PORTFOLIO

First and foremost, I'd like to express my gratitude to God

for granting me the strength and courage to continue this
journey. Without His guidance, overcoming these
challenges would have been immensely difficult.

I also want to extend my heartfelt appreciation to my

family, especially my parents. Despite the physical
distance between us, they consistently checked in on me
and offered unwavering support. Their encouragement
fuels my determination to persevere.

A special thank you goes to Ma'am Madelene Gamo for

her invaluable guidance during our internship at Bukidnon
State University Secondary School Laboratory. Her
feedback serves as a vital lesson to improve myself for
future teaching demonstrations.

I'd like to express my gratitude to Ma'am Marilou C.

Pabillaran and Ma'am Melanie L. Galope for their
mentorship during my off-campus internship at Bukidnon
National High School. They provided me with insights into
the challenges and complexities of teaching in a public
school setting. Their leadership was an enriching
experience that helped me hone my skills for my future
career as a teacher.

ACKNOWLEDGEMENT
I also wish to thank Ma'am Maria Isidora W.
Adajar for her guidance and management
throughout our internship. Despite the demands
of her role, she always made time to address our
queries, which was immensely beneficial to us as
students.

Lastly, I want to express my gratitude to my

friends, who were also my co-practice teachers.
Their companionship made my internship
enjoyable and eased the burdens I faced. And to
myself, I commend for persevering through the
challenges that nearly led me to give up. Despite
the obstacles, I pushed forward and overcame
them, even when I couldn't share my struggles
with anyone else.

ACKNOWLEDGEMENT
 A Teacher's Prayer

Dear God,

Thank you for another day, and thank you

for keeping us safe. Grant me knowledge
and wisdom so that I may effectively teach
my students. Give me courage to persevere
in teaching and to be a positive example to
my students. Bless my students with strong
minds to comprehend the lessons and
guide them onto a path of health and
righteousness. We pray for these blessings
in Jesus' name, Amen.

teacher’s prayer
As a teacher, I firmly believe that education is
instrumental in enhancing a person's character and
leading them towards self-improvement. I am dedicated
to nurturing both the minds and hearts of my students,
guiding them towards their fullest potential.

I hold the belief that a teacher should be foremost in

recognizing the achievements of their students. They
should be the first to applaud their successes and the
first to offer support during difficult times.
I recognize the paramount importance of questioning.
Asking questions isn't a sign of ignorance but rather a
pathway to understanding. Teachers should be
responsive to every query from their students, especially
when it contributes to their intellectual growth.

I acknowledge that every student is unique and should be

treated with equality. Embracing the diversity of each
student is paramount. This conviction underscores the
significance of fostering collaboration and
communication to support the holistic development of
every individual. I firmly believe that educators play a
pivotal role in shaping the future. It is a privilege to serve
as a guide, mentor, and advocate for my students,
inspiring them to aspire to the highest versions of
themselves.

teacher’s creed
 TEACHING PHILOSOPHY

My teaching philosophy emphasizes the

importance of pursue a genuine passion for the
subject matter in students, as I believe this is
essential for fostering deep and meaningful
learning experiences. I believe in supporting
diverse teaching methods and resources to
cater to the individual needs and interests of
each student, to ensure their active
participation and enjoyment in the learning
process. I aim to empower students to not only
excel academically but also to develop a
lifelong appreciation for the subject

teaching philosophy
Name: Patrick M. Lotero
EDUCATION
Address: P1, Bangahan,
Pangantucan, Bukidnon
Primary: Bangahan Integrated
Contact #: 09974073516
School (2013-2014)
Email:
patricklotero09@@gmail.com
Junior High School: Valencia
National High School (2017-
SKILLS 2018)
Communication Skill
Can play guitar Senior High School: Valencia
National High School (2019-
personal information 2020)
Birthdate: Mar. 9, 2002
Birthplace: Maramag, Bukidnon Tertiary: Bukidnon State
Sex: Male University (2023-2024)
Height: 161cm
Weight: 60
Nationality: Filipino
AWARD/S
Civil Status: Single
Father’s Name: Julito G. Lotero Jr.
Deans Lister
Mother’s Name: Mary Jane M. Lotero

curriculum vitae
ELC 3
IN TROD U C TIO N
 During the ELC 3, we were exposed to Bukidnon State University
Secondary School, which both have Junior High and Senior High School.
When I was in my third year of college, we were given opportunities to
conduct teaching demonstrations as a requirement or performance task.
I thought teaching would be easy, I told myself that what I did during
demonstrations in my third year was the same as teaching at the
Secondary School Laboratory, with the only difference being that I was
teaching high school students. With this mindset, I wasn't expecting the
major adjustment that I needed to make.
The first thing I observed when I was in the laboratory was that the
students here were exceptionally proficient in English. Even the seventh
graders could leave you nosebleed just by listening to them. These
students were so intelligent, and I was amazed by them. With this
realization, I told myself that I needed to study as well to meet the
expectations and level of the students and to deliver proper and
excellent teaching performance. As days progressed, another aspect I
had to consider in the laboratory school became evident. When teaching
these students, your knowledge should not be half-baked. I was assigned
on seventh grade and tenth grade. What I mean is that you should
thoroughly master your lesson, which is obviously a duty of a teacher.
These students are curious, they ask questions, and as a teacher, you
should be able to answer them because they hunger for knowledge. The
students are smart and observant enough to ask questions or seek
clarification when they are confused.
Another experience I recall from the laboratory school is that when
you are teaching, the supervising instructor is not the only one watching
you. There are also other practice teachers from different majors who
will observe you. This makes you more conscious and careful because it
presents a challenge, I am afraid of being judged or criticized. I consider
them to be intelligent individuals, which pushes me to perform better
and meet their expectations.
C E R TIFIC A T E O F C O M PL E TIO N
PR O F E SSIO N A L R E A DIN G S
 Strategies, Trends, Methods and Techniques of Teaching in the New
Normal Learning Perspective of Students
(Leovigildo Lito Mallillin, et al. 2021)

The knowledge integration in the new normal influences the teachers on the
strategies and techniques to align with the technology that focuses on the
learning enhancement of the learners. Due to the new normal perspective
learning situation, what best strategies of teaching will be provided for better
interaction, and better learning process? The study examines to identify the
different strategies, trends, methods, and techniques of teaching in the new
normal learning perspective of students. Descriptive quantitative and
qualitative research design is employed in analysing the strategies, trends,
methods, and techniques of teaching in the new normal learning perspective
of students. The subjects of the study are the professional teachers in various
educational institutions in both public and in private. It comprised 150
participants only. Purposive sampling is utilized in the study in gathering the
population of samples because this kind of sampling technique is selective,
judgmental, and subjective sampling in a form of non-probability. Results
show that strategy in teaching lays the foundation of why and how to conduct
the class and help set expectations, creating a shared class culture where
students take more responsibility for their class participation, trend in
teaching shows that blended learning in the classroom structure directs
teachers instruction in more directed activities of students, method of
teaching shows to compose learning process from various stages, acquiring
knowledges, asking questions that lead to more questions in a growing
complexity and pedagogical approach and modern technologies are
introduced for educational materials by the students, and technique in
teaching shows to bring academic concept to life with visual and practical
learning experiences, helping students to understand the lesson into real life
situation and poses thought-provoking questions which inspire students to
think for themselves and become more independent learners. Findings reveal
that there is a significant difference on the strategies, trends, methods, and
techniques of teaching in the new normal learning perspective as observed
among the respondents.
 REFLECTION

What I learned from this article is that the study showcases how
strategies, trends, methods, and techniques of teaching have evolved
to align with technology and cater to the learning needs of students.
This gives insight to educators to continue pursuing adaptation to
different approaches to meet the changing needs of students. An
educator must be adaptive and flexible in the face of the new
normal in education. In this article, it also tackled how the shift
towards student-centered approaches to teaching encourages
active engagement and participation, making learning more
dynamic. I learned from this article that creating a shared class
culture and incorporating blended learning techniques motivates
students to take more responsibility for their studies.
The integration of technology was also discussed in this article. The
blending of technology into education helps students in many ways; it
enhances the learning experience. This also provides students with
access to a wealth of resources and facilitates interactive learning
opportunities. Another thing I learned from this article is that the
techniques mentioned aim to stimulate independent thinking and
encourage students to become more independent learners.
There's also pedagogical innovation. The study highlights the diverse
strategies, trends, methods, and techniques employed by teachers to
develop the learning process in the new normal. Lastly, one of the
most important factors that can be found in this article is about the
challenges in a new normal education. A challenge, such as
mastering new technologies and navigating remote or blended
learning environments. There are a lot of things that need attention
and must be overcome by both educators and students.
 Teaching Strategies for Enhancing Student’s Learning
Zeinab Abulhul (2021)

There are various teaching methods and learning styles. These

methods mostly focus on students' learning capacities for
better understanding and engagement. Educational principles
and pedagogy focus on the type of students' learning, the type
of teaching tool, and the classroom environment. These three
aspects can help students and instructors facilitate the
learning process and make it easily absorbable. This paper
aims to shed light on various teaching strategies and class
activities that instructors could use in their teaching methods to
enhance student’s learning. The author shows five strategies
that are effective for teaching college students. These
strategies can help students meet their educational needs and
stimulate their brains to expand their knowledge and learning.
These methods are as follows: presenting short lectures to
refresh students' attention to the class lesson and help their
brains come up with ideas about the topic based on their daily
experience, brainstorming that is a class group activity helping
students work together and learn how to value each other
opinions, group reports that encourage students to be familiar
with strategies of writing a report as a conclusion for the group
meeting, technology-based activities that develops students'
educational skills in broadening their self-learning, and
PowerPoint presentation that helps students review what they
have learned in the class.
 REFLECTION

This article talked about the diverse toolbox teachers possess to

engage us in learning. It emphasized that instructors cater their
approach to how we learn most effectively, all while striving to make
the process enjoyable and clear. Five creative methods were
highlighted to enhance our college learning experience.

