Chapter 1 To 5

University of Perpetual Help System Laguna – JONELTA
Basic Education Department – Senior High School Level

A.Y. 2018 - 2019
1
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
Student teaching internship programs had become extremely popular within the past few
years. Most universities had programs to help recent graduates get a head start in their teaching
careers. An internship program helps prepare aspiring teachers for their future in education.
There are challenging four years of college education to get through to pursue a career.
Four corners of school that teach a lot of lesson, where a student teacher learn to practice their
future profession, a student teacher learn to have relationship to the student. A student teacher is
not all about teaching, it is a commitment to something on work and having passion to achieve
goals in life (Alcantara, 2008).
There are numerous benefits in joining a student teaching internship. Two of the most
important are the classroom teaching experience and a chance to work under experienced
teachers who act as your mentors. In addition, you will have opportunities to see how a school
operates, attend teacher meetings, and serve as part of an educational team (Davies, 2016).
Living in a modern society demand high quality teaching. Every student teacher must
undergo internship. Internship is more often taken by college and university student during his
undergraduate or master degree in their free time to supplement their formal education and
expose them to the world of work (Holdaway, 2005).
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Teaching can be a demanding profession. There are times when students can seem
uninterested in learning and disruptive to the classroom environment. Only personal experience
is the best way to show how to manage a difficult student which is being a practice teacher
(Kelly, 2017).
According to the Purdue University Northwest (2018), teachers are not only the reason
students know how to do math and spelling, they are the reason that student know how the world
works. The practice teaching experience is the culminating project for the pre service teaching
education. The teaching semester is generally believed as the most important experience in pre
service education. The teaching experience collectively represents a bridge between the
characteristics of teaching knowledge developed through experience of teaching.
In the Philippine context, all teacher education curriculum in all higher education
institutions included practicum teaching as one of the requirements for the degrees of Bachelor
of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) and for some
degrees in the Bachelor of Arts (BA) programs. No teacher education and arts program students
are allowed to graduate without finishing the required number of hours for both actual classroom
observation and practice teaching. Pre-service student teachers usually take their practicum
teaching experience out of the campus, in the nearby public elementary and high schools or in-
campus at the basic education department of their university or college. These pre service
teachers are trained to become well-prepared and qualified teachers who can pass on their
knowledge to the next generation of students (Ulla, 2008).
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Theoretical Framework
The theoretical model of Experiential Learning is grounded in the humanistic and
constructivist perspective, proposing that we are naturally capable to learn and that experience
plays a critical role in knowledge construction and acquisition. In other words, learning occurs
when someone creates knowledge through experiential transformation (Kolb, 1984).
In the world of student teachers, they experiences previous hereditary characteristics and
current environment together drive development of a preferred way of grasping and processing
experiences. The combination of these preferred methods contributes to specific learning styles
such as initiating, experiencing, learners, imagining, and reflecting, analyzing, thinking,
deciding, acting and balancing.
These concepts provide just one example of frameworks that can promote the
development of innovative approaches to teaching critical concepts in majors and programs. And
by doing their practice teaching they are able to learn or apply certain strategies, techniques and
variety of experiences in their teaching profession.
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Statement of the Problem
The study focused on understanding the lived experiences of the student teachers of the
University of Perpetual Help System Laguna – Isabela Campus and at the same time found
variable solutions to the challenges faced by them along the process.
To solve the main problem, the researchers aimed at answering these questions:
1. What are the experiences of the student teachers in University of Perpetual Help
System Laguna – Isabela Campus Basic Education Department – Junior High School
Level?
2. What are the challenges encountered by the student teachers?
3. What are their coping strategies in facing the challenges in their student teaching?
Assumption of the Study
For the purpose of this study, the researchers made the following assumptions:
1. There are different experiences of the student teachers in junior high school.
2. The student teachers have encountered several challenges in teaching.
3. There are different coping strategies that the student teachers do in facing and solving
their challenges
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Significance of the Study
The results of this study benefits the following:
Students. The result of this study provides them brief information about the challenges
their student teacher experiences.
Teachers and School Coordinators. With this study, they are informed about the
experiences and struggles every student teacher faces. They will be able to make immediate
actions in improving on what has been the said problem.
Aspiring Teachers. Through this study, the aspiring teachers become aware of all the
possible challenges they will be facing. They will know what to expect by the use of information
the student teachers provided.
Present Researchers. Through this study, the present researchers gain knowledge about
the student teachers that will be relevant and useful to their studies.
Future Researchers. This study provides information about the experiences and
struggles of the student teachers. It would help them to be a better analyst and it can be a
help as a future reference for more studies in the future.
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Scope and Delimitation
The study was conducted within the premises of the University of Perpetual Help System
Laguna – Isabela Campus (UPHSL-IC). The primary participants were the selected student
teachers, mainly 13 student teachers taking up Bachelor of Secondary Education enrolled for the
First and Second Semester of the School Year 2018 – 2019.
Definition of Terms
Since some of the words used in this study are written bearing specific meaning, this
section is utilize to let the readers have a specific idea of meanings implied by the researchers.
The following terms are used recurrently in this study and hereby defined for clarity.
Experience. Experience is the knowledge or mastery of an event or subject gained
through involvement in or exposure to it. (Merriam Webster Collegiate Dictionary)
Internship. The position of a student or trainee who works in an organization, sometimes
without pay, in order to gain work experience or satisfy requirements for a qualification.
Junior High School Level. It lasts for 4 years from Grades 7 to 10 for students age 12 to
16.
Student Teachers. Is a college, university or graduate student who is teaching under the
supervision of a certified teacher in order to qualify for a degree in education.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
In the teaching profession, the student teachers typically engage in early field
experiences, such as seminars, workshops, career days, field observations, field orientations,
explorations and inquiry into workplace to experience the job and finally in student-teaching
prior to certification. Student teaching experiences are usually accepted as the most influential
components of a teacher education program, and have the power to shape student-teachers’
development as novice teachers (Glenn, 2010).
According to the Board of Teacher Registration (2009), the internship is an extended
field based and context-responsive professional learning experiences negotiated collaboratively
by stakeholders in the culminating phase of pre service teacher preparation. The intern is
mentored and immersed in a broad range of teachers professional work activities. It involves
shift in status for the pre service teacher with the increased opportunities for autonomy,
responsibility and accountability but with a safety net. The classroom teacher’s relationship with
the intern moves from evaluative to collegial.
Any process to strengthen teacher education programs must include a careful study of
student teaching because it is usually the final education course students take and the most
influential field experience in a teacher education program. Therefore, many teacher education
programs use student teaching as the primary evaluation of student competencies (Kirk, 2006).
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Student-teaching serves as the culmination of the teacher education programs and
provides student-teachers the opportunity to put all previous field experience and pedagogical
instructions into practice (Huling, 2009).
Providing student-teachers with a series of experiences such as student teaching,
classroom observation, lesson planning, classroom management, student guidance, etc. would
make them better prepared agents geared toward in-the-field practice, thereby making them
potentially advantageous in becoming teaching professionals (Gu & Benson, 2015).
It was revealed by Kim and Kin (2005) that student teachers feel stress while speaking
English throughout the lesson, teaching speaking and listening skills, having classes with
unmotivated and interested students, not being able to manage the class properly and being
observed. It was also found that not being prepared enough for the lesson, limited English
proficiency, lack of confidence, fear of negative evaluation and lack of teaching experience are
the causes of stress.
The pre-teaching experience of the students strengthened their beliefs about the
integration of different teaching methods, use of technology, authentic and modern materials in
lessons. The program enhanced their awareness about the impact of culture, classroom
management and discipline policy in teaching (Huberman, 2011).
The teachers, being the focal figure in education, must be competent and knowledgeable
in order to impart the knowledge they could give to their students (Theresa, 2014).
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Effective teaching is concerned with the student as a person and with his general
development. The teacher must recognize individual differences among his/her students and
adjust instructions that best suit to the learners (Gozalo, 2017).
Local Literature
In the Philippines, one study that assessed the pre service teacher training and
performance of teacher education institutions (TEIs) in 17 regions in the country was done by
Mahinay (2013). In his study, he emphasized that in order for the TEIs to perform better, pre
service teacher training should be given an utmost importance. Ganal et.al (2015), also made a
study on the problems and difficulties encountered by the student teachers. In their study, they
revealed that the problems and difficulties were mostly related to classroom management,
communication skills, and instructional skills, among others. It was then suggested that a seminar
on conflict management should be conducted by the DepEd.
Article I, Section 1 of CMO 30, s. 2004 spells out that the pre-service teacher preparation
for the primary and secondary educational sectors is a very important function and responsibility
of TEIs. Hence, the quality of teacher education programs and the pre-service teachers that the
TEIs produce are key factors in achieving the goals of the Philippine education. In 2007, CHED
also mandated TEIs to use the National-Competency-based Teacher Standards (NCBTS) in
enhancing the skills of the future teachers they produce (CHED Memo No. 52. s. 2007). Then in
2012, CHED also mandated all higher education institutions (HEIs) to enhance their quality
assurance system through learning competency-based standards and outcomes based quality
assurance that is differentiated by the type of HEI (CHED Memo no. 46, s. 2012). In all these
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memoranda, the quality of teacher education programs is called for. As such, it is of utmost
importance that the highest standards are set in defining the objectives, components, and
processes of any teacher education program.
Being the culmination of the training provided to pre-service teachers and the main
avenue for the development of observable skills required by the teaching profession, is the best
component of the pre-service teacher education curriculum that could be evaluated as it could
speak of the quality of the preparation and training accorded to prospective teachers. This
program provides prospective teachers an avenue where they can synthesize, apply, refine,
expand, and uphold educational structures, principles, and theories that they have learned
throughout their collegiate training and education. As stated in Article IV, Section 6 of CMO 30,
s. 2004, the STP of TEIs must ensure that they cover the identified competency standards for
teachers (Allaga, 2009).
Similarly, practice teachers are also supervised and mentored by the cooperating or critic
teachers in the cooperating schools they were assigned in. These cooperating teachers guide the
practice teachers in the development of their professional competencies, attitudes, and behaviors
(DepED Order No. 3, s. 2007). Guevarra (2005) considered the cooperating teachers as the most
influential member of the student teaching triad. Their role in facilitating the professional
experience of the student teachers is considered a complex one. Cooperating teachers are
expected to enforce the often demanding provisions of the STP while simultaneously adhering to
school policies and instructional expectations. Cooperating teachers are the ones who provide
learning experiences to the practice teachers. The cooperating teachers and supervising
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instructors guide, model, mentor, observe, collaborate, and analyze the practice teacher’s
progress in an assigned classroom as s/he assumes greater responsibilities with the children.
Foreign Studies
Practicum teaching is an integral part of any teacher education curriculum since it is a
good avenue for pre service teachers to apply the theories they learned in the real classroom
setting. Although, according to Haigh, Pinder, and McDonald (2006) practice teaching in
education is still a challenge since it does not fully prepare student teachers for the actual
classroom teaching, Starkey and Rawlins (2012) mentioned that these student teachers should be
well-monitored, supervised, and guided by their supervising become prepared. Though constant
monitoring and guidance from the teacher educators, these student teachers will learn how to
handle and manage not just their daily lessons but the students and their classroom as well.
Because of this, Tuli and File (2009) described practicum teaching experiences among pre
service teachers as the “most important part of teacher education program”.
Merç’s (2007) study showed that the major reasons of stress are related to their previous
experience, overcrowded classrooms, the feeling of incompetence, being observed by the
supervisor and the mentor, being recorded, using a new teaching technique, managing the time
effectively and not knowing the students.
Merç (2005) study on problems of pre service EFL teachers identified that anxiety was
one of the most frequently reported problems of pre service teachers completing their teaching
practicum at Anadolu University Faculty of Education. The sources of anxiety reported by the
student teachers were: anxiety because of the previous experience, anxiety caused by a big class,
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anxiety caused by feeling of incompetence in teaching, anxiety caused by supervisor/being
observed, anxiety due to being recorded, anxiety due to using a new teaching technique, anxiety
due to using the time effectively, anxiety in the pre-active stage, anxiety of being observed by the
cooperating teacher, anxiety of being unfamiliar with students, anxiety of teaching a
new/different level, anxiety of using a new/different device, first-day anxiety, negative attitude
of student teachers toward the class, and anxiety of not achieving the objectives. In a more recent
study, Merç (2005) listed main sources of stress as follows: classroom management, being
observed, students’ profiles, teaching procedures and mentors.
As a result, they will perform ‘proper’ teaching behaviors during practicum that count
towards their assessment even in inappropriate circumstances (Korthagen, 2006). It has also been
found that in public situations, such as the practicum, learners try to reduce cognitive demands
made of them and consequent risk of failure (Edwards & Protheroe, 2007). For others, learning is
about experience and practice (Borko & Mayfield, 2007) or simply ‘experiencing’ a classroom
environment. Sotto (2007) describes experiencing as ‘digesting’ what one has been exposed to.
It is revealed that the international teaching experience let pre service teachers gain lots
of insight in teaching and global perspectives, and improve themselves more professionally and
personally. Such programs are found to be very useful in constructing a bridge between mentor
teachers and foreign student teachers and increased their intercultural understanding,
geographical and historical knowledge (Sahin, 2008).
In fact it would be ideal to increase the amount of these programs and design them as an
exchange program. The pre service teaching program seems to be professionally important for
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Turkish student teachers as well. It enables them to get a clear picture of educational system, to
analyze it and be well-prepared before the actual teaching starts (Hugh, 2010).
To break that circle, preparing effective teacher training programs is a must for teacher
education, and student teachers' views on those programs are invaluable sources to make
improvements in both the program and the frame of teaching profession as they are the ones who
practice the current program. Previous research has shown that student teachers encounter with
various problems in their field work experience such as integrating theory into practice, lack of
cooperation between the school and the institute, lack of feedback on their practice, inadequate
support from mentors, classroom management problems, negative school environment (Liaw,
2012).
Local Studies
In DepEd Order No. 3, s. 2007, the Experiential Learning Courses (ELCS) are
indispensable components of the New Teacher Education Curriculum, per CMO No. 30, s. 2004.
The ELCS are intended to provide students with actual learning experiences in a variety of
authentic school settings after a thorough preparation on both theories and concepts that were
taught for any Teacher Education Institutions (TEIs). Moreover, this order also ensures that pre
service teachers get maximum benefits from their experiential learning courses. The DepEd and
CHED provided the Experiential Learning Course Handbook wherein the different roles and
responsibilities of all significant offices including cooperating teachers and student teachers were
written (Flores, 2008).
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Believing that quality pre service teacher education is the key quality education in the
country. The CHED and DepEd released a joint memorandum order no. 39 of 2005 in which it
stated some guidelines provided were the roles of teacher education institution and the school
division superintendents in the practicum teaching of the pre service teachers; selection of
cooperating schools, cooperating mentors/teachers and their duties and functions; and the
responsibilities of student teachers (DepEd memo 39, 2005). The CHED memorandum no. 30 of
2004 or the “revised policies and standards for undergraduate teacher education curriculum”.
Starkey and Rawlins (2012), in their study, emphasized that understanding the teaching
environment in which the student teachers would be exposed is a significant factor towards
learning during practice teaching. In this way, student teachers already knew what they were
supposed to do and why they were supposed to do it. The concepts and theories that were in their
minds were not put to waste as they got to practice them in a real classroom setting. This idea
was supported by Tuli and File (2009) who argued that practicum teaching experience among
student teachers provides students the necessary experience towards understanding the
responsibilities of a teacher.
Practicum teaching is important in teacher education. Teaching practicum is a tool that
helps teacher educators become competent in teaching (Cheng, 2013).
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Synthesis
This study focused on the lived experience of the selected student teachers.
Practicum teaching is an integral part of any teacher education curriculum since it is a
good avenue for pre service teachers to apply the theories they learned in the real classroom
setting. Although, according to Haigh, Pinder, and McDonald (2006) practice teaching in
education is still a challenge since it does not fully prepare student teachers for the actual
classroom teaching, Starkey and Rawlins (2012) mentioned that these student teachers should be
well-monitored, supervised, and guided by their supervising become prepared. Though constant
monitoring and guidance from the teacher educators, these student teachers will learn how to
handle and manage not just their daily lessons but the students and their classroom as well.
Because of this, Tuli and File (2009) described practicum teaching experiences among pre
service teachers as the “most important part of teacher education program”.
As stated by Allaga (2009), the training is provided to pre-service teachers and the main
avenue for the development of observable skills required by the teaching profession, is the best
component of the pre-service teacher education curriculum that could be evaluated as it could
speak of the quality of the preparation and training accorded to prospective teachers. This
program provides prospective teachers an avenue where they can synthesize, apply, refine,
expand, and uphold educational structures, principles, and theories that they have learned
throughout their collegiate training and education.
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16
In addition, it is revealed that the international teaching experience let pre service
teachers gain lots of insight in teaching and global perspectives, and improve themselves more
professionally and personally. Such programs are found to be very useful in constructing a
bridge between mentor teachers and foreign student teachers and increased their intercultural
understanding, geographical and historical knowledge (Sahin, 2008).
To sum it up, practicum teaching is important in teacher education. Teaching practicum is
a tool that helps teacher educators become competent in teaching.
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CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
Research Design
This research was a qualitative type of research. Qualitative research uses words and
ideas rather than statistical or numerical data to express the results of the study.
Phenomenological research is an approach to qualitative research that focuses on the
commonality of lived experiences within a particular group. The fundamental goal of the
approach is to arrive at a description of the nature of the particular phenomenon (Cresswell,
2013). The researchers used this type of research because they tend to seek the lived experiences
of the student teachers of the UPHSL-IC in the Basic Education – Junior High School Level.
Sources of Data
In this study, the data was gathered through a face-to-face interview between the
researchers and the student teachers in the Basic Education Department – Junior High School
Level. To provide an in depth understanding and background, answers were taken from them.
Participants of the Study
This study involved thirteen (13) student teachers in the Basic Education Department –
Junior High School Level taking up Bachelor of Secondary Education (BSEd) in the UPHSL-IC
who experienced internship for the School Year 2018 – 2019.
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Instrumentation and Validation
This study was done through interviews towards the participants. The questions were
arranged by the researchers aligned to their study and had sought for validation by the expert.
Data Gathering Procedure
Before conducting the interview, the researchers gave a permission letter signed by their
research teacher and adviser then to be addressed to the Senior High School Coordinator and to
the Principal. As the researchers received the signed permission letter, the researchers then gave
the participants a consent letter to interview them. The researchers met the participants again to
validate their answers and interpret the data honestly.
Treatment and Analysis of Data
The researchers used the treatment and analysis of data by Moustakas (1994) considering
the seven steps: Bracketing, Horizontalization, Theme Clustering, Textural and Structural
Descriptions and Overall essence as well as Verification. The researchers’ knowledge and
experiences must be set aside about the phenomenon. The researchers organized the data and
came up with a thorough analysis of the data for them to have an in depth understanding about
the phenomenon. From the gathered data, the researchers developed a cluster of meanings from
the significant statements of the participants into themes. The themes were used to write textual
descriptions of what the participants experienced from the phenomenon and structural
descriptions that helped in understanding the experiences of the participants. From the textual
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and structural description, the researchers wrote a composite description that presents the
essential or invariant structure. The researchers verified the shared experiences by the
participants to ensure validity and credibility.
Ethical Considerations
Ethical considerations in research are critical. Ethics are the norms and standards for
conduct that distinguish between right and wrong. The considerations of this data is necessary to
ensure the privacy of the participants and in order for them to answer the questions honestly.
The researchers sent a permission to the school authority to conduct their study. As the
researcher received the approval, they gave a consent letter to the participants. The researchers
set aside all their knowledge regarding this study to avoid bias. The data and information that
were gathered were kept confidential to ensure credibility and validity.
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CHAPTER 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
The researchers in this chapter presents the sections and discussions of bracketing,
horizontalization, textural and structural descriptions and overall essence as well as the
verification of the lived experiences of the student teachers in the Basic Education Department –
Junior High School Level. Moustaka’s approach as discussed in Chapter 3 was followed in
structuring the treatment, analysis and interpretation of data
Table 1.
Significant statements of the Student Teachers in their experiences in teaching.
1. Giving some rules and an agreement of what have been implemented.

