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On the first week of deployment, we started in the middle of the week. We were introduced to our Cooperating Teacher and told of what we were to expect in our training and observation. My CT showed me her schedule and the materials she often uses in her class. We were handling 2 Grade Levels and so she briefed me on the difference when it comes to teaching Grade 9-English and Grade 11-Oral Communication. Most of the classes are on the last parts of the discussion of lessons for the 2nd Grading.

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Our 1st and 2nd classes were with Grade 11 students. The SHS has a separate building and so we had to walk to the back of the school and on the 3rd floors to teach in the HUMSS floor of the school. The classrooms were smaller and were more modern compared to the HS rooms. There were up to 40-50 students and so the classrooms were packed. The class starts with greeting the teacher, where I found that my CT has assigned a unique reply for the students to say, "Long Live!" at the end, as an English translation of "Mabuhay!" The class starts with reminders for their ongoing requirement for the subject, such as the Speech Delivery. Before discussion, 3-5 students deliver the speech they created about a topic of their own choosing. I was asked to also score them and write down what I observed in their delivery. I took note of the methods my CT used in getting their attention, the questions they used that encourage a discussion within students. The discussions is more of the teacher asking questions that lead the students to the lesson on their own. The classes are more relaxed but focused. The flow of the class is more free and rather than making the students follow a certain path, we let them follow their own understanding and correct them if they're wrong without scolding or making their reasoning seem wrong.

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In the classes with the Grade 9 students, I observed them as they reviewed their past subjects for the upcoming examinations. The flow of discussion is different since the younger students need time to be coaxed to answer and the teacher needs to have more of a hold with the discussion since most students at this age are afraid to share their answer if there is a little bit of chance that they are wrong. Compared to older students, there are more instances where we needed to explicitly explain terms and words that they are unfamiliar with to help them connect their understanding of the topics.

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In our 2nd week, that is when students start to become comfortable with my presence inside the classroom. I continue to grade the SHS students' speeches alongside with my CT. I observed that Grade 11 HUMSS students were easy to pull into a discussion through questions that encourages them to share their own perspective. Both of the 2 SHS class we handle have up to 40-50 students. Half are willing to join the discussion and are confident even when they are corrected, it does not discourage them. I was also encouraged by my CT to try and discuss the same lesson that she presented before, so I can get a feel of the students and so she can see how I can handle an impromptu takeover. I found that the students once given a broad question can and will takeover the discussion especially since their strand focuses in Social Sciences, they thrive in answering questions that they can relate to. We used video analysis to allow them to see how Speech is done by others with more experience, this helps them to learn techniques and even critique others. This allows them to understand how a speech can affect the audiences.

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In my third and 4th classes, I was also asked to takeover with the discussion since the class is more on reviewing for the examinations, we already have the materials and all I did was see how much they remember and remind them of terms that they need to focus on. Because of this experience, I became aware of the difference in teaching two separate grade levels, Grade 9 students have a hard time grasping or understanding English terms that are not common or colloquially used in media and their environment. Both sections Titanium and Palladium has normal attendance of 20-30 students, and so only a handful are students that I can expect to participate in the discussion. I had to use many media and pop culture references to keep their interest in class. The classrooms in the schools main building have high ceilings and wide windows, the students sit far apart from each other. To ensure that the students here me, I had to roam around the room a lot and project my voice louder.

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On the third week of our stay in the school, the preparation for the Periodical Examinations started. Students are asked to compile their outputs for the 2nd grading.

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Together with my CT, we graded for half or most of the class hour their speech deliveries of Grade 11 students as part of their final requirement for Oral Communication. Many of their speeches were based on their experience so most of the mood of the class is somber and heartfelt. there were students that cried halfway their speeches and the class mostly ends in the students comforting each other. To help them with their speech delivery, I also discussed with them voice modulation and tone using video analysis of speech delivery and identification of the methods in the videos. We also used reading practices of scripts for the students to try the techniques they have learned.

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With the Grade 9 students, I discussed sound devices used in poetry and analysis of poems as this will be part of their test. We reviewed using a summary ppt of their past lessons and I allowed them to explain or discuss to their classmates what they remember of that specific lesson. The students were all focused on the lesson and trying to absorb everything that they will need to know for the exams. On the 2-day Periodical Exam, I was tasked with watching over my CT's advisory class which is G9-Titanium.  I was able to get to know the students at this time while doing my rounds inside the room. I became familiar with their names and personalities. I was also tasked with checking and encoding the students scores in their quizzes, assignments and outputs.

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With the end of the Periodical Exams, this week was all about compilation and submission of past works. This is also the time when students can try to try to pass projects for extra credit and check if they are lacking in any activities. Since teachers are doing a lot of things such as checking, encoding and calculating of grades, this also acts as a rest time for the students. The students are tasked to help with the checking and item analysis of their papers. This is the time when I can really see which students are conscious of their grades and their progress. Many of them try to check if they have any missed assignments or graded activities and try really hard to fill this deficiencies. At this time, we give half a score or passing grades to teach them the importance of deadline but also allow them to fulfill their desire for a higher or more passable grade.

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I saw a different way that my CT assigns the item analysis. Instead of making one to two person, usually the class president and secretary, to stand at the front and count all the errors, therefore creating noise. She assigns 1-2 numbers for each student, this student will count all the papers that were incorrect in their assigned number. This allowed students to quietly work together since they are more focused on counting and all the papers in the class go around them. I found this type of item analysis good since it teaches them to work together quietly and efficiently.

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With the start of third grading, I started taking over the classes that my CT handles. This also brought changes to our schedules with the new semester of the Senior High School Curriculum. With the changes that are still being fixed such as the schedule and change in teachers, the classes are more free and teachers are busy with arranging and adjusting the timetables. We continue to teach Grade 9-English and now also teach Reading and Writing Skills to the same 2 HUMSS classes we handled last semester. This helped us since we did not need to adjust and re-introduce ourselves to the students.

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For the Grade 11 students, since this is the first week of a new subject, we started by giving a task that asks their expectations on the new semester. The first lessons are focused on introducing what the subject is and what they will expect in the next discussion. Reading and Writing Skills is focused on creation of written works so we brought emphasis on this by giving them easy writing activities to ease them into it.

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For the Grade 9 students, as an introduction to the 3rd gradings first MELCS, we watched the movie "Animal Farm," to give them an idea of what Bias and Prejudice is.  Their tasks were focused on how they can relate to the material and an analysis on how Bias and Prejudice affects them. Their past lesson on analysis of symbolism used in literature helped them, as they answer questions on how the animals can represent real life people and how a movie focused on a farm can reflect society.