Portfolio

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
CONQUERED THE IMPOSSIBLE
(My Practice Teaching Experience)
Submitted by:
JENNIVIEVE F. FAELMOCA
Submitted in Partial Fulfillment of the Requirements

in EDUC 200A (Practice Teaching)
BACHELOR OF ELEMENTARY EDUCATION
May 2022
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
Introduction
Teaching is a noble profession. It takes a lot of preparation and more training

sessions for someone who wants to be a teacher to be ready for the real world that
awaits them soon.
Practice teaching is the process of preparing a pre-service teacher to become

a professional teacher. Here, a pre-service teacher is given the opportunity to
practice the art of teaching before entering the real world of teaching. She applies
everything she has learned in the content and theory courses, teaching strategies
and methods, and pedagogical content knowledge gained in related courses before
the internship.
During this time, a pre-service teacher gets a taste of what professional

teachers do daily. She is in a classroom with a professional teacher who will share
his or her knowledge of best practices and wisdom gained through years of
experience. This allows a pre-service teacher to socialize and learn how to "behave"
like a teacher.
Practice teaching is challenging, but it is an important part of the training

process because it develops competence and begins expertise. It is also an
excellent opportunity for a pre-service teacher to improve her ability, skills, teaching
methods, and values with the assistance of a cooperating teacher. Through practice
teaching, a pre-service teacher can discover her potential as well as cope with the
multi-tasking demands of being in a classroom.
To document my on-campus and off-campus practice teaching, in this e-

portfolio, I put all of my information and records, including my curriculum vitae,
professional readings, weekly journals, and experiences and reflections from my on-
campus practice teaching at Mariano Marcos State University—Laboratory
Elementary School and off-campus practice teaching at Sarrat North Central School.

Acknowledgments
I would like to express my heartfelt gratitude and praise to our Almighty God
for providing me with the strength to overcome various challenges in my on-campus
and off-campus practice teaching and the courage that wipes away all difficulties, as
well as the guidance, enlightenment, and wisdom to complete this e-portfolio.
I would also like to express my heartfelt gratitude to the following people for
their willingness to assist, unwavering support, encouragement, financial assistance,
and precious time for the completion of my practice teaching.
To our Internship Coordinator, Dr. Leizel A. Concepcion, for her guidance,
reminders, consideration, encouragement, and assistance throughout our practice
teaching experience.
To the principal of the University Laboratory Schools, Dr. Gerry D. Abad, for
allowing me to have my on-campus practice teaching in the Laboratory Elementary
Schools.
To my cooperating teacher at LES-Laoag, Mrs. Lovely G. Simon, for her
motherly advice, comments, and suggestions. Also, thank you for the patience,
knowledge, guidance, and support during my practice teaching.
To the principal of Sarrat North Central School, Mrs. Angelita F. Gaoiran, for
welcoming me and allowing me to have my off-campus practice teaching at my
beloved Alma matter, and for sharing with me inspiring words and motherly advice.
To my cooperating teacher at Sarrat North Central School, Mrs. Esperanza
B. Lacuata, for her comments and suggestions that helped me to improve my
teaching practices. Also, thank you for making me involved in all your work, wherein I
gained additional experience.
To my family, especially my eldest sister, mother, grandmother, and
grandfather, I am grateful for their financial assistance, love, and understanding.

And to my classmates and fellow practice teachers who provided me with

continuous encouragement and assistance during my demonstration teachings. I
want to express my heartfelt gratitude and appreciation. May God bless every one of
us!
Curriculum Vitae
JENNIVIEVE FERNANDEZ FAELMOCA

Sitio Cabaroan, Bgy. 23 San Andres, Sarrat, Ilocos Norte
Mobile Number: 09951272819
Email Address: faelmocajennivieve@gmail.com
Personal Background
Date of Birth : May 26, 2000

Place of Birth : Sarrat, Ilocos Norte
Gender : Female
Civil Status : Single
Parents : Monico Palaso Faelmoca
Belinda Fernandez Faelmoca
Educational Background
Primary : Sarrat North Central School (2006-2012)

Brgy. 4 San Francisco, Sarrat, Ilocos Norte
Secondary : Sarrat National High School (2012-2018)

Brgy. 4 San Francisco, Sarrat, Ilocos Norte
Tertiary : Mariano Marcos State University (2018-2022)

A. Castro Avenue, Laoag City, Ilocos Norte
Certifications
Certificate of Attendance

Managing Research Remotely: Learning from 2020 and Moving Forward in 2021
Researcher Academy (ELSEVIER)
April 21, 2021
Certificate of Participation
The Educational Research Forum 2021
Far Eastern University
May 5, 2021
OSS: Improving Communication Skills Webinar
Benguet State University
May 26, 2021
Certificate of Completion
International Credit Transfer Program
Universitas PGRI Madiun
July 15, 2021
SEAMEO Special Webinar on International Day of Education
Theme: Changing Course, Transforming Education
January 24, 2022
Skills
 Strong communication skills in both written and verbal presentations.

 Excellent ability to adapt to different situations.
 Flexible to try new things and willing to learn new things.
 Reliable and detailed-oriented person.

Professional Readings

Professional Reading 1
Professional development refers to many types of educational experiences related to

an individual’s work. Doctors, lawyers, educators, accountants, engineers, and
people in a wide variety of professions and businesses participate in professional
development to learn and apply new knowledge and skills that will improve their
performance on the job.
Many fields require members to participate in ongoing learning approved by the

profession, sometimes as a requirement
for keeping their jobs. Professionals often
also voluntarily seek new learning.
In education, research has shown that

teaching quality and school leadership are the most important factors in raising
student achievement. For teachers and school and district leaders to be as effective
as possible, they continually expand their knowledge and skills to implement the best
educational practices. Educators learn to help students learn at the highest levels.
Many people may not be aware of their local school system’s methods for improving
teaching and student learning. Professional development is the only strategy school
systems have to strengthen educators’ performance levels. Professional
development is also the only way educators can learn so that they are able to better
their performance and raise student achievement.
Reference: Mizell, H. (2010). Why professional development matters. Learning

Forward, p. 1-28. Retrieved on May 24, 2022 from
https://tinyurl.com/32f4zf4v

Building solid relationships with

your students is arguably the most
important thing you can do to be
an effective teacher. It helps you
build trust so students take
academic risks, allows you to
better differentiate for individual
needs, and prevents the kinds of
power struggles often found in
poorly managed classrooms.
Although most teachers value relationship-building, most don’t have any kind of
systematic approach for making that happen. We get to know students whenever
there’s time to squeeze it in, and this yields uneven results: Extroverted students
make themselves known right away, others we get familiar with on a surface level,
and far too many go largely unnoticed.
You’ll get to know your students faster and more thoroughly if you have a system in
place, a way to make sure you give sufficient attention to every child and store the
information you gather for easy access later.
In this paper, there are 4-part system that the author used in her years of teaching.
PART 1: BREAK THE ICE
Classroom icebreakers are a classic strategy for helping everyone feel more
comfortable on the first day of school. But not all icebreakers are created equal:
Many can be irritating, others are embarrassing, and some do nothing to actually
help students get to know each other, so it’s important to choose icebreakers that
really help you and your students get acquainted in a comfortable, fun way.

