heat, can lead
to muscle cramps.

Fantastic!

What is the first aid? (Learners will raise their

hands)

Yes, Davis? Sir Gelo, First Aid Steps:

[Link] the person

and reassure them.

[Link] them stretch the

affected muscle gently.
For a leg cramp, have
 84

them extend their leg and

pull their toes upward.

[Link] the cramped

muscle to relax it.

[Link] them to rest

and drink water with
electrolytes to prevent

further cramps.

What is Sprain? (Learners will raise their

hands)

Yes, Trina?

Sir Gelo, a sprain is an

injury to a ligament, the
 85

tissue that connects bones

at a joint. It happens when
a joint is twisted or
stretched too far.

Awesome!

How about the first aid? (Learners will raise their

hands)

Yes, Franze? Sir Gelo, First Aid Steps

(P.R.I.C.E. Method):

[Link] the injured

joint from further

movement.

[Link] and avoid putting

weight on the sprained
area.
 86

[Link] the area for 15–20

minutes to reduce

swelling.

[Link] the joint

with an elastic bandage

for support.
 87

[Link] the limb above

heart level to minimize

swelling.

What is next? (Learners will raise their

hands)

Terrific!

What is next? (Learners will raise their

hands)

Yes, Nate? Sir Gelo, a dislocation

happens when a bone slips
out of its normal position
at a joint. It often occurs

because of a strong
impact, fall, or sudden
force.
 88

Nailed it!

What is the first aid? (Learners will raise their

hands)

Yes, Rafael? ? Sir Gelo, First Aid Steps:

[Link] the injured limb

without forcing it back into

place.

[Link] them keep the

injured arm or leg still to
prevent further damage

[Link] a cloth or sling to

immobilize the area gently.
 89

[Link] immediate medical

attention as soon as
possible.

Impressive!

What is fracture? (Learners will raise their

hands)

Yes, Ryan? Sir Gelo, a fracture is a

break or crack in a bone
caused by too much force,
pressure, or impact.
 90

Outstanding!

What is the first aid? (Learners will raise their

hands)

Yes, Davis? Sir Gelo, First Aid Steps:

[Link] the injured

person and keep them
calm.

[Link] not move the

affected limb unless
necessary.
 91

[Link] a cold compress

to reduce swelling.

[Link] the broken

bone using a splint or
sling, if available.

[Link] emergency
medical help
immediately.
 92

Remarkable answer!

In short, knowing basic first aid for

common health injuries is an essential life
skill that allows us to respond quickly and
effectively during emergencies. It helps
prevent minor injuries from becoming
more serious, promotes safety and
awareness, and builds confidence in
providing immediate care.

3)Abstraction/
Generalization
Now class I think all of you understand the
topic that we discuss, I have some
question to all of you.

Why is it important to learn and apply (Learners will raise their

basic first aid in our daily lives? hands)

Yes, Paula? ? Learning and applying

basic first aid is important
because it helps us
respond quickly during
emergencies, prevent
injuries from worsening,
and even save lives before
professional medical help
 93

arrives.

Perfect!

How does having knowledge of first aid (Learners will raise their
help in preventing further injury or hands)
complications?

Yes, Danica? Having knowledge of first

aid allows us to give the
correct and immediate
care, which helps control
bleeding, reduce pain,
prevent infection, and
avoid serious
complications.

Remarkable!

What values or attitudes should we

develop when giving first aid to someone
(Learners will raise their
in need?
hands)

Yes, Brent? We should develop

compassion, presence of
mind, responsibility, and
confidence to act calmly
and effectively when
helping others in
emergency situations.

That is a brilliant answer!

Class, understanding first aid is not just

about learning medical steps—it’s about
developing awareness, care, and
readiness to help. With the right
knowledge and presence of mind, we can
save lives and create a safer environment
 94

for everyone.

3) Application

Okay class, today we will do a quick First

Aid Demonstration. I am going to choose
two volunteers to show how to provide
first aid, and we will also need one student
to act as the victim for a scenario.
Who wants to volunteer? (Learners will raise their
hand)

First, let us start with Sprain. Carl you

will be the victim who twisted your ankle
while walking in the hallway.

and you Joshua you will show us the (Demonstrators perform

proper first aid steps for a sprain and and explain while teacher
explain what you’re doing as you go. observes.)

