E Portfolio Practice Teaching E Portfolio Practice Teaching

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E Portfolio practice teaching
General Education (Mariano Marcos State University)
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BULACAN
BULACAN STATE
STATE UNIVERSITY
UNIVERSITY
MENESES
MENESES CAMPUS
CAMPUS
COLLEGE OF EDUCATION
TJS MATUNGAO,
COLLEGE OFBULAKAN, BULACAN
EDUCATION
Under the New Curriculum Under the

New Normal:
My Lived Practice Teaching Experiences
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Table of Contents
I. Title……………………………………………………………………...... 1
II. Dedication ………………………………………………..........………...... 3
III. Acknowledgement …………………………….....…....…………...…….... 4
IV. Teaching Philosophy as a Begining Teacher….……………………..…..... 5
V. Introduction.................................................................................................... 6
VI. Curriculum Vitae ….....…………………............…………………….....… 8
VII. Certificate of Completion …………….…….....………………………...... 10
VIII. Professional Readings ……………………………..…………………........ 12
IX. Weakly Journal ………………………….......……………………......…... 20
X. Experience and Reflection ………………………....…………………….. 29
XI. Daily Time Card ..............………...........................…….......….....…..….. 43
XII. Detailed Lesson Plan ..................................... …...…………………….…. 44
XIII. Final demonstration teaching ........................................................................ 58
XIV. Rating Scale .................................................................................................. 60
Dedication
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This Practice Teaching Portfolio is wholeheartedly dedicated to my parents, that has
been here on my side for my academic study. As they dedicate wholeheartedly their
hardships and efforts for my future career. The two person that gave me the tools and
values necessary to be where I am standing today. They support me on every step that I
take, even I get down too many times they’re still on my side supporting me again to stand
up. “Finish your study, That’s the only thing that we can give you as our legacy” words of
my parents that I take full responsibility deep inside my heart. I will never finish my
gratefulness for my parents as they never stop hardworking for my study, this is a lifetime
debt that I can’t pay with money until my last breath.
That’s why I dedicate this Practice Teaching Portfolio to my beloved parents, they have
a high hope for me and I don’t want to break their trust and I’ll meet with their
expectation. This dedication will be serving as a sign that I’m doing my best for them. To
my mama and papa: I want to thank to put all of my thanks, thank you for being my best
guardian that I have. Sooner or later I’ll make you proud of me. You’ll be proud the same
way that I am proud of having a parent like you both in my life. I always pray for your
safety and health. Thank you so much.
Acknowledgement
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In this unpredictable world, a world that isn’t always on our side but always remember that
there is a God that always in our side. First of all, I would like to take this great opportunity
to give my gratitude to God. I’m really grateful that he gives a life that I’m enjoying every
minute. I’ll take this opportunity to give thanks for all the blessing that he gave to me
especially this opportunity to write this paper. Without his grace and guidance this project
could not become to reality.
Next to him, I would like to give thanks to my parents as they provide my needs for everyday
life. I am really grateful that I reach this stage of my life since my parents never gave up on
me.
To My former and present teachers for their unending guidance for the track that I choose to
walk., as they guide me through my academic track.
To My Cooperating Teacher, Ms. Christine Joy Carillo for her untiring support for us. I’m
thankful for all of the efforts to help in this stage of our study.
To my Practice Teaching, Mrs. Emilia Conquilla for her multi-tasked role for this field study,
I’m grateful for her untiring guidance, support, concern and for being understanding for
most of the time.
To my friends, classmates, and my groupmates on this study. I would like to take this
opportunity to show my gratitude for all of you for being with me in this four-year journey, I
hope that we can make it.
And for the last, I would like to give thanks to myself for being strong, for enduring all of the
sufferings. I would like to express my gratitude to myself because you always refuse to give
up.
Teaching Philosophy as a Beginning Teacher
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As A future educator, I should have my own ways of teaching and in the past years
of my study, I learn that before I teach, I should learn first, and in order to learn I need
someone that can teach me. I always believe that every teacher has its own different
ways in terms of teaching, some teachers are strict but some are very open to his/her
class.
My teaching philosophy consists of many beliefs that can be applied in this new
curriculum that is more centered on student’s participation in class. As a future educator
I have some beliefs that I know as a good use in teaching in the near future. As a
language learner and teacher, I believe that maintaining a high level of motivation was
greatly needed in a language classroom, with this way we can make the whole process
more efficient and as a teacher we should play our important role that is sustain them
and build on their motivation. It is enormously important that before the classes start,
students are motivated to listen, so you should try to select a way that they will find
interesting and then design tasks that will arouse your students' interest and curiosity.
In this modern time, learning also synchronize with the time, a lot of efforts are
needed in providing our student’s needs to learn. Being a creative teacher can be a good
step. Creative teaching involves showing the students how the lesson topic/ content
relates to their own lives and the real world. Being a creative teacher can help them to
develop a greater sense of purpose. We must display and passion in teaching, and we
should work together as a professional learning community intent on improving
students. We also should set achievable but challenging class task.
And as a future teacher I need to communicate with my students wholeheartedly and

never do the wrong things that I experience in my past study. I must start the change
with myself for the future career of my future students.
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Introduction
Bachelor of secondary education students must have their experience teaching as a
prerequisite and guideline of the CHED memorandum. We, the students, study and
experience many things that will be useful in our future careers during this program. Field
study is the first experimental course in which potential educators are immersed in various
schools to get real-world teaching experience. We are in the last stages of deployment, and we
are now a student-teacher. BSU Meneses places students in various learning contexts to help
them grow and learn what they need to accomplish in the same setting. Despite the epidemic,
Bulacan State University Meneses Campus did not abandon prospective instructors. The
deployment of future educators occurred with the involvement of the President of the Bulacan
State University main campus to the staff and faculty members of the menses campus, with
the assistance of San Diego Parochial School Inc. Meneses Campus BSEd-English students
gain teaching experience with partnering instructors via online classes. They learnt a lot as a
result, including the new standard classroom set up, new standard lesson plan, how the online
session was set up, and much more. Even if real deployment is currently impossible due to
the situation, education students are grateful since even during a pandemic, education
students have the opportunity to practice teaching.
Today, as twenty-first-century students and prospective educators, we want experiences
that will help us become more critical thinkers and improve our interpersonal communication
skills, particularly as future English instructors. We are supposed to get significant learning
from our field studies and now our practice teaching. According to what I saw and
experienced, 21st-century students are skilled at creating and assessing information from a
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variety of sources. Students have evolved throughout the years. It is not only the teacher's
responsibility to educate the kids. Pupils, on the other hand, may contribute to learning as
well, and 21st-century students are observant as well; if they don't understand what you're
trying to teach them, they will ask you, so as a prospective teacher, you must be well-
prepared.
When it comes to teaching, we learn as we teach and also, we cannot teach what we do not
know. and it is one of the most powerful phrases that will remind any future teacher that they
must be determined to keep their pupils' minds engaged. If you have a lot of learnings along
the path, you have a lot of things to share with the minds of pupils who are dreaming.
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Republic of the Philippines

