STUDENT TEACHING EXPERIENCES
IN
BANKAL NATIONAL HIGH SCHOOL
BANKAL LAPU- LAPU CITY
A Narrative Report
Presented to the
COLLEGE OF TEACHERS EDUCATION
University of Cebu Lapu-Lapu and Mandaue
A.C Cortes Ave., Looc, Mandaue City
In Partial Fulfillment
Of the Requirements in PT422
Student Teaching
JOAN L. ABATAYO
Student Teacher
Second Semester
2023 – 2024
APPROVAL SHEET
The COLLEGE OF TEACHER EDUCATION,
Bachelor of Secondary Education Department of the
UNIVERSITY OF CEBU LAPU-LAPU AND MANDAUE, accepts the narrative
report entitled:
NARRATIVE REPORT ON STUDENT TEACHING EXPERIENCE AT
BANKAL NATIONAL HIGH SCHOOL,
BANKAL LAPU-LAPU CITY
Submitted by JOAN L. ABATAYO in partial fulfillment of the requirements
for the degree Bachelor of Secondary Education in MATHEMATICS
PRETZEL ANN RED -
JACOBSEN
SIPP Coordinator (BSED)
ELNA B. SABORNID
Chairperson, College of Teacher Education
Rating:
Date:
ACKNOWLEDGEMENT
I would like to express my heartfelt gratitude to all those who have supported and
guided me throughout my practice teaching journey at Bankal National High School.
First and foremost, I thank the Almighty God for providing me with the strength,
wisdom, and perseverance to complete this significant phase of my teaching career. His
guidance and blessings have been my constant source of inspiration.
I am also immensely thankful for the presence and support of our Dean, Ms. Elna B.
Sabornido. Her guidance and encouragement have been instrumental in ensuring our
success throughout this internship.
My sincere gratitude goes to Mrs. Rowena G. Sagarino, our dearly beloved Principal,
for her warm welcome and support. She played a crucial role in helping us succeed in
our endeavors as future teachers who will give hope and transform lives.
My heartfelt thanks go to my mentors, Mr. Dario I. Amodia and Mrs. Hilda Casama.
Mr. Amodia, thank you for sharing your vast knowledge and experience in
mathematics, and for your patience and guidance during my initial weeks. Mrs.
Casama, your kindness, encouragement, and willingness to entrust me with your classes
have greatly enhanced my teaching skills. Both of you have significantly contributed to
my professional growth, and I am profoundly grateful for your mentorship.
To the students of Bankal National High School, thank you for allowing me to teach
and learn from you. Your enthusiasm, curiosity, and diverse personalities have enriched
my teaching experience.
I would also like to extend my gratitude to my fellow student interns for their
camaraderie and mutual support. Your companionship made this journey more
enjoyable and less daunting.
Lastly, I express my deepest gratitude to my family and friends for their unwavering
support, encouragement, and prayers throughout this journey. Your love and belief in
me have been my pillars of strength.
DEDICATION
"For the Lord gives wisdom; from His mouth come knowledge and
understanding." - Proverbs 2:6
This quote references Proverbs 2:6, highlighting that God is the source of
knowledge and understanding. It emphasizes the teacher's role in guiding students
towards both intellectual and spiritual growth.
This report is dedicated to the divine wisdom and understanding that have guided me
throughout my teaching journey. To my students, may you seek and receive wisdom
from the Lord in all your endeavors. And to all educators, may you continue to be
instruments of His knowledge and understanding, inspiring and transforming the lives
of your students.
PREFACE
The journey of becoming an educator is a path filled with challenges, growth, and
profound learning experiences. This narrative report encapsulates my practice teaching
journey, which has been a transformative phase in my life, shaping me into the teacher I
aspire to be. Guided by the wisdom of William Arthur Ward, who said, "The mediocre
teacher tells. The good teacher explains. The superior teacher demonstrates. The great
teacher inspires," I embarked on this journey with the aim of inspiring my future
students.
My teaching internship at Bankal National High School began on February 26, 2024,
and concluded on May 14, 2024. This period was a crucible of learning and self-
discovery, marked by the mentorship of experienced teachers and the dynamic
interactions with diverse groups of students. Under the guidance of Mr. Dario I.
Amodia, a master teacher in mathematics, and Mrs. Hilda Casama, a Mathematics
Teacher III, I navigated the complexities of classroom management, lesson planning,
and student engagement.
The experiences I gathered during this internship were invaluable. Mr. Amodia’s
structured approach and Mrs. Casama’s nurturing demeanor provided me with a
balanced perspective on teaching. I learned the importance of adaptability, patience,
and the ability to inspire students, not just academically but also personally. This
narrative aims to document the significant milestones of my practice teaching,
reflecting on the lessons learned and the growth achieved.
