A PRACTICE TEACHING PORTFOLIO

of
In and Off - Campus Internship Experiences

at

Dominican College of Tarlac

Elementary Department

of

AKELI JESSE O. BALATBAT

Bachelor of Elementary Education

With concentration in General Education

March 2018
 DOMINICAN COLLEGE OF TARLAC
College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year: 2017-2018

A PROFESSIONAL STUDENT TEACHING PORTFOLIO

In and Off - Campus Training Experiences and Activities at
Dominican College of Tarlac and Capas East Central School
- Elementary Department
Capas, Tarlac

_____________________________________
In Fulfillment of the
Course Requirement for Practice Teaching (P.T.)

Presented to:

MS. LUCILA A. HUET

Practice Teaching Supervisor

MR. RUEL A. ZACARIAS

Dean, College of Education

Presented by:

MR. AKELI JESSE O. BALATBAT

BEEd 4 – A Generalist

March 2018

i
 i
DOMINICAN COLLEGE OF TARLAC
College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year: 2015-2016

APPROVAL SHEET

This Practice Teaching Portfolio has been approved and

submitted by Mr. Akeli Jesse O. Balatbat, in partial fulfillment
for the Degree of Bachelor of Elementary Education, with
concentration in General Education, of the course Practice
Teaching (P.T.), has been examined and recommended for
acceptance and approval.

Noted by:

MS. LUCILA A. HUET

Practice Teaching Supervisor

Approved by:

MR. RUEL A. ZACARIAS

Dean, College of Education

ii
 P R E F A C E
Student-teaching is a period of great opportunity to test your skills in

teaching. It is putting into practice all you have learned from school. It is the

time where you are actually dealing with students and other school personnel

which are very different with what you have read in the books.

This compilation of report contains the student-teacher’s activities and

experiences in different areas of work in the school where he/she is assigned. It

provides further opportunity for the intern to become and understand the total

setting of the TEACHER-LEARNING PROCESS.

Being a student teacher is not easy as ABC. You are not just reporting

like in college, you are TEACHING, which means the students must meet the

objectives that you have established in your lesson plan. It’s more difficult

because there are many things that you need to consider just like classroom

management, capacity of the learners, and many others. The pressure is on,

because you need to accomplish your requirements in a given period of time

before you’ll become a full-fledged teacher.

iii
ACKNOWLEDGEMENT
Let all those who doubted me, rue this day. To all the people who stood by me and never
left my side, to all those who helped me bring out the best in me, and to all the people who
became part of my life, I give you my warmest gratitude.

“Seek ye first the kingdom of God and all these thing shall be added unto you.” I want to
first thank the Almighty and ever living God who never left me throughout my student-
teaching journey. Thank you Lord for always guiding me in every step I take. With you
beside me, I’ll always finish strong.

To my Practice Teaching Supervisor, Ms. Lucila A. Huet for her support and guidance as
we exposed, explored, and experienced teaching-learning process in the real elementary
school setting.

To our Dean, Mr. Ruel A. Zacarias, who taught us how to harness the power of the
subconscious mind and supported us as we embark on the last part of our journey as an
education student.

To the pupils of Grade VI - Kind of Dominican College of Tarlac – Elementary

Department and the pupils of Grade 6 – Hyacinth from Capas East Central School for
allowing me to become part of their family.

To my cooperating teachers and other subject teachers who made a part of their
classroom, imparting knowledge and equipping me with the skills I need to handle my
students very well, especially to Mrs. Ma. Theresa S. Simbol (Grade VI - Kind Adviser)
of Dominican College of Tarlac and to Mrs. Laarnie S. Dungca (Grade 6-Hyacinth
Adviser) of Capas East Central School for their support, and guidance throughout my
journey.
To my alma mater, Dominican College of Tarlac – College of Education for its pursuit of
excellence and as a leading institution in the field of education in the region towards
nation building, particularly in Elementary Education program with concentration in
General Education.

To all of my co- student teachers, especially to Ms. Jenneth G. Gonzales, Ms. Cathilyn
Datu, Mr. Pierce Jacob S. Meneses, Mr. Marvin Ian James Santos, Mr. Keneth Alcaire,
Mr. Rafael Lang, Mr. John Peter Dalit, and Mr. Joshua Pineda for their support during my
stay in Dominican College of Tarlac – Elementary Department.

To my friends, especially to Ms. Sweet Paulita Rose De Vega, Ms. Nina Fatima Fernando,
Ms. Mary Ann Tiglao, and Ms. Jhelsea Yumul who gave so much color in my college life,
making it not only memorable but also worthwhile.

To my family, especially to my Mom and my Dad, my brother and my whole clan for
their support especially to my chosen profession and endless love they give to me.
To all the persons and other persons that are not mentioned above, I will always include
you in my prayers.

iv
DEDICATION
I would like to personally dedicate this achievement of

earning this degree, Bachelor of Elementary Education –

with the area of general education to our Almighty God who

never left my side even though I almost given up myself. To

my mother, Jessica, who’s very caring and protective to me. To

my father, Ariel, who’s very supportive and understanding. To

my brother, King Ari, who’s always my competitive rival in

everything we agreed to do. To Mr. Vincent S. Vasco, who is a

teacher, a friend, a family and a father to all education

students. To all our professors, who inculcated us with the

knowledge and skills that we need and molded us to become

who we are now. To Sweet Paulita D. De Vega who taught me

how to smile more, take life less seriously and enjoy my life

more. To Jhelsea Yumul, who taught me how to care without

expecting something in return. And to all those who made me

who I am today, this one is for you.

v
TABLE OF CONTENTS
CONTENTS PAGE

Student Teaching Portfolio Sheet . . . . . . . . . . . . . . . . .. . . . . . i

Approval Sheet . . . . . . . . . . . . . . . . .. . . . . . ii
Preface . . . . . . . . . . . . . . . . .. . . . . . iii
Acknowledgement . . . . . . . .. . . . . . . . . . . . . . . iv
Dedication . . . . . . . . . . . . . . . . .. . . . . . v

CHAPTER I - Introduction to Teaching Profession and Philosophies

Introduction . . . . . . . . . . . . . . . . .. . . . . . 1
Personal Educational Philosophy . . . . . . . . . . . . . . . . .. . . . . . 2
Teaching Quotes from the Great Philosophers . . . . . . . . . .. . . . . . . . . . . . . 3
A Teacher’s Prayer . . . . . . . . . . . . . . . . .. . . . . . 4
Intern’s Creed . . . . . . . . . . . . . . . . .. . . . . . 5
Code of Ethics of Professional Teachers . . . . . . . . . . . . . . . . .. . . . . . 6
Ten Commandments for the Teacher . . . . . . . . . . . . . . . . .. . . . . . 16
Teaching- A Treasure ...................... 17
Instructional Competencies of A Good Teacher . . . .. . . . . . . . . . . . . . . . . . . 18
Brief Synopsis of Professional Readings and . . . . . . . . . . . . . . . . .. . . . . . 19
References

CHAPTER II - My Alma Matter (Dominican College of Tarlac)

DCT Profile ...................... 22
DCT Vision, Mission Statement .... .................. 25
DCT Objectives ............... ....... 26
DCT Hymn . . .. . . . . . . . . . . . . . . . . . . . 27
Dominican Blessing . . . . . . . .. . . . . . . . . . . . . . . 28
DCT Seal . . . . . . . .. . . . . . . . . . . . . . . 29

CHAPTER III - Dominican College of Tarlac - College of Education (DCT – CEd)

DCT College of Education Vision, Mission Statement . . . . . . . .. . . . . . . . . . . . . . . 30
DCT College of Education Goal and Objectives . . . . . . . .. . . . . . . . . . . . . . . 31
Fundamental Objectives of Education . . . . . . . .. . . . . . . . . . . . . . . 32
Objectives of Elementary Education . . . . . . . .. . . . . . . . . . . . . . . 33

CHAPTER IV - Site of Practice Teaching

Dominican College of Tarlac (Elementary Department)
Brief Description Site of Practice Teaching . . . . . . . .. . . . . . . . . . . . . . . 34
 Dominican College of Tarlac – Elementary
Department

CHAPTER V – Experiencing the Teaching- Learning Process

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . 37
 Parts of Lesson Plans
 Examples of Lesson Plans
A Detailed Lesson Plan in Science and Technology . . . . . . . . . . . . . . . . . . . . . . 38
For Grade VI
Semi - Detailed Lesson Plan in Filipino VI ...................... 42
Brief Lesson Plan in CL VI ...................... 43
A Detailed Lesson Plan in English VI ...................... 44
Semi- Detailed Lesson plan in TLE VI ...................... 49
Semi- Detailed Lesson plan in TLE VI 51
Detailed Lesson Plan in Mathematics VI 52
Brief lesson plan in ESP VI 57
Implementation of the Lesson (DCT & CECS) 59
List of Names of Pupils
 VI –Kind 61
 VI - Hyacinth 62
 ......................
CHAPTER VI – Evidences of Student Teaching in
School Setting
Weekly Diary 63
Pictures ...................... 67
Conclusion ...................... 69
Professional Career Development Plan ...................... 70
Curriculum Vitae ...................... 71
Rubric for Practice Teaching Portfolio ...................... 75

APPENDIXES
A. Weekly Lesson Plans and Rating Sheets
 Prelims
 Midterm
 Finals
B. Demonstration Teaching Evaluation Sheets
C. Student Teacher Performance Evaluation Sheets
D. Daily Time Record (Month of November - March)
E. Certifications
CHAPTER
I

Introduction to Teaching
Profession and Philosophies
 INTRODUCTION
Student-teaching prepares the student to the challenges of the
future teacher. All the knowledge that you have acquired for the past three
and a half years will be put into practice. “Student-teaching” plays a
crucial role in developing the full potential of student-teachers. You are
will be dealing with the real classroom situation in which your knowledge
and skills in building the children’s future will be put into test.

