Contents of Teaching Internship Portfolio

1. Title Page

2. Introduction

3. Acknowledgements

4. Curriculum Vitae of the Practice Teacher

5. Experiences, Evidence, and Reflections on the Philippine Professional Standards

for Teachers (PPST) Domains

Domain 1. Content Knowledge and Pedagogy

- Applied knowledge of content within and across curriculum teaching areas.

(PPST 1.1.2)
Evidence: Part of 4A’s Lesson Plan highlighting the application of
knowledge of content within and across curriculum teaching areas

- Used a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills. (PPST 1.4.2)
Evidence: List of teaching strategies applied, photos

- Applied a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills. (PPST 1.5.2)
Evidence: List of teaching strategies applied, photos

- Managed classroom structure to engage learners, individually or in groups,

in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments. (PPST 2.3.2)
Evidence: Examples of individual and group projects or assignments,
photos

- Managed learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environments. (PPST 2.6.2)
Evidence: Classroom rules

Domain 2. Learning Environment and Diversity of Learners

- Used differentiated, developmentally appropriate learning experiences to

address learners’ gender, needs, strengths, interests and experiences.
(PPST 3.1.2)
Evidence: Sample differentiated activities employed to address diversity of
learners

Domain 3. Curriculum and Planning

- Planned, managed and implemented developmentally sequenced

teaching and learning processes to meet curriculum requirements and
varied teaching contexts. (PPST 4.1.2)
Evidence: Sample 4A’s Lesson Plans (Best 5)
 - Participated in collegial discussions that use teacher and learner feedback
to enrich teaching practice. (PPST 4.4.2)
Evidence: Certificate of Participation

- Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goals. (PPST 4.5.2)
Evidence: Sample Instructional Materials

Domain 4. Assessment and Reporting

- Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with curriculum requirements.
(PPST 5.1.2)
Evidence: Sample Assessment (diagnostic, formative and summative) and
Rubrics

- Monitored and evaluated learner progress and achievement using learner

attainment data. (PPST 5.2.2)
Evidence: Class Record, Sample Graded Learners’ Outputs

Domain 5. Personal Growth and Professional Development

- Applied a personal philosophy of teaching that is learner-centered. (PPST

7.1.2)
Evidence: Teaching Philosophy

- Set professional development goals based on the Philippine Professional

Standards for Teachers. (PPST 7.5.2)
Evidence: Professional Readings with References and Professional
Development Plan

6. Final Teaching Demonstration (Before, During, After)

Evidence: Photos with Reflection

7. Related works / activities performed that contribute to the teaching-learning

process
Evidence: Photos with Reflection

8. Research, Research Output, and Proof of Presentation

Evidence: Abstract of Research, Research Output, and Photo of Presentation

9. DTR

10. Certificate of Completion

 Introduction

Education is a powerful equalizer, unlocking opportunities for all.

Teaching, often called the "noblest profession," goes beyond imparting
knowledge. We teachers nurture students' hearts and inspire them to become not
just informed minds, but also contributing members of society. This earns
teachers a unique position of respect, serving as role models who shape the
future generation.

John Dewey advocates the idea of "learning by doing." This philosophy

emphasizes the importance of hands-on experiences in solidifying knowledge. By
immersing ourselves in practical scenarios, like a teaching internship, we can
adapt, learn, and refine our skills. This real-world experience is crucial for
aspiring educators like ourselves. Through internships, we hone our abilities and
gain the confidence to become effective teachers who can inspire future
generations.Teaching internship is the training ground of the future agent of
learning. This is where all teachers will firsthand experience on what they will
likely become. During this internship, interns will apply all the knowledge,
theories, pedagogies they have learning so far in an actual situation.

I do believe that the most significant opportunities that any beginning

educator would be getting a chance to apply the knowledge and abilities acquired
throughout studying in the four-year teaching education program is through the
student teaching internship, which I did last March-May 2024. As a student intern
I’ve gain the pedagogical skills to link theory, practice, and teaching
professionally through and at the end of this program. Moreover, this training
broadens my knowledge, abilities, and attitudes through hands-on experiences
working with students; strong connections built by sharing supervision and
expertise provided by the collaborating teacher and internship supervisor; and
the relationships developed with my students and peers. Furthermore, this
practice envisions that evaluating one's strengths and weaknesses is also
beneficial, as is correcting the latter in preparation for a future teaching career
because a teacher is meant to change the students' lives positively.
 My progress as a practice teacher throughout our internship semester is
recorded and documented. I have compiled the collection of evidence I gathered
while serving as a student intern for the designated cooperating institutions to
show my results, accomplishments, and growth/progress in my talents. It
contains information about myself, PPST domain reflections, lesson plans,
instructional materials, and my teaching philosophy, along with supporting
documentation and photos that prove the acquisition of this experience.

In this portfolio, you will see that I have put meaningful and intentional time
and effort into learning progressively with the students and using various
cooperating schools' learning techniques and strategies for effective and efficient
teaching and learning process. This memoir details my struggles and hard work
in bringing out the best in myself and reaping the rewards of my labor. I hope the
compilation will help me keep track of and refocus my thoughts on the goal,
vision, and mission; I should bring to my job as a future teacher.
 Acknowledgement

I would like to express my sincerest gratitude and deepest appreciation to

the following people who have helped, encouraged, and inspired me to
accomplish this practice teaching portfolio. This modest work would not have
been possible without the tremendous, unending assistance and wise counsel of
countless others. It is my optimistic sentiment to express my heartfelt gratitude
and best wishes to:

To Almighty God without his support I would not have been able complete and
succeed in this internship program.

To Mrs. Marjorie A. Dino, the OIC of Gomez Elementary School who are always
facilitating, overseeing, assessing, and responding to our inquiries in the best
way she could. Thank you for giving us your unending support, knowledge and
expertise for us to hone our skills to become the best in our craft and chosen
profession.

To Gomez Elementary School thank you for becoming my home in three

months and shaping me for what I am today. Thank you for giving me the right
tools and inspiring me to better version of myself.

