Professional Documents
Culture Documents
PORFOLIO Lopez MAry Rose PT
PORFOLIO Lopez MAry Rose PT
of
In and Off-Campus Internship Experience
at
of
May 2022
DOMINICAN COLLEGE OF TARLAC, INC.
College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year 2021-2022
_____________________________________
In Partial Fulfillment of the
Course Requirements for Intern – Teaching Internship
Presented to:
Presented by:
May 2022
i
DOMINICAN COLLEGE OF TARLAC
College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year 2021-2022
APPROVAL SHEET
Noted by:
Approved by:
ii
P R E F A C E
Student Teaching Practice is the highlight and exciting parts of a teaching
course. The opportunities and experiences embedded in this course enable us
to meet the challenges of the real learning situation in this pandemic era.
Student teaching allows students to learn and improve abilities in the
psychomotor, affective, and cognitive domains. It enables the student-teacher
to develop values, concepts, abilities, and information that will enable them to
connect more intelligently with students, and the community.
This Portfolio is a document created by student teacher contains the
student-teacher’s activities and experiences in different areas of work in the
school where he/she is assigned, which also reveals, explains and refers to the
teacher's responsibilities, knowledge, skill, and growth as a teacher. It also
allows for the evaluation of one's efforts and the success of lessons. Each point
of contention was noted as a reference and is an important factor in a teacher's
overall evaluation.
To undergo the pre-service training isn't a simple task for student-
teachers. They must meet the desired standard within the given training period.
Hence, it's indeed within the in and out campus teaching where he/she will
learn the theories in actual situation. This narrative report is for student-
teachers. It’s designed as a guide in their preparation for the teaching
profession.
ACKNOWLEDGEMENT
First and foremost, I would like to express my gratitude to God Almighty for giving me the
strength, knowledge, ability and opportunity to undertake this profession and to persevere and complete it
satisfactorily. Without his blessings, this achievement would not have been possible.
I have taken efforts in this degree. However, it would not have been possible without the help and
support of many individuals.
In my journey towards this degree, I have found teachers, students, peers, who do not only
educate me but also teach me a lesson in life. They have given me all the opportunity to seek after my
objective, and giving their sincere back and direction at all times.
To my Practice Teaching Supervisor, Dr. Augusto R. Dela Cruz, and Dr. Maria Dolores V.
Amurao, our hardworking Dean of the College of Education, for their support and in ensuring that the
fire keeps burning as well providing us a knowledge. Their constant guidance and willingness to share
their vast knowledge and manifestations is great depths and help to us to complete this degree.
My thanks and appreciations also go to my colleagues who willingly helped me out with their
abilities.
I take pride in acknowledging my cooperating teachers who have been so helpful and cooperative
in giving their support at all times to help me achieve my goal.
Last but not the least, thanking the biggest source of my strength, my family who never let things
get dull or boring, have all made a tremendous contribution in helping me reach this stage in my life. I
thank them for putting up with me in difficult moments where I felt stumped and for guiding me on to
follow my dream of getting this degree. This would not have been possible without their unwavering and
unselfish love and support given to me at all times.
iv
DEDICATION
I dedicate this work to; First to God Almighty my
creator, my savior, my source of inspiration wisdom,
knowledge and understanding. To my lovely parents
Rolando And Marianne Lopez, for always loving and
supporting me and encouraged me all the way and their
encouragement has made sure that I give it all it takes to
finish that which I have started. To my friends, who
always been in sweet and bitter of our life. To my
teachers, thank you for sharing guiding us, sharing
yourself to us for caring, listening, and challenging my
mind.
v
TABLE OF CONTENTS
CONTENTS PAGE
Dominican Blessing . . . . . . . .. . . . . . . . . . . . . . . 22
DCT Seal . . . . . . . . .. . . . . . . . . . . . . . . . . . 23
Site . . . .. . . . . . . . . . . . . . . 24
APPENDICES
A. Weekly Lesson Plans and Rating Sheets
Midterm
Finals
B. Demonstration Teaching Evaluation Sheets (Three Periods)
C. Student Teacher Performance Evaluation Sheets (Three Periods)
D. Daily Time Record (Month of November - March)
E. Certifications
CHAPTER
I
Introduction to Teaching Profession and
Philosophies
INTRODUCTION
Teaching is a challenging but very rewarding profession, with teachers playing an essential part in
helping children and young people to acquire and develop the knowledge and skills they will need in later
life.
