DAVAO de ORO STATE

COLLEGE COMPOSTELA
CAMPUS MONTEVISTA,
DAVAO DE ORO TEACHER
EDUCATION DEPARTMENT

TEACHING INTERNSHIP

PORTFOLIO

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Secondary
Education

by

CHITZ B.
ABELLA
APRIL,
2023
 ACKNOWLED
GMENT

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 PREFACE

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 PRACTICE
TEACHING
Rationale

Teaching Internship is a key component of an extended

school experience of the teacher education curriculum which a Pre-
Service Teacher (PTs) undertakes as part of his/ her elementary or
secondary education course. It is viewed by many educators as the
most important experience in the professional education of a PTs.

This six-unit practicum could be treated as teaching internship in two

different field exposures. This could be conducted in a number of
ways. For example, the pre-service teacher may be fielded first in
urban schools, and then in rural schools for their second fielding.
However, due to the constraint brought by the Pandemic it is very
risky to deploy our PTs in the field. So as an alternative to their field
exposure, they will have an in-campus for their Practice teaching. In
which, Teacher Education Department of Davao De Oro State will be
their partner on their teaching internship by means of the new normal
way. Please note, re-locating PTs mid semester can cause difficulties
for teaching and for supervision.

This school-based teaching experience will provide focus and

flexible linkage by crossing three learning domains. First, the teacher
preparation programs or the content knowledge, colloquially known
as the “what to teach.” Second, the professional knowledge which
includes the “whom to teach,” what to know about schooling, schools
and the people in them. Third, where much of the activity in the
practicum relates is knowledge and skills needed to function as
capable and caring professionals, called “how to teach”.

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 This course concentrates on helping the pre-service teachers
develop as capable and committed teachers who will bring practical
life to learners so they manage and thrive in school or community
settings. It provides clear and progressive stages for the
development of the acquired knowledge, skills, attributes and
disposition of the beginning teachers. Teaching internship can have a
powerful influence on the future success and direction of prospective
teachers. The teacher education institution will strive to develop close
partnerships with schools, administrators and cooperating teachers.
By working together, they nurture the professional growth of teacher
candidates, contribute to the continued professional development of
cooperating teachers, and provide for quality learning experiences for
children and young adults in the schools.

It is envisioned that during practice teaching these prospective

teachers will be exposed in all aspects of teaching such as delivery
of instruction, management of a class, and dealing with various types
of learners, assisting the cooperating teacher, and doing numerous
teaching task

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 PRACTICE
TEACHING
Course
Description

This course 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 and the completion of the Classroom
Based-Action Research.

Course Objectives:

At the end of the course, the pre-service teachers will:

1. Articulate a coherent personal teaching style appropriate to

the learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;

3. Demonstrate talents and potentials for participating as a multi-

disciplinary individual working in the school community;
4. Collaborate with peers and other professionals;

5. Design a teaching portfolio for their context and roles, drawing

upon the educational philosophies, methods and principles of
teaching.
6. Teach effectively for an extended period of time.

Specific objectives/expected outcome:

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 1. Demonstrate increasing confidence in integrating
professional knowledge and insights and
pedagogical skills;
2. Plan, teach, manage and evaluate sequences of lessons for
small groups and whole classes for 4 full days in a week;
3. Implement a range of appropriate teaching and assessment
strategies across the curriculum;
4. Teach inclusively with appropriate understanding of social
justice and equity issues which impact on the curriculum and
the profession
5. Select, produce, use and evaluate appropriate
information and communication technologies and
other resources;
6. Exhibit online classroom management practices that
contribute to the children’s self-esteem and a positive learning
environment;

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 7. Reflect on experiences in learning and teaching, and analyze
and apply emerging beliefs in the creation of a professional
teaching style;
8. Work autonomously and collaboratively with peers and
teacher educators in the collection and analysis of data that
contribute to their professional development.

Course Requirements:

1. Daily classroom teaching by PT observed and evaluated by

cooperating teacher. Final demonstration teaching observed
by CT,PS, Program Coordinator and PH.
2. Detailed lesson plans, checked and approved by CT. PTs must
engage in online observation, teaching and even checking of
outputs of the students.
3. Preparation of instructional materials appropriate to the lessons
taught.

4. Accomplished journal reflection sheets.

5. Completed the 360 hours practice teaching.

6. Attendance in online classes, school function, assemblies, co-

curricular activities and post conferences.
7. Presentation of a student portfolio.

8. Accomplished school forms completely and accurately filled –

in.