PART 2: TAKE INVENTORY
In the first few days of school, distributing a getting-to-know-you questionnaire to

students (or to their parents, if you teach young kids), is the most efficient way to
gather information about every child. Most teachers already have some version of
this, where we ask about students’ favorite books or music, learn about their favorite
hobbies and sports.
PART 3: STORE YOUR DATA
Now that you have gathered all kinds of information on students, you need to do
something with it. For most teachers, that means reading over the student surveys,
then filing them away somewhere, never to be looked at again. Instead of letting this
valuable information slip away, I have found it far more useful to store it all in one
spreadsheet. The biggest advantage of having all the information in one place is that
it makes it easy to occasionally refresh your memory. If I’m planning a lesson that
has something to do with cooking, I can quickly glance down the “skills” column to
see which of my students likes to cook.
PART 4: DO REGULAR CHECK-UPS
The beginning of the school year isn’t the only time to touch base with students.
Several times throughout the year, or at the halfway point at the very least, survey
students about how things are going for them. Ask how they feel about class
procedures and rules, whether the assignments are fair, and how challenged they
feel. It’s also useful to ask open-ended questions like “What would you like to see
more of in this class?” and “What else should I know?” These kinds of questions can
uncover all kinds of information that you might never have known about otherwise.
Reference: Gonzales, J. (2016). A 4-part system for getting to know your students.
Retrieved on May 24, 2022 from https://www.cultofpedagogy.
com/relationship-building/

Classroom management is
intended to provide students
with more opportunities to learn
all of the things that a teacher
does to organize students,
space, time, and materials so
that students´ learning can take
place. Students should be able
to carry out their maximum
potential, which allows students
to develop appropriate behavior
patterns. Teachers must deal with unexpected events and have the ability to control
student behavior, using effective classroom management strategies.
Effective classroom management and positive classroom climate construction are

essential goals for all teachers. Everything a teacher does has implications for
classroom management, including creating the setting, decorating the room,
arranging the chairs, speaking to children and handling their responses, putting
routines in place (and then executing, modifying, and reinstituting them), developing
rules, and communicating those rules to the students. These are all aspects of
classroom management.
More recently, Wiseman and Hunt (2008) found that management issues and
problems are a very real part of schools and classrooms today. In a survey of the
American Federation of Teachers (AFT), 17 percent of the teachers surveyed
indicated that they had lost four or more hours of teaching per week due to disruptive
students and 19 percent reported having lost two to three hours. Many teachers said
they had students in their classes with discipline problems. So aggressive, disruptive

behavior wastes teaching time, disrupts the learning of all students, threatens safety,
and overwhelms teachers (Wiseman & Hunt, 2008).
Teachers do need knowledge to teach successfully in different areas, for example:

feedback and praise, handling mistakes, questions from students, and clearly
structured lessons. Also to areas reducing anxiety, motivation, humor and active time
to learn are topics which are very important for teachers.
The praise is most effective when it is sincere and natural. They should use
appropriate gestures and actions to accompany them. Teachers should try to
motivate the students so that the students are more likely to pay attention.
To be respected with the children is also very important. To react positively to wrong
answers is a way to teach positively. The relationship between students and their
parents is necessary. Students like when the teacher uses their names.
The classroom climate is so important. To create a positive classroom climate is a

main reason that the children like to go into the school, and then children also like to
learn.
Reference: Nagler, K.S. (2016). Effective classroom-management & positive

teaching. Canadian Center of Science and Education, 4(1), p. 163-
172. Retrieved on May 24, 2022 from https://files.eric.ed.gov/
fulltext/EJ1087130.pdf

Weekly Journals
(On-Campus Practice Teaching)

First Week (January 24 – January 28)
January 24 to 28, 2022 was the first week of our virtual on-campus
practice teaching. This week was the first week of the third quarter at
Laboratory Elementary School. We were grouped with practice teachers from
the other section. We met again another instructor from Laboratory Elementary
School who will guide us throughout our on-campus internship.
On our first day, I asked one of the practice teachers from the other
section to create a group chat with our cooperating teacher. Our CT
complimented us on our initiative to create the group chat and approach her.
She told us to have a meeting with her tomorrow morning after her classes.
On Tuesday, at 11:00 in the morning, we had our first virtual meeting with
our CT via Google Meet. She discussed with us the classes she handles and
the subjects she teaches, as well as her class schedules. While listening to
her, I took down the details in my notebook so that I wouldn’t miss any
information. Our CT informed us that we will start creating learning materials
and having demonstration teaching on the second week of the third quarter,
which is next week. Since our CT teaches 2 sections for Filipino IV, 2 classes
for MAPEH VI, and 1 class for MAPEH III, and there are ten practice teachers
she will supervise, we made an agreement that five will do lesson planning and
demonstration teaching for each subject, and the other five will do the module
for each subject. Then, the following week, the PTs who did lesson planning
and demo-teaching will be doing modules, and the PTs who did the modules
will have lesson planning and demo-teaching. She asked for volunteers who
would teach each class and subject on the second week. I immediately raised
my hand to volunteer, and she let me choose what subject I wanted to teach,
and I chose Filipino subject for grade four. My fellow practice teachers also
volunteered, and the others were assigned by our CT since they were not

responding or volunteering to teach.

In the evening, I started planning and encoding my lesson plan on my
laptop. I searched on the internet for pieces of information from Google and
YouTube about my topic "Pang-abay na Pamanahon at Panlunan" and a few
interactive classroom activities suitable for online learning.
On Wednesday morning, I double-checked my lesson plan. I double-
checked all of the spelling and grammar, as well as the flow and transitions
throughout the lesson. Then, at 10:03 a.m., I sent our CT the first draft of my
lesson plan.
On Thursday morning, our CT sent back our first drafts of lesson plans.
As instructed by our CT, I edited a few parts of my lesson plan. Then, in the
afternoon, I sent the final draft of my lesson plan, and our CT gave her
approval.
On Friday, I started working on my PowerPoint presentation. I looked on
the internet for simple PPT templates. I reviewed and practiced how I would
deliver the lesson while designing my presentation. Since our CT instructed us
to submit the PowerPoint presentation by Saturday, I worked on it until Friday
evening to have it ready by tomorrow.