Student-teaching generally comes in the last year of the second

semester of the BEEd Curriculum in the College of Education. This will
be the time to apply all the principles and teaching processes that you
have learned. It will be difficult because it doesn’t really work as how you
have read it in the books. It requires a great deal of skills that are not
acquired during your study, you have to learn how to have a contingency
plan in everything you do because you will never know what will happen
next.

During this period, you will be exposed to various activities in

school. You will see the different facets and patterns of teaching and it
will not be possible for you to experience everything because you are not
yet a full-fledged teacher. In spite of that, you’ll foreshadow what will it
be like to be in both private and public schools whose environment is very
different from each other. You will also find your strengths and cope up
your weaknesses as you embark in this final journey in becoming a
seasoned teacher.

1
 MY PERSONAL
EDUCATIONAL PHILOSOPHY

Letting students discover themselves by

building, leading and guiding them along their
journey. For them to learn, you have to let them
discover the world on their own. Because as the
saying goes, “Experience is the best teacher.”,
people best learn from their experiences. We
learn to stand after we fall; we learn for to be
strong after a loss. And I believe in that. As a
teacher, you are there to guide them. You have
to be there to facilitate along their journey,
leading them to the right path. You have to mold
them and be their inspiration dream for a better
life, to become a better person.

2
TEACHING QUOTES FROM THE
GREAT PHILOSOPHERS

3
 A TEACHER’S PRAYER

God grant me wisdom, creativity and love.

With wisdom, I may look to the future

and see the effect that my teaching will

have on these children and thus adapt my

methods to fit the needs of each one.

With creativity, I can prepare new and interesting

projects that can challenge my students and expand

their minds to set higher goals and dream loftier dreams.

With love, I can praise my students for jobs well done

and encourage them to get up and go when they fall.

4
 INTERN’S CREED

I believe in the nobility and dignity of the teaching profession

and I feel it is an honor and privilege as future member.

I believe that as a future member, it is my duty to prepare to

worthy membership, physically, intellectually, socially, and

emotionally.

I believe too, that what I ever I desire to do and become, with

the Divine assistance and with earnest, honest and effort I can

be a good teacher.

5
 CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
PREAMBLE

Teachers are duly licensed professionals who possess dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and
practice this set of ethical and moral principles, standards, and values.

ARTICLE I: SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution

shall offer quality education for all competent teachers. Committed to its full
realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private schoolteachers in all
educational institutions at the preschool, primary, elementary, and secondary
levels whether academic, vocational, special, technical, or non-formal. The
term teacher shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school
at the aforesaid levels, whether on full time or part-time basis.

ARTICLE II: THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state; each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill

6
allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.

Section 3.In the interest of the State and of the Filipino people as much as of
his own, every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.

Section 5.A teacher shall not engage in the promotion of any political,
religious, or other partisan interest, and shall not, directly or indirectly, solicit,
require, collect, or receive any money or service or other valuable material
from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence
to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have
privilege of expounding the product of his researches and investigations;
provided that, if the results are inimical to the declared policies of the State,
they shall be brought to the proper authorities for appropriate remedial action

ARTICLE III: THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.
7
Section 2.Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic
and civic betterment.

Section 3.Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from
such activities as gambling, smoking, drunkenness, and other excesses, much
less illicit relations.

Section 4. Every teacher shall study and understand local customs and
traditions in order to have sympathetic attitude, therefore, refrain from
disparaging the community.

Section 5. Every teacher shall help the school keep the people in the
community informed about the schools work and accomplishments as well as
its needs and problems.

Section 6.Every teacher is intellectual leader in the community and shall

welcome the opportunity to provide such leadership when needed, to extend
counseling services and to actively be involved in matters affecting the welfare
of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with
the people, individually or collectively.

Section 8.A teacher possess freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte others.

8
ARTICLE IV: A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall
be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and
shall pursue such other studies as will improve his efficiency, enhance the
prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive

Section 4. Every teacher shall help, if duly authorized, to seek support from
the school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a decent living.

ARTICLE V: THE TEACHERS AND THE PROFESSION

Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good and full cooperation with colleagues. When the best interest of
the learners, the school, or the profession is at stake in any controversy,
teachers shall support one another

Section 2. A teacher is not entitled to claim credit or work not of his own, and
shall give due credit for the work of others which he may use.
9
Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on
the work.

Section 4. A teacher shall hold inviolate all confidential information

concerning associates and the school, and shall not divulge to anyone
documents which has not been officially released, or remove records from files
without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for

what may appear to be an unprofessional and unethical conduct of any
associate. However, this may be done only if there is incontrovertible evidence
for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing, without violating the right
of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the
opportunity to be considered.

ARTICLE VI: THE TEACHER AND HIGHER AUTHORITIES IN THE

PROFESSION

Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall
faithfully carry them out.

10
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall
avoid jeopardizing the interest and the welfare of learners who’s right to learn
must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and
needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation

to live up to his contract, assuming full knowledge of employment terms and
conditions.

ARTICLE VII: SCHOOL OFFICIALS, TEACHERS AND OTHER

PERSONNEL

Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.

11
Section 2. School officials, teachers, and other school personnel shall consider
it their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth
of all teachers under them such as recommending them for promotion, giving
them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a

teacher or other subordinates except for cause.

Section 5.School authorities concern shall ensure that the public school
teachers are employed in accordance with pertinent civil service rules, and
private school teachers are issued contracts specifying the terms and conditions
of their work; provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws.

ARTICLE VIII: THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and
the promotions of learners in the subject or grades he handles, provided that
such determination shall be in accordance with generally accepted procedures
of evaluation and measurement. In case of any complaint, teachers concerned
shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners
are of first and foremost concern, and shall deal justifiably and impartially with
each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.
12
Section 4. A teacher shall not accept favors or gifts from learners, their parents
or others in their behalf in exchange for requested concessions, especially if
undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration

from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in
merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending

learners nor make deductions from their scholastic ratings as a punishment for
acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

ARTICLE IX: THE TEACHERS AND PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.

Section 2. A teacher shall inform parents, through proper authorities of the

progress or deficiencies of learners under him seeking parent’s cooperation for
the proper guidance and improvement of learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall encourage unfair criticism.

13
ARTICLE X: THE TEACHER AND BUSINESS

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate

(legal) income generation, provided that it does not relate to or adversely affect
his work.

Section 2. A teacher shall maintain a good reputation with respect to financial

matters such as in the settlement of his just debts, loans and other financial
affairs.

Section 3.No teacher shall act, directly or indirectly financially interested in

any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently related to such
purchase and disposal, provided that such shall be in accordance with existing
regulations; provided further, that members of duly recognized teachers
cooperatives may participate in the distribution and sale of such commodities.

ARTICLE XI: THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline

as the principle of personal behavior in all relationship with others and in all
situation.

Section 3.A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers, and others.

Section 4. A teacher shall always recognize the Almighty God or Being as

guide of his own destiny and of the destinies of men and nations.

14
ARTICLE XII: DISCIPLINARY ACTIONS

Section 1. Any violation of any provision of his Code shall be sufficient

ground for the imposition against the erring teacher of disciplinary action
consisting of revocation of his Certificate of Registration and License as
professional Teacher, suspension from the practice of the teaching profession,
reprimand, or cancelation of his temporary/special permit under causes
specified in Sec.23, Article III or R.A No. 7836, and Rules and Regulations
Implementing R.A No. 7836.

ARTICLE XIII: EFFECTIVITY

Section 1. This code shall be approve by the Professional Regulation

Commission and shall take effect sixty (60) days following its publication in
the official Gazette or any newspaper of general circulation, whichever is
earlier.

15
 TEN COMMANDMENTS FOR THE
TEACHER

1.Prepare your lesson well; lack of preparations is the unpardonable

din of a teacher.
2.Be present whenever possible; unnecessary absences will not teach
your students to be punctual in their interest in your class.

3.Be on time; negligence and the class will soon absorb indifferences
on the part of the teacher.
4.Be personally interested in each member of your class; calls members
by their names.

5.Be attentive in physical attention of your classroom before beginning

to the lesson: make necessary adjustment of light, ventilation, and
others.
6.Begin and close promptly; do not wait for the latecomers; do not
attend the lesson beyond the time set to end the class.

7.Do not do all the talking; do not make your lesson a lecture.
8.Do not permit arguments in your class; nothing will kiss interest quickly.
9.Realize your serious responsibility; be as serious as possible about
your teaching.

10.Be interested in you class, consider your students, and be in you

teaching.
16
 TEACHING - A TREASURE

Teaching is calling
A vision with love
To God I give thanks
For the tasks I’ve at hand

The guidance to them I impart

Came deep from my heart
From sunset to sunrise
Many things still to make

In and out of the school room

I found a habit, appreciation
Attitudes, skills and knowledge

Into their young heart

Then as the years roll and roll
Teaching, the more brightness my soul
This noble mission that I’ve kept
My greatness treasure on earth.
17
INSTRUCTIONAL COMPETENCIES OF
A GOOD TEACHER
1. Mastery of the subject matter.