2. Roller coaster or a kind of mix emotions.
3. Different activities for them to motivate their skills.
4. Usage of several of instructional materials.
5. Perform different teaching styles and strategies every day.
6. Classroom management is not easy to execute.
7. Be natural and impose lively expression.
8. My first teaching to my students was very exhausting.
9. A student teacher need to be enthusiastic in front.
10. It was a fun experience.
11. At first, I felt nervous.
12. They treat me like a true teacher.
13. I feel so intimidated of not knowing yet their different personalities.
14. At first, I was nervous yet excited.
15. Give them an energizer.
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Table 2.
Significant statements of the Student Teachers in the challenges they are facing.
1. Paper works are given all at once.

2. Those who not listening which are doing unnecessary things.
3. Doing anything that is not related to our subject.
4. The hectic schedule or time management and prioritizing the important things.
5. When they keep on speaking while I'm talking in front.
6. Controlling your students and controlling the classroom management.
7. The environment, especially when the temperature is very hot or very cold.
8. Misbehaving students
9. The advancement of the curriculum of the students.
10. Students who are slow learners
11. Controlling your classroom management
12. They are not paying attention and they have their own business.
13. The different personality of a child.
Table 3.
Significant statements of the Student Teachers in their coping strategies.
1. I know I can do all things through Christ who strengthens me.

2. Keep on praying.
3. Start the day with a prayer and ask a guidance from the Lord.
4. Believing in myself that I can do it.
5. His word is my guide when I’m down.
6. Just being positive in everything.
7. Take it as a challenge.
8. Look for the silver lining or the positive sides of everything.
9. Time management
10. Practice more and read more.
11. I can still manage my class by "telling" them a jokes.
12. I always smile.
13. Recall the lesson again until they understand.
14. By starting my lesson in easy part so that they could follow.
15. If necessary I give them attention one by one.
16. Using the art of questioning and art of teaching.
17. Allow those achievers to facilitate them.
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Table 4.
Eight Theme Cluster Divided into Two Groups
Group A: Textural Themes

Theme 1: Classroom Management
 Rules and Regulations
 Active Teaching
 Set of Activities
Theme 2: Teaching Experiences

 Roller coaster experiences
Group B: Structural Themes

Theme 3: Classroom Interruption
 Misbehaving Students
 Classroom Environment
Theme 4: Difficulties in Teaching
• Hectic Schedule
• Teaching Slow Learners
• Keeping students on tasks
Theme 5: Guidance of God
 Have Faith with Christ

Theme 6: Time Management
 Managing time well
Theme 7: Positivity
 Trusting oneself
 Happy thoughts
 Keeping things under control
Theme 8: Techniques in Handling Slow Learners

