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MY PRACTICE
TEACHING
E-PORTFOLIO
___________________________________________________________________

Submitted by:
JOHN PAUL B. MASIILONES
BSED-Mathematics

Submitted to:
LUDINA M. OBALLO, LPT, Ed. D.
Academic Dean/Program Head
 INTRODUCTION
In the midst of a pandemic that has profoundly altered many aspects of life,
the continued effective delivery of education in all levels is, more than ever, of
paramount importance. It is imperative for teacher education institutions (TEIs) to
respond positively to the distinctive challenge and opportunity presented by the
unusual circumstances surrounding SY 2020-2021 by delivering courses in
innovative and flexible ways suitable to the context of educational institutions,
teachers, and students. Hence, in addition to the current preparations being
undertaken to deliver courses by means of flexible modalities, the Practice Teaching
courses also need to be redesigned in ways that are compatible with the present
situation. The need to shift from residential or face to face teaching to flexible
learning in higher education and learning delivery modalities in basic education to
ensure the health, safety and security of the teachers, students, pre-service teachers
and other stakeholders during the time of the pandemic is fundamental.

In this e-portfolio, I am presenting an overview of my student teaching

experience which shows my own understanding of teaching as well as a compilation
that will help me define my teaching philosophies and styles. This e-portfolio serves
as a record of my various understandings such as dealing with different problems I
encountered during the field practice. It also shows my strengths as a teacher and
acknowledging my weaknesses for self-improvement.

As a future educator of Mathematics, I will teach my students the basic

competencies required and develop their abilities to solve mathematical problems.
Not only Math-related but also real life situations. I worked hard to nurture my
students as they move to another year, they will be well-equipped with the basic
skills needed to think critically. In my teaching philosophy and style, I described the
way I teach my classes and the reasons behind the plan and styles. I also included
significant evidences of my teaching such as daily lesson plans and instructional
materials. Some of these evidences can be found at the professional development
activities I have attended, as well as how it affected my teaching. I also made
reflections from the classes I have taught including class activities, assessments,
and feedback from faculty and students. Through this, I can express my relationship
with my students, coordinating teachers, supervisor, and other personnel in the
school.

In this compilation, I have included my reflections from my readings. Through

these, my own perspective and goals towards becoming a globally-competitive
teacher will be defined. It also contains my resume and career plans. Furthermore,
the different entries in this portfolio are evidences of how far I can give to fulfill my
duties especially during my field practice.

ACKNOWLEDGEMENT
 I would like to thank the people who helped me in my Practice
Teaching and encourage me to continue and pursue my
studies. Their names could fill a book. Their nods of approval,
appreciation, faith and encouragement were more than enough
to keep me going. To all of them that make my field study days
happy and meaningful, and to those who believe in me.
To my cooperating teacher: Ma’am Marfe G. Mencidor, who
taught me the proper way of teaching, give style and ideas in
teaching effectively and in giving some time and advices in
lesson plan making and in teaching. Also, to the Math teachers
of DMAJMNHS, Ma’am Nalifer Palma, Ma’am Gwenda
Gaurana and Sir John Wendel Nicolas, who extend their
support, shared their knowledge and guidance to helped me
progress and be productive.
To my Practice Teaching adviser: Ludina M. Oballo, Lpt,
Ed.D., who gave me time in helping and giving some advices in
dealing with a new environment, being so understanding to all
of us and being so cooperative to my cooperating school.
To the School in-Charge: Mrs. Edarlina C. Bitang, and to the
master teachers, and teachers of Don Manuel A. Javellana
Memorial National High School who were very helpful,
supportive and cooperative to me.
To my friends and co-students that support me and wish me
luck.
To my family that provided me the things that I need in
my internship journey and also serve as my motivation
in studying.
Lastly, to our Almighty God who enlighten my mind throughout
this journey.
 PROFESSIONAL READINGS
Professional Reading No. 1 (JOURNAL)
Real-time teacher-student interactions: A Dynamic Systems Approach
(Summary)

