Introduction Oct.18, 20112

8/3/2019 Introduction Oct.18, 20112

http://slidepdf.com/reader/full/introduction-oct18-20112 1/36

INTRODUCTION

School is a battleground for too many participants, a place where major contractions and minors

skirmishes occur daily. Teachers and students share the space, time, goals and needs. They spend most of

the day communicating with each other, scheming each other and judging each other. When they are

antagonistic, they expand as much if not more time and energy trying to automat each other and win or at

least achieve a standoff . If things get bad enough, they share tender moments. Meaningful triumphs and

genuine respect and love. Regardless of how it goes, teachers and students never forget each other.

Teachers carry on their lines and work with their students and I believe that are they do is for the

children. Students spend approximately 12,000 hours of their lives in school. They learn by watching and

interacting with those who teach them and those who discipline them. They learn how to relate to others and

how to solve problems with people. They learn about the responsibility of being part of a group. They learn

how to express they way they feel and the way thinks.

My internship as a student teacher had provided me with the practices and good exercise of teaching

It equipped me with the proper tools on teaching right on handling students and built leadership factor.



ACKNOWLEDGEMENT

The key factor in any teaching learning situation is the teacher. She is the source of knowledge and

information the plays a vital role on preparing students for becoming a good citizen in our country.

I owe a great debt of gratitude to the persons/individual who helped me to achieve the success in

my internship as a Student -Teacher.

To Mr. Marlon Manlangit, WCC Guimba, Campus Director, Dr. Armesto S. Corpuz, Dean of

College of Education and the members of the faculty of the World Citi Colleges.

To my adviser, Mrs. Concepcion L. Sadornas, for feeding me with the knowledge, guidance and

encouragement.

To Mrs. Flordeliza Sarmiento, Elementary and High School Department Principal, and to my

Cooperating Teachers, who showed their support, kindness, encouragement and trust which made my

internship very interesting and memorable.

To all the pupils of the Elementary Department, for the wonderful experiences, great and bad

moments; we shared with each other built a good relationship between us.

And most of all to my family, who served as my inspiration for the fulfillment of my journey in this

course. To my husband, Joseph and my 2 children, Jhe-ar and Jheimi- An, my sincere, love and

appreciation.

Thank you so much for your assistance and generosity.

The Author



I. The School

A. Location

The internship of the Student-Teacher was conducted at World Citi Colleges, Saranay

Distreet Guimba Nueva Ecija. It is a 3 -Storey building with classrooms, Computer

laboratory, I Library, 1 audio Visual Room, play area and a gymnasium covers for sports and

other activities.

The establishment is under the administration of Mr. Marlon Manlangit as the Campus

Director and Mrs. Flordeliza Sarmiento as the principal of Elementary and High school

Department and her respected staff.

B. Teacher’s Profile

WCC is the former ERDCNE it operates successfully under the new management chart of the

school and the list of personnel of WCC.



FIGURE 1

ORAGANIZATION CHART

Board of Directors

President

V.P.

A.V.P.

Cam us Director

GSAD

Guidance

Academic Head Ps chometrician Other Consultative Staff

Faculty Students



Table 1 List of school personnel in WCC S.Y. 2011-2012

Elementary Department

No. Name Subject Area Assigned

1. Dhayan Aberquez English, MAPEH, Makabayan

2. Flordeliza Dubal Makabayan 1

3. Rebecca Lico English, Filipino, Makabayan,Hekasi

4. Pascual, Sophia Filipino

5. Ramirez Teresa Science 1-6, Math 1-6

6. Arturo Pascua Math 1



C.PUPILS PROFILE

The Profiles in Table 2 Shows the total enrolls, male and female from Pre-elem to Grade VI for the

S.Y. 2011-2012.

Table III

Grade Level Male Female Total

Pre-Elem

I

II

III

IV

V

VI

D.HISTORY OF WCC



II. Working with the Cooperating Teacher

The teacher plays a variety of roles with emphasis on the guidance councilor function. Sometimes

the teacher arts as a big brother and sister or an assistant, rather than as an instruction.

A. Profile of the Cooperating Teachers.

I was assigned at WCC to fulfill my in campus teaching. For more than 3 months, I, we been

umpired by my cooperating teachers to sometime dreaming in becoming as one of them.

I was designated to teach Grade 1 pupils. My C.T. have been so kind and because they trusted my

capabilities, they let me feel as if I were one of them:

B. ASSIGNMENTS AND DUTIES

In simple ways, I showed my full cooperative with my Cooperating school teachers. I help them in

organizing some events and programs in the school. As a student – teacher I am responsible for the

whole class and classroom of Grade 1.