To my cooperating teachers Ma’am Concepcion S. Paglinawan and Ma’am

Ethel A. Oblea, who has utmost patience when teaching and mentoring me to
deliver my best during my teaching internship and my demonstration teaching.
Thank you for helping me throughout my journey by guiding me and encouraging
me throughout my time as a pre-service teacher under your care and guidance.

To my Grade 1 Agila and Grade 4 Star students, who allowed me to share my

knowledge and embraced me whole heartedly while I’m still in the process of
becoming an experienced teacher. Thank you for respecting me as your pre-
service teacher and being cooperative during our class discussion most
importantly during my local and final demonstration teaching. Thank you for
making my teaching internship memorable and fulfilling.
To all the teachers and staff, who shared their expertise and experiences.
Thank you for supporting and guiding us to become a better teacher in the future.

To my family who supported me throughout my ups and downs. Thank you for
being there when I was unmotivated and stress. You always served as my moral
and support system in all aspects weather financial, physical or emotional. Thank
you, for being there to support me in all that I do;

To my co-student interns/friends, who makes my internship journey bearable I

treasure the each moments working and guiding each other, eating lunch
together, and returning home together. In particular, your innumerable acts of
kindness, wisdom, help, and naughtiness have made me feel at ease constantly.

Lastly, I would like to express my sincere gratitude to Mr. Joel C. Magtibay, our
practice teaching adviser, for his invaluable guidance and support throughout this
internship. His insightful feedback and encouragement were instrumental in my
development as a future educator.

I view this opportunity as a significant turning point in my professional progress.

I'll do my best to make the best use of the information and abilities I've have
gained, and I'll keep working to make myself better so I can utilize your valuable
contributions. I am looking forward to the future working with every one of you.
Curriculum Vitae of the Practice Teacher
 Experiences, Evidence, and Reflections on the Philippine
Professional Standards for Teachers (PPST) Domains

Domain 1. Content Knowledge and Pedagogy

 Applied knowledge of content within and across curriculum teaching areas.
(PPST 1.1.2)

 LEARNING OBJECTIVES (LAYUNIN)

Pagkatapos ng aralin, ang mga mag-aaral ay inaasahang:

a. natutukoy ang mga bagay at estruktura na makikita sa nadaraanan
mula sa tahanan patungo sa paaralan;
b. naisasakilos ang pagkilala sa iba’t ibang bagay at estruktura na
makikita sa nadaraanan mula sa tahanan patungo sa paaralan;
c. napahahalagahan ang kapaligiran sa pamamagitan ng pag-unawa
sa kahalagahan ng mga bagay at estruktura na makikita mula sa
tahanan patungo sa paaralan.

 LEARNING ACTIVITIES

1. Paglalahad (Activities)

Panuto: Pag-aralang mabuti ang mga larawan. Punan ng nawawalang titik ang
bawat ngalan ng lugar upang mabuo ito.
2. Paglalahat (Abstraction)

 Mga bata ano-ano nga ulit ang mga bagay at estruktura na makikita sa
nadaraanan mula sa tahanan patungo sa paaralan.
 Alin sa mga bagay at estruktura na ating napag-aralan ang inyong
nadaraanan tuwing kayo ay papasok sa paaralan?

3. Pagpapahalaga (Abstraction)

 Mahalaga ba na panatilihin nating malinis ang mga estruktura na inyong

nabanggit? Bakit?
 Paano naman natin mapapanatili ang kalinisan ng mga estruktura na inyong
nabanggit?
 Paano nakatutulong sa inyo ang iba’t ibang bagay at estruktura na inyong
nakikita pagpunta sa paaralan?

4. Pagsasanay 1 (Application)

Panuto: Isulat ang ngalan ng mga bagay at estruktura na makikita sa

nadadaanan mula sa tahanan patungo sa paaralan.

________ ______ __

________ ________

_ ____
5. Paglalapat (Application)

GROUP ACTIVITY

1. Buuhin ang puzzle at isulat ang pangalan estruktura na inyong makikita.

(Puzzle)

2. Hanapin ang larawan ng salitang may kulay. Kulayan ang larawan batay sa
kulay ng ngalan nito. (Coloring)

Palengke Simbahan Ospital

3. Ayusin ang mga letra upang mabuo ang pangalan ng isang estruktura. Pag-
aralang mabuti ang larawan ng mga estruktura upang maisagawa ang gawain.
(Jumble Letter)

imsbaanh soitalp palngkee

6. Pagtataya (Evaluation)

Panuto: Tignang mabuti ang bawat larawan. Bilugan ang titik ng tamang sagot
upang makompleto ang pangungusap.

The part of a 4As lesson plan that highlights the application of knowledge within
and across curriculum cannot be shown in a single section. However, I think
Learning Objectives and Activities are the areas that work together to
demonstrate this. In learning objectives we are outlining what students will be
able to do by the end of the lesson. While during activities we will be able to see
how the lesson plan facilitates the application of knowledge. By analyzing both
the learning objectives and the activities, we can see our lesson plan promotes
applying knowledge across disciplines.
 Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. (PPST 1.4.2)

TEACHING STRATEGY TO ENHANCE LITERACY SKILLS

 Phonics Instruction

 Flashcards

 Read Aloud Activity

 Individualize Reading Session

 Writing Activity

 Written Assessment

TEACHING STRATEGY TO ENHANCE NUMERACY SKILLS

 Mathematical charts/posters

 Shapes and Numbers Manipulative

 Problem Solving

 Workbooks/Worksheets

 Incorporate Math Games in lesson

TEACHING STRATEGY THAT ENHANCE LITERACY SKILLS

Phonics Instruction

Flashcards
Individual Reading Session

Read Aloud Activity

 Writing Activity

Written Assessment
TEACHING STRATEGY THAT ENHANCE NUMERACY SKILLS

Mathematical Charts/Flashcards

Use of Manipulative
 Problem Solving

Workbooks/worksheets
Incorporate Math in lesson
 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills. (PPST 1.5.2)