2. Mastery of the methods, strategies, approaches, techniques

and tools of teaching.

3. Mastery of the medium or instruction.

4. Mastery of the lesson planning and organizing

instructional materials and other sources.

5. Mastery of the psychology of learning or educational

psychology.

6. Mastery in the formation of goals and objectives.

7. Mastery of the classroom management including disciple.

8. Mastery of measurement and evaluation.

9. Mastery of the techniques and evaluation.

10. Mastery of the art of questioning.

11. Mastery of the basic of guidance and counseling.

18
 BRIEF SYNOPSIS OF PROFESSIONAL
READINGS AND REFERENCES
BRIEF SUMMARY OF THE EDUCATION RIGHTS OF
CHILDREN WITH DISABILITIES

Children with disabilities, ages 3 through 21, are entitled to a free,

appropriate, public education in the least restrictive environment,
pursuant to an individualized education program.

A child with a disability is a child who has one of the following diagnoses,
and who, as a result of his/her disability, is in need of special education:

 Autism
 Serious emotional disability
 Deaf-Blind
 Hearing Impairment
 Intellectual Disability
 Multiple handicaps
 Orthopedic Impairment
 Other health impairment (including
 Attention Deficit Disorder)
 Developmental Delay
 Specific Learning Disability
 Speech-Language Impairment
 Traumatic Brain Injury
 Visual Impairment

Special education is specialized instruction and related services, provided

pursuant to an Individualized Education Program (IEP). In order to be
19
appropriate, it must result in reasonable educational progress for the child. For
most children, this means passing from grade to grade and mastering the
standard course of study.
The least restrictive environment is the environment in which a child with a
disability can, to the maximum extent possible, be educated with children who
are not disabled.

Any child suspected of having a disability that is affecting the child’s

education is entitled to be evaluated at public expense. A parent must put a
request for evaluation in writing, directed to the child’s principal.
Once a child has been determined to be eligible for special education, that
child is entitled to have an Individualized Education Program (IEP), which
is reviewed at least once per year. He/she should be reevaluated once every
three years. An IEP must include a statement of measurable annual goals, a
statement of the special education services to be provided, a description of all
needed related services and classroom modifications, and a description of
the setting in which educational services will be provided (i.e., regular
classroom, resource classroom, self-contained classroom, separate school, etc.)

A child with a disability may not be punished for exhibiting symptoms of

his/her disability. A disabled child facing long-term suspension (10 days or
more) for violating the school’s code of conduct is entitled to have
“manifestation determination review” to determine whether the disability
was related to the misconduct. Even if the misconduct is found not to be a
“manifestation” of the disability and the suspension is enforced, the child must
continue to be provided a free, appropriate public education, although
educational services can be provided in another setting.

Parents/guardians (which can include foster parents or “surrogate” parents)

have the right to participate in all meetings at which decisions are made about

20
the special education services to be provided to a child. Parents/guardians also
have the right to appeal decisions made regarding special education. A parent
wishing to exercise this right should seek legal counsel.

When to refer a case to The Children’s Law Clinic:

A school refuses to evaluate a child to determine the existence of a disability
The child’s parent or guardian disagrees with a decision that the child is not
eligible for special education
A child is making little or no educational progress
A school has failed to create or implement an IEP
A child’s educational placement is in an inappropriate setting (like home)
A child is not receiving a needed related service, such as speech/language
therapy, occupational therapy, physical therapy, counseling, social work
services, mobility orientation, etc.
A child is facing a long-term suspension or expulsion from school.
A child is subject to numerous short-term suspensions from school.

The Children's Law Clinic

Duke University Law School
Box 90360
Durham, NC 27708-0360
Telephone: (919) 613-7169
Fax: (919) 613-7262

Source: https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahU
KEwi4voSO2u_ZAhUJupQKHcPiCqMQFggyMAA&url=https%3A%2F
%2Flaw.duke.edu%2Fchildedlaw%2Fdocs
%2FBrief_Summary_of_Education_Rights_of_Children_with_Disabilities.pdf
&usg=AOvVaw3HqwOr_WHO8hTshFBQXzFB
21
CHAPTER
II

My Alma Mater
(Dominican College of Tarlac)

DCT PROFILE
 The year 1946 stood as a witness to the foundation of what was known as

San Nicolas Academy. The undertaking was quite ambitious as it was born out

of the assiduous efforts of Rev. Fr. Mariano M. Sablay. Confronted with just a

meager amount and barely surviving with only 35 enrollees, he was

indubitably determined to carry out his vision of providing quality education

and to construe his philosophy that poverty is never a social anathema.

Buoyed up by the persistence and dedication of the founder, Dominican

Sisters, in the year 1960, took over the administrative cudgels and started to

invest in the development of the institution. Perhaps, the essential value of

religious and quality education tickled the moral consciousness of the

Capaseño which gave the impetus toward the rapid and immense growth of the

school. To show their commitment to Fr. Sablay’s noble endeavor, the

Dominican Sisters renamed the institution as the Dominican School in 1967.

In 1973, the Diocese of Tarlac , through the then bishop Most Rev. Jesus

J. Sison assumed leadership with the school with local administrators of the

diocesan congregation, an event that made the school more adaptive and

responsive, if not totally effective. To wit, in 1980, the breakthrough birth of

tertiary education was made available and locally accessible. The effective

administration of the Diocesan Religious Sister of the Daughters of St.

22
Dominic brought progress which can be no longer sporadic but quite

unbelievable.

The tremendous and continuous growth of the school in physical, administerial

and educational aspects pave the way for her elevation to college status in the

year 2000 that gave birth to what is now known as Dominican College of

Tarlac. The institution’s accomplishments can speak for its self as she now

highly regarded not only throughout the province but in neighboring provinces

as well. As a statement of this, DCT has become the province’s officially

Recognized TESDA Assessment Center and ‘home’ to the ASPTaP.

With all this development and progress, the DCT, stands firm in her

commitment to provide holistic education as she now offers high quality

system of education to almost (1000) college students taking up Bachelor of

Secondary Education (BSEd), Bachelor of Elementary Education (BEEd),

Bachelor of Liberal Arts (AB), Bachelor of Science in Hotel and Restaurant

Management (BSHRM), Bachelor of Science in Tourism Management

(BSTM), Bachelor of Science in Information Technology (BSIT), Bachelor of

Science in Accounting Technology (BSAct), Bachelor of Science in Business

Administration Major in Marketing (BSBA), as well as TESDA Courses like

two-year Practical Nursing (PN), two-year associate in hotel and restaurant

management (HRM), two-year Computer Secretarial (Com-Sec). two-year

Computer programming (Com-Prog), two- year Computer Technology (Com-

23
Tech), and Culinary Arts. Not to mention the soon to be offered study program

of Bachelor of Science in Criminology.

On the other hand, despite the fact that public secondary and elementary

have lured students and pupils as well as the parents still patronized and prefer

to go DCT owing to her mark of excellence in the fields of academics, socio

cultural, ad physical aesthetic endeavors, DCT High school students and

elementary pupils are proven perennial winners of inter-school competitions

from municipal-district, provincial-division, regional to as so far to national

levels. Through the DCT is now mere shadow of what she used to be, she is

still akin to conquering new heights in her commitment to holistic formation

of the person with ‘passion for truth and compassion for humanity’. The DCT

personnel, from the administrator, Sr. Caridad S. Bayani, O.P. to every faculty,

staff and compassion, will never waver in concretely manifesting the school’s

vision and mission making every person realize and live about the promotion

of truth and the transformation of values towards life of dedicated service to

humanity.

24
 DCT VISION – MISSION STATEMENT
VISION

A God-loving educational community with passion for

truth and compassion for humanity.

MISSION

We commit ourselves to the total formation of the person,

promotion of truth and transformation of values for the service of

humanity

GOALS
The Dominican College of Tarlac is established, primarily, for

integral education of the person. As such, it aims to provide quality

formal education within the environment conductive to learning

cognitively, affectively, and psycho-socially. The institution is

committed to contribute academically sound and skillful individual to

the community; to form young people to be authentically God- loving

Christians; and, to produce citizens who will be effectively

contributing and valuable member of the society.

25
 DCT OBJECTIVES
This college of Dominican charisma is established as an institution of learning that
provides integral service to the youth who are to be formed specifically according to
the essential aspects of learning.

Cognitive (Sapientia)
1. Possess fundamental knowledge of basic education subjects
2. Be equipped with skills for social communication
3. Acquired knowledge pertinent to general and basic social information
4. Be consciously aware of Christian moral values

Affective (Fides)
1. Appreciate God´s gift of life and love
2. Manifest possible attitude towards personal work
3. Consider and love every person as a fellow

Psycho-Motor (Patria)
1. Inculcate authentic Filipino Spirit in community participation
2. Show appreciate for culture and tradition, life and arts
3. Respect duly constituted authority
4. Promote understanding and goodwill in the community

26
 DCT HYMN
Called and chosen to take the path
Where you lead us to reach the heights
Knowledge, wisdom and passion for truth
Molding us to greatness

With the spirit of Saint Dominic

and all the skills to enable us
you feed our minds, our hearts, our souls
so that we may all succeed

Dominican college of Tarlac

it is our honor and our pride
great it is to belong
to your family

We now raise our voices

one in our desire
to be loyal to be true
to your great name

Dominican College of Tarlac

it is our honor and our pride
great it is to belong
to your family

We now raise our voices

one in our desire
to be loyal to be true
to your great name
27
 DOMINICAN BLESSING

May God the Father bless us;

May God the Son heal us;
May the Holy Spirit enlighten us;
And give us eyes to see with;
And ears to hear with;
Hands to do the work of God with;
Feet to walk with;
And mouth to spread the word of salvation
with.
And the angel of peace to watch over us and
Lead us at last by our Lord’s
Gift to the kingdom…
Amen.

