A Narrative Report of Experiences

in Practice Teaching Off-Campus

in
Philippine Normal University, Manila
INSTITUTE OF TEACHING AND LEARNING

Submitted to:

Prof. Emily Jane Namit-Mahipus

Supervisor in Practice Teaching

In partial fulfillment of the requirements in

Practice Teaching Off-Campus
EDUCATION 109

Submitted by:

Xavier C.Vergara
Student Teacher

Santa Isabel College,

Conservatory of Music
March 11, 2016
Table of Contents
1

I.

PRELIMINARIES
A. Titlei
B. Approval Sheetii
C. Certificationiii
D. Acknowledgementiv
E. Dedicationv

II.

DESCRIPTION OF COOPERATING SCHOOL

A. Brief Historical Background(10)
B. Goals and Objectives(13)
C. Regulations and Policies of Cooperating School(14)
D. School Hymn(15)
E. School Calendar(16)
F. Map of the School(21)

III.

NARRATIVE SUMMARY OF EXPERIENCES

A. Introduction
1. Description of the Course(23)
2. Objectives of the Course(24)
3. Definition of Terms(25)
B.

1. Activities of Student Teachers

1. Working with the Cooperating Teacher(26)
2. Working with the School Personnel(27)

B.

2. Working with Students

1.
Orientation and Observations(28)
2.
Full- time Participation(29)
3.
Summary(30)

C. Evaluation of Experiences
1. Skills, knowledge and insights(31)
2. Evaluation teaching demonstration
a. Strengths
b. Weakness
3.Problems Encountered
D. Professional Preparation(32)

Appendix A. (33)
a. Local Demonstration Plan (34)
b. Evaluation(41)
c. pictures(46)
Appendix B(47)
a. Final Demonstration(38)
b. Evaluation(45)
c.Pictures(46)
Appendix C(47)
a. Different School Forms(48)
Appendix D(63)
a. Certificates(64)
Appendix E(65)
a.Different pictures
References

I.Preliminaries

Republic of the Philippines

Santa Isabel College
Conservatory of Music
4

210 Taft Avenue, Manila

APPROVAL SHEET
This is the narrative report of Experiences in ED 109,
Student Teaching (Off-Campus) prepared and submitted by Xavier

Vergara, in partial fulfillment of the requirements is hereby

approved.

Prof. Jane Namit- Mahipus

Supervisor in Practice Teaching

Sr. Glenda Java D.C.

Program Chair of Santa Isabel College,
Conservatory of Music

Republic of the Philippines

Department of Education
Division of City Schools
Philippine Normal University, Manila
INSTITUTE FOR TEACHING AND LEARNING
5

C E R T I F I C A T I O N
To Whom It May Concern:
This is to certify that all professional
experiences contained in this report were undertaken by

Xavier C.Vergara, a Bachelor of Music in Music Education

student of Santa Isabel College, Conservatory of Music under our
guidance and supervision, from December 10, 2015- March 04, 2016.

Prof. Pacita M.Narzo

Cooperating Teacher
Dr. Salve Favila
Director, PNU-ITL

Acknowledgement
I would like to express my gratitude to all those who helped me
to complete this Off-Campus Practice teaching.

My deepest

gratitude to my professor in my Off-campus teaching, Mrs. Jane

Namit-Mahipus, her contribution

stimulating suggestions and

encouragement, gave some good advice in our teaching.

In addition, I would also like to acknowledge our Cooperating

Teacher, Ms Pacita Manlangit Narzo to be with us in full
semester.

And also Dr. Salve Favila for allowing us to practice teach in

Philippine Normal University of Manila.

We would like to express our gratitude for the support and

willingness to spend some time with us.

Dedication
I dedicate all this experience to Almighty God who made all this
possible. Without him this experience will not be possible. I
also dedicate this experience to my parents who supported me to
finish my off campus teaching.

