Field Study 2: FS2 Experiencing the Teaching- Learning Process

1. 1. ·············································································· Republic of the Philippines Northern Negros

State College of Science and Technology Old Sagay, Sagay City, Negros Occidental In Partial
Fulfillmentof the Requirementin Field Study 2 (First Semester S.Y.: 2013-2014) Submitted by:
Antenero Mira Mae Arnado Jessa Margallo, Jesseryl Mouit, Jennie Robillos, Kenneth Jay Submitted
to: Prof. Mary Grace M. Ofqueria
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4. 4. 2Page | 1 This compilation was prepared and developed to provide and share experiences for
those who will undergo the same undertakings. Through the experiences written, some latest
innovations and strategies in teaching were shared their applicability will vary depending on
whatever and whenever it will suit to the classroom situation. Some classroom problems were also
mentioned whether they are severe or not, they are somehow enriching experiences that will guide
and teach future mentors in performing teaching endeavors.
5. 5. 2Page | 1 Organization of Portfolio
6. 6. 2Page | 1 . . . Step 4: Reflect on your experience. Step 3: List down the instructional materials
used by the teacher in facilitating learning. Step 2: Observe the cofnitive, metacognitive and
notivational processes in the classroom. Step 1: Observe at least three classes and describe the
principles of teaching and learning used by the teacher. FIELD STUDY LOOKING THROUGH THE
MEANINGFUL LEARNING EXPERIENCES Name of FS Student: Jennie Mouit Year & Section: II-B
Name of FS Student: Jesseryl Margallo Year & Section: II-B Name of FS Student: Kenneth Jay
Robillos Year & Section: II-B Name of FS Student: Mira Mae Antenero Year & Section: II-B Name of
FS Student: Jessa Arnado Year & Section: II-B Course: Bachelor in Secondary Education Major in
Physical Science Resource Teacher: Mr. Willy Lee Ph. D Signature: Cooperating School: Sagay
National High school (SNHS) Target At the end of this activity, you will be able to identify the
principles in teaching-learning activities, manuals and other instructional materials used by the
teacher in selected projects. Way Learning how to apply the teaching principles in a classroom
setting is something you aspire for. Initially, you would need to observe and describe how it is
manifested in the real classroom. Experiencing the Teaching- Learning Process Episode 1
7. 7. 2Page | 1 Name of Observer: Mouit, Jennie Z. Name of the School Observed: Sagay National High
School (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014 Year
Level: Fourth Year High School Subject Area: Physics 1. What principles in teaching-learning were
commonly applied? Learning is a “cooperative and collaborative process” where in both the
teacher and the students are involved in the discussion. Students are encouraged to share their
experiences and insights in the class and they were also given a chance to do some group activity.
But still “the teacher really matters” to the effectiveness of the learning of the students because
even though they do collaborative works still they need their teachers guidance. 2. What
instructional materials were used in teaching? The teacher uses both high tech materials and
traditional instructional materials just like laptop, LCD projector, chalkboard and written visual
aids in presenting his topic. The teacher also uses different strategies in order to accommodate the
diversity of his students and made them understand the topic well and they will soon be able to
relate it to the real life situation. 3. Which of the principles in teaching facilitate the cognitive,
metacognitive and positive motivational processes of learning? Having clear expectation and
continuous feedback activate learning as a teaching principle, students can achieve at higher
levels when they have a clear image of what is expected from them. They were able to reach the
high standard if they were given criteria for judging and they were able to improve their work if
 they were provided positive feedback so that they will be more motivated to bring it up to
standard. Tools
8. 8. 2Page | 1 Name of Observer: Margallo, Jesseryl B. Name of the School Observed: Sagay National
High School (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014
Year Level: Fourth Year High School Subject Area: Physics 1. What principles in teaching-learning
were commonly applied? The principle in teaching-learning commonly applied is that “Learning is
cooperative and collaborative process.” As what I have observed during my classroom observation
the teacher gives the students group activities, in which this activities will help the learners
develop their leadership, cooperation and trust to one another, and so they can perform the task
effectively. 2. What instructional materials were used in teaching? The teacher uses various types
of instructional materials during his discussion. Sometimes he use power point presentation, using
laptop computer and LCD projector, he also use books, and the traditional chalk and blackboard,
but I noticed that the usual instructional materials he use is the module. These instructional
materials teachers used, helps a lot on both the students and teachers part. These will lighten the
teachers’ work and these will help the students understand better the lesson because the
materials presented to them are concrete. 3. Which of the principles in teaching facilitate the
cognitive, metacognitive and positive motivational processes of learning? All the teaching
principles facilitate the cognitive, metacognitive and positive motivational of learning. Learning is
a unique process that’s why you cannot use only one teaching principles to facilitate to different
learning processes. The collaboration of all the teaching principles will facilitate these processes.
