Case Study on Bribery

8/13/2019 Case Study on Bribery

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Hermogino, Kevin Esquejo

Bachelor in Secondary Education Major in English 4-1N

Student Teacher’s Profile I. University Profile

The Polytechnic University of the Philippines

Vision

Clearing the paths while laying new foundations to

transform the Polytechnic University of the Philippines into an

epistemic community.

Mission

Reflective of the great emphasis being given by thecountry's leadership aimed at providing appropriate attention tothe alleviation of the plight of the poor, the development ofthe citizens and of the national economy to become globally

competitive, the University shall commit its academic resourcesand manpower to achieve its goals through:

a. Provision of undergraduate and graduate education which meet international standards of quality andexcellence;

b. Generation and transmission of knowledge in the broad range of disciplines relevant and responsiveto the dynamically changing domestic andinternational environment;

c. Provision of more equitable access to higher

education opportunities to deserving and qualifiedFilipinos; and

d. Optimization, through efficiency and effectiveness,of social, institutional, and individual returns and benefits derived from the utilization of highereducation resources.





Philosophy

As a state university, the Polytechnic University of thePhilippines believes that:

o Education is an instrument for the development of thecitizenry and for the enhancement of nation building;

o Meaningful growth and transformation of the country are bestachieved in an atmosphere of brotherhood, peace, freedom,justice and a nationalist-oriented education imbued with thespirit of humanist internationalism.

Shared Values

• God-Fearing• Love for Humanity and Democracy• Collegiality• Integrity and Credibility• Transparency and Accountability• Passion for Learning• Humanist Internationalism

Mandate

Presidential Decree No.1341 mandated the PUP to expand the program offerings of the University to include courses in polytechnic areas and has also given the University theauthority to expand diametrically through the establishment of branches, consortia and linkages.

History

Manila Business School and the Philippine School of Commerce

(1904-1952)

The institution started as the Manila Business School (MBS),

founded on October 19, 1904 as part of the city school system





Professor Pacifico A. Velilla took over the presidency of PCC and

in 1960 Attorney Victor dela Torre was designated as PCC's Acting

President. In 1962, Dr. Nemesio E. Prudente assumed presidency and

oversaw major improvements during his time.

In 1965, the site of the Bureau of Animal Industry in Pandacan,

Manila was reserved for the use of PCC through the proclamation ofPresident Diosdado Macapagal. Two years later, President Ferdinand

Marcos also reserved a 10 hectare (24 acres (0.1 km2)) lot in

Bicutan, Taguig for PCC's exclusive use. On 1968, a large area at

Santa Mesa, Manila was authorized for the use and disposition of

PCC. Also, the title lot for its campus in Sampaloc, Manila was

awarded to PCC. On 1971, PCC's Laboratory High School was

transferred to the new campus in Santa Mesa, Manila and the

school's Katipunan Foundation, Inc. was established.

In 1972, PCC reorganized its academic and administrative

policies, followed by the establishment of a satellite campus in

the Bataan Export Processing Zone (BEPZ), Mariveles, Bataan on1975, and another satellite campus in Quezon on 1978. Dr. Isabelo

T. Crisostomo became the OIC of the College on 1973. He would be

succeeded by Dr. Pablo T. Mateo on 1977.

Polytechnic University of the Philippines (1978-present)

Through Presidential Decree (PD) 1341, the Philippine College of

Commerce (PCC) was converted into a chartered state university and

accordingly renamed as the Polytechnic University of the

Philippines (PUP) on 1978.

In 1986, Dr. Nemesio E. Prudente once again became the

University President. Prudente had the university's philosophy,

mission, and strategies formulated by a multi-sectoral committee.

He also had a new

logo designed, a

new university hymn

composed, and onceagain he

restructured the

academic and

administrative

organization of the

university. The

governance of the





university was also democratized, with students actively

participating in making academical and economical decisions. Under

his leadership, the university had improvements done on its

facilities, academics, and had more student organizations

established. These changes cause the increase in enrollment. New

colleges were added over the time.In 1988, the administration took steps to improve the facilities

of all the PUP campuses. The university also established

extensions in Taguig, Romblon and Masbate. It was followed by the

acquisition of a 10 hectare lot adjacent to the campus in Santa

Mesa, Manila.