As I reflect on my time at Bankal National High School, I am reminded of the profound
impact a teacher can have on students' lives. My goal is to embody the vision of UC—
to give hope and transform lives—by becoming a source of inspiration for my students.
Through this report, I hope to convey the essence of my journey and the enduring
lessons that will guide me in my future endeavors as an educator.
TABLE OF CONTENTS
PAGE
Title Page
Approval Sheet…………………………………………………………………………...i
Certificate of Completion………………………………………………………….... ii-iii
Acknowledgment……………………………………………………………………. iv
Dedication……………………………………………………………………….…… v
Preface ………………………………………………………………………………. vi
CHAPTER I (The Preliminaries)
Introduction………………………………………………………………1
Intern’s Creed………………….…………………………………………2
The Teacher………………………………………………………………3-5
School Sketch Plan of the Cooperating School…………………………16
Relationship with the Cooperating School………………………………17
Brief History of the Cooperating School………………………………...18
Philosophy/Vision/Mission/Goals of the Cooperating School …………..8
School Calendar of Activities of the Cooperating School……………….20-
21
School Organizational Chart of the Cooperating School ….………… …22
CHAPTER II Reflection Journals: Non-Classroom Observable
Objectives
Objective 6………….…………………………………………….23-31
Objective 7………….…………………………………………….23-31
Objective 8………….………………………………………………23-31
Objective 9………….………………………………………………23-31
CHAPTER III (Appendices)
Sample Seat Plan………………………………………….…………...32
Sample Classroom Routine………………………………..………. 33-35
Sample Info-graphics / Bulletin Board………………..……..…… 33-35
Sample Instruction Materials…………..…………………………..36-37
Sample Classroom Assessment Tool / Instrument…… ………….38-40
Sample Lesson Plan….…………………………..…………………41-45
Demonstration Teaching Evaluation and Comments of the Mentors.…
46-51
Student Intern’s Self-Evaluation ………………………………………52
Student Intern’s Peer-Evaluation………………………………………52
Performance Checklist for Student Teaching….………………………52
Documentary Pictures ……………………………………….52
Sample of the School Forms used in School…………………….53-100
Summary of my Mentor’s Name……………………………….. 101
Student Teacher’s Monitoring Feedback Form………………….102-107
Daily Time Record………………………………………………108-112
Curriculum Vitae……………………………………………………..113
Bibliography………………………………………………………….114
CHAPTER 1
(The Preliminaries)
INTRODUCTION
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires." - William Arthur Ward.
I believe that "Teachers are Heroes." My practice teaching experience brought me many
memories and challenges, allowing me to experience what it means to be a real teacher.
Practice teaching taught me numerous lessons that helped me improve not only as a teacher
but also in managing students with diverse characteristics. From my experiences, I can say
that being a teacher is not an easy mission but a vocation.
On February 26, 2024, we were deployed to our formal schools, and I was assigned to
Bankal National High School. On the first day of our duty, all of us student interns arrived
early. We were accommodated by Mr. Orlando Paglinawan, the English Coordinator and
the principal’s representative at the school. He introduced us to our designated mentors. My
first mentor was Mr. Dario I. Amodia, a master teacher in mathematics. He handled four
sections of grade 9 students without an advisory. I spent almost three weeks with him and
gained many valuable lessons.
March 15, 2024, marked my fourth week of practice teaching. I met my second mentor,
Mrs. Hilda Casama, a Mathematics Teacher III. She was the adviser for grade 10 section L
and handled four sections of grade 8 students. She is a kind and considerate teacher. I
admired her for being both a good teacher and a caring mother. I had ample teaching
practice with her, as she allowed me to handle all four sections of grade 8, where I primarily
led lessons and discussions.
May 14, 2024, was the last day of our internship. We completed the 360 hours of duties at
Bankal National High School. Reflecting on William Arthur Ward's saying, I ponder what
kind of teacher I will become in the future. I aspire to inspire my students, as inspiration
will give them hope to continue pursuing their dreams. This aspiration aligns with the vision
of UC to give hope and transform lives.
1
INTERN’S CREED
I believe in the nobility and dignity of the teaching profession
I felt and it is an honor and privilege
to be considered as a future member.
I believe that as a future member, it is my duty to prepare myself
for worthy membership physically, morally,
spiritually, socially and emotionally.
I believe that a teacher’s hope to become well-depend on the person that I am,
Therefore, I must strive each day to improve as a person.
I believe that a teacher’s influence upon others will be great.
Therefore, I must continually assess my values and take care that I do what is
best for the society which I serve.
