REPUBLIC OF THE PHILIPPINES
EULOGIO ″AMANG″ RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
NAGTAHAN, SAMPALOC, MANILA
COLLEGE OF EDUCATION
Bachelor of Secondary Education - Mathematics
In cooperation with
ANTONIO A. MACEDA INTEGRATED SCHOOL
School Division of Manila
In Partial Fulfilment in the
Requirements for the Subject
Teaching Internship
Portfolio in Teaching Internship
My Learning and Teaching
Experiences as a Pre-Service
Teacher
Submitted by:
Jomar S. De Chavez
BSE – Mathematics IV
Pre – Service Teacher
Submitted to:
Dr. Editha S. Magsino
Intern Supervisor
My Learning
and Teaching
Experiences as
a Pre –
Service Teacher
Table of Contents
Introduction 1
Acknowledgement 2
Curriculum Vitae 3
Certificate of Completion 7
Professional Readings 9
Weekly Journal 12
Culminating Activity 23
Significant Experiences and Reflection on PPST Domain 28
Domain 1 – Content, Knowledge, and Pedagogy 29
Domain 2 – Learning Environment 31
Domain 3 – Diversity of Learners 33
Domain 4 – Curriculum and Planning 35
Domain 5 – Assessment and Reporting 37
Domain 6 – Community Linkages and Professional 39
Engagement
Domain 7 – Personal Growth and Professional Development 41
Teaching Philosophy as a Beginning Teacher 43
Appendices 44
Introduction
The pre-service teacher's responsibility is to commit to professional
experience, both as an important aspect of their initial teacher education
curriculum and as an opportunity to get involved in the professional experience
site's daily operations and make a contribution.
Field Study allows pre-service teachers to practice child-friendly attitudes
while observing the applied principles, methods, strategies, and approaches to
teaching using any of the supporting learning materials in teaching to further
enhance and facilitate instruction delivery. Effective teaching and learning
indicators must be carefully monitored. It is expected that pre-service teachers will
learn from their observations and apply what they have learned through teaching.
As educators, we must be adequately prepared in order to contribute
learnings to students, be effective in class, and increase the efficiency of education
in the community.
Acknowledgement
I, the author, would like to express my gratitude to those individuals who guided,
inspired, and help me in the completing this portfolio.
First, to our Almighty God who gave me strength and never leave me in this
journey as I strive in becoming the best teacher that I could be,
To the Faculty Member of Antonio A. Maceda Integrated School Mathematics
Department, for giving us a warm welcome in completing our Teaching Internship
and for the unconditional support that guided me in everything that I do,
To my Cooperating Teacher, Ma’am Mimilanie Dela Merced, for continuous
guidance and knowledge that was imparted to me and for always giving a handful
support,
To my Adviser, Dr. Editha S. Magsino, for all the sacrifices and tireless dedication
as our Intern Supervisor,
To the Student Teaching Organization, for the trust and support as I was elected
as the President of the organization and graduating class.
To Dr. Evangeline M. Sangalang, dean of the College of Education – EARIST, for
the continuous support not just becoming the dean but as an adviser of the Math
Thinkers Club.
Especially, to my parents, for all the sacrifices and believing that I can be able to
do things and becoming the person I want to be.
Curriculum
Vitae
EARIST PHILOSOPHY
As a state college, Eulogio “Amang” Rodriguez Institute of Science
and Technology (EARIST) believe that education is not an area of
knowledge that can be arrogated unto itself by one profession, nor it is a
division separate and distinct from the society and the times in which it
flourishes. It is a plexus of knowledge and skills applied to the economic,
social and moral development of self-actualized and productive citizenry.
MISSION
Turn out vocationally, technically, technologically, and scientifically
trained graduates who will be economically productive, self-sufficient,
effective, responsible and discipline citizen of the Philippines.
VISION
EARIST is envisioned to be a center of excellence in trades,
business, arts, science and technology education.
COLLEGE OF EDUCATION
GOALS
Prepare future teachers to teach the sciences, mathematics,
technological and entrepreneurial specialization in the elementary and
special education, secondary and tertiary levels.