Bulacan State University
MENESES CAMPUS
TJS, Matungao, Bulakan, Bulacan
Tel. No. (044)792-2661
February 12, 2022

CLEARANCE
This is to certify that Perlas, John Mark G., BSED with Specialization in
English, a student teacher of (school of deployment) has undergone Educ 401
(Teaching Internship) and rendered her final demonstration teaching in this
school during the 2nd grading period of the Academic Year 2021-2022. She has
been cleared of property, financial, and other responsibility.
Ms. Christine Joy Carillo Sr. Susana B. Bundoc, O.P

Cooperating Teacher School Principal
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Teachers all across the world are worried about their professional development,
particularly as the twenty-first century approaches (Borko, 2004; Dede, Jass Ketelhut,
Whitehouse, Breit, & McCloskey, 2009). Professional development in education is a broad
term referring to a variety of specialized training, formal teaching, and professional training
learning aimed at assisting administrators, teachers, and other educators in improving their
technical competence, competence, skill, and effectiveness (Sparks, 2002; Ross & Bruce,
2007). Teachers take part in a variety of activities and programs designed to help them
enhance their knowledge and talents, as well as their personal, social, and emotional growth.
Professional readings are likely the most accessible and easy professional activity among the
many options for professional development for teachers.
Professional reading is one sort of professional development that encourages teachers to
investigate topics and difficulties in order to find answers that will help them enhance their
classroom knowledge and abilities. Despite the benefits of engaging in professional readings,
research indicates that instructors at all levels do not engage in professional readings on a
regular basis, instead relying on compulsory textbooks for classroom discussion.
Furthermore, previous study has discovered that instructors rarely use library items, notably
journals, periodicals, and reference books. These circumstances may produce issues and
concerns in the classroom, such as the significance of the subject matter, teachers'
professional growth and advancement, and negative repercussions and impacts on teachers'
work. Universal Journal of Educational Research, vol. 2082-2088, 2019-2083 pp. 2082-2088
in Vol. 7, No. 10. With this sort of educational problem emerging in the twenty-first century,
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it is vital for schools and institutions of higher learning to implement programs and initiatives
that motivate teachers to engage in professional reading.
Reference: Teachers' Professional Reading Program in Higher Education: An Evaluation 2019
Education is about allowing all individuals to learn whatever they need and desire
throughout their lives, based on their abilities. It entails "learning to know, do, live together,
and be." Education occurs in the home, the society, schools and organizations, and society as
a whole. The universal right to education is firmly established in international documents that
have worldwide support: Article 26 (2) of the Universal Declaration of Human Rights and
Article 28 of the Convention on the Rights of the Child (3). While international instruments
state that primary education should be free and compulsory for all children without
discrimination, it is widely acknowledged that this is not the case in practice. As a result,
recent agreements have emphasized the need to: expand and improve early childhood care
and education; achieve free, compulsory, and quality primary education for all; and ensure
equal access to appropriate learning, life skills programs, and basic and continuing education
for all.
Education is only a small part of education. Schooling is crucial, but it must be viewed
as part of a lifetime learning process. Education begins in the family from birth and continues
into adulthood; it encompasses formal, informal, non-formal, home-based, community, and
government activities. These terms might be perplexing since they have varied different
meaning in different cultures and settings. In general, "formal education" refers to education
that occurs in recognized institutions, such as schools, colleges, and universities, and often
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leads to recognized qualifications and certifications; "non-formal education" refers to
organized learning program outside the formal system; and "informal education" refers to all
learning that occurs all through life as a whole – from family, friends, and communities – and
is often not organized, unlike both formal and no-formal education.
References: World Health Organization 2010
Gardner's socio-educational Model (1988) proposed clarifying the impact of some personal
experiences (intelligence, linguistic aptitude, anxiety, and motivation) in determining second
language proficiency. This Model has proposed an order to clarify the impact of some
personality differences (intelligence, linguistic aptitude, anxiety, and motivation) in
determining second language proficiency. This Model has four various components: the
social milieu in which language education takes place that includes the culture and
environment of an individual, the mentioned individual-difference variables, language-
acquisition situations, and linguistic and nonlinguistic outcomes, as well as how they could
interact and impact each other. Gardner (1985). One part of the socio-educational Model is
the claim that cultural beliefs impact the formation of some attitudes that are components of
an integrated motive and that cultural beliefs can affect a lot to which the integrative
explanation is involved in second-language acquisition. Many instances have been provided,
contradicting Au's contention that "no attempt has been made to properly determine what
constitutes a cultural belief" (p. 84). According to Gardner (1979), cultural beliefs are related
to those in the social environment in which the person lives. While one would expect the
individual to share them, the emphasis is on the milieu itself, not on the individual. Gardner
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(1979) uses Lambert's (1974) conceptions of additive and subtractive bilingualism as another
example of social variables that may impact the development of components of the
integrative drive, and more crucially, the function of
motivational factors in language learning. As a result, identifying important cultural beliefs is
a challenging undertaking; this does not appear to be a compelling argument to dismiss their
possible function. They seem to be quite restrictive rather than offering "post hoc theories to
explain away disconfirming facts" (Au, 1988, p. 85). The alternative that attitudes and
motivation should play a constant function in diverse circumstances and be universal in
language learning is simply oversimplified.
References: Gardner's socio-educational Model
Recognizing individual variances in learners is a fundamental notion for teachers as they
prepare to teach. What we choose to teach in the classroom should be an interplay of what we
know about the variables of instruction, learning, accomplishment, and contextual
circumstances, according to a key assumption of strategic teaching and learning. This
assumption has motivated our efforts as individuals and groups to create an educational
framework... Rosenshine and Frust (1973) found that students learn best when the following
factors are present: variability in teaching methods and materials, interest, clarity, task-
oriented behavior, teacher use of structuring comments, student opportunity to learn the
material, multiple levels of questions, and enthusiasm. Meaningfulness, prerequisites, open
communication, structured important concepts, learning aids, novelty, modeling, active
appropriate practice, pleasant circumstances and consequences, and consistency are the 10
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effective educational principles that Yelon (1996, p. 3) believes good instructors utilize. In the
planning and managing for teaching science, Monk and Dillion (1995) proposed that the
goals of activities should be to assist teachers in developing the following:
Knowledge of planning and classroom management aspects; Skills and strategies for
organizing and managing activities in classes; Skills and strategies for planning and managing
continuity between lessons; Experience establishing and preparing a scheme of work.
It is our obligation as agricultural educators to guarantee proper teaching and learning to
satisfy the changing requirements of the industry and societal ideals (Melion, 1995, p. 5).
According to Carkhuff (1981), teaching is a chance to assist others in living their lives
completely, which implies that we help to offer to our learners' lives via their physical,
emotional, intellectual, and social growth. Anderson (1994) stated that the teacher's
instructional planning, teaching method selection, and the availability of a range of learning
activities all had a significant impact on student results. According to the Committee on
Agricultural Education (1988), the teaching approach is the most important factor in
educating pupils in learning activities. When Kahler (1995) noted, "I learned that it is a
different world in the agricultural classroom than when I taught agriculture." Many of the
kids were uninterested in what I was telling them. I had to deal with multiple situations in
which pupils refused to complete duties that I assigned to them. Some of my pupils sat
silently as I lectured, waiting for the bell to ring so they could go.
Several of the pupils were noticeably distressed, and it was clear that they were
deliberating about what was hurting them. I rapidly realized that I wasn't reaching them and
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that I didn't have enough skills in my professional methods bag to pique their interest in what
I was teaching. Students come from a variety of backgrounds and have a wide range of
experiences
and talents. Good teaching is reliant not just on teaching tactics or their efficiency, but also on
individual needs and the quality of the topic.
Dyer and Osborne (1995) proposed that "the selection of an appropriate teaching
approach is one of the most important processes to have teaching success and student
achievement" in their study titled "Effects of Teaching Approach on Achievement of
Agricultural Education. Students with Varying Learning Styles" (p. 260). Joyce and Weil (1986,
as cited in Dyer and Osborne 1995) went on to say that "students react differently to different
teaching approaches, and that the correct method is crucial to the learning style of those being
serviced by the instruction." When subject matter is presented using a range of teaching
methodologies, it is assumed that students learn in different ways, at different rates, with
varying degrees of prior knowledge, and in different situations.
References: (Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A
national study Y. Shinn 1997)
Reflection:
Teaching is a wonderful career that comes with a lot of duty and commitment to students.
Teachers not only teach and convey knowledge, but they also inspire and motivate pupils to
make important life decisions. They continue to boost students' self-esteem and lead them in the
right direction. Many teachers have devoted their whole life to motivating their pupils and
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helping them become better and more successful persons in their lives. Teaching is a great
career with a lot of responsibilities. The most taught job in the world is dealing with pupils and
teaching their brains. There are two things to think about as a potential instructor. We can
influence and lead them to be inspired or to engage in wrongdoing or improper learning. If we
follow this job, we are making a lifetime commitment, and we must be honest about it. Teaching
is enjoyable;
nonetheless, it needs time and dedication. Teaching tactics, methods, and student management
must be mastered in order to determine which are appropriate for each other.
Many people's minds and destiny may be molded by instructors at various stages of their lives.
Kindergarten teachers introduce young minds to the wonders of learning as well as the
fundamental tools that students will use to help them learn throughout their lives. Middle school
teachers confront the challenging challenge of cultivating a passion for academics in large
groups of teens and tweens since their minds are so focused on developmental issues and their
social worlds. High school teachers are tasked for instructing large groups of "near adults" about
complicated intellectual concepts in circumstances that are frequently chaotic on both the inside
and the outside. College lecturers' role is to teach young adults the nuts and bolts of highly
technical curricular areas while also informing them how bright their future possibilities are.
And it is an army of teachers who, throughout the course of a person's life, have shaped how
that person views the world and their place in it.
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IV. Practice teaching documentary

