Republic of the Philippines

College of Education
Leyte Normal University

Second Semester, S.Y. 2020-2021

In Partial Fulfilment of the Requirements in

ProfEd_116

Submitted to:
RYAN G. DESTURA, MAT
Supervisor, BSED Teaching Internship
Program Coordinator, SIPP & SIAP

Submitted by:
James Lorie S. Leala
BSED Intern, Social Studies
 TABLE OF CONTENTS

PRELIMINARIES

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

PORTFOLIO ENTRIES

Practice Teacher’s Prayer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Classroom Based Action Research . . . . . . . . . . . . . . . . . . . . . . 3
Educational Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Brief Description of the Site of Practice Teaching . . . . . . . . . 29
Journal Log with Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Professional Readings with Insights and Reflections . . . . . . . 38
Narrative Report with Reflection . . . . . . . . . . . . . . . . . . . . . . . 47

INDICES

Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teacher’s Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson Plans with Instructional Materials . . . . . . . . . . . . . . . 54
Certificate of Completion and Other Certificates . . . . . . . . . 63

ii
 ACKNOWLEDGEMENT

First and foremost, I would like to thank my parents

for their supporting me in my studies unconditionally.

Without them, this portfolio would have never come to

fruition. To our Internship Supervisor, Prof. Ryan G.

Destura for guiding us interns from the beginning up until

the end of our practice teaching journey. To my cooperating

teacher during my internship at LNU-ILS, Mr. Willan Keith

A. Badidles who guided me and encouraged me each step of

the way. To the LNU-Integrated Laboratory School for

giving me a great teaching experience. To my students in

LNU-ILS, for participating in my class during my

internship. To my brothers, for being my inspiration to do

better. To my classmates who helped me in one way or

another during my academic journey. Lastly, to all of my

friends who never left me in times when I felt like giving up.

Thank You!

iii
 INTRODUCTION

Practice teaching is when a student teacher handles a

class under the supervision of an experienced teacher. They

are placed in an actual classroom setting. This is a challenging

part for the beginners because you are going to utilize the

skills and knowledge you have acquired from years of

schooling and applying all the strategies and methods in

teaching learners with individual differences.

This beginning teacher’s portfolio is simply a

compendium of fruitful works done by the student-teacher.

This is the by-product of the teacher’ s creativity and expertise

that highlights the knowledge and skill acquired in teaching.

This showcases the teacher’s experiences, responsibilities, and

growth as an educator. From the beginning until the end of

this portfolio shows the student-teacher’s development

throughout the entire practice teaching journey.

Furthermore, the purpose of this portfolio is to serve as a

future reference that will serve as guide when I become a

teacher.

iv
1
TEACHER’S PRAYER

Father, please fill me with your understanding

as I instruct others,
Help me to see the individual potential of every
student I teach.
Father, please fill me with your patience as I
teach others,
Help me to keep giving of my time and energy,
especially to those who struggle the most.
Father, please give me your divine wisdom as I
am with my class,
Show me when I must discipline and when I can
show mercy.
Father, help me to depend totally on You, For
You are the source of my strength, courage and
peace.
Father, above all, may I love and care for each
student I teach.
Show me how to serve as Christ serves Give as
Christ gives Love as Christ loves.
I ask all this in the precious name of Jesus, My
Savior and friend. Amen.

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
 “Classrooms should be warm and
caring communities”.

I believe that a classroom should be a safe,

caring community where children are free to speak

their mind and blossom and grow.

I will use strategies to ensure our classroom

community will flourish, like the morning meeting,

positive vs. negative discipline, classroom jobs, and

problem-solving skills.

Teaching is a process of learning from your

students, colleagues, parents, and the community.

This is a lifelong process where you learn new

strategies, new ideas, and new philosophies. Over

time, my educational philosophy may change, and

that's okay. That just means that I have grown and

learned new things.