First, it talked about short lectures. These are quick talks that keep us
paying attention and thinking about what we're learning. Sometimes,
the teacher asks us questions or gives us little activities to do during
the lecture. The second mentioned was brainstorming sessions. This is
when we all talk together and share ideas. It's cool because we get to
hear what everyone thinks and learn to respect each other's opinions.
Next, it talked about group reports. This is when we work together to
write a report. It teaches us how to work as a team and put our ideas
together like pieces of a puzzle. There are also technology activities.
These are fun because we get to use computers or tablets to learn on
our own. We can explore different things and learn at our own pace.
Lastly, it talked about PowerPoint presentations. These are slideshows
that help us remember what we learned in class. They make studying
easier because we can review the information later.

By incorporating these diverse strategies, the classroom transforms

from a static environment into a dynamic space that caters to
different learning styles. This variety ensures that there's something for
everyone, making the learning journey not only informative but also
engaging. Ultimately, as the article suggests, the key to success lies in
discovering the methods that resonate most powerfully with us as
individual learners.
 The Effect of the Teacher's Teaching Style on Students' Motivation
(MARIA THERESA BARBEROS, et al. 2024)
The teachers, being the focal figure in education, must be competent
and knowledgeable in order to impart the knowledge they could give to
their students. Good teaching is a very personal manner. Effective
teaching is concerned with the student as a person and with his
general development. The teacher must recognize individual
differences among his/her students and adjust instructions that best
suit to the learners. It is always a fact that as educators, we play varied
and vital roles in the classroom. Teachers are considered the light in the
classroom. We are entrusted with so many responsibilities that range
from the very simple to most complex and very challenging jobs.
Everyday we encounter them as part of the work or mission that we are
in. It is very necessary that we need to understand the need to be
motivated in doing our work well, so as to have motivated learners in
the classroom. When students are motivated, then learning will easily
take place. However, motivating students to learn requires a very
challenging role on the part of the teacher. It requires a variety of
teaching styles or techniques just to capture students' interests. Above
all, the teacher must himself come into possession of adequate
knowledge of the objectives and standards of the curriculum, skills in
teaching, interests, appreciation and ideals. He needs to exert effort to
lead children or students into a life that is large, full, stimulating and
satisfying. Some students seem naturally enthusiastic about learning,
but many need or expect their instructors or teachers to inspire,
challenge or stimulate them. "Effective learning in the classroom
depends on the teacher's ability to maintain the interest that brought
students to the course in the first place (Erickson, 1978). Not all students
are motivated by the same values, needs, desires and wants. Some
students are motivated by the approval of others or by overcoming
challenges.
 REFLECTION

What I learned from this article is that teachers are the heart of
education. They need to be competent and adaptable to cater to
the diverse needs of their students. Effective teaching goes
beyond just delivering information, it's about understanding each
student as an individual and creating an environment where they
feel motivated to learn. This requires teachers to employ various
teaching styles and techniques to engage students and maintain
their interest throughout the learning process.

The article highlights the challenges faced by foreign teachers,

particularly Filipino teachers, when teaching in a different cultural
and educational setting. It emphasizes the importance of
understanding and adapting to the cultural and linguistic diversity
present in the classroom. Teachers need to be aware of students'
backgrounds and learning styles to effectively facilitate learning
and overcome barriers such as language differences and
behavioral challenges.

In conclusion, what stands out to me is the crucial role teachers

play in shaping students' learning experiences. They not only
impart knowledge but also inspire, challenge, and motivate
students to reach their full potential. Understanding the
complexities of teaching and learning, as well as being open to
different teaching styles and cultural perspectives, is essential for
creating a dynamic and inclusive learning environment where all
students can participate.
 EFFECTIVE TEACHING METHODS FOR LARGE CLASSES
Jason M. Carpenter University of South Carolina

Colleges and universities in the United States are experiencing

significant growth in student enrollment (U.S. Department of
Education, 2005). Concurrently, enrollment in family and
consumer sciences-related programs is growing. As a result,
family and consumer science educators face the daunting
challenge of teaching larger classes while
maintaining/improving the quality of instruction and
subsequent value delivered to students. This study uses
descriptive and inferential statistical techniques to examine the
effectiveness of five teaching methods (lecture,
lecture/discussion combination, jigsaw, case study, team
project) in a large class setting. In addition, student
preferences for class size and teaching methods are explored.
The findings provide valuable direction for faculty teaching
large classes. According to the U.S. Department of Education’s
2005 “Condition of Education” report, undergraduate
enrollments in colleges and universities will continue to
increase at a steady rate. Class sizes are reaching
unprecedented levels. Concurrently, institutions of higher
education are pushing faculty to become better teachers and
to deliver higher levels of quality and value in the classroom.
Delivering quality and value to a large class presents unique
challenges. Therefore, it is crucial for faculty to identify viable
methods of instruction for large classes.
 REFLECTION

I learned from this article is that different teaching methods

have varying impacts on students' learning. It seems that more
active methods, like the jigsaw technique, can be really
effective in helping students understand the material better. In
contrast, the study also suggests that extreme active methods,
such as team projects outside of class, might not be as helpful.
This shows that finding a balance between active and passive
teaching methods is important for student success.

Another thing I learned is that most students prefer smaller

class sizes. They seem to like being in classes with fewer than
50 students, where they can participate more actively. Even
though many students find themselves in larger classes due to
university resources, they generally prefer smaller ones. This
highlights the importance of considering student preferences
when designing courses and allocating resources.

I really saw as the importance of incorporating active teaching

methods, like discussions and structured collaboration, into
large classes. These methods not only align with what many
students prefer but also lead to better learning outcomes. It
also shows that there's still more to explore in terms of teaching
techniques and their effects on student learning, especially in
the context of large class sizes.
 EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION
LEVEL by Dr. Shahida Sajjad

ABSTRACT

The purpose of this study was to determine the effectiveness

of various teaching methods used for teaching students at
graduate level. Two hundred and twenty undergraduate
students studying in 11 departments of Faculty of Arts,
University of Karachi, were interviewed about their
perceptions of best and effective teaching methods and the
reason for that. Most of the students rated lecture method as
the best teaching method. Reasons included; teacher
provides all knowledge related to topic, time saving, students
attentively listen lecture and take notes etc. The group
discussion was rated as the second best method of teaching
because of; more participation of students, the learning is
more effective, the students don’t have to rely on rote
learning, and this method develops creativity among students
etc. Students’ perception and ratings about the interesting
and effective teaching methods is a way to suggest
improvements in teaching/ learning process.
 REFLECTION

What I learned from this article is that students, much like myself, I
favor the lecture method when it comes to learning. This
preference is coming from many reasons, such as the
comprehensive coverage of topics by the teacher, the efficiency of
time management, and the opportunity for students to attentively
listen and take notes. I can relate to these points based on my own
experiences, as I've often found lectures to be the most effective
way for me to gain a thorough understanding of complex subjects.

More about the article highlights the significance of group

discussions as the second most favored teaching method among
students. The appeal of group discussions relies in their ability to
foster active participation and encourage deeper learning,
steering away from rote memorization. It's clear that these
discussions play a vital role in developing students' creativity and
critical thinking skills, complementing the structured approach of
lectures.

Reflecting on my own experience , I would say that it's important to

find a balance between lectures and group discussions. While
lectures provide a solid foundation of knowledge, discussions offer
the opportunity for collaborative learning and the exploration of
diverse ways. This study highlights the value of incorporating a
variety of teaching methods to cater to the diverse needs and
preferences of students, especially enhancing the overall learning
experience at the graduate level.
W EEKLY JOURN AL
 On January 18, 2024, the recently recognized practice teachers
from Bukidnon State University have finally deployed in the University’s
Secondary School Laboratory (SSL) for their ELC 3 In-campus
teaching. Together with Dr. Maria Isidora W. Adajar, the 97 practice
teachers were introduced to Mrs. Bebelou Irene A. Daanoy, the
coordinator for in-campus teaching.

After the formal introduction, Mrs. Margarita B. Tulang spearheaded

the assignation of supervising instructors (SI) for each practice
teachers respectively. The English majors were divided and assigned
to 3 SI: Ms. Madelene A. Gamo, Mrs. Jackie Lou C. Corbita, and Mr.
Pepito Montero wherein 2 SI’s specialized in English while 1
specialized in Music and Contemporary Arts. The basis for dividing the
pack is the focus of the groups’ Classroom-Based Action Research
(CBAR). 14 English practice teachers were assigned to Ms. Gamo, 9
for Mrs. Corbita, and 4 for Mr. Montero. Since Mrs. Corbita is still on
maternity leave, the 9 English Practice teachers assigned to her were
transferred to Ms. Abegail Jeresano–the substitute for Mrs. Corbita’s
absence.