Teachers have a powerful, long-lasting influence on their students. They directly affect how
students learn, what they learn, how much they learn, and the ways in which they interact with one
another and the world around them. Considering the degree of the teacher's influence, it is important to
understand what teachers should do to promote positive results in the lives of students.
I believe knowledge is far more valuable when shared and teaching is significant as it imparts
knowledge to others. My teaching experiences helped me to improve my teaching skills, but also have
encouraged me to pursue a life-long career in teaching. I am eager for a teaching opportunity to share
what I have learned and to inspire those young and fresh minds.
10
MY PERSONAL
EDUCATIONAL PHILOSOPHY
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a
dream of mine for several years. I always knew that teaching would be the career for me, especially when
I began working as a student teacher in the school. I loved working in the school environment; coming in
contact with children everyday made me realize how much I would enjoy teaching a classroom full of
students.
Teachers play such an important role in a child’s life, sometimes being their only source of
encouragement and support. As a teacher, I want to know my students – their personality, learning style,
and academic level, so I can meet their needs and create the best learning for them.
This allows students to build confidence in their own ability to apply what they have previously
learned to new concepts and promotes self-exploration. I want that, children should always be the first
priority; Children are sponges that absorb everything, and with the right motivation, all students are able
to learn and have the drive to want to learn to better themselves as individuals, and that is what teaching
is all about.
I believe that children learn best and will have less discipline problems when the teacher provides
a classroom where the children feel safe and comfortable, so I will take the time to develop and maintain
a classroom where every child feels welcomed and secure. These will start on the first day of school by
letting the children know it is our classroom and not just my classroom. I will start each class with a
smile on my face and we agree as a team that when you walk through the door of the classroom we will
leave our worries outside. My classroom will be a caring community where everyone works together to
support each other’s growth and learning.
4
INTERN’S CREED
emotionally.
the Divine assistance and with earnest, honest and effort I can
be a good teacher.
5
CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as
well as technical and professional competence in the practice of their noble profession, and they strictly
adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers. Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private schoolteachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or
non-formal. The term teacher shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on
full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage
as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance
to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.
Section 3.In the interest of the State and of the Filipino people as much as of his own, every teacher shall
be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5.A teacher shall not engage in the promotion of any political, religious, or other partisan
interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or
other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce any other person
to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations; provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.
Section 2.Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section3.Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and
other excesses, much less illicit relations.
6
Section 4. Every teacher shall study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the
schools work and accomplishments as well as its needs and problems.
Section 6.Every teacher is intellectual leader in the community and shall welcome the opportunity to
provide such leadership when needed, to extend counseling services and to actively be involved in
matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8.A teacher possesses freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparations for the career of teaching, and shall be at his best at all times and in the practice of his
profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order
to be nationally and internationally competitive
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not
make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for
earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good and full cooperation with
colleagues. When the best interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for
the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such
records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which has not been officially released, or remove
records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects
the system of selection on the basis of merit and competence; provided, further, that all qualified
candidates are given the opportunity to be considered.
7
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion
and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when special conditions are advocated but are opposed by
immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to
the administration and to extent possible, shall raise grievances within acceptable democratic possesses.
In doing so, they shall avoid jeopardizing the interest and the welfare of learners who’s right to learn
must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers and other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlightened directions. Section 2. School officials,
teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies
or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance,
and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5.School authorities concern shall ensure that the public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts specifying
the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners
in the subject or grades he handles, provided that such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
8
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
ARTICLE IX: THE TEACHERS AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself
to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities of the progress or deficiencies of
learners under him seeking parent’s cooperation for the proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
encourage unfair criticism.
ARTICLE X: THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate(legal) income generation,
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.
Section 3.No teacher shall act, directly or indirectly financially interested in any commercial venture
which furnish textbooks and other school commodities in the purchase and disposal of which he can
exercise official influence, except only when his assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations; provided further, that
members of duly recognized teachers cooperatives may participate in the distribution and sale of such
commodities.
ARTICLE XI: THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self discipline as the principle of personal
behavior in all relationship with others and in all situation.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and
of the destinies of men and nations.
ARTICLE XII: DISCIPLINARY ACTIONS
Section 1. Any violation of any provision of his Code shall be sufficient ground for the imposition
against the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration
and License as professional Teacher, suspension from the practice of the teaching profession, reprimand,
or cancelation of his temporary/special permit under causes specified in Sec.23, Article III or R.A No.
7836, and Rules and Regulations Implementing R.A No. 7836.