24
25
26
27
28
29
 LEYTE NORMAL UNIVERSITY –
INTEGRATED LABORATORY SCHOOL

VISION
A leading university of education and diverse disciplines, attuned
to local and global development needs.

MISSION
To produce top performing professional equipped to engage on
knowledge and technology production so necessary to develop a
sustainable society.

CORE VALUES
Excellence, Integrity, and Service

The Leyte Normal University – Integrated Laboratory School is

designed primarily for practice teachers training as they provide
maximum supervision and field based experiences before they
are assigned outside the campus. The Integrated Laboratory
School give a relevant and enriched teacher education
curriculum as they try out innovation and other alternative mode
of instructional delivery. The school is already into researching
for instructional practices enrichment. With the help and support
of the university, the school also has an active involvement in
community extension services and external linkages.

30
 This is the ILS building, where the
classrooms, library, and the computer
laboratory of the elementary and high
school is located.

This is one of the ILS buildings in

LNU, the Humanities Building. It is
located beside the HRDC Gym.

This building is the Student Center.

Events are held here such as quiz bees,
ceremonies, and other academic
activities.

This room is part of the Student Center.

This is the computer lab where most
activities involving technology are
conducted. This room is also where ILS
students learn the ICT subject.

Similar to the computer lab, this room

is also a part of the Student Center.
This is the ILS Library where students
can read books, do their homework,
and play educational board games.

31
32
33
34
35
36
37
38
 FIVE PHASES OF PROFESSIONAL
DEVELOPMENT

Too often, teachers say that the professional

development they receive provides limited application to their
everyday world of teaching and learning. Here The North
Central Regional Educational Laboratory shares a five-phase
framework that can help create comprehensive, ongoing, and
— most importantly — meaningful professional development.
The North Central Regional Educational Laboratory
has developed a research-based professional development
framework that promotes ongoing professional development
and encourages individual reflection and group inquiry into
teachers' practice. In practice, the five phases overlap, repeat,
and often occur simultaneously:
 Building a Knowledge Base.
The purpose of this phase is to acquire new knowledge and
information and to build a conceptual understanding of it.
Activities in this phase might include goal setting, assessing
needs, participating in interactive workshops, and forming a
study group.
 Observing Models and Examples.
The purpose of this phase is to study instructional
examples in order to develop a practical understanding of the
research. In this phase, one might participate in activities such
as school and classroom visitations, peer observation, using
instructional artifacts, co-planning, and listening to or
watching audio and video examples.
Reflecting on Your Practice.
The purpose of this phase is to analyze your
instructional practice on the basis of new knowledge.
Activities in this phase might include the use of journals or
teacher-authored cases for collegial discussion and reflection.

39
  Changing Your Practice.
The purpose of this phase is to translate your new
knowledge into individual and collaborative plans and
actions for curricular and instructional change. Activities
might include action research, peer-coaching, support
groups, and curriculum development.
 Gaining and Sharing Expertise.
The purpose of this phase is to continue to refine your
instructional practice, learning with and from colleagues
while also sharing your practical wisdom with your peers.
Activities in this phase might include team planning,
mentoring or partnering with a colleague, and participating
in a network.

Source:
https://www.readingrockets.org/article/five-phases-
professional-development

I have learned that there are unique approaches in

professional development. Each of them have different
strengths and weaknesses and you have to find the one that
suits you well in order for you to develop new skills, stay up-
to-date on current trends and advance your career in
teaching.