III. WORKING WITH THE PUPILS

Teaching students responsibly require more work than teaching for obedience, I believe students

should help deeply the discipline plan; planning can be more aim become and require more time. Sometimes

progress seems slow because students are in the raven of learning.



A. PUPIL’S PROFILE

The table shows the list of my pupils in Grade 1, their age, gender and characteristics.

PUPIL’S MATRIX

Name of Pupils Age Cognitive

Characteristics

Physical

Characteristics

Emotional

Characteristics

Social

Characteristics

B. STRATEGIES USED TO PUPILS

The management of a classroom includes control of its physical conditions as well as of the

materials of instructions. Unless classroom procedures are spelled out carefully, much time and

energy will be wasted. Such details as seating, attendance, use of instructional materials, classroom

courtesies and discipline require foresight and planning. A mill-managed class is conducive to



mental growth and development. Learning becomes interesting and enjoyable under favorable

working conditions. Pleasant surroundings induce good thoughts and inspire both teacher and pupils

to do their best.

As their teacher, I had been a model of courteous behavior. Courtesy in the classroom should be

observed at all times. I trained them to speak softly but loud enough to be heard by the last child at

the far row. I also trained them to the independent.

C. PROBLEMS AND DIFFICULTIES ENCOUNTERED

Dealing with student behavior is part of a teacher’s job. Teaching is more positive when managing

student’s behavior. No matter how much you love teaching, the lessons students learn about

behavior, communication and getting along with others make a danger, more lasting impression.

In disciplining my students, I always see it that I discipline them without taking-off their self esteem.

Study shows that 80 % of children enter 1st

grade with self-esteem. By the time they reach in the

Grade 5, only 20 % have high self-esteem. And when they reach in high school, the number of

students has dropped to 5 %.

D. SOLUTION GIVEN

The process of planning, making choices, evaluating and analyzing result are components of a

creative thinking system. The same process can be used as consequence when a child breaks rules. In

this system, students time what they learn, giving real life experiences to both behavior and the

mastery of content. The relationship between good teaching and discipline can prevent many

problems and excite kids about learning.



IV. CLASSROOM TEACHING

A. Techniques, Method and Strategies

I used the following teacher of instructions to increase learning experience effort students and

less hassle with discipline.

1. Lecture

This made is most familiar to teachers. I dispense information to the students. All

Questions and student responses are directed.

2. Large Group Discussion

The Teacher and the students participate in a discussion. I defined the topic but the

students are invited to share their thoughts and ideas.

3. Small- Group Discussion

I assigned 2-4 Students in each group and they are given a tack to do or a topic to discuss.

4. Independent Seat Work

Each student is assigned a project to consider or work to be completed that is needed to what

presided it.

5. Student Support Team

All students are assigned to teams of 3-4, I assigned them to do a group project and they are

evaluated according to the group performance.



B. INSTRUCTIONAL MATERIALS UTILIZED

It is important that some of the common value to be brought to the attention of teachers

particularly beginning teachers. Awareness of the values that can be derived from the use of

audio-visual aide will help the teacher decide when to utilize audio-visual aids in any lesson that

will take up w/ the students.

B.1 Reasons for using Audio-Visual Aide

i. To help clarify important concepts.

ii. To prove and pertain students interest

iii. To give all students in the class the opportunity to share experiences necessary for n

new learning.

iv. To help make learning more permanent.

B.2 Guideline is the use Audio Visual Aids

i. Selecting materials

ii Preparing the class for AV experience

iii Guiding the class though it

iv. Follow up the class experience after its. Completion



B.3 Kinds of Instructional Aids and Their Uses

Figure 1.

LIST OF DIFFERENT INTRUCTIONAL AIDS

I. Printed Materials

A. Textbook

B. Supplemental Materials

1. Workbooks

2. Duplicated

3. Teacher- Prepared study guides

4. Reference books

5. Pamphlets

6. Magazine article

7. Newspaper

II. Audio Aids

1. Radio

2. Phonograph

3. Tape Recorders

III. Visual Aids

A. Chalkboard

B. Still pictures

1. Non projected

a. Photograph

b. Illustration



2. Projected picture

a. Slides

b. Filmstrips

c. Opaque projections

d. Overhead projections

C. Graphic Materials

1. Charts

2. Graphs

3. Maps and Globes

4. Posters

D. Exhibits

1. School-made displays

2. Bulletin Boards

3. Museums

E. Flannel Board and felt board

F. Objects

1. Specimen

2. Realties

3. Models

IV. Audio Visual aids

1. Motion pictures

2. Television

3. Videotapes



V. Demonstrations

VI. Community Resources

1. Field Trips

2. Resource persons

VII. Language Laboratory

VIII. Programmed instructions

C.LESSON PLANNING

A Lesson Plan is a very important tool to a teacher like other professions such as engineer