The study dealt on teacher-student interactions measured in terms of

characteristics of two teachers with distinct teacher-student relationships. These
teacher-student relationships develop from real-time teacher-student interactions
and characterized by interpersonal content, structure, and complementarity. Good
teacher-student relationships are important for the learner’s motivation, their
academic achievement and for teachers’ well-being while the poor one are related to
classroom management issues and commonly the main reason why teachers leave
their profession.
Many studies have posted the important and crucial role of the relationship
between the teacher and student in education. These relationships develop from
daily classroom interactions between teacher and students. Since the knowledge
base on the relation between these daily interactions and the teacher-student
relationship is limited, thus they want to add to this knowledge base. The study
defined interactions as real-time behavioral exchanges of two or more participants
and relationships as relatively stable patterns in these behavioral exchanges. It is
fruitful to use an approach based on Dynamic Systems (DS) theory when studying
how daily classroom interactions and teacher-student relationships influence each
other. Development is therefore studied by examining the relation between
experiences and processes on different time levels. Studying the development of
teacher-student relationships using a DS approach includes three basic tenets (a)
real-time interactions between teachers and students in classrooms are the building
blocks of teacher-student relationships; (b) these relationships are manifested
through the development of recurrent, relatively stable patterns in real-time
interactions; and (c) these relationships constrain real-time processes and
experiences. In various social contexts studies on relationships have been carried
out using a DS approach. Yet, the knowledge that only very few studies have been
carried out using this DS approach to empirically study interpersonal relationships in
educational settings. In studies that use the DS approach real-time interactions are
characterized by their content and structure. The present study characterized in the
context of teacher-student relationships: interpersonal content and interpersonal
structure. According to identifying the interpersonal content and interpersonal
structure in teacher-student interactions may be critical for understanding teacher-
student relationships. They will also add a third distinctive characteristic of real-time
interactions that is used in studies building on Interpersonal theory: interpersonal
complementarity. According to interpersonal complementarity, it is probably the most
predictive characteristic of interactions for studying differences in relationships. As a
first step in studying on the relation between real-time teacher-student interactions
and teacher-student relationships they will explore if teachers with different
relationships with their students also differ in interpersonal content, structure and
complementarity of the real-time interactions with their students. This discriminant
validity of these real-time characteristics is a prerequisite in studying the relationship
between real-time (micro-level) and developmental time (macro-level) processes and
experiences. Insight in the relation between real-time and developmental time
processes and experiences contributes to the understanding of the development of
teacher-student relationships, and to interventions to improve teaching practice.
The results were compiled and stated are: for interpersonal content and
interpersonal structure, it shows that there were differences in interpersonal content
of real-time teacher-student interactions between the teachers. Thus, by measuring
interpersonal content it was possible to discriminate between two teachers who were
perceived by their students as having a relationship with students with distinct
degrees of Agency and Communion. From the results of the dispersion measure
they concluded that variability is rather high in the teacher-student interactions of
both teachers. Yet, from the results of the Entropy measure they concluded that in
comparison to the results of variability is small. This indicates that, although the
teacher-student interaction trajectories move to a large amount of cells, these are
still rather predictable compared to interactions found in family or peer-relations
studies. Interpersonal structure discriminates between the two teachers for
Communion in the negative situation in terms of dispersion.
The present study explored the discriminant validity of interpersonal content,
interpersonal structure and interpersonal complementarity in real-time teacher-
student interactions for teachers with different relationships with students. In order to
do this, they compared these characteristics in real-time interactions of two teachers
with a distinct teacher-student relationship in their classrooms. The results of this
study showed some differences in interpersonal content of real-time teacher-student
interactions between the teachers. On average the interactions of Teacher A showed
more Agency than the interactions of Teacher B whereas the interactions of Teacher
B showed more Communion than the interactions of Teacher A. Thus, measuring
interpersonal content in only a couple of minutes allowed us to discriminate between
two teachers in a way that is consistent with student perceptions of the (general)
relationship with these teachers. This is promising for research aiming to connect the
level of relationships with the level of real-time interactions. For practice, this is
useful in helping teachers to understand their general relationship with students
based on characteristics of their daily interactions with their students.
Results on interpersonal structure of real-time teacher-student interactions
showed that in general, the differences between teachers are relatively small:
differences between situations are larger than differences between teachers. This
may imply that variability differentiates more between situations than between
teachers. This would mean that it is important to take the situation into account when
comparing variability in teacher-student interactions of different teachers.
Regarding differences in interpersonal complementarity they found that the
teacher-student interactions were complementary in most situations. Teacher B, with
the higher Communion relationship, showed consistent correspondence in the real-
time interactions with students in all three situations. For Teacher A results showed
no correspondence in the positive situation. Teacher A, with the higher Agency
relationship, showed consistent reciprocity in the real-time interactions with students
in all three situations. For Teacher B results showed no reciprocity in the negative
situation. These results indicate a connection between the level of Agency or
Communion in teacher-student relationships and complementarity in the
corresponding dimension in real-time interactions.
They were all aware that their study had some limitations that should be taken
into account in future studies. First, this was only an exploratory study that compared
two teachers with distinct teacher-student relationships. Yet, within the population of
teachers there is a lot of variation in teacher-student relationships. These
relationships vary in terms of Agency and Communion. To fully understand the
discriminant validity of interpersonal content, structure and complementarity, we
should compare these characteristics in interactions of teachers with other types of
teacher-student relationships than in the present study.
Second, we analyzed teacher and student behavior separately for Agency
and Communion. However, according to interpersonal theory, the relation of both
dimensions can best be represented within a circular plane: the IPC described a
vector-based method that takes into account the circular nature of the interpersonal
construct. Circular statistics is a promising technique to analyze data with a circular
nature. In the future, using circular statistics will enable us to take behavior as a
blend of Agency and Communion into account.
The ultimate goal of the study was to increase understanding of how teacher-
student relationships (macro-level) develop from real-time interactional processes
(micro-level). We hope that such an understanding will help teacher educators create
awareness among their student-teachers of, for example, the effect of teacher
behavior on the interactions with students and how these interactions will affect the
teacher-student relationship and the classroom climate.
Teachers experience difficulties in changing routines or patterns in their
behavior, however, contend that teachers are highly motivated to learn or change
when they see the effect of their behavior on students. Video coaching and video
guided training have been used in teacher professional development programs
effectively to create a better understanding of the role of teacher behavior in teacher-
student interactions. Actively analyzing the role of teacher behavior in interactions
and for instance zooming in on situations where knowledge of the complementarity
principle could help teachers (re)gaining control of a situation, will encourage them to
stay focused, view their practice from another perspective, and implement change.
The results of this study suggest that interpersonal content, interpersonal
structure, and interpersonal complementarity indeed discriminate between teachers
with distinct teacher-student relationships. Studying interpersonal content, structure
and complementarity in real-time interactions helps to increase knowledge about the
effect of teacher behavior on student behavior. This provides clues to intervene and
change behavior in the classroom to improve relationships and the classroom
climate.
Reference: Pennings, H. J.M., Tatwiik, J., Luce, T., et al. (2014). Real-time teacher-
student interactions: A Dynamic Systems approach retrieved on August 13, 2017
from http://www.sciencedirect.com/science/article/pii/S0742051X13001303

I Truly Believe
(Reflection)

Teacher-student interaction plays a vital role in education. These relationships

develop from daily classroom interactions between teacher and students. Developing
these interaction is a challenging part for the teacher since not all students are good
with interpersonal connection.
In building interpersonal connection between students and their teacher, it
requires a lot of time based on my experience in the field of teaching. It took me 2
weeks to fully understand the strength, weaknesses and needs of my students. I
struggled a lot in adjusting to the environment of teaching Grade 9 students since all
of my expectations was not aligned with the reality when I taught them. I can't even
believe that some of my slow learner students don't even familiarize well the
multiplication table. With the use of everyday interpersonal interaction between me
as their teacher and to my learners, it gave me the courage to find a way on how to
cope up with the problems I encountered. Also through the teacher-student
interaction, I learned to adjust my standards into very little since I want the lessons to
be meaningful and effective to them.