I. Content:
Day 1  Literary Criticism
 College Students (Meneses)
II. Materials/ Resources/

Teaching Aid:
 The teacher used PowerPoint
presentation and OBS
software
 Discussion-based teaching.
III. Procedure/ Activities:
 Before the teacher
introduces the new lesson,
the teacher reviews the
lesson they discussed last
time. The teacher clarifies
the things that the students
are confused about then the
teacher answers the
questions given by the
students.
 During the discussion of the
new lesson, the teacher to a
classroom-based debate
wherein he shared the idea
of the lesson in such a
comfortable way of
deliberation.
 After the formal discussion,
the teacher gives an
assignment and asks if the
students want to clarify
something or have any
questions. After that, the
teacher ends the meeting.
 As our CT, Sir Mcjo, give
us a post-conference.
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V. Reflections
It was both frightening and rewarding to have my first Practice Teaching experience. One
of the nicest experiences in the profession is seeing my pupil as a practicing instructor.
Seeing how my cooperating teacher conducted his lecture helped me study more and
encouraged me at the same time. We're using the new standard configuration. Our learning
will take place in an online class. Despite the fact that it is online, I am astounded by the
student's Bulacan State University Meneses campus. They are genuinely one-of-a-kind from
the beginning to the finish of the encounter. They demonstrate curiosity, activity, and a desire
to learn.
Students began to join as soon as the teacher opened the link. The learning environment had
been created. It is this type of setting that allows me to say that even if we are experiencing
hardships currently, such as the epidemic, you cannot stop the pupils from studying. I saw the
pupils' eagerness to study from the beginning. They asked questions, raised their hands to
clarify what they didn't understand, and the most important thing is that they participated for
the entire hour of class.
Sir Mcjo gives us opportunity to ask him questions, and he provides some things that will be
useful to us when we are already in the field of teaching. As an example, consider how we
will carry out the lesson in a smooth and understandable manner. This is one of the
wonderful things Sir Mcjo stated to us because as teachers, we will constantly experience
situations when we need to have a strong plan so that the students do not become bored while
also studying and understanding the lesson. Sir Mcjo then responded to our query on how we
will aid the pupils' learning in this type of setting. The maximum length for an online class is
two hours, which is occasionally extended to allow students to thoroughly comprehend the
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course. He teaches us that even when task deliberation is done online, we may teach in a
classroom setting. All we have to do is experiment and discover new things. Being a student
teacher entails a great deal of responsibility. Nonetheless, I'm looking forward to additional
exploration and learning with my collaborative instructor. When my final demonstration
arrives, I will be able to fully perform it since I will have seen how they offer the course.
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Day 2
I. Content:
o Literary Criticism
o BSU Meneses
II. Materials/ Resources/