and architect who make a plan before constructing a bridge an or a house, teachers also plan for every

lesson he/she will be teaching the lesson plan in the teacher’s blue print.

Importance of Lesson Plan

1. The wise teacher who plan the lesson well gets optimum results in teaching.

2. It prepares and organized the lesson well.

3. It stimulates the teacher to due creative.

4. It serves as a guide to the teacher.

5. It helps the teacher to be systematic and orderly.

6. It pre wandering away from subject matter.

7. It gives a feeling of security especially to the beginning teacher.

8. It teaches the teacher to be a more effective teacher.



9. It determines the efficiency of the teacher.

10. It is used as a basis in case substitute teacher will take-over.

D.CLASSROOM MANAGEMENT

The teacher is considered as a manager of the classroom. Classroom management is defined as “ the

administration or discussion of activities w/ special reference to such problems as discipline, demonstrative

techniques, use and care of supplier and reference materials, the physical features of the classroom, general

housekeeping and the social relationships of pupils” (Good 1973).

Good Classroom Management establisher a atmosphere w/ permits activities to be revived as

efficiently and economically. It insures use of both the teachers and pupils time, efforts and energies.

It also teaches the pupils to be responsible in the use of the facilities of the school.

Characteristics of a Healthy Classroom

1. Trust is established.

2. The learners perceived the benefits of changing his behavior.

3. The evaluation of learning actively engages the learner.

4. Learning facts and concepts are important but incomplete goals for the learner.

5. The learner is aware of different option and is able to make a growth choice.

6. Learning is conceived as meaning full.

7. Learning is growth producing actualizing, and therefore enjoyable.

8. Learning is process and people oriented rather than product and subject oriented.

9. Learning includes more than part the cognitive or effective domains.



Figure / Learning Styles Summary

Learning Styles Method

Learner Style Need Teacher File Teacher Behavior

Dependant Information approval Expert Lecture Behavior

(Close System)

Suggested

Reinforcement

System from

Authority

Authority Assignment

Criticism

Rewards

Collaborative

(Mixed System

Suggested

Social Acceptance

Peer exchange

Varied Ideas

System prospers

Co-leader

Environment

Setter

Feedback-given

Discussion

Leader

Resource

Provider

Sharer

Independent

(open Systems

Suggested)

Ego-needs

Self-esteem

Facilitation Resource



Aspects of classroom management

The Classrooms is the students second home they spent most of their time there than they do

in their home. It is also a learning place where they can improve their selves physically,

emotionally and socially.

As a teacher I provided a friendly and a home like atmosphere for the learners and as their

second parent, I set rules and regulations to maintain the orderliness and disciplines made the

classroom.

Aspects of Classroom management

1. Lighting

The Classroom should be free from harsh light and dark spots since these produce

eyestrain, lighting and illumination should be abundant good lighting facilities affect the

health and learning of pupils.

2. Care of Routine

A well-governed society is hardly possible without law, regulations and corrections

activities that are administrative in nature can be handled systematically good classroom

management results in the development of desirable atmosphere in the classroom and

finally in better teaching-learning situation.

3. Directing and controlling learning

This deals with the guidance and direction of the learning process. The teacher who

takes full charge of a learning situation should manipulate the learner and the situation to

produce the desired learning. The teacher who encourages a two -way communication in



the classroom increases a favorable teaching- learning climate. Classrooms must be pupil

centered rather than teacher centered to understand better the complexities of learning

and classroom behavior.

4. Discipline

The teacher should not only take care of routines factors. He/she has also to maintain

good discipline in her class to achieve good classroom management. As a teacher he/she

should be responsible for his/her own class discipline pupils will respect him/her more if

they see that they he/she can handle classroom misbehavior.

Discipline, to be effective, should he total meaning sympathetic and humane. The

dignity of the pupils should be maintained at all times even in meeting out punishment.

