A NARRATIVE REPORT ON OFF-CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL
SAN JOSE CITY, NUEVA ECIJA

JOY E. ACOSTA
BACHELOR OF ELEMENTARY EDUCATION
(Content Courses)

College of Education
CENTRAL LUZON STATE UNIVERSITY
Science City of Muñoz, Nueva Ecija April 2013
APPROVAL SHEET This NARRATIVE REPORT ON OFF - CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL, SAN JOSE CITY, NUEVA ECIJA, SECOND SEMESTER S.Y. 2012-2013 prepared and submitted by JOY E. ACOSTA, in partial fulfillment of the requirements for the degree of Bachelor in Elementary Education in hereby approved. JHUNDHELL H. PARUÑGAO
Chairman, Dept. of Elem. Ed.

Accepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education. JAYPEE S. DEGUZMAN ROSE ANN POSADAS PT Supervisor PT Supervisor FLORANTE P. IBARRA, Ed. D.
PT Supervisor/ Over-all PT Coordinator

RHODORA I. DELA ROSA, Ph, D.
Dean, College of Education

Acknowledgment
Words are not enough to convey my numerous thanks and expressions of gratitude and appreciation to the important people who generously extended their support and encouragement in pursuit of this narrative documentation and action research toward the completion of my practice teaching.
First of all I would like to thank our Almighty God for giving me a life with faith, hope, strength, guidance, courage and blessings to pursuit my studies.
To my family, for their everlasting love and invaluable support, especially to my parents, Mr. Renato G. Acosta and Mrs. Jennifer E. Acosta who lend their hands for all the kinds of possible support.To my sister Jessa E. Acosta and Jea E. Acosta for serving as inspiration.
To Dr. Rhodora I. Dela Rosa, Ms. Jhundhell H. Paruñgao, Dr. Florante P. Ibarra, Ms. Rose Ann Posadas and Mr. Jaypee S. De Guzman for their encouragement and untiring support.
To all the faculty and staff of my dear College of Education , the good mentors and great friends who always had been there to give desirable attitude which served as a strength in the field of teaching career.
Sincerest thanks and gratitude are extended to Mrs. Orpha Rose G. Santiago, my very loving cooperating teacher for extending her valuable guidance and advice during the period of my practice teaching.
To Mr.Christian c. Halilifor the warm acceptance and over-all support she gave. And all the teachers’ of San Jose East Central School for their encouragement, patience and the trust they gave.
To the pupils of San Jose East Central School; Grade I- Faith for their respect, love constant cooperation and warm appreciation.
To my co-practice teachers in San Jose East Central Ethel, Jenny, Krisha, Mary Jane, Jennifer, Mercy, Francis, Lanie, Marilyn, Marjie, Edith, Mary Joy, Valirie, Marah, Arlene, Lean and Amorfor their uplifting attitude, cooperation, understanding, assistance and for the friendship they shared.
To mythe other side group, Krisha, Mean, Marianne, Analyn, Mariane, Melanie and Khesiefor the positive attitude and encouragement as well as companionship and positive spirit they provided.
To my roommates in dorm 3 since I was first year Ella, Harlene, Cath, Mj, Jannet, April, Grace, Marianne, Freya and Liza for always being there for me when I have problem.
To my classmates BEED4-2 where I found the real meaning of friendship, cooperation and unity.Thank you…
To all the people who were not mentioned but helped me in one way or another.
To all, this piece is whole heartedly and humbly dedicated.