Great! Remember, for a sprain, we

protect, rest, apply ice, compress,
and elevate the injured area. Always
make sure the victim is comfortable.

Let us give them a fireworks clap! (Students will clap)

Next, let us do Fracture. Clyde pretend (Demonstrators perform

you fell during basketball and your arm and explain while teacher
looks deformed. Andrei demonstrate how observes.)
to handle a fracture safely and explain
your steps.

Excellent! Remember, with fractures, we

immobilize the area, avoid moving the
broken bone, and seek help immediately.

Let us give them a Pakbet clap! (Students will clap)

 95

That’s it! Everyone, does anyone have a None sir, Gelo

quick question about any of the injuries?

4. Evaluation
Teacher’s Activity Students’ Activity

Instructions:

In ¼ sheet of paper, write your Read and analyze each

name, section, date today, and question/situation carefully.
number your paper from 1-5. Choose the letter of the correct
answer.

1. Which of the following best

describes a muscle cramp?

A. A gentle contraction that helps

muscles relax
B. A permanent damage to the
muscle fibers
C. A slow stretching of the muscle
caused by lack of rest
D. A sudden, painful tightening of D. A sudden, painful tightening of

one or more muscles one or more muscles

2. What happens during a

dislocation?
A. A bone cracks or breaks into two
parts
B. A bone is forced out of its
normal position due to strong
impact or fall
C. A ligament is torn from B. A bone is forced out of its
overstretching normal position due to strong
D. A muscle is overstressed and impact or fall
tightens suddenly

3. What usually causes a

 96

sprain?
A. A direct blow to the muscle
B. Lack of calcium in the body
C. Sudden stop of blood flow
D. Twisting or overstretching a
D. Twisting or overstretching a
ligament
ligament
4. Which of the following best
describes a fracture?
A. A break or crack in a bone
caused by too much force,
pressure, or impact
B. A tear in the muscle due to
overstretching
C. A swelling in the joint caused by
fluid buildup
A break or crack in a bone caused
D. A dislocation of a bone from its
by too much force, pressure, or
normal position
impact

5. What is the first thing you

should do before performing
first aid on an injured person?
A. Apply a bandage immediately
B. Call your friends for help
C. Check the surroundings for
safety C. Check the surroundings for
D. Move the injured person right safety goals

5. Assignment / Agreement
Teacher’s Activity Students’ Activity
 97

For your assignment, research

and watch videos about Road
Safety.
In your notebook, write down at
least 5 information about the
dangers of distracted driving.
[Link]
v=aT61nwd5U-s
Any questions class? None, Sir Gelo!

Goodbye and thank you, class! Goodbye and thank you Sir Gelo!
See you again next meeting.
See you again next meeting.

Prepared by: Checked by:

ANGELO VICTOR MARIA SABINE P. PILAPIL

Practice Teacher Cooperating Teacher

Approved by:

ROBERT A. VIDA
MAPEH Department Head

Appendix 4. Guide Questions

 98

Pedagogical Knowledge and Skills

[Link] Planning and Preparation - How confident am tin designing a

comprehensive lesson plan that aligns with curriculum standards?

-Can I create engaging and interactive activities that cater to different learning

styles? -Am l able to set clear, measurable leaning objectives for my students?

[Link] Strategies -What teaching strategies do l feel most comfortable using,

and why? -How do I plan to differentiate Instruction to meet the needs of diverse

learners?

-How will l incorporate technology and multimedia into my teaching?

3. Classroom Management -What strategies while use to establish and maintain a

positive classroom environment? -How will l handle disruptive behavior and conflicts

in the classroom?

-How do I plan to foster a sense of community and respect among my students?

[Link] and Evaluation -What methods will use to assess student learning

and progress?

-How will I provide feedback that is constructive and encouraging? -How will use

assessment data to inform my teaching practices? Subject Matter Knowledge

[Link] Expertise -How confident amlin my knowledge of the subject(s)I will be

teaching?