28
 THE DCT SEAL

The school logo, by itself, attests to the identity of the Dominican College

of Tarlac – the character it manifests in the socio-cultural and psycho-spiritual

awareness of the people invariably connected with it.

Reflective of the school’s vision, the logo emphasizes three virtues that are

foremost in the conscious and deliberate formation of the person: FIDES, PATRIA,

SAPIENTA. Translated as “Faith in God”, “Love for Country and Fellowmen”,

“wisdom”, respectively, these three are presented vis-à-vis with the star of St.

Dominic and the cross/shield of the Dominican Order. As the logo suggest, spirit

animates the kind of education this institution offers – “with passion for truth and

compassion for humanity”, and atmosphere resplendent of light in darkness and

service in humanity.

The logo embodies this institution’s unwavering commitment to the

holistic formation of the person’s manifestation of a true educated man in the

Dominican way.

29
CHAPTER
III

Dominican College of Tarlac

College of Education
(DCT – CEd)

DCT COLLEGE OF EDUCATION

VISION – MISSION STATEMENT

VISION

The College of Education envisions itself as a center for

creatively established teacher education programs contributing its full

share to the development of Christian Filipino educators as exemplars of

academic excellence and outstanding educational leadership.

MISSION

The College of Education commits itself to:

1. Provide quality instruction through an updated academic

program delivered by highly competent and dedicated faculty;

2. Establish linkages with other colleges and universities to ensure

that the curricula are responsive to the challenges of time and

are meeting the demands of the society; and,

3. Engage in community extension activities to help the

administrators, faculty and students fulfil their duties as

members of a Christian community.

30
DCT COLLEGE OF EDUCATION
GOAL AND OBJECTIVES
GOAL

The College of Education aims to produce globally competitive

elementary and secondary teachers who are imbued with love for lifelong

learning; active in the pursuing higher levels of professional competence;

committed to improve learner's quality of life; and dedicated to promote a

Christian community.

OBJECTIVES

1. To develop the College of Education as a center of Excellence for

Teacher Education;

2. To provide a foundation of knowledge, skills, habits, attitudes, and ideals

necessary to become efficient mentors of learning;

3. To continue offering programs in the development of graduates as future

educators;

4. To prepare individuals to be responsive to the social, economic, moral

and political development of the country; and

5. To help students exemplify the qualities of responsible, competent,

compassionate and committed graduates as bequeathed by DCT.

31
FUNDAMENTAL OBJECTIVES
OF EDUCATION

1. To inculcate moral and spiritual values inspires by an abiding

faith on God.

2. To develop an enlightened, patriotic, useful and upright

citizenry in a democratic society.

3. To instill the habit of industry and thrift and to prepare the

individual to contribute to the economics’ development and

wise conservation of the nation’s natural resources.

4. To maintain family solidarity, to improve community life and

to perpetuate all that is desirable in our national heritage and

to serve the cause for world peace.

5. To improve the sciences, arts and letters for the enrichment of

life and the recognition of the dignity of the human person.

32
 OBJECTIVES OF THE
ELEMENTARY EDUCATION

1. The Elementary Education should offer education for

our children to prepare them for democratic

citizenship.

2. It should give instruction in basic knowledge,

develop basic skills and attitude and inculcate ideas

necessary for the promotion of national solidarity,

useful and upright citizenry in a democratic society.

3. Giving emphasis to the culture, desirable traditions

and virtues of our people.

33
CHAPTER
IV

Site of Practice Teaching

Dominican College of Tarlac
(Elementary Department)

BRIEF DESCRIPTION SITE OF

 PRACTICE TEACHING
DOMINICAN COLLEGE OF TARLAC
Elementary Department

Dominican College of Tarlac is one of the premier Catholic Education institutions

not only in the entire province of Tarlac but also in the region and nation. My Alma matter
provides complete levels of education from Pre- Elementary, Elementary, Junior and
Senior High School and Tertiary Education. The Elementary Department of DCT has two
categories: the Nursery 1, Kindergarten 1 and Kindergarten 2 are classified as Pre-
Elementary category in and for Grades One to Six are classified as Grade School
category. Therefore, it has four sections for Pre-School (1 section for Nursery 1 and
Kindergarten 1 and two sections for Kindergarten 2) and 18 sections in Grade School
(three sections in each grade level). Therefore, this department has 22 sections that
accommodate its pupils.

The Saint Lorenzo Ruiz Bldg. is the main school building for the Elementary
Department of DCT. Aside from the classrooms which are air conditioned and has audio-
visual equipment, this department has facilities and specialty rooms for their some
subjects like the Grade School Library, Music Room, General Science Laboratory, Speech
Laboratory, and Computer Laboratory.

Aerial View of Dominican College of Tarlac

Source: Google Maps

34
Front View of Dominican College of Tarlac

Saint Lorenzo Ruiz Building Directory

35
 Facilities and Specialty Rooms

GRADE SCHOOL LIBRARY

GRADE SCHOOL COMPUTER LABORATORY

GRADE SCHOOL SPEECH LABORATORY

36
CHAPTER
V

Experiencing the
Teaching- Learning Process

LESSON PLAN
 A lesson plan is a teacher's detailed description of the course of
instruction for an individual lesson. It is an outline of the organization of
today’s lesson. It is the teacher’s plan for the day’s work activity. Lesson Plan
is software for teachers to track the lesson plans for their classes.

Parts of a Lesson Plan

1. Objective
2. Subject Matter
3. Procedure
4. Evaluation
5. Assignment

Kinds of Lesson Plan

1. Detailed Lesson Plan

A kind of lesson plan wherein the teacher’s as well as the student’s
activity is to found. The pupil’s response as well as the teachers
motivating questions is stated.
2. Semi Detailed Lesson Plan
A lesson plan with more on the teacher’s activity.
3. Brief Lesson Plan
Is just an outline planned for the day’s lesson. There is no teacher
and students’ activity to be found.

37
A DETAILED LESSON PLAN IN SCIENCE VI
I. OBJECTIVES
At the end of the lesson, the pupils should be able to:
 A. Identify the components of a tropical rainforest environment
B. Illustrate feeding relationships in a tropical rainforest environment
C. Describe the importance of tropical rainforest ecosystem

II. SUBJECT MATTER:

Topic: Tropical Rainforest Ecosystem
Reference: Cyber Science Worktext
Materials: Cyber Science Worktext p. 165 - 170, PC and LED TV monitor, powerpoint
presentation, tarpapels.

Values Integration: Taking care of the environment.

III. Procedure:
TEACHER’S ACTIVITY PUPILS` ACTIVITY
A. Routine Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review

Yes, Sir!
Class, do you still remember what an
ecosystem is?
An ecosystem is the relationship of living
What is an ecosystem? things with the environment.
Very good!
Sir, the biotic component.
What are the components of an ecosystem?
You give one.

Very good! What do we mean when we say These are the living things in the ecosystem.
biotic component?
Animals
That’s right. Now, can you give an example Plants
of a biotic component?

Very good! Bacteria

Fungi
Now can you give the other component of an
ecosystem? Abiotic component

These are the non-living things in the

ecosystem.
Very good! And what’s the definition of an
abiotic component?
Climate
Soil
Light
Can you give some examples of abiotic Water
components? etc

38

Very good!
There are two types of ecosystems:
Natural and man-made
Natural ecosystems are those which exist
without human effort or intervention.
Man-made ecosystems are which were built
and maintained by humans.

5. Motivation
Class, we will now play a game. It’s called
“Guess the picture” You will be shown a
picture and one of you will guess what is the
picture.

Picture 1 Rain

Very good

Picture 2 Forest

Very good!

Picture 3 Rainforest
Very good!

I think you already know what will be our

lesson for today. Our lesson for today is all
about tropical rainforest ecosystem.
B. Developmental Activities
Class, what comes into your mind when you
hear the word rainforest?

Rainforest is characterized by a thick, lush

carpet of vegetation with diverse animal
species. Rainforests have a high rainfall due
to its high temperature.

I will now show you some of the plants and

animals that are found in the Philippines.
Let’s start with the trees: acacia, narra, ilang-
ilang,
Next are the small plants: palm plants, rattan,
giant bamboo, bromeliad
Last are the birds: hornbill, pigeon. Eagle.

Food chain is the feeding order of organisms

in a community which shows the path of
energy from the producers to the consumers.

What are the two types of organisms involved

in the food chain? Producers and consumers

Very good!

Producers produce food in their leaves in the

form of glucose through photosynthesis.
Consumers are the ones that eat the producers 39
or their fellow consumers.
In the ecosystem, the food chains are often
interconnected. When food chains are
interconnected in a community, they form a
food web.

Let’s now tackle the importance of Tropical

Rainforest Ecosystems

There are three significant things that tropical

Protection
rainforest ecosystems do for man. What are
Regulation
these?
Production
Very good!

Protection. Rainforests shelter agricultural

crops against drought, wind, cold, and
radiation.

Regulation. Trees and other plants absorb

carbon dioxide, the greenhouse gas that
causes global warming.

Production. Rainforests supply us with a wide

array of raw materials.

C. Application
For your activity, each of you will make a
food chain and label the organisms involved
as producers, 1st order consumers, and 2nd
order consumers.