Second Week (January 31 – February 4)
January 31 to February 4, 2022, was our second week of virtual on-

campus practice teaching at MMMSU-LES. This week was also the start of our
demonstration teaching. On Monday, we got to observe our two fellow practice
teachers as they teach each class of Grade 6 students for MAPEH, particularly
in the arts. After the class periods, we had a short meeting with our CT to give
our feedback and comments regarding the demonstration teaching of our two
fellow practice teachers. I got the chance to share my comments, which our CT
agreed with. It was a great opportunity because we got to learn from our
mistakes and improve ourselves for the future.
On Tuesday, it was a holiday because of the Chinese New Year. It was
supposed to be my schedule to teach Filipino to Grade 4 students. To not
waste my time, I practiced delivering my lesson. I had a monologue with myself
and mastered the flow of my PowerPoint presentation. I also tested presenting
my presentation in the Google Meet and double-checked if my gadgets, like
laptops and earphones, were working so that I wouldn’t experience technical
problems during my demonstration teaching.
On Wednesday, I woke up early because my schedule to teach the
students was from 8:00 to 9:00 in the morning. I took a bath, ate my breakfast,
and went to my table to set up my laptops and prepare my presentation. It was
7:47 a.m. when I was already sitting in front of my laptop, calming myself as I
waited for the time. At exactly 8:00 a.m., our CT introduced me to the students,
and then she gave the floor to me. I greeted my students, asked how their
holiday was and started presenting my presentation. I was so confident
interacting with the students. I was able to deliver my lesson successfully, and
we were able to finish the lesson at the exact time.

I had a great time teaching the students because they were participative
and intelligent. After my class, my fellow practice teachers and I attended the
classes of our other two fellow practice teachers to observe their
demonstration teaching. In the afternoon, we had a short meeting with our CT
to give her feedback and comments regarding our demonstration teaching. I
was glad that one of my fellow practice teachers complimented my skills in
teaching. Our CT also gave her positive feedback about my demonstration
teaching. Before we ended the meeting, our CT reminded us that next week
will be the first summative test for the students in the third quarter. So, those of
us who had our demonstration teaching this week will be in charge of creating
the first summative test.
On Thursday, I checked the mVLE to look for the first topic taught in the
first week and add it to the topic I taught in the second week. I learned about
the topics so that I will not have any misconceptions on the summative test that
I will be creating. Afterward, I created the table of specifications for the first
summative test in the third quarter of Filipino IV. I planned for the appropriate
types of tests that I would include in the test. After creating the TOS, I started
gathering questions from the internet, as well as creating my questions and
encoding the 50-item test in Microsoft Word.
On Friday, I transferred the test items to Google Forms. For easier
checking, I set the points and answer keys for each question. Then, I added
our CT as a collaborator so that she could check all the instructions and test
items. I also sent the link in our group chat so that she would be notified. Our
CT checked and approved the test items included in the summative test.

Third Week (February 7 – February 11)
February 7 to 11, 2022, was the third week of our on-campus practice
teaching. This time, MMSU began offering limited face-to-face classes. Our
group was divided into two sub-groups. These two sub-groups will take turns
reporting to school. The first sub-group will report first to the school, while the
second sub-group will be working from home. In our case, we will report to the
Laboratory Elementary School in Batac because our CT is reporting there. As
part of the second sub-group, this week I will be working from home.
On Monday, I attended virtually the orientation program for the face-to-
face classes hosted by our university. On Tuesday afternoon, our CT gave us
the lesson topic for the next week. This time, my role is to create a module for
the Grade 4 students in their Filipino subject.
On Wednesday, I was waiting for my fellow practice teacher, who was
assigned to do the lesson planning, to submit the lesson plan she made so that
I could start creating the module. However, she wasn’t able to submit it that
day. So, I spent my time editing the necessary letters needed to conduct our
CBAR. I also checked the modules submitted by the students in the mVLE.
On Thursday, my fellow practice teacher submitted her lesson plan and
was approved by our CT. I read her lesson plan and started planning on how I
would synchronize the content of the lesson plan with the module. I also
searched the internet for worksheets related to the topic that could assist me in
developing activities.
On Friday, I double-checked the content of the module, as well as the
spelling, grammar, spacing, and font styles. After checking, I sent the module
to our group chat and it was approved by our CT.

Fourth Week (February 14 – February 18)
February 14 to 18, 2022, was the fourth week of our limited face-to-face
on-campus practice teaching. This was also our first week reporting to school.
On Monday, I arrived at school with Neil John. We stayed in a classroom
next to our CT's office. We first cleaned our area and wiped our chairs and
tables. Moments after, our CT went out of her office to meet us. She told our
group to create and design our own Student Teachers’ Corner chart like what
the first sub-group did last week when they reported to the school. My fellow
practice teachers and I began planning what we would put in our chart. After
planning, we prepared first to cut out designs and print backgrounds and
letters. We agreed to put all these in our chart tomorrow morning.
On Tuesday, we continued to work on our chart. My fellow practice
teachers brought stickers and tapes we could use. We designed our chart with
the inspiration of an online classroom. We pasted our pictures and we made
sure that there was a space where we could place our time cards.
On Wednesday morning, we had a short meeting with our CT. We had a
conversation with her regarding the importance of being a teacher, the
consequences of being a teacher, and the benefits of being a teacher. During
this meeting, she made me realize the true meaning of the teaching
profession.
On Thursday and Friday, Clifford and I were tasked by our CT to double-
check whether the grades of the Grade 4 students she inputted into her
records were correct. Also, to not waste my time, I checked the Google Forms
where the two sections of Grade 4 students took their synchronous quizzes
and first summative test. I arranged the records of their grades in the
spreadsheet so that I could easily check who failed to take the quizzes and
summative test.

Fifth Week (February 21 – February 25)
February 21 to 25, 2022, was the fifth week of our on-campus teaching.
This week, we were working from home again. Our CT did not assign any
work. However, I continued checking the mVLE to see if there were new
submissions of modules. I also checked the Google Forms again to see
whether the students who failed to take the quizzes and summative tests had
already taken them.
On Tuesday, we were required to attend a webinar hosted by our
university. The webinar is titled "Academic Journey across Culture." Here,
college students from our university and other partner universities shared their
experiences of joining the exchange student program.
In the following days, I started editing the letters needed for the conduct
of our action research. I informed our CBAR adviser that we would be going to
school next week to complete our letter to the ULS principal. I also double-
checked our research instrument, the pretest and posttest, to see whether I
correctly encoded the items and whether the choices were suitable for the
questions.

Sixth Week (February 28 – March 4)
February 28 to March 4, 2022, was the sixth week of our on-campus

practice teaching. We were at school again to report to our CT. This week was
also the second summative test for the third quarter. I expected that I would
have plenty of things to do both in our CBAR and in practice teaching.
On Monday, when I arrived at school, I cleaned our area. Then, I set my
table and turned on my laptop to start my work. I wrote a validation letter for
the validators in our college to validate our research instrument. When I
finished the letter, I sent the file to our CBAR adviser. Our CT also asked us to
send the names of the students who haven't yet submitted their modules and
those who haven't yet taken the synchronous quizzes and first summative test.
She also asked us to input the scores of the students on their quizzes,
summative tests, and module activities into her class record. It was my first
time writing on a class record, so I was careful not to make mistakes.
On Tuesday, there wasn't any work assigned to me. So, I spent my time
editing the validation letter sent by our CBAR Adviser. I also arranged the
documents needed for the validation.
On Wednesday afternoon, our CT asked me to monitor the student who
would be taking his first summative test. I created a Google Meet link and
waited for the student to join. I greeted him cheerfully and explained the
instructions for the test. When he was asking about an item that he couldn’t
understand, I explained it to him in a manner that he would be able to
understand more. It only took him 30 minutes to finish the test. After I
confirmed his name on the Google Form, we bid our goodbyes and left the
virtual room.