-What areas of the subject do I need to review or strengthen? -How do l stay current

with new developments in my subject area? Professional Development and

Reflection
 99

[Link] Learning -What professional development opportunities am I taking

advantage of to improve my teaching skills? -How do l plan to stay updated on

educational research and best practices?

-What are my short-term and long-term professional development goals?

[Link]-Reflection -How do i evaluate my own teaching effectiveness?

-What are my strengths and areas for improvement as a teacher? -How do l

Incorporate feedback from peers, mentors, and students Into my practice? Emotional

and Psychological Readiness

[Link] and Resilience -How confident do l feel about my ability to manage a

classroom and deliver effective instruction? -How do l handle stress and pressure

associated with teaching?

-What strategies do 1have In place for maintaining work-life balance?

9. Relationship Building -How will build positive relationships with my students?

-How do l plan to communicate and collaborate with parents and guardians?

-How will work with colleagues and administrators to support student leaming?

Ethical and Professional Responsibilities

10. Ethical Conduit -How will ensure adhere to ethical standards and practices in my

teaching? -What steps will I take to promote Inclusivity and equity In my classroom?

- How will handle sensitive issues or situations with professionalism and care?
 100

Appendix 5. Student Teacher Rating Scale

 101

Appendix 6. Daily Time Record

VICTOR, 354:33:00

DAILY TIME RECORD ANGELO hours

DATE Time IN Time Out Break Duration

Monday, September 15,

2025 7:05 AM 4:00 PM 1:00 7:55:00

Tuesday, September 16,

2025 7:30 AM 4:30 PM 1:00 8:00:00

Wednesday, September

17, 2025 6:47 AM 3:33 PM 1:00 7:46:00

Thursday, September 18,

2025 7:02 AM 3:17 PM 1:00 7:15:00

Friday, September 19,

2025 8:29 AM 3:15 PM 1:00 5:46:00

Monday, September 22,

2025

Tuesday, September 23,

2025

Wednesday, September

24, 2025 6:51 AM 3:46 PM 1:00 7:55:00

Thursday, September 25,

2025
 102

Friday, September 26,

2025

Monday, September 29,

2025 6:24 AM 3:15 PM 1:00 7:51:00

Tuesday, September 30,

2025 8:18 AM 3:09 PM 1:00 5:51:00

Wednesday, October 1,

2025 6:58 AM 3:14 PM 1:00 7:16:00

Thursday, October 2, 2025 6:50 AM 2:05 PM 1:00 6:15:00

Friday, October 3, 2025

Monday, October 6, 2025 6:29 AM 3:25 PM 1:00 7:56:00

Tuesday, October 7, 2025 6:46 AM 3:08 PM 1:00 7:22:00

Wednesday, October 8,

2025

Thursday, October 9, 2025 6:15 AM 3:15 PM 1:00 8:00:00

Friday, October 10, 2025 6:50 AM 3:23 PM 1:00 7:33:00

Monday, October 13, 2025

Tuesday, October 14, 2025 6:51 AM 3:14 PM 1:00 7:23:00

Wednesday, October 15,

2025
 103

Thursday, October 16,

2025

Friday, October 17, 2025

Monday, October 20, 2025

Tuesday, October 21, 2025 6:56 AM 4:00 PM 1:00 8:04:00

Wednesday, October 22,

2025 6:50 AM 3:25 PM 1:00 7:35:00

Thursday, October 23,

2025 6:43 AM 3:28 PM 1:00 7:45:00

Friday, October 24, 2025 6:43 AM 3:20 PM 1:00 7:37:00

Monday, October 27, 2025

Tuesday, October 28, 2025

Wednesday, October 29,

2025

Thursday, October 30,

2025

Friday, October 31, 2025

Monday, November 3,

2025 6:52 AM 3:25 PM 1:00 7:33:00