JOY E. ACOSTA

TABLE OF CONTENTS
Title Page
Title Page
Approval Sheet
Acknowledgement
Table of Contents I. The School
a. Location 1
b. Brief History 1
b. Teacher’s Profile 2
c. Pupils’ Profile 3 II. Working with the Cooperating Teacher/s
a. Profile of the Cooperating Teacher 6
b. Orientation Given 7
c. Assignments and other Duties Assigned 8 III. Working with the Pupils
a. Pupils’ Profile 8
c. Problems/ Difficulties Encountered 8
d. Solution Given 9 IV. Classroom Teaching a. Approaches, Methods, and Techniques Used 9 b. Instructional Materials Utilized 10 c. Lesson Planning 10 d. Classroom Management 11 e. Art of Questioning 11
e. Demonstration Teaching 12 V. Working with the Community
a. Parents 12
b. Other Personnel 13
c. Experiences with the Community folks 13 VI. Action Research Introduction 15 I. Problem Identification……………………………………………………………………..16 II. Preliminary Investigation………………………………………...........................16 III. Statement of the Problem………………………………………..........................17 IV. Objective of the Study……………………………………………..........................17 V. Hypothesis………………………………………………………...............................18 VI. Scope and Limitation ……………………………………………...........................18 VII. Planned Interventions........................................................................18 VIII. Outcomes………………………………………………………..…………………………....20 IX. Recommendations……………………………………………….............................21
List of tables……………………………………………………………........………………………..21
Bibliography ……………………………………………………………...............................22 VII. Case Study …………………………………………………………………………………………….…22 VIII. Insights Gained
a. Overall Assessment on Student Teaching Program of the Department/College 25
b. Recommendations 26 IX. Appendices
a. Curriculum vitae
b. Lesson plan
c. Observation notes
e. Forms
f. Class schedule
g. Documentations
h. Notes received
i. Clearance

I. THE SCHOOL
A. Location
I conducted my practice teaching at San Jose East Central School, located at Sibut, San Jose City.
B. Brief History
San Jose East Central School started with Grade I class only under Ms.InocenciaOrpiano, the only teacher at that time. The classroom then was just a small space in the house owned by Mr.CricencianoCalimlim located at Barangay Sibut. This was in the year 1945. After one year, Grade II was added under Ms.PrecillaBote. Before the year ended, through the efforts of the parents and those who are willing to help, a school made of wood and italicine was constructed to a lot donated by Mr. Parson and Mr.Cunanan. This is the present location of the school. Because of the fast growing number of pupils in this barangay in 1949, it became an elementary school. There were ten classes and for the first time, graduation was held. Ms.Pilar M. Garcia became the first principal of the school. In the year 1969, the elementary school was changed into San Jose East Central School. Mr.Cipriano B. Pacutas became the principal then. Additional classrooms and buildings were added and replaced those that were destroyed by typhoon. Additional facilities like water and electric supplies were also added. Last March 28, 2004, the school had its principal, Dr. Aida D. Garcia and as of now, she is the district supervisor. On May 2011, San Jose East Central School had its present principal, Mr. Christian C. Halili. Currently, the school is consists of 31 hardworking teachers.
C. Teacher’s Profile
Teachers are the ones who help children to discover, enlighten their minds, realize and cultivate their potentials skills. Without them the goals of any learning institution will not be possible. The following table provides relevant information about the teachers of San Jose East Central School.
Table 1.Teacher’s Profile Name | Academic Rank | Eligibility | Grade Assignment | Christian C. Halili | Principal III | LET | - | Salome T. Lagmay | MT – III | PBET | Grade I - SSC | Ellen C. Pagatpatan | T – III | LET | Grade I – Wisdom | Orpha Rose G. Santiago | T – II | LET | Grade I – Faith | May Ann D. Santos | LSB Teacher | LET | Grade I – Love | Rowena C. Alegarbes | T – I | LET | Grade I – Hope | Ester C. Palad | T – III | PBET | Grade II – Daisy | Luzviminda G. Carpio | T – III | PBET | Grade II – Sunflower | Cenita I. Bustamante | T – III | PBET | Grade II – Magnolia | Virginia N. Diaz | T – I | LET | Grade II – Rose | Olga A. De Guzman | T – I | LET | Grade II – Orchids | Evangeline G. Lapuz | T – III | LET | Grade III – Narra | Romina A. Dela Vega | T – III | LET | Grade III – Guijo | Judith D. Sunico | T – III | LET | Grade III – Acacia | Angelo F. Lindain | T – I | LET | Grade III – Molave | Eloisa M. Binuya | T – III | LET | Grade III – Mahogany | Marichu B. Pabia | T – III | LET | Grade IV – Rizal | Arturo R. Agustin | MT – II | PBET | Grade IV – Bonifacio | Romelyn S. Guerrero | T – III | LET | Grade IV – Mabini | Miraflor R. Pontela | T – III | PBET | Grade IV - Aguinaldo | Melanie P. Idos | MT – I | LET | Grade V – Aquino | Edna A. Padua | T – III | PBET | Grade V – Magsaysay | Mary Jane B. Cahilig | T – III | LET | Grade V – Quirino | Johnny A. Padua | MT – II | LET | Grade V – Quezon | Mylene R. Gamboa | LSB Teacher | LET | Floating Teacher | Lanie F. Santiago | T – III | LET | Grade VI – Earth | Virgilio R. Patiag | T – III | LET | Grade VI – Mercury | Veronica N. Sagum | T – III | PBET | Grade VI - Venus | Joy Ann R. Sablay | T – III | LET | Grade VI – Jupiter | Janice G. Acosta | T – I | LET | Kinder A | Elsa N. Sablay | Contractual | LET | Kinder B | Liza L. Agustin | LSB Teacher | LET | Floating Teacher | Arnel D. Gamboa | Administrative Aide I | - | Utility Worker | | School Clerk | | | The table shows that there are 31 teachers is San Jose East Central School, 25 of them handle their respective advisory class, 2 are Pre-Elem teachers and 4 of them are special teachers. There are three Master teacher II, one Master Teacher I, seventeen Teachers III, one Teacher II, Six Teacher I, three LSB Teacher and one Contractual Teacher. D. Pupils’ Profile Pupils play an essential role in the phase of education. They are the main clienteles of the school. Table 2 below shows information about the enrollment of the pupils in San Jose East Central School.