I could say that I truly love to communicate to my students not only through
discussions but also knowing their concerns to their other subjects. I want to be an
approachable teacher to develop well my interpersonal skill toward my students. As
a future teacher, I truly believe that interpersonal interactions between students and
teachers would build a strong relationship between the students and the teacher. It is
a way to set their minds that they are not going to school just to sit and listen to their
teacher but also to build interpersonal skills that are useful in the future.
 Professional Reading No. 2 (INTERNET)
Math tech improves student performance
(Summary)

Based on the dismal scores of some Filipino students in global tests like the
2004 Trends in International Math and Sciences Study, the Philippines waits behind
the rest of the world in terms of proficiency in mathematics and science. Thus,
technology has been pushed to fix education problems such as using PowerPoint
presentations and iPads in class. The use of commercial software such games of the
parents to raise their kids’ scores and to learn in a ‘fun” way serves as alternative to
lack in qualified teachers. But some people believe that technology is somewhat a
bane in the class such that the studies in the United States which show that it can be
linked to student’s distracted behavior and attention deficit disorders.

In 2011, Science Secretary Mario Montejo in cooperation with Science

Undersecretary Fortunato de la Peña and Education Undersecretary Yolanda
Quijano wanted to create a practical math courseware and test whether it could
influence on student’s learning. This project was named “Technology Package for
Student Learning Empowerment.” They worked together with some government
units to create the courseware in a way that was not too fast and distracting, giving
the students enough time to understand math concepts. Some worked on financed
and monitored the project, the other wrote the lesson scripts, provided hardware and
software resources, made possible the pilot testing of the material in public schools
and supported the production. They decided to start the test in Grade 1 math, and
deal with topics that fit for both the existing basic education and the proposed
Kindergarten to Year 12 curricula aiming to enhance—not replace—traditional
textbooks, lessons and teachers. The 10 courseware lessons were based on
expected student competencies such as Classifying Objects, Comparing Sets of
Objects and Numbers, Ordering Sets of Objects and Numbers, etc. Each lesson has
introduction which serves as a guide, fixing skills to deepen understanding and
evaluation to increase mastery of concepts. For example, in the lesson on Ordering
Sets, in introduction they need to arrange the sandwiches, juice cans and fruits they
have in number from least to greatest and vice versa.  Students “help” the characters
do the required sequence by clicking on what they think is the right answer. In Fixing
Skills, they have to arrange quantities not just from least to greatest, but also nearest
to farthest (distance) and lightest to heaviest (weight).  Lastly, in the Evaluation
phase, students do more exercises to ensure mastery.

In the project, they also include the development of Teaching Support Material
to guide teachers and acquired tablets for the pilot testing. Teachers were also
trained to use the courseware.   They tested the courseware from July to September
2012 on 736 Grade 1 students in 10 schools around the country such as San Nicolas
Elementary and Pasuquin Central Schools in Ilocos Norte, Tanauan North Central
School in Batangas, Lores Elementary School in Antipolo City, etc. Two Grade 1
classes (with students of mixed abilities) were chosen in each school, one used the
courseware, the other did not (control group). First and foremost, all the students
must take the pretest. As the process, one group undergoes lessons by using the
courseware and going through the activities, with the teachers as the guide.  The
other, the control group, followed the traditional classroom lesson plan, without the
courseware.  Later, they all took a posttest. The scores of the students who
underwent lessons using the courseware was greater than those who did not. 
Statistical tests presented that there was a 95-percent probability to increase in
scores due to the courseware. In short, the courseware was effective for all the
students who used it.

In the future point of views, students were definitely excited to use the
courseware.  Some were so eager and think that teachers might find it useful to
manage the class. Because of the Mother Tongue Law, English was still not taught
in Grade 1, so many of the children could not understand the text. That is why they
decided that the teachers must translate the language into the local language
(mother tongue) in order for the students to easily grab the concepts. They plan to
have the courseware translated into various languages and to create math
courseware for Grades 2 to 6.

Lee-Chua, Q. (2013), Math tech improves student performance. INQUIRER.NET

Retrieved August 18, 2017, from http://newsinfo.inquirer.net/348583/math-tech-
improves-student-performance
 The Advantages and Disadvantages View
(Reflection)

Using technology to improve learning is a great advantage for the teachers

and parents nowadays since one of the 21 st century skills is the proficiency in using
technology to teach learners. But technology can be boon or bane depending on
how we use it. Things that will be considered good can be bad also such using
technology. The desire of a person to change or improve someone’s life in using
technology is a very aspiring thought to someone who value learning so much since
we exist not only to impart the knowledge we have but to improve someone’s life.
I will summarize my reaction into two points of view, the disadvantage (in the
future) point of view and the advantage/benefits. The article is about practicality and
efficiency. The practicality of using technology to fix education problems such that
math courseware and the efficiency of it through the results of the experiment that
was conducted. In my point of view as a future educator, I also believe that this
courseware has a good impact to the learner’s development especially in terms of
math but I can’t deny the fact that I may be asking that “If we use technology too
much, what if the time will come when the learners will not need the teachers
anymore?”.  It is not about being negative-minded and coward, it is about facing the
reality and possibility. The reality that technology can also have negative impact and
the possibility that it can control the mind of the learners. As we all know, technology
is somewhat a parasite that is living with us every day, we can’t control ourselves not
to use our phone in one day, we can’t even sleep without looking at our phone first
and it is a reality. Moving on to the advantages of the project and lessening my
negativity, I also believe that the learners is in good hand of it and since it is just a
beginning of the project I have a great trust to the people pursuing it. For engineers it
is somewhat a great plan for a new strong building, same goes with the teachers in
which it is a new way of building a strong foundation of the student’s learning. With
the three steps of the courseware: the introduction that serve as a guide, the fixing
skills to deepen understanding and evaluation to increase mastery of concepts, I am
now at ease that this technology will not only guarantee success but also will
guarantee the teachers that this will never take them over.
 As a whole, technology is invented to help and improve someone’s life but
because of the user itself, it can also give harm and disadvantages. The courseware
is one of the living proofs that technology can improve learner’s performance. As a
teacher, we want technology to be a tool only in teaching and not act as a teacher.
Since, we can’t avoid the fact that the learners will be too much dependent on the
technology, it up to us the teachers on how we control the usage of technology. We
must not let the technology control us instead we control the technology.
 Professional Reading No. 3 (BOOK)
Deeper Learning
(Summary)