Tuesday, November 4,

2025 6:56 AM 3:00 PM 1:00 7:04:00

 104

Wednesday, November 5,

2025 7:23 AM 3:51 PM 1:00 7:28:00

Thursday, November 6,

2025 6:41 AM 4:00 PM 1:00 8:19:00

Friday, November 7, 2025 6:41 AM 3:08 PM 1:00 7:27:00

Monday, November 10,

2025

Tuesday, November 11,

2025

Wednesday, November 12,

2025 7:01 AM 4:42 PM 1:00 8:41:00

Thursday, November 13,

2025

Friday, November 14, 2025 6:52 AM 3:17 PM 1:00 7:25:00

Monday, November 17,

2025 6:43 AM 3:45 PM 1:00 8:02:00

Tuesday, November 18,

2025 6:46 AM 5:35 PM 1:00 9:49:00

Wednesday, November 19,

2025 6:44 AM 3:50 AM 1:00 -3:54:00

Thursday, November 20,

2025 7:35 AM 4:45 PM 1:00 8:10:00

 105

Friday, November 21, 2025 7:00 AM 4:06 PM 1:00 8:06:00

Monday, November 24,

2025 6:49 AM 5:05 PM 1:00 9:16:00

Tuesday, November 25,

2025 8:06 AM 4:00 PM 1:00 6:54:00

Wednesday, November 26,

2025 6:53 AM 4:13 PM 1:00 8:20:00

Thursday, November 27,

2025 7:33 AM 4:08 PM 1:00 7:35:00

Friday, November 28, 2025 6:57 AM 4:08 PM 1:00 8:11:00

Monday, December 1,

2025 6:43 AM 4:13 PM 1:00 8:30:00

Tuesday, December 2,

2025 6:58 AM 5:47 PM 1:00 9:49:00

Wednesday, December 3,

2025 7:00 AM 6:12 PM 1:00 10:12:00

Thursday, December 4,

2025 6:52 AM 4:56 PM 1:00 9:04:00

Friday, December 5, 2025 6:48 AM 4:30 PM 1:00 8:42:00

Monday, December 8,

2025

Tuesday, December 9, 6:07 AM 5:45 PM 1:00 10:38:00

 106

2025

Wednesday, December 10,

2025 7:49 AM 3:42 PM 1:00 6:53:00

Thursday, December 11,

2025

Friday, December 12, 2025 7:22 AM 3:23 PM 1:00 7:01:00

Monday, December 15,

2025 7:00 AM 4:00 PM 1:00 8:00:00

Tuesday, December 16,

2025 7:14 AM 3:12 PM 1:00 6:58:00

Wednesday, December 17,

2025 7:45 AM 12:00 PM 1:00 3:15:00

Appendix 7. Clearance from the Cooperating Teacher

 107

Appendix 8. Certificate From the English Critic

108
 109

Appendix 9. Form 138

 110

Appendix 10. Form 137

 111

Appendix 11. School Register

 112

Appendix 12. The Pre-Service Teacher

Mr. ANGELO VICTOR

 113

Appendix 13. The Cooperating School

TAGAYTAY CITY NATIONAL HIGH SCHOOL - ISHS

 114

Appendix 14. The Cooperating Teacher

The Cooperating Teacher, Mrs. Maria Sabine P. Pilapil

 115

Appendix 15. The Students/Pupils

 116

Grade 7 Mataimtim and May Karangalan

 117

Grade 7 Makatotohanan and Grade 7 Matapat

 118

Appendix 16. The Observation Phase

The first day of Observation

 119

Appendix 17. The Actual Teaching Phase

Outdoor Class for PE and Health

 120

Appendix 18. The Final Demonstration Teaching

Final Demonstration
 121

Appendix 19. The Instructional Materials

First Aid kit where I used during my final demo

 122

Republic of the Philippines

CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite
(046) 862 – 1654
[Link]

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

ROUTING SLIP

Name of Student: Angelo Victor

Type of Study:

Thesis _ Narrative _ EDP _ Design Project _ Case Study _ Teaching Portfolio _

Title of the Study: STUDENT TEACHING EXPERIENCE AT TAGAYTAY CITY

NATIONAL HIGH SCHOOL – INTEGRATED SENIOR HIGH SCHOOL, TAGAYTAY
CITY, CAVITE
Date Received Date Release Remarks

Thesis Adviser

Department/Research
Coordinator

Department Chair

English Critic

College Coordinator

Director for Research

Dean
123