So it is up to the facilitator on how he will going to relate every principles of teaching with one
another, in order to facilitate all these learning processes.
9. 9. 2Page | 1 Name of Observer: Robillos, Kenneth Jay A. Name of the School Observed: Sagay
National High School (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: January
15, 2015 Year Level: Fourth Year High School Subject Area: Physics 1. What principles in teaching-
learning were commonly applied? Learning is an innovative process which characterized by
creation of new ideas or things. From this principle in teaching-learning the learners will focus to
the discussion and through this the learners acquired new knowledge by participating and sharing
ideas of what they have learned in the discussion. Learning is an evolutionary process; learning
doesn’t happen in just a snap of the finger. This requires time and patience where in the learners
will be given a chance to learn better. 2. What instructional materials were used in teaching? The
teacher uses different instructional materials such as power point presentation, laptop, and visual
aids. Through these different instructional materials the learners will be attentive and active in
participating in the class discussion. 3. Which of the principles in teaching facilitate the cognitive,
metacognitive and positive motivational processes of learning? Learning takes place inside the
learners and is activated by the learners himself. It depends on the learners to learn better inside
the classroom. If the teacher is learner-centered, the students will positively learn during
discussion because they are given a chance to share their ideas to others.
10. 10. 2Page | 1 Name of Observer: Antenero, Mira mae M. Name of the School Observed: Sagay
National High School (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: January
15, 2014 Year Level: Fourth Year High School Subject Area: Physics 1. What principles in teaching-
learning were commonly applied? Learning is a collaborative and cooperative process. It requires
the perseverance and passion of the teacher to impart knowledge to his students and to make the
transfer of learning positive. The student himself must cooperate to his teacher in order for them
to achieve the learning goal. 2. What instructional materials were used in teaching? The teacher
used various type of instruction during his discussion. He used a power point presentation using
laptop and LCD projector to present his lesson. By the use of these instructional materials, it helps
a lot to both students and teacher’s part. These will lessen the teachers work and the students will
be able to understand the lesson being discussed by the teacher. 3. Which of the principles in
 teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?
Learning takes place inside the learners and is activated by learners himself. Therefore, it depends
on the perseverance and willingness of the learners to learn inside the classroom. Effective teacher
and high-technology instructional materials will be very useless if the learners are not willing to
learn. So learners must cooperate also in order to achieve positive learning outcome.
11. 11. 2Page | 1 Name of Observer: Arnado, Jessa M. Name of the School Observed: Sagay National
High School (SNHS) School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014
Year Level: Fourth Year High School Subject Area: Physics 1. What principles in teaching-learning
were commonly applied? Learning is a collaborative process which requires the cooperation and
participation of the learners to the teacher. The learners have their chance to share their
knowledge and insights about their prior knowledge and skills in different task given to them.
Learning is an evolutionary process because it’s not easy to change behavior; it does not happen in
just a single blink of an eye, it requires patience, love and passion. Therefore, learning and
teaching are both painful processes. 2. What instructional materials were used in teaching? The
teacher uses high technology materials such as computer, projector and power point
presentation. The teacher also uses variety of instructional strategies in order to encourage his
learners to develop their deep understanding about their subject matter. 3. Which of the principles
in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?