 Recalling the lesson
 Easy Activities Grouped with Fast Learners
 Motivate and encourage them
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Their Experiences
1. Classroom Management
Classroom management is a collection of techniques that teachers use to encourage
effective learning by minimizing distractions and disruptions. Classroom management can often
be a neglected part of a teacher’s training. Even if classroom management is covered in a
teacher-training course, new teachers may not be prepared to deal with all the real-life challenges
of the classroom. A teacher can have great lesson plans and materials. However, if a teacher
cannot manage her/his class, effective learning will not happen. Classroom management are
manifested in the following categories:
1.1 Rules and Regulations
Statement of Participant A: “By telling them to be quiet and by deducting their points if they are
noisy.”
Statement of Participant B: “By setting rules and regulations.” “No phones.”
Statement of Participant C: “Some rules that I have in my classrooms are: No one is allowed to
use their phones during the class unless there is an important matter, minimize their voice when
doing an activity, don't chit chat with their seat mates, etc.”
Statement of Participant E: “I handle classroom management through giving some rules and
regulations what needs to do during the class and also give some consequences if they disobey
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the rules.” “The rules I have in my classroom is that, they need to listen, participate and don’t
make unnecessary noise.”
Statement of Participant F: “I handle my class by giving rules before you discuss and for that the
rule they know on how to respect each other” “The first rule that I have is respect everyone,
keep quiet and think before speak.”
Statement of Participant L: “By implementing rules.” “As of now, I am implementing rules set by
our critic teacher to avoid confusion to the students and that is (1. Respect yourself and others
and 2. Always listen to the speaker).”
Statement of Participant M: “I handle my classroom management by imposing rules inside the
class which includes cleanliness, monitoring students’ behavior, their cooperation to the
discussion and more.” “Respect everyone.”
Classroom rules need to be kept to a minimum and include at least one general
"compliance" rule, such as "Show respect for yourself and others (Webster, 2017).
1.2 Active teaching
Statement of Participant A: “By giving them additional points.”
Statement of Participant C: “To makes teaching alive is of course begins with the teacher,
therefore, as a student teacher I need to be enthusiastic in front of them so that my teaching will
be alive.”
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Statement of Participant H: “I make my teaching to be more alive upon being just me in
teaching, being natural and imposing lively expression.”
Statement of Participant I: “By giving them an... Energizer.”
Statement of Participant L: “Through the used several of instructional materials as well as how I
project in front.”
Bonwell (2009) "states that in active learning, students participate in the process and
students participate when they are doing something besides passively listening."
Active teaching requires students to participate in class, as opposed to sitting and
listening quietly. Strategies include, but are not limited to, brief question-and-answer sessions,
discussion integrated into the lecture, impromptu writing assignments, hands-on activities and
experiential learning events (Bronwell, C. C., & Elson, J. A., 2009).
1.3 Set of Activities
Statement of Participant B: “By giving a lot of activities and different set of tasks.”
Statement of Participant E: “I always start the class with activities that will motivate.”
Statement of Participant G: “By giving exciting activities.”
Statement of Participant J: “Different activities since we have different learners. You need to
prepare other activities for them to motivate their skills.”
Statement of Participant K: “By more activities regarding the topic.”
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The teacher's fundamental task is to get students to engage in learning activities that are
likely to result in achieving [the intended learning] outcomes. It is helpful to remember that what
the student does is actually more important that what the teacher does. (Schuell, 2011).
Teachers who support students in the learning environment can positively impact their
social and academic outcomes, which is important for the long-term trajectory of school and
eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005).
Classroom management is regarded a core component of powerful and fruitful
instructional process. Effective and inspiring classroom management starts with efficient and
effective lesson planning and assists an educator to instruct and learners to learn. Learners
achieve excellently in an encouraged and stimulated classroom environment and feel
protected and contented. With students perspective, powerful and fruitful classroom
management gives students chances to mingle while picking up interesting and stimulating
content. From an educator perspective, compelling classroom management includes
precautionary, discipline and intriguing education (Lang & Hebert, 1995). To make sure a
positive classroom condition, it ought to be well-equipped with facilities. Classroom
physical course of action gives students powerful learning and advances effective
instructional process. Provision of physical facilities may be ensured because these are useful in
enhancing the general school’s performance (Suleman & Hussain, 2014).
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2. Teaching Experiences
Teaching is a challenging but very rewarding profession, with teachers playing an
essential part in helping children and young people to acquire and develop the knowledge and
skills they will need in later life. Teaching experiences are manifested in the following
categories:
2.1 Roller Coaster Experiences
Statement of Participant A: “I feel nervous because I don’t know what to expect.” “The most
unforgettable experience that I have encountered is whenever I’m angry, my students is hugging
me that’s why my anger will disappear.”
Statement of Participant B: “I feel shy and about to give up.” “When one of my Grade 6 student
threatened me that he’s going to kill me.”
Statement of Participant C: “My first teaching to my students was very exhausting and I felt like I
am not good enough to teach them.” “As a student teacher, the most unforgettable experience
that I've encountered during my teaching is when I am in front of my class and I am trying to
calm them down, one of the student said that “Our teacher was here, please quite", then, one of
her classmate response was "Where? She is not a teacher yet!" Her words hurts me a bit.”
Statement of Participant D: “First, I felt nervous but in the middle I am so very happy that my
students are actively participating.” “When I saw in the faces of my students that they are
enjoying my class even it is a holy hour.”
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Statement of Participant E: “I feel nervous during my first teaching to student.” “The most
unforgettable experience I have encountered as a student teachers is when I was handling the
Grade 10 students then I was angry with them because they didn’t listen to me.”
Statement of Participant F: “In my first day of teaching I feel nervous.” “As student teacher, the
most unforgettable moment is that you’re Students because you feel their care and they are
learning.”
Statement of Participant G: “I feel so nervous and don’t know how to handle them because I still
don’t know their attitude.”
Statement of Participant H: “Okay, as far as I can remember my first teaching was a kind of
roller coaster or a kind of mix emotions. It’s a kind of ... combination of nervousness and
excitements.” “Okay ,the most unforgettable experience I've encountered as of now is the
humbleness and the...the humble and the way the student show their love and respect to me as a
student teacher .The most unforgettable is that how my students show their love ,their care, their
respect and the experience I have with them.”
Statement of Participant I: “First I was nervous... but when Auhm.... I already done my topic to
my students I felt that... I achieved something.” “Mmmmm... When I felt that I am close to my
students and... I felt that they care on me.”
Statement of Participant J: “All nervous, just push it.” “It was my first demo with the panelist I
need to conduct with my topic. It was a fun experience.”
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Statement of Participant K: “At first, I felt nervous.” “They treat me like a true teacher and they
respect me always.”
Statement of Participant L: “First, I was nervous yet excited.” “As for now, it is the first time we
had our demonstration teaching.”
Statement of Participant M: “During my first teaching to my students, I feel nervous because it is
my first time meeting them. I also feel so intimidated of not knowing yet their different
personalities.” “The most unforgettable experience I have encountered is the rapport I have
built with my students, the bond and laughter we have shared.”
Teaching experience is positively associated with student achievement gains throughout a
teacher’s career. As teachers gain experience, their students are more likely to do better on other
measures of success beyond test scores, such as school attendance.
Teachers make greater gains in their effectiveness when they teach in a supportive and
collegial working environment, or accumulate experience in the same grade level, subject, or
district (Kini, T. & Podolsky, A., 2016).
Gillespie (2002) recognized that the inherent qualities of a student-teacher relationship
(caring, knowing, trust and mutual respect) and a teacher’s rapport with students resulted in a
classroom environment where students were affirmed and supported to achieve their best.
In connection the more experience that the teachers gain it confer benefits to their
colleagues, their students, and to the school as a whole. In addition, a few studies have found that
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teachers with prior experience in the same grade level, subject area, or district show greater
returns to experience than those with less relevant prior experience.
Their Challenges
3. Class Interruption
A classroom can be set up in a way that stifles creativity or does not promote a positive
learning environment. There are many things that can affect this environment. There are physical
elements such as wall art, arrangement of desks, or resources. Also, there are intangible elements
such as the energy of the classroom, the rules, or the sounds within the room. Each of these can
impact a student’s focus and achievement in the class. They can also affect a teacher’s attitude in
the class. Included in each of these elements of the classroom is the emotional environment. The
way in which a teacher organizes their class, or how they control it, will yield positive or
negative consequences for their students. Classroom interruption are manifested in the following
categories:
3.1 Misbehaving Students
Statement of Participant A: “The noisy students. The students who are not listening and doing
unnecessary things. And the students who keeps on standing and those who are always going out
without unimportant things to do.”
Statement of Participant B: “Misbehaving students.”
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Statement of Participant C: “Usually, the only thing that interrupts my class are those students
who are misbehaving and those who not listening which are doing unnecessary things.”
Statement of Participant D: “The noisy students.”
Statement of Participant E: “The things that interrupts my class are the student who are not
listening because they are chatting with their seatmates and some are doing anything that is not
related to our subject like.”
Statement of Participant F: “Noise and the phone of my students.”
Statement of Participant H: “Okay, the things that interrupts my class is the unnecessary things
that my students been doing during my discussion, especially when they keep on speaking while
I'm talking in front because it's really irritates me.”
Statement of Participant K: “They keep on standing and talking to each other.” ”By giving
deduction to their score if they are not behaved.”
Statement of Participant M: “The things that interrupts our class are the students who aren’t
listening to the discussion and making noise with their seatmates. If one makes an educational
noise the whole class will be interrupted.”
Student misbehaviors such as disruptive talking, chronic avoidance of work, clowning,
interfering with teaching activities, harassing classmates, verbal insults, rudeness to teacher,
defiance, and hostility , ranging from infrequent to frequent, mild to severe, is a thorny issue in
everyday classroom. Teachers usually reported that these disturbing behaviors in the classroom
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are intolerable and stress-provoking, and they had to spend a great deal of time and energy to
manage the classroom. Obviously, student misbehaviors retard the smoothness and effectiveness
of teaching and also impede the learning of the student and his/her classmates. Moreover,
research findings have shown that school misbehavior not only escalated with time but also
lowered academic achievement and increased delinquent behavior.
All students are to show respect to the teacher, classmates, classroom, and
themselves at all times. If the teacher or another student is addressing the class, others are to be
quiet. If someone asks a question, other students should pay attention because it may prove
helpful. Unsolicited and unnecessary talking will not be tolerated. (Mendoza, 2013).
3.2 Classroom Environment
Statement of Participant G: “Some announcement of other teacher and unnecessary noise of the
students.”
Statement of Participant J: “Your students are very vocal and they lose their appetite to listen to
you.”
Statement of Participant L: “The environment, especially when the temperature is very hot or
very cold. Sometimes, personal necessities of the student are causing interruption and also the
uncontrolled behavior.”
Classroom environment encompasses a broad range of educational concepts, including
the physical setting, the psychological environment created through social contexts, and
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numerous instructional components related to teacher characteristics and behaviors
(Bronfenbren-ner, 2005).
4. Difficulties in Teaching
Teaching is a challenging profession that requires a lot of patience innovation and
motivation from the teachers in order to bring about an all-round development among their
students. Inside the classroom there will be a mixed section of learners based on their level of
intelligence and performance criteria. Difficulties in teaching are manifested in the following
categories:
4.1 Hectic Schedule
Statement of Participant A: “When the paper works are given all at once.”
Statement of Participant C: “The difficulties that I have encountered during my teaching is the
TEACHING itself. I able to deal with it by trying and doing my best.”
Statement of Participant F: “As a student teacher my difficulties are the hectic schedule or time
management because there are times that we need to come to school for urgent matters and at
the same time we have our classes, by prioritizing the important things.”
4.2 Teaching Slow Learners
Statement of Participant A: "I would say that the most backbreaking part of teaching is sharing
your knowledge or teaching slow learners. Teaching slow learners because you, as a teacher,
needs to adjust in terms of class discussion or in teaching ever student. There will be students
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that can adjust easily with the lesson and there are also students who cannot easily adjust so as a
teacher, I need to adjust with them and be more considerate in teaching them.”
Statement of Participant C: “Teaching slow learners because they cannot easily understand the
lesson or are unable to get along with the class. (Loud). And sometimes they find my teaching
boring and don’t want to participate on my discussion.”
Statement of Participant D: “Teaching slow learners. Because they slow my teaching strategies
often those student who do not care about what their teacher teaches which is if they do not want
to do it they will not going to move to do it because of this we cannot easily move to our next
lesson. And as a result my daily lesson plan adjust and here comes the hectic schedule.”
Statement of Participant E: “Slow learners, the lessons need to be repeated again for them to
understand and sometimes because we repeated it over and over again no one else will listens
and many of them have their own world.”
Statement of Participant F: “The most backbreaking part as a student teacher is that teaching the
slow learners because it is hard to understand what they are going to do because they have many
problems in their life and they didn't focus on their study.”
Statement of Participant G: “The most backbreaking that I've encountered as student teacher is
to teach a slow learners because it is hard to motivate them to Learn their topic so she need to
give patient to them because teaching slow learners is the most challenging as a part of a student
teacher.”
Statement of Participant H: “As a student teacher the most backbreaking part of teaching is when
you have a student who is a slow learner that I don't know how to handle each one of them
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because they have a different personalities and some of those student really don't want to listen
in the lesson and as a their teacher that's the most backbreaking for me.”
Statement of Participant J: “Being a student teacher the most challenging part is if you had that
student who is a slow learner and also didn't always paying attention to my class I don't know
how to make them or convince them to listen in my lesson because I don't know the personality of
them and that's the challenge for me.”
Statement of Participant K: “The most challenging as a student teacher is to teach those slow
learners because we didn't know if this students have many problems about their family so didn't
focus to study hard maybe they have their anxiety or they are depress about their family so it is
hard to be with them.”
Statement of Participant L: “Slow learners because they struggle to identify the main points of a
lesson or a test, and may be overwhelmed by supplementary information.”
Nowadays teachers have to face a big challenge in the teaching learning process. In the
classrooms there are students with diversities of intelligence, motivation, learning styles,
necessities, aspirations and cognitive requirements. That is why the role of the teacher is to
identify the mixture they have in class and prepare themselves for teaching taking into account
all those characteristics. Among the students there are some that are hiding; it means that it is
very hard to identify them because of their specific personality. Those are the slow learners; this
is just a tem not a diagnostic category to identify a disability, as Muppudathi, 2014 define slow
learning.
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In addition Houk (2012) assured that “Slow learners are not non-learners”. They must be
taught and they want to learn and succeed. A few adjustments in their learning process can make
a big difference. (Borah, 2013) said that students with below average cognitive abilities whom
we cannot as disabled students but the problem is that they are simply not interested in studying
under traditionally accepted of system. The most appropriate way to motivate, to grasp the
students interests, aspiration and necessities, to know their learning styles and knowledge
capacity with an exact identity of the diversity in a classroom.
4.3 Keeping Students on Tasks
Statement of Participant A: “By giving deduction on their points.”
Statement of Participant B: “By giving them additional and deduction points so that they will
participate. I think it’s very effective.”
Statement of Participant C: “When my class doing an activity, it is time to apply those rules that
was executed before so that I can keep them well-behave while doing an activity.”
Statement of Participant D: “In my presentation I always include timer for them to be more
serious and focused on what they are doing.”
Statement of Participant E: “I keep my students on task and well behaved during group activities
in giving criteria including and giving the rules that their score will be deducted if they are
creating unnecessary noise.”
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Statement of Participant F: “You give a rule for them before you proceed to the task of a group
activities.”
Statement of Participant I: “As a teacher you need to give your full attention to them, you need to
guide and need to warn them so that they will know what they will need to do.”
Nowadays teachers have to face a big challenge in the teaching learning process. In the
classrooms there are students with diversities of intelligence, motivation, learning styles,
necessities, aspirations and cognitive requirements. That is why the role of the teacher is to
identify the mixture they have in class and prepare themselves for teaching taking into account
all those characteristics. Among the students there are some that are hiding; it means that it is
very hard to identify them because of their specific personality. Those are the slow learners; this
is just a tem not a diagnostic category to identify a disability, as Muppudathi, 2014 define slow
learning.
In addition Houk (2012) assured that “Slow learners are not non-learners”. They must be
taught and they want to learn and succeed. A few adjustments in their learning process can make
a big difference. (Borah, 2013) said that students with below average cognitive abilities whom
we cannot as disabled students but the problem is that they are simply not interested in studying
under traditionally accepted of system. The most appropriate way to motivate, to grasp the
students interests, aspiration and necessities, to know their learning styles and knowledge
capacity with an exact identity of the diversity in a classroom.