On Thursday afternoon, my co-researchers and I excused ourselves from

our CT because we went to Laoag campus to ask our validators to validate our
research instrument. Our validators had a few comments about our instrument,
and I relayed the comments to our CBAR adviser. In the evening, when I got
home, I received a message from our CT in our group chat. She told us to
make enrichment activities for the lessons taken for each subject during the
third quarter.
On Friday, since we were working from home every Friday, I spent my
time at home checking if there were new submissions made by the students in
the Google Forms and mVLE. I also started thinking about what activities I
should do, how I was going to do them, and what platform or digital
tool/application I should use. After planning, I watched a YouTube tutorial on
how to make an interactive quiz game in Microsoft PowerPoint. I followed the
steps from the tutorial, and I was so proud of myself because I discovered
more features of Microsoft PowerPoint. When I was done, I double-checked
the actions and transitions of the slides, then I submitted the slideshow I made
on Saturday morning for the approval of our CT.

Seventh Week (March 7 – March 11)
March 7–11, 2022, was the seventh week of our on-campus practice
teaching. This week, we were working from home again. This week was also
the conduct of enrichment activities and the updating of the students' missing
or lacking requirements.
On Monday, our CT asked us to put in one file the names of the students
who haven't yet submitted their modules and who haven't yet taken the
quizzes and tests. I did this immediately and sent the file to our CT. At 10:41 in
the morning, my co-researchers and I met our CBAR adviser through Google
Meet. Then we had a short meeting regarding the conduct of our pretest and
intervention. At the meeting, we transferred the combined consent form into
the Google Form as instructed by our CBAR adviser, and we sent the link to
him.
On Tuesday, I woke up early, took a bath, and went to our municipal
auditorium to have stronger internet access because I met my grade 4
students in the Google Meet for our synchronous enrichment activity. The
conduct of the enrichment activity took one hour. Through the use of a random
picker wheel that I created using Microsoft PowerPoint, I was able to capture
the interest of the learners and get them to become active and attentive. In the
afternoon, our CBAR adviser called me via Messenger to make a minor
revision to our research instrument, which I did immediately. When I got his
approval, I transferred the test items into the Google Form.
On Wednesday, I sent the Google Form link of the pretest to our CBAR
adviser, which he checked and approved. He asked me if we could conduct
the pretest this week, and I said yes. I started writing the first parts of my e-
portfolio for on-campus teaching in the afternoon until evening.
On the following days, our Ct did not give works, so, I spent my time
doing our CBAR.

Eighth Week (March 14 – March 18)
March 14–18, 2022, was our eighth week of on-campus teaching. This
week, we were going to report to school again. Also, this week, the Laboratory
Elementary Schools will be having their Club Activities.
On Monday, I arrived at school earlier than my co-student teachers. I
cleaned our area because it was dusty. After cleaning, I wrote my name in our
logbook. Then, I opened my laptop to begin my work and continue writing my
e-portfolio. While doing my e-portfolio, our CT met us and she informed us that
we will facilitate and monitor the activities of the MAPEH Club for this week.
She told us to create quiz items in Kahoot and encode the mechanics for the
Creative Facemask Making Contest in PowerPoint, which we did after the
meeting.
On Tuesday, I was assigned to create learning materials for MAPEH 3:
Arts alone. I borrowed a MAPEH 3 book from our CT library and searched the
internet for some references. The first thing I did was to plan the flow of the
lesson. After planning the activities that I would include in each part of the
lesson, I began by creating a PowerPoint presentation. After finishing the
presentation, I immediately began creating the module. I transferred the
content of the presentation into the module and planned the activities and
performance tasks that the students would do. I also made a rubric that will be
used in scoring the performance tasks of the students. I was able to finish the
learning materials before we went home. Also, in the afternoon, my fellow
practice teachers and I attended the Google meeting for the Creative
Facemask Making Contest.
On Wednesday morning, when I arrived at school, I double-checked the
learning materials, then I submitted them to our CT. On Friday, our CT asked
me to create two PowerPoint presentations for the lessons in weeks 4 and 5 of
the fourth quarter. I immediately did the PowerPoint presentations and I was
able to finish and submit them on Saturday.

Ninth Week (March 21 – March 25)
March 21–25, 2022, was our last week of on-campus teaching. This
week, we are working from home. All I did for this week was to finish the
learning materials my CT as me to do. On Friday, we went to school to report
to our CT. She asked us to update the scores and submissions of the pupils in
the class record. Then, we had a little farewell party in the afternoon.

Weekly Journals
(Off-Campus Practice Teaching)

First Week (March 28 – April 1)

In the morning of March 28, we had our orientation program hosted by
the Division of Ilocos Norte via ZOOM meeting. Then in the afternoon, my
fellow student teacher and I went to our cooperating school, Sarrat North
Central School, to report. We started the afternoon with an orientation with the
principal and our cooperating teachers. The principal, Mrs. Angelita F. Gaoiran,
told us the requirements that we should be able to accomplish during our
internship. Afterwards, my cooperating teacher, Mrs. Esperanza B. Lacuata,
and I went to her classroom, which is beside the office of the principal. She
asked me to help her sort modules and create a PowerPoint presentation for
the FLAT reading exercise.
On March 29, my CT asked me to come to school in the afternoon. I
attended a meeting with the other school teachers at 2:00 in the afternoon to
discuss the upcoming expanded face-to-face classes. After the meeting, my
CT checked the presentation I created.
On March 30, I went to school for the FLAT reading exercise. The
reading program was done via Google Meet, where I facilitated two sections of
Grade 6. The principal was also at the Google meeting and was observing the
activity.
On March 31, the doctor from the DOIN and personnel from DILG, BFP,
and PNP went to school to inspect our school areas for the preparation of face-
to-face classes. I was able to take pictures with them, together with the school
teachers.
On April 1, I attended the LAC session together with other teachers via
Google Meet. In the session, the resource speaker introduced the features of
Jamboard. I was able to participate in an interactive quiz game hosted by the
speaker. On this day, my CT and I had to stay until the evening in the school
because we had a virtual meeting with the parents of her advisory class to
discuss some important matters about the start of face-to-face classes.