II. DESCRIPTION OF
COOPERATING SCHOOOL

A. BRIEF HISTORICAL BACKGROUND

The Philippine Normal University (PNU) was originally established
as the Philippine Normal School (PNS) by virtue Act No. 74 of
9

the Philippine Commission. Enacted on 21 January 1901, Act No. 74

mandated for the establishment of a normal and trade school. The
Philippine Normal School formally opened on 1 September 1901, as
an institution for the training of teachers. For more than two
decades, PNS offered a two-year general secondary education
program. It was only in 1928 when it became a junior college
offering a two-year program to graduates of secondary schools.
When PNS was converted into the Philippine Normal College (PNC)
in 1949 through Republic Act No. 416, also known as the PNC
Charter, the four-year Bachelor of Science in Elementary
Education (BSEE) program was introduced. Subsequently, other
undergraduate programs ensued, such as the Bachelor of Science in
Education (BSE) with specialization in Elementary Education; a
BSEE major in Home Economics; and a three-year Combined Home
Economics diploma. In 1953, the Graduate School was established.
Equipped with a legal mandate, PNC included the Master of Arts
(MA) in Education curriculum in the academic program. However,
the organization of a full-fledged Graduate School came five
years later.
It was only in 1970 when the Bachelor of Science in Education
curriculum, offering major and minor subjects, was introduced.
The passage of Republic Act No. 6515 on July 1972, which amended
Republic Act No. 416, paved the way for the offering and
conferment of the Doctor of Education (Ed. D) and the Doctor of
10

Philosophy (Ph. D) degrees and the provision of other academic

programs relevant to the in-service training of teachers, school
supervisors, administrators, researchers, and other educational
specialists and personnel. Curriculum development, revision,
adaptation played an important role in ensuring high scholastic
standards for the institution.
As it gained its foothold in teacher education, PNC established
branches in Agusan del Sur, Isabela, and Negros Occidental by
virtue of Republic Act No. 4242 of 1965.Aside from the creation
of campuses, the college expanded its services, most significant
of which was its designation as the Curriculum Development Center
for Communication Arts (English and Filipino) under the Language
Study Center-Educational Development Projects Implementing Task
Force (LSC-EDPITAF) Project and afterward as Center of Excellence
(CENTREX) in English, Filipino and Values Education. Its major
functions included the development of English and Filipino
textbooks and teacher manuals for use in public elementary and
secondary schools nationwide, and the conduct of national level
trainers-training programs for the Bureau of Secondary Education,
Department of Education, Culture and Sports, and the Fund for
Assistance to Private Education.

11

Source:
https://en.wikipedia.org/wiki/Philippine_Normal_University

12

B. GOALS AND OBJECTIVES

Goals
1. INSTRUCTION: Quality and Value-Orientedness
o

Provide quality on-campus immersion for prospective teachers

through meaningful and value-oriented curriculum.

Provide quality basic education aimed at holistic

development of children and youth.

2. RESEARCH: Knowledge Generation

o

Initiate relevant researches on teacher education, child

study and other related areas.

Serve as venue for experiments, try-outs, and other studies

conducted by other individuals and groups.

3. EXTENSION: Responsiveness, Relevance and Access

o

Extend assistance to existing community projects.

Initiate community-based activities and programs

4. PRODUCTION: Innovation
o

Enhance and harness the creative abilities of faculty and

student teachers in the development of teaching-learning
materials.

Develop innovative teaching strategies for more effective

instruction

13

C. REGULATIONS AND POLICIES OF COOPERATING SCHOOL

Vision
PNU shall become an internationally recognized and nationally
responsive teacher education university. As the established
producer of knowledge workers in the field of education, it shall
be the primary source of high-quality teachers and education
managers that can directly inspire and shape the quality of
Filipino students and graduates in the country and the world.

Mission
PNU is dedicated to nurturing innovative teachers and education
leaders.

C. SCHOOL HYMN
14

PNU HYMN
I. V. Mallari / T. Buenaventura

Hail, Alma Mater! Hail!