Teaching Aid:
 The teacher used
PowerPoint presentation
and OBS software
 Video, google classroom
and lesson material
III. Procedure/ Activities:
Before the teacher

introduce the new lesson
the teacher review the
lesson that they discuss
last time. The teacher
clarify the things that the
students confused of then
the teacher answer the
questions that given by the
students.
During the discussion of
new lesson the teacher
prepare activities that will
be answered by the
students, it served as
motivation and students
enjoy it. Then formal
discussion introduce.
After the formal
discussion the teacher give
assignment and ask if the
something or if they have
any question, after that the
teacher end the meeting.
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Reflection
My second day on the workplace is today. It's as if it's been my first day. I still have the
passion, the enthusiasm, and the want to study and find new things. I've always been
surprised by Sir Mcjo. Each day, he delivered the lesson in a completely different way.
Because we're on the new standard curriculum, Sir's instruction is the same as the classroom-
based curriculum. Students are involved and engaged in the classroom. Even a pandemic isn't
going to stop pupils from studying. Sir showed pupils how to multitask well with the OBS
program. He can instantly share anything, play a video, and do a search. While explaining the
lesson, he can perform a lot of things with this arrangement. When it comes to this type of
learning environment, this type of setup is sophisticated and can allow the instructor to be
more adaptable. I'm getting ready for my last demonstration as the day goes on. I make a list
of some of the methods I've seen and put them into practice, as I'm aware that's where I'm
weak. I can say that under Sir's tutelage, I've learnt a lot about how to teach pupils, even on
online platforms, in a variety of methods. Every day, there is more and more encouragement.
Even in this type of circumstance when there are obstacles and changes, it appears like my
desire wants me to battle for it. A new day, though, is a new beginning. There is no way I can
be a teacher if I think about giving up. Observing is a great way to prepare for my big day,
and it's also the last demonstration I'll be giving. I'm looking forward to managing a class and
dealing with students. Hopefully, in a few days, I'll be the one to present the lecture and make
sure that the pupils comprehend it. I'll take my time watching and planning my presentation.
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Day 3
IV. Content:
o English 9
o San Diego Parochial
School
o The Cask of Amontillado
V. Materials/ Resources/
Teaching Aid:
 The teacher used
PowerPoint presentation
and Presenter’s View
 Video, aralinks and lesson
material
VI. Procedure/ Activities:
Before the teacher

introduce the new lesson
the teacher review the
lesson that they discuss
last time. The teacher
clarify the things that the
students confused of then
the teacher answer the
questions that given by the
students.
During the discussion of
new lesson the teacher
prepare activities that will
be answered by the
students, it served as
motivation and students
enjoy it. Then formal
discussion introduce.
After the formal
discussion the teacher give
assignment and ask if the
something or if they have
any question, after that the
teacher end the meeting.
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Reflection
On my 3rd day and my 2nd week of practice teaching, I finally deployed in a private high
school. San Diego Parochial School is a school from Valenzuela city. on my 1 st day with this
school my critique teacher, Ms. Christine Joy Carillo give me the part of introductory activity
of the lesson. She introduced the class in a proper way. Before she starts the class at the exact
time Ms. Carillo give sometime to wait for the others to join the meeting. After that she
introduce the topic very well, she also discussed the previous lesson before starting a new
one. As she gives me the part of introductory activity, I feel very nervous since its my first
time in holding the 9 St. Alphonsus. The introductory activity is recorded as recitation but
there are few students participated the activity and I recorded the names of those students.
After my part of my introductory activity my critique teacher take charge of the class and
discuss the plot of the short story written by Edgar Allan Poe, The Cask of Amontillado. As
she discusses the short story, I noticed that students are participating and I realized that since
its my first time meeting them, I think they are slightly shy to participate in my part. So, to
prepare in my final demonstration teaching, I think of some strategies that can make them
participate in my class. I’ve planned about a short activity that can make them participate at
the same time they are enjoying my class. After the discussion, we conducted a short post
conference about suggestions and recommendation about my teaching style. I’ve learned a
lot on that conference and I think that I can use those suggestions in my final demonstration
teaching. A new day, though, is a new beginning. There is no way I can be a teacher if I think
about giving up. Observing is a great way to prepare for my big day, and it's also the last
demonstration I'll be giving. I'm looking forward to managing a class and dealing with
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students. Hopefully, in a few days, I'll be the one to present the lecture and make sure that the
pupils comprehend it. I'll take my time watching and planning my presentation.
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Domain 1: Content Knowledge and