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4.3 Keeping Students on Tasks
Statement of Participant A: “By giving deduction on their points.”
Statement of Participant B: “By giving them additional and deduction points so that they will
participate. I think it’s very effective.”
Statement of Participant C: “When my class doing an activity, it is time to apply those rules that
was executed before so that I can keep them well-behave while doing an activity.”
Statement of Participant D: “In my presentation I always include timer for them to be more
serious and focused on what they are doing.”
Statement of Participant E: “I keep my students on task and well behaved during group activities
in giving criteria including and giving the rules that their score will be deducted if they are
creating unnecessary noise.”
Statement of Participant F: “You give a rule for them before you proceed to the task of a group
activities.”
Statement of Participant I: “As a teacher you need to give your full attention to them, you need to
guide and need to warn them so that they will know what they will need to do. “
If a teacher is unmotivated or negative there will be a direct impact on the students within
the classroom. Similarly, if a teacher is motivated and positive they will likely have a beneficial
impact on their students as well. It is important for a teacher to understand this cause and effect
in order to understand how to organize their classroom to create a better learning.
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Coping Strategies
5. Guidance of the Lord
5.1 Have Faith with God
When we pray for God’s guidance and for discernment through the Holy Spirit, we can
rest assured that God will provide wisdom. We do not have to worry about our next step or about
tomorrow because we know who guides our way.
Statement of Participant A: “By having faith to God because I know I can do all things through
Christ who strengthens me.” “By having faith with God and praying to give me strength each
and every day.”
Statement of Participant B: “By thinking the people who brought me where I am… right now.”
“Keep on praying.”
Statement of Participant D: “I always start the day with a prayer and ask a guidance from the
Lord.” “I take deep breath, Pray and just go on.”
Statement of Participant G: “Lifting everything to God.”
Statement of Participant I: “By trusting yourself that you can do and by the guide of others and
God.”
Statement of Participant J: “Through self-motivation and also prayers.”
Statement of Participant K: “In believing in God. His word is my guide when I’m down.”
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Statement of Participant L: “By trusting God with His plans.”
As a Christian teacher, your mission as a teacher needs to go beyond just teaching
academics. You need to know God has called you to the classroom, and you should also be
looking for Him to change lives, regardless of where you teach (Kardamis, 2015).
6. Time Management
6.1 Managing Time Well
According to Fleming (2011) an effective time management is closely associated with an
understanding the difference between efficiency and effectiveness. Fleming (2011) clarifies that
while efficiency involves completing specified tasks in a right manner, effectiveness relates to
identifying the right tasks to be accomplished in the first place.
Statement of Participant B: “When I have free time, I am doing my lesson plan or learning my
lesson. Because I don’t like rushing things.”
Statement of Participant C: “Since there is what we call time management, this is my way to
learn my lesson and to do my lesson plan in exact amount of time. The other way to do it
together is while writing my lesson plans because while writing or doing it I able to review my
lesson.”
Statement of Participant D: “First, I read my lesson and search for other references that is
related to the topic before I do my lesson plan.”
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Statement of Participant E: “I did balance my time in learning the lesson and doing lesson plan
in doing both of them because when you are doing the lesson plan, you also learning the lesson.”
Statement of Participant F: “By not doing things that is not important and by keeping everything
under control.”
Statement of Participant G: “Time management. Doing what should I do at a certain time.”
Statement of Participant H: “Okay, strategies....The only thing strategies are doing my....doing
my time more capable and.... posting my checklist at my papers I handled and anytime I'll check
it or not yet done to do this so I have to put time with this.”
Statement of Participant K: “I studied my first my lessons before doing me lesson plan.”
Statement of Participant L: “You do it a head of time to time and avoid rush. Make a review to
refresh.”
Statement of Participant M: “Time management.”
The students usually point out that there are many classes, projects, reading assignments,
exam preparations and etc. that require constant dedication over a long period of time (Rafael
Garcia and et al, 2004).
Time management includes setting goals, meeting deadlines, using time management aids
such as list making, coping with change, making plans, and effectively organizing one's time
(Roberts and et al, 2006).
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7. Positivity
Positive thinking refers to the mental attitude that tends to be making correct or ideal
decisions in serious matters. This kind of thinking is controlled by ones attitude towards
something. The attitudes can either be positive or negative depending on how one sees and
judges it. Positive thinking is always pegged on success and growth or development. This type of
thinking, anticipates a lot of good feelings in life such as happiness, joy and good health. This
therefore means that the mind can get whatever it expects depending on the attitude of an
individual.
7.1 Trusting Oneself
Statement of Participant E: “I handle pressure and stress caused by the challenges that I face
thinking that in the near future I will be able to produce a successful person.”
Statement of Participant C: “The only technique that I have for me to be able to face and surpass
the challenges in teaching my students is to have a positive and strong mind.” “Having a positive
and strong mind is also my way to endure pressure and stress during my teaching and of course
rest if possible.” “I able to surpass the challenges during my teaching here in the Junior high
school by doing my very best efforts and I always keep to be positive all the time though there
was a time that I want to give up because of the hardships that I've encountered.”
Statement of Participant F: “Believing in myself that I can do it.”
Statement of Participant G: “By intrinsically motivating myself.”
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Statement of Participant L: “I don’t take it negatively but I take it as a challenge that I believe
that I can resolve.”
7.2 Happy Thoughts
Statement of Participant B: “Thinking of happy thoughts and going somewhere.” “By keep on
thinking my future.”
Statement of Participant F: “By always looking for the silver lining or the positive sides of
everything”
Statement of Participant K: “By thinking on the brighter side of things. And believing that I can
make it.”
Statement of Participant M: “Just being positive in everything.” “By being calm and always
think positively.”
7.3 Keeping Things Under Control
Statement of Participant D: “I always smile.” “I take deep breath, Pray and just go on.”
Statement of Participant G: “By inhaling and exhaling.”
Statement of Participant H: “Okay, maybe the only thing I can say is the technique I've use is
being... being... being able to extend your patience. Patience! Patience! Patience! Another
patient and more! More patience, because you’re dealing with different persons, different
personalities, different kind, different perspective. We cannot stick into one thing .You cannot
escape from extending or stretching your patience.”
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Statement of Participant I:“By putting in my mind that they is will be my profession in the near
future and by giving myself time to relax.” “Keep calm and you need to put to your mind that
students is your priority.”
Statement of Participant J: “Just chill.”
8. Techniques in Handling Slow Learners
A very thoughtful tool to help slow learners at school and home is to introduce
innovative and exciting methods of learning. A major factor with slow learners is their
concentration and focus. As teachers and parents, you can propose board games, interactive
books, STEM toys, worksheets, activities, and more (Samiksha, 2018).
8.1 Recalling the lesson
Statement of Participant A: “My technique is that I am going to recall the lesson again until they
understand.”
Statement of Participant B: “By starting my lesson in easy part so that they could follow and also
for them not to degrade.”
Statement of Participant C: “I able to teach those slow learners by beginning my lesson into a
very basic and specific part of the topic before I proceed in the broader part, so that they can
follow and those who are fast learners won't feel boring. One more is to have discussion or an
activity that is balance between the fast and slow learners.”
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Statement of Participant F: “My techniques in slow learners is that you will tutor him/her after
your class so that they will be able to know what you discussed a while ago.”
Statement of Participant L: “I usually repeat the discussion for them to cope up and if it is
necessary I give them attention one by one.”
Statement of Participant M: “The techniques I do in teaching slow learners is using the art of
questioning and art of teaching. I always revise my explanation and questions into simple
sentences to be able to be understand by my students.”
8.2 Easy Activities Grouped with Fast Learners
Statement of Participant D: “I grouped them with fast learners.”
Statement of Participant G: “By giving them other activities, easier than the usual.”
Statement of Participant J: “There is more activity for them to keep you in every learning you
need to give them but you must have the capacity of activities when your student do not give you
an activity for high achievers. ”
Statement of Participant K: “In making my class alive, I allow those achievers to facilitate them.
I also ask questions if they really understand my topic.”
8.3 Motivate and encourage them
Statement of Participant E: “My technique in slow learners is through motivating and
encouraging them to strive harder to come up with their weaknesses and also guiding them.”
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Statement of Participant H: “Okay, as far as I can remember they say there is NO proper
techniques or method upon teaching but then, upon learning or being...being the teacher that the
student needs specially those kind of student who are slow learners you must put patience and
another patience and another patience again, you must be able to extend your patience upon
teaching them.”
Statement of Participant I: “Give them feedback, and having an .... Attention with them.”
In connection, if your students is labeled a ‘slow learner’, then slow things down for them.
Give them the grace and time they need and deserve to reach their potential. Provide for them the
environment and tools necessary to excel. (Kiel 2009).
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CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the research work undertaken, the conclusions
drawn and the recommendation made as an outgrowth of this study. This study is on the lived
experiences of student-teachers in the junior high school level of University of Perpetual Help
System Laguna –Isabela Campus.
This probe was conducted for the aim to determine the lived experiences of student
teachers, the challenges they encountered and the strategies to surpass the challenges. The
phenomenological approach was used to establish the lived experiences of student-teachers.
Thirteen student teachers participated in this study, voluntarily. The study was conducted at
University of Perpetual Help System Laguna – Isabela Campus Basic Education Department
Junior High School Level of Academic Year 2018-2019.
Summary of Findings
1. Lived Experiences of student teachers
a. Classroom Management
b. Teaching Experiences
2. Challenges they faces
a. Classroom Interruption
b. Difficulties in Teaching
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3. Coping strategies
a. Guidance of the Lord
b. Time Management
c. Positivity
According to the gathered, analyzed, and interpreted data, the researchers came up to the
following findings that answered the core questions of the study. The data were obtained from
self – administered guide questions, completed by thirteen (13) participants from the student
teachers of the University of Perpetual Help System Laguna – Isabela Campus Basic education
Department – Junior High School Level.
1. For the lived experiences of the student teachers, most of the participants said that
they are implementing set of rules and regulations for them to manage well the
classroom. In addition they also apply their teaching method so that the students will
become active, and set of activities and energizers. Their first teaching was a kind of
roller coaster or a kind of mix emotions, they really felt the warmth welcome of their
students and as a teacher all they need to do is to love what they are doing. Because
good teaching practice is the key to influence the learners.
2. One of the participant said that there is NO proper techniques or method upon
teaching but then, upon learning or being the teacher that the student needs, you must
put a lot patience. And most of the participant said that the most challenging part of
teaching is “teaching” itself. Because they have to deal with different learners, they
must put extra efforts in teaching and sacrifice their time for their family for them to
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do their work well. However, there are different challenges that they will most likely
to encounter one of that is classroom interruption. Most of our participant encounter a
student who are noisy talking to their seatmates. They also tend to shout for them to
keep quiet and listen carefully. Student who are not paying attention in class
discussion and doing unnecessary things. And because of the environment and
temperature inside their classroom their attention will move through the others. Then
the difficulties in teaching are dealing with different personalities, different
perspective and different understanding every day and it’s very hard for them to
handle it. Because their students have a different level of intellectual capacity it is
very challenging for them to teach a slow learners and fast learner one at a time
because not all the discussion they will prioritize the slow learners they must balance
their way of teaching in two different learners. And sometimes their paper works and
other school requirement is given all at once in that case it’s hard for them to choose
what things they will prioritize and less prioritize and start to think that teaching is a
very hard profession for them.
3. One of their coping strategies in facing all the challenges is seeking for the guidance
of the Lord to give them full strength and knowledge for their everyday teaching. In
balancing their works, time management is one of their coping strategies because they
have stated that prioritizing the important things first will make their work easier and
to make things under control. And lastly, seeing the brighter side of everything,
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thinking happy thoughts, not taking the challenges negatively and confidently
believing in yourself that you can do it in that way you will appreciate teaching.
Conclusion
This study concludes that the most common experience of student teachers in UPHSL-IC
– Junior High School Level in handling classroom management was through giving or
implementing different set of rules and regulation in order for them to manage the classroom
well. They also have an instructional material for them to catch the attention of their learners also
implying set of activities to establish a rapport so that they will actively cooperate with them
while having discussion.
However, there are different challenges that they will most likely to encounter one of that
is classroom interruption. Most of the participants stated that the things that interrupts their class
are the unnecessary things that the students been doing during the discussion like chatting with
their seatmates and doing their assignments for the next class and sometime their environments
or the temperature as well.
Lastly, the way they overcome their challenges is by asking guidance to the Lord, that for
their everyday teaching HE must give them enough knowledge and wisdom to teach the lesson
properly, give them more patience and guide her in everything she do and believing their self
that they can do it and to keep everything under control. Besides they have their inspiration
which is their parents’ sacrifices to them and all the teachers who shape them to be a mighty
teacher someday.
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Recommendation
The researchers highly recommend that future studies be commenced as a follow up to
this study. Because based on the findings, the researchers recommend the following.
STUDENT TEACHERS
 The student teacher should know how to handle their different level of challenges in their
teaching profession which our research study was able to provide a concrete information.
 The Student teacher must develop their teaching strategies like implementing rules and
regulation which is applicable in their teaching, applying engaging activities and must
learn from their experience.
 Student teachers must have a knowledge how to deal with the different level of
intellectual capacity of a learners. Prepare for hectic schedule in teaching and know how
handle the Classroom management.
STUDENTS
 Students should know their limit and respect their student teachers.
 Students should participate in class discussion and build a better relationship with their
student teachers.
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FUTURE RESEARCHERS
 Future researchers should make implicated study considering the variable not mentioned
in the study so that we can vary results from different variables.
 Future researchers should conduct a study about the lived experiences of student teachers.
 Future researchers should conduct this study into quantitative approach.
 The researchers suggest the changing of location enable for the future researchers to draw
more lived experiences of the student teachers and come up to more ideas that will
answer the core questions.
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53
References
Alcantara (2008) How to Get Started in Your Teaching Career
http://www.alleducationschools.com
Allaga (2009) SAGE Journals: your gateway to world-class research journals; Vision for
Improving Teacher Education and the Teaching Profession
https://www.nap.edu
Davies (2016) Student teaching internship programs https://educationprogram.duke.edu
Student Teaching Internship | Program in Education www.internshipstudent.com
Guevara (2015) Cooperating teachers as the most influential member of the student teaching
trait.
https://www.researchgate.net/publication/270114163_Cooperating_Teacher_Participation_in_T
eacher_Education_A_Review_of_the_Literature
H. L. Johnson and H. L. Fullwood (2006) “Disturbing behaviours in the secondary classroom:
how do general educators perceive problem behaviors?” Journal of Instructional Psychology.
https://scholar.google.com/scholar_lookup?title=Disturbing+behaviors+in+the+secondary+cla
ssroom%3A+how+do+general+educators+perceive+problem+behaviors%3F&author=H.+L.
+Johnson&author=H.+L.+Fullwood&publication_year=2006
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High,Pinder and MacDoanald (2006) Practice teaching in education
https://www.researchgate.net/publication/311104841_Preservice_Teacher_Training_Programs_
in_the_Philippines_The_Student-teachers_Practicum_Teaching_Experience
Holdway (2005 https://ched.gov.ph/wp-content/uploads/2018/03/CMO-NO.-104-S.-2017.pdf
Huling (2009) Pedagogical instruction into practice.
https://www.researchgate.net/publication/248907130_Preparing_language_teachers_to_teach_l
anguage_online_A_look_at_skills_roles_and_responsibilities
Kelly (2017) Teaching as a demanding profession
https://www.tandfonline.com/doi/full/10.1080/13540602.2018.1465404
Kini, T. & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A
Review of the Research (research brief). Palo Alto, CA: Learning Policy Institute.
https://learningpolicyinstitute.org/sites/default/files/productfiles/Teaching_Experience_Report_J
une_2016.pdf
Kolb (1984) Experiential Learnin;Experience as the source of learning and development.New
Jersey:Pretince Hall
https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_T
he_Source_Of_Learning_And_Development
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Mahinay (2013) Performance of Teacher Education; Article 1, Section of CMO 30,s 2004.
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+Article+1%2C+Section+of+CMO+30%2Cs+2004.&rlz=1C1CHBF_enPH825PH834&oq=ah
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Purdue University Northwest (2018) Practice teaching as a culminating project
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+as+a+culminating+project&rlz=1C1CHBF_enPH825PH834&oq=Purdue+University+North
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urceid=chrome&ie=UTF-8
Ulla (2008) Teacher education curriculum in the Philippines
https://files.eric.ed.gov/fulltext/EJ1161165.pdf
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APPENDICES A: LETTER OF PERMISSION
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57
LETTER OF CONSENT
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58
APPENDICES B: INTERVIEW GUIDE
STATEMENT OF THE PROBLEM NO. 1: EXPERIENCES
1. How do you handle classroom management?
2. What rules do you have for your classroom?
3. How can you make your teaching be more alive?
4. How do you feel about your first teaching to student?
5. What is the most unforgettable experience you have encountered as a student teacher?
STATEMENT OF THE PROBLEM NO. 2: CHALLENGES
1. What are the things that interrupted your class?