The teacher creates developmentally appropriate instruction that takes into account individual
learners’ strength, interests, and that enables each leaner to advance and accelerate his/her
learning. With that principle of teaching, learners will be able to construct knowledge, acquire
skills and develop disciplined thinking processes.
12. 12. 2Page | 1 Being an effective and efficient teacher is not an easy task, it comes with great
responsibility which requires patience, passion and love. As we conduct our classroom
observation, we observed that the teacher used various principles in teaching that caters not only
the intellectual but also the emotional aspect of the learners. We also observed that in every
principle the teacher used, he relates it to the personal experiences of the students and to their
multiple intelligences and individual differences, so that he will be able to catch their attention
and interest, and at the same time he can give them educational needs. As we foresee our future
teaching career, those principles of learning and teaching will also be adapt. And for them to learn
effectively, we must always consider their individual differences and multiple intelligences. And of
course, learning is a collaborative process, so through the combine effort of the teacher and
student, teaching-learning process will work effectively.
13. 13. 2Page | 1 . . . Step 3: Conferwiththe teacherregardingobservableandsignificant events. Step 4:
Reflectonyourexperiences. Step 1: Make a journal aboutthe taskperformedbythe teachersas
theyteachtheirlessonnotingpatternsandvariety. Step 2: Recordand highlightobservable
andsignificant eventsinsuch teaching-learningactivitiesandevents. FIELD STUDY LEARNERS’
CHARACTERISTICS AND NEEDS Name of FS Student: Jennie Mouit Year & Section: II-B Name of FS
Student: Jesseryl Margallo Year & Section: II-B Name of FS Student: Kenneth Jay Robillos Year &
Section: II-B Name of FS Student: Mira Mae Antenero Year & Section: II-B Name of FS Student: Jessa
Arnado Year & Section: II-B Course: Bachelor in Secondary Education Major in Physical Science
Resource Teacher: Mr. Willy Lee Ph. D Signature: Cooperating School: Sagay National High school
(SNHS) Target At the end of this activity, the students will be able to identify and describes the
teacher’s activity and the behaviors of the learners in these activities. Way After observing the
principles of teaching and learning in the classroomsetting, you will to start to journey through the
methods, strategies, and approaches of teaching and learning by first observing actual
classroomteaching. Experiencing the Teaching- Learning Process Episode 2
14. 14. 2Page | 1 Tools MY JOURNAL Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Fourth Year High School B
 Physics Topic: Eye Description of Teaching Strategies: Most of the time, the teacher uses lecture
method, where in most of the information are coming from the teacher himself. But still he is open
in accepting his learner’s additional information and experiences related to the topic being
discussed. Description of Learning Activities: The teacher always uses question and answer
activities. Wherein he asked question to each learner and let him/her answer it after a second. If
the given answer is wrong he provided reinforcement and if the answer is correct he then give
praises to that particular student. Description of Learners’ Participation (proportion of learners
who participated and quality of participation ) : Only few of them are really active in the class
participation, and the rest are somehow shy in showing what they know. I could sense that they
are afraid that whatever they going to say will be wrong. But still their teacher never ceases in
encouraging them to speak up. MOUIT, JENNIE Z. BSEd II-B______ Signature over Printed Name of
FS Student Attested by: Mr. WILLY LEE Ph.D. Cooperating Teacher
15. 15. 2Page | 1 MY JOURNAL Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Fourth Year High School
Subject Area: Physics Topic: Nature of Physics Description of Teaching Strategies: The teacher
used various teaching strategies in his class. I observed that he considers the multiple intelligences
and different learning styles of the learners in every teaching strategy he uses. For example, today
he uses power point presentation for those learners who understand better through perception
and hearing, while tomorrow he lets his students to do some group activity like role playing for the