ARTICLE XIII: EFFECTIVITY Section 1. This code shall be approved by the Professional
Regulation Commission and shall take effect sixty (60) days following its publication in the official
Gazette or any newspaper of general circulation, whichever is earlier.
9
TEN COMMANDMENTS FOR THE
TEACHER
by their names.
attend the lesson beyond the time set to end the class.
Teaching is a calling
A vision with love
To God I give thanks
For the tasks I’ve at hand
psychology.
12
BRIEF SYNOPSIS OF PROFESSIONAL
READINGS AND REFERENCES
Seven Ways to Help High Schoolers Find Purpose
Over the past decade, I have had the chance to ask thousands of teenagers what they think about school.
I’ve found that the vast majority of them generally feel one of two ways: disengaged or incredibly
pressured.
One thing nearly all teens agree on is that most of what high school teaches them is irrelevant to their
lives outside of school or their future careers. One study found that the most common feelings among
high school students are fatigue and boredom. Another study concluded that 65 percent of the jobs that
today’s high school graduates will have in their lifetime do not even exist yet. But we are still teaching
them in the same way that we trained industrial workers a century ago.
I empathize with these students: I graduated from a large, traditional public high school where I
remember feeling painfully bored and tired, and constantly looking at the clock. My intellectual passions
seemed strangely divorced from my time in the classroom. I was good at memorizing facts for 24 hours
and filling out scantron tests, but the work felt meaningless to me.
On top of not developing a love of learning, I was certainly not learning much about life outside of
school. I had few real relationships with my teachers. When it came time to think about college, I felt
very intense pressure to go to a “good school,” but I did not understand why that was so important. My
only “purpose” in going to high school was to get into the “right college”; it was something you had to
get through in order to really start exploring your life in higher education. For less privileged classmates,
high school was just a place to hang out for a few years before going out and getting a job.
So how do we bring engagement, real-world learning, and a sense of meaning into high school
education? Based on my own experience and what I have observed through visiting over 100 high
schools during the past decade and teaching at six very different high schools—including elite private
schools, traditional public schools, low-income charter schools, and a continuation school—I believe that
the answer lies in developing a student’s passion and purpose.
13
So what would a high school look like that helps students actively seek a sense of purpose? Based upon
my experiences in the classroom—as a student and a teacher—and drawing on years of relevant research,
below I lay out seven guiding principles that I would use in a purpose-learning curricula for high
schoolers.
In today’s schools, students compete against one another for grades and attention from teachers and
colleges. The ranking system at most high schools sends the message to students that their worth is based
entirely on their grade point average. This reinforces the notion that external achievement is the means to
success and the way to get rewarded.
But this is actually the opposite of what develops a sense of purpose: Students who show a sense of
purpose have a deeply developed intrinsic motivation to achieve a goal or take part in an activity. This
means they are not motivated to achieve something simply because they can, because it is hard, or
because they get rewarded or recognized for it. Rather, they do it because they have a deep internal
interest in pursuing it—and derive pleasure from the process.
It is true that students need to be able to develop their skills and strengths in high school. But they also
need to be able to find out what they love to do and what the world actually needs—and, quite often,
students won’t receive external rewards when exploring these questions.
Foster Collaboration
Consider how different high school would feel if students were working in collaboration with their peers
instead of competing against them all the time? What if high school grading was based on how well you
worked with other people and how well you mentored and advised your peers? This would much more
accurately mimic most workplaces, where teamwork and collaboration are some of the main skills
desired by today’s employers.
Part of developing a sense of purpose is having a vision bigger than one’s self. If you are only worried
about yourself and your own advancement throughout high school—a mindset reinforced by today’s
system—you’ll be trained to care only about yourself. By working in teams, our young people can start to
develop the skills and mindsets that are essential both to thriving in today’s workforce and to leading a
life that feels meaningful.
What adult influenced you the most in high school? If you’re like most people, you’ll remember one of
your mentors, coaches, or teachers who took a real interest in your well-being. People rarely mention
someone who helped them cram things into their brain the most or taught them things they were not
interested in.
14
On the other side of the equation, if you talk to most, high school teachers about what motivated them to
become an educator, you will usually find it was about developing relationships. Choosing to teach or
lead a school is not simply delivering content, but about helping young people find their way in the
world.
However, high school now is dominated by content delivery, leaving little room for teachers to develop
meaningful relationships with students inside the classroom. At a high school I went to the other day, one
of the students said that he had no meaningful relationships with any adults at the school.