40
 TEACHER-STUDENT INTERACTIONS:
THE KEY TO QUALITY CLASSROOMS

Every day, teachers make countless real-time

decisions and facilitate dozens of interactions between
themselves and their students. Although they share this
commonality, educators all over the country often talk
about these decisions and interactions in different ways.
The Classroom Assessment Scoring System (CLASS),
developed at the University of Virginia’s Center for
Advanced Study of Teaching and Learning, helps
educators view classrooms through a common lens and
discuss them using a common language, providing
support for improving the quality of teacher-student
interactions and, ultimately, student learning.
The CLASS describes ten dimensions of teaching
that are linked to student achievement and social
development. Each of the ten dimensions falls into one of
three broad categories: emotional support, classroom
organization, and instructional support.
Emotional support refers to the ways teachers help
children develop warm, supportive relationships,
experience enjoyment and excitement about learning,
feel comfortable in the classroom, and experience
appropriate levels of autonomy or independence. This
includes:
 Positive climate — the enjoyment and emotional
connection that teachers have with students, as well
as the nature of peer interactions;
 Negative climate — the level of expressed negativity
such as anger, hostility or aggression exhibited by
teachers and/or students in the classroom;

41
  Teacher sensitivity — teachers’ responsiveness
to students’ academic and emotional needs; and
 Regard for student perspectives — the degree to
which teachers’ interactions with students and
classroom activities place an emphasis on students’
interests, motivations, and points of view.
Classroom organization refers to the ways teachers help
children develop skills to regulate their own behavior, get
the most learning out of each school day, and maintain
interest in learning activities. This includes:
 Behavior management — how well teachers
monitor, prevent, and redirect misbehavior;
 Productivity — how well the classroom runs with
respect to routines, how well students understand
the routine, and the degree to which teachers
provide activities and directions so that maximum
time can be spent in learning activities; and
 Instructional learning formats — how teachers
engage students in activities and facilitate activities
so that learning opportunities are maximized.
Instructional support refers to the ways in which teachers
effectively support students' cognitive development and
language growth. This includes:
 Concept development — how teachers use
instructional discussions and activities to promote
students’ higher-order thinking skills and cognition
in contrast to a focus on rote instruction;
 Quality of feedback — how teachers expand
participation and learning through feedback to
students; and
 Language modeling — the extent to which teachers
stimulate, facilitate, and encourage students’
language use.


42
Source:
https://www.readingrockets.org/article/teacher-student-
interactions-key-quality-classrooms

There are many ways to encourage teacher-student

interactions not only through collaborative activities, but
also by emotional support, classroom organization and
instructional support. A connection between the teacher
and students has a great impact in their learning process,
so it is important to establish a good connection with
your students to ensure smooth classroom interaction.

43
 TIPS FOR TEACHERS
From relying on research to assessing often, these
principles of good instruction provide teachers with
strategies for promoting their students' reading
achievement.
 Rely on good research
Promote the adoption of reading instruction programs
in your school that are based on sound research and that
provide all children with explicit, systematic instruction
in phonics and exposure to rich literature, both fiction and
nonfiction.
 Push for good professional development
Insist on high quality instructional strategies that
includes discussion of research on how children learn to
read as well as extensive in-class follow-up.
 Make success schoolwide
Promote adoption of effective reading instruction and
professional development methods.
 Team up with parents
Involve parents in support of their children's reading.
Work with parents and guardians to ensure that their
children arrive at school ready to learn every day.
Children should spend more time reading than is
available at school, and teachers can reinforce this
important point to parents and provide ideas on how to
make reading an everyday activity in their home.
 How's it going?
Assess students' progress regularly.
 Small classes pay big dividends
Encourage school officials to reduce class size for reading

44
  instruction and to provide tutoring for students who
fall behind. Changes in school organization may be
necessary to create more appropriate class
groupings and effective uses of special education,
Title I, and other supplementary resources.
 Be alert to older non-readers
Reading success is especially critical in the early grades
because it is easier to prevent reading problems than to
remediate them. Teachers at all grade levels should keep
an eye out for students having trouble with reading. One-
to-one tutoring programs built on sound phonetic
principles can often make a remarkable difference in
students' reading performance in a period of months.
Teachers can help ensure that older students reading
below grade levels have level-appropriate texts for
independent reading.
 Use help wisely
Classroom paraprofessionals involved in reading
education should receive the training and support
necessary to enable them to make a significant
contribution to children's reading achievement. Teachers
should utilize paraprofessionals in ways that augment the
research-based reading program used in the classroom
and allow students to receive more individualized
support. Volunteers should also receive adequate training
and supervision, should be assigned work with children
who can benefit from their assistance, and they should
operate consistently with the reading program of the
school.