benefits of those students who have bodily- kinesthetic intelligence. Description of Learning
Activities: The same with the teaching strategies, the learning activities also varied. Some of the
activities were done by the group, but there were also learning activities that were done
individually. The group activities were done effectively by the collaboration efforts of the group
members with the guidance of their teacher, and the individual activities were done independently
by the learners. Description of Learners’ Participation (proportion of learners who participated and
quality of participation ) : There were only few learners that actively participating in every class
discussion, most of them are girls. The majority of the learners that are participating in class
discussion cannot really provide or supply the exact answer to their question, some are just
participating for the sake of fun, especially the boys _____JESSERYL MARGALLO_BSEd II-B___
Signature over Printed Name of FS Student Attested by: Mr. WILLY LEE Ph.D. Cooperating Teacher
16. 16. 2Page | 1 MY JOURNAL Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Subject Area: Topic:
Description of Teaching Strategies: Description of Learning Activities: Description of Learners’
Participation (proportion of learners who participated and quality of participation ) :
____________________________________ Signature over Printed Name of FS Student Attested
by: Mr. WILLY LEE Ph.D. Cooperating Teacher
17. 17. 2Page | 1 MY JOURNAL Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Subject Area: Topic:
Description of Teaching Strategies: Description of Learning Activities: Description of Learners’
Participation (proportion of learners who participated and quality of participation ) :
____________________________________ Signature over Printed Name of FS Student Attested
by: Mr. WILLY LEE Ph.D. Cooperating Teacher
18. 18. 2Page | 1
19. 19. 2Page | 1 Entries of Evidences
20. 20. 2Page | 1 Documentation of the Group The Learners Our critic teacher & us.
21. 21. 2Page | 1 1st day of our observation Making outputs Last day of our observation
22. 22. 2Page | 1
23. 23. 2Page | 1 FS the making
24. 24. 2Page | 1 Daily Time Record
25. 25. 2Page | 1 Related Articles
26. 26. 2Page | 1 “The Learners” By: Terry Farwell We learn by "seeing it" (visually), "hearing
it"(auditory),or "moving and doing it"(kinesthetically), and mostof us have one primary learning
style through which we best learn and remember information. Allof us can benefitfrom identifying
and understanding our individuallearning styles. “Actions Speak Louder than Words” Kinesthetic
learners’ best learn by doing. These students may be avid note takers in class, but not review them
later; they remember things that were seen, done, or discussed. "When given assignments, such as
writing a book report or making a scenefrom a book, [kinesthetic learners] will make a scene. They
can learn to read and follow directions through the useof recipes, etc." (Parent Newsletter, NDCU
Extension Service, October 1997). Kinesthetic learners move, bounce, and travel around
classrooms and homes. They are rarely still, but in their movements are always learning. These
individuals will point while giving directions, or only be able to get to a particular place by taking
you there. Making small adjustments in the lives and routines of these individuals will facilitate
them in increasing their success athome and at school. Strategies for Kinesthetic Learners:  Study
important information by placing facts on index cards and reading the information aloud while
pacing or walking around.
27. 27. 2Page | 1  Try studying while lying on a bed or the floor, or listening to music.  In class, when it
is necessary to be still, bounce your foot, twirl a pen, or squeezea ball. Justbe sureyou are not
distracting thosearound you.  Set a timer for 20-30 minutes. Work for this amountof time, and
then take a 5- or 10-minutebreak.  Use brightly colored paper under worksheets or study
materials to help you focus.  Write vocabulary words on paper with glue. Sprinklesand or glitter
on top. When studying for tests, trace the words with your eyes closed.  Read novels, articles, and
texts while pedaling on a stationary bike or climbing a Stairmaster. Special Projects:  Create a
special exercise programand keep a log. Measure walking, jogging, or biking distances, record
workouttimes, and document progress. Older students can calculate calories and fat burned. 