IV. Generalization
An ecosystem is the relationship of living
What is an ecosystem?
things with the environment.
Very good!
Biotic
What are the two components of an
Abiotic
ecosystem?

Very good!
Food chain is the feeding order of organisms
What is a food chain?
in a community which shows the path of
energy from the producers to the consumers.

Very good!

Food web is when food chains become

How about a food web?
interconnected.
Very good!

What are the three significant things that a

rainforest does for man? Protection 40
Regulation
Very good! Production
 V. Evaluation
Classify these things as Biotic and Abiotic.
(ppt)

VI. Assignment
Answer Save As in your worktext.

BANGHAY ARALIN SA FILIPINO VI

41
I. LAYUNIN
A. Mapagsunod-sunod ang mga pangyayari sa binasang alamat
B. Makabuo ng bagong salita gamit ang salitang ugat at gamitin ito sa pangungusap.
C. Mapagbigay ng sariling pahayag sa nabasang alamat

II. PAKSANG-ARALIN
Alamat ng Isandaang Pulo
Sanggunian:K to 12 Curriculum guide in Filipino Baybayin (Batayan at Sanayang aklat sa Filipino 6)
Kagamitan: Powerpoint presentation
Pagpapahalaga: Maging mahabagin sa kapwa.

III. PAMAMARAAN:
A. Panimulang Gawain:
1. Pagdarasal
2. Pagbati
3. Pagbalik- aral
Sino si Bato? Ano ang ipinamana sa kanya ng kanyang mga magulang?

B. Panlinang na Gawain:
1. Ipakita ang mga larawan na may kaugnayan sa Pangasinan at iugnay ito sa kwento na tatalakayin.
2. Ipakilala ang mga tauhan sa kwento
3. Ipabasa sa buong klase ang kwento at ibigay ang kahalagahan nito
4. Ipaliwanag kung paano nakakabuo ng bagong salita sa pamamagitan ng paglalagay ng panlapi sa
salitang-ugat.

C. Pangwakas na Gawain:
1. Paglalahat
Batay sa alamat na ating natalakay, ano ang ginawa ni Liglioa para matigil ang digmaan?

2. Paglalapat
Bilang isang mag-aaral, paano mo maipapakita ang kahabagan sa iyong kapwa mag-aaral at sa iba pang
tao?

IV. PAGTATAYA
Buksan ang iyong aklat sa pahina 241 at pagsunod-sunorin ang mga pangyayari sa alamat.

V. KASUNDUAN
Panuto: Sagutin ang katanungan.
Kung ikaw si Liglioa, ano ang iyong gagawin para matigil ang digmaan ng dalawang bayan?

42
A BRIEF LESSON PLAN IN CHRISTIAN LIVING VI
I. OBJECTIVES
A. Point out the ways by which Jesus redeemed us.
B. Act accordingly to show that they value Jesus’ sacrifice on the cross.
C. Relate the Stations of the Cross in their own life.

Values Integration: Compassion for others

II. SUBJECT MATTER

Topic: Stations of the Cross
Reference: Alive in God’s Love 6 (Worktext in Christian Living Education) pg. 175, internet
Materials: Powerpoint Presentation of the Stations of the Cross and ukulele

III. PROCEDURE
A. Opening Activity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review
Parables
5. Motivation
Song: Lord I lift your name on high

B. Developmental Activity
1. Presentation
Conversation about passion and compassion
2. Discussion
Teacher discusses the 14 Stations of the Cross

C. Closing Activity
1. Application

The teacher will show a picture and you will tell what station it is. After that, say something about the
station.

IV. EVALUATION
Fill in the blanks with the correct word.

V. AGREEMENT
Pick one of the Stations of the Cross, make an illustration about it and explain that station.

A DETAILED LESSON PLAN IN ENGLISH VI

43

I. OBJECTIVES
 At the end of the lesson, the pupils should be able to:
A. Identify an assertive sentence
B. Describe something using an assertive sentence
C. Construct their own assertive sentence

II. SUBJECT MATTER:

Topic: Assertive Sentences
Reference: Essential English Worktext
Materials: Essential English page 252, PC and LED TV monitor, powerpoint presentations,
tarpapels, whiteboard marker, fish bowl, star pockets.

Values Integration: Being honest at all times

III. PROCEDURE:

TEACHER’S ACTIVITY PUPILS` ACTIVITY

A. Opening Activity

1. Prayer
2. Greetings
3. Checking of Attendance
4. Review

Class, last meeting we have discussed about

permission, request and imperative
A permission sentence is a sentence that asks
sentences. What does a permission sentence
permission to do something.
mean again?

A request sentence is a sentence that asks a

Very good! How about a request sentence?
favor.

An imperative sentence is a sentence that

directly addresses someone to do a something.
Correct! What about an imperative sentence?

(Pupil gives an example of a permission

Very good! Now can you give me an
sentence.)
example of a permission sentence?

(Pupil gives an example of a request

sentence.)
Nice! How about an example of a request
sentence?

(Pupil will give an example of an imperative

sentence.)
Very good! Now give an example of an
imperative sentence.

5. Motivation
Now, we will play a game. It’s called Fact or 44
Bluff. You will say SUPER FACT if the
None, Sir!
sentence is true and SUPER BLUFF if the
sentence is false. Do you have any questions
about the game before we start? Super bluff, Sir!

Now, let’s start! Donald Trump is the

president of the United Kingdom. Is it a fact
or a bluff? Super fact, Sir!

Correct! Jose Rizal is our national hero. Is it a

fact or a bluff? Super fact, Sir!

Very good! Dominican College of Tarlac

accepts non-Catholic students. Is it a fact or a Super bluff, Sir!
bluff?

Correct! The capital of South Korea is Super fact, Sir!

Pyongyang. Is it a fact or a bluff?

Very good! This is the last one: Facebook is

the most popular social networking site. Is it a
fact or a bluff?

If you have noticed, in this game, some

sentences stated a fact.
Some sentences state a fact.
B. Developmental Activity
1. Presentation
What have you noticed in the sentences in the
game Fact or Bluff?

Very good! A sentence that states a fact is An assertive sentence is sentence that states a
called an assertive sentence. This is what we fact.
will be tackling for today.

What is an assertive sentence?

Very good! It is also a simple statement that

states, asserts, or declares something, often
without support or reason.

Let’s take a look at the facts in the earlier

game.

You will notice that the sentences are

describing or saying something about the
picture. They are all examples of an assertive
sentence.

“Jose Rizal is our national hero.” This

sentence describes Jose Rizal which became
our national hero because he fought for our
freedom using a pen rather than a sword.

Next is “Dominican College of Tarlac accepts

non-Catholic students.” This sentence talks
about our school.
45
Lastly is “Facebook is the most popular social
networking site.” It says something about our
favorite app, Facebook.

Now, it’s time for you to make your own

Yes, Sir!
assertive sentences. I will show you a picture
and you will describe the picture using an
assertive sentence and write it on the board. Is (Possible answers)
that clear?

They are attending a seminar.

The lion is taking some rest.

People are crossing the street.

They are dancing in front of the temple.

Drivers are experiencing heavy traffic.

46
C. Closing Activities
1. Application
Class, we will now play a game. It’s called
Magic Fishbowl. Inside this fish bowl are
stars. Inside these stars, there are three
sentences. You need to read them and identify Yes, Sir!
which one is the assertive sentence and write
it on the board. Are you ready to play?

1. Washington D.C. is the capital of the

United States of America.
Washington D.C. is the capital of the United
Is Washington D.C. the capital of the States of America
United States of America?
Please tell me that Washington D.C is
the capital of the United States of
America.
The Sun rises in the East.
2. Could you please turn on the lights?
The Sun rises in the East.
What are you doing with your life?

3. Who is the administrator of this We cannot survive without oxygen.

school?
We cannot survive without oxygen.
Hold your breath.
The Japanese forces march northwest.
4. Defend the bridge while I reload the
artillery.
Who is going to call for backup? I am a fast worker.
The Japanese forces march northwest.

5. Will you let me do the chores?

I am a fast worker.
Who will be cleaning the house? An assertive sentence is sentence that states a
fact.

2. Generalization
What is an assertive sentence?

Very good! I can see that you understand the

lesson very well.

3. Valuing
You have learned that an assertive sentence is
a sentence that states a fact. When we say
fact, it means that it is something true. We are being honest, sir!

One of the Dominican mottos is “Veritas”

which means “truth”. In our life, we must
always say the truth because it is the right
thing to do. When we are always saying the
truth, we are being what?
47
Very good! As the cliché goes “Honesty is the
best policy.” We must always be true to
ourselves because liars go to hell.

IV. EVALUATION
Directions: Supply appropriate words to the
following phrases to form meaningful
assertive sentences.
1. pretended to be blind
2. clueless passers-by
3. an off-duty doctor
4. stumbled on her feet
5. realized her mistake and apologized

V. ASSIGNMENT
Make 2 assertive sentences about the
following words.
1. Forest
2. Market
3. Energy
4. Food
5. Social media
 A SEMI DETAILED LESSON PLAN IN TLE VI 48
I. OBJECTIVES
A. Demonstrate an understanding of and skills in making electrical gadgets
B. Constructs simple electrical gadgets with ease and dexterity
C. Identify materials and tools needed in making simple electrical gadgets

II. SUBJECT MATTER

Topic: Materials and tools in making electrical gadgets
References: K to 12 TLE 61A 2-6 OF-8 p40
Technology and Livelihood Education pp. 219-228 Author: Susana V. Guinea

Materials: Pliers, long nose plier, side cutting plier, stranded electrical cord, socket, plug

Values Integration: Being careful in handling electrical appliances

III. PROCEDURE
A. OpeningActivity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review
How do we compute our business income? Show sample of computation income from sales.