If you look at the research on those who have found their purpose, they often had at least three “Spark
Coaches”—people who took an interest in their passions inside and outside of school. The Search
Institute has documented the power of adult, non-parental mentors and role models in the lives of
students. We need to create structures and cultures that allow students to develop these kinds of
meaningful, mentoring relationships with teachers. And we need to make sure that teachers get trained as
“spark coaches” to help their students find their passions and purposes.
According to Bronk, students often start to develop a sense of purpose during “purpose seeking”
opportunities—opportunities to push their comfort zones and explore. These opportunities have at least
one of three active ingredients: an important life event, serving others in a meaningful way, or changes in
life circumstances.
This is why taking students outside the classroom can be hugely transformative for them, whether it’s a
trip to a new place, a tough wilderness trip, or working on something important to them in their
community—not doing it because they “have to” or simply for college admissions, but because they
actually care about it.
However, nearly all of high school currently takes place in a classroom. We need to expand the
classroom out to the real world and actively include more purpose-seeking opportunities. Then we can
bring those experiences back into the classroom, synthesize them with peers and teachers, and connect
these activities directly to classroom material, making it relevant and engaging.
Our current model of high school rewards perfection and discourages risk taking. Students who are
aiming for elite schools take the most number of classes where they can get the best grades and boost
their GPAs. At some high schools, getting a single B can take them out of the running for prestigious
colleges or awards at their school. Less academic students are shamed by getting bad grades. In other
words, students are either rewarded for being perfectionists or shamed for failing.
But failure is how we learn. Paul Tough documents this well—how learning to fail builds up critical life
skills. It is hard to think of a political leader or anyone who ever accomplished anything important who
did not fail along the way—in fact, failure was often a catalyst for their eventual success. Learning how
154
to persevere is often the most important part of this process. But we do not give students the opportunity
to fail without serious consequences. So when they get out into the real world they cannot deal with
failure.
Our traditional high school system completely neglects the inner lives of students. Often the most
extensive part of the high school curriculum that touches on the inner lives of students is a semester-long
health class (which is almost never taken seriously by high school students—just ask one). But by failing
to nurture their internal lives, we risk knocking students from a path to purpose.
There is something deeply spiritual about developing a sense of purpose. And it is no surprise that new
research shows that teenagers with a greater sense of spirituality report higher levels of purpose and
meaning. But our high schools do little to nurture this type of personal growth, and as a result we are
creating a whole new generation of students who look great on the outside and hollow on the inside.
Former dean of freshman at Stanford University, Julie Lythcott-Haims, says this about a new generation
of students: “Hell-bent on removing all risks of life and on catapulting them into the college with the
right brand name, we’ve robbed our kids of the chance to construct and know their own selves.”
To have a sense of purpose, it is essential that you know yourself: what you want from your life—not
what others want for you, or what is expected of you—but what actually makes you come alive. If we
deny our students the chance to really explore who they are, they lose out on their chance for
purposefulness.
We need to bring a sense of what I call “whyness” back into education. Many high school students work
hard, but they have no idea why. Or they do not work hard at all because they see no real-world benefit
from it.
First and foremost, students need to be clear why they are learning what they are learning. If they do not
understand why, schoolwork will either be boring or meaningless to them, causing tons of worry and
stress. They will be doing it simply to advance through the next hoop—high school graduation or college
admission—not for its own inherent value.
I am not saying that a purpose-based curricula should “take it easy” on students or not teach them how to
work hard. Everyone I know who has a sense of purpose works very hard. But most importantly, they
know why they are working hard. They have a vision for the world, understand how their work moves
them closer to realizing that vision, and believe that their work is aligned with their deeply held values.
When you are working from a value-aligned, purposeful place, hard work does not seem so hard. In fact,
it seems natural and often puts you in a state of “flow,” meaning that you feel fully immersed in an
activity, giving it all of your attention and deriving enjoyment from the process.
16
CHAPTE
R
II
SNA PROFILE
After three years of operation, Bishop Emilio Cinense of the diocese of San
Fernando, both the school from its owner and an additional two-story building
with eight classroom was built at the left side of the Catholic Church. Sisters
from the congregation of the missionaries of Saint Dominic were invited to
manage to school. Mother Amanda Sabater OP what's the first principal. There
were sever classes in the secondary level with nine full-time teachers and 2
Dominican sisters serving the educational needs of the students. In December
of 1962, the school was called by its new name Sto Niño Academy of Bamban
Inc. In honor of the patron saint, the Sto Niño. There were other sisters from
the congregation of the missionaries of Saint Dominic who serve as principal
of the school namely: mother Dominicana Lacson, OP. Mother Reginalda
Falca, Op (1965-1969), and Sr. Irene Lapuz, OP
In 1974, the school was placed under the newly created congregation of the
daughter of Saint Dominic, Sr. Andrea T. Surop, OP serve as the principal.
