Day 1: 22nd September 2022 (Thursday)

I wake up early in the morning at 6:00 Am. And all of my co-practice teacher was
gathering in the place of Barangay Conchu. The van fetches us and gave us a ride into the school.
We arrived and waited for the other internships coming from different majors. Our subject
teacher settles some expenses that we need to pay at our fare. When some of the interns arrived
in school at Trece Martires City National Highschool – Conchu Annex, we received a warm
welcome of our internship adviser into the Principal, Administrator and lastly Cooperating
Teachers.
The main objective of their orientation is to discuss about the school policies/rules and
regulations and disciplinary guidelines. Our first rule in the school is to wear a prescribed
uniform. But I was being able to ask about my haircut into the school head because of my gender
identity which is I’m a Transgender. I’m informing to them very well that my pronoun is she/her.
Seeking and raising my concern regarding for the haircut policy that is need to implement in
during the internship. As a transgender who is experiencing gender dysphoria, it would be so
hard for me to cut my hair since it symbolizes my femininity and it boosts my confidence as
well. I’m sincerely as asking for their permission to allow me not to cut my hair for the
internship that I will be doing. Considering this request would mean a lot to me and for the
betterment of my performance for my upcoming internship.
After the orientation the head teacher was disseminate us into our corresponding
cooperating teacher and it was my opportunity to handle a 9 th grade student. But finding my
cooperating teacher in my first day, she is absent.
At that moment, I knew something big will happen to me in the path I am taking.
Although I know that being an intern in TMCNHS - Conchu Annex might give me a little
knowledge about the subjects, strategies and the methods itself, I will learn a lot as an individual.
I believed that I need to experience this kind of process because this is a big breakthrough in my
life. It was like I was about to do something I have never done before. I did not know where to
start and how to do it. All I know was that I have my God and He will never leave me harmed
and unprotected.
Day 3: 27th September 2022 (Tuesday)
I get up early, and the tricycle comes to pick us up to head to the TMCNHS Conchu
Annex. Typhoon Karding caused it to be stopped yesterday. Although it was supposed to be the
beginning of my observation with my cooperating teacher, my CT chose not to observe me in her
class because the lesson was too late to discuss and she had been unwell at our last meeting. My
cooperating teacher introduced me in front of her class as their practice instructor at section
Sahaya, Amaya, and ultimately her class advisory which is Urduja. Fortunately, they had me to
manage those children at ninth grade year level which composes of Set A and Set B.All of the
classroom set up was well-ventilated and comfortable among the students.
Genetics is the exclusive focus of their discussion. Since they had no prior knowledge of
the subject, I saw that my cooperating teacher needed to change the lesson's level of difficulty
rather than having to make it simple and fundamental. I found that learners have a variety of
learning styles and are truly struggling with the subject. Due to the fact that they are already
familiar with modular learning, when it comes to a real class they must understand beginning
with different terminology, remembering their subject, and making the lesson entertaining and
interactive.
After the class of my Cooperating teacher, she gave me a format of IDEA lesson plan
which composes of Introduction, Development, Engagement and Assimilation also a printed
hardcopy of Most Essential Learning Competencies MELCS and lastly modules from First
Quarter up to Second Quarter and book of Science 9 that serves as my references of lessons and
activities. Lastly, the class attendance of Set A and Set B of section Sahaya, Amaya and Urduja.
Day 4: 28th September 2022 (Wednesday)

When we arrive at the TMCNHS - Conchu Annex, the tricycle has already been waiting
for us since I awoke early in the morning. My cooperating teacher's lesson timetable ran from
8:30 AM to 12:00 PM. Beginning with Set B's observation, I noted how my cooperating teacher
imparts knowledge about genetics in general. When it comes to the fundamental subject of
genetics, some of them include definitions and various terminology that might aid students in
becoming comfortable with such phrases. Nevertheless, I've discovered that each year level's
conduct among students varies, and that teachers must account for these variations. Different
learning demands exist inside the class as well.
In Science 9, a topic that is very difficult for me, I witnessed a lesson with Mrs. Porlage. I
found it fascinating to see how the students were participating in a lecture on how to develop
excellent character both within and outside of the classroom. The students in the class are very
unlike from the ones I saw yesterday. I can see that this class' dynamics are a reflection of the
variety of student backgrounds. The majority of the students showed maturity throughout class in
their attitudes. In general, grade 9 is the most transitional level since everyone is starting to
develop unlike in the other year levels.
According to the topic overview, students of all ages are particularly interested in the
study of heredity as it pertains to human qualities. The majority of the tasks in this section are
straightforward and doable in a classroom setting. A few might be completed at home. The
exercises will assist students in creating an easy-to-understand model that explains the
fundamentals of inheritance. I've come to realize how crucial it is to involve the learner right
away in the class. Clear instructions must be placed on the whiteboard regarding the students'
classwork. assisting your kids in their areas of weakness.
Day 5: 29th September 2022 (Thursday)