Mother of Leaders of Men
Bringer of Light, Teacher of Right
Guardian of Human Ken
Our country o'er forevermore!
Mayest thou in glory reign
Hail, Alma Mater! Hail
O Alma Mater Ko!
Sa mga Guro'y Ina
Dala'y Ilaw, Sadyang Tanglaw
Lagi kang Patnubay
ng Bayan ko Kailanman
Luwalhati'y sumaiyo
O Alma Mater Ko!

D. SCHOOL CALENDAR

15

16

17

18

19

20

E. MAP OF THE SCHOOL

21

III.NARRATIVE SUMMARY OF
EXPERIENCES

22

A. INTRODUCTION
1. Description of the Course
Practice Teaching Off Campus is a pre-service
course that deals with the application and practice of all
philosophies, principles and strategies learned from both
Elementary and High School Music Methods. This pre- service
training will be accomplished and carried out in a
laboratory school with the supervision and guidance of the
college professor, cooperating principal and cooperating
teacher and who continuously provide creative opportunities
and develop their potentials towards a career in music.

23

2. Objectives of the Course

1. Prepare and mold future music educators with comprehensive and
effective training in the real world of classroom teaching.
2. Promote music education for the enrichment of life,
significant forces, conditions ad factor that influence music
education.
3. Manifest philosophies and principles in music education to
establish opportunity for a meaning and relevant music making and
appreciation
4. Assess/ appraise and critique teaching accomplishments/
achievements and learning episodes in the practice field.

3. Definition of terms
24

 Appraise- to asses
Comprehensive- Understandable.
Manifest- to obtain
Amended- to change or improve.
Relevant- important
Adaptation- to get used to.

25

B.

1. ACTIVITIES OF STUDENT TEACHER

1. Working with the Cooperating Teacher
Working with my cooperating teacher is quite hard
and challenging. There are many unexpected task that
we did under her supervision such as making the
quarterly exams of the students, doing some errands
and etc. Our cooperating teacher in the Off-campus
teaching is very strict and at the same time shes
volatile at times. In result, we are required to do
extra effort and deal with the challenges that are
waiting for us as a teacher. Truly, the experience
that we had with our cooperating teacher helped us
to have a glance of the true duties of a full
pledged teacher in terms of teaching, managing a
class and etc.

26

2. Working with the School Personnel

We didnt have direct involvement with the school
personnel except for our cooperating teacher, but every time
we encounter the other school personnel, they always treat
as very well as if we are a part of that institution. They
were very accommodating whenever we need their assistance.
They are very welcoming and approachable to all of the
people who need their aid as long as they can help. It was
very healthy being with them as a companion in that
institute.

B.

2. WORKING WITH STUDENTS

27

1. Orientation and Observations

Teaching and observing the students was very
educational and at the same time its very enjoyable
experience. We Obtained knowledge regarding on how do we
teach the different kinds of students considering that they
are different individuals. We are able to learn how to deal
with the students in different scenarios that we can
encounter in classroom teaching. It was a great experience
in part of us as student teachers.

2. Full- time Participation

28

At times, participating in this subject is hard to manage

because of other subjects and other priorities as student.
At times, there are conflicts with other subject whenever we
do some task for our practice teaching. Its very difficult
to manage our time as a Student teacher and as a Music
student. Participating in this subject deals with long
patience, perseverance, hard work and dedication on what we
are doing as Student Teachers. As Student teachers, we are
required to deal with different scenarios that come in our
way in participating to this subject. Our duties as Student
teachers was truly challenging for us to fulfill and
considering that we have our responsibilities in this
subject, we vigorously took it and accepted it because this
things are always encountered in the world of teaching.

3. Summary

29

In conclusion, our experience in off-campus teaching was

very educational and purposeful. It helped us to gain
knowledge and experience for us to be ready in the real
world of teaching.
Participating in this subject deals with long patience,
perseverance, hard work and dedication on what we are doing
as Student Teachers. As Student teachers, we are required
to deal with different scenarios that come in our way in
participating to this subject. Our duties as Student
teachers was truly challenging for us to fulfill and
considering that we have our responsibilities in this
subject, we vigorously took it and accepted it because this
things are always encountered in the world of teaching.