Second Week (April 4 – April 8)
On April 4 and 5, grade 3 pupils came to school for their exams. We had
our face-to-face flag ceremony in the covered court. Afterwards, my CT and I
arranged the modules and envelopes of her advisory class for the distribution
of modules in the barangays. My CT brought me with her to deliver modules in
barangays 20 and 21.
On April 6, I facilitated the FLAT reading exercise of the first section of
Grade 6. After the 1-hour reading activity, my CT and I prepared the classroom
for the simulation for face-to-face classes tomorrow.
On April 7, I arrived at school early to clean the classroom before the first
set of students arrived. Since we are following health protocols, I was assigned
to scan the QR codes and get the temperature of the students as they enter
the school. We had a face-to-face flag raising ceremony at the covered court,
then went to our room for the start of classes. Since this is a simulation, we did
not start with the lesson in the fourth quarter yet. Instead, my CT asked me to
facilitate the Grade 6 students in the FLAT reading exercise. One of the school
teachers also asked me to assist her in her demonstration teaching, during
which I was also given the opportunity to observe the demo-teaching with the
principal.
On April 8, the second set of students came to school for the simulation.
Just like yesterday, I scanned the QR code and checked the temperature of
the students. We had the flag raising ceremony inside our classroom, where
my CT asked me to lead the singing of the Philippine national anthem. Then, I
facilitated the FLAT reading exercise and observed my CT teaching Grade 5
students in their math subject.

Third Week (April 11 – April 15)
This week is the official start of our face-to-face classes. On April 11, I
started teaching 2 sections of Grade 6 (Set A) in their English subject. We
discussed the Simple Tenses of the Verb. In the afternoon, my CT asked me to
check the summative tests of the students in the third quarter.
On April 12, I taught 2 sections of Grade 6 (Set B) the same lesson I
taught to the first set yesterday. The supervisors from DOIN unexpectedly
visited the school. The English Supervisor of DOIN observed me teaching the
students. According to my CT, the supervisor left positive feedback about my
teaching skills and the way I handled the class.
On April 13, I facilitated the FLAT reading exercise and checked the tests
and activity sheets of the students.
On April 14 and 15, I did not report to school because it was Holy Week.

Fourth Week (April 18 – April 22)
On April 18, my CT told me that our principal would observe my

demonstration teaching on Thursday. So, I prepared my lesson plan.
On April 19, I submitted my lesson plan to both my CT and school
principal. They both gave their comments and suggestions, which I followed in
revising my lesson plan. I submitted my final draft of the lesson plan again, and
both of them gave their approval. In the evening, I started preparing for my
PowerPoint presentation and traditional instructional materials.
On April 20, my CT was scheduled to be observed by the principal. So, I
assisted her in her demonstration teaching, particularly in hosting the online
quiz game.
On April 21, I had my demonstration teaching in mathematics, wherein I
taught the Grade 6 students. Both my CT and school principal observed my
demonstration teaching. They both gave positive feedback. And on April 22,
we conducted a clean-up drive at the school grounds.

Fifth Week (April 25 – April 29)
On April 25, the students were scheduled to have their first summative
test of the fourth quarter. I monitored the students while taking their tests.
On April 26, it was my turn to have my straight teaching. I taught two
sections of Grade 6 in their English subject wherein we discussed the
Progressive Tenses of Verbs. After recess, I taught Grade 5 students in their
math subject, wherein we discussed the volume of a cube and a rectangle
prism. In the afternoon, I checked the modules of the students.
On April 27, it was my second day of straight teaching. I taught Grade 6
Authenticity in their ESP subject, wherein we discussed Pananalig sa Diyos. I
also taught both Grade 6 – Authenticity and Grade 6 – Frugality in their math
subjects, wherein we discussed reading electric and water meters. After
recess, I taught Grade 5 students the same topic I taught to the first set of
students yesterday. Then, in the last period, my CT and I, together with the
Grade 6 students, went to the school clinic to measure the height and weight of
the students for record purposes.
On April 28, I had my third straight day of teaching. On this day, I taught
Grade 6 only in their ESP and math subjects, since we do not have a class for
Grade 5. We also went to the school clinic for the same reason as yesterday.
On April 29, I had my fourth straight day of teaching. I taught English to
the Grade 6 students and math to the Grade 5 students. In the afternoon, we
conducted a clean-up drive wherein some Grade 6 students came to
participate as well.

Sixth Week (May 2 – May 6)
This week, we were not supposed to come to school because of the

preparation for the election. But on May 2, my CT asked me to come to school
to check the summative tests of the students. From May 3 to 5, I worked from
home and accomplished the Weekly Learning Plan for weeks 4 and 5.
On May 6, it was our school principal’s birthday, and we went to school to
surprise her. My fellow student teacher and I decorated the room of one of the
school teachers. In the afternoon, we had a second celebration of our school
principal’s birthday at Watson’s Place.
Seventh Week (May 9 – May 13)
From May 9 to 12, I worked from home. I accomplished all the

requirements that my CT asked me to do. Then on May 13, we went to school
to have a simple celebration for us. The school teachers and principal
organized a simple farewell party for us. We were so happy that all of them
came just to congratulate us as we finished our off-campus practice teaching.

Experiences and
Reflections on the
Philippine Professional
Standards for Teachers
(PPST) Domains

Content Knowledge and Pedagogy
Knowing what to teach and how to teach is one of the qualities a teacher
must possess. When I was in the field, when my cooperating teachers gave
my assigned lesson topics, I always asked myself, "What is this all about?" So,
before I design my lesson plans, I first study my topics by looking at some
sources like DepEd YouTube videos and digital reading materials. After
learning about my topics, the next question I asked myself was "how will I
teach this?" So, the next thing that I do is think about what my students need
to learn and perform by making an outline of the activities, how they will be
done, and the flow of the lesson from beginning to end. By using these
techniques, I did not experience uncertainty in teaching the lesson topics;
instead, I gained confidence that I was able to teach the lesson topics
effectively and successfully. I also saw that my students were participative
during the learning process, which indicates that the way I taught the lesson
topics was engaging and effective. From my experiences, I realized that if a
teacher has not mastered the lesson topic that she will teach, she will not be
able to teach it effectively. And I also realized that a teacher’s method or
strategy of teaching the topic also affects the teaching and learning process.
Because if the strategy used by the teacher is not suitable for both the topic
and the students’ interest, there will be no meaningful learning that will occur.

Learning Environment
Maintaining a learning-focused environment is another quality that a

teacher must have. During my on-campus practice teaching, I didn’t see any
difficulty in maintaining a conducive learning environment because the
students themselves are focused during our synchronous classes. However,
during my off-campus practice teaching, I encountered difficulty in maintaining
a learning-focused environment. I encountered students with different
behaviors. Some students were noisy and not focused on the discussion.
There were also some who were not participating in the discussion. But, I
never let these concerns go unaddressed. What I did is to always remind the
students of the classroom rules and I also encouraged them to participate by
providing them with challenging and stimulating activities. I also provide them
with group activities to encourage them to interact with their classmates.
Moreover, I also see to it that everyone is treated fairly and equally noticed. By
using these approaches, I saw a great improvement in students’ performance
and participation. I noticed that they were eager to recite the following days,
and that most of them were no longer afraid to speak in class. From this
experience, I realized the importance of providing the students a learning
environment where they feel cared for and supported. As a teacher, when
students feel that we are supporting them, they will be motivated to do their
best and to improve their performance.