After a year, Mrs.Nymfa Aniate, one of the pioneer teachers was assigned as
principal and she held that position till 1985. Sr Andrea Surop, OP stayed in
Sto Niño Academy till 1983 as school directress.
The following is the list of the Dominican sisters who served as principal (after
Sr. Andrea) and the corresponding years of the service to this school.
VISION
GOALS
Faith
Wisdom
Service
FIDES
PATRIA
SAPIENTA
GRADUATE ATTRIBUTES
A Dominikano is
1. Christ-centered
2. Effective Communicator
3. Multidisciplinary Innovator
4. Critical and Creative Thinker
5. Globally Competent
6. Socio-Cultural Oriented
7. Collaborative Lifelong Learner
8. Research Oriented
20
DCT HYMN
Called and chosen to take the path
Where you lead us to reach the heights
Knowledge, wisdom and passion for truth
Molding us to greatness
The school logo, by itself, attests to the identity of the Dominican College
Reflective of the school’s vision, the logo emphasizes three virtues that are
foremost in the conscious and deliberate formation of the person: FIDES, PATRIA,
“Wisdom”, respectively, these three are presented vis-à-vis with the star of St.
Dominic and the cross/shield of the Dominican Order. As the logo suggest, spirit
animates the kind of education this institution offers – “with passion for truth and
service in humanity.
The logo embodies this institution’s unwavering commitment to the
Dominican way.
23
BRIEF DESCRIPTION SITE OF
PRACTICE TEACHING
Front View of COLLEGE
DOMINICAN Dominican College of
OF TARLAC
Tarlac
ELEMENTARY DEPARTMENT
Dominican College of Tarlac is one of the premier Catholic Education institutions not only in the entire
province of Tarlac but also in the region and nation. My Alma matter provides complete levels of
education from Pre- Elementary, Elementary, Junior and Senior High School and Tertiary Education. The
Elementary Department of DCT has two categories: the Nursery 1, Kindergarten 1 and Kindergarten 2
are classified as Pre-Elementary category in and for Grades One to Six are classified as Grade School
category. Therefore, it has four sections for Pre-School (1 section for Nursery 1 and Kindergarten 1 and
two sections for Kindergarten 2) and 18 sections in Grade School (three sections in each grade level).
Therefore, this department has 22 sections that accommodate its pupils.
The Saint Lorenzo Ruiz Bldg. is the main school building for the Elementary Department of
DCT. Aside from the classrooms which are air conditioned and has audio-visual equipment, this
department has facilities and specialty rooms for their some subjects like the Grade School Library,
Music Room, General Science Laboratory, Speech Laboratory, and Computer Laboratory.
CHAPTER
II
B. Profile of ADJES as
Cooperating School (Angelina
D. Jimenez Elementary School)
HISTORY OF ANGELINA D.
JIMENEZ ELEMENTARY SCHOOL
Ang Kasaysayan ng Mababang Paaralan ng Angelina Dizon Jimenez
(Dating Mababang Paaralan ng Santo Domingo)
27
FRONT VIEW
VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive, environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
CORE VALUES
MAKADIYOS
MAKATAO
MAKAKALIKASAN
MAKABANSA
CHAPTER
30
III
College of Education
(Ced)
DCT COLLEGE OF EDUCATION
VISION – MISSION STATEMENT
VISION
The College of Education envisions itself as a center for creatively
established teacher education programs contributing its full share to
the development of Christian Filipino educators as exemplars of
academic excellence and outstanding educational leadership.
MISSION
The College of Education commits itself to:
GOAL
The College of Education aims to produce globally competitive
elementary and secondary teachers who are imbued with love for
lifelong learning; active in the pursuing higher levels of professional
competence; committed to improve learner's quality of life; and
dedicated to promote a Christian community.
OBJECTIVES
1. To develop the College of Education as a center of Excellence
for Teacher Education;
Program Outcomes:
FUNDAMENTAL OBJECTIVES OF
EDUCATION 34
CHAPTER
IV
lesson. It is an outline of the organization of today’s lesson. It is the teacher’s plan for the day’s work
activity. Lesson Plan is software for teachers to track the lesson plans for their classes.
1. Objective
2. Subject Matter
3. Procedure
4. Evaluation
5. Assignment
A kind of lesson plan wherein the teacher’s as well as the student’s activity is to found.