2. What difficulties are you likely to encounter as a teacher? How would you deal with
them?
3. In what ways do you keep students on task and well behaved during group activities?
4. What is the most backbreaking part of your teaching profession? How do you say so?
STATEMENT OF THE PROBLEM NO. 3: STRATEGIES
1. How can you surpass all the challenges in teaching the junior high school students?
2. How can you control your patience to your students?
3. What are your techniques in teaching slow learners?

4. What are your techniques in facing all the challenges in teaching students?
5. How do you handle pressure and stress caused by the challenges that you are facing?
6. What are your ways in improving the teaching and learning in the classroom?
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APPENDICES C: INTERVIEW SCHEDULE
Student Teacher A
DATE: 03/08/19
PLACE: University of Perpetual Help System Laguna-Isabela Campus, San Fermin Cauayan
City
INTERVIEWER: Nathalie Esguerra
TIME: 1:07 - 1:23 PM
Student Teacher B
DATE: 03/08/19
City
TIME: 1:26 - 1:37 PM
Student Teacher C
DATE: 03/08/19
City
TIME: 1:40 – 1:54 PM
Student Teacher D
DATE: 03/08/19
City
INTERVIEWER: John Paul Darapiza
TIME: 2:00 – 2:13 PM
Student Teacher E
DATE: 03/08/19
City
INTERVIEWER: Hardip Singh
TIME: 1:12 – 1:23 PM
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Student Teacher F
DATE: 03/08/19
City
INTERVIEWER: Hardip Singh
TIME: 1:30 – 1:43 PM
Student Teacher G
DATE: 03/08/19
City
INTERVIEWER: Michelle Asuncion
TIME: 2: 06 – 2: 21 PM
Student Teacher H
DATE: 03/08/19
City
INTERVIEWER: Michelle Q. Asuncion
TIME: 2: 30 – 2:49 PM
Student Teacher I
DATE: 03/08/19
City
INTERVIEWER: Francheska Althea Silverio
TIME: 3:03 – 3:14 PM
Student Teacher J
DATE: 03/08/19
City
INTERVIEWER: Francheska Althea Silverio
TIME: 3:20 – 3:33 PM
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Student Teacher K
DATE: 03/08/19
City
INTERVIEWER: John Paul Darapiza
TIME: 3:46-4:00 PM
Student Teacher L
DATE: 03/08/19
City
INTERVIEWER: Nicole Grace Cabalonga
TIME: 4:00 – 4:13 PM
Student Teacher M
DATE: 03/08/19
City
INTERVIEWER: Nicole Grace Cabalonga
TIME: 4:20 – 4:34 PM
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APPENDICES D:
EDITOR’S CERTIFICATION
This is to certify that this researcher paper, entitled “EXPLORING THE WORLD OF
STUDENT TEACHERS IN THE BASIC EDUCATION DEPARTMENT – JUNIOR HIGH
SCHOOL LEVEL” prepared and submitted by Michelle Q. Asuncion, Nicole Grace Z.
Cabalonga, John Paul B. Darapiza, Nathalie E. Esguerra, Francheska Althea A. Silverio, Hardip
S. Singh has been edited by the undersigned.
__________________________________
PEEJAY O. DARANCIANG, LPT
Editor
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APPENDICES E: CODING
Statement of the Problem 1: Experiences
TEXT CODES CATEGORY THEMES
PARTICIPANT B: No phones.
PARTICIPANT C: Some rules that I have in my
classrooms are: No one is allowed to use their
phones during the class unless there is an #No phones
important matter, minimize their voice when doing
an activity, don't chit chat with their seat mates,
etc.
PARTICIPANT E: The rules I have in my classroom is
that, they need to listen, participate and don’t
make unnecessary noise.
PARTICIPANT L: As of now, I am implementing rules #Always listen
set by our critic teacher to avoid confusion to the
students and that is (1. Respect yourself and others
and 2. Always listen to the speaker)
PARTICIPANT C: Some rules that I have in my
classrooms are: No one is allowed to use their RULES AND
phones during the class unless there is an REGULATION
#Don't chit-chat
important matter, minimize their voice when doing with seatmates
an activity, don't chit chat with their seat mates,
etc.
CLASSROOM
PARTICIPANT A: By telling them to be quiet and by
MANAGEMENT
deducting their points if they are noisy.
PARTICIPANT E: The rules I have in my classroom is
#Don't make
that, they need to listen, participate and don’t
unnecessary noise
make unnecessary noise.
PARTICIPANT F: The first rule that I have is respect
everyone, keep quiet and think before speak.
PARTICIPANT L: As of now, I am implementing rules
set by our critic teacher to avoid confusion to the #Respect everyone
students and that is (1. Respect yourself and others
and 2. Always listen to the speaker)
PARTICIPANT M: I handle my classroom
management by imposing rules inside the class
which includes REAPECT EVERYONE.
PARTICIPANT C: To makes teaching alive is of
course begins with the teacher, therefore, as a #Teacher must be
student teacher I need to be enthusiastic in front of enthusiastic
them so that my teaching will be alive. ACTIVE TEACHING
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PARTICIPANT H: I make my teaching to be more
alive upon being just me in teaching, being natural #Impose lively
and imposing lively expression. expression
PARTICIPANT A: By giving them additional points. #Give additional
points
PARTICIPANT I: By giving them an energizer. #Give energizers
PARTICIPANT E: I always start the class with #Motivational
activities that will motivate. activities
PARTICIPANT G: By giving exciting activities. #Exciting activities
PARTICIPANT B: By giving a lot of activities and
different set of tasks. SET OF ACTIVITIES
PARTICIPANT J: Different activities since we have #Lot of different
different learners. You need to prepare other tasks
activities for them to motivate their skills.
PARTICIPANT K: By more activities regarding the
topic.
PARTICIPANT B: I feel shy and about to give up. #Shyness in
teaching
PARTICIPANT C: My first teaching to my students
was very exhausting and I felt like I am not good #Exhausting day of
enough to teach them. teaching
PARTICIPANT H: It’s a kind of ... combination of
nervousness and excitements. #Excitement in
PARTICIPANT L: I was nervous yet excited. teaching
PARTICIPANT A: I feel nervous because I don’t know
what to expect.
ROLLER COASTER TEACHING
PARTICIPANT D: First, I felt nervous but in the
ENCOUNTER EXPERIENCES
middle I am so very happy that my students are
actively participating.
PARTICIPANT E: I feel nervous during my first
teaching to student.
PARTICIPANT F: In my first day of teaching I feel #Nervousness in
nervous. first teaching
PARTICIPANT G: “I feel so nervous and don’t know
how to handle them because I still don’t know their
attitude.
PARTICIPANT H: It’s a kind of ... combination of
nervousness and excitements.
PARTICIPANT M: During my first teaching to my
students, I feel nervous because it is my first time
meeting them. I also feel so intimidated of not
knowing yet their different personalities.
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Statement of the Problem 2: Challenges
PARTICIPANT A: The students who are not listening