Prepare individuals to contribute to social, moral and economic
development and wise conservation of natural resources through
vocational, scientific, and technological education.
OBJECTIVES
Develop skills that will enable the graduate to guide the young in
strengthening good moral character and cultivate the potentials for self-
fulfillment and productivity.
Train teachers who shall interpret, transmit, enrich and conserve Philippine
culture and promote the country.
Provide sufficient skills for students to become leaders in the field of
education and enable them to experience the frontiers of knowledge
through research.
CREDO
C- COMPETENCE
E- EXCELLENCE
D- DISCIPLINE
ANTONIO A. MACEDA INTEGRATED SCHOOL
VISION
A premier school that nurtures lifelong functionally literate learners.
MISSION
Equip learners with knowledge and skills for local and global
competitiveness.
Develop and maintain committed and competent teaching and non teaching
personnel.
Inspire stakeholders to work together employing the concept of School –
Based Management
CORE VALUES
Love for God and His Creations , Love for Country and Fellowmen
Certificate
of
Completion
Professional Readings
Article 1
Teachers make a difference: What is the research evidence?
by John Hattie
The expert teacher more often than the experienced teacher seeks further information,
whereas experienced teachers focus more on directly available data; experts are more
focused on solving problems with respect to individual students’ performance in the class,
whereas the experienced teachers generally focus their decision on the entire class.
Expert teachers can anticipate, plan, and improvise as required by the situation. Experts
are more adept at anticipating problems and then improvising. They tend to spend a
greater proportion of their solution time trying to understand the problem to be solved as
opposed to trying out different solutions. Experts are more likely to monitor their ongoing
solution attempts, checking for accuracy, and updating or elaborating problem
representations as new constraints emerge (Larkin, 1983; Voss & Post, 1988). That is,
they are greater seekers and users of feedback information about their teaching (Hattie,
in review).
Expert teachers are better decision-makers and can identify what decisions are important
and which are less important decisions. This improvisation leads to experts being
between decision makers. In their study comparing expert and novice teachers, Borko
and Livingston (1990) found that, although none of the expert teachers had written lesson
plans, all could easily describe mental plans for their lessons. These mental plans
typically included a general sequence of lesson components and content, although they
did not include details such as timing, or pacing the exact number of examples and
problems
These aspects of instruction were determined during the class session on the basis of
student questions and responses. When asked what would be happening in class each
day, the experts described plans that explicitly anticipated contingencies that were
dependent on student performance. They were skilful in keeping the lesson on track and
accomplishing their objectives, while also allowing students’ questions and comments as
springboards for discussions. Moreover, they achieved a balance between content-
centered and student-centered instruction.
Expert teachers are proficient at creating an optimal classroom climate for learning.
Expert teachers are proficient in creating optimal classroom climates for learning,
particularly to increase the probability of feedback occurring (which often involves
allowing for, and certainly tolerating, student errors). The build climates where error is
welcomed, where student questioning is high, where engagement is the norm, and where
students can gain reputations as effective learners.
Expert teachers have a multidimensionally complex perception of classroom situations.
Related to the superior pattern recognition, experts are more able to deal with the
multidimensionality of classrooms. Expert teachers are more effective scanners of
classroom behavior, make greater references to the language of instruction and learning
of students, whereas experienced teachers concentrate more on what the teacher is
doing and saying to the class and novices concentrate more on student behavior.
Expert teachers are more context-dependent and have high situation cognition. When
experts classify learning scenarios, the categories they create are more dependent on
existing context, surrounding setting, or embedded in particular circumstances. Experts
are more dependent on context than experienced teachers.
Source: file:///C:/Users/Riobeth%20Ortiz/Downloads/john_hattie.pdf
Article 2
School culture
by Louise Stoll
School culture is one of the most complex and important concepts in education. In
relation to school improvement, it has also been one of the most neglected. Schein2
considers the basic essence of an organization’s culture to be, “the deeper level of basic
assumptions and beliefs that are shared by members of an organization, that operate
unconsciously, and that define in a basic ‘taken-for-granted’ fashion an organization’s
view of itself and its environment”. These are the heart of school culture, and what makes
it so hard to grasp and change.