Choosea favorite story and create a play or performance.  Assumethe role of your favorite
character or historical figure. Develop a skit to reflect important information.  Join a drama or
acting club.  For elementary students, build a life-sizenumber line by painting on concrete or
wooden planks. Usethis to solve simple math problems.  Get ready for fall by collecting
manipulative and containers. Saveyour bottle tops, corks, pennies, empty jars, yogurtcontainers,
coffeecans, etc. Source:http://school.familyeducation.com/intelligence/teaching-
methods/38521.html#ixzz2gHEVOonv Preparedby: Jennie Mouit
28. 28. 2Page | 1 “The Learning Environment” By: Robert J. Doman Jr. The most important factor in
how much and how well children learn is the learning environment itself. If a child’s learning
environment does not instill a self-perception of success, it can inadvertently discourage his or her
development. Ultimately, how much children learn is a reflection of how much they like to learn.
How much they like to learn reflects how successful at learning they perceive themselves to be. We
enjoy success. We are motivated by success. The strong child likes to arm wrestle, the quick child
likes to run races, and the expert speller likes to play Scrabble, and so on. When a child perceives
herself as having the ability to do something well, she is highly motivated while engaged in it,
wants to do a lot of it, and, as a result, gets better and better at it. Turning children on to learning is
key to creating a positive learning environment. Children learn as a result of the input their brains
receive from their senses. What they learn is a reflection of the frequency, intensity, and duration
with which their brains receive specific input. We may be able to make a child stay in one place for
an extended period of time (duration) while we go over and over the material (frequency), but the
child has control over the intensity of the input. The child can be turned on or off. If turned on, the
child learns rapidly; if turned off, learning may never occur. Turning the child on—or off—to
learning is largely determined by the learning environment. A positive environment encourages
 learning; a negative environment creates actual neurological dysfunction and discourages
development and learning. For example, when a parent comments on a second-grade child’s math
assignment, the comments may be positive (this lets the child know he is doing well) or negative
(this can discourage and destroy the child's motivation). Often the negative response comes quite
naturally; therefore, we must learn how to be positive. Look at the differences between the
positive
29. 29. 2Page | 1 and the negative responses to three second-grade children after they completed an
assignment of ten math problems. Negative: "Johnny, you're a very bright boy, and I expect a lot
from you. Today you got one wrong. You'll have to work harder and be more careful next time."
Positive: "Johnny, that's fantastic! You got nine right! How did you get so smart?" Negative: "Alice,
you got three wrong—you can do better than that. I'm afraid I can't give you a happy-face sticker
today." Positive: "Alice, that's great! You got seven problems right, and three were real tough
problems on that page. Let me show you how to do these real tough ones." Negative: "Billy, this is
terrible. You got more than half of these problems wrong. You're just not trying!" Positive: "Hey,
Billy, you're getting it. Look, you got this, this, and this one right. Super! You watch while I do these
other problems. I bet you can get them right the next time." Can our children develop and learn in
a negative environment? Yes, most do, but children cannot thrive in a negative environment, nor
can they develop and learn as they would in a positive, reinforcing environment. Symptoms of the
negative environment include negative attention-getting behaviors such as defiance, lack of
motivation, anger, poor self-image, and lack of development and learning. Creating a positive,
reinforcing environment for learning can dramatically change our children's attitudes, self-image,
rate of learning, and the degree to which learning occurs. What children get out of the educational
process is a reflection of what we put in. If we are not pleased with the output, we should examine
and modify the input, creating a positive educational environment. We must point out what
children know and applaud what they do well. In return, they will be motivated to learn—and do—
more. Reprinted from the Journal of the NACD Foundation (formerly The National Academy for
Child Development) http://nacd.org/journal/article16.php Prepared by: Jesseryl Margallo
30. 30. 2Page | 1 “Learning Development” Learning has long been debated in realms of religion,
philosophy, and more recently, psychology. The challenge of creating a comprehensive definition
lies in the different interpretations of both intent and method of learning. Most often, learning is
used in an ambiguous manner, without clear definition of hidden assumptions and viewpoints.