Pedagogy
The first domain, Content Knowledge and Pedagogy, is divided into seven sections:
o Content knowledge and how it may be used in a variety of contexts.
o Teaching and learning ideas and knowledge based on research.
the use of information and communication technologies in a positive manner
o Strategies for increasing literacy and numeracy in children
Other higher-order thinking abilities, such as critical and creative thinking, can be developed
through a variety of strategies.
o In teaching and learning, use of mother tongue, Filipino, and English.
o Communication techniques in the classroom
Teachers' mastery of topic knowledge and its interconnections within and across curricular areas,
as well as a deep and critical understanding of how teaching and learning theories and concepts
are applied, are emphasized in Domain 1. Teachers' ability to apply developmentally appropriate
and relevant teaching based on current research and topic understanding is included in this
domain. In order to achieve high-quality learning results, it takes into account teachers'
proficiency in their native tongue, Filipino, and English, as well as the necessary communication,
teaching, and technology skills.
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Experience and Reflection:
We must have practice teaching as graduating students in order to meet the criteria of one of
the units in education. In order to observe and practice our teaching abilities in the field, we were
deployed to a variety of schools. With what I've seen in the neighborhood, I've learned a lot.
PPST plays a significant part in the lives of aspiring teachers as they prepare to become
educators. It focuses on how material is important in students' learning in domain 1. Using
language that the kids will comprehend as a strategy and teaching method. Having a teacher
think about a lesson and teach it in the way they desire is not acceptable. The curriculum,
instructional ideas, and practices that are suited for their pupils should be followed by teachers.
Instructing them in a language they don't understand will produce a lot of confusion and
misinterpretation. As a result, while I'm preparing for my final demonstration teaching, the grade
level and the lesson based on their syllabus are the most important factors to consider. For the
most part, I believe the teaching method is appropriate for the pupils I work with.
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Domain 2: Learning Environment
Domain 2: Learning Environment, consists of six strands:
o Learner safety and security
o Fair learning environment
o Management of classroom structure and activities
o Support for learner participation
o Promotion of purposive learning
o Management of learner behavior
By creating learning environments that are safe, secure, fair, and helpful, Domain 2 stresses
teachers' role in fostering learner responsibility and achievement. In both physical and virtual
venues, this Domain focuses on creating a learning-focused environment in which teachers
may successfully control student behavior. To develop strong classroom connections that lead
to high learning standards, it highlights the necessity of instructors using a variety of
resources and delivering intellectually demanding and entertaining activities.
The instructor should be cautious when approaching children in Domain 2. In my field
teaching experience, I've noticed that many students make mistakes while they're attempting
to learn something new, which is acceptable. You try if you make a mistake. The idea is that
it is our responsibility to correct them when they make errors so that they do not feel
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lOMoARcPSD|18900072
humiliated or ashamed. We must also acknowledge them when they participate in order to
encourage our pupils to be more active and attentive. When it comes to managing my
students, I constantly tell them that I am not concentrating just on one. I make sure that all of
them are paying attention to the same thing at the same time. I make the instructions more
generic, and I let them test things out on their own for the most part. That, in my opinion, is
the most effective approach for children to learn. I always give them things that are
appropriate for them, and I never make them feel obligated to do anything.
Students appreciate the class when they feel comfortable, which is a reflection on domain
two and related to my experience. I created a learning atmosphere in which kids may learn
without fear of making a mistake because if they make a mistake, we will help them realize
what they didn't completely comprehend. As a result, they will already know what to do
when they attempt again. The PPST domain is extremely useful in ensuring that students
have the best possible learning experience.
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Domain 3: Diversity of Learners
Domain 3: Diversity of Learners, consists of five strands:
o Learners’ gender, needs, strengths, interests and experiences
o Learners’ linguistic, cultural, socio-economic and religious backgrounds
o Learners with disabilities, giftedness and talents
o Learners in difficult circumstances
o Learners from indigenous groups
The necessity for instructors to develop learning environments that are sensitive to student
diversity is highlighted in Domain 3. As inputs into the planning and design of learning
opportunities, this Domain highlights the importance of instructors' knowledge and
understanding of learners' diverse attributes and experiences, as well as respect for them. In
order to assist all students become influential citizens in a changing local and global context,
it emphasized diversity in the classroom and a variety of teaching methods.
The teacher's desire to establish a learning environment for a variety of pupils is the
emphasis of Domain 3. Pupils come in a variety of shapes and sizes, including energetic and
engaged students, as well as fast learners. There are also others who are sluggish learners, and
so on. Now, how will a teacher deal with such a wide range of students? It is essential to take
into account and understand the pupils' backgrounds. A teacher will be able to choose the
optimal method based on the ability of his or her students. I had to deal with a lot of pupils
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when I was deployed. In terms of domain 3, variety is always present. All of the pupils are
different, and they don't all have the same ability to follow the teacher's directions exactly. It
will have an influence on their learning if their teacher asks them questions. It is now up to us
to make sense of them. It doesn't mean that they're always excellent. They are able to
comprehend and, most importantly, they are able to follow. We can best help them learn by
understanding them despite their differences and finding a method to help them comprehend
the teachings they need to learn.
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Domain 4, Curriculum and Planning
includes five strands:
o Planning and management of teaching and learning process
o Learning outcomes aligned with learning competencies
o Relevance and responsiveness of learning programs
o Professional collaboration to enrich teaching practice
o Teaching and learning resources including ICT
Teachers' grasp of national and local curricular standards, as well as how they interact with them,
is the focus of Domain 4. Their ability to integrate curricular information into learner-relevant
learning activities based on successful teaching and learning strategies is included in this domain.
It requires teachers to design and arrange well-structured and sequenced lessons on their own or
in collaboration with others, using their professional talents. These learning programs and lesson
plans should be relevant to the setting, sensitive to the needs of the students, and contain a
variety of teaching and learning resources. Teachers are supposed to communicate learning
objectives in order to increase student engagement, understanding, and accomplishment,
according to the Domain.
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Teaching entails more than just presenting knowledge from learning materials. There is a
curriculum to follow in education. The curriculum and learning materials must be carefully
coordinated. Planning is critical, especially when it comes to teaching and creating learning
materials. In everything, there is a process. Based on my teaching experience, I should design my
lesson plan in accordance with the syllabus and curricular materials. It should be connected with
the grade level's desired learning. The same may be said for my last demonstration instruction. I
should be careful about which lesson I select. The activity and topic exist because they were
carefully developed and associated with a certain grade level. All phases of learning are distinct
from one another. So, thinking about my student was the first thing I did in order to have the
right-leaning for my pupil. As a result of all of this, a teacher should not just present the lesson
based on what they wish to teach. It should be discovered at the grade level and be connected
with the curriculum. There is always a method that must be followed in order to avoid
complications with pupils' learning.
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Domain 5, Assessment and Reporting
is composed of five strands:
o Design, selection, organization and utilization of assessment strategies
o Monitoring and evaluation of learner progress and achievement
o Feedback to improve learning
o Communication of learner needs, progress and achievement to key stakeholders
o Use of assessment data to enhance teaching and learning practices and programs
Using a variety of assessment techniques and tactics, Domain 5 is concerned with the
procedures involved in monitoring, measuring, recording, and reporting learners' needs,
progress, and accomplishment. In a number of ways, this Domain is concerned with using
assessment data to enhance and improve the teaching and learning process and programs. It's all
about offering pupils valuable feedback on their progress. Teachers may pick, arrange, and
implement effective assessment processes based on this information, which informs the
reporting cycle.
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It is not sufficient to just impart the lesson. In the realm of education, input and output are
critical. You are here to monitor, appraise, and observe the development of your students. Based
on my teaching experience, there is a check of the students' assignments after each meeting—
assignment quizzes and other student activities that are anticipated to obtain feedback. After
checking, your job as a teacher does not end there since you must monitor each of your pupils to
see whether they completed the assignment correctly and whether or not they passed the
assigned coursework. Finally, it is important to document such actions in order to report your
student's development. The teaching profession is demanding, as seen by domain 5. It is
difficult to design and supervise everything from lesson planning to recording. However, if you
are passionate about what you do, all of these workloads will seem insignificant, especially
when you watch your kids' growth and how they blossom. Seeing them from the first day till
they advanced to the next level was very rewarding.
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Domain 6, Community Linkages and