Table 3. Number of Enrolees in SY: 2012-2013 Grade/Section | Number of Pupils | Total | | Male | Female | | Grade I | Section 1 | 14 | 16 | 30 | Section 2 | 20 | 16 | 36 | Section 3 | 20 | 17 | 37 | Section 4 | 20 | 17 | 37 | Section 5 | 21 | 17 | 38 | TOTAL GRADE I | 95 | 83 | 178 | Grade II | Section 1 | 17 | 19 | 36 | Section 2 | 20 | 16 | 36 | Section 3 | 19 | 17 | 36 | Section 4 | 22 | 14 | 36 | Section 5 | 23 | 13 | 36 | TOTAL GRADE II | 101 | 79 | 180 | Grade III | Section 1 | 17 | 18 | 35 | Section 2 | 13 | 19 | 32 | Section 3 | 13 | 19 | 32 | Section 4 | 18 | 14 | 32 | Section 5 | 22 | 10 | 32 | TOTAL GRADE III | 83 | 80 | 163 | Grade VI | Section 1 | 17 | 20 | 37 | Section 2 | 20 | 17 | 37 | Section 3 | 21 | 16 | 37 | Section 4 | 20 | 17 | 37 | TOTAL GRADE IV | 78 | 70 | 148 | Grade V | Section 1 | 15 | 23 | 38 | Section 2 | 15 | 23 | 38 | Section 3 | 25 | 13 | 38 | Section 4 | 25 | 13 | 38 | TOTAL GRADE V | 80 | 72 | 152 | Grade VI | Section 1 | 16 | 21 | 37 | Section 2 | 15 | 22 | 33 | Section 3 | 22 | 15 | 33 | Section 4 | 21 | 16 | 33 | TOTAL GRADE VI | 74 | 74 | 148 | TOTALS PRIMARY | 357 | 312 | 669 | TOTALS INTERMEDIATE | 154 | 146 | 300 | GRAND TOTALS | 511 | 458 | 969 | Pre-Elementary | IA – AM | 15 | 11 | 26 | IA – PM | 19 | 11 | 30 | IB – AM | 12 | 17 | 29 | IB – AM | 14 | 17 | 30 | TOTAL PRE-ELEM | 60 | 55 | 116 | GRAND TOTAL | 60 | 55 | 116 | Table 3. Enrolment of Pupils by Grade for S.Y. 2012-2014 Grade Level | Male | Female | Total | Pre-Elem | 60 | 56 | 116 | I | 95 | 83 | 178 | II | 101 | 79 | 180 | III | 83 | 80 | 163 | IV | 78 | 70 | 148 | V | 80 | 72 | 152 | VI | 74 | 74 | 148 | Total | 571 | 514 | 1085 | Table 3 shows enrolment of pupils by grade and sectionat San Jose East Central Schoolfor SY 2011-2012. There are 1,085 pupils who are officially enrolled at San Jose East Central School.It can be noticed that the population of male and female pupils are at most equal. The teacher and pupil ratio is 1:30. II. Working with the Cooperating Teacher
We were very thankful to the teachers who were willing to guide, support and inspire us through our student teaching. Without them the learning of the student teachers will not be meaningful and fruitful. They would not be able to get the knowledge in the real classroom setting. Student teachers should be supervised by professional mentors who would lead the student teacher to learn the real meaning of the profession they choose.