In 1990, the Center for Distance Learning Education was

established. The school also retained overall championship in both

the SCUAA and PICUAA. The CEA Building in the NDC Compound Campus

was also constructed. Among the achievements during this year

were: assignment of rooms to the student council, completion of

the construction of the Main Library, introduction of new courses,and the institution of several computerization projects.

Dr. Zenaida A. Olonan became the Officer-in-Charge after the

retirement of Prudente on 1991 and was the first lady to serve as

the University President. For a short period time, from July 3-

August 3 of 1992, Dr. Jaime Gellor served as the Acting President.

Dr. Olanan was replaced by Dr. Ofelia M. Carague in 1998, who led

a series of infrastructure improvements in the university. In

1997, President Fidel V. Ramos conferred his support for the

computerization of the university and on 1999, the university

initiated a project for its modernization with the establishment

of the Information Linkages Systems and the ICT Center. The

operation of ICT Center began in 2000 and it was declared a

Microsoft Certified Government Technology Education Center (GTEC).

Also, the university obtained recognition as a Center for

Development in the field of Information Technology from the

Commission on Higher Education and recognized as Virtual Center

for Technology Innovation in Information Technology by the

Department of Science and Technology.

On 2003, Dr. Samuel M. Salvador became the Officer-in-Charge/Acting President of the university. His administration

mainly focused on the upcoming centenary of the school and the

improvements of the facilities of the university and its other

campuses.

On 2004, the university celebrated its centennial anniversary

with the theme "PUP: Kabalikat ng Pamahalaan sa Pag-angat ng Antas





ng Kabuhayan ng Mamamayan". As part of the celebration and to

highlight the signing of the Declaration of Peace to be put before

the United Nations, the university broke the record for the

world's largest human rainbow consisting of 30,365 students,

faculty, staff and alumni. On 2005, Dr. Dante G. Guevarra became the University President.

His administration that lasted 6 years, from 2005-2011 was tied

with numerous controversies. He failed to obtain an outstanding

rating as the University President and therefore his term was not

renewed. He filed a complaint against 3 officials of the

university including two from the Board of Regents when he was

ousted as the University President. Among the numerous

controversies in his term is the assassination of VP for

Administration Augustus Cezar whose killings was link to his work

as a university official since it is believed that he would

testify against Dr. Guevarra's administration because of graft and

corruption. Cezar was also believed to be harassed during his timeas serving as one of the university's vice presidents. Students

also expressed outrage and dissatisfaction against Guevarra and

his administration.

Guevarra would be replaced by Edicio G. dela Torre, who became

the Officer-in-Charge for only two months while the Board of

Regents searches for a new University President, although this

decision did not fare well among the faculty and students.

Estelita Wi-Dela Rosa became the Officer-in-Charge on

2011replacing dela Torre.

On March 2012, Emanuel C. de Guzman formally sits as the

University President. His administration mainly focused on the

improvement of the university after years of neglect under the

previous administration.





Officials

The PUP Board of Regents

Hon. Patricia B. Licuanan, Ph.D - Chairman

Chairperson, Commission on Higher Education

Hon. Emanuel C. De Guzman, Ph.D - Vice Chairman

President, Polytechnic University of the Philippines

Hon. Pia S. Cayetano - Member

Senator, Senate of the Republic of the PhilippinesChairman, Commission on Education, Arts and Culture

Hon. Roman T. Romulo - Member

Representative, Lone District of Pasig City

Chairperson, House Committee on Higher and Technical Education

Hon. Arsenio M. Balisacan - Member

Director General, National Economic and Development Authority

(NEDA)

Hon. Margarita R. Songco - RepresentativeDeputy Director-General, NEDA

Hon. Mario G. Montejo - Member

Secretary, Department of Science and Technology (DOST)

Hon. Teresita C. Fortuna

Regional Director, DOST NCR

Hon. Rene A. Tanasas - Member

PUP Alumni Representative

President, Federation of Alumni Association in PUP, Inc.