TEACHING STRATEGY TO ENHANCE CRITICAL AND CREATIVE

THINKING

 Generative Learning Strategy

 Problem Solving

 Collaborative learning

 Team building

 Role Play/Demonstration

TEACHING STRATEGY TO ENHANCE HIGHER ORDER THINKING

SKILLS

 Cooperative Learning

 Assessment

 Recitation

 Simulation
TEACHING STRATEGY TO ENHANCE CRITICAL AND CREATIVE
THINKING

Generative Learning Strategy

 Problem Solving

Collaborative Learning
 Team Building

Role Playing / Demonstration

TEACHING STRATEGY THAT ENHANCE HIGHER ORDER THINGKING
SKILLS (HOTS)

Cooperative Learning

Assessment
Recitation

Simulation
 Managed classroom structure to engage learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments. (PPST 2.3.2)

INDIVIDUAL ASSIGNMENT, QUIZZES PROJECT

GROUP ACTIVITY / PROJECT
 Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments. (PPST 2.6.2)
Domain 2. Learning Environment and Diversity of Learners
 Used differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences.
(PPST 3.1.2)

INDIVIDUALIZE ACTIVITY

EMOJI ACTIVITY TREASURE HUNT: Fill in the blank

SING AND DANCE ACTIVITY

THUMBS UP & DOWN ACTIVITY WRITING

PASS THE MIC QUIZ

 GROUP ACTIVITY

COLORING ACTIVITY PICTURE PUZZLE

GROUP REPORTING BROADCASTING

REPORTING ROLE PLAYING

ICT: Game Based Instruction
Domain 3. Curriculum and Planning

 Planned, managed and implemented developmentally sequenced

teaching and learning processes to meet curriculum requirements and
varied teaching contexts. (PPST 4.1.2)
 Participated in collegial discussions that use teacher and learner feedback
to enrich teaching practice. (PPST 4.4.2)

School LAC Session on KG- Grade 6 on Skills Training for School

Emergency on the First Aid and Fire Safety Awareness at Gomez
Elementary School
EMBRACING THE FUTURE: A Comprehensive webinar on Internet of
Things (IoT, )Revolution, Cybersecurity, Resiliency and Digital
Transformation on IT. Career Pathways with Educational Robotics
Solutions and Service Robots
PUPian: Tugon sa Hamon ng Panibagong Henerasyon ng Liberato at
Pagbabago

Leadership Development and Ethical Leadership Webinar

Mastering Emotional Quotient for Effective Leadership Management
Webinar
GENDER AND DEVELOPMENT WEBINAR: Fostering Inclusive Learning
Environment: Strengthening Communities Through Gender-Sensitive
Development

SOGEISC 101 and Gender Fair Laanguage

Philippine Institute of Cyber Security Professional Incorporation INC.
(PICSPRO)

Quezon Cybersecurity Conference X Chapter Activation

Behavioral and Mental Health Capacity Webinar
Seminar in Parliamentary Practices and Procedure
 Selected, developed, organized and used appropriate teaching and
learning resources, including ICT, to address learning goals. (PPST 4.5.2)

PRINTED INSTRUCTIONAL MATERIALS

0
INSTRUCTIONAL MATERIALS (3D Model)
ICT BASED INSTRUCTIONAL MATERIALS

PowerPoint Presentation (PPT)

GAME BASED INSTRUCTION
Domain 4. Assessment and Reporting
 Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
(PPST 5.1.2)

SAMPLE DIAGNOSTIC ASSESSMENT

SAMPLE FORMATIVE ASSESSMENT

SAMPLE SUMMATIVE ASSESSMENT
 Monitored and evaluated learner progress and achievement using learner
attainment data. (PPST 5.2.2)
 LEARNERS GRADED OUTPUT

SEATWOKRS

EXAMS QUIZZES

PROJECTS
Domain 5. Personal Growth and Professional Development
Applied a personal philosophy of teaching that is learner-centered. (PPST 7.1.2)

My Philosophy of Teaching

I believe that the learners should not remain as a passive recipients of

knowledge instead they should be actively engage in processing, questioning,
and connecting with the information they encounter. Learners are driven by a
desire to know and understand new things. This intrinsic motivation fuels their
engagement and persistence in learning. The concept of learner should always
recognize the potential for continuous growth and development throughout life
and learning and it should not be limited to specific periods or milestones. Each
learners have diverse needs and their personality, characteristics and learning
styles varies depending on their needs. Therefore effective teaching and learning
should acknowledge and cater the needs of these individuals. I also believe that
as a future educator, understanding the concept of learner is very crucial in
various fields, most importantly in education, instructional design, and personal
development. Their unique experiences, abilities, and styles influence how they
acquire knowledge, making it essential to acknowledge and cater to their
individual needs. As future educators, we must embrace this concept to create
environments that support and encourage learners on their endless journeys of
exploration and self-discovery.

I believe that I should teach the learners practical skills that will help them
progress and grow, both personally and academically. First is to teach them the
importance of literacy and numeracy. These are essential for critical thinking,
communication, and problem-solving in all areas of life. I will ensure that learners
will grasp them well before moving on to more complex topics. I would also like to
teach learners to analyze information, ask questions, and construct solutions.
Encourage them to think creatively and independently. As well as encourage the
learners to express themselves clearly and concisely, both verbally and non-
verbally Focusing on active listening, collaboration, and giving and receiving
feedback. I would like to create a classroom environment that fosters curiosity
and a desire to explore new things. Encourage inquiry-based learning and
exploration beyond the textbook.
 By understanding the learners prior knowledge, learning styles, strengths,
and weaknesses, I believe I will be able to achieve the learning that I intended to
teach the learner. This approach will definitely help me tailor my teaching to
cater the learners needs. I will be direct on what I want learners to achieve by the
end of the lesson or unit. I will make sure that the lessons objectives will be
specific, measurable, attainable, relevant, and time-bound (SMART). Also, I
would tailor may teaching approach on the learners level of needs and
understanding. By providing and presenting information in a way that it is
interesting and relatable to my learners' lives and experiences. I would
incorporate a mix of teaching methods to keep learners engaged and active
during may class. This could include lectures, discussions, group activities,
experiments, simulations, technology-based tools, and more. I would like my
teaching method to be engaging, therefore I will encourage learners active
participation by prompting questions that require critical thinking, analysis, and
application of knowledge. I will make sure to bridge the learning to their interests
and goals. By showing them the relevance of what they are learning and how it
can benefit their life.