and doing unnecessary things. And the students
who keeps on standing and those who are always
going out without unimportant things to do. #Noisy Students
PARTICIPANT D: The noisy students
PARTICIPANT G: Some announcement of other
teacher and unnecessary noise of the students.
PARTICIPANT F: Noise and the phone of my #Students who
students. uses their phone
PARTICIPANT K: They keep on standing and talking #Students who
to each other. keeps on standing MISBEHAVING
STUDENTS
PARTICIPANT C: Usually, the only thing that
CLASS
interrupts my class are those students who are
INTERVENTION
misbehaving and those who not listening which are
doing unnecessary things.
PARTICIPANT E: The things that interrupts my class
are the student who are not listening because they #Students doing
are chatting with their seatmates and some are unnecessary things
doing anything that is not related to our subject
like.
PARTICIPANT H: Okay, the things that interrupts my
class is the unnecessary things that my students
been doing during my discussion, especially when
they keep on speaking while I'm talking in front
because it's really irritates me.
PARTICIPANT G: Some announcement of other
teacher and unnecessary noise of the students.
PARTICIPANT L: The environment, especially when #Classroom
the temperature is very hot or very cold. temperature CLASS
Sometimes, personal necessities of the student are DISCUSSION
causing interruption and also the uncontrolled
behavior.
PARTICIPANT G: Some announcement of other #Announcement of
teacher and unnecessary noise of the students. teachers
PARTICIPANT A: When the paper works are given #Lot of paper
all at once. works
PARTICIPANT F: As a student teacher my difficulties #Urgent matters
are the hectic schedule or time management HECTIC SCHED
because there are times that we need to come to #Prioritizing the
school for urgent matters and at the same time we important things
have our classes, by prioritizing the important
things.
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PARTICIPANT A: By giving deduction on their points. #Deduction points
PARTICIPANT C: When my class doing an activity, it
is time to apply those rules that was executed
before so that I can keep them well-behave while
doing an activity. #Instructions
PARTICIPANT F: You give a rule for them before you before the activity
proceed to the task of a group activities.
PARTICIPANT E: I keep my students on task and well KEEPING
behaved during group activities in giving criteria STUDENTS ON
including and giving the rules that their score will #Giving criteria TASK
be deducted if they are creating unnecessary noise.
PARTICIPANT D: In my presentation I always include #Setting of timer
timer for them to be more serious and focused on for the duration of
what they are doing. the activity
PARTICIPANT I: As a teacher you need to give your
full attention to them, you need to guide and need #Give full attention
DIFFICULTIES
to warn them so that they will know what they will
IN TEACHING
need to do.
PARTICIPANT D: Teaching slow learners. Because
they slow my teaching strategies often those
student who do not care about what their teacher
teaches which is if they do not want to do it they #Slowly moving to
will not going to move to do it because of this we the next topic
cannot easily move to our next lesson. And as a
result my daily lesson plan adjust and here comes
the hectic schedule
PARTICIPANT A: I would say that the most
backbreaking part of teaching is sharing your
knowledge or teaching slow learners. Teaching TEACHING SLOW
slow learners because you, as a teacher, needs to #Adjustment in LEARNERS
adjust in terms of class discussion or in teaching class discussion
ever student. There will be students that can adjust
easily with the lesson and there are also students
who cannot easily adjust so as a teacher, I need to
adjust with them and be more considerate in
teaching them.
PARTICIPANT C: Teaching slow learners because
they cannot easily understand the lesson or are
unable to get along with the class. (Loud). And
sometimes they find my teaching boring and don’t #Left behind
want to participate on my discussion.” students
PARTICIPANT L: Slow learners because they
struggle to identify the main points of a lesson or a
test, and may be overwhelmed by supplementary
information.
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Statement of the Problem 3: Coping Strategies
PARTICIPANT A: By having faith to God because I

know I can do all things through Christ who
strengthens me. #Faith
PARTICIPANT B: By having faith with God and
praying to give me strength each and every day.
PARTICIPANT B: Keep on Praying
PARTICIPANT D: I always start the day with a #Prayer HAVE FAITH WITH GUIDANCE OF
prayer and ask a guidance from the Lord GOD THE LORD
PARTICIPANT A: By listening to songs especially
Christian songs
PARTCIPANT G: Lifting everything to God
PARTCIPANT K: In believing in God. His word is my #God
guide when I’m down.
PARTCIPANT L: By trusting God with His plans.
PARTICIPANT B: By thinking the people who
brought me where I am right now
PARTICIPANT E: I was able to surpass all the
challenges in teaching the junior high school
students of being inspired with the hardship and
sacrifice of my parents for sending them to school #Be inspired
and also through the moral support of my critic
teachers and classmate TRUSTING
PARTICIPANT G: By intrinsically motivating myself. ONSELF
PARTICIPANT K: By teaching them with my whole
heart.
PARTICIPANT I: By trusting yourself that you can do
and by the guide and of others God #Believe in POSITIVITY
PARTICIPANT J: Through self-motivation and also yourself
prayers
PARTICIPANT L: I don’t take it negatively but I take #Take it as a
it as a challenge that I believe that I can resolve. challenge
PARTICIPANT F: By always looking for the silver
lining or the positive sides of everything. #Look on the
bright side of
PARTICIPANT K: By thinking on the brighter side of
things
things. And believing that I can make it.
PARTICIPANT C: Having a positive and strong mind
is also my way to endure pressure and stress during HAPPY
my teaching and of course rest if possible. THOUGHTS
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PARTICIPANT E: I handle pressure and stress caused #Have a strong
by the challenges that I face thinking that in the mind
near future I will be able to produce a successful
person.
PARTICIPANT A: By thinking positive ways.
PARTICIPANT B: Thinking of happy thoughts and #Think of positive
going somewhere. things
PARTICIPANT M: Just being positive in everything.
PARTICIPANT I: Keep calm and you need to put to
your mind that students is your priority.
#Keep calm
PARTICIPANT M: By being calm and always think
positively.
PATICIPANT G: By inhaling and exhaling. KEEPING THINGS
#Be relaxed UNDER CONTROL
PATICIPANT J: By taking a deep breath.
PARTICIPANT K: By taking deep breaths.
PARTICIPANT D: I always smile. #Just chill and
PARTICIPANT J: Just chill. smile
PARTICIPANT E: I did balance my time in learning
the lesson and doing lesson plan in doing both of
them because when you are doing the lesson plan, #Balance your time
you also learning the lesson.
PARTICIPANT L: You do it a head of time to time
and avoid rush. Make a review to refresh.
PARTICIPANT C: Since there is what we call time
management, this is my way to learn my lesson and MANAGING TIME TIME
to do my lesson plan in exact amount of time. WELL MANAGEMENT
PARTICIPANT G: Time management. Doing what
should I do at a certain time. #Have exact
PARTICIPANT H: Okay, strategies the only thing amount of time for
strategies are doing my doing my time more everything
capable and posting my checklist at my papers I
handled and anytime I'll check it or not yet done to
do this so I have to put time with this.
PARTICIPANT A: My technique is that I am going to
recall the lesson again until they understand.
#Repeating the
PARTICIPANT L: I usually repeat the discussion for
lesson
them to cope up and if it is necessary I give them
attention one by one.
PARTCIPANT B: By starting my lesson in easy part
so that they could follow and also for them not to
degrade.
#Basic parts of the
PARTICIPANT C: I able to teach those slow learners
lesson first
by beginning my lesson into a very basic and
specific part of the topic before I proceed in the
broader part RECALLING THE
PARTICIPANT F: My techniques in slow learners is LESSON
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A.Y. 2018 - 2019
69
that you will tutor him/her after your class so that #Tutor the
they will be able to know what you discussed a students
while ago.
PARTICIPANT M: The techniques I do in teaching
slow learners is using the art of questioning and art #Use the art of
of teaching. I always revise my explanation and questioning
questions into simple sentences to be able to be
understand by my students. TECHNIQUES
IN
PARTICIPANT D: I grouped them with fast learners. #Group them with
fast learners TEACHING
PARTICIPANT G: By giving them other activities,
easier than the usual. #Give them easier EASY ACTIVITIES SLOW
activities GROUPED LEARNERS
PARTICIPANT J: There is more activity for them to WITH FAST
keep you in every learning you need to give them LEARNERS
but you must have the capacity of activities when #More activities
your student do not give you an activity for high for them
achievers.
PARTICIPANT K: In making my class alive, I allow
#Let the achievers
those achievers to facilitate them. I also ask
facilitate them
questions if they really understand my topic.
PARTICIPANT E: My technique in slow learners is
through motivating and encouraging them to strive #Remind and
harder to come up with their weaknesses and also encourage them to MOTIVATE AND
guiding them. strive hard ENCOURAGE
PARTICIPANT I: Give them feedback, and having an #Motivate and give THEM
attention with them. them your full
attention
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APPENDICES F: TRANSCRIBED DATA
PARTICIPANT A:

“By telling them to be quiet and by deducting their points if they are noisy.”

“I don’t have rules actually. I will just tell them if they’re too noisy.”

“By giving them additional points.”

“I feel nervous because I don’t know what to expect.”
“The most unforgettable experience that I have encountered is whenever I’m angry, my students
is hugging me that’s why my anger will disappear.”

“The noisy students. The students who are not listening and doing unnecessary things. And the
students who keeps on standing and those who are always going out without unimportant things
to do.”
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71
them?
“When the paper works are given all at once.”
“By giving deduction on their points.”
"I would say that the most backbreaking part of teaching is sharing your knowledge or teaching
slow learners. Teaching slow learners because you, as a teacher, needs to adjust in terms of
class discussion or in teaching ever student. There will be students that can adjust easily with the
lesson and there are also students who cannot easily adjust so as a teacher, I need to adjust with
them and be more considerate in teaching them.”
“By having faith to God because I know I can do all things through Christ who strengthens me.”