Hon. Edna S. Lavadia - Member

PUP Faculty Representative

President, PUP Federated Faculty Association, Inc.

Hon. Helen J. Alfonso - Member





PUP Students Representative

President, ANAK-PUP Student Councils Federation

Hon. Edicio G. dela Torre - Member

Private Sector RepresentativePresident, Civil Network for Education Reform, Inc.

Hon. Corazon Alma G. de Leon - Member

Private Sector Representative

Secretary, Board of Governors and Chairman Chapter Development

Committee, Philippine Red Cross

Atty. Merito Lovensky D.R. Fernandez

University / Board Secretary, PUP

The PUP Executive Officials

Emanuel C. De Guzman, PhD

University President

Victoria C. Naval, DEM

Executive Vice President

Samuel M. Salvador, Ed.D Vice President for Academic Affairs

Alberto C. Guillo, MS (Stat) MA (Econ)

Vice President for Administration

Marissa J. Legaspi, CPA

Vice President for Finance

Juan C. Birion, DPA

Vice President for Student Services

Manuel M. Muhi, D.Tech.

Vice President for Research, Extension, Planning and Development

Joseph Mercado, DEM, D CRIM/PhD

Vice President for Branches and Campuses





Strategic Objective: 8-Point Agenda

1. Pursuing Academic Excellence through Disciplinal Integrity2. Embedding a Culture of Research3. Insuring Transparency and Participatoriness in Giving Rewards

and Sanctions

4. Modernizing and Upgrading of Physical Facilities, Equipment,Library, and Campus Development

5. Academic Freedom6. Institutionalizing Civil Society Engagement and Involved

Extension Service Program

7. Assuring Transparency in Fiscal Responsibility8. Assessing Institutional Processes and Reviewing Critically

and Rationally the Organization

II. College Profile

The College of Education

Vision

The Premier Center of Excellence in Teacher Education.

Mission





True to its vision, the College of Education shall prepare

professional educators and practitioners who can promote quality

and excellence in diverse societal settings; support human diversity;

execute effective pedagogy and research-based practices;

collaborate internationally thru exemplary leadership, innovation and

scholarly pursuits and serve humanity with highest caliber ofservice and professionalism.

Goals

1. Learner-Focused Instruction - provide students with lifelong

learning opportunities

2. International comparability of Curricula - ensure that all

curricula are research-oriented and compliant with national and

international standards of quality and excellence

3. Empowered Faculty - build on excellent faculty by providing

opportunities for global engagement

4. Research Excellence - enhance

research capability, and

disseminate and implement

research findings

5. Strengthened CommunityEngagement - engage faculty,

students, and the community

in respectful collaboration

to address identified needs

of the community and deepenstudent/faculty civic and

academic well-being

6. Responsive Governance and Management - inspire a culture of intellectual curiosity and

passion for making a difference.

7. Expanded collaborative Partnership and Networks - build on

faculty strength within the university and on intellectual

collaborations across universities worldwide to enrich academic

programs.

8. Sustainable Technology Service - use of best practices and

technologies to optimize learning experiences while modeling

sustainability. 9. Empowered Stakeholders - establish contact with stakeholders to

ensure that they are well-informed and regularly consulted about

the roles they need to perform in building and enhancing the

image of the College of Education





10. Dynamic Learning Environment - provide an atmosphere where

engagement and passion for learning thrives.

III. Course Description

The Bachelor in Secondary Education major in English (BSEDEN) is

a four-year program that is an excellent preparation for a career in

English teaching in high school and for advancement in any field in

which English communication and teaching skills are important.