5. Motivation
Do you have appliances at home?
How does it function?
What electrical materials were used?

B. Developmental Activity
1. Presentation
1. Prepare videos and pictures from the different tools and materials.
2. Real objects found in the industrial arts room.

3. Analysis and Discussion

How are these materials and tools used?
a. Combination pliers – these are used to twist, cut, hold and pick electrical wire or tie wires
b. Side cutter pliers – used to cut electrical wires or tie wires, also used in skinning small wires
c. Long nose pliers – used to hold, cut, twist or pick objects in a limited space.
d. Tester - an instrument used to test if there is a flow of electricity in the connection made.
e. Screw drivers – tools used in tightening and loosening screws. It has 2 kinds: flat and Philips.
f. Wire strippers – used to take off a portion at the end of the wire before it is connected to terminals of
other electrical materials.
g. Soldering gun/iron – this is used to join two tiny metallic parts such as television and radio spare parts.
h. hammer – Used to fasten nail through the wood, bamboo, or concrete wall.

4. Generalization
a. What are the tools and materials used needed in making simple electrical gadgets?
b. What is the importance of using tools and materials in making electrical gadgets?

5. Valuing
How do we take care of the tools in making electrical gadgets?
Why should we be careful in handling electronic gadgets?

C. Closing Activity
1. Application
a. Demonstrate the uses of different tools and materials.
IV. EVALUATION 49
Direction: Fill in the blanks with the correct answer. Choose your answer from the box below.
Tester Male plug
Combination pliers screw driver
Electrical wires holder

______1.An electrical tool in which is used to twist or splice an electrical wire.

______2.an instrument used to test if there is a flow of electricity in the connection made.
______3. A part of the lamp that holds the fluorescent tube
______4. Tools used in tightening and loosening screws.
______5. An electrical material which is used as a connector or path where the electricity flows.

V. AGREEMENT
Directions: List down the tools and materials used in making bulb tester.
50
 A SEMI DETAILED LESSON PLAN IN TLE VI
I. OBJECTIVES
A. Demonstrate an understanding of and skills in enhancing/decorating products as an alternative
source of income
B. Perform necessary skill in enhancing/decorating finished products
C. Apply creativity in enhancing finished products

II. SUBJECT MATTER

Topic: Enhancing/Decorating Finished Products
References: K to 12,BEC 1.2, TLE6IA-Oa-2, p. 39
Technology and Livelihood Education 6 pp. 185Author: Susana V. Guinea

Materials: bamboo candle holder, varnish, paint brush, paint, sand paper, stick well

Values Integration: Being creative in enhancing finished products

III. PROCEDURE
A. OpeningActivity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review
Why is it important to enhance/decorate finished products?

5. Motivation
Have you experienced making a product out of bamboo, wood or metal?

B. Developmental Activity
1. Presentation
Show them sample pictures of finished products

3. Analysis and Discussion

What are the finishing materials they used to decorate the product?
The teacher will demonstrate how to apply finishing products like paint, varnish, enamel, or lacquer in
the finished products.

4. Generalization
What kind of finishing materials are we going to use in these product? Filler? Stains? Paint? Varnish?
Enamel? Or lacquer?

5. Valuing
Why is it important to use finishing materials in the product? Do you know how to apply the finishing
materials in the product?

C. Closing Activity
1. Application
Each group will demonstrate creatively how to enhance/decorate finished product using varnish.
Group 1: bamboo product
Group 2: wood product
Group 3: bamboo or wood product

IV. EVALUATION
Choose only one product made of bamboo, wood and metal. Draw creatively and put some design on it.

V. AGREEMENT
Cut some pictures of finished products made of bamboo, wood, and metal. Write what kind of finishing
materials they used. Paste it on a bond paper.
51
 A DETAILED LESSON PLAN IN MATHEMATICS VI

I. OBJECTIVES
At the end of the lesson, the pupils should be able to:
A. Organize data collected using a pie graph
B. Construct a pie graph on a given set of data
C. Practice the segregation of biodegradable and non-biodegradable materials to take care
of the environment

II. SUBJECT MATTER:

Topic: Constructing a Pie Graph
Reference: Perez, Marjoseph H., et. al. 21st Century MATHletes Textbook 6. Quezon City:
Vibal Group, Inc., 2016. Pages 324 – 333.
21st Century MATHletes (Teacher’s Manual)
Materials: Powerpoint presentation, protractor, tarpapel, cartolina

Values Integration: Taking care of the environment.

III. PROCEDURE

TEACHER’S ACTIVITY PUPILS` ACTIVITY

A. Opening Activities
a. Preliminaries
1. Daily Routines
a. Prayer
b. Greetings
c. Song
d. Checking of attendance
e. Passing of assignments

2. Drill: Mental Computation

Convert each percentage into decimals.

1. ) 25%
2. ) 72% 0.25
3. ) 35% 0.72
4. ) 5% 0.35
5. ) 8% 0.05
b. Review 0.08
Game: Family Feud
Divide the class into two groups. Each group will
have 4 representatives who will answer a survey
question. Each answer corresponds to a certain
number of points. The team that will have the
highest number of points will be the winner.

Total number of people: 100

What is their favorite Filipino dish?
52
 Filipino Dish
Persons Filipino Dish Percentage Adobo
35 35% Sinigang
25 25% Nilaga
20 20% Fried Chicken
15 15% Tinola
5 5%
There are 100 people in the survey.
Based on the table, answer these questions: The least preferred Filipino dish is Tinola.
1. How many people were in the survey? The most preferred Filipino dish is Adobo.
2. What is the least preferred Filipino dish? 20 people prefer to eat Nilaga.
3. What is the most preferred Filipino dish?
4. How many people prefer to eat Nilaga?

c. Motivation
The teacher will show some pictures and ask
questions about these pictures.

What can you say about the pictures? The surroundings are full of garbage.
Garbage pollutes the environment which
What do you think is the effect of throwing garbage results to different diseases.
anywhere? It can also cause flood.
We should dispose our wastes on proper
Where should you dispose your wastes? garbage cans by separating biodegradable and
non-biodegradable materials

B. Developmental Activities
1. Presentation

Capas collects 2000 metric tons of garbage weekly.

It is composed of paper, plastic, cans, bottles,
vegetables, and others. Let’s take a look at the table
for us to see the data regarding the weekly garbage
collection of Capas.

Garbage Mass Percentage Computation Angle

Measurement
Vegetables 200 10%
metric
tons
Plastics 1200 60%
metric
tons
Empty 300 15%
cans metric
tons
Bottles 200 10%
metric
tons
Papers 100 5%
metric

53
tons
 Total: 2000 100%
metric
tons 2000 metric tons of garbage is collected every
week.
1. How many metric tons of garbage are Plastics have the greatest amount collected.
collected every week? Papers have the least amount collected.
2. What type of garbage has the greatest
amount collected?
3. What type of garbage has the least amount
collected?

There are other ways in which we can organize

these data.
By using:
1. Pictograph Pictograph uses pictures to organize data.
2. Bar graph Bar graph uses gridlines and bars to organize
3. Line graph data.
Line graph uses lines to organize data.
What can you say about them?

Another way of organizing this data is through pie

graph. A pie graph is used to show the percentage
quantity of each several categories.

Let us now construct a pie graph using the collected

data. Here are steps in constructing a pie graph:

First step: Find the angle measure for each section.

Note: The whole circle measures 360°
To solve the angle measure, multiply the percentage
of the section by 360°

Vegetables: 10% of 360° = 0.1x360°

= 36°
Plastics: 60% of 360° = 0.6x360°
Ask the pupils to solve for the angle measure of the = 216°
remaining sections.
Empty cans: 15% of 360° = 0.15x360°
We’re done with the first step; let’s proceed to the = 54°
next one which is draw a circle. Bottles: 10% of 360° = 0.1x360°
=36°
Second step: Draw a circle using a compass Paper: 5% of 360°
Third step: Use a protractor to draw each angle
measures then label each section.

Vegeta
bles
10%
The pupils will draw and label the remaining
angle measures of the sections.
90%

Ask the pupils to draw and label the remaining

sections.

54
 Papers Vegetables
Bottles 5% 10%
10%

Empty cans
15%

Plastics
60%

The last thing we need to do is:

Write a title for the graph.

2. Fixing Skills Weekly Garbage Collection of Capas

Using the data from our game a while back, you will
construct a pie graph.

Angle
Person Filipino Percentag Computatio
s e n Measuremen
Dish
t
35% 0.35x360
35 Adobo 126⁰
⁰
Sinigan 25% 0.25x360
25 90⁰
g ⁰ Use a protractor to draw each angle measures
20 Nilaga
20% 0.20x360
72⁰
and label them
⁰
Fried 15% 0.15x360
15 54⁰
Chicken ⁰
The pupils will draw the angle measures and
5% 0.05x360
5 Tinola
⁰
18⁰ label the graph.

The first and second step is done for you so you just Write a title for the graph.
proceed to the 3rd step which is?

Now you draw the angle measurements. Favorite Filipino Dish

Tinola
5%
Let’s proceed to the last step which is? Fried Chicken Adobo
15% 35%
Nilaga
20%
Sinigang
25%
.

A Pie graph is used to show the percentage of

a quantity in each category.