Internship is a two-way process. First the student teacher acquires strategies in establishing good classroom management and techniques to make his/her teaching more effective. The cooperating teacher leads, assists and advices the student teachers throughout the entire student teaching. In the part of the mentors, the student teachers help them with some their task inside the classroom as well as in the school. In this process, the student teachers can witness and understand the functions that a teacher plays his/her role not only inside the classroom but also outside the school and within the school itself. A. Profile of the Cooperating Teacher
Sometimes we are not aware with our weaknesses unless, one person makes it visible for us. I was blessed to meet the person who put this into my realization, my cooperating teacher Mrs.Orpha Rose G. Santiago, a very supportive and dedicated teacher.
Mrs. Santiago is currently residing at San Juan, City of San Jose. She was born on August 12, 1986. She is now 25 years old. She finished her elementary grades at Pinili Elementary School. Then she continued studying at the Central Luzon State University Laboratory High School for her secondary education. While in college, she decided to take up Elementary Education at Central Luzon State University and graduated as Cum Laude. She is also a graduate of Master of Arts in Education and currently holding a position of Teacher II. She have 4 years and 7 months in Public service as a teacher. Ma’am Orpha is only a new teacher in San Jose East Central. On December 21, 2012, she was awarded as the 7th most outstanding teacher in the district for Grade I category. She also garnered numerous awards and citations for her hardship and undeniable good teaching, like in IMMTS Division as Champion and in the Journalism Editorial Cartooning as 3rd place.
Ma’am Orpha is very supportive cooperating teacher. She always gave suggestion with regard to teaching to make it more effective.

B. Orientation Given “Teacher has many sided tasks ’’, we may not be familiar with all tasks, although we were provided with trainings and information about these by our institutions.
After I have introduced to my cooperating teacher, she immediately introduced me to her pupils. My cooperating teacher gave me two days to observe her class. She gave me Mathematics I and Araling Panlipunan to teach. She asked me to write a detailed lesson plan for 1 day and the remaining days would be semi – detailed. Regarding classroom nanagement, she advised me to brief the pupils so that violations or unnecessary thing could be prevented. She told me a lot about her pupils, their attitude and the learning skill of everyone. I never had a problem with my cooperating teacher. She gave me suggestions whenever I got mistakes especially in teaching. She said that I’m the first student teacher from CLSU she handled. Thus, she gave her best to train me. She taught me how to give grades and do exams for 4th grading period. At the beginning, I was too shy to approach my cooperating teacher. But as days went by, I have proven that she is a person who with a loving personality and easy to get along with. C. Assignments and other Duties Delegated Being assigned to Grade I – Faith, it was my duty to look after the pupils in the absence of my cooperating teacher. For me to become used to the daily activities of a teacher, she assigned me to supervise the pupils in everyday cleaning routines as well as organizing the pupils during flag ceremony. She also assigned me in typing the valentines program for Mr and Miss Valentines. III. WORKING WITH THE PUPILS
A. Pupils Profile Grade I – Faith class during S.Y 2012 – 2013 had a total number of 36 pupils, 19 are boys and 17 are girls. Being the third section of 5 sections including the SSC section. The pupils age ranges from 6-7 years old. Most of them came from the nearby Barangays and neighboring municipality.
B. Problems/ Difficulties Encountered In teaching, a teacher must always consider and apply the principle of individual differences. In our class, there were slow, average and fast learner, but most of them had difficulties in reading. So, I used different strategies and techniques in order to make my teaching styles suitable to the different levels of pupil’s ability to learn. During my first week of teaching, I was not surprised when I saw my pupils being very noisy, playful and not interested to learn. On my first day of teaching, I found out that most of the pupils got easily bored in studying a subject. When they become bored, some of them were just chatting with their seatmates or even playing in front of me. I have difficulties in telling them to listen. Only few of them were really interested in the discussion.