Is just an outline planned for the day’s lesson. There is no teacher and students’ activity to
be found.
A. Recognize describing words for nouns as to their (colors, sizes, number, shapes, character traits and
etc.)
B. Talk about some important details from the story heard.
C. Describe objects, people, places and animals according to color, size, taste, shapes, attitudes or
feelings, etc.)
D. Show attentiveness through listening and active participation.
Values Integration: Being kind and humble to others.
II. Subject Matter
III. Procedure
2. Greetings
Good morning children! Good morning, Teacher. Good morning Classmates,
Good morning visitors. It’s nice to see you today.
3. Checking of Attendance
Before we start, let me know if we have
absentees today?
________, can you please tell me who are
the absentees today? Nobody’s absent today, Teacher.
4. Review
I want to know if your still remember our
yesterday’s lesson.
Very Good!
B. Motivation
Mango tree
Very Good!
Very good!
Coconut tree
C. Developmental Activities
a. Presentation
All right it seems that you still remember our
past lessons. We will have today another
category of describing words. But before that, I have
a story to tell you, it’s about the two trees. Do you
like that?
boastful
generous
fig tree
shade
woodcutter
Bee-hive
b. Comprehension Check-up
Kind Boastful
Generous Selfish
Humble Proud
Honest Silly
D. GENERALIZATION
(Rapping type)
What do call describing words? Yes, Yes, Yo!
What do adjectives describe? “Adjectives are describing words.
Describing words are adjectives”
Break it down!
E. Application
Activity 3: The Describing Wheel
IV. EVALUATION
V. ASSIGNMENT
I. Mga Layunin
A. Natutukoy ang Pang-abay na Pamaraan sa pangungusap.
B. Nakagagawa ng pangungusap na may Pang-abay na Pamaraan gamit ang mga salita at larawan.
C. Nagagamit ang Pang –abay na Pamaraan sa pangungusap.
B. Panlinang na Gawain
1. Pangganyak
Gamit ang mga pirasong mga salita kanilang bubuuin ang salitang Pang-abay na Pamaraan.
2. Paglalahad
Ngayon naman tayo ay tutungo sa isa pang, uri ng Pang-abay ito ay ang Pang-abay na Pamaraan.
3. Pagtatalakay ng Paksa
Ipapakita kung ano ang kahulugan ng Pang-abay na Pamaraan at kanila itong babasahin ng sabay-sabay.
Pang-abay na Pamaraan- naglalarawan kung paano naganap, nagaganap o magaganap ang kilos na
ipinahahayag ng pandiwa. ginagamitan din ito ng mga pananda :
Halimbawa:
nang
• Bumasa nang malakas ang munting bata. 43
Paano bumasa ang munting bata? (malakas)
• Naglakad nang mabilis ang magkaibigan.
Paano naglakad ang magkaibigan? (mabilis)
na/ng
• Pagalit na umalis ang matandang babae.
Pano umalis ang matandang babae? (pagalit)
• Kumanta siya na nakapikit.
Paano siya kumanta? (nakapikit)
• Dahan-dahang naglakad si Angie sa silid-aralan.
Paano naglakad si Angie sa silid-aralan? (Dahan-dahan/Dahan-dahang)
• Maagang pumasak si Noel sa kanyang trabaho.
Paano pumasok si Noel sa kanyang trabaho? (Maaga/Maagang)
4. Paglalapat
Sa tulong ng salita at ng larawan gumawa ng pangungusap na may pariralang Pang-abay na Pamaraan.
1. umiiyak
2. tahimik
3. maingat
4. mabagal
5. buong husay 44
5. Paglalahat
Ano ang Pang-Abay na Pamaraan?
naglalarawan kung paano naganap, nagaganap o magaganap ang kilos na ipinahahayag ng pandiwa.
Ginagamitan din ito ng pananda tulad ng nang, na at ng.
IV. Pagtataya
Salungguhitan ang Pang-abay na Pamaraan sa bawat pangungusap.
Bilugan ang pandiwa na inilalarawan ng pang-abay na ito.