“By thinking positive ways.”

“My technique is that I am going to recall the lesson again until they understand.”
“By having faith with God and praying to give me strength each and every day.”
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72
“By listening to songs especially Christian songs.”
“By teaching those students more and exploring some situations that is connected to our topic.”
PARTICIPANT B:

“By setting rules and regulations.”

“No phones.”

“By giving a lot of activities and different set of tasks.”

“I feel shy and about to give up.”
“When one of my Grade 6 student threatened me that he’s going to kill me.”

“Misbehaving students.”
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73
them?
“Misbehaving students and also my speaking in front. I am going to deal with it through not
thinking about it or just go pass through with it.”
“By giving them additional and deduction points so that they will participate. I think it’s very
effective.”
"The most backbreaking part of my teaching is dealing with the attitude of my students. In our
class, every time I talk in front, you can always see students holding or playing with their
gadgets with them knowing that I am in front. Most of the time, I keep on confronting them to not
use their gadgets and good thing they listens but at times, I just ignore the fact that they are not
listening so I just put my attention with the students who listens to me whenever I talk or discuss.
“By thinking the people who brought me where I am right now.”

“By keep on thinking my future.”

“By starting my lesson in easy part so that they could follow and also for them not to degrade.”
“Keep on praying.”
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74
“Thinking of happy thoughts and going somewhere.”
“Practice more and read more.”
PARTICIPANT C:

“Classroom management is not easy to execute, but one of my way to handle or to keep my
classroom well-manage is by setting rules which is very effective and helpful.”

“Some rules that I have in my classrooms are: No one is allowed to use their phones during the
class unless there is an important matter, minimize their voice when doing an activity, don't chit
chat with their seat mates, etc.”

“To makes teaching alive is of course begins with the teacher, therefore, as a student teacher I
need to be enthusiastic in front of them so that my teaching will be alive.”

“My first teaching to my students was very exhausting and I felt like I am not good enough to
teach them.”
“As a student teacher, the most unforgettable experience that I've encountered during my
teaching is when I am in front of my class and I am trying to calm them down, one of the student
.
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75
said that “Our teacher was here, please quite", then, one of her classmate response
was.”Where? She is not a teacher yet!" Her words hurts me a bit.”

“Usually, the only thing that interrupts my class are those students who are misbehaving and
those who not listening which are doing unnecessary things.”
them?
“The difficulties that I have encountered during my teaching is the TEACHING itself. I able to
deal with it by trying and doing my best.”
“When my class doing an activity, it is time to apply those rules that was executed before so that
I can keep them well-behave while doing an activity.”
‘Teaching slow learners .Because they cannot easily understand the lesson or are unable to get
along with the class. (Loud). And sometimes they find my teaching boring and don’t want to
participate on my discussion.”
“I able to surpass the challenges during my teaching here in the Junior high school by doing my
very best efforts and I always keep to be positive all the time though there was a time that I want
to give up because of the hardships that I've encountered.”
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“I control my patience to my students through silence and breathing deep in and out.”

“I able to teach those slow learners by beginning my lesson into a very basic and specific part of
the topic before I proceed in the broader part, so that they can follow and those who are fast
learners won't feel boring. One more is to have discussion or an activity that is balance between
the fast and slow learners.”
“The only technique that I have for me to be able to face and surpass the challenges in teaching
my students is to have a positive and strong mind.”
“Having a positive and strong mind is also my way to endure pressure and stress during my
teaching and of course rest if possible.”
“The only ways that I have to improve teaching and learning in my class is self-confidence and
efforts.”
PARTICIPANT D:

“By being a role model.”

“Maintain cleanliness for them to have a good learning environment.”
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“I always start the class with activities that will motivate.”

“First, I felt nervous but in the middle I am so very happy that my students are actively
participating.”
“When I saw in the faces of my students that they are enjoying my class even it is a holy hour.”

“The noisy students.”
them?
“The difficulties that I have encountered during my teaching is the TEACHING itself. I able to
deal with it by trying and doing my best.”
“In my presentation I always include timer for them to be more serious and focused on what they
are doing.”
“Teaching slow learners. Because they slow my teaching strategies often those student who do
not care about what their teacher teaches which is if they do not want to do it they will not going
to move to do it because of this we cannot easily move to our next lesson. And as a result my
daily lesson plan adjust and here comes the hectic schedule.”
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“I always start the day with a prayer and ask a guidance from the Lord.”

“Even though they are always noisy, I can still manage my class by "telling" them a jokes.”
“I grouped them with fast learners.”
“I always smile.”
“I take deep breath, Pray and just go on.”
“Learn from the correct answer from your students.”
PARTICIPANT E:

“I handle classroom management through giving some rules and regulations what needs to do
during the class and also give some consequences if they disobey the rules.”

“The rules I have in my classroom is that, they need to listen, participate and don’t make
unnecessary noise.”
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79
“I make my teaching be more alive in giving activities which engage collaboration and prepare
a good presentation to catch their attention to listen and pay attention.”

“I feel nervous during my first teaching to student.”
“The most unforgettable experience I have encountered as a student teachers is when I was
handling the Grade 10 students then I was angry with them because they didn’t listen to me.”

“The things that interrupts my class are the student who are not listening because they are
chatting with their seatmates and some are doing anything that is not related to our subject like
doing their assignments for their next class.”
them?
“The difficulties that I encounter as a teacher is the advancement of the curriculum of the
students. I deal with it through advance reading.”
“I keep my students on task and well behaved during group activities in giving criteria including
and giving the rules that their score will be deducted if they are creating unnecessary noise.”
“The lessons need to be repeated again for them to understand and sometimes because we
repeated it over and over again no one else will listens and many of them have their own world.”
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“I was able to surpass all the challenges in teaching the junior high school students of being
inspired with the hardship and sacrifice of my parents for sending them to school and also
through the moral support of my critic teachers and classmate.”

“I control my patience to my students by putting off my shoes on their side because I to be a
student like them in the past.”

“My technique in slow learners is through motivating and encouraging them to strive harder to
come up with their weaknesses and also guiding them.”
“My techniques in facing all the challenges in teaching students based on my own experiences
when I was a junior high school students.”
“I handle pressure and stress caused by the challenges that I face thinking that in the near future
I will be able to produce a successful person.”
“My ways in improving the teaching and learning in the classroom are through giving more
activities rather than discussion because I do believe that experience is the best teacher.”
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PARTICIPANT F:

“I handle my class by giving rules before you discuss and for that the rule they know on how to
respect each other.”

“The first rule that I have is respect everyone, keep quiet and think before speak.”

“Through motivate your students before discussion.”

“In my first day of teaching I feel nervous.”
“As student teacher, the most unforgettable moment is that you’re Students because you feel
their care and they are learning.”

“Noise and the phone of my students.”
them?
“As a student teacher my difficulties are the hectic schedule or time management because there
are times that we need to come to school for urgent matters and at the same time we have our
classes, by prioritizing the important things.”
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82
“You give a rule for them before you proceed to the task of a group activities.”
“The most backbreaking part as a student teacher is that teaching the slow learners because it is
hard to understand what they are going to do because they have many problems in their life and
they didn't focus on their study.”
“By giving lesson that they deserve and appropriate on their age.”

“By always looking for the silver lining or the positive sides of everything.”

“My techniques in slow learners is that you will tutor him/her after your class so that they will
be able to know what you discussed a while ago.”
“Believing in myself that I can do it.”
“Just to be silent.”
“To improve my skills in teaching I need to be better in communicating and interacting with my
students for us to have a great class discussion.”
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83
PARTICIPANT G:

“By doing my classroom management routine. The “body- sets”, “crisscross”, and “class-yes”
rule.”

“Respect yourself and others.”

“By giving exciting activities.”

“I feel so nervous and don’t know how to handle them because I still don’t know their attitude.”
“When my students said that the topic is so easy.”

“Some announcement of other teacher and unnecessary noise of the students.”
them?
“Students who are slow learners. By giving them easier activity.”
“By giving them group activities but individually graded.”
.
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84
“The most backbreaking that I've encountered as student teacher is to teach a slow learners
because it is hard to motivate them to Learn their topic so she need to give patient to them
because teaching slow learners is the most challenging as a part of a student teacher.”
“By intrinsically motivating myself.”

“By inhaling and exhaling.”

“By giving them other activities, easier than the usual.”
“Lifting everything to God.”
“By crying it to God.”
“By telling them real-life situation for them to be “maybe” touched or just simply understand my
situation.”
PARTICIPANT H:

“Okay, I handle classroom management upon giving some rules and an agreement of what been
implemented inside my class.”
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85
“Okay, I adopted the strategy of teacher Mel that whenever she start her class she is writing or
draw a box and she put things inside the box. That is our way or our flow the first thing, she will
write the flumabacol inside the box then one pencil and one pen, so that's why we make rules
that just what's in the box ,that's the coverage or what happens in the class is that I guess that
this rules are being implemented.”

“I make my I make my teaching to be more alive upon being just me in teaching, being natural
and imposing lively expression.”

“Okay, as far as I can remember my first teaching was a kind of roller coaster or a kind of mix
emotions. It’s a kind of combination of nervousness and excitements.”
“Okay, the most unforgettable experience I've encountered as of now is the humbleness and the
humble and the way the student show their love and respect to me as a student teacher. The most
unforgettable is that how my students show their love, their care, their respect and the
experience I have with them.”
Statement of the 2: Challenges

“Okay, the things that interrupts my class is the unnecessary things that my students been doing
during my discussion, especially when they keep on speaking while I'm talking in front because
it's really irritates me.”
.
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86
them?
“Difficulties? Difficulties in controlling your students, controlling your classroom management
because there are some students that when you are speaking in front, he/she doing something
that make that bothers you a lot. And how will you be able to put the knowledge or let your
students receive the knowledge that you are trying to give them, so that's my big struggle too.”
“Okay, that scene is very hard. As what I've told you in my Grade 7 class I have this student
when he tells you he don't want to do things he won't. Because me, if I am together with my
practice teacher and we are in a room I'll be the one to teach the content instead of being beside
of that student, because she can extend her patience than me, as in she is focused on teaching
that child.”
“For me as student teacher the most challenging part is when I have a class discussion but some
of my students Making a noise inside the class I cannot concentrate and also those other student
who really listening at me. When they are noisy I'm getting nervous how to discipline them so
that's the challenge for me as a practice teacher.”
Statement of the Problem 3: Coping strategies
“Okay, .as far as on our experience upon surpassing or being able to being able to cross the
path that I am surpassing. So totally teaching is not easy. Being a practice teacher is not easy
especially when you are held or expose to the students who are in the junior high School. Inside
the classroom we have diversities, the learners have their diversities. They have the different way
of learning, different ways of teaching, different ways of understanding things. That is why you
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87
must be able to be flexible enough to give what the students’ needs and being able what they
need.”

“As of now, this is one of my biggest struggle, because they became worst when they feel
comfortable with in you. As of now, it came at the time that I need to shout for them to be quiet.
So controlling your patience is very important, then, when you're getting angry, just give
yourself a seconds to think. After that, you need to forget and try again.”

“Okay, as far as I can remember they say there is NO proper techniques or method upon
teaching but then, upon learning or being the teacher that the student needs specially those kind
of student who are slow learners you must put patience and another patience and another
patience again, you must be able to extend your patience upon teaching them.”
“Okay, maybe the only thing I can say is the technique I've use is being able to extend your
patience. Patience! Patience! Patience! Another patient and more! More patience, because
you’re dealing with different persons, different personalities, different kind, different perspective.
We cannot stick into one thing .You cannot escape from extending or stretching your patience.”
“Okay, that's the hardest thing I've heard. In Handling your stress and pressure as of now the
big pressure is being able to leave something or make your student think that they can remember
you on that part. I handle those things upon talking to myself at night, especially when I went
through this semester being a governor of our department and having this practice teaching of
mine. I really don't know what to face first or do first.”
.
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88
“Okay, the best ways, upon improving my teaching in the class is learning from your experience
make your experience as your teaching. Because you can reflect from those things, especially
when you are using the checklist during your first day of teaching because our coordinating
teacher are using the rubrics ,they will be writing their feedback upon your teaching, so they can
go back those things that, AH!I need to prove this ,I had to learn from this ,I need to study more
about this I need to make myself to be like this so that my students will be able to be comfortable
and to be able to understand what I am speaking in front. Make yourself as an open minded.”
PARTICIPANT I:

“So I'm handling my class in the strategies that I know it will motivate them.”