Diversity of Learners
Responding to learners’ diversity is also one of the roles and qualities a

teacher must have. A responsive learning environment must be established to
be able to respond to learners’ diverse characteristics. During my off-campus
practice teaching, I was able to observe the diverse characteristics of my
students. The unfortunate case is, I have come to know that some of my
Grade 6 students do not know how to read yet, and there is one student from
Grade 5 who has difficulty learning. As a student teacher who was not fully
trained to handle cases like these, I had a hard time thinking about what I
should do to address these students. What I did is I encouraged these Grade 6
students to read whenever we had a discussion. I assured them that I would
guide them while they were reading. They believed in me, and they had the
courage to stand up and read in class. For the Grade 5 student, I gave him an
easy activity to work on, which I think is matched to his level, and I let him work
at his own pace. I also asked him to sit in front so that he could easily ask me if
he had any concerns. Moreover, when I am speaking in front of the class, I
speak in a manner that they will easily understand. From these experiences, I
realized that students should be provided with differentiated learning
opportunities and experiences. As a teacher, it is important that we do not let
every student be left behind. And when planning and designing learning
opportunities, we must consider the diverse characteristics of our students.

Curriculum and Planning
To effectively teach the students, it is a must for a teacher to plan and

design effective instruction. During my on-campus and off-campus practice
teaching, I was challenged to know how to make instruction effective. One
thing that I always consider is the effect on the teaching and learning of the
learning activities that I plan to utilize. I also consider how I will utilize them or
how I will introduce them in the classroom. To get the answers, I sought
suggestions from my cooperating teachers on how to ensure that the
sequence of the learning activities is suitable to the students’ interests and
responsive to their needs, and how to make it relevant and meaningful for
them. From the suggestions of my cooperating teachers and the experiences
that I had, I realized that planning effective instruction is crucial. The instruction
should consider the students; in particular, it should support student
participation, understanding, and achievement. I realized that a teacher who
plans for effective instruction should have professional knowledge to plan and
design. When planning learning activities, they should be relevant to the
students and they should be aligned with the learning competency, content
and performance standards, and objectives of the lesson.

Assessment and Reporting
In assessing the students, a teacher should not stick to only one

assessment tool, but she should use a variety of assessment tools and
strategies. During my on-campus and off-campus practice teaching, I had
experience designing authentic and traditional assessments to evaluate my
students’ needs, progress, and achievement. Some of the authentic
assessment tools that I utilize are videos, essays, journals, poem
compositions, classroom demonstrations, and etc. Some of the traditional
assessments that I designed are summative tests, quizzes, and worksheets.
Using a variety of assessment tools and strategies, I was able to evaluate and
have documentation of the students’ progress in their performance. From
these experiences, one thing I realized is the importance of applying a variety
of assessment tools to have a better evaluation or monitoring of the students.
As a teacher, we should not rely on traditional assessment alone because this
will not measure the ability of the students. If we also consider using authentic
assessment, then we give an opportunity for the students to apply what they
learned.

Community Linkages and Professional Engagement
Establishing a school-community partnership is also a role of a teacher to

enrich the learning environment as well as the community’s engagement in the
educative process. During my off-campus teaching, my cooperating teacher
involved me in distributing modules to the barangays. I was able to meet and
speak with the barangay officials. I was able to observe how teachers and
community members work together for the education of the students.
Moreover, I was able to witness the partnership between the school and the
uniformed personnel in ensuring that our school vicinity is safe for the students
during the face-to-face classes. And when face-to-face classes began, I was
able to work with barangay health workers and the barangay captain every
morning to ensure that health protocols were being followed in the school.
From these experiences, I learned that the school has to work with its
stakeholders for the betterment of the students’ learning environment. I also
realized that a school cannot function alone; it also needs help from the
community where it belongs.

Personal Growth and Professional Development
A teacher also engages herself in professional reflection and assumes

responsibility for personal and professional learning. One way to achieve this
is by engaging oneself in conducting classroom-based action research, which
we did during our field study courses and internship. By doing CBAR, I was
able to understand the importance of observing your own classroom, because
there may be concerns or issues that need to be addressed. In doing our
CBAR, I learned that it is important to know how you will address classroom
concerns or issues to make learning more effective. Here, I learned that we
should not always stick to what we already know; instead, we have to learn
and explore more effective teaching strategies and approaches to improve our
practice.
Furthermore, I also sought advice from my cooperating teachers on what

I could do to help my students achieve. I became open to comments and
suggestions that they shared with me. Then, I apply their comments and
suggestions to improve my teaching practices. Another way that I developed
my personal and professional skills was by observing other teachers. I
observed how they teach the students, how they build rapport with the
students, how they communicate with other stakeholders, and how they act as
teachers. These observations taught me how to improve my own appearance
and behavior in order to appear and act like a true and professional teacher.
Moreover, I also joined LAC sessions wherein I learned digital learning apps
that can be used in teaching. From these sessions, I gained knowledge on
how I can integrate technology in the teaching and learning process.

My Reflections on My
On-Campus and Off-
Campus Practice
Teaching

Teaching Internship: An Opportunity and a Challenge
(A Reflection)
Being exposed in two different school settings was both an opportunity and a
challenge. I can say that it is an opportunity because I was able to gain more
knowledge and experience that can help me improve my teaching skills. Moreover, it
is an opportunity, in a sense that I was given a chance to work with and learn from
professional and experienced teachers in the field. I was also able to apply all the
acquired knowledge and skills that I learned from my previous years in education.
Despite the opportunities, my months of exposure in actual learning environments
were full of challenges. I was challenged to communicate and build rapport with my
students. I was also challenged to work with professional teachers in the field.
Moreover, I was challenged with a lot of paper work that needed to be accomplished.
But the thing that challenged me the most was managing the classroom and
understanding and handling students with diverse characteristics and needs.
During my on-campus internship, we had to spend our nine weeks teaching

students online. The difficulty that I experienced in my on-campus internship was
planning and designing activities that were suitable for synchronous and
asynchronous classes. I always had doubts about whether I would be able to
implement these activities effectively. Another difficulty that I experienced was the
limited time that we spent with the students, which resulted in us not being able to
assess each student. Moreover, we were not given many opportunities to
demonstrate our teaching. Within those nine weeks, we only taught the students
once. And unfortunately, we did not have the experience of teaching the students

face-to-face due to the pandemic. Although we were learning together at a distance,

I didn’t experience any difficulty in teaching the students at the Laboratory
Elementary School because they were all smart, well-disciplined, and participative.
On the other hand, during my off-campus internship, I was challenged the

most in teaching the students. Since we already had our face-to-face classes, I was
able to assess more of the students. And here, I learned that many of them were left
behind due to the pandemic. Many of them cannot read and compose sentences and
don’t even know how to multiply numbers. These concerns challenged me to think
about how I would be able to help them and teach them effectively. Moreover, my
patience was challenged also because some students were not behaving properly
during the class discussion. When I was speaking in front of the class, explaining the
lesson, there were students who were not listening. It made me feel upset that they
were not attentive to the discussion. For these reasons, I reflected on my teaching
approaches. I told myself that maybe the approaches that I used did not interest the
students. So, I made adjustments in my teaching practices in order for the students
to become interested in learning during the discussion. I watched YouTube videos
and read digital reading materials on how I could engage the students in the
discussion and how I could redirect the behavior of some of my students. In my next
demonstration teaching, I used what I had learned, and I noticed that when I engage
the students in the discussion, they remain focused and attentive.
Moreover, during my off-campus internship, I did not only experience dealing

with the students. But I also experienced communicating with the students’ parents,
community members like barangay officials and health workers, and other
stakeholders like PNP, BFP, and DILG personnel. My cooperating teacher involved
me in plenty of additional experiences where I got a taste of what a true teacher feels
like. It also felt nice to be addressed as "ma’am" by the people you meet inside and
outside the school.