Educational techniques also called as student-centered learning is relatively a

new movement that was based on the current belief and was influenced from the
advanced American educational thought. Most of our educational practices today
were developed more than a century ago in the purpose of producing highly
competitive workers to be assigned to repetitive mechanical errands. The advocates
of deeper-learning in this century argued on the matter that the job industry requires
a very unique set of skills, one that our present educational practices is not in the
situation to help learners develop: the ability to work cooperatively, to present ideas
to a group such brainstorming, to write effectively, to think deeply and critically about
problems, to take information and techniques learned in one context and adapt them
to a new and unfamiliar problem or situation.

Learners must practice them in school in order to develop all the skills but in
most schools right now, they don’t get the opportunities to practice the skills. It is the
reason why the advocates of deeper learning promote inquiry-based instruction,
project-based learning and performance-based assessments. The students were
given opportunities to engage in the discussions rather than just listening to the
lectures of the teachers through inquiry-based instruction. They can also work in a
group activity that elaborates on making projects that might take weeks or months to
complete through project-based learning. Also, they will experience getting scores
not only during exams but also through making their own outputs such as portfolios,
presentations, artwork and written work because of the performance-based
assessments. There is a wide opportunity to the students to learn different skills in
many schools that use deeper-learning principles.
Camille Farrington would call academic perseverance as one of the believers
of deeper-learning and what others might call grit or resilience. The disbeliever of
deeper-learning exists almost everywhere and have issues about it. One of their
main concerns is that, while project-based learning is used by highly trained teachers
where it is very effective in the classroom, it is also a technique that is easy for a
beginner teacher to do quite badly. To make the project useful, it needs to be
properly planned and built on the foundation of accurate and relevant information. If
it doesn’t happen, project-based learning will be useless to education. Jal Mehta
stated on his provoking essay in 2014, that some worrisome issues were not only
about race but of class. This essay focuses mainly on the deeper learning
advantages and both inequality across schools and tracking within schools such
supply side inequality. Those disbelievers pointed out that in 1960’s and 1970’s,
“project-based learning” was used in some low-income schools as a euphemism for
the practice of having poor kids build Lego models and doodle in coloring books
while the rich kids across town learned how to read and do math. They also
expressed that the students must first need to develop that core knowledge before
they can benefit from a collaborative, project-based approach.
Bob Lenz has made project-based learning the main educational approach in
its four schools which served mostly low-income black and Latino students in San
Francisco Bay Area. In 2015, Lenz wrote in his book Transforming Schools which
addresses people class concerns about the deeper-learning approach. Lenz
disagrees that project-learning is for rich people only and wrote that “We have yet to
encounter a single student who was either not ready or somehow too advanced for
the kind of performance- and project-based education that we advocate.” Lenz was
right, when deeper-learning approach is used well it can produce benefits for
students in poverty. Expeditionary Learning schools have shown significant
academic success with low-income students. And a 2014 study conducted by the
American Institutes for Research of student performance at schools in California and
New York, found that there is a significant positive impact in going to deeper-learning
schools.
Deeper-learning strategies are often used to correct the no-excuses
educational philosophy but recently, the strong gaps that once existed between no-
excuses and deeper-learning schools have begun to break. In the fall of 2015, Elm
City Preparatory Elementary School in New Haven, Connecticut, one of the founding
schools of the Achievement First network, introduced changes of its curriculum that
includes an embrace of many of the beliefs and practices of deeper learning,
including an increased emphasis on experiential learning and student autonomy. The
students now control their schedule and pursue their own personal interests in their
learning much more than what they used to do, and they have more independence in
the subjects they study. Elm City teachers lead students on a two-week
“expeditionary” project in which they study a single subject in-depth sometimes
involving outside school visiting a farm, museum, or historical site once every two
months. They emphasized three crucial intrinsic motivators: autonomy, competence,
and relatedness.
Toll said that the hardest one the Achievement First has always been
autonomy, and added that in the past we think that we know what’s best for
students. So letting kids choose what to focus on has been a bit of a challenge for
us. So far, the experiment had been a success. Students were still getting the
rigorous education that Elm City had become known for, but now they were more
motivated, more enthusiastic, and more engaged.