Job Targets

School teacher in private or public secondary schools

ESL teacher

Online tutor for

foreign or local students

Speech and writing

coach/trainer

Editor/proofreader/c

opyreader

Writer for

newspapers and magazines

Literary writer or

poet Translator

Speech writer

IV. Student Teacher’s Duties and Responsibilities

A. Responsibility to the student

1. The student teacher is a professional practitioner in hisrelationships with his students. All data concerning the school and

the students must be kept confidential.

2. The student teacher refrains from imposing his religion or

political views upon his students.

3. The student teacher recognizes his continuing need for

understanding student growth and development.

On the basis of understanding, he develops:





a. A learning program oriented to the individual capacities of his

students.

b. A social climate which encourages personal integrity and social

responsibility.

B. Responsibility to the Host School

1. The student teacher acts only through accepted channels of

communication and authority in the school system.

2. The student teacher recognizes his duties, responsibilities, and

privileges.

3. The supervising teacher assumes only the authority which has

been delegated to him.

4. The student teacher respects the professional right and personal

dignity of the supervising teacher, regular teacher (critic or

cooperating teacher) and other staff members, the college supervisorand student observers in the classroom situation.

5. The student teacher who encounters difficulty in a professional

situation first consults the supervising teacher. If he desires

additional aid, he will take the matter to the Department Head or

Dean.

C. Responsibility to the teacher-Education Institution

1. The student teacher recognizes that any misconduct is a

reflection upon the teacher-education institution. He upholds the

standards of the institution in his professional right.

2. The student teacher approaches his own learning institution with

a positive attitude.

3. The student teacher appreciates and makes constructive use of

the assistance of the student teaching or college supervisor in

adjusting to professional practice.

D. Responsibility to the Profession

1. The student teacher shows pride in and considers him a member of

the profession. He acts according to the established ethics in allmatters.

2. The student teacher maintains membership in and supports

professional organizations.

3. The student teacher is a reader; he keeps up-to-date on

professional matters and current affairs.

4. It is the student teacher’s responsibility to obtain information

about the legal aspects of his professional practice and

certification.





2. The teacher should know and abide by the policies, rules, and

regulations of the school.

3. He should develop openness regarding the professional aspects of

his work.

4. He should devote official time fully, faithfully, and honestly

in the accomplishment of official functions and responsibilities.

C. Relationship with non-teaching personnel1. The teacher should accept non-teaching personnel as partners and

co-workers in the task of achieving the goals of education.

2. He should treat the non-teaching personnel with courtesy,

respect, and consideration.

3. He should be punctual in the submission of requirements,

request, and other support documents to avoid unnecessary delay in

office transactions.

The Teacher’s Social Concerns and Civic Responsibilities

1. The teacher should actively participate in as well as initiate

community movements for moral, social, educational, economics, and

civic betterment.

2. As an intellectual leader, he should be willing to share his

knowledge, training, and experience with the community.

3. He should conduct himself in such a way as to the confidence and

respect of the community within and outside the school.





Best Practices

The whole observation session I did during our classes have been

so expository. I noticed a lot of best practices of my critic

teacher. Of course, noted these explicitly knowing that it would help

me someday somehow in my future teaching job.

One of the best practices that I saw in my critic teacher was

that she didn’t leave the classroom without having asked the students if they truly understood the subject matter. I think it was among the

best practices of my critic teacher because she assured that all of

the students learned that day. After all, the learning of the

students is the main responsibility of a teacher.

As I mentioned, my teacher was very emphatic on the cleanliness

of the classroom. She would always instruct as that the class should

already clean and organized before she enters it. This was a concern

of the classroom environment where the students stay to learn.

A teacher is an actor. It means that every teacher should have agood looking physical appearance. My teacher believes so in this. She

didn’t go to her class without improperly groomed. She actually

groomed herself in the faculty room. It was a good practice of her

since a teacher is always on the front of the class.