I believe that teaching is done eagerly by example.
I must endeavor at all times to
develop the right habit of thinking, speaking and doing.
I believe too, that whatever I desire to do and to become
with divine assistance,
earnest and honest effort, I can become.
2
THE TEACHER
The teacher is a builder
He builds not arches beautiful
Nor places great of gold,
But humans’ temples wonderful.
The teacher is a dreamer.
He dreams of children bright and gay
The future pillars and slain stay
Of our country and democracy
The teacher is a thinker
He thinks deeply not of himself
Nor of power prestige, or self
But the little one’s her pledged to help.
The teacher is a writer,
The writes in his thick lesson plans
things and thoughts of his command
To be learned by his little band
3
The teacher is a worker,
He works from morn till set of the day
In schools, at home that is why and way
He makes himself happy and gay
The teacher is a leader
In barrio building and social training
In usual meeting or purok planning
He is leading, the people following
The teacher is a server
He serves like the divine great master
People noble or commoner
In his congenial humble manner
The teacher is a pioneer,
His pioneers along with compassion
And opens the mind of the new horizon
To new visions, to new regions
The teacher is a soldier,
He flights not with sword long and keen
And misty shield so bright and clean
4
But with wisdom and mighty pen
So honor high to thee
So honor high to the teacher
Whether in peace or in danger
His life and work let us remember thee.
5
School Sketch Plan of the Cooperating School
6
RELATIONSHIP WITH THE COOPERATING SCHOOL
Bankal National High School is not my alma mater; I felt like a stranger who was warmly
embraced by the community there. I deeply appreciated the teachers and faculty who
welcomed us during our internship. Though we were new to this place, we felt like native
citizens. This school is unique to me, as it was here that I encountered many Muslim
students who were very friendly.
I can say that Bankal National High School and the University of Cebu Lapu-Lapu and
Mandaue are like families, as we felt the profound hospitality and welcome extended to us.
They never refused the Institute's request to help us practice our teaching in their school.
I am grateful to belong to Bankal National High School, which helped mold my teaching
profession and provided me with an unforgettable experience, especially in encountering
various personalities and learning how to show respect and inspire through good deeds.
Moreover, I am thankful to Mrs. Rowena G. Sagarino, our dearly beloved principal, for the
warm welcome and support, which helped us succeed in our endeavors as future teachers
who will give hope and transform lives.
7
BRIEF HISTORY OF THE COOPERATING SCHOOL
Mrs. Genoveva P. Mangubat who was then In-Charge of Buaya Elementary School
was transferred then to Bankal Elementary School to take the place of Miss Sanchez. Many
problems were encountered. The students cannot regularly pay their tuition fees,
unavailability of textbooks, the classrooms were not conducive to learning and many others.
In 1972-1973, the second year was opened. In 1973-1974, the third year was
opened. The next school year 1974-1975, a fourth year was difficult, the students could not
wait for an additional teacher to handle the class.
In 1977-1978, a group of boys and girls were delivered to wait until the fourth-year
teacher was assigned. Those young boys and girls were the first graduates of Bankal
Barangay High School. This marked the turning point of the values and life-style of the
people most especially with the opening of the MEPZ in 1978. Many of the graduates year
after year were employed and thus help their parents financially.
From that year up to 1984 the Bankal Barangay High School was administered by
the patient, hopeful, hardworking and perseverant, Mrs. Genoveva P. Mangubat. Families
living in the far-flung barrios of the municipality of Opon, Lapu-Lapu City cannot afford to
send their children to Saint Alphonsus Catholic School (S.A.C.S.), the only private
secondary school run by Catholic priests. However, transportation was very scarce at that
time.
People commute by hiking and sometimes by tartanillas. Most of the people were
engaged in farming and fishing. They tilled lands which were very unproductive that only
sweet potatoes and cassava grew. Only children of parents whose father were working in
companies and factories in Cebu City and nearby towns could afford to send their children
to school.
8
When Republic Act 6054 was passed, many barrios headed by the Barrio Captain
took immediate action to open in their barrios. Bankal Barrio Captain, Mr. Susano Epe and
ex Barrio Captain Mr. Pablo Cuizon (many thanks to them) immediately applied to open
using the Multi-Purpose Building.
In June 1971, the barrio high school was opened with forty (40) First Year students.
The first teacher was Mrs. Juanita Aying. It was administered by Miss Restituta Z. Sanchez,
the principal of the Bankal Elementary School of that time. When Miss Sanchez was
promoted as Supervisor in Filipino, she was transferred to the Division Office-Lapu-Lapu
City.
