Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Pililla, Rizal
College of Education

Dela Cruz, Jamaica A.

Name

BSE-English 4B
Course, Year & Section

Prof. Mary Jean M. Paz

Professor
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Introduction

This course, Teaching Internship (ED11) is a one semester full

time teaching internship in basic education schools using a clinical approach

under the mentorship of a cooperating teacher. Teaching internship shall be

done both in the in-campus or off campus if possible . No academic courses

shall be taken together with teaching internship. A teaching portfolio shall be

required.

As for its program outcomes, Bachelor of Secondary Education

students are expected to: (1) demonstrate in-depth understanding of the

development of adolescent learners; (2) exhibit comprehensive knowledge of

various learning areas in the secondary curriculum; (3) create and utilize

materials appropriate to the elementary level to enhance teaching and

learning, and; (4) design and implement assessment tools and procedures to

measure secondary learning outcomes.

As a requirement on this subject, this e-portfolio contains the

documentation of reports, certificates, and other materials of the practice

teacher during her 200-hour internship in Pililla National High School, Pililla,

Rizal.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Acknowledgement

The practice teacher extends sincerest thanks and profound gratitude to the

following people for their support, encouragement and assistance that made

this internship possible;

Dr. Ariel M. Plantilla, Campus Director, for the support he had given to the

practice teacher.

Dr. Julieta ST. Fulgado, College Dean, for guiding the practice teacher in the

completion of their study and for giving them motivational thoughts.

Prof. Mary Jean M. Paz, Program Head and adviser, for the support to the

practice teacher.

Mrs. Patricia Bunny Rose O. Martinez, Cooperating teacher, for her

guidance, support

Classmates and Friends, for their support during the time of struggle.

Family, for their financial and moral support.

Above all, to God for giving them strength, knowledge, and determination led

to the accomplishment of the subject.

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Curriculum Vitae

Dela Cruz, Jamaica A.

Sampaloc Road, Brgy. Plaza Aldea, Tanay, Rizal
09120076871
cjamdcruz@gmail.com

BASIC INFORMATION

Age: 20 years old

Sex: Female
Date of Birth: May 23, 2000
Place of Birth: Tanay, Rizal
Nationality: Filipino
Civil Status: Single
Religion: Baptist

EDUCATIONAL ATTAINMENT

TERTIARY: University of Rizal System Pililla

Pililla, Rizal
Bachelor of Secondary Education Major in English
2018-Present

SECONDARY: Junior High School

Tanay National High School

Tanay, Rizal

2012-2016

Senior High School

Tanay Senior High School

Tanay, Rizal

Humanities and Social Sciences

2016-2018

PRIMARY Simeon R. Bendaña Sr. Memorial Elementary School

Tanay, Rizal 2006-2011
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Certificate of Completion
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Professional Readings
The presences in the online teaching and learning practices The social
presence Although only a few studies focused primarily on the social
presence in online teaching and learning (e.g., Hramiak 2010; Komninou 2017;
Li 2011; Satar and Akcan 2018; Yeh 2010), the vast majority of the papers
examined included issues related to this presence and highlighted its
centrality when it comes to teaching and learning effectiveness. The ability of
learners and teachers to interact, collaborate and build relationships with
other members was a source of satisfaction for students (Biasuttie 2011) and
greatly influenced the cohesion of learning communities (Komninou 2017), the
co-construction of knowledge among participants (Jaber et al. 2018; Jackson
and Jones 2019) and the impact of online teaching and learning practices
(Bicen, Ozdamli, and Uzunboylu 2014; Yeh, 2009). Only Rakap, Jones, and
Emery (2015) found scarce interactions and difficulties in building
relationships with classmates to have little impact on teachers’ learning and
focused on course content to compensate for these social limitations. Out of
the social affordances of online tools, collaboration was seen as a key feature
(Theelen et al. 2020) and an effective approach to social presence included
consistent participation, prompt communication, regular group discussion,
timely and relevant contributions and commitment to the task (Vinagre 2017).
The interactions among peers and educators were key to promote
collaboration and relationships but not enough to ensure the establishment of
a social presence (Mumford and Dikilitaş 2020). The connectedness of
participants, their affective and effective responses to one another, and their
interactions through sharing their ideas enhanced a social presence (Jones
and Ryan 2014). Moreover, the creation of supportive learning environments
and learning communities characterised by high levels of social presence
were the result of strong collaboration, interactivity, mutual respect and
interdependence (Cullen, Kullman, and Wild 2013), as well as shared values
(Holmes 2013) and trusting human relationships (Li 2011). These spaces
provided emotional support, helped alleviate feelings of isolation (Baker and
Watson 2014; DeWert, Babinski, and Jones 2003) and increased confidence
and enthusiasm for work (DeWert, Babinski, and Jones 2003).
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
In the development of online activities, an optimal level of social
presence by instructors was shown to be essential in achieving participation,
collaboration and fostering the cohesion of the learning community (Komninou
2017; Satar and Akcan 2018; Stagg and Slotta 2009): highly active instructors
supported other members’ participation in online communities, but also
dominated the discussion and left limited room for student participation (Satar
and Akcan 2018). At the time, the students played a crucial role in the impact
of online learning practices: those that reported being active, holding an
inclusive attitude and trusting each other maximised the possibilities of online
channels (Delfino and Persico 2007; Olofsson 2007) and supported power
sharing and student ownership of discussions (Thormann et al. 2013).
Additional strategies for the establishment of a social presence were
highlighted in the literature examined. Group members with similar interests or
roles (Li 2011; Rideout et al. 2008; Yeh 2010) provided further opportunities to
enhance belongingness; collaboration in small groups (Dickey 2004; Ducan
and Barnett 2009; Li 2011) helped to develop trust and more cohesive
communities; regular discussions and high levels of support and cooperation
among group members (Burgess and Mayes 2008; Vinagre 2017; Yeh 2010)
were more likely to drive constructive environments and better performance,
and; authentic and practical activities (Satar and Akcan 2018; Swaggerty and
Broemmel 2017; Yeh 2010) as well as relevant commenting (Tang and Lam
2014; Vinagre 2017) fostered participation and commitment to the task. The
establishment of a social presence was also found when social interaction
(process) was prioritised over the completion of the task (product) (Vinagre
2017).
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Weekly Journals