We could not always expect a teacher of having a perfect

attendance. My teacher, oftentimes have to be absent in a day for

some reasons. However, there was still a good practice on this. It

was because she would instruct us to administer all the classes. I

may not expect sometimes but whenever she felt like she would be

absent the following day, the lessons or activities were already prepared. Hence, the only task for us was to execute those

activities. The best practice here was that, just because the teacher

was absent didn’t mean the student had no lesson to learn that day.

This was not just a practice anyhow but a best principle of a

teacher.





These practices constitute the love of a teacher in his/her

profession. It is important to obtain best practices in teaching

since a teacher is the main provider of knowledge. Throughout my

class observation, these habits/manners of my critic teacher were not

changing. She used to be a good teacher with these crème-de-la-crème

practices.

Generalization

My 300 hours of class observation has taught me several things

in the matter of teaching. In this manner, I have understood how

learners behave in a classroom. I learned the responsibility of the

teachers. And I understand the value of classroom environment in the

learning of the students. All of these are important elements inteaching-learning process. Thus, it should all be properly exercised.

Importantly, the experience of being a student teacher was such

a rewarding feeling. My class observation was a doorway to enter the

world of teaching. It prepared me to become a good teacher in the

future as I acquired those skills and competence of being such.

Moreover, I have learned so many things on how education ought to be

in school.

I have observed 13 classes per week and it was quite hard for a

teacher to accommodate them all equally. Sometimes, those classes inthe evening were no longer given a lively discussion because the

teacher was already exhausted and stressed. We could not blame the

teacher in this way because they too are human who can be drained

sometimes.

The teaching approach and technique of a teacher vary from class

to class. It is practiced because the diversity of students is being

considered. Students’ interest may changes from course to course.

Thus, all activities that the teacher must carry out should suit

their interest, it is important too that a teacher must monitor the

progress of every student. Talking with them every now and then isadvantageous. Students’ attendance was a very important thing too,

through this a teacher could supervise the presence of the students.

Assignments need to be checked for the next meeting to know whether

the students have studied their homework. All these are part of the

teaching job and require much hard work and patience to fulfill

everything.





Insights

Problems Encountered

There have been countless of problems I encountered during my

observation. It was not that quite severe to be considered big issue.

Further, they needed close attention to address them.

It has been a habit of my critic teacher to come in class late.

But she still comes even if it was 30 minutes left for discussion.

Anyway, there were times when she didn’t give any instruction to us

student teacher and we ended up reporting her that we didn’t give any

lesson to the class. It was a problem since I could not anticipate

what possible lesson or activity I need to undertake to the class.

Second was the disrespectfulness of the class. Of course, not

all of the classes were the same. Some were good and others were

really not that good to me. Disrespectfulness of the class in a sensethat they didn’t recognize the student teacher as the acting teacher

if their teacher was absent. It was a problem because whenever I

teach them lesson, they didn’t show courtesy to e as the teacher.

Hence, the learning environment was set up not in a good manner.

Third, students’ go in and out during the lesson. I think it is

tolerable if the students’ would ask to go out for whatever reason

before/ after the lecture. It was a problem since they were missing

the most important part of the lesson. And that part could not

possibly reteach to them just because they were out of the classroom

during the discussion.

Problems are inevitable in classroom situation I believe that if

a problem arises once then it has to resolve right away to prevent of

appearing again. The problems I encountered were probably the most

common problems in the classroom yet have a big impact to teacher and

students.





Recommendations

The recommendations I drawn out here was based from what I have

observed and seen during my class observation throughout the

semester.

The teacher should be in the classroom on time of his/her

class. It is an obligation of a teacher to be in his/her

destined classroom on the time of his class. It is because

to avoid doubt of the students if the teacher is present

or not on that day.

The teacher should introduce to the students his/her

student teacher formally. Through this, the students shall

be aware of the duty and role of the student teacher in

their class. As a result, the students may not be

disrespectful toward their student teacher.

Upon arrival of the teacher in the class, he/she should

give couples of minutes to his/her students to go outside

for whatever reasons. I recommend this to avoid students

going in and out the class during the discussion of the

lesson.