9
BANKAL NATIONAL HIGH SCHOOL
PHILOSOPHY OF EDUCATION
The ideal Filipino learners is one who is empowered for lifelong learning and actively
contribute to the growth and the development of the global community.
VISION
The Bankal National High School Special Education school provides valuable training and
educational programs for students with a variety of significant disabilities to help develop
their potentials and achieve their goals.
MISSION
To provide quality training and relevant services for students with special needs and help
them to develop their self-worth by training them to function as independently as they are.
Through education, the lives of the students and their families will be transformed. We give
an amicable, gender-sensitive. equitable. secure, sound and motivating environment with
inclusive education for an effective learning opportunity just for students with special
education needs.
OBJECTIVES
Our primary goal is to integrate them into general education classes. We provide
supplementary aids and services in an effort to foster success for students with special
education needs. Integration should be considered first when it is the best interest of the
student and also in accordance with parental wishes. We would ensure that teachers and
staffs nurture every learner and help them with their academic growth, social and emotional
growth and also communication development.
10
SCHOOL CALENDAR OF ACTIVITIES
11
12
BANKAL NATIONAL HIGH SCHOOL
13
ORGANIZATION CHART
CHAPTER II
14
(Reflection Journal)
15
16
17
CHAPTER III ( Appendices)
SEAT PLAN OF THE GRADE 8 CLASS
18
SAMPLE CLASSROOM ROUTINES
19
20
21
SAMPLE INSTRUCTIONAL MATERIALS
22
23
24
25
26
27
28
29
30
31
SAMPLE ASSESSMENT PRACTICE
“GRADE 9 ASSESSMENT”
32
Date:
April
Learning Area:
DLP Section: 8-P, 8-S, 8-R, 8-F Quarter: 4 11-
MATHEMATICS
NO.: 12,
2024
Learning
Code:
Competency/ies Applies Theorems on Triangle Inequalities
M8GEIVb-1
;
The learner demonstrates an understanding of key
Key Concepts/Understanding
concepts of inequalities in a triangle, and parallel and
to be Developed
perpendicular lines.
Adaptive Cognitive Process
Dimension (D.O. No. 8, s.
Domain (1) Objectives
2015)
Categories:
Knowled
classify different theorems of triangle inequality in a situation.
ge
Skills solve these problems accurately using a variety of strategies.
Attitude Develop critical thinking in solving triangle inequalities
Values Demonstrate collaboration during activity and promote respect for each other.
(2) Content Applying the various contexts of triangle inequalities
(3) Learning Math 8 Modules, Acute TV, and WOW Math Video Lessons
Resources
(4) Procedures
4.1 I. Prayer
Introductory II. Checking of Attendance
Activity III. Classroom Rules
1. Raise your hand if you want to answer, questions and clarifications
related to the topic
2. Keep silent if the teacher or your classmate is talking
3. No swearing and uttering bad words
4. Show respect
IV. Recap
33
II. Motivation
Prepared by: JOAN L. ABATAYO
Student Teacher
DEMONSTRATION TEACHING EVALUATING AND COMMENTS OF MENTOR
34
35
36
37
38
39
40
41
STUDENT INTERN’S SELF-EVALUATION
42
STUDENT INTERN’S PEER-EVALUATION
43
44
45
PERFORMANCE CHECKLIST FOR STUDENT TEACHING
46
47
48
DOCUMENTARY PICTURES
49
50
51
52
SAMPLE OF SCHOOL FORMS USED IN SCHOOLS
53
54
55
56
57
58
59
60
61
SUMMARY OF MY MENTORS NAME
STUDENT TEACHERS’ MONITORING FEEDBACK FORM
62
63
64
65
66
DAILY TIME RECORD
67
68
69
CURRICULUM VITAE
70
BIBLIOGRAPHY
In this section, I acknowledge the sources and references that have contributed to my
understanding and development during my practice teaching experience at Bankal National
High School.
71
Primary Sources:
Mr. Dario I. Amodia - Master Teacher in Mathematics, Bankal National High School
Provided mentorship and guidance in mathematics teaching methods and classroom
management.
Mrs. Hilda Casama - Mathematics Teacher III, Bankal National High School
Offered practical teaching opportunities and insights into effective teaching strategies.
Mr. Orlando Paglinawan - English Coordinator, Bankal National High School
Assisted with orientation and integration into the school community.
Mrs. Rowena G. Sagarino - Principal, Bankal National High School
Supported the internship program and facilitated a welcoming environment.
Secondary Sources:
Educational Workshops and Seminars
Participated in professional development sessions that provided additional teaching
strategies and classroom management techniques.
University of Cebu Lapu-Lapu and Mandaue
Provided the academic framework and support for the internship program, fostering a
collaborative relationship with Bankal National High School.
72
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