E.THE ART OF QUESTIONING

Skillful questioning involve knowledge of the various uses of question, the characteristics if a

good question, the techniques of questioning and the techniques of handling students, responses and

question. A good question is simple and clear. Definite, challenging and thought provoking it must apart to

the age. Abilities and interest of the students and it requires and extended response.



ACTION RESEARCH

EVALUATION OF THE PUPILS PERFORMANCE GRADE 1

The Problem And Its Settings

Introduction

Learning is a lifelong process leading to acquisition of specific and definite knowledge, skills

abilities, values and attitudes. The teacher must know the capabilities of his/her pupils in the teacher must

identify the fast learner and slow learner. He/she must also determine the abilities learner. He/she must also

determine the abilities of the pupils with regards to the performance in every subject.

THEORETICAL FRAMEWORK

This study entitled Evaluation Of The Pupil’s Performance In Grade I aims to develop, learning

competencies of the pupils. It is designed to enable the teacher to know and identify the pupils who are fast

learner and slow learners.



Figure 1

DAILY STUDENT RAITING CARD

Name: _______________________________ Date: _______________

Please rate this child in each of the areas listed below using ratings of 1-5.

1 = Excellent

2 = Good

3 = Fair

4 = Poor

5 = Terrible or did not work

Class Periods/ Subject

________________________

Area 1 2 3 4 5 Comment

PARTICIPATION

Class Work

Handed in Homework

Interaction with others

Teacher’s Initials

1 = +25 points Parents provides reinforces

2 = + 15 points notebook of points and cost

3 = + 5 points for privileges (Rewards) keep

4 = +15 points by parents.

5 = +25 points



STATEMENT OF PROBLEM

This study is about the Evaluation Of The Pupil’s Performance In Grade 1 at World City Colleges

during the School Year 2011-2012.

Specifically, it sought to answer the following questions.

1. What are the different factors that affect the pupils’ performance?

2. Which group obtains better results, the girls or the boys?

SCOPE AND LIMITATION

This study focused only in the Evaluation Of The Pupils’ Performance In Grade 1 at World Citi

Colleges, Guimba, Nueva Ecija. The result of the first grading period is evaluated.

OBJECTIVES OF THE STUDY

This study has been conducted to provide more information about the pupils’ performance in

Grade 1.

It aimed to :

1. To identify the factors that affects the pupils’ performance of Grade 1.

2. To know which group can perform well, the girls or the boys.



METHODS AND SOURCES OF DATA

The research used the descriptive method. The descriptive analytic method of research was used

in the study in which a body of data is collected recorded analyzed and interpreted.

Source of Data

Table 1

Summary of Respondent

The table shows the summary of respondents according to gender from grade 1 under the advisory of

Mrs. Dhayan Abarquez. There were 6 boys which is 52% and in rank 1, while there were 5 girls which is

48% and in rank 2. The total numbers of respondent are 11 which are (100%).

Gender Number % Rank

Male 6 52 1

Female 5 48 2

Total 11



WCC

A BRIEF HISTORY

The year when man first walked on the moon was also the same year when Mrs. Virginia Datiles

Vda. De Lizardo founded the Holy Trinity School that was 1969 Neil Armstrong’s words beckon to all of

us. “This is a small step for man, but a giant step for mankind”.

The Holy Trinity School started with two classes, one in Kindergarten and another in the Preparatory

level. Under its first Principal, Mrs. Mauricia Jalandoni, the school was registered in the Ministry of

Education, Culture and Sports. Before her retirement in 1979, the school consistently grew in popularity and

population in Caloocan City. During this ten-year period, President Datiles built more classrooms and

educational facilities to cope with increasing enrolment.

Sad to say, like other institutions, Holy Trinity School faced countless ordeals as it evolved in

response to changing realities, in 1986, a raging fire consumed the residence and office of the President

where the administration offices were also located. Volumes of books and school equipment were

destroyed. The nursery classroom was razed to the ground. It was only by the grace of God that the fire was

contained and the rest of the school building was saved.

As any setback, the fire that severely damaged the school brought about dramatic changes. It was

through this even that the President and the Board of Directors envisioned the establishment of a High

School Department. This was realized in 1994 with the enrolment of the first batch of first year high school

students.

President Datiles said her last farewell to the school she dearly loved in 1995. With her demise, the

school was orphaned. It lost its mother and founder. But her dreams lived on. The Board of Directors

persevered and continued the work she left behind.