Reference: Tough, Paul (2016). Helping Children Succeed: 2.2 Deeper Learning
retrieved on August 13, 2017 from http://paultough.com/helping/pdf/Helping-
Children-Succeed-Paul-Tough.pdf?=hcs=pdf-landing
 A Big Opportunity
(A Reflection)

In our education nowadays, there are many techniques and approaches that
exist. Which highly depend on the choices of the teachers on what techniques and
approaches they will apply. These educational techniques and approaches vary in
form and in process. The teachers may use as many as they can such in succession
or mixed. Also, every technique though they differ in forms and process, they share
common goals which is to innovate learning. Thus, techniques and approaches must
be used correctly and appropriately to ensure the success of teaching-learning
process.
The articles itself brought me to reality and enlightened my mind to believe in
student-centered learning education. I do believe that bringing deeper learning to
every student will necessitate changes in plans related to their assessment,
enrollment, school funding, teacher preparation and professional development, etc. I
would never be one of the skeptics of deeper learning since I do know that inquiry-
based instruction, project-based learning and performance-based assessments were
very useful based on my experience. Deeper learning is much worth it since the
students were given a chance to engage in the discussions and develop their own
unique skills necessary for them. They said that “education do exist since students
exist” and “no man is an island”, then we must find a way that the students are free
to work and learn in a group activity rather than alone. All of the things I mentioned
are the quality of deeper learning that could be offered to each of the learners out
there.
With this existing pedagogical learning belief, I could say that as a future
teacher, it is a big opportunity for me to apply it in the future. It is a wide chance to
the students also to learn different skills and a wide opportunity to the teachers to
create a more motivated, more enthusiastic, and more engaged environment.
Imagine a classroom like the fiction movie “ZOOTOPIA” where everyone can be
anything. Students are free to choose, free to learn by itself and together, and free to
develop the skills they like. And as a teacher, it is very overwhelming to see the
student’s joy while learning.

WEEKLY JOURNALS
WEEK 1
I was formally introduced to my cooperating teacher; she is Ma’am Marfe G.
Mencidor, a graduate from Assumption College of Nabunturan and has a unit in
Master’s Degree in Educational Management. She is nice and very accommodating
as well.

On my first day, she taught me about LIS and LRN, its process and its
function as well and how it is linking to the students from their kindergarten year until
they reach Senior High School. We have done sorting of modules and have learned
that modules should be stack or keep for 24 hours before it is allowed to be checked
as part of the safety protocols of the school.

My first assistance on the distribution of modules was not that hard because
there were already steps or techniques that they are following prior to the start of my
internship. In addition, I have found out that the parents are also well organized and
are also well cooperative in observing the healthy protocols such, social distancing,
wearing of face mask and sanitizing their hands before and after signing on the
contact tracing form and on the Module Distribution form as well.

My first week was not as hard as I expected given that we are now facing a
pandemic because my cooperating school has well organized protocols from entry to
every class room which has guidelines posted near the front door where parents
could clearly read and all they need to do is to follow it.

WEEK 2
As per instruction, modules should be kept for 24 hours before checking. This
is the fourth day since the retrieval of modules and I have checked modules of the
students and observed that even in this time of pandemic, they are still cooperating
like they are in the classroom though it seems a bit different but I could see it through
there modules for they are reading it for I could see it through their answers.

My cooperating teacher has a scheduled LAC meeting with her co-grade level
teachers; nonetheless though we are not together she left me with an assignment.
She had given me bulk of papers for me sort for the students’ modules. I easily
handled the task and was able to finish it before it was time for me to go home.

It is now the second week of my assistance on the Distribution and Retrieval

of modules. My cooperating teacher explained to me that modules are also an exam
reference and the answer key that was also distributed to the parents should be
used as a guide while discussing the lesson to their child especially if their child has
wrong answers on the activities provided on the modules.

WEEK 3

Together with my cooperating teacher, we have distributed the first parallel

test students’ parents and explained to them on how to answer the said test. The
parents understood easily the instructions given and singed the distribution form
legibly before they left.

While my cooperating teacher was making her Daily Time Record, I was
checking modules near her so that whenever I have questions regarding the
students’ answers I could easily ask her. While checking, my cooperating teacher
had given me discussions where I have also gained knowledge and felt thankful that
even if she and me was not able to conduct because of the current situation, she still
imparting me knowledge that could make me a good teacher someday.

This was my third time assisting the Distribution and Retrieval of Modules. I
have not encountered problems like parents complain and the like so far. During this
week, I could say that I am slowly feeling at home because I already have a routine
to follow and understood those very well.

WEEK 4
 A certain mother of a student came on the early Monday morning and
apologized for her delinquency in submitting her sons’ module on time due to some
reasons which are equitably acceptable as assessed by my cooperating teacher.
During this week, I have done more of checking and sorting modules. I am now
speedy in sorting as I am getting used to it.

My fourth week on the assistance on the Releasing and Retrieval of modules

went well. My cooperating teacher gives emphasis to the parents and asked them if
they could submit the modules on time so that their children won’t be late and could
cope up well on the scheduled exam week.

I was permitted to conduct our short meeting where I discussed my

developments as intern and how I managed my routines and I am on the
requirements that was being asked to me by my institution-NDC-Tagum Inc. I am the
only one as an intern here; I have few of the requirements needed and some are half
way of what was required. My accomplishment regarding on this matter was
depending on my cooperating teacher’s availability as she’s busy because she has
also other tasks to accomplish. Nevertheless, they are making their ends meet and
one of those is assisting us on this regard.

WEEK 5

This week is so challenging for me because my cooperating teacher introduces me

the different kinds of School Forms and teaches me how to fill up some of them. The
following are the list of different school forms and its importance.

List of School Forms:

SCHOOL FORM 1 (School Register)

- Master list of class enrolment This provides detailed information per learner.

SCHOOL FORM 2 (Daily Attendance Report)

- This serves as the daily updating of students’ attendance and to monitor of

learner’s absenteeism and tardiness.

SCHOOL FORM 3 (Books Issued and Returned)

 - List of books (by title) and other reading materials issued to learners, and
returned to the issuing authority.

SCHOOL FORM 4 (Monthly Learner Movement and Attendance)

- It is lifted from SF 2 submitted by teacher/adviser.

SCHOOL FORM 5 (Report on Promotion and Learning Progress &

Achievement)

- This is used for all grade/year levels regardless of curriculum program.

