TEACHING

INTERNSHI
P
PREPARED BY;
JAYVEE S. POLIRAN
ARIS JAMES P. BARIL
REALYN PACQUEO
Contents of this Presentation

TOPIC 1.1 Practice Teaching

TOPIC 1.2 Laws and Regulations in the Teaching
Profession
Why do we conduct
practice teaching?
Teaching Internship/
Practice Teaching
 It gives you the opportunities to apply what you have learned
in actual classroom practice.
 Prepare you for personal and professional advancement.
 It gives you the chance to work under a second teacher who
shall serve as your mentor.
 It provides experiences to student-teachers in the actual
teaching and learning environment.
 You will know the value of teaching practice.
The 4 Phase of
internship
Phase 1
Orientation Sessions: With practicum supervisor,
cooperating teacher and principal
• In this phase, the orientations deal with identifying
expectations of the school and that of the
cooperating school. The practicum supervisor,
cooperating teacher or principal introduce to the
practice teachers the school rules and policies,
facilities and resources, school forms, school
personnel and other matters related to school
operations
 Phase 2
Observation and Building Relationships: Observation of
classes, Building relationship with cooperating teacher,
learners and other teaching support staff.
• In this phase, practice teachers are made to do activities such as
observing classes, writing lesson plans or daily lesson logs,
preparing instructional materials for classroom instruction,
preparing assessment tools/ tests/ examinations, helping
cooperating teachers in their classes, substituting classes with
CT’s supervision and mentoring, designing instructional/bulletin
boards; joining in school curricular or non-curricular activities,
and any other daily routinary tasks. Here, practice teachers work
well with the cooperating teachers.
Phase 3
On Site Tasks: Writing Learning/Lesson Plans, Creating
instructional materials, Constructing assessment tools,
Participating in school activities/programs, Doing daily
teaching tasks
• In this phase, practice teachers are made to do activities such as
observing classes, writing lesson plans or daily lesson logs,
preparing instructional materials for classroom instruction,
preparing assessment tools/ tests/ examinations, helping
cooperating teachers in their classes, substituting classes with
CT’s supervision and mentoring, designing instructional/bulletin
boards; joining in school curricular or non-curricular activities, and
any other daily routinary tasks. Here, practice teachers work well
with the cooperating teachers.
 Phase 4
Final Demonstration and Accomplishing Exit Forms:
Executing final demonstration lesson and accomplishing
evaluation forms and exit clearance
• This final phase aims at engaging practice teachers in
classroom demonstration and in doing tasks related to
conclusion of internship. Practice teachers prepare lesson
plans/ daily lesson log for specific or grand classroom
demonstration, which is considered to be the culminating
activity on classroom teaching. Evaluation of the exposure/
immersion is also done here. Documents and forms are
finalized; Teaching Portfolios are organized and submitted to
the PT coordinators for recording/grading purposes.
 Resolution 435, 1997 Code of Ethics for
Professional Teachers
Excerpts from Resolution 435:
PREAMBLE: Teachers are duly licensed professionals who possesses
dignity and reputation with high moral values as well as technical and
professional competence in the practice of their noble profession, they
strictly adhere to, observe, and practice this set of ethical and moral
principles, standards, and values
The Code of Ethics for Professional Teachers serves as guide for
teachers specifically to new teachers for them to exhibit proper
behavior to the learning community at all times. It is imperative that
teachers observe and practice this set of ethical and moral principles,
standards, and values
 Republic Act 10627 Anti-bullying Act of 2013
Excerpts from RA 10627:

SEC. 2. Acts of Bullying. For purposes of this Act, “bullying” shall refer
to any severe or repeated use by one or more students of a written,
verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that
has the effect of actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to his property; creating
a hostile environment at school for the other student; infringing on the
rights of the other student at school; or materially and substantially
disrupting the education process or the orderly operation of a school;
such as, but not limited to, the following:
a. Any unwanted physical contact between the bully and the victim like
punching, pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, teasing, fighting and the use of available
objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional

well-being;

c. Any slanderous statement or accusation that causes the victim

undue emotional distress like directing foul language or profanity at the
target, name-calling, tormenting and commenting negatively on victim’s
looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or

any electronic means.
Republic Act 7877 Anti-Sexual Harassment Act
of 1995
Excerpts from RA 7877:

SEC. 3. Work, Education or Training-related Sexual Harassment

Defined. – Work, education or training-related sexual harassment is
committed by an employer, employee, manager, supervisor, agent of
the employer, teacher, instructor, professor, coach, trainor, or any other
person who, having authority, influence or moral ascendancy over
another in a work or training or education environment, demands,
requests or otherwise requires any sexual favor from the other,
regardless of whether the demand, request or requirement for
submission is accepted by the object of said Act.
 Republic Act 4670 The Magna Carta for Public
School Teacher
Excerpts from RA 4670:
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of
this Act to promote and improve the social and economic status of
public school teachers, their living and working conditions, their terms
of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of
life, attract and retain in the teaching profession more people with the
proper qualifications, it being recognized
that advance in education depends on the qualifications and ability of
the teaching staff and that education is an essential factor in the
economic growth of the nation as a productive investment of vital
importance.
 5 DepEd 40 s.2012 Child protection Policy

Excerpts from DepEd 40 s 2012:

Section 2. – Statement of Policy. Pursuant to the 1987 Constitution, the

State shall defend the right of children to assistance, including proper
care and nutrition, and special protection from all forms of neglect,
abuse, cruelty, exploitation and other conditions prejudicial to their
development (Article XV, Section 3 [2]).
The
End