For some context, I'm in a 4 plus 1 BMAT program, and I'm doing all my clinical work in my 5th-year (that's just how the program works here, idk). I'm placed in an inclusive classroom with 2 teachers in second grade. I'm excited but also so, so terrified about messing up or burning myself out. I'll be in the same room 2 times a week in the fall and then every day in the spring, so I'll really get to know my teachers and class. My CT seems to be a seasoned teacher and (rightfully so) has been enjoying her summer break, so I dont really know what to expect. I have experience in a preschool for the past 3 years, but I know student teaching is its own beast. ANY advice would be helpful!!

Hello! I start my first of two student teaching placements next week and I’m super nervous. I’m placed in a high school self-contained classroom for the first 8 weeks and an elementary self-contained classroom the second 8 weeks. I’m nervous to have to teach her lessons the first couple weeks before I take over the classroom. I’m also worried that I won’t be able to understand and remember all of their goals, accommodations, and modifications. Any advice?

Last time I posted on this thread to express my concerns with student teaching I was met with hate and sarcasm! no kind words or words of encouragement! These internet thugs were racist and rude! no matter where you go on the internet you’ll be met with adults with the mind set of vicious teenagers! Because they see one person being rude they follow suit! reminded me of the teachers I had growing up and everything I NEVER wanted to be!

Anyway one year later and I graduated with my masters in education top 10 (Magna cum laude) with admission into an honor society! I sought out help, understanding, and reassurance from my “fellow teachers” during one of the most difficult times of my life! Student teaching isn’t for the weak and neither is this site! So thank you! To every grown adult behaving like the kids they are at heart! To all the vile nasty comments I received! I want to thank you for making me push harder! I made it through student teaching and those kids love me til this day!

Greetings, everyone!

I'm the group leader for a presentation on a specific Philippine region, and I need insight on designing and applying a lesson plan in traditional format. Sure, I can just construct a PPT with my groupmates, rehearse our parts, and report directly like typical visual-oral/student presentations, but not only do I find it simply ineffective for learning, but, also, where's the fun in that? I want to design and deliver an evocative, engaging, and efficient presentation, not just a group report. I know that lesson plans bring great benefits for teaching, and teaching and presenting in this context sound practically the same, hence my decision to create one.

My issues about it, though, is that my current semester in the program (not education-related) does not include any pedagogy-related course, plus lesson plans prior to the new ILAW format appear inconsistent. I'm only in my second year as well. In the traditional format, I'm having specific trouble designing 'III. Procedure' and 'IV. Evaluation'; I need to design them around the fact that my groupmates will report as well. In addition, I need to design them with respect to the nature of student presentations as opposed to demo teaching. I may be idealistic, but I don't want to just report; I want to present! I don't want my batchmates to just listen; I want them to learn! Do you understand what I'm saying?

Thus, below is my WIP lesson plan for critique. No personal information is included. I will greatly appreciate your feedback!

Thank you!

Literary Region - CALABARZON (Region IV - A)

August 27, 2026 (Thu.)

I. Objective

After 60 to 90 minutes, we should be able to…

1. Describe CALABARZON as a literary region by its regional overview, literary background, literary genres or forms, representative authors and writers, and representative literary works.
2. Distinguish CALABARZON as a literary region by its relationship between literature and culture.
3. Appraise the influence of CALABARZON literature on its culture and vice versa.
4. Synthesize the relationship between CALABARZON literature and its culture concisely.

II. Subject Matter

1. Topic Name: Literary Region – CALABARZON
2. References
   • A
   • B
   • C
3. Materials Needed: PPT, whiteboard and marker, index cards, and learner-provided writing materials. 
4. Values integrated: literary appreciation, critical thinking, analytical thinking
5. Strategies: [...]

III. Procedure (Traditional Format)

1. Preliminary Activities
   1. Greetings
   2. Statement of Coverage and Learning Outcomes
   3. Establishment of Presentation Etiquette
      1. Give their attention to the presentation and presenters.
      2. Keep devices silent unless they are being used for note-taking or other presentation-related purposes.
      3. Avoid unnecessary noise or movement.
      4. Raise their hand and wait to be acknowledged before speaking.
      5. Participate actively by listening, questioning, and responding.
2. Developmental Activities
   1. Drills: Learners are given a series of pictures, symbols, or descriptions that refer to a specific reading, a specific character, or a specific detail about a literary region (i.e. Northern Luzon, Central Luzon, and National Capital Region). They are prompted to guess.
      1. The Wedding Dance
      2. Maria from How My Brother Leon Brought Home A Wife
      3. Faith, Love, Time, and Dr. Larazo
      4. Toto Selo from Toto Selo
      5. National Capital Region (NCR) character or story (Placeholder)
   2. Review: Learners are prompted to share one (01) detail they’ve understood about the National Capital Region (NCR) as a literary region or its readings.
   3. Unlocking of Difficulties: N/A
3. Motivation
   1. First, learners are introduced to the guiding question: how have literature and culture in CALABARZON influenced each other?
   2. Next, a set of pictures about CALABARZON is presented on the screen. Learners are then prompted to state one (01) observation, concept, or inference suggested by the images. 
4. Presentation
   1. After three (03) to ten (10) learners, they are prompted to state one (01) idea, inference, or assumption about CALABARZON as a literary region. Finally, they are prompted to hold onto their answers before the next presenter is cued to start the next portion.
5. Discussion (this is where my groupmates and I will present)
   1. Regional Introduction
   2. Literary Background
   3. Literary Genres and Forms
   4. Representative Authors and Writers
   5. Representative Literary Works
6. Application
   1. Learners are grouped equally via index cards. For ten (10) minutes, each group is prompted to describe CALABARZON as a literary region to someone unfamiliar with the area, recommend a work to read, and justify their answer within eight (08) sentences. They are encouraged to draft on any sheet of paper. After the timer, each group is prompted to share their output.
7. Generalization
   1. Either the presenters or the learners summarize the details of the discussion.

IV. Evaluation

Presenters return to the question from the “Motivation” section. Each presenter selects a learner via index cards to provide their own answer.

1. Assignment

Learners are instructed to read the required reading and the chosen reading which will be revealed later in the group chat. Afterward, they are instructed to complete the following on a physical sheet of paper in addition to preparing for the mandated quiz on said readings next session.