SCHOOL FORM 6 (Summarized Report on Promotion and Learning Progress &

Achievement)

- This will use for all grade/year levels regardless of curriculum.

SCHOOL FORM 7 (School Personnel Assignment List and Basic Profile)

- This will use for both public elementary and secondary schools. This will be
submitted to the Division Office.

SCHOOL FORM 8 (Learner’s Basic Health Profile)

- Provide per learner assessment Body Mass Index, to be prepared by MAPEH

Teacher.

SCHOOL FORM 9 (Learner’s Progress Report Card)

- Individual academic, behavioural and attendance report by quarter (formerly

form 138).

SCHOOL FORM 10(Learner’s Permanent Academic Record)

- Formerly form 137. The official record of an individual learner’s academic

achievement.

WEEK 6

My last week and a very tiring week. I had my demonstration with my

Cooperating Teacher. I had a hard time to schedule my demonstrations because of
her hectic schedule. She’s an HR Admin as well that’s why I had my actual
demonstration on the last week. Prior to that, there’s a problem happened to school.
The water in the beside river overflowed that caused the school to flashflood. Many
modules, outputs, and school stuffs were damaged. The rooms were full of muds
and grass. It’s very challenging for me as an intern because there’s no students who
can helped the teachers to clean so me and my Cooperating Teacher cleaned the
Grade 9 room. All day we’re sweats and many paper works were stopped to do. I
can feel the dedication of every teacher while cleaning. They wanted to have a clean
and conducive classroom environment for the learners.

On the next day, we counted the number of modules being damaged and
reported it to the school head. I was being tasked to do it and it’s quite hard and
smelly because the wet modules were all dry up. We started to print out modules to
replace those damaged ones and in the end, we did it well.
 EXPERIENCES, EVIDENCE, AND
REFLECTIONS ON THE DIFFERENT
PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS (PPST)
DOMAINS
The 7 Domains collectively comprise 37 strands that refer to more specific
dimensions of teacher practices.

Domain 1, Content, Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge ad principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
 5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communications of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6, Community Linkages and Professional Engagement, consists of four

strands:
1. Establishment of learning environments that are responsive to community
context
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five

strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
 REFLECTION 1
I created the lesson plan for my first-ever multi-day math lesson.  The
students had just completed a series of lessons focusing on 2-digit addition using
various strategies to solve the problems.  The focus strategies were using a 100s
chart, using 10s sticks and 1s blocks and using the traditional method of lining up the
numbers and adding first the ones, then the tens and so on.  I built these beginning
subtraction lessons with the students’ prior knowledge in mind, tying lessons
together by beginning each lesson by working 3 problems, as a class. For the first
lesson, this review focused on single-digit subtraction.  For the remaining lessons,
the review was based on the previous lesson.  This reflection focuses on the
planning and preparation of this lesson viewed through the lens of Danielson’s
Framework for Teaching, Domain 1: Planning and Preparation. 
Commencing a lesson with a review of prior knowledge is in in keeping with
the criteria for Domain 1a: Demonstrating Knowledge of Content and Pedagogy.
Each day’s math lesson builds on the previous day’s work, sequentially moving
students from subtracting even 10s (such as 50 - 10 = 40) to subtracting an even 10
from a random number (such as 53 – 10 = 43) to subtracting two-digit numbers but
without regrouping (such as 56 – 11 = 45).  The “big idea” of two-digit subtraction
without regrouping is thereby broken into accessible pieces that can be mastered
sequentially by a wide variety of learners. 
Since students learn in a variety of ways, each day’s lesson in this plan
provides for multiple learning activities, beginning with time spent as a whole group
and time spent in small groups and also individual practice.  The Day 1 lesson also
features a physical component to support kinesthetic learners and those who prefer
to move while learning.  Each day also features an active learning activity to allow
additional access points for all learners in the classroom.  The group instruction is
the same material for all students, but the small group and individual activities are
differentiated.  This differentiation allows students to access each day’s lesson at
their level.  Groups are developed based on pre-test scores and, as such, change
with each unit.  This differentiation and multiple points of entry into the lesson follows
criteria set forth in Domain 1b: Demonstrating Knowledge of Students.
Instructional outcomes for this lesson, in alignment with Domain 1c: Setting
Instructional Outcomes, are aligned closely to District, State and Common Core
standards.  The outcome for this lesson is that students will be able to subtract 2-
digit numbers without regrouping.  This outcome is clear, concise and accessible to
all students in the class.  This outcome is also relatively easy to assess using both
formative and summative methods.  I returned often to this objective when designing
this lesson to assure that all aspects of the lesson aligned with and supported the
learning outcome.  This narrow focus proved helpful in keeping the lesson on task
and focused, which I believe helped the students to understand the information
presented.
In order to keep the lesson interesting for the students and provide a variety of
entry points to the material, I drew on my knowledge of available resources (Domain
1d) to plan this lesson.  I knew that the classroom contained a SMART board as well
as student white boards and that the students are accustomed to using math
journals to chronicle their lessons and practice sessions.  I incorporated these
elements into various parts of the lesson in order to capitalize on the opportunity to
provide variety of learning and sensory experiences around the topic.
This multi-day lesson provided an opportunity to utilize the systematic nature
of mathematics to move students through the topic step-by-step, supporting the
Design of Coherent Instruction, Domain 1e.  Each day builds on the prior day’s
lesson and all lessons are both scaffolded and differentiated to support or challenge
learners as needed.  Each lesson incorporates group work where the instructional
groups are intentionally organized to provide maximum support of student learning. 
By building each concept slowly and systematically, students were able to
understand the sequential nature and gain practice in each step prior to adding the
next step, supporting their success in achieving the learning outcome and mastering
the topic.
In order to accurately assess student understanding of the desired
instructional outcomes as indicated in Domain 1f: Designing Student Assessments,
this lesson includes several points of formative assessment.   The first formative
assessment piece is monitoring of responses during whole-class instruction.  The
second is review of students’ Class Work, which students complete either
individually or in a small group following the whole-group lesson.  At this point, I used
the feedback from these assessment pieces to determine which students require
one-on-one or small group support.  Another piece is teacher observation of the
active engagement piece of the lesson, which students move to in groups after
completing their Class Work.  Results of these assessments inform the structure of
the following days’ lesson and determine how much review or revisiting of the topic is
required before moving to the next step in the sequence.  Each days’ assessments
are closely correlated the learning outcome, as each step in the sequence must be
mastered before students will be able to master the desired learning outcome.
While I look forward to refining my preparation and planning skills as I write
and conduct more lessons, I do feel that this lesson incorporated many of the core
competencies outlined in Domain 1.  Increased experience and knowledge will
improve my performance across all of Domain 1, but particularly in Domain 1a,
Knowledge of Content and Pedagogy and 1f, Designing Student Assessments. 
Increased time in a specific classroom will support my ability to achieve 1b,
Knowledge of Students.  Increased time in the school will enhance my Knowledge of
Resources, Domain 1d.  By carefully aligning this lesson’s learning outcome to
standards, drawing on available resources and providing a sequential, logical system
of instruction, students were able to follow this lesson to successfully understand
two-digit subtraction without regrouping.  
 REFLECTION 2
I think that one of the most powerful examples for a student is the one
provided by his or her teacher.  When creating the learning environment for my
classroom, I will lead my class by example to create a positive, engaging classroom
by showing respect, encouragement and empathy to my students, in keeping with
Domain 2a: Creating an Environment of Respect and Rapport.  In turn, I will hold
them to the same standard of positive, encouraging conduct and I will create
opportunities for them to build relationships with me and with one another through
whole-class, partner and group work throughout each instructional day.  Students will
also have opportunities to make connections with each other through a regular
sharing time at Morning Meeting and by highlighting one student each week to be
our class’s Student of Week, an event that would provide a chance for the selected
student to share more information about him or herself each day of their week.
As we build our community, we will also build our love of learning, in
alignment with Domain 2b: Establishing a Culture for Learning.  I come to a career in
education out of choice.  I love teaching because I love learning, and I have come to
find through experience that that enthusiasm for learning is contagious.  Students
who claim not to enjoy learning, particularly those in early elementary grades, have
frequently had previous bad experiences with learning or low self-esteem when it
comes to learning.  As I learn more about each of my students while building our
learning community, I will identify students whose negative attitudes about learning
prevent them from working to their full potential.  By learning more about these
students and their likes and dislikes, I will identify points of entry to the curriculum for
them to enhance their engagement and, therefore, chance for academic success. 
We will build on these successes together, building our classroom culture of a love of
learning and community.  I will also create a physical classroom environment that is
stimulating and engaging featuring comfortable reading areas, easy access to a wide
variety of books and a variety of resources to stimulate student questioning and
allow them to find the answers to their own questions.
In order to construct this productive learning environment, resources and
everyday processes must be organized and regulated, in keeping with Domain 2c:
Managing Classroom Procedures and 2e: Organizing Physical Space.  The first two
weeks of the school year will be a time to introduce and establish the routines that
will guide our day.  From what to do when students arrive to the classroom in the
morning to how we will transition between subjects, we will reinforce routines that will
carry us through the year.  Materials required for everyday learning – pencils,
erasers, glue, paper – will be kept in organized bins where they are easily accessible
to students.  Student supplies will be labeled and organized and kept in their desks
or in clearly marked bins.  The physical space of the classroom will also help to
facilitate engagement and excitement for learning by its organization into several
areas.  These areas will include student desks placed into groups of no more than 6
desks, a reading area with comfortable seating and ample books, a large rug area
for full-class gatherings and instruction and an area for the teacher to meet with
students one-on-one and in small groups.  The room will feature space for student
work to be displayed as well as anchor charts featuring key learning points of current
units and other items of interest to the students as a class.
Since students will spend a good deal of time working in groups and partner
pairs, we will also establish routines for moving into and out of these groups and how
to conduct ourselves while working in these groups and pairings.  Some groups will
remain constant throughout the quarter or even year – barring problems that may
arise – to facilitate a deeper connection between students and enhance their ability
for deep, meaningful conversations.  Other groups will be flexible and may vary
between homogeneous and heterogeneous groups depending on the best fit for the
unit of study and needs of the students. 
Perhaps the most critical component of organizing the learning environment of
the classroom is managing student behavior, Domain 2d.  While I believe that
creating interesting, engaging, student-focused lessons can help to maintain positive
student behavior, I will still need to establish behavioral expectations as well as
repercussions for not maintaining positive behaviors.  To support positive student
behavior, I will employ a multi-level approach.  First, students will begin every day on
“Ready to Learn.”  For exemplary behavior, either on the schoolwork or towards a
fellow student, they will move up to “Great Day.”  Students experiencing a
challenging behavioral day will move first to “Think About It” in order to have time to
do precisely that – think about their actions with an opportunity to move back up to
“Ready to Learn.”  Students will be encouraged to identify the source of the issue as
well as an opportunity to resolve it.  On a given day, for instance, if a student is
persistently talking instead of working, they may move to another part of the room to
work, away from the student with whom they are talking in order to alleviate the
temptation.  If negative behavior persists after a student has moved to “Think About
It,” that student will move to the designation, “Teacher’s Choice,” where I will dictate
the resolution to the issue, such as moving the student’s desk to an isolated area to
limit talking. 
I believe strongly in rewarding positive behavior and I look forward to
recognizing students who are working and behaving at or above the classroom
expectation.  One way that I would like to do this is to give students working at this
high level a note from me that they can sign and place in a designated box or
basket.  At the end of each week, I will draw a card from this basket and that student
will have the opportunity to select a no-cost reward, such as a morning in the
classroom without his or her shoes on.  The more positive behavior that students
demonstrate, the more chances that they will have to be the one whose name is
drawn.
 I also believe strongly in the power of positive peer pressure to help to
maintain class order and discipline.  I plan to reward whole-class achievement, such
as compliments received from other staff members while walking in the halls or a
particularly quiet and focused independent reading session, by awarding the class a
Popsicle stick or some other tangible item for each full-class achievement.  After
earning a certain number of these items, the class will be allowed to vote to hold a
no-cost special event day such as a Read-In, Pajama Day, or Bring a Stuffed Animal
to School Day.  By having a common goal – the promise of a fun event – students
can encourage each other to remember the well-established behavior guidelines. 
By creating an engaging, organized physical space, holding students to high
but realistic expectations and providing opportunities for students to succeed every
day, I believe that I can create a learning environment full of daily opportunities for
students to learn both about the curriculum and themselves.  
EXPERIENCE AND EVIDENCE
 TEACHING PHILOSOPHY AS A
BEGINNING TEACHER
A skilful educator builds good relationships with his students based on
mutual respect and trust and sets the tone for a classroom community.