30

C. EVALUATION OF EXPERIENCES
1.Skills, Knowledge and Insights Gained
In this experience of mine in off-campus teaching, I have
gained skills and knowledge regarding teaching different kinds of
students. It really helped me to improve my performance in
teaching and managing the class. It requires perseverance, hard
work , and patience to gain this skills and knowledge. It takes
time for this to be possible and for it to materialize to know
the concept of a true teacher.

2.Evaluation Of Teaching Demonstrations

a. Strengths

Clear content of the lesson proper.

Clear Visual Aids.

Good modulation of voice.

b. Weakness

Poor evaluation structure.

Poor classroom management.

3.Problems Encountered
My lesson plan is frequently changed by my cooperating teacher
which made me confused whenever I make my visual aids.

31

D. PROFESSIONAL PREPARATION
As professional preparation in the field of teaching, I
always see to it that Im prepared in every teaching demo that I
do. I always prepare my lesson plan, Visual Aids, Materials and
listening materials a week before I execute my teaching demo in
the class proper. I always practice the things that Ill do in
the class so I can prevent myself of being randomly spontaneous.
I also attend some seminars and talks about teaching such as the
seminars in PSME and etc. As Student teachers, we are required
to deal with different scenarios that come in our way in
participating to this subject. Our duties as Student teachers
was truly challenging for us to fulfill and considering that we
have our responsibilities in this subject, we vigorously took it
and accepted it because this things are always encountered in
the world of teaching.

32

Appendix A

33

Local Demo Lesson Plan

Lesson Plan
Grade 9
Xavier Vergara
BMME-IV
I.Objectives
At the end of the lesson, the grade 9 students should be able to:
1. Identify the different instrumental and vocal forms in Romantic period.
2. Discuss the characteristics of the vocal and instrumental forms.
3. Listen to the sample of music of instrumental and vocal forms in Romantic
period keenly.
II.Subject Matter
Major Concept: Romantic period
Sub-Concept: Vocal and Instrumental forms.
Materials
Power Point, Video Clips
Music materials:
Nocturne op.4, no.2- Johann kaspar Mertz
Triumphant March- Guiseppe Verdi
Pomp and circumstance- Edward Elgar
1812 overture - Piotr Ilich Tchaikovsky
Fantasie Impromtu op.66 in c sharp minor
Revolutionary Etude in c sharp minor op.10, no.12 Fredric Chopin
Liebestraum no.3- Franz Liszt
Nocturne in E flat Major op.9 no.2- Frederic Chopin
Etude no.10 no.4 in C sharp Minor- Frederic Chopin
Mass in G major , D.167- I.Kyrie Franz-Schubert
Die Moldau Bedrich Smetana
34

Wedding march- Felix Mendelssohn

Etude in E Major, op.10 no.3- Frederic Chopin
Ave Maria Franz Shubert
Blue danube Johann Brahms
Ballade- Johann Burgmuller

Source:
Active MAPEH text book grade 9
(77-85)
Romantic Period (Module) prepared by Prof. Edgardo De Dios
III. Procedure
A. Motivation
Playing of guitar
(Nocturne op.4, no.2- Johann Kaspar Mertz)

B. Lesson proper
i. Discuss the Vocal forms:
a. Long Form
-Mass
b.Short Form
-Operetta
-Lied(Lieder)
ii. Discuss the instrumental forms
a.Long Form
-Concerto
b.Short Form
-Concert Overture
35

-Incedental Music
-Program Music

Symphonic Poem
Program Symphony

b.Instrumental Solo music

-Nocturne
-Etude
-Ballad
-Impromptu
iii. Analyze instrumental forms.
C. Generalization
D. Evaluation
I-IV. Which of the the ff. does not belong?
IV.

Name the title of the piece and its composers. (6 pts.)

36

EVALUATION SHEET

37

Pictures

38

39

Appendix B

Final Demo Lesson Plan

40

41

42

Evaluation SHEET

43

Pictures

44

45

Appendix C

a.Different School Forms

46

Appendix D

a. Certificates

47

48

Appendix E

a.Other pictures

49

50