“First, listen. Second, cooperate and third, quiet.”

“By giving them an energizer.”

“First I was nervous but when I already done my topic to my students I felt that... I achieved
something.”
“When I felt that I am close to my students and I felt that they care on me.”
.
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89

“Okay, if the attention of the students is not connection on the topic and if the students is not
listening and they have their own word.”
them?
“They are too noisy, they are not paying attention and they have their own business. I need to
deal with it by giving them warning and motivation so that they will listen to me.”
“As a teacher you need to give your full attention to them, you need to guide and need to warn
them so that they will know what they will need to do.”
“As a student teacher the most backbreaking part of teaching is when you have a student who is
a slow learner that I don't know how to handle each one of them because they have a different
personalities and some of those student really don't want to listen in the lesson and as a their
teacher that's the most backbreaking for me.”

“By trusting yourself that you can do and by the guide of others and God.”

“Keep calm and you need to put to your mind that students is your priority.”

“Give them feedback, and having attention with them.”
.
A.Y. 2018 - 2019
90
“Give a rules to them that you will use in the whole time and you need to lead them in the right
direction.”
“By putting in my mind that they is will be my profession in the near future and by giving myself
time to relax.”
“I need to learn in my daily strategies that. I used and by that I will know if what I need to
improve and .by the help of my teacher.”
PARTICIPANT J:

“It depends on you if your students are good. In case someone does not obey your command in
your class.”

“Self- discipline and respect each other.”

“Different activities since we have different learners. You need to prepare other activities for
them to motivate their skills.”

“All nervous, just push it.”
.
A.Y. 2018 - 2019
91
“It was my first demo with the panelist I need to conduct with my topic. It was a fun experience.”

“Your students are very vocal and they lose their appetite to listen to you.”
them?
“The different personality of a child.”
“If you make an activity for your students it should be five minutes done because they might get
bored.”
“Being a student teacher the most challenging part is if you had that student who is a slow
learner and also didn't always paying attention to my class I don't know how to make them or
convince them to listen in my lesson because I don't know the personality of them and that's the
challenge for me.”

“Through self-motivation and also prayers.”

“By taking a deep breath.”
.
A.Y. 2018 - 2019
92
“There is more activity for them to keep you in every learning you need to give them but you
must have the capacity of activities when your student do not give you an activity for high
achievers.”
“By thinking positive thoughts and asking the guidance of the Lord.”
“Just chill.”
“You have a “teaching practice” not a “teaching perfection”. This little play on words
emphasize the central point that practice implies continuously working to get better. Like any
worthwhile activity, teaching center on a concept of skills supporting the overall work, and the
best teachers work on improving their skills bit by bit, day by day.”
PARTICIPANT K:

“By giving additional activities.”

“I don’t have rules.”

“By more activities regarding the topic.”

“At first, I felt nervous.”
.
A.Y. 2018 - 2019
93
“They treat me like a true teacher and they respect me always.”

“They keep on standing and talking to each other.”
them?
“The modulation of my voice and my vocabulary.”
“By giving deduction to their score if they are not behaved.”
“The most challenging as a student teacher is to teach those slow learners because we didn't
know if this students have many problems about their family so didn't focus to study hard maybe
they have their anxiety or they are depress about their family so it is hard to be with them.”

“By teaching them with my whole heart.”

“By taking deep breaths.”
.
A.Y. 2018 - 2019
94
“In making my class alive, I allow those achievers to facilitate them. I also ask questions if they
really understand my topic.”
“By thinking on the brighter side of things. And believing that I can make it.”
“In believing in God. His word is my guide when I’m down.”
“Read and read about classroom management assessing the students etc.”
PARTICIPANT L:

“By implementing rules.”

“As of now, I am implementing rules set by our critic teacher to avoid confusion to the students
and that is (1. Respect yourself and others and 2. Always listen to the speaker).”

“Through the used several of instructional materials as well as how I project in front.”
“At first, I was nervous yet excited.”
“As for now, it is the first time we had our demonstration teaching.”
.
A.Y. 2018 - 2019
95

“The environment, especially when the temperature is very hot or very cold. Sometimes,
personal necessities of the student are causing interruption and also the uncontrolled behavior.”
them?
“Dealing with the different personalities and behavior integrating values and dealing them with
my whole heart.”
“The most effective way for me is that, the giving of rewards.”
“Slow learners because they struggle to identify the main points of a lesson or a test, and may be
overwhelmed by supplementary information.”
“It is patience, dedication and passion.”

“It is hard not to lose patience but thinking why you choose this path is enough reason and it can
be achieved through an extra effort.”

“I usually repeat the discussion for them to cope up and if it is necessary I give them attention
one by one.”
.
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96
“By trusting God with His plans.”
“I don’t take it negatively but I take it as a challenge that I believe that I can resolve.”
“Using various strategies instead of sticking to one.”
PARTICIPANT M:

“I handle my classroom management by imposing rules inside the class which includes
cleanliness, monitoring students’ behavior, their cooperation to the discussion and more.”

“Respect everyone.”

“To make my teaching be more alive, I have to perform different teaching styles and strategies
every day in order to lessen the boredom and to avoid the usual day to day teaching.”
“During my first teaching to my students, I feel nervous because it is my first time meeting them.
I also feel so intimidated of not knowing yet their different personalities.”
.
A.Y. 2018 - 2019
97
“The most unforgettable experience I have encountered is the rapport I have built with my
students, the bond and laughter we have shared.”

“The things that interrupts our class are the students who aren’t listening to the discussion and
making noise with their seatmates. If one makes an educational noise the whole class will be
interrupted.”
them?
“Calm and think positive.”
“To keep my students on task and well-behaved during group activities, I always caught the
attention of students who are misbehaving and I always tell them to cooperate, collaborate well
with their group mates.”
“I think the noisy student because they always interrupt our class discussion in that case no one
will listen to me and they start to have their own discussion with their seatmates.”

“By simply calming yourself.”

“I control it by being calm.”
.
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98
“The techniques I do in teaching slow learners is using the art of questioning and art of
teaching. I always revise my explanation and questions into simple sentences to be able to be
understand by my students.”
“Just being positive in everything.”
“By being calm and always think positively.”
“By asking my co-teachers on what to improve for me to make a better teacher.”
.
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99
APPENDIX G: CURRICULUM VITAE
Personal data:
Name: Michelle Q. Asuncion
Age: 16
Birth Date: October 10, 2002
Father’s name: Edgar M. Asuncion
Mother’s name: Fermina Q. Asuncion
Address: Ramona Angadanan, Isabela
Email –address: michelleasuncion001@gmail.com
School: University of Perpetual Help System Laguna Isabela Campus
Educational background:
Secondary Level
Ingud Ramona Integrated School
Primary Level
Ingud Ramona Integrated School
.
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100
Personal data:
Name: Nicole Grace Z. Cabalonga
Age: 17
Birth Date: October 20, 2001
Father’s name: Gaudencio B. Cabalonga Jr.
Mother’s name: Nelia Z. Cabalonga
Address: Alinguigan 2nd City of Ilagan
Email –address: kulasacabalonga@gmail.com
Secondary Level
Isabela National High School
Primary Level
Marana 3rd Elementary School
.
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101
Personal data:
Name: John Paul B. Darapiza
Age: 17
Birth Date: July 13, 2001
Father’s name: Wilmar C. Darapiza
Mother’s name: Maribel S. Ballad
Address: San Juan Aurora, Isabela
Email –address: darapizajohn0@gmail.com
Secondary Level
Dona Aurora National High School
Primary Level
Aurora Central School
.
A.Y. 2018 - 2019
102
Personal data:
Name: Nathalie E. Esguerra
Age: 17
Birth Date: March 9, 2002
Father’s name: Roel A. Esguerra
Mother’s name: Janeth E. Esguerra
Address: Rizal, Alicia, Isabela
Email –address: eguerranathalie076@gmail.com
Secondary Level
Rizal Region National High School
Primary Level
Rizal Elementary School
.
A.Y. 2018 - 2019
103
Personal data:
Name: Francheska Althea A. Silverio
Age: 17
Birth Date: March 2, 2002
Father’s name: Joseph A. Silverio
Mother’s name: Joycelyn A. Silverio
Address: Centro-III Angadanan, Isabela
Email –address: teyangsilverio@gmail.com
Secondary Level
Angadanan National High School
Primary Level
Angadanan Central School
.
A.Y. 2018 - 2019
104
Personal data:
Name: Hardip S. Singh
Age: 16
Birth Date: September 4, 2002
Father’s name: Garry Singh
Mother’s name: Delia Singh
Address: Victoria, San Mateo Isabela
Email –address: xxharldipxx2740@gmail.com
Secondary Level
Eveland Christian College
Primary Level
Malasin Elementary School

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University of Perpetual Help System Laguna – JONELTA

Basic Education Department – Senior High School Level

THE PROBLEM AND ITS SETTING

goals in life (Alcantara, 2008).

expose them to the world of work (Holdaway, 2005).

characteristics of teaching knowledge developed through experience of teaching.

knowledge to the next generation of students (Ulla, 2008).

The theoretical model of Experiential Learning is grounded in the humanistic and

when someone creates knowledge through experiential transformation (Kolb, 1984).

such as initiating, experiencing, learners, imagining, and reflecting, analyzing, thinking,

deciding, acting and balancing.

variety of experiences in their teaching profession.

Statement of the Problem

variable solutions to the challenges faced by them along the process.

2. What are the challenges encountered by the student teachers?

Assumption of the Study

2. The student teachers have encountered several challenges in teaching.

Significance of the Study

The results of this study benefits the following:

their student teacher experiences.

actions in improving on what has been the said problem.

the student teachers provided.

help as a future reference for more studies in the future.

Scope and Delimitation

First and Second Semester of the School Year 2018 – 2019.

Experience. Experience is the knowledge or mastery of an event or subject gained

through involvement in or exposure to it. (Merriam Webster Collegiate Dictionary)

Internship. The position of a student or trainee who works in an organization, sometimes

supervision of a certified teacher in order to qualify for a degree in education.

REVIEW OF RELATED LITERATURE AND STUDIES

development as novice teachers (Glenn, 2010).

According to the Board of Teacher Registration (2009), the internship is an extended

field based and context-responsive professional learning experiences negotiated collaboratively

the intern moves from evaluative to collegial.

instructions into practice (Huling, 2009).

Providing student-teachers with a series of experiences such as student teaching,

potentially advantageous in becoming teaching professionals (Gu & Benson, 2015).

the causes of stress.

management and discipline policy in teaching (Huberman, 2011).

adjust instructions that best suit to the learners (Gozalo, 2017).

on conflict management should be conducted by the DepEd.

also mandated TEIs to use the National-Competency-based Teacher Standards (NCBTS) in

processes of any teacher education program.

teachers (Allaga, 2009).

Practicum teaching is an integral part of any teacher education curriculum since it is a

service teachers as the “most important part of teacher education program”.

experience, overcrowded classrooms, the feeling of incompetence, being observed by the

effectively and not knowing the students.

cooperating teacher, anxiety of being unfamiliar with students, anxiety of teaching a

observed, students’ profiles, teaching procedures and mentors.

geographical and historical knowledge (Sahin, 2008).

written (Flores, 2008).

Practicum teaching is important in teacher education. Teaching practicum is a tool that

helps teacher educators become competent in teaching (Cheng, 2013).

Practicum teaching is an integral part of any teacher education curriculum since it is a

service teachers as the “most important part of teacher education program”.

throughout their collegiate training and education.

understanding, geographical and historical knowledge (Sahin, 2008).

To sum it up, practicum teaching is important in teacher education. Teaching practicum is

a tool that helps teacher educators become competent in teaching.

RESEARCH DESIGN AND METHODOLOGY

Phenomenological research is an approach to qualitative research that focuses on the