1. Matiyagang pinapaputi niya ang mga uniporme ng kanyang mga anak.
2. Masarap magluto ng tapsilog si Ate Lorna.
3. Naglakad nang matulin ang magkapatid.
4. Dali-daling tumakbo si Alicia sa kanyang inay.
5. Niyakap ni Aling Dina nang mahigpit si Alicia.
6. Ang mag-anak ko ay tahimik na namumuhay sa probinsiya.
7. Masayang nakipagkuwentuhan si Lolo Pedring sa kanyang mga apo.
8. Sinagot nang mabilis ni Jessie ang bugtong ng guro.
9. Dalus-dalos nilang ibinaba ang mga kahon mula sa trak.
10. Taimtim na nanalangin ang mga tao.
11. Marahang pumunta ako sa kusina.
12. Ang dyanitor ay nagmamadaling umakyat ng hagdan.
13. Masigasig nilang ibinalot ang mga pagkain para sa mga
nasalanta.
14. Sumagot nang pasigaw ang tsuper ng dyip.
15. Ang mga liham na iyan ay binasa niya nang palihim.
V. Takdang Aralin
Isulat sa paklang ang Pang-abay na Pamaraan na bubuo sa pangungusap. Pumili ng sagot sa loob ng
kahon.
Masarap
malalim malakas
mahinahon napakahalaga
matagumpay
I. Mga Layunin
A. Natutukoy ang mga sumusunod na pang-uri kung ito ay payak, maylapi, inuulit o tambalan.
B. Sanggunian: https://philnews.ph/2018/12/19/pang-uri-apat-4-kayarian-pang-uri-halimbawa
D. Pagpapahalaga: Kooperasyon
III. Pamamaraan
A. Panimulang Gawain
1. Panalangin
2. Pagbati
3. Pagsusuri sa pagdalo
4. Balik Aral
B. Panlinang na Gawain
1. Pangganyak
Ayusin ang mga letra upang mabuo ang salitang Payak, tambalan, inuulit at tambalan.
• KAYAP
• BATAMLAN
• LITUUIN
• MYAPALI
2. Paglalahad
3. Pagtatalakay ng Paksa
Payak na pang-uri
Pang-uring maylapi
Pang-uring Inuulit 47
Pang-uring tambalan
4. Paglalapat
2. Maganda si Anna.
5. Paglalahat
IV. Pagtataya
V. Takdang Aralin
Payak(2)
Maylapi(2)
Inuulit(2)
Tambalan(2)
48
Implementation of the Final Demonstration at Dominican
College of Tarlac
Implementation of the Final Demonstration at49
ADJES
LIST OF NAMES OF LEARNERS 50
GRADE 8 -SHP
Name of learners
MALE FEMALE
1. Austria, Benz Gabriel 1. Aguilar, Colleen Jasmine
2. Balingit, Justine Riley 2. Asper, Franchesca
3. Balingit, Phau Steve 3. Balicao Rhiane Denise
4. Balingit, Tristan Janrae 4. Caguiat Mary Jane
5. Bucud, Richard Alein 5. Camacho, Keena Clowie
6. Gamboa, Jesler Dale 6. Cortez Tiffanie Shane
7. Garces Larence Gabriel 7. Delos Reyes, Ivee Rhean
8. Guzman, Karl Lyanne 8. Dizon, Khaye Alvie
9. Joaquin, Elijah Louis 9. Evangelista, Daffney Drew
10. Lindo, Santino 10.Guiterrez, Juliana Elaiza
11. Lintag, Maverick 11.Navarro, Anika Rhiana
12. Lising, Juan Miguel 12.Navidad, Juanna Marie 48
13. Lozano, Ramiell 13.Oriarte, Ariana Leah
14. Manzon, Carl Hyacinth 14.Pones, Britney
15. Miranda, Paul Christopher 15.Roque, Rayah Chrisheen
16. Miranda, Mickyle 16.Salunga , Zacchariah
Lawrence Gabrielle
Boys: 21
Girls: 21
_____
Total: 42
LIST OF NAMES OF PUPILS
GRADE 7- HIJ
Name of learners
MALE FEMALE
Boys: 13
Girls: 18
____
Total: 31
52
LIST OF NAMES OF PUPILS
GRADE 6- GENTLE
MALE FEMALE
Boys: 15
Girls: 17
______
Total: 32
53
LIST OF NAMES OF PUPILS
GRADE 6 - PRUDENT
School Year: 2017 – 2018
MALE FEMALE
Boys: 14
Girls: 16
______
Total: 30
54
CHAPTER
V
Evidences of Student Teaching
in School Setting
MY DIARY
November 21, 2018-November 23, 2018
This is it, the first week of our deployment at Angelina Dizon Jimenez Elementary School, I felt excited
and quite nervous on that day, because ADJES is my Alma mater and some of my teachers before are still
there, but my nervousness was removed when i met our cooperating teachers, my teacher back when I
was in grade 6. She is now teaching in Grade 1. I felt comfortable with her because, she knows me, and I
also know her.