Next to the assigning of designations, the practice teachers were

picked up by their respective SI’s. Each set up their chairs and tables.
The SI’s also informed the practice teachers under them about the
class list, class schedule, and special activities. Some practice
teachers on the first day were already assigned and scheduled for
demonstration. The following days for English majors were the
preparation for their incoming teaching demonstration and supervise
the students during their verse choir practice. On January 20, we were
tasked to report to the campus to aid during the recognition program
of the BukSU-SSL students.

WEEK 1
 On January 22, 2024, it is a typical day for the practice
teachers. Classes were facilitated and imparted valuable
lessons to the learners. The following day is quite desolate; all
the practice teachers are getting ready for their classes,
preparing PowerPoint presentations and instructional materials.
On January 24, 2024, Wednesday morning, the practice
teachers were obliged to go to the BukSU Annex in Casisang,
Malaybalay City, to witness Share to Heal Season 3-Episode 13.
The talk about the topic, From Recovery to Sustainability:
Transformative Education in the New Normal, was headed by
Lorenzo B. Dinlayan III, PhD. and Ms. Desiree A. Barroso with the
special guest speaker, Dr. Edison A. Fermin, chair of the Ched
Technical Panel for Teacher Education and Concurrent VPAA
of National Teachers College, Quiapo, Manila. The practice
teachers were gathered in the lobby and enthusiastically
listened to and watched the program on the dxBU Radio
Station radio dial 104.5. The practice teachers gained valuable
insights that they will apply during their in- and off-campus
internships.

WEEK 2
 In the afternoon, the Bachelor of Secondary Education
practice teachers gathered in the BukSU Quadrangle to
participate in a receiving/orientation session led by Ma'am
Desiree Barroso, the Secondary Laboratory School Principal.
The session started at 3 pm. The orientation aimed to
familiarize us with the school's policies, facilities, and
procedures. Ma'am Desiree warmly welcomed us and
explained the importance of our role as educators. She also
emphasized the school's commitment to providing quality
education to students. Throughout the orientation, Ma'am
Desiree provided us with a detailed overview of the school's
curriculum and teaching methods. She highlighted the
importance of student engagement and encouraged us to use
innovative teaching strategies to enhance learning.
Additionally, she emphasized the importance of a holistic
approach to education. The orientation with Ma'am Desiree
Barroso was informative and inspiring, setting a positive tone
for our teaching experience at BukSU SLS.

WEEK 2
 The week of January 29 to February 2, 2024, was an exciting
period filled with English Month celebrations and culminating
events. It was a time of creativity, expression, and community
gathering as students engaged in various activities to
commemorate the English language and its significance.
English Month kicked off with enthusiasm as students
participated in scrabble and declamation events held in the
secondary school laboratory on January 29 and 30. These
activities not only encouraged linguistic skills but also promoted
friendship among the participants. Students showcased their
vocabulary skills in Scrabble while exhibiting their dramatic
talents through declamation, making the atmosphere vibrant
with energy and competitive spirit.

As the week progressed, anticipation mounted for the English

Month culmination on January 31. The venue for this grand
event was the prestigious Bukidnon State University Auditorium,
where students, teachers, and guests gathered. The
culmination featured activities that aimed to celebrate the
English language and its rich cultural heritage. One highlight of
the culmination was the Disney character cosplay, where
students dressed up as their favorite Disney characters,
bringing beloved stories to life. The auditorium was
transformed into a magical realm filled with princesses,
superheroes, and fairy-tale creatures, igniting the imaginations
of all present. It was a delightful sight to behold as students
embraced their creativity and brought joy to the audience.

WEEK 3
 Another memorable aspect of the culmination was the verse
choir performance. Students came together to form
harmonious pieces, reciting poems and verses in unison. The
verse choir not only showcased the beauty of the English
language but also conveyed powerful messages of unity, hope,
and inspiration. Their heartfelt performances resonated with
the audience, leaving a lasting impression on all who attended.

In conclusion, the week of January 29 to February 2, 2024,

was a testament to the power of language and the spirit of
community. Through the various English Month activities and
culminating events, students demonstrated their creativity,
talent, and appreciation for the English language. It was a
week filled with laughter, learning, and unforgettable
memories, reminding us of the importance of celebrating
linguistic diversity and cultural heritage. As we bid farewell to
English Month, we carry with us the lessons learned and the
bonds forged, looking forward to future opportunities for
growth, expression, and celebration.

WEEK 3
 As one of our requirements for our in-campus teaching
internship, we were tasked to observe all the English classes
under Ms. Madelene A. Gamo and at least 2 non-major classes
per day. With that being said, my co-English practice teachers
and I observed Mr. Clarence Dale Abalos on the 5th of
February for his first teaching demonstration. He was assigned
to teach English in Grade 9 Love at 9:50 – 10:30 AM with a
topic about Verbals.

Based on my personal observation, the class was handled

well. Mr. Abalos reviewed the previous topic before introducing
to a new topic, assures that all the students have the
opportunity to participate, and exerts mastery of the subject
matter. However, one weakness that I noticed during his class
was the way he explains the topic is quite complex and it can
still be simplified so that the learners will understand it better.
On a positive note, him being complex on elucidating the topic
shows that he indeed knows what he was discussing in class.

WEEK 4
 Another class observation happened on the 8th of February
in Mr. Joven Dave C. Cardinal and Mrs. Rosemarie C. Raz who
were assigned to teach English in the grade 10 curriculum. Mr.
Cardinal was assigned to teach in section Hope at 8:50 AM –
9:20 AM while Mrs. Raz was assigned to teach in section Faith
at 7:30 AM-8:10 AM. The class schedule was altered due to the
prom practice of the grade 10 students. They were both
teaching the topic about writing an informative text.

Both practice teachers showed exemplary performance

during their teaching demonstration. Each essential features
and segments for writing an informative text was explained
comprehensively to assure that learners were able to
understand it. Both teachers also show good classroom
management. Maybe one thing that I’d like to add is to take
your time in explaining the topic as there were parts in the
discussion that the teacher is talking too fast, but I understand
the situation as they were both given a short time to finish their
teaching demonstration due to special conditions.

WEEK 4
 During the week of February 12 to February 16, 2024, the
Bukidnon State University Secondary Laboratory (SSL) School was a
week full of prom preparations, marking busy yet fun period for
both students, preservice teachers, and faculty alike.

Prom practice sessions took center stage throughout the week,

primarily occurring on Monday, Tuesday, and Thursday afternoons
at 2 pm. The 9th and 10th-grade students of Bukidnon State
University Secondary Lab School participated in these sessions,
which were held in both the auditorium and their respective
classrooms. The Bachelor of Physical Education (BPEd) pre-service
teachers took on the responsibility of teaching the prom
choreography, ensuring that every step was perfected for the
upcoming event. Meanwhile, English, Science, Social Studies, and
Math majors collaborated to maintain order and discipline among
the students, ensuring that the practices ran smoothly.

Under the guidance of Ms. Madelene A. Gamo, English majors

were also tasked with the additional responsibility of making the
prom giveaways for the students to take home as remembrance of
this special event. The giveaways were handmade jute rope
wrapped candles, with their prom event tag. The English majors
finished the job in a week (finished especially this week), which
included looking for ideas, canvassing of prices, and personally
wrapping each candle.

WEEK 5
 On Wednesday, the entire day was dedicated to prom
practice in the school gymnasium. With careful planning and
coordination, some pre-service teachers stepped in for absent
students, ensuring that every pair had the opportunity to
rehearse their choreography thoroughly.

As prom week festivities unfolded at Loza's Pavilion, selected

advisers and BPEd pre-service teachers chaperoned the
students, ensuring their safety and enjoyment at the event.
Meanwhile, English majors remained in their post back at the
SLS, showing their dedication to their roles as educators.

WEEK 5
 On 20th of February morning,aspiring professionals of
Bukidnon State University gathered at the Auditorium. The venue
is filled as students eagerly awaited insights into their future
prospects abroad. Organized with careful planning, the career
guidance event aimed to provide and be able to share
information about Australia, whether for work or study. The event
started with inspiring opening address by the event organizer,
she highlighted the importance of broadening horizons and
embracing opportunities globally. Listening attentively, students
settled in a half day gaining valuable insights and expert advice.

The informative session delved into the complexities of various

visa types and their functionalities. Additionally, the complexity of
navigating were addressed, offering a valuable experience for
students seeking opportunities abroad. By sharing personal
experiences, the speaker added a layer of credibility and intrigue
to the event. This engagement peaked further when students
actively participated by posing personal questions,
demonstrating their growing interest and highlighting the
effectiveness of the speaker's insights. The impact of the career
guidance event was significant and remarkable. Students at
Bukidnon State University emerged energized and equipped,
carrying the tools and self-belief needed to chase their
international aspirations. The seeds of possibility shared on
February 20, 2024, will continue to flourish, paving the way for
countless students to achieve their global dreams.