These experiences served as evidence of the opportunities and challenges

that I got from my on-campus and off-campus internships. However, whether it is an
opportunity or a challenge, one thing I realized is that both of them provided me with
knowledge and experiences that I can apply and reflect on. And that both of them
can help me improve myself and attain my goal, which is to become an effective
teacher in the near future.
Philosophy as a
Beginning Teacher

True Essence of Teaching
After being immersed in actual classroom situations, I now have a better

understanding of the role of teachers and learner characteristics, as well as what and
how teaching and learning are actually done. Depending on the grade level they
teach, teachers differ in how they deliver instruction and interact with their learners.
The characteristics and behaviors of the learners differ depending on the grade level
to which they belong. Teachers ensure that learners' interest is piqued by motivating
them with games and activities at the start of the lesson. They ensure that learners
participate by providing equal opportunity for them to share their ideas and raise
questions. They also ensure that learners are learning despite the distance between
them by providing opportunities for learners to master and apply what they have
learned through learning tasks. Furthermore, teachers ensure that they successfully
provide meaningful learning so that learners achieve their learning objectives.
I believe, teaching and learning become effective when the teacher and the
learners have good interaction. The teacher should establish rapport with the
learners. When learners feel that they trust their teacher, they are more likely to
share their thoughts and concerns. I believe, it is important for teachers to employ a
variety of teaching strategies or approaches to ensure that all the learners are
comfortably and effectively learning. When learners are given the opportunity to
learn according to their own style, they are more likely to grasp the lesson contents
and demonstrate their best learning abilities. I believe, learning becomes more

effective when the teacher encourages the learners to become active participants in
the classroom. When learners are given the opportunity to share their ideas and
construct their own knowledge and understanding, they are more likely to connect
their prior knowledge to the new introduced concepts, leading to a more meaningful
learning. I believe, assessing the learners is important in the teaching-learning
process. When the teacher assesses the learners before, during, and after the
lesson, she becomes informed whether the learners are learning or not, whether the
learning goals are met or not, and whether the strategy she used in teaching is
effective or not. The information that she will gather will help her determine what
needs improvement so that she can ensure that the teaching-learning process will
become effective and successful. I also believe that in the 21st century, the teacher
should be digitally skilled in order to effectively integrate technology in the
classroom, making the classroom more interactive.
There is no such thing as perfect teaching, but I believe that there is effective
teaching and learning. Learning is effective when learners have the desire to learn
and are actively involved in their learning and personal development. When learners
develop a sense of responsibility for their own learning, they are more likely to
willingly learn for their own improvement and success. Also, teaching becomes
effective when the teacher is able to help the learners improve their academic
performance, increase their achievement, and instill good values in them. As a future
teacher, I believe that teaching and learning become effective when the teacher itself
is effective. The teacher should be effective in encouraging the learners to be
motivated and engaged in learning. The teacher should be effective in delivering
instruction that promotes active participation from the learners. Moreover, the
teacher should be effective in assisting and guiding the learners in their own
learning; she should know when it is necessary to assist learners and how she’s
going to assist them. Indeed, effective teaching and learning are both the teacher’s
responsibility and the teacher's key to the success of the learners.

Documentation

January 1, 2022
I attended the
internship virtual
orientation
program hosted
by the professors
and internship
coordinators of
MMSU-CTE.
January 25, 2022
Our first virtual

meeting on with
our cooperating
teacher in MMSU-
LES.
February 2, 2022

My first
 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph demonstration
teaching with my
students from
Grade 4-Matiyaga.
February 2, 2022
My fellow STs
and I observed
the demonstration
teaching of our
fellow ST with the
Grade 3 students.
February 15, 2022
Our second day of

reporting at LES –
Batac. In the center
is the chart my
fellow STs and I
designed.

February 16, 2022
We had a short
conversation with
our CT. She told us
what to expect
during our on-
campus internship.
March 8, 2022
My Grade 4-
Matiyaga students
and I did some
enrichment
activities about the
topics we
discussed on the
previous weeks.
March 15, 2022
I facilitated the
MAPEH Club
Activity, wherein
the students were
asked to create a
creative facemask
using available
materials at home.

March 25, 2022
Our last day of on-

campus internship.
The people in the
photo are my fellow
STs and I, together
with our
cooperating
teacher, Mrs.
Lovely G. Simon.
Documentation

March 28, 2022
I attended virtually
the off-campus
orientation program
hosted by the
Division of Ilocos
Norte.
March 31, 2022
A doctor from DOIN

and personnel from
DILG, BFP, and
PNP came to
school to check the
school area as part
of the preparation
for f2f classes.

April 1, 2022
I attended virtually
April 1, 2022
My CT and I had a
virtual meeting with
the parents of the
Grade 6 students to
discuss some
important matters
about the start of
f2f classes.
April 4, 2022
My CT brought me
with her to
distribute modules
in two barangays in
Sarrat.

April 6, 2022
We attended the
April 6, 2022
My first synchronous
class with the Grade
6 students, where I
facilitated the FLAT
reading exercise.
The school principal
was also in the
Google meeting to
observe.
April 7, 2022
First day of
simulation. I was
assigned to scan
students’ QR code
and check their
body temperature.

April 8, 2022
April 8, 2022
I was given the

chance to observe
my CT in teaching
the Grade 5
students in their
math subject.
April 8, 2022
I checked students’
modules and test
papers in the
afternoon.

April 12, 2022
April 12, 2022
One of the teachers

asked me to
facilitate the class
for their Filipino
subject because she
had important
matters to attend to.
I taught the pupils
using only the
module given by the
teacher.
April 20, 2022
I assisted and
observed my CT
during her
demonstration
teaching. Beside
me is the school
principal.

April 21, 2022
I taught Grade 6
students in their
math subject,
wherein I was
observe by my CT
and school
principal.
April 22, 2022
My first time to
participate in the
school’s clean-up
drive. I was with the
other school
teachers at the
school ground.
April 26, 2022
My first day of
straight teaching. I
taught Grade 6
students in their
math subject.

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph April 27, 2022
Another day of
April 28, 2022
Another day of
taught the Grade 6
students in their
English subject.
The two students
standing in front
were reading a
dialogue.
April 28, 2022
I facilitated the
FLAT reading
exercise. The
Grade 6 students
were all excited to
read the local
reading material.