Adherents of different styles of learning see the world (and solutions to existing problems) in an
isolated manner. Rather than exploring more deeply the diversity of learning, learning methods,
and learning intent, new situations are unfortunately approached with the intent of shaping the
situation to the world view and design methodology. Research (particularly in the field of
neuroscience) is beginning to indicate that the primary learning component of our brains is
pattern recognition, not information processing. Stephen Downes (2005) extends this concept by
offering a challenging vision that learning is not a direct causal interaction between teacher and
learner. Replacing the causal model of learning (need highlighted, instructional intervention
planned, measurement enacted) with “network phenomenon”: “But with online learning comes
not only a much wider, more diverse network, but also the idea that (a) the network may be based
on non-physical (or emergent) properties, (b) that the individual may choose to belong to or not
belong to a network, and (c) that an individual may assume multiple identities or memberships in
multiple networks. The theory of distributed representation has a profound implication for
pedagogy, as it suggests that learning (and teaching, such as it is) is not a process of
communication, but rather, a process of immersion.” Acknowledging that learning is a process
beyond simply processing information requires a definition that is valuable in both formal and
informal learning activities. Learning is not an isolationist activity without intent or aim. Certain
learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The
 ultimate intent of the process is to be able to do or achieve something. In this regard, learning can
simply be defined as actuated or
31. 31. 2Page | 1 actionable knowledge. This definition has two components - knowledge:
understanding of an implicit or explicit nature, and actuation: doing something appropriate
(defined as contextually aware) with knowledge. The starting point of learning design is to
evaluate the existing views of learning types, learning theories, and design approaches. An
integrated or holistic view of the diverse learning landscape permits designers and educators to
select appropriate models for appropriate means. Most typically, learning theories have not
become obsolete in the sense that they do not work. Instead, they are obsolete in the sense that
the world around has changed, and new models are required to meet the needs of new situations.
Where the learning theory and design approach closely align with a design concern, even
“outdated” theories can become valuable. To remain relevant, it is important for designers to
account for diminishing half-life of knowledge and increase in information availability (and
amount). Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are
being usurped with “know where”. Further compounding learning challenges is the importance of
“soft knowledge” – i.e. experiences and encounters which are not entirely functions of our
cognitive domain. Serendipity is often not acknowledged in more formal instructional design. Yet
most sources of innovation are bricolage-like in nature. The sudden recognition of solutions from
other domains, or the innovative application of available resources is important. Silo style learning
design limits learner access to other competing or complimentary information sources.
Exploratory and networked learning, on the other hand, provide opportunities to encounter
knowledge from other experts and domains – knowledge which often informs and creates
innovative solutions. John Seely Brown (undated, p. 66) communicates this new dynamic world of
learning: “When we look at teaching beyond the mere delivery of information, we see a rich picture
of learning, one that embraces the social context, resources, background, and history within which
information resides”. Source:(Bridging Learning Design and Modern Knowledge Needs), July 12,
2005 by: George Siemens Preparedby: Mira Mae Antenero
32. 32. 2Page | 1
33. 33. 2Page | 1
34. 34. 2Page | 1 Clippings
35. 35. 2Page | 1 Quotation about Teachers
36. 36. 2Page | 1
37. 37. 2Page | 1
38. 38. 2Page | 1 “Teachers” By: Kevin William Huff Teachers Paint their minds and guide their
thoughts Share their achievements and advise their faults Inspire a Love of knowledge and truth As
you light the path Which leads our youth For our future brightens with each lesson you teach Each
smile you lengthen Each goal you help reach For the dawn of each poet each philosopher and king
Begins with a Teacher And the wisdom they bring.