In 1997, the Board of Director turned over the management and ownership of the school to the

Guico family. This is a major turned point in the history of Holy Trinity School. Today, under the leadership

of President Ramon V. Guico III, the school started bold moves for reformed. With the Guico family at the

helm, Holy Trinity School was re-invented.

With their sense of mission and groundbreaking leadership, Mayor Ramon N. Guico and Dr. arlyn

Grace Guico provided the impetus that helped their oldest son in spearheading Holy Trinity School to

unprecedented heights.

Remarkable changes were founded on the Christian foundation and commitment that President

Ramon V. Guico III wanted to inculcate in the emerging Holy Trinity School culture. With this comes the

recruitment of highly competent professional teachers and upgrading of school facilities. Antiquated school

equipment paved the way for the purchase of the latest tools in educational technology. All of these serious

efforts were geared towards the holistic human and Christian development of all “ Trinitarians.”

In the year 2002, Holy Trinity School was integrated into the World City Colleges education system. The

following year, the groundbreaking ceremonies were conducted to start the construction of the new Pre-

School, elementary, High School, and College Departments. With the inauguration of the WCC Caloocan

College of Nursing and College of Criminology, the new WCC building in Caloocan City stands proud and

tall as a monument to educational excellence and dedication that spans 25years!

From Pre-school to college education, World City Colleges take a giant step for the Filipino people

With its passion for high academic standards and zeal for social responsibility, it makes giant strides for

humanity.



A. Educational Philosophy and Credo

World Cityi Colleges is an institution founded in the uncompromising belief that God is the

Lord of history and therefore nothing happens in human life without divine providence and intervention.

WCC stand on the conviction that its educational vision and mission constitute a high calling and

ministry. Bound by its dedication to educational excellence, it is mandated to lead in holistic and

professional education that is Christian in foundation, nationalist in perspective, competency – based and

research-driven in curriculum, scientific in emphasis, global in scope and culturally-diverse in orientation.

Therefore, we envision WCC graduates to be truly Christ-centered in commitment and character,

proven in professional competence, and Filipino in identity and consciousness.

As World Citizens, WCC alumni exceed the standard expectations in their field of specialization

Their fields of specialization, with superior academic training and intellectual discipline, they rise above the

throng in their passion for achievement, always trail-blazing in performance and leadership.

Imbued in their WCC culture is the profound concern for ecological and socio-economic justice

human life and dignity. Thus, World Citizens respect all people as persons of sacred worth, and because of

this, they cross boundaries to dismantle all prejudices on the basis of creed, class, race, or gender. This

lifestyle and philosophy is rooted in the WCC Christian vocation embodied in its college hymn:” Called

upon to serve and to care.”



In a nutshell, the WCC educational philosophy can be summed up in this Credo:

We believe in our educational ministry and calling

Our institutional vision is a God- Given gift.

We Believe in the highest standards of excellence

Our fulfillment lies in the achievements of our students

We believe in our destiny to provide exemplary leadership

Our culture of compassion and service is a model for all.

B. WCC Vision and Mission, Goals and Objectives

INTRODUCTION TO THE VISION AND MISSION STATEMENT

Backward…. Stagnant….. Impoverished.

We refuse to accept this images-yesterday, today, and tomorrow-for our beloved Philippines.

Deep in our hearts. We make courageous steps to face endless challenges. In our minds, we treasure

nobler ideals to accomplish difficult tasks. With our hands, we work to realize our enduring Vision:

“Moving the Filipino within Global Reach.”



The Filipino youth is the cord that binds our nation together in building new bridges, exploring new

horizons, conquering new frontiers. It is in our young peop le’s dreams and achievements that we

teach and touch the future. Because of them, the WCC hymn proclaims, “the world will be changed

forever.”

World Citi Colleges believes and affirms the Filipino youth. Let no one doubt their call to greatness.

We solemnly declare, “Let no one despise our youth, but set the believers and example in speech and

conduct, in love, in faith, in purity” (1 Timothy 4:12).

From WCC, The Filipino will take the lead!

VISION

“ Moving the Filipino within Global Reach”

The World Citi educational system is superior in academic training.. with graduates rising above the

throng in their passion for excellence and zeal for social responsibility.

MISSION

The World Citi Colleges is committed to develop World Citizens who contribute to the academic

advancement of humanity by providing excellent and holistic education with a firm Christian

foundation that is relevant, responsive and research-driven in curriculum; global in scope

nationalistic in perspective and culturally diverse in orientation.