I believe that I should cultivate a strong relationships with the learners and
other stakeholders, because it is crucial part in building a thriving learning
environment that fosters growth and development in every aspect of a learners
life either academic or personally. Fostering collaboration and shared
responsibility by building positive relationships with colleagues, superiors,
parents, and other stakeholders fosters collaboration and a shared sense of
responsibility for student success. This leads to better communication, alignment
of goals, and coordinated efforts toward creating an optimal learning environment.
Lastly, having a good relationships with learners and stakeholders creates a
positive, supportive, and dynamic learning environment. This environment
became the ultimate breeding ground for growth and development, as it
encourages intellectual exploration, personalized learning, risk-taking, and a
sense of belonging for all involved. For the last time I would like to say that my
teaching philosophy is an evolving document, not a static one. It's meant to grow
and adapt alongside my experiences and insights as a future educator. To be
able to grow and develop as an effective teacher I will be open for questioning,
refining, and constantly learning for the create a positive change toward my
journey as a future educator.
  Set professional development goals based on the Philippine Professional
Standards for Teachers. (PPST 7.5.2)

PROFESSIONAL READINGS WITH REFERENCES

Fostering Growth Through Diversity: How PPST Domains 2 and 3 Shape

Effective Teachers

Roy T. Bennett reminds us that we are all different and we conquer our
own style and we shine on our own time, he quoted “You Were born to stand out,
stop trying to fit in”. In education, this implies the multitude diversity among the
students. The idea that no shoe fits all; is something that a teacher should always
remember and apply in his or her journey in teaching. And this falls under the
third domain of the Philippine Professional Standards for Teachers (PPST).
Domain 3 emphasizes the central role of teachers in establishing learning
environments that are responsive to learner diversity.

The Department of Education's (DepEd) vision of nurturing "Filipinos who

passionately love their country and whose values and competencies enable them
to realize their full potential and contribute meaningfully to building the nation"
[DepEd Order No. 36, s. 2013] hinges on effective teachers. The Philippine
Professional Standards for Teachers (PPST) outlines the key domains that
contribute to teacher effectiveness, specifically Domain 2: Learning Environment
and Domain 3: Diversity of Learners. This article explores how these domains,
when nurtured, foster the growth and development of practice teachers,
ultimately aligning with DepEd's vision.

Studies by [Fredman, 2002] posit that well-managed classrooms with clear

expectations, positive reinforcement, and diverse learning activities promote
student engagement and motivation. This, in turn, challenges practice teachers
to continuously develop their instructional strategies and classroom management
skills. Additionally, [Gronlund & Linn, 1995] highlight the importance of fostering a
safe and supportive learning environment. By addressing individual student
needs and promoting collaboration, teachers cultivate a space where students
feel comfortable taking risks and exploring their full potential. This fosters a
reciprocal learning dynamic where teachers can observe student learning styles
and adapt their teaching approaches, leading to continuous growth.

Research by Gay (2010) underscores the positive impact of culturally

responsive teaching, which acknowledges and leverages the unique
backgrounds and experiences of students. Studies by Ladson-Billings (1995)
further demonstrate that when teachers actively promote equity and celebrate
diversity, all students benefit from a more engaging and enriching learning
environment. This fosters a sense of belonging and motivates students to reach
their full potential.

As an educator, embracing diversity is an ongoing journey of learning and

adaptation. Tomlinson (2001) advocates for differentiated instruction, a
framework that tailors instruction to meet the individual needs of learners. This
approach requires practice teachers to develop a deep understanding of their
students' strengths, weaknesses, and learning styles. Through ongoing
assessment and flexible instructional strategies, practice teachers can create a
classroom where each student feels challenged and supported.

Achinstein et al. (2012) highlight the importance of creating classrooms

that celebrate diversity. This can be achieved through culturally relevant
curriculum, differentiated instruction and positive classroom climate. This can be
achieved by catering diverse perspective, individual learning styles and fostering
respectful and inclusive learning environment.

Domains 2 and 3 of the PPST are not just about effective teaching; they
are cornerstones for fostering the continuous growth and development of practice
teachers. By cultivating a stimulating learning environment and embracing
learner diversity, teachers embark on a journey of self-discovery and professional
refinement. This, ultimately, leads to the creation of well-rounded educators who
can nurture the next generation of Filipinos who are globally competitive and
passionate about nation-building
References

Department of Education (DepEd). (2013, September 4). DepEd Order No. 36,
s. 2013: Our Department of Education Vision,pen_spark Mission and Core
Values (DepEd VMV). https://www.deped.gov.ph/about-deped/vision-
mission-core-values-and-mandate
Friedman, M. (2002). Teacher expectations and student outcomes: The
mediating role of perceived self-efficacy. Theory into Practice, 41(3), 215-
224.Gronlund, N. E., & Linn, R. L. (1995). Measurement and evaluation in
teaching (6th ed.). Macmillan Publishing
Company.https://www.researchgate.net/publication/242393428_Measure
ment_and_Assessment_In_Teaching
Gay, G. (2010). Culturally Responsive Teaching. Teachers College Press.
https://eric.ed.gov/?id=ED581130
Ladson-Billings, G. (1995). Culturally relevant teaching, anti-racism, and the
development of second language learners. The Educational Researcher,
24(2), 15
21.https://journals.sagepub.com/doi/10.3102/00028312032003465
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms. Alexandria, VA: ASCD.
https://www.scirp.org/reference/ReferencesPapers?ReferenceID=2464900
Achinstein, L., Ogawa, M., & Quercia, R. A. (2012). Culturally responsive
teaching in the classroom: Readings and reflections (3rd ed.). Pearson.
https://educationnorthwest.org/sites/default/files/resources/culturally-
responsive-teaching.pdf
 PROFESSIONAL DEVELOPMENT PLAN