39. 39. 2Page | 1 “I Want To Be Like You” By: Joanna Fuchs Thank you, teacher, for being my life's role
model. When I consider all you've taught me and reflect on the kind of person you are, I want to be
like you— smart, interesting and engaging, positive, confident, yet unpretentious. I want to be like
you— well-informed and easy to understand, thinking with your heart as well as your head, gently
nudging us to do our best, with sensitivity and insight. I want to be like you— giving your time,
energy and talent to ensure the brightest possible future for each of us. Thank you, teacher For
giving me a goal to shoot for: I want to be like you! “A Teacher for All Seasons” By: Joanna Fuchs
40. 40. 2Page | 1 A teacher is like Spring, Who nurtures new green sprouts, Encourages and leads them,
Whenever they have doubts. A teacher is like Summer, Whose sunny temperament Makes studying
a pleasure, Preventing discontent. A teacher is like Fall, With methods crisp and clear, Lessons of
bright colors And a happy atmosphere. A teacher is like Winter, While it's snowing hard outside,
 Keeping students comfortable, As a warm and helpful guide. Teacher, you do all these things, With
a pleasant attitude; You're a teacher for all seasons, And you have my gratitude! “Good Guide” By
Joanna Fuchs
41. 41. 2Page | 1 A smart and really good teacher should be a good guide, not a preacher. She’d open
each mind Therein treasures to find; Encouragement would be her best feature. You have this good
quality and more; you inspire each brain to explore. Our respect you are earning; You’ve made us
love learning, As no teacher has before.
42. 42. 2Page | 1 “The Best Teachers” By: Joanna Fuchs Teachers open up young minds, showing them
the wonders of the intellect and the miracle of being able to think for themselves. A teacher
exercises the mental muscles of students, stretching and strengthening, so they can make
challenging decisions, find their way in the world, and become independent. The best teachers
care enough to gently push and prod students to do their best and fulfill their potential. You are
one of those. Thank you.
43. 43. 2Page | 1 Group Reflection on the Portfolio
44. 44. 2Page | 1 Comment of the Faculty
45. 45. 2Page | 1 Directions: Check the appropriate column that best describes your current level of
mastery of each listed competency. Competency I cannot do this yet. I am learning how to do this I
can do this but I need to learn more and improve. A can do this very well. 1. Determines an
environment that provides social, psychological, and physical environment supportive of learning.
 * 2. Differentiates learners of varied learning characteristics and needs.  * 3. Manages time,
space and resources to provide an environment conducive to learning.  * 4. Recognizes multi-
cultural background of learners when providing learning opportunities.  * 5. Determines teaching
approaches and techniques appropriate to the learners.  * 6. Determines, understands and
accepts the learner’s diverse background.  * 7. Relates the learners’ background to their
performance in the classroom.  * 8. Reflects on the impact of home and family life to learning.  *
9. Expounds on one’s understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.  * 10. Accepts personal accountability t learners’
achievement and performance.  * Post-assessment) Date Accomplished: Rater’s Signature:
JENNIE MOUIT
46. 46. 2Page | 1 Directions: Check the appropriate column that best describes your current level of
mastery of each listed competency. Competency I cannot do this yet. I am learning how to do this I
can do this but I need to learn more and improve. A can do this very well. 1. Determines an
environment that provides social, psychological, and physical environment supportive of learning.
 * 2. Differentiates learners of varied learning characteristics and needs.  * 3. Manages time,
space and resources to provide an environment conducive to learning.  * 4. Recognizes multi-
cultural background of learners when providing learning opportunities.  * 5. Determines teaching
approaches and techniques appropriate to the learners.  * 6. Determines, understands and
accepts the learner’s diverse background.  * 7. Relates the learners’ background to their
performance in the classroom.  * 8. Reflects on the impact of home and family life to learning.  *
9. Expounds on one’s understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.  * 10. Accepts personal accountability t learners’
achievement and performance.  * Post-assessment) Date Accomplished: Rater’s Signature:
JESSERYL MARGALLO
47. 47. 2Page | 1 Directions: Check the appropriate column that best describes your current level of
mastery of each listed competency. Competency I cannot do this yet. I am learning how to do this I
can do this but I need to learn more and improve. A can do this very well. 1. Determines an
environment that provides social, psychological, and physical environment supportive of learning.