1. Solve for the angle measurements.

2. Draw a circle.
3. Draw the angle measurements using a
protractor.
C. Generalization 4. Write a title for the graph.
What is a pie graph?
We take care of our environment by keeping
What are the steps in constructing a pie graph?
it clean.

We need to throw our garbage at the right

trash can by separating biodegradable from
non-biodegradable materials.
D. Valuing

55
 How do we take care of our environment? We will reuse and recycle them.

We need to take care of our environment

Where do we need to throw our garbage? because is the place where we live in. If we
will not take care of our environment, we
might get sick and become unhealthy.

What do we need to do with non-biodegradable

wastes?

Why do we need to take care of our environment?

D. Application
Each group will construct a pie graph with the given
set of data inside an envelope. They will trace the
angle measurement in a cartolina and that will be
pasted on the circle to complete the pie graph.

IV. EVALUATION
Construct a pie graph using the given set of data and answer the questions.

1. Ruby budgeted her P2,000 weekly allowance if she spent it for the following:
Food: 50%
Fare: 15%
Others: 30%
Savings: 5%
How much is spent for each category?

2. The grade of a pupil in Mathematics is computed by the teacher by:

Written work: 40%
Performance task: 40%
Quarterly assessment: 20%

V. ASSIGNMENT
Construct a pie graph on how your family budgets you expenses in a month. Data may be expressed in an
orderly manner. How do you organize your daily activities?
How do you keep your things organized?
Banghay Aralin sa ESP VI

I. Layunin

A. Napatunayan na nagpapaunlad ng pagkatao ang ispiritwalidad

B. Naipapaliwanag na ispiritwalidad ang pagkakaroon ng mabuting pagkatao

C. Pagkakaroon ng positibong pananaw, pag-asa, at pagmamahal sa kapwa at Diyos

II. Paksang-aralin

Pananalig sa Diyos

Sanggunian: ESP – K to 12 CG p 87

Kagamitan: Video clips, powerpoint presentation

Pagpapahalaga: Pananalig sa Diyos

III. Pamamaraan:

A. Panimulang Gawain:

1. Pagdarasal

2. Pagbati

3. Pagbalik- aral

Ano ang halaga ng paggalang sa mga nakakatanda?

B. Panlinang na Gawain:

Panoorin ang video clip “Ang Pag-ibig ng Diyos sa Tao”

Batay sa pinanood mong video, anong bahagi nito ang nakatawag ng pansin sa iyo?

Paano ipinakita ang pag-ibig ng Diyos sa tao?

Bakit napahiwalay ang tao sa Diyos?

Ano ang ginawa ng Diyos upang maibalik ang pananalig ng tao sa Kanya?

C. Pangwakas na Gawain:

1. Paglalahat

Paano ipinakita ng Diyos ang kanyang pag-ibig sa sangkatauhan?

Pano maipapakita ang iyong pananalig sa Diyos?

57
2. Paglalapat

Bilang isang mag-aaral, ano-ano ang kaya mong gawin para ipakita ang iyong pananalig sa Diyos?

IV. Pagtataya

Sumulat ng sariling panalangin na nagpapakita na ikaw ay isang mag-aaral na sumusunod sa mga aral ng
Diyos.

V. Kasunduan

Panuto: Magsagawa ng interview sa inyong magulang, kaibigan, at kapit-bahay tungkol sa pananalig sa

Diyos.

Mungkahing tanong:

1. Sino ang iyong pinaniniwalaang Diyos?

2. Paano kayo sumasamba?

3. Paano kayo nagpapakita ng pagmamahal sa kapwa?

58
Implementation of the Final Demonstration at Dominican College of
Tarlac

59
Implementation of the Final Demonstration at Capas East Central
School

60
 LIST OF NAMES OF PUPILS
(DCT)
GRADE VI - Kind
School Year: 2017 – 2018
MALE FEMALE
1 Abrazado, Russel B. 1 Bumanglag, Maria Isabel P.
2 Alarcon, Paul John B. 2 Caraig, Seanne Aranelle C.
3 Arboleda, Apollo Emmanuel M. 3 Chua, Kirsten Jersey M.
4 Atienza, Adrian Joseph V. 4 Cruz, Farquin Razcia C.
5 Fiesta, Mark Darrell A. 5 Diaz, Roweena Claire C.
6 Gabilan, Miguel Shan A. 6 Dungao, Princess Anne C.
7 Galleto, Jhon Mark P. 7 Evaristo, Andrea Rose C.
8 Gania, Alcaeus John L. 8 Mariano, Khyla Mae M.
9 Gones, Francis Adrian P. 9 Mendoza, Kirsten Lois Q.
10 Macaraeg, Zephyr Jonel V. 10 Ong, Lara Lorraine T.
11 Matias, Sean John S. 11 Robles, Lara Sofia T.
12 Padolina, Ruther Ford A. 12 Salas, Andrea Mae Y.
13 Pineda, Eseckiel C. 13 Salvador, Athena M.
14 Ramos, Shane Kian L. 14 Sicat, Sarah Nicole A.
15 Tanglao, Joachim Nigel Z 15 Suba, Jannuarie Ashley C.
16 Taca, Hannah Myla Gicel V.

Boys: 15

Girls: 16

______

Total: 31

Mrs. Ma. Theresa S. Simbol

Class Adviser

61
 LIST OF NAMES OF PUPILS
(CECS)
GRADE VI - Hyacinth
School Year: 2017 – 2018
MALE FEMALE
1 Bautista, Angelo P. 1 Alipio, Jendy G.
2 Capunpue, James Paul M. 2 Basa, Sarah B.
3 David, Garry E. 3 Caputol, Khristine Kyle B.
4 Dimaun, Harley Dave F. 4 Castañeda, Acen Ann E.
5 Dizon, Renel Joe M. 5 David, Maria Theres D.
6 Eulalio, Ivan B. 6 Eclera, Geraldine Q.
7 Gamboa, John Gabriel M. 7 Facun, April C.
8 Gatbonton, John Michael A. 8 Ignacio, Andrea C.
9 Hilario, Bart R. 9 Lansangan, Angel Mie C.
10 Montales, Jerald N. 10 Maginang, Raven Jane I.
11 Payad, Jomarie A. 11 Mamangun, Shaira J.
12 Quiambao, Napolion Polvinar S. 12 Manucum, Ana Catherine M.
13 Reyes, Marvin F. 13 Muan, Nicole O.
14 Solibio, Eivan Marc R. 14 Nebrija, Precious Margareth D.
15 Sunga, Brian Angel V. 15 Salak, Monette M.
16 Tan, James Russel O. 16 Salunga, Sabrina Sandra F.
17 Tuazon, Matthew G. 17 San Miguel, Ally G.
18 Valencia,Yuan Kristoffer 18 Vega, Tiffany Jelaine M.

Boys: 18

Girls: 18

______

Total: 36

Mrs. Laarnie S. Dungca

Class Adviser

62
CHAPTER
VI

Evidences of Student Teaching

in School Setting

MY WEEKLY DIARY
November 21-24, 2017

It’s the first day and I learned their names already. I have established good
relationship with them and I can control them by 70%. Teacher Beth gave me
some advice. By the end of the week, they are more manageable compared to
the first day. I’m handling the naughtiest section and it’s a great challenge for
me because I suck at classroom management. With the advice that Teacher
Beth and the other teachers gave me, I’m getting the hang of it.

November 28, 29, & December 1, 2017

I have experienced total control over them during the exams. The journalists
have returned and brought more noise with them but I have suppressed that
extra noise. I can now control them by 80% during the normal class hours. I
have established a stronger connection with them. I also experienced handling
another section during the exams.

December 4-8, 2017

It’s the first time that I have encountered a fight in my class. I confronted the
two pupils (boy and girl) then they became alright after I talked to them. The
children have become more manageable that I do not have to repeat “keep
quiet” many times before they will settle down. They are still noisy but the
noise is controllable unlike the early days of practice teaching. One thing that I
like about them is when I’m having my first weekly demo, they are very
participative despite their noise during normal class hours. I can now discuss
their lessons in other subjects if their teachers are not available and I am now
facilitating quizzes and activities without unleashing my pupils’ inner beasts.
It’s not “Welcome to the jungle” anymore.

January 8 – 12, 2018 63

Demo week and it’s so tiring. I thought that the pupils are always naughty but
when it’s demo time, they participate actively. It’s my first time to have a final
demo so the pressure is on. The demo went well, thank God. I stayed the whole
week before we will transfer to the public school. It was a great experience
indeed.

January 15 – 19, 2018

It’s my first time to handle different sections per period. It’s kind of a disaster
at first because I’m not yet used to this situation where I was always shouting
just to make them settle down. It gets better as the week goes. I like teaching
for hours instead of just sitting around. I taught mathematics in four different
sections and do gardening in the morning which is the same routine that my
grandfather did when he was still alive. It’s very challenging in public school
but this is what I want, if you are not challenged, you will not grow. The
experiences I gained in DCT are being applied here but I just pumped up the
level so that they can match the attitudes of the learners.

January 22 – 26, 2018

It’s still the usual routine of rotating students per period. This time, I’m already
teaching two subjects: AP and Mathematics. It’s so good to hear feedbacks of
the students where they will say they want me to teach them because they love
mathematics. At least, I didn’t make them hate math. As for AP, it’s also good
because I can share my knowledge about the history of our country to them.
They are happy in whatever subject that I teach to them. I love that my section
doesn’t want to change rooms because they enjoy my teaching. Same through
with the other sections, they want to change rooms because they enjoy my
subjects

64
January 29 – February 2, 2018

We had retreat at Caluruega, Batangas. Fr. Charles said, “Today, you have
transfigured. When we go back to our lives, show how you have changed and
be the best person you can be”. I wished that I will not go back. I wanted to
stay in Caluruega because I`m at peace there. At some point, the things you
hold dear to you, you gotta say goodbye to them. Turn them into great
memories and never take them for granted. Then go out and create new ones.

