Practice Teaching Portfolio

Submitted to
The Faculty of the BEED Program
COLLEGE OF EDUCATION
Liceo de Davao Philippines
Briz Campus, Tagum City

In Partial Fulfillment
Of the Requirements in Educ.100
Practice Teaching
Bachelor of Elementary Education
Major in Generalist

By:
KEITH JATHNIEL G. POJAS
Pre-Service Teacher

April 30, 2021

 Republic of the Philippines
College of Liceo de Davao Tagum City
Briz District Magugpo East
Tagum City

Practice Teaching Portfolio

Submitted to
The Faculty of the BEED Program
LICEO de DAVAO
Briz, District, Magugpo East, Tagum City

In Partial Fulfillment
of the Requirements in Educ.100
Practice Teaching
Bachelor of Elementary Education
Major in Generalist

By:
KEITH JATHNIEL G. POJAS
Pre-Service Teacher

April 30, 2021

 Republic of the Philippines
College of Liceo de Davao Tagum City
Briz District Magugpo East
Tagum City

April 30, 2021

LEONCIO HADJI, ED. D

Academic Dean
This College

Sir,

The accompanying portfolio, entitled “My Practice Teaching Portfolio”, is hereby

submitted in accordance with the requirements of the subject Educ. 100 Practice
Teaching of the program this Second Semester, SY 2020-2021.

May this merit your favorable approval.

Sincerely,

KEITH JATHNIEL POJAS

Pre-Service Teacher

Noted by:

ARJAY D. PEREZ
Practicum Coordinator

iii
 VISION, MISSION, GOALS and OBJECTIVES

School Vision
Licean graduate complete with good values, excellent wisdom in a preferred
field of expertise for services to the people.

School Mission
Liceo de Davao is a Filipino, non-sectarian, non-profit academic institution
molding a community dedicated to the integral development of the whole person
responsive to the needs of the locality, country and the whole world in general.

As a true Filipino school, Liceo de Davao is committed to the preservation,

development and love of Filipino culture and honor. It aims to educate individuals
seeking for national progress in concenance with true human development in social,
cultural, economic, political and spiritual aspects and equipped them with relevant
competencies based on regional jurisdiction.

For Service: As our objective, the school dreams of producing competent men
and women for others who shall benefit and avail their talent and skills, especially the
most unfortunate ones for the glory of God and Country.

For Values: With purified intent on sharpening literacy, cultural and religious
activities, the school desires to inspire and activate Liceans to love beauty, truth and
goodness.

For Wisdom: through the selective composite methods of instructions and

extensive study of languages, science and humanities, the college visualizes
development of skills and thoughts and expressions which are essential for maturity and
leadership. With the aid of professional and research programs, the institution imparts
the ideals of excellence in its graduates who shall eventually serve in their various
professions.

School Goals and Objectives

In consonance with the Mission Statement of Liceo de Davao, it is committed to
provide the students with liberal education through the colleges of Teacher Education,
Commerce, etc. and the various Technical-Vocational courses with competencies in
specific personalized skills of computer literacy and para-medical knowledge.
The ultimate objective of the college is to mold the Liceans in wisdom and
eloquence. It desires to educate men and women who think clearly, discriminate among
values, appreciate beauty, communicate effectively, possess professional competencies
and work with initiative, dedication and creativity. These attributes and achievements
are geared to the personal development and fulfillment of the students, but most
importantly they are reserved for the development of leader who will put out their talents
and professional achievements at the service of others.

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 KEITH JATHNIEL G. POJAS
Briz District, Magugpo East, Davao Del Norte

amazingjathniel@gmail.com

PERSONAL INFORMATION

Date of Birth: February 13, 1998

Place of Birth: General Santos City

Civil Status: Single

Sex : Male

Religion: Jehovah’s Witness

Citizenship: Filipino

Father’s Name: Eddie A. Pojas

Occupation: RTW Selling

Mother’s Name: Lalaine Pojas

Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Habitat Community Elementary School

Secondary: Lagao National High School

College: Liceo de Davao

Course: Bachelor Of Elementary Education

Major: Generalist

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 ACKNOWLEDGEMENT

The Pre-Service Teacher would like to express his deepest gratitude to all of the
persons who were engaged upon completing the Practice Teaching for two months
within this Second Semester. As a student-teacher, I am very much thankful to those
teachers and to my family and friends who helped support my learning studies. For all
advices and continue my responsibilities in this episode, thank you so much.

Mr. Arjay Perez, Training Coordinator and instructor who patiently facilitated me
upon guiding our schedules and every demonstration I had in Liceo de Davao Briz,
District Magugpo East Tagum City.

Mr. Kane Robert Batiao, My Cooperating Teacher who showed me a kind attitudes in
giving advices and for the opportunity she gave.

Dr. Janet D. Riogelon School Administrator who give us encouragement to

continue our dreams and be better future leader.

To almighty God who give us strength, courage and education to continue.

Thank you Lord, we are nothing when your guidance is lost.

A billion thanks to all of you Ma’am and Sir.