Week 1 Orientation/Discussion

On week 1, we are able to have our orientation regarding the goals and
practices in the Jian Thereese International School.

Week 2 Assigning of topics and grade levels to handle

On week 2, the cooperating teacher was able to assign all the topics that
needs to be prepared and execute, aside from it, our cooperating teacher
assigned the elementary students to us as well aside from the secondary level.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Week 3 Preparation of lesson plans and Ppts/schedule

On week 3, we prepared all the needed PPTs and Lesson plan needed and
required for our final demo teaching.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Week 4 Local demo/ adding load for grade 2

On week 4, our local demo is being observed by our cooperating teacher,

other classes like on elementary level is being observed as well.

Week 5 Final demo/evaluation

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

On week 5, I have my final demo, I handle the PM session and was able to
execute the lesson beautifully. Right after the demo, we held our feedback
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

session together with our cooperating teacher, principal, Subject adviser, and
Secretary of the principal.

Week 6 Preparation and Creating final exams/ Passing of requirements

On week 6, preparation of exams for Grade 7 and Grade 2 are done as well
as the posting of the PPTs on google class for our final requirements.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Experiences, Evidence, and Reflection on the Different Philippine

Professional Standards for Teachers (PPST) Domains

-Domain 1: Content Knowledge and Pedagogy

Observation
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

We are able to do obserbations on different subjects such as, Aralin sa

Pagpapakatao, Science, English subject on different grades.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

-Domain 2: Learning Environment

Jian Therees International School is a private school aims to have integration

of learning the word of God aside from learning Academically. Class in
Application is the tool for the students and teacher to perform the learning and
on giving the activities, assignments, and projects the school uses google
class.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
-Domain 3: Diversity of Learners
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

- Individual activity, by pair and by group activities are being utilized to help
students to have collaboration and better learning while accomplishing the
task or activities given to them.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

-Domain 4: Curriculum and Planning

 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

For curriculum and planning, the semi detailed plan was included to have a
better pattern or guide on implementing the given topic or lesson.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
-Domain 5: Assessment and Reporting

For Assignment and Reporting, attachment on google classroom is included

in case that the task of the students will not be finish on the assigned time.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

-Domain 6: Personal Growth and Professional Development

Cooperating teacher’s feedback
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Teaching Philosophy

The teaching philosophy is a statement of one's beliefs and thoughts

about what's important in teaching and learning. It's often a one- to two-page
written description of how and why one teaches the way one does. It
transcends every decision and directs the course of learning in the classroom

As a future Educator my Teaching Philosophy is more on

constructivism.

Constructivism is the theory that says learners construct knowledge

rather than just passively take in information. As people experience the world
and reflect upon those experiences, they build their own representations and
incorporate new information into their pre-existing knowledge (schemas).

Being an educator on the 21st century the needs to have the

Application is really needed. The learning for students is more easy when they
can do it on a actual or to be applied in real situation. The goal of education of
as of the moment is to have always the result or product.

Outcome plays the big role in teaching the students because it shows if
the objectives are being attained and if the students re really able to learn and
apply it. Having the constructivism applied on teaching will be a great help to
perform the goal of education because it gives the opportunity to the teacher
to hone more the knowledge and skills of the students that they can use for
they future need.

In summary, the goal of the modern education it to ready the students

in the reality of life. They have the freedom for the knowledge, freedom of
speech and freedom to choose for their future career. The modern teacher is
the who only needs to facilitate the lesson and let the students to explore
more and discover more possibilities and opportunities.
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Local Demonstration
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education
Final Demonstration
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education

Different Accomplished Forms

ATTENDANCE
 Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
College of Education