Professional Engagement
consists of four strands:
o Establishment of learning environments that are responsive to community contexts
o Engagement of parents and the wider school community in the educative process
o Professional ethics
o School policies and procedures
In order to improve the learning environment and include the community in the educational
process, Domain 6 highlights the role of teachers in developing school-community
relationships. Teachers in this Domain are required to notice and respond to opportunities to
connect classroom teaching and learning to the experiences, interests, ambitions, and other
important stakeholders of the school community as a whole. To establish professional and
harmonious relationships with children, parents, schools, and the greater community, teachers
must understand and carry out their obligations in maintaining professional ethics,
accountability, and openness.
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Teachers in domain 6 are responsible for more than just teaching. Being a teacher extends
beyond the classroom and the creation of instructional materials. Teachers must be adaptable
and serve as role models for all students. In my experience as a teacher, I always wear my
uniform since it conveys professionalism. Besides, even though I am not a teacher, I am familiar
with professional ethics. The teacher is supposed to be attentive of every action they do and,
most importantly, how a teacher links each member of society engaged in a student's learning.
Now, as a follow-up to domain 6, I regard choosing this job as a major duty and a lifetime
commitment. People will constantly stare at you, therefore the actions you perform must be
appropriate and avoid putting you in undue danger.
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Domain 7, Personal Growth and

Professional Development
contains five strands:
o Philosophy of teaching
o Dignity of teaching as a profession
o Professional links with colleagues
o Professional reflection and learning to improve practice
o Professional development goals
The personal and professional development of teachers is the focus of Domain 7. Insisting on
qualities that sustain the integrity of teachings, such as compassion, respect, and honesty, it
highlights instructors' correct and high personal esteem for the profession. This Domain values
personal and professional reflection as well as learning to improve practice. To encourage
lifelong learning, it highlights the need of instructors taking responsibility for their own
professional and personal growth.
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In the final domain, it is all about the instructor. Your life matters as a future teacher. We have
an impact on people's lives. Kids' ideas and role models must be instilled in us so that our
students will follow us if they see us doing wrong. Students will respect and look up to you,
based on my experience teaching, therefore you must be conscious that your life must go well
and that you live properly. As a result, every decision we make in our life matters. It is not
simple to teach. This is not a career for individuals who desire to get wealthy. It is a vocation. It
is a profession that develops all professions, and as a result, it must be difficult, despite the
difficulty of this course. This work is full of respect, love, and, most importantly, learning.
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Daily Time Record
Perlas, John Mark G.

Practice Teacher
Grade Date Time Link

and
Section
English DAY 1 10:30am- https://meet.google.com/meh-sdfs-byp
(Januar
3B y 24, 1:30pm
2022)
English Day 2 10:30am- https://meet.google.com/vnh-nhqq-tqh

(January
1A 25, 2022) 1:30pm
English Day 3 2:00pm- https://meet.google.com/pcq-vzzv-wmo

(January
3A 25, 2022) 5:00pm
Grade 9 Day 4 10:20am- https://meet.google.com/nav-wugp-dcb

(January
St. 31, 2022) 11:20am
Alphonsu
s
Grade 9 Day 5 10:20am- https://meet.google.com/nav-wugp-dcb
(Februar
St. y 08, 11:20am
Alphonsu 2022)
s
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BULACAN STATE UNIVERSITY

MENESES CAMPUS
TJS MATUNGAO, BULAKAN, BULACAN
A DETAILED LESSON PLAN IN ENGLISH 9
I. OBJECTIVES
In the end of the discussion the students will able to:
 Fully understand the elements of a poetry
 To use the elements in writing a poetry
 Fully understand the Sonnet 29 by William Shakespeare
II. SUBJECT MATTER

Skill: (Reading, Speaking and Listening)
Topic: Elements of poetry and Sonnet 29
Materials: Laptop, Power Point Presentation, Google Forms and Google Meet
III. PROCEDURE
Preparation:
1. Daily Route
 Opening Prayer
 Greetings
 Classroom Management
 Checking of Attendance
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Teacher’s Activities Students’ Activities
1. Motivation
Before we proceed to our discussion,

Let's have an activity first. The title of the
activity is “Guess the hidden word”
The mechanics of the activity is you are

divided into 2 group, girls’ vs boys. First is
say your name loud and clear. Second wait
until the teacher recognize you. Lastly give
the correct answer within 5 seconds. The
team that has the greatest number of points
will be the winner and will receive the + 5 to
their recitation points and the group that has
the least points will receive +3 also to the
recitation points as a consideration to their
participation.
Yes Ma’am/sir
Did you understand the instruction?
Here is the example: Answer:
Start
of the
game:
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________________________________
____
____________________________________
____
B. Review of previous lesson:

For today we will discuss about a sonnet
written by a famous writer, William
Shakespeare but before that let’s have a short
review about our last lesson,
The Cask of Amontillado
The narrator begins by telling us that

Fortunato has hurt him. Even worse,
Fortunato has insulted him. The
narrator must get revenge. He meets
Fortunato, who is all dressed up in jester
clothes for a carnival celebration − and is
already very drunk. The narrator mentions
he’s found a barrel of a rare brandy called
Amontillado. Fortunato expresses eager
interest in verifying the wine’s authenticity.
So he and the narrator go to the underground

graveyard, or “catacomb,” of the Montresor
family. Apparently, that’s where the narrator
keeps his wine. The narrator leads Fortunato
deeper and deeper into the catacomb, getting
him drunker and drunker along the way.
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Fortunato keeps coughing, and the narrator

constantly suggests that Fortunato is too sick
to be down among the damp crypts, and
should go back. Fortunato just keeps talking
about the Amontillado.
Eventually, Fortunato walks into a man-sized

hole that’s part of the wall of a really nasty
crypt. The narrator chains Fortunato to the
wall, then begins to close Fortunato in the
hole by filling in the opening with bricks.
When he has one brick left, he
psychologically tortures Fortunato until he
begs for mercy – and we finally learn the
narrator’s name: Fortunato calls him
“Montresor.”
After Fortunato cries out Montresor’s name,

he doesn’t have any more lines. But just
before Montresor puts in the last brick,
Fortunato jingles his bells. Then Montresor
finishes the job and leaves him there to die.
At the very end, Montresor tells us that the
whole affair happened fifty years ago, and
nobody has found out.
C. Discussion:
Student’s answer may vary
Before we proceed to our discussion, I want
you to answer these 2 questions with only Student’s answer may vary
one word
What makes a sonnet beautiful?
How does love inspire?
____________________________________
__
Okay now let’s move on to the elements of a

poetry, but let’s define first the definition of
a poetry.
Poetry
Poetry is a form of writing that uses not only
words, but also form, patterns of sound,
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lOMoARcPSD|18900072
imagery, and figurative language to convey

the message.
Any Poem will include some or all of these

elements:
Form
It refers to structure or configuration of all
the parts of the poem
Open Form – follows neither a rhyme
scheme or meter.
Closed Form – follows a definite pattern
and have regular measures and stanzas.
Sound Devices
Some poems use techniques of sound such

as rhythm, rhyme, and alliteration.
● Rhythm – refers to the pattern of beat
produced by the regularity or irregularity
stressed and unstressed syllables in
verse.
● Rhyme – refers to the repetition of
similar or identical sounds in the initial,
middle, or end part of verses or lines in
poetry.
Metrical Rhythm
● Metrical rhythm involves stresses or
syllables into repeated patterns called
FEET within a line.
● Each foot usually includes one syllable
with a stress and one without a stress.
● The number of metrical feet in a line are
describe in Greek terminology as
follows:
Metrical forms
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● Dimeter- 2 feet
● Tri-meter- 3 feet
● Tetrameter- 4 feet
● Pentameter- 5 feet
● Hexameter- 6 feet
● Heptameter- 7 feet
● Octameter- 8 feet
Example:
Rhyme Scheme
● The rhyming pattern is created at the end
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lOMoARcPSD|18900072
of lines of poetry.
● If the poem does not have a rhyme
scheme, it is considered to be a free
verse poem.
Example
Sonnet
Sonnet means “a little sound or song,” it traces

its origin in Italy. It is a classical form of poetry
of fourteen lines. There are two major types of
sonnets; Petrarchan and Shakespearean.
Shakespearean Sonnet
● It is composed of three quatrains (every

stanza of four lines) and a heroic couplet
(a two-line verse). The last two lines
present a resolution or conclusion to the
problem presented in the three
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● Rhyme Scheme: abab, cdcd, efef, gg
Sonnet 29
By: William Shakespeare
William Shakespear
● April 23, 1564- April 23, 1616

● William Shakespeare, often called
England’s national poet, is considered
the greatest dramatist of all time.
● Shakespeare was the third child of John
Shakespeare, a leather merchant, and
Mary Arden, a local landed heiress.
Sonnet 29
Quatrain 1
When, in disgrace with fortune and men’s eyes,
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I alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Quatrain 2
Wishing me like to one more rich in hope,
Featur’d like him, like him with friend

possess’d,
Desiring this man’s art and that man’s scope,
With what I most enjoy contented least;
Quatrain 3
Yet in these thoughts myself almost despising,
Possible Answer:
Haply I think on thee, and then my state,
The poem speaks about the life of an
Like to the lark at break of day arising unfortunate man. The persona reveals
his frustration with the present state of
his life.
From sullen earth, sings hymns at heaven’s gate;
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lOMoARcPSD|18900072
Heroic Couplet
For thy sweet love remember’d, such wealth Possible Answer:

The poem begins with the description of
brings
the speaker’s discontent and his
lamentation over the miserable plight of
That then I scorn to change my state with kings. life. He curses his poor fate for his
catastrophic condition. He feels
abandoned and useless. He feels that
Activity Questions: even God is not answering his calls.
Also, he is envious from the successful
and talented people around him. He
Who is the persona? From whose point of view
wishes to be rich, satisfied, and
is the poem presented?
fortunate like them but meets only
failures and disappointments. After
cursing his present sad state, he
suddenly talks about a special person,
and his mood changes in a dramatic
way. This thought of love provides him
As per the persona’s condition, what cause/s immense pleasure and removes his
him to feel that way? negative feelings.
Possible Answer:
It reminds that our speaker's spirits were

pretty low—kind of like the "sullen"
(dark or mournful) earth which the lark
arises from.
But later on, the speaker's mood has
been completely elevated—like a high-
flying bird.
Possible Answer:
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lOMoARcPSD|18900072
The speaker repeats that it's the memory