WEEK 6
 The University President, together with the University
Dental Clinic, spearheaded a free fluoride varnish activity in
which the 246 SSL students actively participated at the
University Gymnasium in cooperation with Colgate
Philippines and other dental professionals from the
Philippine Dental Association—Bukidnon Chapter on
February 23, 2023.

The event was designed to enhance oral health as part

of their commitment to offering services for well-being. The
painless and quick procedure was administered safely and
effectively by health professionals and would significantly
benefit oral hygiene.

Gratitude is extended to the dentists mentioned below

for their generous contributions of service during the event.
Dr. Gladys Blando, Dr. Marivic Uygioco, Dr. Maria Lyn
Carpio, and Dr. Beverlene Pacursa who spearheaded the
Free Fluoride Varnish Activity.

WEEK 6
 Throughout the week, the practice teachers approached
their duties with unwavering dedication and enthusiasm, fully
committed to fostering their students' academic growth and
instilling a love for learning. Their journey began on Monday
with a comprehensive quiz designed to assess the students'
comprehension of the material covered in previous lessons. To
their delight, the teachers observed the students' focused
demeanor and meticulous approach as they diligently tackled
their papers. It was evident that the students were deeply
invested in their studies, showcasing a resolute commitment to
mastering the subject matter.

As the week unfolded, the atmosphere in the classroom

remained charged with enthusiasm and energy. The Thursday
and Friday exams provided another opportunity for the
students to demonstrate their eagerness to excel
academically. Despite the mounting pressure, the students
approached the exams with the same level of determination
and enthusiasm that they had exhibited during the quiz earlier
in the week. Their genuine passion for the English language
shone through in their efforts to perform well, serving as a
testament to their profound appreciation for the subject and
the guidance provided by their practice teachers.

WEEK 7
 However, it was not just academic achievements that defined
the week for the practice teachers and their students. The
culmination of their time together was marked by a poignant and
heartfelt send-off organized by the students as a token of their
appreciation for the teachers' dedication and support. The farewell
program was a testament to the strong bond that had developed
between the teachers and their students over the course of their
time together. During the event, students took turns sharing
heartfelt anecdotes and expressing gratitude for the knowledge
and guidance imparted by the practice teachers. The atmosphere
was filled with emotion as students and teachers alike reflected on
the meaningful experiences they had shared and the impact they
had made on each other's lives.

As the practice teachers prepared to embark on a new chapter

in their professional journey at another school for their off-campus
experience, they were deeply touched by the outpouring of love
and appreciation from their students. The farewell program served
as a poignant reminder of the profound impact that educators can
have on the lives of their students and the importance of nurturing
meaningful connections in the classroom.

In retrospect, the experience of witnessing their students'

unwavering dedication to their academic pursuits and genuine
gratitude for their guidance left an indelible impression on the
practice teachers. It reaffirmed their belief in the transformative
power of education and the profound value of their role in shaping
the minds and hearts of the next generation.
WEEK 7
On March 4, 2024, the Grade 10 section Faith students organized
a heartfelt send-off program for the pre-service teachers, filling
the halls of Bukidnon State University with gratitude and
appreciation. In the middle of the excitement and suspense, the
students painstakingly planned a unique surprise in their classroom,
demonstrating their genuine appreciation and recognition of the
pre-service teachers' priceless efforts. The spirit of this special
occasion, emphasizing the love, thankfulness, and companionship
pervaded the air.
Throughout the week (March 5-7) the pre-service teachers
continued to teach their respective classes, imparting knowledge
to the students while at the same time continued the
implementation of their Classroom Based Action Research (CBAR).
On March 7, 2024, the pre-service teachers engaged in a planning
session with the SSL Principal, Ma’am Desiree Barroso on the
activities and games to be conducted for the next day in relation
to the Woman Month’s celebration. The pre-service teachers came
up with various activities and games that would help the students
appreciate the value of women at home, in work and in the society
as a whole.
On March 8, 2024 – the English Majors pre-service teachers
spearheaded the activities for Women’s Month. During the activity,
the pre-service teachers assigned different tasks for each one to
share the responsibility and function effectively and cater to the
needs and demands of the various tasks and activities. The pre-
service teachers took up the roles as judges, facilitators and
overseers of the entire event which was a success!

WEEK 8
Philippine Professional Standards
for Teachers (PPST)
Philippine Professional Standards
for Teachers (PPST)

PPST in DepEd refers to the "Philippine Professional

Standards for Teachers" . It is a set of standards and
guidelines mandated by RA 10533 for teachers in the
Philippines. The implementation of PPST aims to improve
teaching practices and achieve better learning outcomes .

The PPST shall be used as a basis for all learning and

development programs for teachers to ensure that teachers
are properly equipped to effectively implement the K to 12
Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
 Domain 1: Content Knowledge and
Pedagogy

Domain 1 recognizes the importance of teachers'

mastery of content knowledge and its.
interconnectedness within and across curriculum
areas, couple with a sound and critical
understanding of the application of theories and
principles of teaching and learning.

This talks about the fundamental role of teachers'

content knowledge and pedagogical expertise in
effective teaching and learning. Mastery of
content knowledge enables teachers to provide
students with a comprehensive and deep
understanding of the subject matter, facilitating
meaningful learning experiences.
Google Drive Link:
https://docs.google.com/document/d/1JjItIj5tZSQ9Jb35J_TJOFf0hBBSYH0i/edit?
usp=sharing&ouid=106391798982198803296&rtpof=true&sd=true
 REFLECTION
These are the lesson plans that I used in different sections. These lesson
plans were corrected by my supervising instructor, and I had a pre-
conference with her before I taught them to the class. When I'm in the
process of making these lesson plans, I ensure that I can execute Higher
Order Thinking Skills (HOTS) questions to challenge the students. Also, I
assure that my activities will fit my objectives. I use most of my time
thinking about the most suitable activities and assessments that I could
use for my students.

After I taught these lessons to different sections, my supervising

instructor and I had a post-conference. This was to give feedback
about the things that went well and the things that needed
improvement. I take note of those things so that I could do better in my
next and future demonstrations. The feedback was very helpful because
it provided proper criticism. My supervising instructor is very honest and
gives her honest comments about my performance. This is very
significant to me as a practice teacher; her comments are very reliable
since she has more experience in teaching and has already handled
these sections for a longer time. My first and final demonstrations have
a significant difference. My supervising instructor complimented me
because, according to her, I applied what she advised, which is good. It
shows that I followed her advice and left a good impression on her.
 Domain 2: LEARNING ENVIRONMENT

Domain 2 or the Learning Environment highlights

the role of teachers to provide learning
environments that are safe, secure, fair, and
supportive in order to promote learner
responsibility and achievement. This Domain
centers on creating an environment that is
learning-focused and in which teachers efficiently
manage learner behavior in a physical and virtual
space.

It concentrates on teacher's relationships with

students, the importance of educational learning in
the classroom, instructions and students'
engagement in the classroom, students' behavior in
the classroom, the physical environment of the
classroom.
 REFLECTION
Secondary Laboratory School is the Basic Education unit of
Bukidnon State University on secondary education. It provides
venue for learning, it has Junior High School and Senior High
School. The Laboratory School provide a high quality of
education as students are mostly equipped with intelligence
and skills. The Laboratory School prioritizes safety and security
by implementing strict protocols and measures to ensure the
well-being of the students both in physical and virtual spaces.
Achieving this through maintaining secure facilities and
implementing to all the students.

The school also implementing fairness and supportiveness

among the students by promoting inclusivity and respect.
Teachers actively cultivate a field where all the students feeds
valued and heard without any bias to background and abilities,
ensuring that all students have equal opportunities to succeed.
The Laboratory School also recognize the achievement of the
student, this is to motivate them further to pursue and to do
even better to their studies. The teachers provide guidance and
support while also encouraging independence and self-
discipline. The Secondary Laboratory School at Bukidnon State
University serves as a model for creating a learning-focused
environment where students feel safe and motivated to reach
their full potential.
 BUKIDNON STATE UNIVIERSITY
SECONDARY LABORATORY SCHOOL
 Domain 3: Diversity of Learners
Domain 3 emphasizes the central role of teachers
in establishing learning environments that are
responsive to learner diversity. This Domain
underscores the importance of teachers’
knowledge and understanding of, as well as
respect for, learners’ diverse characteristics and
experiences as inputs to the planning and design
of learning opportunities.

It emphasizes the essential role of teachers in

recognizing, respecting, and responding to the
diverse characteristics and experiences of learners
in educational settings. By understanding and
appreciating this diversity, teachers can tailor their
teaching approaches to meet the unique needs
and preferences of each student, fostering
inclusivity and equitable opportunities for learning.
 REFLECTION
Base on my experience as a practice teacher in Laboratory
school with diverse students from different level like grade 7
and grade 10, I've come to realize the importance of
recognizing and respecting learner diversity in the
classroom. Each student is unique, has different set of
characteristics, experiences, and learning styles. and it's my
responsibility to come up with better teaching method that
would accommodate these differences. By acknowledging
diversity, I create an inclusive learning environment where
every student feels safe and they are recognized.