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 FEATURES OF THE PORFOLIO

This portfolio is especially designed / prepared for the graduating students of

the Teacher Education Institutions (TEIs). The twelve (12) learning episodes are based
on the actual experiences that graduating students need to undergo and perform in the
real world of work to prepare them become better educations.
Each learning episode contains the following components which were creatively
developed and designed to improved and strengthen the student’s in term’s
performance.

My Goals
This specifies the goals, objectives and purposes, which the interns need to attain at the
end of each activity. The objectives were stated in a specific, measurable, attainable,
realistic, and the time bound (SMART) manner.
My Performance
This measures / assesses the learner’s efforts / achievements based on the
goals set for each episode. This allows the designated person to rate the student intern
in a specific activity. The rater maybe the practicum supervisor, cooperating teacher or
peers. This will also the learners to do more as she / he progress in every activity.
My Tasks
This provides learners with a wide array of meaningful and rewarding activities to
enrich classroom work.
My Activities
These provide learners with a wide array of meaningful and rewarding activities
to enrich classroom work.
My Analysis
This highlights the students’ ability to break the information / experiences
learned into parts which will be eventually transformed into a meaningful whole.
My Reflection/ My Insight
These empower the learners to develop higher order thinking skills. These will
help the learners improve their meta cognitive process.
My Portfolio
This capsulizes the student’s learning using different modes of assessment. A
suitcase of documentary, evidence of learning in various form.

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 TABLE OF CONTENTS
COVER PAGE
TITLE PAGE ii
TRANSMITTAL LETTER iii
VISION, MISSION, GOALS AND OBJECTIVES iv
STUDENTS’ RESUME v
ACKNOWLEDGEMENT vi
PURPOSE OF THE PORTFOLIO vii
FEATURES OF THE PORTFOLIO viii
TABLE OF CONTENTS ix
PHILOSOPHY OF EDUCATION xii
PERSONAL REFLECTION xiii

PORTFOLIO ENTRIES

Episode 1- What’s Up? What’s Up? 2

Episode 2- My First Duty Jitters 8
Episode 3- My Second Home 13
Episode 4- Getting to know the Classroom Routines 19
Episode 5- The Journey Begins with the first Step 22
Episode 6- Writing My First Lesson Plan in My Second Home 26
Episode 7- Preparing My IM’s (Instructional Materials) 41
Episode 8- My First Assessment Tool 46
Episode 9- Designing / Structuring the Classroom Bulletin Boards 51
Episode 10- Comes Let’s Participate in School Activities 55
Episode 11- May I Help You? (Doing Auxiliary Services) 60
Episode 12- My First Classroom Demonstration Lesson 66

JOURNAL ENTRIES
LESSON PLAN
APPENDICES
A. Pre-Service Teacher’s Actual Teaching Checklist
B. Final Demonstration Lesson Plan
C. Instructional Rubric
D. Pre-Service Teacher’s Actual Teaching Observation Sheet
E. Final Demonstration Comment

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F. Grading Sheet
G. Clearance Form
H. Class List
I. Examination/Assessment Questionnaires
J. National Competency –Based Teaching Standards
K. Sample Excuse Letter
L. Sample Application Letter
M. Trainings/Seminars/Workshop Attended
N. Revised Bloom;s Taxonomy of Objectives
O. Code of Ethics
P. DepED Order No. 2009 on Further Revisions to the Hiring Guidelines for Teacher
1 Position
Q. Certificate of Completion
R. Certificate of Completion for Experiential Learning Courses Prescribed by DepED
S. Daily Time Record
T. Documentation

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 PHILOSOPHY OF EDUCATION

Philosophy of Education is a field of applied philosophy that examines the aims, forms,
methods and results of education as both a process and field of study. It is influenced
both by developments within a philosophy, especially questions of ethics and
epistemology and by concerns arising from instructional practice. The subject is often
taught within a department or college of education. Rather than within a philosophy
department philosophical treatments of education date at least as far back as Socrates,
but the field of inquiry only began to be recognized as a formal sub discipline in the
nineteenth century. Though the field often seems to lack the cohesion of other areas of
philosophy, it is generally and perhaps therefore, more often to new approaches.

Perennialism is conservative and flexible philosophy of education. It is based on

the view that reality comes from fundamental fixed truths fixed truths. Especially, related
to God. It believes that people find truth trough reasoning and revelation and that
goodness is found in rational thinking.

Idealism believes in refined wisdom. It is based on the view that reality is a

world within a person’s mind. It believes that truth is in the consistency of ideas that
goodness is an ideal state to strive to attain.

Realism believes in the world as it is. It is based on the view that reality is what
we observe. It believes that truth is what we sense and observe and that goodness is
found in the order of the laws of nature.

Experimentalism believes in the personal interpretation of the world. It is based on the

view that the reality is what you experience. It believes that truth is what works right now
and that goodness comes from group.

Existentialism believes in the personal interpretation of the world. It is based

on the view that the individual defines reality, truth and goodness. Teacher-centered
philosophies are based centered philosophies are based on theories and ideas.

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PERSONAL REFLECTION

xi