What does the image of the lark in lines 11-12 of the addressee's "sweet love" that
suggest? makes him feel so rich that he wouldn't
change places with the most powerful or
“Like to the lark at break of day arising wealthy men (kings) in the world. The
From sullen earth sings hymns at heaven's poet discusses his miserable plight and
gate;” the impact of love. The poem also
explains how love brings optimism and
hope for people who feel lonely and
oppressed. In short, sonnet 29 is also
about self-motivation.
What realization about life did the persona

have? Is this a truth that is showed by people Answer:
in other places? Imagery
“I all alone beweep my outcast state”
“That then I scorn to change my state
with kings.”
Symbolism
“lark”
-stands for hope and good fortune.
Rhyme Scheme
The rhyme scheme followed by the
entire sonnet is ABAB CDCD EBEB
What literary device is used in the poem? FF.
Rhythm (Meter)
“Iambic Pentameter”
Tone
The poem begins with sad remembrance
and dejection, when the speaker is
weeping. He bewails himself, and feels
alone and dejected.
There has to be a dramatic shift for him
to be so excited by the end of the poem.
The poet seems to gather his courage,
count his blessings, and decide to enjoy
life.
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lOMoARcPSD|18900072
Themes
 Misery
 Religion
 Envy
 The Power of True Love
IV. QUIZ/ASSIGNMENT
A. Make an essay about the following questions

1. What makes a sonnet beautiful?
2. How does love inspire?
Rated by: Noted by:
Mrs. Christine Joy Carrillo Sr. Susana B. Bundoc, O.P

Cooperating Teacher Principal – II
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lOMoARcPSD|18900072
Link of final demonstration teaching:

https://drive.google.com/file/d/1aCO5AfVzHfMJLHLzmT1sAlODfj7tt
EB1/view?usp=sharing
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lOMoARcPSD|18900072
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lOMoARcPSD|18900072
Republic of the Philippines

Bulacan State University
MENESES CAMPUS
TJS, Matungao, Bulakan, Bulacan
Tel. No. (044)792-2661
Rating Scale for Student Teacher (ST)

1st Semester 2021 – 2022
Name of Field Study Student: Perlas, John Mark G

Course: Bachelor of Secondary Education Major: English
Cooperating School & Address: San Diego Parochial School Inc. Valenzuela City
Cooperating Teacher: Ms. Christine Joy Carillo Designation/Position: HS
Teacher
Directions: This rating scale is a guide in determining the growth of the Student Teacher and to
enhance his/her improvement. Please write the number which you honestly believe that
represents the student’s performance in each analysis item.
F
ai
le
Very Satis
Excel d
Satisf facto Fair
lent (B
Items of Information (94-
actor ry (75-
el
y (88- (82- 81)
100) o
93) 87)
w
7
5)
1. General appearance: poise, bearing and 90
proper attire.
2. Attendance: regularity and punctuality. 92
3. Ethics: Honest and model of good behavior. 93
4. Initiative, resourcefulness and effectiveness. 93
5. Leadership potentials in co-curricular and 92
extra-curricular.
6. Classroom and students’ management. 90
7. Attitudes toward suggestions and 94
instructions.
8. Creativeness and teaching advancement. 93
9. Proper attitudes and values towards work. 94
10. Preparedness for day-to-day activities. 92
Average:____92.3______
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lOMoARcPSD|18900072
Comments/ Suggestions:
He was able to deliver the lesson well with a well-modulated and confident voice.
___________
During the discussion, he was lacking a bit of connection to the students because he
was looking away from the camera making it noticeable that he was reading
something off-camera. ________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Recommendations: Spend less time for review and energizer and more on the
lesson content__ itself. Limit it to 2-5 minutes to avoid overtime. Check the
attentiveness of the students by_____ calling their attention from time to
time._____________________________________________
___________________________________________________________________
___________________________________________________________________
____________________
Rated by: Noted by:
Mrs. Christine Joy Carrillo Sr. Susana B. Bundoc, O.P

Cooperating Teacher Principal – II
Page | 61

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E Portfolio practice teaching

General Education (Mariano Marcos State University)

Studocu is not sponsored or endorsed by any college or university

Under the New Curriculum Under the

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II. Dedication ………………………………………………..........………...... 3

III. Acknowledgement …………………………….....…....…………...…….... 4

IV. Teaching Philosophy as a Begining Teacher….……………………..…..... 5

VI. Curriculum Vitae ….....…………………............…………………….....… 8

VII. Certificate of Completion …………….…….....………………………...... 10

VIII. Professional Readings ……………………………..…………………........ 12

IX. Weakly Journal ………………………….......……………………......…... 20

X. Experience and Reflection ………………………....…………………….. 29

XI. Daily Time Card ..............………...........................…….......….....…..….. 43

XII. Detailed Lesson Plan ..................................... …...…………………….…. 44

XIII. Final demonstration teaching ........................................................................ 58

XIV. Rating Scale .................................................................................................. 60

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This Practice Teaching Portfolio is wholeheartedly dedicated to my parents, that has

debt that I can’t pay with money until my last breath.

safety and health. Thank you so much.

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Teaching Philosophy as a Beginning Teacher

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And as a future teacher I need to communicate with my students wholeheartedly and

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Bachelor of secondary education students must have their experience teaching as a

students have the opportunity to practice teaching.

Today, as twenty-first-century students and prospective educators, we want experiences

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Republic of the Philippines

February 12, 2022

Ms. Christine Joy Carillo Sr. Susana B. Bundoc, O.P

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Whitehouse, Breit, & McCloskey, 2009). Professional development in education is a broad

many options for professional development for teachers.

Professional reading is one sort of professional development that encourages teachers to

regular basis, instead relying on compulsory textbooks for classroom discussion.

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that motivate teachers to engage in professional reading.

Reference: Teachers' Professional Reading Program in Higher Education: An Evaluation 2019

into adulthood; it encompasses formal, informal, non-formal, home-based, community, and

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leads to recognized qualifications and certifications; "non-formal education" refers to

is often not organized, unlike both formal and no-formal education.

References: World Health Organization 2010

experiences (intelligence, linguistic aptitude, anxiety, and motivation) in determining second

personality differences (intelligence, linguistic aptitude, anxiety, and motivation) in

environment of an individual, the mentioned individual-difference variables, language-

explanation is involved in second-language acquisition. Many instances have been provided,

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integrative drive, and more crucially, the function of

motivational factors in language learning. As a result, identifying important cultural beliefs is

motivation should play a constant function in diverse circumstances and be universal in

language learning is simply oversimplified.

References: Gardner's socio-educational Model

Recognizing individual variances in learners is a fundamental notion for teachers as they