I actively promote inclusivity by creating chances for

student collaboration and group or peer support. By
encouraging students to work together and learn from each
other, I foster a sense of mutual respect in the class.
Teaching different level I need to evaluate myself as well if I
can manage, I should mind the pace when I'm teaching, the
content of my lesson and the difficulty of the assessment.
This is to meet the needs of each student at different level.
The inclusivity of the classroom not only created a
supportive and responsive setting but also gives student the
chance to embrace their differences and contribute greatly
to the people around them.
THE LEARNERS
 Domain 4: Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and

interaction with the national and local curriculum
requirements. This Domain encompasses their ability
to translate curriculum content into learning activities
that are relevant to learners and based on the
principles of effective teaching and learning. It
expects teachers to apply their professional
knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and
sequenced lessons.
This is to ensure that teachers have the necessary
knowledge and skills to effectively implement the
curriculum in their teaching practice. By
understanding and interacting with both national and
local curriculum requirements, teachers can design
learning activities that are relevant, engaging, and
aligned with the principles of effective teaching and
learning.
 REFLECTION
I am a Practice Teacher assigned to Grade 10 and
Grade 7 English class. Following a series of classroom
observations, I've decided to stick with the inductive
method of teaching. The teacher uses guided
practice in this setting. It is a learner-centered
strategy that requires students to analyze information
presented to them in order to construct their own
ideas.

Following a series of examples and an application

activity, I plan to further reinforce this method by
providing students with a passage and tasking them
with creating sentences based on their
comprehension. This hands-on application allows
students to apply the concepts they've learned in a
practical context, reinforcing their understanding and
facilitating deeper learning. By incorporating guided
practice into my lessons, I aim to foster critical
thinking skills, promote student autonomy, and
enhance overall learning outcomes in the English
classroom.
Domain 5: Assessment and Reporting

Domain 5 relates to processes associated with a

variety of assessment tools and strategies used by
teachers in monitoring, evaluating, documenting, and
reporting learners’ needs, progress and achievement.
This Domain concerns the use of assessment data in a
variety of ways to inform and enhance the teaching
and learning process and programs. It concerns
teachers providing learners with the necessary
feedback about learning outcomes.

This domain highlights the importance of assessment

in monitoring, evaluating, and documenting learners'
needs, progress, and achievements. By employing a
variety of assessment tools and strategies, teachers
can gather valuable data about students' learning,
allowing them to make informed instructional
decisions and tailor their teaching to meet individual
needs.
 REFLECTION
Assessing students' performance and providing
feedback can be just as challenging as teaching itself.
Transparency in sharing their progress and scores allows
students to track their performance and can serve as
motivation, especially if they realize they're falling
behind their peers. In my experience teaching both
grade 7 and grade 10 in a laboratory school, I've found
that providing feedback during synchronous classes is
crucial. Not only does it ensure that assessments are
authentic, but it also allows for immediate clarification
and reinforcement of concepts. This real-time feedback
not only helps students understand their strengths and
areas for improvement but also fosters a sense of
accountability.
To give an assessment is an essential factor to
determine the effectiveness of teaching. This will show
the students their progress and enables them to monitor
their academic growth over time. In my experience, I
have witnessed firsthand how feedback enhance
student engagement and understanding. By addressing
misconceptions, students are better equipped to make
meaningful progress.
 Domain 6: Community Linkages and
Professional Engagement
Domain 6 affirms the role of teachers in establishing
school-community partnerships aimed at enriching the
learning environment, as well as the community’s
engagement in the educative process. This Domain
expects teachers to identify and respond to
opportunities that link teaching and learning in the
classroom to the experiences, interests, and aspirations
of the wider school community and other key
stakeholders.

It emphasizes the vital role of teachers in fostering

school-community partnerships to enhance the
learning environment and engage the wider community
in the educative process. By establishing collaborative
relationships with various stakeholders, such as
parents, local organizations, and community leaders,
teachers can create opportunities that link classroom
teaching and learning to the real-life experiences,
interests, and aspirations of students.
 REFLECTION

My focus this term has been on internal school

partnerships, especially with my co-teacher and
students. While broader community engagement wasn't
a major aspect, the classroom partnerships proved
valuable. My co-teacher and I built a collaborative
practice through observing each other's classes and
offering constructive feedback. This allowed us to
share ideas, strategies, and resources, ultimately
improving our teaching and student learning.
I also fostered strong partnerships with my students by
integrating their interests, experiences, and goals into
my lessons. By creating a supportive and inclusive
classroom, I encouraged open communication and
student collaboration, empowering them to take
charge of their learning. Activities like group
discussions, peer tutoring, and collaborative projects
fostered student-to-student learning and helped them
leverage each other's strengths and perspectives.
Domain 7: Personal Growth and Professional
Development
Domain 7 focuses on teachers’ personal growth and
professional development. It accentuates teachers’
proper and high personal regard for the profession by
maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect, and
integrity. This Domain values personal and professional
reflection and learning to improve practice. It
recognizes the importance of teachers’ assuming
responsibility for personal growth and professional
development for lifelong learning.

This highlight the foundational elements that contribute

to effective teaching and continuous improvement
within the profession. It emphasizes the maintenance
of professionalism through qualities like caring
attitude, respect, and integrity, which are essential for
creating a positive learning environment and fostering
trust among students, colleagues, and the community.
 REFLECTION
Reflecting on my experience teaching in the laboratory
school, I've noticed some significant personal growth and
professional development. First off, I've become much
quicker at making lesson plans compared to before. It
used to take me a long time, but now I can whip them up
pretty efficiently. Secondly, I've gotten better at giving
assessments that really match what I want my students to
learn. It's important that my tests and quizzes line up with
the objectives, and I feel like I've been doing a good job
with that lately.

Another thing I've noticed is that I'm getting better at

fixing things between each teaching demo. I pay
attention to what went well and what didn't, and then I
make changes for the next time. It's nice to see that
progress. Lastly, I've been able to come up with activities
that really grab my students' attention. It's important to
keep them engaged, and I've found some effective ways
to do that. Therefore, I'm proud of the progress I've made.
I feel more confident in my teaching abilities, and I can
see myself improving each day. There's always room to
grow, but it's nice to look back and see how far I've come.
ELC 4
IN TROD U C TIO N
During the ELC 4 immersion, we were introduced to a new setting:
Bukidnon National High School. Unlike our previous exposure, this
school boasted larger class sizes, with around 40 students per room, a
noticeable difference from the more intimate settings of our prior
experiences.

Having some prior teaching knowledge from earlier demonstrations, I

entered Bukidnon National High School with a sense of preparedness.
However, the dynamic of the classrooms here required a shift in
approach. Each section presented a unique challenge, with students
varying in their learning styles, abilities, and language proficiency. In
contrast to the uniformly proficient English speakers at the laboratory
school, Bukidnon National High School housed a diverse student body.
Some students were fluent in English, while others required more
assistance and guidance. This diversity demanded flexibility in my
teaching methods, necessitating adjustments to accommodate the
varied levels of comprehension and engagement. One crucial lesson I
quickly learned was the importance of adaptability. Unlike the more
homogeneous environment of the laboratory school, where a single
teaching style could suffice, here at the national high school, I found
myself constantly tailoring my approach to suit the needs of each
class.

In this environment, teaching became not just a matter of delivering

information but also a journey of adaptation and growth. Each day
presented new opportunities to refine my skills, engage with diverse
student populations, and navigate the complexities of the classroom
dynamic. And through this process, I discovered that teaching is not
merely about imparting knowledge but also about fostering
understanding students of all backgrounds and abilities.
C E R TIFIC A T E O F C O M PL E TIO N
PR O F E SSIO N A L R E A DIN G S
 Creative teachers and creative teaching strategies
Jeou-Shyan Horng, et al (2005)

The purpose of this study is to explore the factors that influence

creative teaching and to find out what effective strategies are used by
three award-winning teachers in the learning area of Integrated
Activities. As creative thinking is crucial for the knowledge economy, it
is essential that education serves its purpose in improving this important
aspect. The methods used for data collection include in-depth
interview, focus group interview, classroom observation and content
analysis. Three teachers with a GreaTeach Creative Instruction Award
for creative teaching in the Integrated Activities field were selected as
subjects. Results were acquired by analysing the interview content, the
teaching plans, teachers’ reflection and the classroom observation
videotapes. The study found that: the factors influencing creative
teaching in Integrative Activities are (a) personality traits: persistence,
willingness to develop, acceptance of new experiences, self-
confidence, sense of humour, curiosity, depth of ideas, imagination,
etc.; (b) family factors: open and tolerant ways of teaching children,
creative performance of parents, etc.; (c) experiences of growth and
education: self-created games and stories, brainstorming between
classmates, etc.; (d) beliefs in teaching, hard work, motivation and (e)
the administrative side of school organization. Among these factors,
beliefs in teaching, hard work and motivation are the main aspects. The
effective teaching strategies used by the awarded teachers are:
student-centred activities, a connection between teaching contents
and real life, management of skills in class, open-ended questions, an
encouragement of creative thinking and use of technology and
multimedia. Integrated Activities are closely connected to life
experience and a basis for the development of creative thinking within
education.
 REFLECTION

What I learned in this article is how important creative teaching is,

especially in Integrated Activities. It's not just about following a
textbook, it's about sparking curiosity, encouraging imagination, and
connecting learning to real life. The factors that influence creative
teaching, like personality traits, family support, and experiences,
make sense to me. As a practice teacher, I've seen how my own
persistence, willingness to learn, and belief in my students' potential
can impact their learning journey.