She introduced me to her pupils and she mentioned that I am her student before, and she gave me a time
to talk to them. The next day, I’ve observed my Cooperating Teacher on how she teach and introduces
her lesson to her pupils. so I can get some techniques and methods in delivering the lessons. I started to
memorize their names and faces so I will be familiarize with them.
Reflection:
Teaching for me is a great way to keep learning, and teaching is a work of heart.
55
December 10, 2018-December 14, 2018
Monday classes were not held, because it’s Capas day Celebration. The next day I showed my second
demonstration teaching and my topic which is about “Ang kahalagahan ng Pag-aaral sa Paaralan”. On the
third day my cooperating teacher told me to cut the print out materials for using as instructional materials
for the next lessons. She told me to clean her classroom because, there would be coming from different
schools. Thursday, there was an event in the stage and my teacher is busy, and then she gave me the
lessons, and I discussed it properly. Friday, my cooperating teacher told me to practice them the danced
for their Christmas Party December 15, 2018, I also helped my Cooperating teacher to clean the
classroom and set the tables and chairs on the party setting.
Reflection:
Engaging yourself to your pupils is priceless.
REFLECTION/REMARKS:
This is my first time to have a floating schedule but having this schedule I’ve learned on how to be
56
flexible. From grade five and grade six, different approaches that I can use to assess them.
January 28, 2019-January 31, 2019
Ma’am Kate gave my topic for my first weekly demonstration teaching in Filipino. This was my first
weekly demonstration teaching in Dominican College of Tarlac (in-campus) in Grade 6-Gentle. I also
started to memorize their names and cuddling with them.
REFLECTION/REMARKS:
As a future Teacher, I learned that focus not on compliance, but on connections and relationships.
February 4, 2019-February 08, 2019
We went to Calaruega, Batangas for the two days and one night retreat for those graduating students.
During this retreat, we’ve realized that God gave light to everyone. I wanted to stay in Caluruega because
I`m at peace there. At some point, the things you hold dear to you, but I have to say goodbye to them.
Turn them into great memories and never take them for granted. Then go out and create new ones.
REFLECTION/REMARKS:
I’ve learned to give light to those people who have darkest and miserable life.
REFLECTION/REMARKS:
As a future teacher I learned to develop passion for teaching!
REFLECTION/REMARKS:
Being a teacher you must know your responsibility though you are busy in other matters. But it is not good that
you will also busy inside the classroom or doing some things inside the classroom.
My final demo is successfully done, I never expected my students to participate actively. I learned that
you cannot fail without your consent and you cannot succeed without your participation.
REFLECTION/REMARKS
In the past five months of in and off campus training at the elementary department
of Angelina Dizon Elementary School and Dominican College of Tarlac. I have really
enjoyed my student teaching experience despite of all hardships and challenges.
Being honest about my mistakes and imperfections, I was able to also form stronger
connections with the students. I found myself in very low points but also in very high
points throughout the field of teaching, but I can clearly see how it has all grown me as a
teacher, and I feel as though I can confidently walk into whatever classroom I will be
teaching in next year.
61
PROFESSIONAL CAREER
DEVELOPMENT PLAN
After all the sacrifices and hard work in the past 4 years, I will have my
review in the preparation in the Licensure Examination for Teaching (LET) so
that I will pass the LET on September, by the will and help of God, I will pass
the exam.
I hope that I can achieve all of these. I believe with the guidance of the
Lord, the gifts that the Holy Spirit gave me, and the inspiration of the greatest
teacher. I’ll conquer all of these to become successful teacher someday.
62
CURRICULUM VITAE
Joana Marie Caputol Pante
Bachelor of Elementary Education
OBJECTIVE:
I would like to impart my knowledge and skills by giving my attributes in the teaching
profession and as an instrument in promoting the mission, vision and goal in this educational
community.
EDUCATION:
63
SEMINARS ATTENDED:
EDUCATIONAL BACKGROUND
REFERENCE/S:
Jonabelle C. Pante
Elementary Teacher
Capas East Central School
Mobile No.: +639103550572
Directions: Check the box below the score that best describes the indicator. The legend below
gives the description.
Criteria 4 3 2 1
B. Organization (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correctness of Form (e.g. grammar)
C. Content (30%)
1. Statement of Purpose
2. Completeness of Entries
3. Diversity of Selection
D. Reflections (30%)
1. Depth of Understanding
2. Application of Ideas
Final Rating
66
APPENDI
X
A
Certifications