Our internship
coordinators came
April 28, 2022
Measuring the
height and weight
of the Grade 6
students for school
record purposes.
April 29, 2022
Enhancement
activity with the
Grade 5 students in
their math subject.

Clean-up drive at
the school ground
May 6, 2022
Surprise birthday
celebration for our
dearest school
principal. In the
photo are the
teachers of SNCS,
our principal, her
husband, and we,
student teachers.
May 13, 2022
Farewell party for

the student
teachers.

Students’ Feedbacks




Lesson Plan and

Learning Materials

Lesson Plan for Quarter 3 – Week 2 in Filipino 4
https://drive.google.com/file/d/1dxenZWrNT8dgfMTwRpSCc-hMP1GLDO6l/view?
usp=sharing
PPT Presentation for Quarter 3 – Week 2 in

Filipino 4
https://docs.google.com/presentation/d/
1LACKIDVsHwFqP7ONiCQWvCxIJxE06rsZ/edit?
usp=sharing&ouid=108700722250039795293&rtpof=true&sd=true
Module for Quarter 3 – Week 4 in Filipino 4
https://drive.google.com/file/d/1O2O921ekd_nqWjgjfNhn-B-jYXg1PHUY/view?
usp=sharing

Enrichment Activity in Filipino 4
https://drive.google.com/file/d/1J_mQ4NHN0MBD0HpeTH593iWgNgLOfb76/
view?usp=sharing
PPT Presentation for Quarter 3 – Week 3 in Arts 3
https://docs.google.com/presentation/d/1caKMK2HSENuHDtR9GAlz58lx-
DEKKxUx/edit?usp=sharing&ouid=108700722250039795293&rtpof=true&sd=true
Module for Quarter 3 – Week 3 in Arts 3
https://drive.google.com/file/d/1IbmKGPP1FobXxCQAKRqxB9cvDb4NKfSN/view?
usp=sharing
PPT Presentation for Quarter 3 – Week 4 in PE 3
https://docs.google.com/presentation/d/14k_AudSL1I0u-
j6Z663CNrYzRAXyYY4d/edit?
PPT Presentation for Quarter 3 – Week 5 in Health

3
1YbooCVMsthy8QSvBGEuahHlKOSBHIm00/edit?
Lesson Plans and

Learning Materials

Lesson Plan for Quarter 4 – Week 1 in English 6
https://drive.google.com/file/d/1UXwh2yAmLMZro1bwbJxUHtcbPd1H-2zY/view?
usp=sharing

English 6
https://docs.google.com/presentation/d/1OxxlOM-l0l-9Yvzg-NzQSseQ3fdTohtK/
edit?usp=sharing&ouid=108700722250039795293&rtpof=true&sd=true
Lesson Plan for Quarter 4 – Week 3 in English 6
https://drive.google.com/file/d/1S3P-ha33EDIIkob0XYRKxBa9U4jDJOIu/view?
usp=sharing


English 6
14i1ZJHRQJoyd3vQI6yh5HaRmxyOCS2fx/edit?
Lesson Plan for Quarter 4 – Week 3 in ESP 6
https://drive.google.com/file/d/1NozqrVlym3iwhtIuC8kgZXGR5i-BSGYb/view?
usp=sharing

ESP 6
1XL2aUklAXGfzpPqJgEXD50H9AJCqhuey/edit?
Lesson Plan for Quarter 4 – Week 3 in Math 6
https://drive.google.com/file/d/1yQFrgJmyhNK6aK_-eZaO1lEGybfA7Vbs/view?
usp=sharing


Math 6
1NG4ngxM2uUEEP6PVaQW9cr0xu6MC1FB-/edit?
Lesson Plan for Quarter 4 – Week 3 in Math 5
https://drive.google.com/file/d/16FcHDmGXcA8GAaiNPvhlwt-iTk_qMMtO/view?
usp=sharing

Math 5
1BrPGiw31PO1XxbRJxurKokVTr9a1bMLt/edit?
Weekly Learning Plan for Quarter 4 – Week 4 in

Math 5, English 6, ESP 6, and Math 6
https://docs.google.com/document/d/1eO-NJ5iCVAMK9aQT-
9dhbbkUCt9PCCEt/edit?

Weekly Learning Plan for Quarter 4 – Week 5 in

Math 5, English 6, ESP 6, and Math 6
https://docs.google.com/document/d/
1C4AGVsUDsK0wTsAjlyTUNM7sRT6Q4r7-/edit?
PPT Presentation for the FLAT Reading Exercise

(March 30, 2022)
1NRKEEJhTQFsu6a5kFiO1QgXukL1S6G8j/edit?

(April 6, 2022)
1mOlpwvj3ZwiJhADwubFfBZwk7XDTYY5G/edit?

(April 13, 2022)
https://docs.google.com/presentation/d/1uwv-gIrpGYQfpiWTxWyLZRjBtO6BxBjr/
edit?usp=sharing&ouid=108700722250039795293&rtpof=true&sd=true



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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

CONQUERED THE IMPOSSIBLE

(My Practice Teaching Experience)

Submitted in Partial Fulfillment of the Requirements

BACHELOR OF ELEMENTARY EDUCATION

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Teaching is a noble profession. It takes a lot of preparation and more training

Practice teaching is the process of preparing a pre-service teacher to become

During this time, a pre-service teacher gets a taste of what professional

Practice teaching is challenging, but it is an important part of the training

To document my on-campus and off-campus practice teaching, in this e-

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

And to my classmates and fellow practice teachers who provided me with

JENNIVIEVE FERNANDEZ FAELMOCA

Date of Birth : May 26, 2000

Primary : Sarrat North Central School (2006-2012)

Secondary : Sarrat National High School (2012-2018)

Tertiary : Mariano Marcos State University (2018-2022)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 Strong communication skills in both written and verbal presentations.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Professional development refers to many types of educational experiences related to

Many fields require members to participate in ongoing learning approved by the

In education, research has shown that

Reference: Mizell, H. (2010). Why professional development matters. Learning

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Building solid relationships with

PART 1: BREAK THE ICE

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

PART 2: TAKE INVENTORY

In the first few days of school, distributing a getting-to-know-you questionnaire to

PART 3: STORE YOUR DATA

PART 4: DO REGULAR CHECK-UPS

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Effective classroom management and positive classroom climate construction are

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Teachers do need knowledge to teach successfully in different areas, for example:

The classroom climate is so important. To create a positive classroom climate is a

Reference: Nagler, K.S. (2016). Effective classroom-management & positive

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

First Week (January 24 – January 28)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

responding or volunteering to teach.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Second Week (January 31 – February 4)

January 31 to February 4, 2022, was our second week of virtual on-

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Third Week (February 7 – February 11)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Fourth Week (February 14 – February 18)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Fifth Week (February 21 – February 25)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Sixth Week (February 28 – March 4)

February 28 to March 4, 2022, was the sixth week of our on-campus

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

On Thursday afternoon, my co-researchers and I excused ourselves from

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Seventh Week (March 7 – March 11)