C. Solution Given I recognized the importance of having effective instructional strategies to prevent the student problems. Moreover, keeping them busy like copying on the board could reduce their noisiness. They were interested to listen to get perfect score that was equivalent to three star. Aside from those, when their parents asked me about the behavior of their children inside our classroom I told them the real thing that their children were not so interested to learn and their attitude was not good. I told the parents to guide their children at home with regards to reading and to help me discipline their children. IV. CLASSROOM TEACHING
A. Approaches, Methods and Techniques Used Effective teaching involves the wise use of instructional materials, methods and techniques, lesson planning, and classroom management. Learning takes place when the teachers are capable in using instructional materials, methods and techniques fitted to the lesson. Lecture and discussion methods, inductive and deductive methods were mostly used in Filipino subjects as well as the AralingPanlipunan. Apperceptive basis for a new lesson, I asked about their lesson, to get their insights or what they already knew, then I started teaching the new lesson from what the pupils knew. We discussed the new lesson, making summary and conclusion for better understanding. Arousing the interest of my pupils in Mathematics was quite difficult to me, because boredom could be observed among the pupils. To solve this problem, I used in Problem Solving approach and Discovery in teaching .
B. Instructional Materials Utilized I used variety of instructional materials every time I taught. Examples of those were charts, flashcards, drawings and real objects. Utilizing different instructional aids could motivate the pupils and improve their learning as well. I used manila paper and cartolina with colorful cartoon characters to make my visual aids more attractive and to arouse the attention of the pupils. Among the instructional materials inside the classroom, teachers are still the best. C. Lesson Planning Lesson plan serves as guide for a teacher to be systematic in presenting the lesson. It contains the plan on how the lesson will conduct. In this way, the inculcation of the knowledge will be more effective and systematic. It can also help in a way that if the lesson plan does not work effectively, the teacher may revise some details from it. This is called curriculum revision. On the first month of my practice teaching, I already anticipated that the making of lesson plans would be a tough job. However it was a necessity for a teacher to make one every day. During my practice teaching, I learned that lesson planning helped a lot in teaching a specific topic, with a lesson plan, a teacher could predict the outcome of the discussion. I used semi – detailed lesson plan for my everyday lessons. My cooperating teacher and the principal of San Jose East checked it weekly. D. Classroom Management A classroom is a place where acquisition of the knowledge is being performed. It is also a place where formal learning take place. The classroom of Grade 1 – Fait was clean and conducive to learning. I observed these when I first entered the classroom. I was so thankful and so lucky that I could use my creativity in designing our classroom because my cooperating teacher asked me to help her to design our classroom for the evaluation. Discipline is also a part of classroom management. I admit I had a hard time establishing an effective one. But I always thought of a new way to discipline these groups of people. E. Art of Questioning Teachers always ask questions for them to assess the pupils learning. But questions should be clearly delivered. It should be a though provoking question or an open ended question, so that the pupils will think critically. As our discussion took place in everyday, questions were distributed equally in every part of the class. I encouraged the pupils to raise their hands and the one that I would call would be the one to answer, to avoid noise during discussion, and for all the pupils to hear the answer of their classmates. The response of the teacher was very important, because it was the only way for the pupils to know if they answered correctly. One way to motivate the pupils to answer was by giving praises and words of encouragement as they say, “ Thesweetiest of all sounds is praise”. F. Demonstration Teaching Three weeks before my demonstration teaching, I passed my lesson plan to my cooperating teacher to be checked. This enabled me to do my visual materials earlier. I have been very busy in making visuals. There were sleepless rights because of nervousness as well as excitement. I felt so nervous because I was puzzled if my pupils would cooperate during that important day. My cooperating teacher was so supportive that she asked me what else I needed. She always gave me pieces of advice and words of encouragement. On February 21, 2013 was my schedule for my demonstration teaching. While I was teaching, I made it sure that my focus was on my pupils and to the subject matter I was teaching. My observer was Sir Jaypee De guzman. V. Working with the Communities
The duties of a teacher do not end inside the classroom and to his / her pupils, but also in dealing in the community. Dealing with the people is quite different from dealing with pupils. As a teacher we should foster a good relationship among the people in the community. Teaching pupils is my prime job.