As a graduating education student, I'm excited to embark on my teaching

career! To ensure a smooth transition and long-term success, I'm creating a
comprehensive professional development plan. Here's the roadmap:

Short-term (0-1 year):

Licensure: My top priority is obtaining my teaching license by passing the 2025

Liscensure Examination for Teachers (LET). Months after our graduation,
together with my friends and classmates we will surely enrolled ourselves on
CBRC review center and spent months of reviewing to make sure that before the
end of 2025 we will be proudly wearing the title of Licensed Professional Teacher
(LPT) at the end of our names.

Job Search: I'll leverage my university's career center to refine my resume and
practice interviewing skills. I am also planning to accept part time jobs and
tutoring works that align with my career not just to support my financial needs
but to grow professionally as well.

Mid-term (1-3 years):

Professional Development: I am also planning to enroll in graduate school to

pursue a Master’s Degree in Education in my chosen major after hopefully
passing the LET. To enhance my classroom skills, I'll try to enroll and attend
seminars, workshops on curriculum development, classroom management, and
integrating technology in education. I will apply for a job at my target school as
well. I am hoping for an opportunity not just in elementary school but in
universities as well. Once I am employed, I oath to perform best on my duties
and responsibilities as a professional teacher.

Mentorship: I'll seek a mentor, an experienced teacher who can provide

guidance and feedback as I navigate the challenges of new classrooms.
Networking: I'll actively participate in professional organizations and attend
education conferences to connect with fellow educators, stay current on
educational trends, and explore potential career advancement opportunities.

Long-term (3+ years):

Specialization: Once stable on my career and when I feel ready and skilled
enough I plan to achieve and accomplish more. Therefore, based on my
experience and interests, I may pursue further education or professional by
pursuing Doctorate Degree.

Leadership: I envision myself taking on leadership roles within the school, such
as becoming a grade-level chair, curriculum developer, or instructional coach, to
contribute to the professional growth of my colleagues.

Lifelong Learning: I understand that education is a constantly evolving field. I'll

commit to continuous learning through professional development, online
resources, and collaboration with colleagues to ensure I'm delivering the best
possible education to my students.

This plan serves as my roadmap, and I'll adapt it as my interests and

experiences evolve. My dedication to student success and my own continuous
improvement will guide me on this rewarding journey in education. With God’s
will, I hope to fulfill plans and achieve my goals.
 Final Teaching Demonstration (Before, During, After)

Preparation for my teaching demonstration.

CRAFTING LESSON PLAN

The cornerstone of my final
teaching demonstration
preparation was the lesson plan.
Just days into my internship with
Ma’am. Oblea, we began
brainstorming potential topics for
my intermediate class. Ma’am.
Oblea became an invaluable
resource throughout the process.
She offered continuous guidance,
sharing tips, sample lesson plans,
and even a daily learning log
(DLL) to help me choose a topic
and structure my lesson plan.

The first week was

dedicated to crafting the lesson
plan. Once my initial draft was
complete, Ma’am. Oblea reviewed
it thoroughly. and we also
presented it to the Master Teacher
for checking and feedback. Once
checked some revisions were
necessary, so I promptly made
the adjustments until it is
approved and proceed on crafting
my visual aids. The process was
lengthy, but Ma’am. Oblea's
support proved crucial in creating
a strong lesson plan.
 Creating the visual aids for my final CRAFTING VISUAL AIDS
teaching demonstration was a demanding
task. It required creativity and significant time
investment, which was difficult with the
internship keeping us busy during the week.
The financial aspect presented the biggest
hurdle. Knowing this was a culminating
experience, I wanted my visuals to go
beyond basic. This resulted in countless
restless nights poured into bringing these
materials to life, along with the additional
cost of acquiring the necessary supplies. It
was physically, mentally, and financially
draining, but I persevered thanks to the
incredible people around me.
My deepest gratitude goes to my
parents who provided unwavering support
during this challenging time. Despite their
own struggles, they never hesitated to offer
their time, effort, and most importantly,
financial assistance. Even with their own
tiring days, they'd help me craft materials
late at night. My dad tirelessly searched for
the materials I needed, waking up early and
staying late even after exhausting workdays.
I'm also incredibly grateful for my friend and
fellow intern, Ms. Lucero. Her support was
invaluable she even went to my house late at
night just to help. Having these wonderful
people by my side made a world of
difference during this challenging time.
VISUAL AIDS FOR FINAL TEACHING DEMONSTRATION

Creating these visual aids was a very rewarding

experience, although it took a lot of time and work. I
invested a lot of effort in planning them and discussed
different options with my cooperating teacher, Ms. Oblea,
to find the most effective ones for my broadcasting
lesson. We decided to create models of TVs, radio
stations, cameras, microphones, and other equipment to
give students a realistic newscasting environment. It was
a long process, but with Ms. Oblea's guidance and the
support of others, I was able to design and create these
materials.
The happenings during my teaching demonstration.

PRELIMINARIES

Looking back, the

preliminary activity was the
smoothies part of my teaching
demonstration and it was
definitely a hit! Even the observer,
Sir Joel, commented positively on
it. Perhaps my plan worked well
because preliminary activities are
typically short and I was able to
deliver it on time . My transition
from prayer to greetings,
attention-grabbers activity,
attendance check, and classroom
rules went smoothly, allowing me
to maximize time for the
smoothies activity without delays.