A teacher knows how he/she can manage administer and maintain a

healthy classroom. It is just that they could forget sometimes these

because of several things they do in a day. Whatever it is, a teacher





should be keeping in mind that learning should be given to students

its highest possible quality.

III. Others

Myself as a Student Teacher

My student teacher life was awesome and great. It taught me

knowledge and experience at the same time. Observing classes wereactually hard task even if I was just sitting in a corner of the

classroom and listening and looking to the teacher or students.

Sometimes, sitting is the most tiring of the entire task.

At first I was excited because it was the first time I’m going

to observe class officially. The first months were nice, I was just

an observer. The succeeding months were better since I was already

permitted to hold classes day after day. Therefore, it was another

job that made my boring observation tasks a livelier one. Then, it

was followed by series of job such as recording of grades, checking

of papers, consultation of students and a lot more.

These tasks have engraved me of the experiences on what really

the teaching profession is. And it is hard. A quite hard important

job.

I think and believe that I become efficient in my work as a

student teacher. I deserve this complement from my own self. Of

course, I have become so diligent in obeying my superior. As a

student teacher, I was in the state of being a student and a teacher.

It was a double tasking which I experienced. Sometimes, you will be

confused if you will act as a student or a teacher or a studentteacher.

The moment I sit and observe the class was honestly didn’t have

any difference of being a student. However, I felt like I was not

just an ordinary student but an exceptional student. While observing

the class in their classroom procedure, I was also learning from them

consequently. This was me as a student teacher.





If given an opportunity to administer a class and teach a

particular lesson was another phase of being a student teacher. In

these times, I felt myself as a real teacher I need not just to

observe but to direct the classroom procedure. Whenever in front of

the class, I always get my voice modulated to be able to hear by

everybody. I have to explain the lesson plainly and explicitly. And most importantly, I have to communicate with students. This was total

teaching job these times. This was me as a student teacher.

Whenever not in class I may be found in the faculty room doing

some checking and recording duties. It was another phase of being a

student teacher. And it felt like you are a student assistant. This

time I have to be so serious in checking and recording grades.

Seriousness was all that matter in this phase. It was actually the

most boring part most especially if there would be a lot of papers to

check. It takes hours to finish them completely.

My entire student teacher life in the university was totally

tiring. Everyday should be supplemented by energy drinks. One thing

that I realized after all is that my duties of being a student

teacher have become part of the learning of our students. This thing

was the rewarding part to me as a student teacher.

My Critic Teacher

My critic teacher my superior and my mentor- Professor Pia Merla

Hilario Esperida. She have been teaching in the university for

several years already. Professor Esperida is definitely an idealistic

and sophisticated teacher. As I mentioned, she is a kind of teacher

who wants everything in best place. A teacher who aimed that someday

all her students shall go to their dreams they deserve.

Professor Esperida was a graduate of AB English from polytechnic

University of the Philippines. At the same university she obtained

her Master of Arts in English Language Teaching. She teaches subjects

like Study and Thinking Skills in English, Speech Communication,Developmental Reading, Cross Cultural Communication and a lot more.

Her academic teaching loads have a total of 13 lasses this first

semester of academic year 2013-2914. In spite of his, she is still

determined to teach them all.

Actually, professor Esperida have a diverse personality as a

person and as a teacher. In the classroom, she is like so serious,





strict and tough teacher. She used to be so earnest in her teaching.

Ma’am could hardly crack jokes in class. The only thing that I think

dislikable in her is that she can easily annoyed and provoked. I may

not noticed sometimes that she was already angry. In times like this,

honestly, I could observe that her enthusiasm and energy in teaching

the subject matter were not that powerful. On the other hand, when ingood mood Professor Esperida is really an ideal teacher. The manner

on how she explained the lesson to the class was so worthy enough hat

all student would have a deep comprehension of the topic. She loves

teaching after all. As a person, Ma’am is an awesome jester. She used

to tlk to us about entertainment. Laugh at us oftentimes. A note of a

happy-go-lucky person. Occasionally, she gives us food for lunch or

snacks. A very loving person.