Today's science lesson in Set B for grade 9 continues the discussion of genetics. My co-
teacher had finished her genetics lesson with the class. The kids will now respond to the Punnett
square. After that, we go on to the next subject, non-Mendelian inheritance. The many forms of
non-Mendelian inheritance are covered in this lecture. In this sort of heredity, the phenotypic
patterns do not match those predicted by the Mendelian Laws of inheritance. It also illustrates
how qualities connected to a single gene on chromosomes are passed down across families.
Non-Mendelian inheritance is the term used to describe the inheritance of features that
have a more complicated genetic base than one gene with two alleles and total dominance. This
is the overview of the subjects covered in Mrs. Porlage's lesson. A single gene with more than
two alleles regulates many allele characteristics. The three prevalent alleles for the ABO blood
type—A, B, and O—are an illustration of a multiple allele feature seen in humans. When two
alleles of a gene are expressed equally in the phenotypic of heterozygotes, codominance
develops. The codominance of the A and B alleles in the ABO blood type is another instance of
codominance in humans.
Heterozygotes that acquire both alleles have an intermediate phenotype because
incomplete dominance occurs when a dominant allele for a gene is not totally dominant over a
recessive allele for the same gene. Tay Sachs illness, in which heterozygotes generate half as
much functioning enzyme as healthy homozygotes, is an example of incomplete dominance in
humans. Multiple genes that each have a little cumulative influence on the phenotype govern
polygenic characteristics. This leads to a wide range of phenotypes. Human polygenic features
include things like adult height and skin color. Both genes and environment have an impact on
many characteristics.
For polygenic characteristics, this could be especially true. For instance, exposure to UV
radiation may have an impact on skin color, while food or childhood illnesses may have an
impact on adult height. Pleiotropy is the term used to describe the scenario in which a gene
impacts many phenotypic traits. Sickle cell anemia is a human example of pleiotropy. Two
recessive alleles for this illness are inherited, and those who carry them have defective red blood
cells in addition to a variety of other phenotypic symptoms such stunted development, renal
failure, and strokes. Epistasis is the process through which the expression of one gene influences
that of other genes. Albinism is a case of epistasis in which the albinism mutation prevents the
expression of the skin-color genes.
Day 6: 30th September 2022 (Friday)

Due to the fact that Set A and Set B classes only meet on Monday and Tuesday of each
week and on part of their remaining days, respectively, and only on Wednesday and Thursday of
each week, respectively, there are never any students present in class on Friday. As a practicing
teacher, it is our responsibility to assist students and teachers in working together on brigada
eskwela. The Brigada Eskwela is evidence that the government and the people can work together
successfully.
In order to demonstrate the spirit of volunteering, we as student teachers must be able to
handle this sort of effort and be permitted to form a relationship with other stakeholders who are
prepared to contribute resources to enhance the public school system of the nation.
Brigada Eskwela, also known as "Working Together for Schools" or "Bayanihan Para sa
Paaralan," gave the Filipino notion of togetherness a new meaning. Its implementation will be
successful if school administrators, business partners, local government agencies, and
community members—including parents and students—work together. Everyone works from 8
am to 5 pm without any oversight from the student government leaders. Since day one, we have
all followed the schedule set forth. As a result, our school receives assistance from an increasing
number of people each year from many societal sectors.
I am also aware that while the government has a responsibility to its people, the people
equally have a responsibility to the government. "The government cannot fulfill all of our needs.
The policy is frequently criticized with the claim that local governments should pay for the
upkeep of public schools and that schools shouldn't be required to raise money from private
businesses or people. According to the DepEd, one of Brigada Eskwela's objectives is to promote
awareness across all spheres of society that everyone is accountable for the education of the
Filipino people.
Education is a shared responsibility between the government, which offers free education
to Filipino youth, the community in which they live and learn, and the business sector, which
will eventually hire them. Every student's educational progress depends on their collaboration.
We don't all fully understand the function we play in helping the government alter society for the
better. We frequently call attention to the illnesses afflicting our nation, but we seldom take any
action ourselves. We either fail to see the chances we have to help in the fight against these
diseases, or we choose to ignore them since doing so would require us to go through change,
which can be inconvenient.
 Brigada Eskwela compels us to consider how eager we are to step up as community
members when needed. We understand how we perceive ourselves and our responsibility to the
community and the country as a whole thanks to the chance it gives us to contribute to the
solution to the problems facing the nation's educational system. It helps us realize that, if we're
willing, we can contribute to the change we want to see in the world.