One thing that really resonated with me is the effective teaching

strategies mentioned. Student-centered activities, connecting
lessons to real life, and using technology to enhance learning are
approaches I already try to incorporate into my teaching practice.
Seeing them validated in this article reinforces my belief in their
effectiveness. It's not just about delivering information, it's about
engaging students, fostering their creativity, and helping them see
the relevance of what they're learning.

This article emphasizes the importance of creativity in education and

provides valuable insights into how to cultivate it in the classroom. By
understanding the factors that influence creative teaching and
implementing effective strategies, I can continue to strive for
excellence in my role as a teacher, helping my students develop not just
knowledge, but also the skills and mindset they need to thrive in today's
world.
 The 5 Most Effective Teaching Styles (Pros & Cons of Each)
Colin Burton (2024)

Even though every instructor is unique, the prevalent style of teaching

has changed dramatically over the past 50 years, along with the new
cultural norms and technological advancements.

Educational researchers today define at least five different teaching

styles on a spectrum that moves from a teacher-centered approach to
a student-centered one:

Other teaching methods outside of the core five exist as well. The
Spectrum of Teaching Styles in Physical Education defines 11 distinct
teaching styles that can be used to coach students in schools and
universities.

While most instructors can be described by a single personal model of

teaching, the best ones always adjust their teaching strategies to their
students and the learning process at hand.
That’s why it’s important to know what the different teaching styles are
and have a clear idea of how to use them when needed.

Another reason to have different teaching styles in your arsenal is the

diversity of students you might see in your class. As students learn
better by different approaches and at a different speed, you should be
able to adjust your teaching style on the fly to maximize the learning
opportunity for all. In addition, as teachers lead students and help
students become future leaders, you should be aware of the kind of
leadership that you want to facilitate through your teaching.
 REFLECTION

What I observed and understood from this information is that there's

a wide range of teaching styles out there, from teacher-centered to
student-centered approaches. It's crucial for me, as a teacher, to
be aware of these different styles and know when and how to use
them effectively. Each student is unique, and what works for one
might not work for another. That's why having a variety of teaching
strategies in my toolkit is essential.

I also realized the importance of adapting my teaching style to fit

the needs of my students and the learning situation. Whether it's
adjusting based on the diversity of students in my class or
recognizing the pace at which they learn best, flexibility is key. By
being able to switch between different teaching styles on the fly, I
can ensure that all my students have the opportunity to learn and
thrive in my classroom.

As a teacher, I play a crucial role in shaping future leaders.

Understanding the connection between teaching styles and
leadership can help me guide my students towards becoming
effective leaders themselves. By being mindful of the kind of
leadership I want to foster through my teaching, I can create a
learning environment that encourages growth, innovation, and
success for all my students.
 Impact of Teaching Strategies: Demonstration and Lecture
Strategies and Impact of Teacher Effect on Academic
Achievement in Engineering Education
K. Giridharan & R. Raju (2017)

ABSTRACT:

This study investigated the impact of Teaching Strategies and

Teacher Effect on students’ academic achievement in engineering
education. Two different Teaching Strategies, one with
demonstration strategy using working models and the other with
lecture strategy were adopted. Experimental research design was
used with the independent variables being Teaching Strategies
and Teacher Effect and the dependent variable was Academic
Achievement. Two-way ANOVA showed that the main effects of
Teaching Strategies and Teacher Effect were significant.
Demonstration strategy was found to be significantly better than
lecture strategy. Teacher-B (more experienced) was found to be
significantly better than Teacher-A with regard to students’
academic achievement. Significant interaction effect was seen
only with regard to lecture strategy with Teacher-B being better
than Teacher-A. It was established from the findings that the
demonstration strategy had produced significantly better
academic achievement among engineering students independent
of Teacher Effect. This study carries significant implications for
improving the quality of engineering education.
 REFLECTION

What I learned from reading this is that Teaching Strategies and

Teacher Effect can really make a big difference in students'
academic achievement, especially in engineering education. The
study showed that using a demonstration strategy with working
models led to better results compared to traditional lecture-style
teaching. It's fascinating to see how different approaches to
teaching can impact students' learning outcomes, and it makes
me wonder how these strategies might work in other programs
besides engineering.

It's also interesting to note that the experience level of the

teacher played a role in students' academic achievement. The
study found that Teacher-B, who was more experienced, had
better results than Teacher-A. This highlights the importance of
not only the teaching method but also the skill and expertise of
the teacher. It shows that effective teaching goes beyond just
following a curriculum.

This study underscores the importance of continually exploring and

refining teaching methods to enhance the quality of education. By
understanding what works best for students, educators can strive
to create more engaging and effective learning environments. This
study is very helpful, the result of this might be a helpful basis
when there will be a new research to be implemented or
conducted.
 The Effectiveness of Blended Learning in Improving
Students
Anum Dahlia, et al. (2018)

ABSTRACT:

The advancement of technology and the age of the

industrial revolution 4.0 today have changed the way
people learn and acquire information. The availability of
internet access and the large use of computers and
smartphones in a campus environment can be directed to
carry out the learning reform and to obtain the course
learning outcomes. Therefore, blended learning as one
method of choice was adopted to be implemented to
achieve the learning outcomes. The study aimed to
investigate the effectiveness of blended learning to
improve students' English speaking ability. The participants
of the study were 48 fourth-semester students, and the
study was conducted for one semester in the English
Business Conversation class. The research methods used
were quantitative and qualitative. The use of quantitative in
this research was to measure students
 REFLECTION

My idea after reading this is that blended learning seems like a

really effective way to improve students' English speaking ability. By
combining traditional classroom teaching with online resources,
students get the best of both worlds. They can learn at their own
pace and access materials whenever they need to, while still
having the support and guidance of a teacher in the classroom. It
sounds like a flexible approach that can cater to different learning
styles and needs.

In today's world, where technology is everywhere and constantly

evolving, it makes sense for teachers to adapt and embrace
blended learning. It's not just about keeping up with the times; it's
about providing the best possible learning experience for students.
With blended learning, teachers can create more dynamic and
engaging lessons, incorporating multimedia, interactive activities,
and real-world examples to enhance learning outcomes.

This study highlights the importance of incorporating technology

into education and the benefits of using blended learning as a
teaching strategy. It shows that by leveraging the power of
technology, teachers can create more inclusive and effective
learning environments, ultimately helping students achieve their
academic goals. As educators, it's essential for us to stay open-
minded and willing to explore new teaching methods like blended
learning to meet the needs of our students in this digital age.
 TEffectiveness of Game-Based Learning – Learning in Modern
Education
Cipto Wardoyo, et al. (2020)

ABSTRACT:
The experiential learning process is a relevant method used to
enhance understanding of the field and the critical thinking skills of
learners. Futher more, technological developments improve
students ’ learning needs. In this case, learners are required to be
able to learn and work dynamically by combining the concept of
critical thinking and the way of life as demand for the 21st century.
Therefore, dynamic learning and the ability to improve the
cognitive and collaborative abilities of learners in their interactions
with the environment and all changes are indispensable. This
research aims to spread the educational game quiz Assistance to
create fun and dynamic learning for students. In addition,
developed media is expected to improve cognitive ability and
critical thinking learners, especially in higher education. The
development of this educational game is done in the economic
field so that the material to be presented is a basic course of
economics faculty. To measure the success of this game-based
learning, researchers used 100 samples from three majors
(development economics, management, and accounting). This
method of analysis uses the method of gain-scores, where the
learning outcomes of experimental Group with learning game
treatment and control group learning outcomes are examined and
analyzed to determine their effectiveness. Results from analyses
showed that use of game- based learning is highly effective for
improving learning outcomes.
 REFLECTION
What I understand from this is that using game-based learning can
be a powerful tool for enhancing students' understanding and
critical thinking skills. The idea of turning education into a fun and
dynamic experience through educational games is really intriguing.
It makes sense that students would be more engaged and
motivated to participate if the learning activity feels like a game.
As someone who believes in the importance of making learning
enjoyable and interactive, I definitely agree with the result that
game-based learning is highly effective.

Students today are growing up in a digital age where technology is

a big part of their everyday lives. They're used to engaging with
content through gaming and interactive media, so incorporating
these elements into education seems like a natural fit. As teachers,
it's important for us to embrace modernity and adapt our teaching
strategies to meet the needs and preferences of today's learners.
By leveraging technology and innovative approaches like game-
based learning, we can create more engaging and effective
learning experiences for our students.