A. Parents
One of the considered communities inside the school are the parents who patiently waited for their children outside the room until the class had been finished. Most of the parents of my pupils were waiting outside the classroom. Before they went home, they asked me about their child’s performance and behavior in school. I answered them honestly to know the performance of their children and for them to know and compare the attitude of their child inside and outside the classroom. While having a little chat with some parents, I could sense that they respected me even if I was just a practice teacher. Certainly, I also gave them a great respect for they were the parents of my pupils though I was very much younger than them. I realized that in the field of teaching it was not only the pupils and the teachers who were involved, but also parents are were included. It was necessary to build a good relationship with the parents of the pupils so that the teacher would know more about her pupils, especially during the first month of the pupils in the school. The teacher could easy communicate with the parents about the problems of their children. B. Other Personnel
We have built a good relationship with other personnel in the school. KuyaJomar, the vendor of the school canteen, who always gave his smile as we bought in the canteen. He always assisted us when we were in the line to buy snacks. C. Experiences with the Community Folks As practice teachers, we were also involved whenever there were programs in the school. We used to participate and give an intermission sometimes. We joined in the District Christmas Party of the teacher held at the school gym. We performed a dance number and we did our best just to perform that day. We also joined the Mr and Miss Valentine’s Day last February 14. So, I was very thankful for our involvement in school programs that enriched our experiences about the various activities of the school.

An Action Research on Motivating Pupils to do their Assignment in Mathematics among Grade I-Faith pupils of San Jose East Central School San Jose City, S.Y. 2012-2013

By
Joy E. Acosta

College of Education
Central Luzon State University
Science City of Muñoz, Nueva Ecija April 2013

Introduction
Webster defines assignment as certain task or work that is being given by the teacher the day before or after a new topic is being discussed.
One of the most important elements in managing the classroom is assignment. It is also considered as the most important part of teaching. Whenever we speak of assignment in the school work, it pertains to a specific piece of work that needs to be done by the pupil under certain condition and certain way. It could be problem solving, reading assignments, and answering questions. It was all written in principles and methods of teaching by Herman Gregorio.
Assignment is said to be the last part of lesson, but it plays significant role to the learners as they developed. Giving assignments is not easy as A B C. Motivation is needed to consider an assignment as effective assignment; pupils must be enhanced to do their assignments. Problem Identification After five days of teaching in the class of Grade I-Faith, one thing I have noticed was that, many of them were not doing their assignments. This scenario showed that they were not interested in doing their assigned task. In order to improve the learning of the pupil as well as their grades in Mathematics they must do their assignment. One big question lingered my mind, it is how to motivate Grade I-faith to do their assignments.
Preliminary Investigation Before leaving my class after the discussion in Mathematics, I had already given their assignments. Unluckily, most of them did not do their assignments. The tendency was that very few were raising their hands to answer on the chalkboard. It is shown on Table 1.
Table 1: Number of Pupils who did and did not do their assignments Numberof days | Pupils who did not do their assignments | Pupils who did their assignment | | Male | % | Female | % | Male | % | Female | % | Day 1 | 15 | 41.66 | 11 | 30.56 | 4 | 12.90 | 6 | 32.35 | Day 2 | 14 | 38.89 | 12 | 33.33 | 5 | 16.13 | 5 | 32.26 | Day 3 | 16 | 44.44 | 13 | 36.11 | 20 | 9.68 | 24 | 22.58 | Day 4 | 15 | 41.66 | 12 | 33.33 | 4 | 12.90 | 5 | 29.03 | Day 5 | 15 | 41.66 | 13 | 36.11 | 4 | 12.90 | 4 | 25.8 |
Number of pupils= 36
After studying the table, I asked my pupil the reason of not being able to do their assignment. These were their responses.
• Laziness in doing the assignment
• Same kind of work activity
• They forgot to do their assignments
• Lack of support from their parents
Knowing the pupil’s lacked of interest in doing their assignment I sought to find ways on how to motivate pupils to do their assignments.
Statement of the Problem In general, this action research focused on how to motivate pupils to do their assignments. In particular, it helped to answer the following questions:
• What are the factors that caused pupils failure to do their assignments in Mathematics?
• How can we motivate the pupils’ interest in doing their assignments in Mathematics? Objectives of the study This action research focused on how to motivate pupil’s interest in doing assignments among Grade I-Faith pupils at San Jose East Central School, San Jose City, S.Y. 2012-2013.
It aimed:
• To determine the different causes of failure to do their assignments in Mathematics, and
• To find ways on how to motivate pupils’ interest in doing their assignments in Mathematics.
Hypotheses
• The identified causes do not affect the pupils interest in doing their assignments in mathematics.
• The determined ways on how to motivate the pupils’ interest to do their assignments in Mathematics do not affect their interest in doing their assignments.