Source:
https://www.readingrockets.org/article/tips-teachers

45
 The student learning process does not solely rely on
the teacher. Teachers must also collaborate with parents
and the school to ensure an effective monitoring and
guidance to the learners. Being a teacher is not a one-man
job. It requires the help of the parents to establish a
healthy connection in the classroom environment.

46
47
 PAFTE ANNUAL STUDENT
TEACHER’S CONVENTION
The speakers in the webinar discussed and shared their own
success stories and achievements. The first speaker was Ms.
Christelle Angelica C. Corpin. She shared her life and struggles
while she was studying overseas. She also shared lessons that she
learned and gave us tips and motivations in pursuing a course in
education. Also, there were five student-teachers who shared their
success stories. The first one was Mr. Jodel Navera from Visayas
State University.
He talked about the Friendly Face of Technology in which
he highlighted how reliable technology is, especially in this time
where distance learning is the new normal. The next speaker was
Mr. Jorico Lentejas from Northwest Samar State University. He
talked about how essential wireless fidelity or Wif-Fi is in our
current learning environment. There were also two speakers from
Leyte Normal University who shared their own accounts and gave
us some insights on how to deal with students, production of
instructional materials, technological tools, and approaches to
overcome the problems and challenges we are about to face in
virtual learning.
Ms. Kimberly Dawn Go and Ms. Roselle Hermosilla were
also guest speakers and they shared their own experiences in
teaching. They shared their struggles with the online classroom
set-up and how they managed to overcome it. The last speaker of
the webinar was Ms. Madelyn Ilao. She shared her teaching
experience overseas during the pandemic.
The stories that the speakers shared about their struggles
and experiences in virtual teaching was inspiring. It inspired me
to do better when my time to teach comes. I discovered that the
online classroom set-up has a great effect in establishing an
interactive classroom set up. But, even though we face problems
and struggles, we should always find a solution ahead of it. I also
realized that we all experience struggles in life and sometimes we
get overwhelmed by it. But, it depends on us how we will handle it
in order to overcome those trials and find the path to success.

48
49
50
51
52
 Monday Tuesday Wednesday Thursday Friday

GRADE 11-STEM GRADE 10 GRADE 11-

9:00 A.M. 8:00 A.M. HUMSS
(Entrepreneurship) (Kontemporaryong 2:00 P.M.
Isyu) (Disciplines
and Ideas
GRADE 8 GRADE 11- in the
2:30 P.M. HUMSS Social
(Kasaysayan ng 2:00 P.M. Studies)
Daigdig) (Entrepreneurship)

53
54
55
56
57
58
59
60
61
62
63
 In the webinar, they talked about instructional technology and how to effectively
utilize online learning tools taught teachers how to use remote learning tools and how to
set up their digital classroom. The webinar also emphasized the use of technology and
digital tools to replicate the face to face environment that we are used to. It is important
for teachers to find ways to execute it because there's a big chance that the students would
have a hard time learning. The problems we are facing is truly challenging, but with the
help of others, we will be able to find solutions.

64
 The webinar had some interesting points that were discussed. Here are some of those
points: during distance learning it is important for parents and teachers to collaborate.
The classroom environment should not be forced into the home setting; it should be about
learning together. Our new normal has a pretty big impact on how educators teach. During
this time many issues will arise. It is not only about technical and connectivity issues; it is
also about the mindset issue.
The online setting will change how teachers grade their students, give assignments,
activities, etc. One of the points that were discussed is that teachers should always stick to
the curriculum at hand, we have to reinvent our classes. Because of the online set-up,
engaging your students in every class can be very challenging so it is important for us to
teach our students on how to solve problems and make sure that they collaborate as a team
during activities and we teachers also have to maximize the use of technology.

65
66
67