Best experience with Ma’am Pia was her advising time to us. She

used to talk with us every end of classes in a day. She would ask us

as of what we have observed on that day. Then she would give herfeedback and advice. Throughout my stay with her, I found myself so

happy and lucky because I have a critic teacher like her. The best

Ma’am Pia!

My Favorite Class

Bachelor of Arts in English 2-1 was the most lovable class I

held ever. They were the students who obeyed me naturally as if areally am the teacher. This class was awesome because they did

respect me even not in school time. The very first time I went to

this class. I have already observed the emerging good attitude of the

students. Students who were so organized and respectful. I didn’t

doubt nevertheless that most of them have really the brains.

Although, frequently they may burst into very noisy class but in time

of discussion you may expect that these students were attentive

listeners.

I consider them as my favorite because they were totally

different from other classes. ABE 2-1 have the most diverse studentsand yet they could handle their differences. During discussions,

these students have the best mind. They participate actively in all

activity given to them. Most importantly, they don’t disregard any

academic task rendered to them. I actually was telling these students

to continue their competitiveness. They may use this good attitude as

a foundation of being a good person.





My Memorable Experiences

Everyday of class observation was memorable for it gave me an

everyday experience of what can be a situation in a classroom. These

were days that were quite weary because everything happening was all

in repletion. Boring days may also be so memorable to me because,

even I could hardly grasp what was happening inside the classroom.

It was our last class in the evening in Speech Communication for

accountancy students, and I and my critic teacher were both tired

because of series of classes we attended before. My critic teacher

was about to discuss some activity on pronunciation of vowels. She

asked a student to rent an LCD projector and speaker because a video

presentation was about to view. Then after they rented, they set it

up. Professor discussed first the fundamental lesson afterwards she

played the video. The class was suddenly become so lively when they

watched it. The video was actually like a nursery rhyme of difficult

vowels. The class was enliven, I and Professor Pia too. So,

eventually the class was sung along with the video. The happiness on

their faces could not be possibly painted. Subsequently, they learn

very much with those simple kindergarten video.

Another memorable experience of mine was when I was directed by

my critic teacher to give the midterm examination to one of our class

in the morning. Professor instructed me to begin the exam at exactly

8:00am but unfortunately I arrived late at class or 15 minutes. So

they started 8:15am. Unluckily, the president of the class has texted

ma’am telling that I have not yet in the class. So, I gave them their

exam and gave the papers to ma’am thereafter. Professor angrily

scolded me why did I give the exam late. That was the most memorable

and embarrassing experience I had.

My practice teaching was the most memorable of all. Since it was

one of the requirements in this course, I had to make it the best

teaching. On that day, I was really prepared and with me were my

beautifully crafted visual aids. It was then 30 minutes late for my



Hermogino Kevin Esquejo

demo teaching and Professor Pia has not yet in the class. I didn’t

have choice but to carry on with my teaching even without the teacher

who would evaluate me. And the time was over. I taught everything to

the class and it was confirmed ma’am didn’t arrive in the classroom.

And I felt like so disappointed with what happened. All preparations

were gone to nothing.

Furthermore, these memorable experiences have enlightened of one

thing. That teaching can be enjoyable and can also be mortifying. I

should be very grateful for these experiences because at least I

experience them.

Comments/Suggestions

The following comments and/or suggestions are merely to express

my sentiments on the different experiences I had during my class

observation sessions.

300 hours is seems to be too long for class observation. It may

be lowered to 200 perhaps so that student teachers could still

focus to their other academic subjects.

It should be made clear the duties and responsibilities of the

student teacher and the critic teacher.

The coordinating teacher should from time to time talk with

critic teacher about the progress of student teachers.

Student teachers as much as possible observe the class inside

the classroom.

Critic teacher should be patient in their student teachers’

entire fault. Keeping in mind that they are still practicing

the real profession of teaching.

Case Study on Bribery

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