When I think about my role as a teacher, the one thing that I constantly have
focused on is the relationships that I have built with my students. I enjoy having
conversations with them on subjects and issues that are important to them, and learn
how they are feeling about and experiencing the world and the material that we are
studying in class. I want my own classroom to be less of a class and more of a
community, where we are all sharing ideas and communicating and learning from
one another at the same time. This is one of the reasons why I focused on teaching
middle and high school students; the maturity level of these students gives them the
ability to clearly articulate their own thoughts and feelings. I have a very firm belief
that young people have the ability to make great changes in the world if they are
given the right information and tools, and I want to help my English and Spanish
students reach their goals in life by giving them the tools to better communicate with
other citizens of their country and world.
 He provides them with the tools to be successful in an information
literate society…

I am very enthusiastic about working with middle and high school students.
They are at the age when they are just starting to consider who they are and where
they want to go in life, and I believe that this is one of the most important periods in
personal development. Adolescent students are fragile; they thirst for acceptance,
encouragement, and recognition and their hopes can be easily dashed with a wrong
word or a disappointing outcome. These characteristics bring a positive challenge to
the prospect of teaching in a middle or high school; I want to be a positive role model
and “cheerleader” for my students, to be a listening ear, a knowledgeable resource
and a collaborator for problem solving in class. I also want to give my students some
level of independence in relationship to the work that they are doing in class; at this
age, the majority of students desire more responsibility and control over their own
success. I want to provide opportunities for them to build these skills while they are
in my class.

…and allows them the freedom to express themselves and room to grow
as human beings and learners while setting appropriate limits.

I believe that a good relationship between middle or high school teacher and
her students is built on a strong foundation of mutual understanding, respect, and
trust. In order to effectively assess students’ wants and needs, the teacher must first
understand her students and where they’re coming from. The teacher must be the
first to open the doors of good communication, as not all students and parents will
show that initiative. He must also be willing to communicate his own expectations to
the class; having a sincere attitude toward his students and showing a concern for
both their classwork and their lives is important when doing this. When both the
teacher and students understand each other’s goals and points of view, the building
blocks of mutual respect are developed. Both teachers and students seek and
deserve respect as human beings and individuals; teachers also seek respect in the
professional sense, but must be careful how they go about it. As a teacher, I will be
in a position of authority, but I don’t want to be an authoritarian or tyrant.
 A skilful educator understands the importance of building a support
network for students between school and home, and may have to be the first
to initiate that teamwork.

I will also have the opportunity to be a friend and confidante for many of my
students, but I don’t want to cross the line of professionalism. The writing teacher
must be especially careful to explain those situations in which he may have to break
a student’s trust in order to comply with the law; for example, if the students reveal
through their writing that they are being abused or are an accomplice in a crime.

He must create a welcoming, safe classroom atmosphere that is

accessible to all students and that celebrates their diversity.

The teacher must create a classroom atmosphere that is welcoming and

accessible; a place that students feel comfortable coming to and where they know
how to use the resources that are provided. The teacher should explain the use of
these resources to his students, and make special plans for the inclusion of students
with special needs and students for whom English is a second language. The
classroom walls should be interestingly and usefully decorated; bulletin boards for
displaying examples of students’ work and interesting information about the topics
the class is studying, seasonal decorations, and calendar/announcement board’s
help make the classroom attractive and engaging. The classroom should be kept
neat and organized, and should be run in an organized fashion so that students
know what to expect.

He must conduct himself with professionalism and consistency and

share his enthusiasm and passion for learning with his students each day.

I believe that in order to foster learning in the best way possible, the teacher
needs to be enthusiastic about the material being studied, even when his students
aren’t. He needs to be the coach and cheerleader for the class, and point out the
positives about each student’s work in a sincere way, alongside constructive
criticism. He must be open to diversity and a wide range of opinions and ideas, and
must set classroom standards so that the students can respect and trust one
another. He must be willing to listen and compromise, but be firm in his decisions
and promises. A “stagnant” teacher is no good to the class – a teacher is not just a
teacher but a lifelong learner. Therefore, he must also continue to build his wealth of
professional knowledge, taking additional courses, advancing his degree and
attending workshops and conferences with fellow teachers to exchange ideas and
theories and learn new things in order to give his students the most up-to-date
information possible.

He must be dedicated to lifelong learning and desire to make

contributions to his team of colleagues and to the field of education.

My philosophy of education is based on what I know and have experienced at

this point in my career. I am sure that my teaching philosophy will change as I learn
more as a young professional. That’s one of the gifts of being human; we can make
mistakes, or learn something new, and make a change for the better. I am excited
about the opportunities that lie ahead.