Culture describes how things are and acts as a screen or lens through School
culture which the world is viewed. In essence, it defines reality for those within a social
organization, gives them support and identity and creates a framework for occupational
learning. Each school has a different reality or mindset of school life, often captured in the
simple phrase “the way we do things around here”.3 It also has its own mindset in relation
to what occurs in its external environment. Culture is, thus, “situationally unique”, 4 as
can be seen in the example of two ostensibly similar primary schools, located in the same
area and drawing from the same population, with the same number of pupils attending
them. These two schools view these pupils, their work and external constraints they faced
in very different ways.
Article 3
Ways to Increase a Student’s Attention Span Author: David Reeves
One of the most challenging parts of becoming a teacher especially in lower year level is
the short attention span of the learners. They cannot last long seating in a chair to
accomplish their assigned tasks. From the article of David Reeves, a Marketing Director
of Grounds for Play, he proposed some strategies that might help increase the attention
span of the learners and help them become focus on doing their tasks at school.
• Include Physical Activity-give the learners a break for active play like bouncing a
ball, quick stretching or jumping jacks before giving them another task.
• Adjust time Frames- break content into smaller time intervals, avoid discussing the
whole content simultaneously. For instance, 15 minutes discussion, 5 minutes
break then proceed to another 15 minutes of discussion and break for a little and
so on.
• Play Memory Games- memory games help one to hone that focus for kids in a fun
way, examples of memory games are red-light-green-light, I-spy or Simon Says,
these game forces a child to concentrate and increase attention.
• Rate (and change) Task- sometimes learners do not pay attention because the
task is too hard, by that allow students to rate the task from 1-10 and when they
give 8 out of
• Remove Visual Distractions- the environment of the classroom should not be
overwhelmed with visuals. If there are visuals that distract the learners focus and
attention, try decluttering them
Weekly Journal
March 28, 2023
This was the day of our Internship Deployment, when Dr. Editha S. Magsino, our
Internship Supervisor, came to our school to formally deploy us. Mr. Danilo B. Estavillo,
principal, and Ma'am Juvy G. Delos Santos, Math Department Head, welcome us and
provide us with information and motivation for our teaching internship.
During this day, Ma’am Naomi, my Co-ST was discussing about angle. They were
shocked when I enter the room as if I am just a student All of our students warmly greet
me a lively good morning as they’ve mentioned that they missed me so much.
After the class, our students requested if we can take a picture together with Ma’am
Naomi and ofcourse, we took a selfie and enjoyed the moment with our students. I
enjoyed this day because it’s almost three weeks since I last saw our class.
March 29, 2023
Today is Ma'am Z's Final Demonstration, one of my Co - ST from the University
of Santo Tomas. It was the day when I felt like I was the one teaching in front of the
observers, UST Supervisor, Department Head, Master Teacher, and some Teachers. I
feel ready to take over and teach that class. We did our best to assist Ma'am Z in
completing her instructional materials, lesson plan, and teaching skills. We enjoy
assisting one another by offering details, shortcomings, and strengths so that we can
adjust to every area and improve our teaching method.
March 31, 2023
This day is one of the luckiest day for us because our Master Teacher, Ma’am
Respall is having her Class Observation Tool. She discussed about Pascal Triangle and
it was so informative and we were able to get some techniques on how to handle a class,
how to speak and how to discuss your topic.
This was during our lunch break from 8:25am – 9:40am. Everyday, Student Teachers
from EARIST and PUP are having our lunch together. We always go outside to buy
some meals, Kwek-kwek, Buko Juice and many more. Most of the time, we ate Pares
together and we just always talk about what happened during our class.
April 13, 2023
This is a day when we teach students after class; it's similar to a remedial class for
those who want to study mathematics as well as those who want to advance in math.