This research signifies the potential of game-based learning to

improve learning outcomes, particularly in higher education
settings. It reinforces the idea that education doesn't have to be
dull and traditional, it can be dynamic, interactive, and fun. Moving
forward, I believe it's important for educators to explore and
implement innovative teaching strategies like game-based learning
to keep students motivated and excited about learning.
W EEKLY JOURN AL
My first week at Bukidnon National High School was really
exciting! Everything felt brand new and awesome. It all
started with a big meeting with the English department
head. There was a lot of information to take in, but it was
nice to see how everything was organized. Then came the
part that made me both nervous and thrilled - finding out
which teachers I'd be working with! Covering four whole
sections felt like a big responsibility, but my teachers were
really kind. They told me which classes I'd be helping with
and what the students were studying.

I introduced myself in each class, and even though I felt a

bit nervous, they all seemed friendly. There's so much to
learn about this school, these students, and being a
teacher in general. Even though it was overwhelming at
times, I'm super excited to see what else this experience
has in store for me. I know I'll learn a lot and have tons of
chances to grow!

WEEK 1
I was nervous about interacting with such a diverse group
of students. However, I started by introducing myself and
outlining the duration of my duty at their school.
Throughout the week, I encountered new experiences,
such as participating in their "catch-up Friday activity,"
which was unfamiliar to me since my previous campus
didn't have such an event. I felt nervous and overwhelmed,
unsure of how to proceed during this activity.

Even as I prepared my lesson plan, doubting, making me

wonder if I was capable of this task. I feared criticism,
especially if a student proved to be more knowledgeable
than me. Despite these concerns, I was heartened to see
the students' kindness and willingness to engage with my
lessons. As I continue with my observation, my expectation
were mixed with both excitement and nervousness. But,
the week goes with surprising warmth from the students
surpassing my worries and reaffirming my belief in my
ability to connect with them.

WEEK 2
This week, I embarked on the task of delivering another set
lesson, a moment fraught with nervousness as I continued to
adjust to my new role. Uncertain of the students' learning
styles and unaware of their individual strengths and
weaknesses, I felt the weight of the challenge ahead.
However, as the days unfolded, I observed a positive
response from the students, perhaps due to the novelty of a
new face in their classroom. This realization led me to
appreciate the inherent kindness and respectfulness of the
students.

This demonstration provided valuable insights into the diverse

needs of students. As the week progressed, it became
evident that my timing coincided with their periodical exam
for the third quarter. I could only cover one topic as they
dedicated their time to exam preparation. I lent a hand in the
preparation of test papers, an experience that underscored
the immense effort and dedication required of educators.
This realization served as a reminder of the challenges
inherent in the teaching profession, highlighting the
importance of not underestimating the demands placed upon
teachers.

WEEK 3
This week marked the beginning of the fourth quarter, during
which I undertook the task of teaching three distinct lessons.
From Monday through Wednesday, my schedule was filled with
formal classes. One notable observation was the varying
teaching strategies required for each of the four different
sections I taught. It became evident that students' learning paces
differed greatly, while some grasped concepts swiftly, others
required more time and attention.This week provided an
invaluable opportunity for me to familiarize myself with the
majority of my students. I noticed a significant number of
absentees who had not been present during the final week of
March, emphasizing the importance of adaptability in teaching. It
was especially challenging to cater to students who struggled
with fundamental skills such as reading.

There are students who don’t like participating in oral recitation,

there are also who likes to talk with their seatmate. What I did is
that I use online tools to call their names, this strategy is exciting
as this tool call names randomly. With this, the students are
attentive because they are afraid that their names will be called
and they can’t answer. Despite the hurdles, I successfully
completed three lessons and administered three quizzes.
Reflecting on the students' scores, I realized the immense
challenge of managing a classroom with 45 or more students.
This experience deepened my admiration for teachers who
exhibit patience and dedication in meeting the diverse needs of
their students.
WEEK 4
During this week, my classes were limited to only two days due to
the absence of sessions from Monday through Wednesday. On
Thursday, I introduced a new lesson, continuing from the material
previously assigned to me. To engage the students, I
implemented a new strategy for participation. Each student was
instructed to write their name on a 1/8 sheet of paper, which I
then used to randomly select a student to answer questions or
participate in discussions. This approach proved to be both
effective and enjoyable, contributing to my evolving teaching
methodology.

The following day, Friday, presented a different challenge as I

took charge of the catch-up session. Despite the content not
directly correlating with the formal lessons taught earlier in the
week, the experience proved invaluable. Engaging in activities
outside the regular curriculum provided insights into the students'
interests and learning styles, fostering a deeper understanding of
their individual needs and preferences. On Catch-Up Friday, I
facilitated a session centered on reading comprehension. We
delved into a carefully selected text, dissecting it paragraph by
paragraph to extract its deeper meaning. Guiding the students
through the analysis process, we unraveled the nuances of the
text, discussing its themes, characters, and literary devices. The
session provided a valuable opportunity for students to engage
with literature in a meaningful way, fostering a deeper
understanding and appreciation for the written word.

WEEK 5
This week began with a disruption to our usual schedule, as
Monday and Tuesday were declared non-class days due to the
high heat index in our area. To ensure continuity in learning,
students were provided with modules to complete tasks at
home. While the absence of classes provides physical rest, it
simultaneously introduces mental stress. It impacts different
facets of school operations and student progress. Without class
days, there's a need to accelerate the pace upon students'
return. This urgency affects students who must meet deadlines,
as they find themselves pressed for time. Managing time
scarcity poses a significant challenge in such situations.

Upon resuming classes on Wednesday, I administered two long

tests to the sections under my guidance, while the other two
sections were excused for a recognition of honors event. The
following day, Thursday, I continued with the long tests for the
remaining sections. These tests marked the first assessments I
personally crafted, and I was pleased to see that while not
everyone achieved perfect scores, the majority passed,
indicating a level of comprehension and retention of the
material. Friday brought further challenges as no students
attended school due to city-related events. Despite this, I
fulfilled my duty at BNHS. The day was spent primarily on
administrative tasks, such as recording scores and reviewing
student papers.

WEEK 6
As my final week draws to a close, I find myself reflecting on my
overall experience, which I must say has been truly remarkable.
While attending this school has often been accompanied by stress,
the students have never failed to bring a smile to my face. Their
presence has not only enriched my journey but also aided in my
personal growth, exposing me to new perspectives and challenges.
This week marked my last demonstration teaching session, a
moment tinged with the same nervousness I felt on my first day at
BNHS, despite having spent nearly two months here. My students
surprised me with a heartfelt farewell, writing letters and even
presenting me with a cake. It was a touching gesture that filled me
with pride, as it affirmed the bonds we had forged during my time
here.
As I bid farewell on my last day, I couldn't help but acknowledge
the profound impact each student had on me. Regardless of their
academic program, I came to realize that every student possesses
innate intelligence; they simply require someone to guide them
towards unlocking their full potential. Saying goodbye to these
students was undoubtedly one of the most challenging aspects of
being a teacher. I'll always remember the moments when my
students would inquire if I'm a first-year teacher, perceiving me as
a young college student. Their admiration for my intellect never
failed to overwhelm me. In response, I consistently encouraged
them to prioritize diligent study as the key to learning because
personally I don’t see myself as someone genius, just an average
college student. I deeply appreciate their receptiveness and
attentiveness during our discussions.
WEEK 7
Philippine Professional Standards
for Teachers (PPST)
Philippine Professional Standards
for Teachers (PPST)

PPST in DepEd refers to the "Philippine Professional

Standards for Teachers" . It is a set of standards and
guidelines mandated by RA 10533 for teachers in the
Philippines. The implementation of PPST aims to improve
teaching practices and achieve better learning outcomes .

The PPST shall be used as a basis for all learning and

development programs for teachers to ensure that teachers
are properly equipped to effectively implement the K to 12
Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
 Domain 1: Content Knowledge and
Pedagogy

Domain 1 recognizes the importance of teachers'

mastery of content knowledge and its.
interconnectedness within and across curriculum
areas, couple with a sound and critical
understanding of the application of theories and
principles of teaching and learning.

This talks about the fundamental role of teachers'

content knowledge and pedagogical expertise in
effective teaching and learning. Mastery of
content knowledge enables teachers to provide
students with a comprehensive and deep
understanding of the subject matter, facilitating
meaningful learning experiences.
Google Drive Link: https://docs.google.com/document/d/1xSfZ7mycJjeNWbmo9-
v8_f5X8_K6LXy-/edit?usp=sharing&ouid=106391798982198803296&rtpof=true&sd=true
 REFLECTION
During my final demo, my coordinating teacher and the English
department head observed me. I felt super nervous because I didn't
want to mess up and ruin my performance. I just kept thinking about
when it would be over so I could relax.

I encountered a recurring challenge when calling on students to answer

questions. Despite my efforts to engage them, many seemed unable or
unwilling to respond. Some may not have been listening attentively,
while others may have been too shy or hesitant to speak up. This posed
a significant obstacle to the flow of the lesson and hindered the level
of participation I had hoped to achieve. To address this challenge in
the future, I plan to implement strategies that encourage active
listening and boost student confidence. This might involve incorporating
more interactive activities, such as peer discussions or small group work,
to create a supportive learning environment where students feel more
comfortable expressing themselves.