GOALS AND OBJECTIVES OF THE WCC BASIC EDUCATION

World Citi Colleges basic Education commits itself to the excellent and holistic development

of student who are:

Christ-centered in commitment and character

a. Acceptance of Jesus Christ as Lord and Savior

b. Develop a personal relationship with Christ

c. Practice the teachings of Jesus Christ and the bible

Academically prepared

a. Possess the skills necessary for lifelong learning in the global world

b. Demonstrate learning aptitudes and interest for meaningful service

c. Exhibit fervor for research work and contribute in improving the quality of life

Nationalistic in perspective

a. Understand, appreciate, and take pride in the Filipino heritage

b. Practice responsible leadership towards nation-building

c. show concern and care for the environment



WCC LOGO

The WCC logo has a series of comet-like brush strokes outlining a globe. The phrase “World Citi” is

short for World Citizens- in tribute to Filipino professionals making their marks around the globe.

The drive towards globalization is implicit in the strokes resembling Chinese calligraphy which

works energy, fluidity and dynamism. The WCC inscription is yellow and blue symbolizing energy

and strength thus, clarity and unity of purpose is envisioned in colors.

D . WCC Hymn

We burn the midnight oil

To seek an know and dream

To be the best we can be

Borne of love, compassion and integrity

On the light of truth and goodness

Brightly shines for all to see

We commit to the task before us

Hand in hand with dignity

And the world will be changed forever

When God call His Citi to share

We’re the World Citi Colleges



Called upon to serve and to care

We reach for the highest high

Respected and admired

With pride we carry our name

To the world our mission we proclaim

Words by Pedro M. Torio Jr. and Arnel De Pano

Music by Arnel De Pano

E. WCC Prayer

Dear God

We acknowledge your presence in this place

We embrace your will and purpose

As we seek to excel in every good work.

We ask you to empower us today

And shield our utmost desire to be Christ-centered

In commitment and character

We dedicate our time, talents and service to you

For you alone are able to accomplish

What we have started

In Christ’s name, we pray

Amen



Guimba, Nueva Ecija

APPROVAL SHEET

This NARRATIVE REPORT ON IN-CAMPUS STUDENT - TEACHING in WORLD CITI

COLLEGES, Guimba, Nueva Ecija, First Semester of Academic Year 2011-2012, prepared and

submitted by LUXAMI VERDE MANALILI in partial fulfillment of the requirements for the degree

of BACHELOR OF ELEMENTARY EDUCATION, is hereby accepted.

Recommending Approval:

Mrs. CONCEPCION L. SADORNAS

Student-Teacher Coordinator

ARMESTO O. CORPUZ, PH. D.

Dean, College of Education

Mr. MARLON MANLANGITCampus Director



Guimba, Nueva Ecija

CLEARANCE

To whom it may concern;

This is to certify that MS. LUXAMI V. MANALILI student- teacher of WORLD CITI COLLEGES

Guimba, Nueva Ecija, has been cleared of all her accounts and properly responsibilities and hereby

granted complete clearance.

Given this ______________ of October, 2011 at World Citi Colleges, Guimba, Nueva Ecija.

Recommending Approval:

Mrs. TERESA RAMIREZ

Cooperating Teacher

Noted:

Mrs. FLORDELIZA SARMIENTOElem & H/S Principal



Curriculum Vitae

Personal information

Name: Luxami Verde ManaliliAddress: Pacac, Guimba, Nueva Ecija

Age: 31 years old

Date of Birth: August 6, 1980

Place of Birth: Pacac, Guimba, Nueva EcijaSex: Female

Civil Status: Married

Name of Spouse: Joseph P. Manalili

Name of Parents:

Father: Segundo A. VerdeMother: Violeta C. Mina

Educational Attainment:

LEVEL SCHOOL DURATION

Tertiary WORLD CITI COLLEGES 2009-2011Guimba, Nueva Ecija

Eduardo L. Joson Memorial College 2007-2009

Guimba ANNEX

Guimba, Nueva Ecija

Secondary

Our lady of the Sacred 1993-1997Heart Academy

Guimba, Nueva Ecija

Elementary Our lady of the Sacred 1987-1993Heart Academy

Guimba, Nueva Ecija



Guimba, Nueva Ecija

A Narrative Report On

Student-Teaching Experience

In

World Citi Colleges

Guimba, Nueva Ecija

In Partial Fulfillment of the the Requirements

For the course:

Student - Teaching

By:

LUXAMI V. MANALILI

BEED

First Semester

S. Y. 2011-2012





Documents

Introduction Oct.18, 20112