February 5 – 9, 2018

It`s the 72nd Foundation Week in DCT. I enjoyed it this year more than any
other years. Probably because it`s my last Foundation Week from which I had
my first weekly demo in public school. It`s TLE, Enhancing Decorating
Finished Products. Then we had practice on Thursday for our education day
performance. I danced and song during the program which I have never done
before. I literally transcended myself during this week.

February 12 – 16, 2018

I had my 2nd weekly demo this week. It`s TLE again, Materials and Tools in
Making Electrical Gadgets. I`m thankful that I have prior knowledge about this
topic and I have some experiences in creating an extension cord which made
my demo interesting. Valentine`s day, we had a program for the pupils, the
Laro ng Lahi. The program boosts the nationalism of the pupils which is very
important these days. My section won one of the two events for Grade 6 which
made me very proud.

65
February 19– 23, 2018

My last weekly demo is done this week. It`s ESP, Ang Pananalig sa Diyos, it`s
a very interesting topic for me because I like teaching morality to my pupils.
It`s also a very tiring week because the requirements came and other
performance tasks. I`m still teaching them every day just like the usual. It
makes me happy when they say that they have learned from me. It`s one of the
perks of being a teacher.

February 26 – March 2, 2018

I have done my lesson plan for my final demo and had it revised. I also started
making my instructional materials. Then I presented my lesson plan to the
principal for final checking. I`m always pushing myself to my breaking point
these days. I hope that these experiences will make me a better teacher.

March 5 - 9, 2018

My final demo is successfully done, I never expected my students to

participate actively. They have leveled up compared to the first time I came
here. I have also grown up so much in my stay with them. I learned that
teaching s not only instructional connect with the people you are dealing with
it. You leave a part of you in them, and them in you. They got emotional
during our farewell activity. You can really see that I really touched their lives.
In that moment, I`m amazed with myself. I never thought that I could really
mean so much to someone.

66
PICTURES

67
68
CONCLUSION
In the past five months of Practice Teaching, I have learned a lot. It has
changed my perspective in life. I have experienced how it really feels to be a
teacher. It’s hard, but every bruise is a lesson and it just made me stronger.
It was very difficult because I had to wake up early and travel for one
hour just to arrive in school at 7:00am. Then I had to assist the students during
the flag ceremony and back again to their room. It’s like you are living the life
of a teacher but less tasks and no salary. I got the hang of it after a few weeks
and I never got stressed even though I had evening classes.
All the knowledge and principles that you have acquired in the past three
years are applied in this course. Mind you, it is not how you read it in the
books. You just have the books for description purposes but it’s up to you on
how you handle everyday situations, especially those that are not expected to
happen in a normal day.
I have learned a lot in this course especially in classroom management. I
suck at classroom management at first but I strived to do my best in order to
cope up to my weaknesses. This course has changed me into a better person
than before. “Experience is the best teacher.”, John Dewey said and Practice
Teaching has been a good example for me. I taught my students and at the
same time, I learned from them.

69
 PROFESSIONAL CAREER
DEVELOPMENT PLAN
After all the hard work in the past 4 years, I will be reviewing for the
Licensure Examination for Teachers and hopefully, by the will of God, I will
pass the exam. I will then apply to an educational institution, my alma mater
first and if lucky enough, I will be hired and it will be my honor and gratitude
to share my knowledge and skills to my fellow Dominikanos.

Learning never stops. While I’m employed, I’ll pursue my master’s

degree, probably in Educational Management, just like what my parents have
taken up. This will earn my the passage towards an administrative position if
ever I will be transfering to a public school. This is a must be especially during
this time of great competition. It will be my edge when it comes to ranking.

After about 5 years, I will be transfering to a public school. Things will

be different that time but I know that I can adapt to anything because
Dominican College of Tarlac has taught me well. There is a need for teachers,
real teachers these days. I know that it is my responsibility to be the light that
will guide them to the right path. I hope that I can be a great teacher just like
Our Lord, Jesus Christ. Teaching is not a profession, it is a vocation. With the
guidance of the Father above, the gifts that the Holy Spirit gave me, and the
inspiration of the greatest teacher, Our Lord Jesus Christ, I will finish strong.

70
CURRICULUM VITAE
Akeli Jesse O. Balatbat
Bachelor of Elementary Education

Address: 681 National Road, O’Donnell, Capas, Tarlac

Contact number: 09991567248
Email Address: akeli.balatbat@gmail.com

OBJECTIVE:

 Pursuing an opportunity which will allow me to grow professionally and

to succeed in a stimulating and challenging environment, building the success
of the institution while I experience advance opportunities.

EDUCATION:

Tertiary: Dominican College of Tarlac

Capas, Tarlac
A.Y. 2017-2018
Secondary: Dominican College of Tarlac
Capas, Tarlac
S.Y. 2013-2014
Primary: Capas West Central School
O’Donnell, Capas, Tarlac
S.Y. 2009-2010

WORK EXPERIENCE/S:

SEMINARS ATTENDED:
Planning for Effective Teaching
Dominican College of Tarlac
November 18, 2017

Revisiting Basic Grammar and Enhancing Writing Skills

Dominican College of Tarlac
October 27, 2017
71
 Outcomes-Based Education (OBE)
Dominican College of Tarlac
October 23, 2017

PinaMATHdali through Math Tech

Dominican College of Tarlac
September 14, 2017

Lesson Planning
Dominican College of Tarlac
March 15, 2017

Mathematics Technology: Exploring the World of Mathematics

through Technology
Dominican College of Tarlac
September 15, 2016

SIGuro: A Seminar for the Innovative Guro

Tarlac State University
November 14, 2016

Planning Workshop for CED Officers

Dominican College of Tarlac
July 22, 2017

ACHIEVEMENTS/AWARDS:

Certificate of Completion
Practice Teaching
Academic Year 2017-2018
Dominican College of Tarlac, Capas Tarlac
March 14, 2018

Certificate of Commissioning
Teaching Ministry
Academic Year 2017-2018
Dominican College of Tarlac, Capas Tarlac
November 13, 2017

Certificate of Appreciation
Speaker at School-Based Seminar – Workshop on Math Problem Solving
Academic Year 2017 - 2018
Dominican College of Tarlac, Capas Tarlac
October 20 – 21, 2017 72
 Certificate of Appreciation
Mid-year Brigada Eskwela
Academic Year 2017-2018
Central Azucarera De Tarlac National High School - Annex
October 10, 2017

Certificate of Recognition
Academic Excellence
Academic Year 2016-2017
Dominican College of Tarlac, Capas Tarlac
December 20, 2016

Certificate of Recognition
Academic Excellence
Academic Year 2015-2016
Dominican College of Tarlac, Capas Tarlac
December 19, 2015

Certificate of Recognition
Academic Excellence
Academic Year 2014-2015
Dominican College of Tarlac
December 19, 2014

PERSONALDATA:
Age : 20 yrs. old
Date of Birth : June 27, 1997
Place of Birth : Concepcion, Tarlac
Height : 5’5”
Weight : 67 kg.
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

REFERENCE/S:

Mr. Ruel A. Zacarias

Dean-College of Education
Dominican College of Tarlac
Capas, Tarlac
73
CP #: Available upon request

Ms. Lucila A. Huet

Former College Instructor
Dominican College of Tarlac
Capas, Tarlac
CP #: Available upon request

Mr. Vincent S. Vasco

Basic Education Principal
College Instructor
Dominican College of Tarlac
Mobile No.:+639293750407

I hereby certify that the above information is true and correct.

Akeli Jesse O. Balatbat

Applicant

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61
RUBRIC FOR PRACTICE TEACHING
PORTFOLIO
Name: Balatbat, Akeli Jesse O.
Evaluator: _____Self ______Peer _____Mentor

Directions: Check the box below the score that best describes the indicator. The legend below
gives the description.

Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvement

Criteria 4 3 2 1

A. Visual Appeal (20%)

1. Cover
2. Lay-out
3. Tone – mood
4. Creativity
5. Resourcefulness
6. Neatness

B. Organization (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correctness of Form (e.g. grammar)

C. Content (30%)
1. Statement of Purpose
2. Completeness of Entries
3. Diversity of Selection

D. Reflections (30%)
1. Depth of Understanding
2. Application of Ideas
Final Rating

Practice Teaching Portfolio Entries

1. Table of Contents
2. Prayer of a student/Credo/Personal Educational Philosophy
3. A Resume
4. A brief description of the site of practice teaching
5. Examples of lesson plans
6. Evidences of Community Outreach
7. Observation and Evaluation forms
8. Best Lesson Plan using creative strategy with the complete set of materials
9. Samples of learners’ work and feedback
10. Titles and Brief synopsis of professional readings and references
11. A professional development or career plan

75
APPENDI
X
A

Weekly Lesson Plans

and Rating Sheets
• Prelims
• Midterm
• Finals
APPENDI
X
B

Demonstration Teaching
Evaluation Sheets
APPENDI
X
C

Student Teacher Performance

Evaluation Sheets
APPENDI
X
D

Daily Time Record

(Month of November - March)
APPENDI
X
E

Certifications