After the demo, they gave me feedback. They said I need to adjust my
voice depending on where I am in the classroom and keep it loud and
clear to hold the students' attention. Also, they told me not to rely only
on PowerPoint. I should write on the board too, so the students can join
in more actively. They suggested I use different strategies, like asking
questions or using group work, to keep the class engaged. But they also
said I did well overall and got the students involved with exciting
activities. Their feedback was really helpful for improving my teaching
skills.
 Domain 2: LEARNING ENVIRONMENT

Domain 2 or the Learning Environment highlights

the role of teachers to provide learning
environments that are safe, secure, fair, and
supportive in order to promote learner
responsibility and achievement. This Domain
centers on creating an environment that is
learning-focused and in which teachers efficiently
manage learner behavior in a physical and virtual
space.

It concentrates on teacher's relationships with

students, the importance of educational learning in
the classroom, instructions and students'
engagement in the classroom, students' behavior in
the classroom, the physical environment of the
classroom.
 REFLECTION
Bukidnon National High School was formerly named Bukidnon
High School which was later renamed Bukidnon Provincial High
School in accordance with the Republic Act 2301.The school is
presently located along the busy street of the Sayre Highway
also known as Fortich Street, making it accessible to any form
of land transportation. A towering three-story building is a
district landmark as one approaches the school campus. The
school was established on July 1941. It offers Junior and Senior
High School with different programs and strand for the student
to have a choices.

In Bukidnon National High School, fairness and supportiveness

are key values promoted among students, fostering inclusivity
and respect. Teachers work diligently to create an environment
where every student feels appreciated and listened to,
regardless of their background or abilities, ensuring equal
opportunities for success. The school also acknowledges and
celebrates student achievements, motivating them to strive for
further academic excellence. Teachers not only offer guidance
and assistance but also encourage students to develop
independence and self-discipline. Bukidnon National High
School stands out as a model institution, prioritizing a learning-
centered atmosphere where students are inspired to thrive and
realize their utmost potential.
BUKIDNON NATIONAL HIGH SCHOOL
 Domain 3: Diversity of Learners
Domain 3 emphasizes the central role of teachers
in establishing learning environments that are
responsive to learner diversity. This Domain
underscores the importance of teachers’
knowledge and understanding of, as well as
respect for, learners’ diverse characteristics and
experiences as inputs to the planning and design
of learning opportunities.

It emphasizes the essential role of teachers in

recognizing, respecting, and responding to the
diverse characteristics and experiences of learners
in educational settings. By understanding and
appreciating this diversity, teachers can tailor their
teaching approaches to meet the unique needs
and preferences of each student, fostering
inclusivity and equitable opportunities for learning.
 REFLECTION
In my role as a practice teacher at Bukidnon National High
School, encountering students from diverse backgrounds and
sections has underscored the critical significance of
acknowledging and honoring learner diversity within the
classroom. Each student brings forth a distinct set of traits, life
experiences, and learning preferences, necessitating the
adoption of flexible teaching approaches to accommodate
these variations effectively. By embracing this diversity, my aim is
to foster an inclusive learning atmosphere where every individual
feels recognized and esteemed. I recognize that students learn
at varying paces, with some demonstrating exceptional
intelligence and giftedness, while others exhibit a strong
commitment to learning through hard work.

To actively foster inclusivity, I promote opportunities for

collaborative learning and peer support, encouraging students to
engage with one another and learn collectively. Recognizing the
diverse learning paces and abilities among students, I continually
assess and adjust my teaching strategies to ensure that
instruction is tailored to meet the unique needs of each learner.
By embracing inclusivity in this manner, I not only establish a
supportive and responsive learning environment but also
empower students to celebrate their differences and contribute
meaningfully to the classroom and beyond.
THE LEARNERS
 Domain 4: Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and

interaction with the national and local curriculum
requirements. This Domain encompasses their ability
to translate curriculum content into learning activities
that are relevant to learners and based on the
principles of effective teaching and learning. It
expects teachers to apply their professional
knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and
sequenced lessons.
This is to ensure that teachers have the necessary
knowledge and skills to effectively implement the
curriculum in their teaching practice. By
understanding and interacting with both national and
local curriculum requirements, teachers can design
learning activities that are relevant, engaging, and
aligned with the principles of effective teaching and
learning.
 REFLECTION
As a Practice Teacher assigned to Grade 9 English classes
spanning four sections with different programs, I have
opted to utilize the inductive teaching method,
complemented by guided practice. This approach places
the learner at the center, prompting students to analyze
presented information and construct their own
interpretations. Following a sequence of an engaging
application activity, I intend to further solidify this method
by tasking students with creating sentences based on a
provided passage. This interactive exercise enables
students to apply newly acquired concepts in a practical
setting, reinforcing comprehension and facilitating deeper
learning experiences. I consider the initial thoughts that
students form to be crucial. These represent the
foundational knowledge they gather through the process of
listening. It is my responsibility as a teacher not only to
enrich their understanding but also to provide corrective
feedback to ensure their comprehension is accurate and
comprehensive because my goal is to nurture critical
thinking abilities, encourage student autonomy, and elevate
overall academic achievements within the English
classroom setting.
CONFERENCE
Domain 5: Assessment and Reporting

Domain 5 relates to processes associated with a

variety of assessment tools and strategies used by
teachers in monitoring, evaluating, documenting, and
reporting learners’ needs, progress and achievement.
This Domain concerns the use of assessment data in a
variety of ways to inform and enhance the teaching
and learning process and programs. It concerns
teachers providing learners with the necessary
feedback about learning outcomes.

This domain highlights the importance of assessment

in monitoring, evaluating, and documenting learners'
needs, progress, and achievements. By employing a
variety of assessment tools and strategies, teachers
can gather valuable data about students' learning,
allowing them to make informed instructional
decisions and tailor their teaching to meet individual
needs.
 REFLECTION
Giving feedback to students can be hard for teachers.
But when we're open about their progress and grades, it
helps students keep track of how they're doing. This can
motivate them, especially if they see they're not doing as
well as their classmates. In my time teaching four
different groups of ninth graders, I've learned that giving
feedback during class is really important. It helps make
sure our tests are fair and lets us clear up any confusion
right away. This quick feedback helps students see what
they're good at and where they can improve, and it also
makes them feel responsible for their learning.

Testing is a big part of seeing how well we're teaching.

It lets students see how they're doing and how they're
improving over time. From what I've seen, giving
feedback really helps students get more involved and
understand things better. When we correct their
mistakes, they can learn more effectively and make
progress.
 Domain 6: Community Linkages and
Professional Engagement
Domain 6 affirms the role of teachers in establishing
school-community partnerships aimed at enriching the
learning environment, as well as the community’s
engagement in the educative process. This Domain
expects teachers to identify and respond to
opportunities that link teaching and learning in the
classroom to the experiences, interests, and aspirations
of the wider school community and other key
stakeholders.

It emphasizes the vital role of teachers in fostering

school-community partnerships to enhance the
learning environment and engage the wider community
in the educative process. By establishing collaborative
relationships with various stakeholders, such as
parents, local organizations, and community leaders,
teachers can create opportunities that link classroom
teaching and learning to the real-life experiences,
interests, and aspirations of students.
 REFLECTION

I focused on working closely with my co-teacher and

students at school. While I didn't engage much with the
larger community, teaming up with my co-teacher was
really helpful. We watched each other teach and gave
helpful feedback, which let us share ideas and get
better at teaching. I have a collaborative partnership
with one of my fellow practice teachers, as we are
both assigned to teach Grade 9. Together, we share
our lesson plans, particularly focusing on the content
section, to streamline our work and make the process
more efficient. This collaboration has allowed us to
pool our ideas and resources, ultimately enhancing the
quality of our teaching and benefiting our students.

I also built strong bonds with my students by making

sure their interests and experiences were part of our
lessons. I made the classroom a welcoming place
where everyone could talk openly and work together.
Domain 7: Personal Growth and Professional
Development
Domain 7 focuses on teachers’ personal growth and
professional development. It accentuates teachers’
proper and high personal regard for the profession by
maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect, and
integrity. This Domain values personal and professional
reflection and learning to improve practice. It
recognizes the importance of teachers’ assuming
responsibility for personal growth and professional
development for lifelong learning.

This highlight the foundational elements that contribute

to effective teaching and continuous improvement
within the profession. It emphasizes the maintenance
of professionalism through qualities like caring
attitude, respect, and integrity, which are essential for
creating a positive learning environment and fostering
trust among students, colleagues, and the community.
 REFLECTION
Reflecting on my experience at Bukidnon National High
School, I've observed significant personal and professional
growth. First and foremost, I've developed a stronger
sense of discipline by consistently arriving at school early,
allowing me to prepare effectively for the day ahead. I
also honed my ability to create assessments without
relying on internet resources, ensuring that they align
closely with the learning objectives. Additionally, I've
become more efficient in generating lesson plans,
enabling me to adapt more readily to the demands of
teaching multiple sections.

I have successfully implemented various engaging

activities in the classroom, capturing students' interest
and fostering active participation. I also demonstrated
proficiency in managing my time effectively, allowing me
to teach four different sections with attentiveness and
care. In conclusion, I'm proud of the progress I've made
and feel increasingly confident in my teaching abilities.
While there's always room for growth, I'm pleased with
how far I've come and remain committed to continuous
improvement.