 * 2. Differentiates learners of varied learning characteristics and needs.  * 3. Manages time,
 space and resources to provide an environment conducive to learning.  * 4. Recognizes multi-
cultural background of learners when providing learning opportunities.  * 5. Determines teaching
approaches and techniques appropriate to the learners.  * 6. Determines, understands and
accepts the learner’s diverse background.  * 7. Relates the learners’ background to their
performance in the classroom.  * 8. Reflects on the impact of home and family life to learning.  *
9. Expounds on one’s understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.  * 10. Accepts personal accountability t learners’
achievement and performance.  * Post-assessment) Date Accomplished: Rater’s Signature:
KENNETH JAY ROBILLOS
48. 48. 2Page | 1 Directions: Check the appropriate column that best describes your current level of
mastery of each listed competency. Competency I cannot do this yet. I am learning how to do this I
can do this but I need to learn more and improve. A can do this very well. 1. Determines an
environment that provides social, psychological, and physical environment supportive of learning.
 * 2. Differentiates learners of varied learning characteristics and needs.  * 3. Manages time,
space and resources to provide an environment conducive to learning.  * 4. Recognizes multi-
cultural background of learners when providing learning opportunities.  * 5. Determines teaching
approaches and techniques appropriate to the learners.  * 6. Determines, understands and
accepts the learner’s diverse background.  * 7. Relates the learners’ background to their
performance in the classroom.  * 8. Reflects on the impact of home and family life to learning.  *
9. Expounds on one’s understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.  * 10. Accepts personal accountability t learners’
achievement and performance.  * Post-assessment) Date Accomplished: Rater’s Signature: MIRA
MAE ANTENERO
49. 49. 2Page | 1 Directions: Check the appropriate column that best describes your current level of
mastery of each listed competency. Competency I cannot do this yet. I am learning how to do this I
can do this but I need to learn more and improve. A can do this very well. 1. Determines an
environment that provides social, psychological, and physical environment supportive of learning.
 * 2. Differentiates learners of varied learning characteristics and needs.  * 3. Manages time,
space and resources to provide an environment conducive to learning.  * 4. Recognizes multi-
cultural background of learners when providing learning opportunities.  * 5. Determines teaching
approaches and techniques appropriate to the learners.  * 6. Determines, understands and
accepts the learner’s diverse background.  * 7. Relates the learners’ background to their
performance in the classroom.  * 8. Reflects on the impact of home and family life to learning.  *
9. Expounds on one’s understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.  * 10. Accepts personal accountability t learners’
achievement and performance.  * Post-assessment) Date Accomplished: Rater’s Signature: JESSA
M. ARNADO
50. 50. 2Page | 1 Criteria 100% 95% 90% 85% 80% 1.Contents of the portfolio Has 100% of needed
content Has 95% the needed content Has 90% of the needed content Has 85% of the needed
content Has 80% of the needed content 1. 2.Objectives of the portfolio Objective are SMART and
cover the whole course Objectives are SMART but cover only a minimum of 80% of the course
Objectives are SMART but cover only less than 80% of the course Some of the objectives are SMART
and do not cover the whole course Most objective are not SMART & cover only a minimum of the
course 3. Quality of Entries Entries one of quality and substantial Entries are of better quality many
are well selected & substantial Entries are of acceptable quality, some are well selected &
substantial Some entries are of acceptable quality limited selection & substantial Few entries are
of acceptable quality, not well selected & very minimal substance 4.Presentation Creative neat &
has very strong impact/appeal Creative neat & strong impact/Appeal Creative neat & average
impact/appeal Minimal creativity neat minimal/impact /appeal No creativity in disarray no
impact/appeal 5.promptness Submitted ahead of schedule Submitted on schedule Submitted
week after the schedule Submitted 2 weeks after the schedule Submitted 3 weeks or more after the
schedule