During the planning stage,

I focused on creating engaging
materials that wouldn't take up too
much class time. Thankfully, it
worked! It takes a lot of
brainstorming and gathering of
ideas to come up with these and I
was glad I made it work. I was
particularly happy with the
students' active participation,
which made the learning
environment lively and engaging.
 DISCUSSION

It was truly rewarding to see

the enthusiasm in the classroom
during our discussion of the new
lesson. Having the privilege of
working with the bright and
engaged students of Grade 4 Star
made a significant difference. Their
strong foundation in "Iba't ibang uri
ng pangungusap" (different
sentence types) from a previous
lesson was evident. They
confidently participated in the
discussion, readily expressing
themselves and connecting the
new concepts to their own
experiences. This background
knowledge provided a springboard
for a lively and interactive
discussion. Students actively
participated, not only by listening
attentively but also by sharing their
ideas and relating them to the
context of broadcasting, the focus
of the lesson. This exchange of
ideas created a smooth flow in our
discussion, making communication
effortless and fostering a deeper
understanding of the material. It
was clear that the students' prior
knowledge and their willingness to
participate actively contributed to a
truly enriching learning experience.
 GROUP ACTIVITY/PERFORMANCE

The group activity was a success! The students worked together really well
Everyone had a fair share of the work. They came up with ideas together and helped
each other complete the task. They shared answers and practiced their presentations
collaboratively.During their presentations, I was impressed by their public speaking
and broadcasting skills. The variety of tasks like TV, radio, and weather broadcasting
showed off their strong communication and presentation abilities. It was clear they
had a lot of potential! It was also enjoyable to watch them present because they were
confident and showcased their skills well. Their classmates were engaged and
attentive throughout. Overall, I was thrilled to see their abilities and how much they
enjoyed the process.
 INDIVIDUAL ACTIVITY

I was most excited about the individual activity, 'Mikropono ng Karunungan'

(Microphone of Knowledge). I planned it because it's a fun and engaging way to learn,
and I knew the students would love it. It's a simple game where students pass a
microphone while music plays. Whoever holds the mic when the music stops has to
answer a question. In my mind, it was a huge hit! The students were so eager to
participate that they actually broke the microphone in their enthusiasm to avoid
answering by passing it on quickly. Even though that happened, I know they had a
blast, and I did too. It was a great way for them to learn and have fun at the same time.
 After my teaching demonstration

The feedback session after my final

teaching demonstration was incredibly valuable. It
provided a clear picture of my strengths and
weaknesses during the presentation. The
observer expertly highlighted areas where I
excelled, particularly my time management during
the preliminary activity and my ability to deliver
and achieve the learning objectives with the
students. The session also pinpointed areas for
improvement, such as refining some wording in
the objectives for better emphasis and adjusting
activity placement within the lesson plan. While
there were areas for improvement, the feedback
session focused on actionable strategies to
enhance my teaching. Overall, it was a successful
final teaching demonstration, and I'm grateful for
the opportunity to learn and grow.
 THANK YOU SO MUCH GRADE 4 STAR!!!

My Grade 4 Star students truly surprised and impressed me during my final

teaching demonstration. While they might have a playful and energetic side, they
absolutely rose to the occasion! Their cooperation and participation were outstanding.
They actively participated in discussions, eagerly raised their hands to answer, and
confidently shared their knowledge and experiences without hesitation. Their
telkdfvmlkmamwork skills were also on display, as they motivated and supported each
other throughout the activities. When I informed them about using them for my demo,
they expressed genuine enthusiasm and pledged their best efforts to contribute to its
success. They stayed true to their word, performing exceptionally well, and I am
incredibly grateful for their dedication. Honestly, achieving success in my final teaching
demonstration wouldn't have been possible without these amazing Grade 4 Star
students!
 Related works / activities performed that contribute to the
teaching-learning process

SEMINAR: LEARNING ACTION CELL SESSION ON SKILL TRAINING FOR

SCHOOL EMERGENCY RESPONDENTS IN FIRST AID AND FIRE
PREVENTION SAFETY AWARENESS
THEME: Sa Pagiwas sa Sunod, Hindi ka Nagiisa

This seminar focuses on

fire safety, both preventing fires
and responding to them in
emergencies. We'll cover practical
measures to avoid fires, what to
do if one breaks out, and even
first aid and safety procedures.
This knowledge is crucial not only
for students, but especially for
teachers, since we have a
responsibility to ensure their
safety. By attending this seminar,
students, teachers, and even
parents will gain valuable fire
safety awareness that could be
lifesaving in an emergency.
 CAB/STAR SCOUT DANCE & YELL PRACTICE

Learning isn't just about reading and writing, it also involves activities
outside the classroom like sports and scouting. Speaking of which, it's camping
season, and teachers are gearing up for the big event. Scouting helps young
people develop physically, mentally, and even spiritually. It teaches them valuable
life skills, encourages them to be responsible citizens, and gets them comfortable
with the outdoors. While joining the camp itself is not required for me, I'm still
involved in helping out. This morning, we were busy practicing scout yells and
dances with the students for the camping ceremony. We also spent time prepping
them for their camping experience, reminding them what to bring and going over
what they'll be doing.
 EARTHQUAKE DRILL

As a teacher, students
safety is our top priority during
times of emergency. During a
real earthquake, our students will
look to us for guidance. And as
their teacher being familiar with
the drill procedures allows us to
take charge and provide clear
instructions. Our calmness and
confidence will have a significant
impact on how our students
react.

Drills aren't just about

reacting – they're about
understanding. Young children
might not fully grasp the danger
of earthquakes that is why we, as
their teacher must equip them
with this knowledge. With the
help of drills conducted at school
both teachers and students were
able to practice the "drop, cover,
and hold" procedure in a
controlled environment. Over
time, this practice turns into a
natural reflex during an actual
earthquake, keeping us safe.

Schools often explain the

reasons behind the procedures
during drill and that is to
empowers children with
knowledge, reducing fear and
panic during a real event.
LOCAL TEACHING DEMONSTRATION

My first-ever teaching
experience at Gomez Elementary
School was both challenging and
incredibly rewarding. Being new to
the environment, student behavior,
and the teaching process itself
presented a steep learning curve.
From crafting lesson plans and
visuals to delivering the actual
presentation, every step was a new
adventure.