April 14, 2023
We were discussing Transversal Lines on this day, three days before my birthday,
and we teach our students how to find angles if there is a transversal, what angles are
formed, and a lot of students raise their hands, and it's so nice to see that most of them
were participating during our class. This photo was taken in my section G7 - Del Mundo
between 6:55 and 7:40 a.m.
April 17, 2023
This photo was taken during my birthday, I was discussing something and my students
from G7 – De Ocampo, my advisory class requested if I can take a video of them, and
they greet me a Happy Birthday and they were so cute that time. After that class, as I
went up to the office, Sir Darwin gave me a box of white board marker as a gift for my
day.
April 20, 2023
It was a day of our Official Class Picture together with the Principal, Sir Danilo and the
whole G7 – De Ocampo. It was so heartwarming to see all of them and I am sure gonna
miss them.
April 27, 2023
On this day, we decided to arrange their seats to balance the students from those who
always participates and for those makukulit. \
June 9, 2023
We, the EARIST Student Teachers, will hold our Final Demonstration on June 7 and
June 9. It was the day when we had to demonstrate what we had learnt during our
observations, as well as the abilities and techniques that we had learned from each
other and our critique professors. I talked about Mean for Ungrouped Data, and I was
really happy to see that all of my students from G7 - Del Mundo were involved and
helpful. Ma'am Respall, Ma'am Perea, Ma'am Dela Merced, and Ma'am Magsino, our
Intern Supervisor, all observed me. I'm very thrilled I was able to do my final demo
nearly flawlessly.
June 30, 2023
This is my last day handling the class from G7 – Solevilla, G7 – Del Mundo, G7 – De
Ocampo, G7 – Lara, and G7 – Escuro. It was so heartwarming to say goodbye to my
students since they became part of my journey as a pre service teacher. I am surely
gonna miss them.
Teaching Philosophy as a
Beginning Teacher
A skilled educator fosters positive relationships with her students based on mutual
respect and trust, and she sets the tone for a positive classroom community.
When I consider my role as a teacher, the one thing on which I am constantly focused is
on is the relationships I've developed with my students. I enjoy talking with people. Inform
them on topics and issues that are important to them, and find out how they feel about
them and experiencing the world as well as the material we are studying in class. I'd like
to have my own to become less of a class and more of a community in which we all share
ideas and experiences. At the same time, they are communicating and learning from one
another.
This is one of the reasons I chose to teach middle and high school students; their maturity
level allows them to clearly articulate their own thoughts and feelings.
A good teacher must be knowledgeable about her subjects and understand how to help
students learn those subjects. I understand that a good teacher must have a thorough
understanding of how knowledge is generated in the discipline, how it is organized, and
how it is linked to other disciplines. I use my knowledge of the discipline to introduce
critical thinking modes to my students, encouraging them to analyze, apply, synthesize,
and evaluate everything they read and hear. I am passionate about the subjects I teach,
and I know how to bring them to life for my students.
A good teacher cannot begin or continue to inspire learning unless they are themselves
learners. A good teacher must constantly learn about new developments in the discipline.
In fact, a good teacher frequently contributes to the creation of new knowledge. To live
this belief, I must constantly evaluate my teaching methods and seek out new ones. To
stay connected to my students, their lives, and the schools where they will practice their
professions, I must remain a student of society and the ever-changing worlds in which
they live. As my students learn alongside me, I eagerly and willingly learn from them.
A teacher, in my opinion, is the most powerful role model. I am constantly aware of the
enormous responsibility I have to "walk my talk" with my students. If I expect them to live
their values and beliefs, I must also do so. I expect the best from myself and others, and
I usually get the best. I strive to treat everyone with dignity and respect, and I expect my
students to do the same.
I really believe in the ability of questions and questioning techniques to elicit thought. I
make it a point to ask questions that have no definitive "correct" answer. The most
effective tool a teacher has to aid in student learning is the use of questions, so I'm always
striving to improve as a "questioner."
Appendices
Instructional Materials