Scope of the Study and Limitation This action research focused only on motivating the Grade I-Faith pupils in doing their assignments in Mathematics at San Jose East Central School, San Jose City, S.Y. 2012-2013.
Planned Interventions The following interventions were employed, in order to facilitate learning.
• The two kinds of motivation were used; the intrinsic motivation and extrinsic motivation. Motivation is an internal state that arouses, directs and maintains behavior. It is also defined as a force that energizes, sustains, and directs behavior toward a goal. It is the activation to action. A highly motivated learner accomplishes and performs well in contrast to an unmotivated or poorly motivated one who seems not to have any desire to accomplish things or perform well. That force can be intensified by factor outside a learner (extrinsic) or factor inside him or by the activity itself (intrinsic). In the intrinsic motivation, an inherent and innate interest and desires come mainly from the individual himselp/hersefl. It means that an individual has developed an internal desire to do something. I told them that the assignments were one of the criteria in computing pupils work. I also told them to ask their parents to sign the assignments they made. However, this kind of motivation was not very much effective because out of 36 pupils only 17 pupils submitted their assignments. The other motivation that employed was the extrinsic motivation. This kind of motivation needs force from another person or thing. Extrinsic motivation is known as the push student get for pursing external reawards or incentives. In elementary grades external motivation works like a charm especially in the primary levels. This can be employed with a punishment or reward to help one move and to do something. Here, I gave assignments something different and not the same assignments at all time. I gave candies, stars and hearts to those who did their assignments perfect. I encouraged those who got low score as well as those who had no assignments. There was an improvement after I employed the extrinsic motivation through the use of the intrinsic motivation, from 17 pupils who did their assignments, it increased to 28 through the use of extrinsic motivation.
• Knowing that Grade I-Faith pupils of San Jose East Central School were very much active but easy to get bored, I made some assignments in the form of arts , games like hunting game. After checking their assignments, I returned their papers with different smiley to show my reaction on their assignment, I recorded their scores so that the pupils would realize the importance of answering the assignments.
Outcomes
After working and employing the two motivation techniques, the intrinsic and extrinsic it has been observe that the intrinsic motivation was not totally an effective technique and motivating Grade I- Faith pupils of San Jose East Central School to their assignments. Although it was a need for their parents to sign their assignments still only few of them were motivated to do their assignments. On the other hand, when I implemented the extrinsic motivation, the results showed that almost all pupils were motivated to do their assignments. Motivation Technique | Pupils who did not do their assignments | Pupils who did their assignments | | Male | % | Female | % | Male | % | Female | % | Intrinsic Motivation | 7 | 22.58 | 7 | 22.58 | 12 | 33.33 | 10 | 27.78 | Extrinsic Motivation | 2 | 6.45 | 1 | 3.23 | 17 | 47.22 | 16 | 44.44 |
Number of Pupils=36 Recommendations The teacher should employ the following principles to be observed in giving assignments.
• The assignment should not depend only on one or two types of motivation.
• The assignment should have varied tasks.
• The assignment should be adapted to the pupils nature and characteristics.
• The assignment should be concise but detailed enough to enable the pupils to understand the task required.
• The assignment must be well motivated to create a desire or willingness on the part of the pupils to do their work. List of Tables
Table 1.List of pupils who were doing their assignments.
Table 2. Teaching used to motivate the pupils to their assignments. Bibliography
• Tullao, Tereso. Education and Globalization. Makati City: APEC Study Center
• Lardizabal, Amparo S., Ph.D.,Bustos, Alicia S. Ph.D and Bucu, Luz C.,Ph.DPrinciples and Methods of Teaching, Phoenix Publishing House, Inc.2000
• DukaCecilio D., Historical Philosophical and Legal Foundation of Education, Phoenix Publishing House Inc.,1997
• Cornista, Aleli N. et.al. “Essential of Education Psychology” VII. Case Study
The school is our second home. Teacher is considered as the parent of every pupil in the classroom. Each pupil has individual personality. Through joined forces of parent and the teacher, they guide and discipline theme more.