There were moments of

difficulty and anxiety, but my
incredibly supportive cooperating
teacher, Ma'am Paglinawan, was
there to guide me every step of the
way. Her consultations, feedback,
and suggestions were invaluable in
helping me develop a well-
structured lesson plan and
engaging visuals on time.

The sense of
accomplishment I felt after
successfully delivering the lesson
in a short timeframe was truly
fulfilling. This experience not only
pushed me to my limits but also
helped me grow both personally
and professionally. It was amazing
to see how, despite sleepless
nights, constant preparation, and
even financial hurdles, I was able
to deliver a well-received
presentation. The entire journey,
with all its struggles, was truly
remarkable and a memory I'll
cherish as an educator.
 LOCAL TEACHING DEMONSTRATION OBSERVERS

ducation does not only focus on classroom activities and academic. It does not concentrate on just reading and writing but
also in extracurricular activities such as sports and scouting.
FIXING OF GRADUATION CAP

A teacher's duties often

extend far beyond the classroom.
While their primary focus is on
educating students, they
frequently wear many hats and
take on additional responsibilities
to support their students' well-
being and overall experience. We
were able to prove these by
experiencing it first hand and
witnessing how busy they get
during the end of school year.

As interns we were
responsible on helping the
teachers on their task. Fixing
graduation cap may seem like a
small task, but it demonstrates a
teacher's willingness to go the
extra mile for their students. It
shows they care about the details
and want their students to have a
positive and memorable
graduation experience. The
graduation caps we encountered
were well-worn, with many
needing repairs to look their best
for the ceremony. That's where
we came in! We spent an
afternoon cleaning, fixing,
counting, and ensuring
everything was ready. This task
was not just about aesthetics; it
was a practical way to save the
school money. By repairing
existing caps, they could allocate
those funds towards other
important graduation needs.
 PREPARATION FOR SELG ELECTION

My first week of teaching internship with Ma'am Oblea was a a super busy
week! Ma'am Oblea, who's also the SELG advisor, was full of paperwork and tasks
for the upcoming SELG election. As her intern, I was also busy helping and assisting
her whenever she need anything.We spent a lot of time organizing the filing of
candidacy for the student officers. I helped compile and arrange documents, ensuring
everything was signed and complete. Next came designing and printing the voting
ballots for the entire school, from grade 2 to 6 which is a lot! After printing, we had to
cut and count the ballots, making sure there were enough for everyone. It was a busy
week, but it really gave me a sense of how busy the teachers are whenever they have
an event in school. The teachers were truly grateful for interns like me, because
according to them we were a great help to lighten their workload. It was a busy but
rewarding week. I learned a lot and got a glimpse into the demanding but fulfilling
world of teaching.
 SELG MITING DE AVANCE

The PUP interns took charge of the SELG Miting De Avance. We all
worked together from the beginning, setting up and decorating the venue on a
short notice. Even when the banner wasn't prepared, we stepped in and made
one. The program itself was a lot of fun, with Ms. Balea and Mr. Garbulo as the
MCs. The candidates for the SELG Officer positions presented their platforms,
and there were even some entertaining intermission numbers that suddenly turn
to a fun and friendly dance battle between the partylists! It was a lively and
enjoyable event for everyone, and we, the PUP interns, were glad we could
contribute and played our role effectively. to its success and have some fun
 RE-DECORATING THE CLASSROOM

From day one of my

internship with Ms. Oblea, I was
struck by the amazing
atmosphere of her classroom. It
was bright, spacious, and just
perfect for fostering student
engagement. As my internship
progressed, Ms. Oblea shared
her plans to redecorate, and I
was thrilled to be involved.

We brainstormed ideas
to make the traditional
blackboard more visually
appealing. Our solution? A DIY
whiteboard project that
brightened up the entire space!
We also added fresh wallpaper
to create a more welcoming and
visually stimulating
environment.

Sure, the redecorating

process took some effort, but
the end result was incredibly
rewarding. It truly showcased
the creativity and
resourcefulness teachers
possess to create a fantastic
learning environment, even with
limited budgets and sometimes
using their own funds. This
experience solidified my belief
that teaching is a truly noble
profession, where educators go
above and beyond to make a
positive impact on their students
PALARO NG LAHI (GRADE 4)
 Bringing back "palaro ng lahi" for our Grade 4 students was a wonderful
chance to connect them to our tradition in a fun and active way. It's a reminder of
a simpler time, before technology dominated our lives. The Grade 4 teachers
deserve recognition for planning this activity after exams. It wasn't just about fun
and games; it was about bringing back a tradition and letting the students
experience a different kind of enjoyment – the "old school" way.

The games themselves were more than just physical activity. They
sparked a curiosity and appreciation for our culture, evident in the students'
enthusiasm during the games. Teamwork and cooperation were on full display as
the students played together. It was a beautiful sight to see them develop
important social skills like communication, collaboration, and problem-solving
with their schoolmates. Even the hot weather couldn't dampen their spirits.
Witnessing their smiles and determination was a truly heartwarming experience.
These games fostered a sense of community among the students, creating a
lasting memory that goes beyond just winning or losing.

Overall, this activity was a success. It reminded us of the value of tradition, the
 PREPARATION FOR RECOGNITION DAY

The end of academic school year is truly the most happiest event yet the
most busiest as well. This time of the year is the most awaited event of the
students and parents while it is the busiest time for the teacher. With a lot of paper
works for teachers combined with lots of big events such as recognition, moving
up and graduation. Since exams are done, computation and recording of grades
follow which only means that recognition day coming as well. During this time we,
the interns are busy as well. While the teachers works on their forms we were
busy on crafting the things to be used during recognition, moving up ceremony
and graduation day. We were busy crafting ribbons, corsage, programs, yearbooks
and even monitoring students in preparation for their intermission number on
recognition day. I even help Ma;am Oblea on encoding her forms. Indeed,it’s the
busiest time of the year.
 KINDERGARTEN MOVING UP CEREMONY

Kindergarten graduation ceremony was a heartwarming celebration of the little

graduates' growth and a reminder of how quickly time passes. Witnessing the
children's shy smiles and the beaming pride of their parents was a true testament to
the teachers' hard work and dedication in nurturing these young minds throughout
the year.
As interns, we had the privilege of serving as ushers for the event. We guided
parents and students, and even documented the entire ceremony. It was amazing to
see the culmination of a year's learning reflected in the songs, poems, and skits the
children performed. These presentations showcased not only their new found
academic skills but also their blossoming confidence and creativity. The ceremony
served as a beautiful reminder of the immense potential that lies within each child
and the transformative power of education.
RECOGNITION DAY
 Recognition day in
elementary school is a special
event to celebrate the
achievements of students! It's a
day to acknowledge their hard
work, good behavior, and progress
throughout the year. This event
marked a joyous finale to the
school year. It was a celebration
overflowing with pride, not just for
the students, but for everyone
involved in their journey.

Students beamed as they

walked across the stage to receive
their awards, a testament to their
dedication and hard work
throughout the year. Witnessing
this accomplishment, the pride on
their parents' faces was equally
heartwarming.

As an intern, this day held a

special significance. It wasn't just
about the awards; it was about
seeing the culmination of our
efforts alongside the teachers. We
poured our hearts into preparing for
this event, and seeing it unfold
flawlessly was incredibly rewarding.

In just a short time, I had the

privilege of being a part of these
students' educational journey.
Sharing their moment of
recognition was truly fulfilling, a
reminder of the positive impact
even a brief commitment can
make.
 GRADUATION DAY

The long-awaited graduation

ceremony finally arrived, a vibrant
celebration bursting with pride for
both students and parents.
Witnessing the graduates, adorned
in caps and gowns, walk across the
stage to receive their diplomas was
an incredibly moving experience. It
served as a powerful reminder of
the profound impact educators
have on young minds, shaping
them into confident individuals
prepared for the next chapter of
their lives. It was truly a sight to
behold.

Having interned with these

students for months instilled a deep
sense of pride in me as I observed
their journey culminate in this
momentous occasion. As a
graduating student myself, the
ceremony carried a special
emotional weight. I felt a strong
connection to the celebration, a
shared sense of accomplishment
alongside the graduates.

Beyond the celebratory

atmosphere, this occasion
showcased the culmination of
tireless effort from teachers and
staff. Observing their interactions
with the students, overflowing with
pride and affection, underscored
the collaborative spirit that thrives
within the school community.
 The speeches and
presentations provided a window
into the classroom experience,
highlighting the shared journey
between educators and students.
Hearing firsthand the positive
impact teachers have on young
lives was truly inspiring.

This graduation ceremony

was more than just a celebration;
it was a testament to the
transformative power of
education and the dedication of
those who make it happen. It
leaves me feeling motivated and
eager to embark on my own
teaching journey, ready to
contribute to these life-changing
experiences.

Graduation may mark the

end of an era for these students,
but it's the exciting beginning of a
new chapter in their lives.
Similarly, for me, it signifies the
start of my own journey as an
educator. The lessons learned
from my practice teaching
journey with them and after
witnessing this graduation
ceremony will undoubtedly shape
my approach to teaching. I am
filled with a renewed sense of
purpose and motivation, eager to
embark on this adventure and
make a positive impact on future
generations of learners. This
whole journey really contribute
on my growth personally and
professionally with the help of the
practical skills, knowledge an
experience I gain in this journey.
 Research, Research Output, and Proof of Presentation

Research Title:
TEACHING PRACTICES EMPLOYED AND PROBLEMS ENCOUNTERED BY
THE INTERMEDIATE TEACHERS DURING THE CLASS TRANSITION FROM
DISTANCE LEARNING TO FACE-TO-FACE CLASSES IN TERMS OF THE
FOUR MACRO SKILLS IN TEACHING SCHOOL YEAR: 2022-2023

Dr. Rufo N. Bueza1, Dr. Bernie D. Teguenos2, Rachel Mae P. Cruzat3, Rose S.
Francisco4, Catherine D. Obnamia5, Jeahlie Mae P. Racelis6,

Polytechnic University of the Philippines, Email for correspondence:

group3beed4@gmail.com

Abstract

This study focused on the teaching practices employed and the problems
encountered by intermediate teachers during the transition from distance learning
to face-to-face classes in the academic year 2022-2023 specifically in terms of
the four macro skills in teaching: reading, writing, listening, and speaking. The
statement of the problem addressed key questions such as the profile of the
respondents, the teaching practices utilized, and the specific challenges faced by
teachers during this critical period of educational transition. By exploring these
aspects, the study seeks to provide valuable insights into the difficulties
experienced by teachers and offer recommendations to address these
challenges effectively. This descriptive study was conducted on 22 Intermediate
Teachers of Lopez West Elementary School Bldg. 1 through purposive random
sampling. Data were collected by a valid and reliable questionnaire.

The teaching practices employed during the transition from distance

learning to face-to-face classes are marking or underlining the words of
unfamiliar vocabulary and explaining the meaning in the counter language,
reviewing pupil’s writing and immediately correcting the mistakes individually,
using a laboratory equipped with a sound system or cassette player or any
technology-based materials, and giving opportunities to pupils to ask or speak on
their own as an individual or in a form of pair or group work. As for the problems
encountered, the following are stated. In terms of reading, the unreadiness of
pupils for their current grade level is the main problem. In writing, the main
problem is pupils cannot write correctly and understandably. In speaking, pupils
have no focus, they tend to not listen well. In listening, pupils lack oral
communication.

Finally, the significant relationship between the problems encountered by

the intermediate teachers and the class transition from distance learning to face-
to-face classes in terms of the four macro skills in teaching got a critical value of
3.10 with a verbal interpretation of “Not Significant”.

Keywords: teaching practices, intermediate teachers, class transition, distance

learning, face-to-face classes
Photo of Presentation