We can’t avoid the child to play, but do not let theme to play every time. Because
As I entered in our classroom I saw pupils listening quietly to their teacher, my cooperating teacher. At first they were all kind and quiete but when the day passed they became noisy and playful. They were not listening to me. I found that some of the pupils of Grade I- faith had a family problem. But not the pupils that cught my attention. Let’s call her Nellie. She is very active in the class; the truth is Nellie to the top ten in class. Every time I asked questions, she always raised her hands but when I didn’t call her, she got mad at me. I observed that she always wanted to call her in the discussion. Even we were out of the classroom, she always wanted to be the first in the and many more. Though she was on top 10, she colud handly read because she couln’t read English sentence, not like the others who beloned to top ten. I asked my cooperating teacher about Nellie. He said that Nellie had difficulty with regards to behaviour and reading. Nellie always wanted the centre of attention. My teacher said that she always put her hands up and not waiting for her turn to answer. She usually disrupted other children and hit them for such many reason. My cooperating teacher explained to me why she acted like that. Ma’am Orpha said that Nellie’s mother is an OFW so she thinks that Nellie needs a mother attention. So Nellie always wanted to get our attention. She expected to be the center of attention and to have her needs gratified immediately. So, I understood why she acted that way. One day I’m got mad at her because she smiled at me yet I was angry at her. So I told her I need to talk to her father about what she did and to explain Nellie’s behaviour. But her father did not show up to school. So I talked to her personally about her attitude I explained that it was not nice to answer a teacher and smile while the teacher got mad at you. She said that it will not happen again. But everyday she always acted what the way she did. So thought of other effective ways to change the attitude of Nellie. I helped Nellie to understand how her own behaviour/style be change. I always talked to her before going home. In our discussion, I told to her that she only have one question to answer. Other questions were for her classmates. I practiced more her appropriate behaviour, skills, like using “po at opo” when answering me. I observed that she was doing much better and her classroom behaviours have improved considerably. But her reading difficulty has not yet been resolve. One day she told me that her mother arrived. So, my cooperating teacher informed to her mother about the condition of Nellie at school. This includes her difficulties in reading and her behavioural problems. We told her mother that Nellie needed practice to read because if she can’t read, she will not become a good reader before graduation. She may not be qualified for the top ten. Her mother was very worried about her. She couldn’t understand why Nellie was behaving this way. Her father reported that he did not experience any problems with Nellie at school and at home. Her mother promised to give attention to Nellie’s reading skills. But when her mother went back home to the Philippines she start to absent daily. We didn’t know why. But when she’s in school and I have free time I thought her to read in Filipino book, and then when her reading skills in Filipino had improved I continued to teach her English book, word by word. I encouraged her to read every night before going to sleep. I let her minimized her playing time. I could see her improvement. However she’s not yet fluent in reading. She needed more practice in reading. I could see that she can do that with the help of her mother. Now her mother is no longer worried and stressed mom she like before. Her mother now finds easier to concentrate on her work without constant worries about Nellie. Nor interruptions from the school or about her behaviour and other concerns had been recorded recently. VIII. Insights Gained
A. Overall assessment on student teaching program of the department /college
“Experience is the best teacher “a popular quotation which is true.
For almost three months of practice teaching. I was exposed to the real field of classroom teaching. From my experience as a student teacher, I gained sufficient knowledge about professional life of a teacher. Although, I had a hard time establishing a good classroom management, I had greater opportunity to gain a background about the basics of handling real school situations. Further, the need to practice to be more patient especially for those little kids that cannot control their emotion is truly essential.
At first, it seemed that I could not do it, considering the fact that I still lack the skills and competencies of being a good teacher. The tasks shouldered by a teacher are complicated especially on instilling good values among the pupils.
Dealing with the community and school personnel helped me realized that teaching is really a great profession. Aside from our own family, we had an instant family with other school personnel. We became friends who are very willing to help us with our own needs.
Practice teaching really helped me to be exposed with all those school duties and responsibilities that I will surely be doing very soon. Even if there are times that I felt like something hit my face because of the task that I failed to do, it taught how we to become more responsible. I cannot deny the fact that in every step of the way there are hurdles that I have to leap over. Similarly, even if the road is narrowed and rough, if you really want to get in to it, you can pass it even you are barefooted.
• Recommendations
The student teaching program was indeed a great help to us. Continuing what has been established for so long ago will lead to a better outcome in the future.
For that, I recommend that the practice teacher supervisors should devote more time in visiting the cooperating schools although most of them have a busy schedule. Another one is that practice teacher supervisors should make themselves available to talk with the personnel in the school.
Based on what I have experienced, I acquired knowledge and skills from the cooperating school. I highly recommend San Jose East Central School for the next batch of student teachers for their practice teaching.