9. Classroom-Based Research/ Professional Reading.

TEI Requirements/Guidelines
A. On Attendance to the Practicum Program
1. Practice Teaching is a six (6)-unit course, which requires a
pre-service teacher to stay in the cooperating schools for the
whole day. It is expected that PTs will teach in an online

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 teaching or any forms of teaching assigned by the CT.
2. The first week of every fielding is spent on orientation at the
TEI.
3. A BEED PT must conduct actual teaching in any elementary
subjects while a BSED student must teach in his/her chosen
field of specialization. PTs should be exposed to ideal as well
as adverse classroom situation.
4. Actual teaching is done for seven weeks of the ten weeks.
The remaining weeks are for orientation, final evaluation and
clearance or completion of requirements, attendance and job
placement program of the TEI, for Post Conferences and
Completion and Submission of Practicum Portfolio.
5. A PTs should have the opportunity to teach in his/her
major/minor or field of specialization and in all other subjects
and in all grade/year levels whenever possible.
6. PTs are required to accomplish at least 7 actual lessons with
checked and approved lesson plans, instructional materials,
and observation forms. They should be observed by the
cooperating teacher or the TEI PS during these lessons. The
lesson plan must be made and submitted ahead of time, at
least two days before demonstration teaching. It should be
discussed with the CT or the PS before actual teaching.
7. Besides actual teaching, the PT undergoes additional
experiences in other teaching related functions such as:
structuring the classrooms, preparing, administering, and
interpreting tests, computing grades, filling up pertinent school
forms, attending curricular and co-curricular activities,
webinars and workshops upon approval of the Program Head
of TEI.
8. The PTs is required to attend online school functions and
special meeting required of him or her unless s/he is required
to attend classes enrolled in the TEI. S/He must secure
Certificate of Attendance (CA) regularly and correctly. In case

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 of absences, the equivalent days are to be made- up.
9. A PTs should manifest mastery of the medium of instruction.
S/He has knowledge of effective verbal, non-verbal and media
communication techniques to foster active inquiry,
collaboration and supportive interaction in the classroom.
10. A student must complete all the entries in his/her reflective
journal.
11. A student must maintain a PT’s Portfolio. The portfolio is a
comprehensive and a well-organized record of contextual
information, planning, teaching, observation, samples of
assessment, sample records of progress and information,
personal reflection, research and resources. Many of these
items are contextual so the PTs will need to make decisions
about what material is relevant and useful to the student’s
development as a beginning teacher.

A. Culmination of the Practicum Program

1. A PT must submit all rating sheets/evaluation forms
completely filled in by the concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
A. S/He may produce and present and/or report a classroom-
based research. This shall be presented to a group of
panelists, which may include the PC, Research Coordinator,
Research Ethics Committee and Program Head.
B. Dress Code and Deportment
1. PTs should be dressed appropriately and modestly that
projects professionalism reflecting the values of a teacher and
the institution where they belong.
2. The PTs is expected to behave properly and appropriately at

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 all times, in the presence of the learners, teachers, school
personnel, administration, staff and parents.
3. Project the good image of the teacher by demonstrating
personal qualities such as courtesy, respect, honesty,
diligence, commitment and the like.

A. On Performance Evaluation
The performance ratings of a pre-service teacher shall be
shared accordingly such that

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 Assessment and Marking

The following assessment items are required from students:

1. A Reflection Journal
2. 7 Approved and Taught Lesson Plans
3. Performance Rating of Non-Teaching Performance (by the
Cooperating teacher)
4. Summative Evaluation (by the Cooperating Teacher and the
TEI Practicum Supervisors)
5. Classroom-based Research/Reaction Paper on
Professional researches and readings
6. Communication Skills in Teaching
7. The student portfolio containing:
a. Class Program
b. Approved and Taught Lesson Plans
c. Assessment tools
d. Non-Teaching Performance Rating Scale Sheet
e. Summative Evaluation Report
f. Journal Entries/Reflection
g. Signed Daily Time Record
h. Duly accomplished various school forms
i. Classroom-Based Research/Professional Readings

k. Application Letter, Curriculum Vitae and Compilation of

Certificates of Attendance to related seminar-workshops,
symposia and trainings
i. Other documents such as pictures, letters, handouts,
samples of earners’ quizzes or works

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 *The TEIs may adjust the given weights depending on the
additional requirements set to a pre-service teacher. A specific
weight may be given to action research done if required so.

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 PRACTICE TEACHING

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 *** Please note:

1.Where possible Pre-service teachers should experience rural,

deprived, disadvantaged, underprivileged (DDU) or multi-grade
schools.

2.A weekly conference with the CT, PT and TEI practicum supervisors
shall be done at the end of each week. Observations and monitoring of
PTs shall be done at least three times during each practicum.

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 COURSE CONTENT

DETAILED ACTIVITIES AND EXPECTED

ACCOMPLISHMENTS/OUTCOMES

Matrix of
Activities
Teaching Time Frame
Learning
Activities
 Observing the teaching-learning process in limited
face-to-face, flexible and distance learning delivery
modes focusing on the development of the MELCs
Week 2-8
and reflecting on these processes
 Attending pre-observation and post-observation
conferences with the Cooperating Teacher and the
College Supervisor
 Keeping a daily reflection journal
 Attending orientation session on protocols for
classes in the learning modality employed by the Week 2-8

school
 Assisting the CT in the preparation and
implementation of class guidelines appropriate for
the learning modality employed by the school
 Assisting the CT in the preparation of
presentations and learning materials to be used in
classes

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  Developing contextualized instructional materials
for demonstration teaching that are appropriate for
Week 2-8
the learning modality employed by the school
Note:
 The practice teacher will not reproduce or print
DepEd self-learning modules for the students who
will be assigned to him/her.
 All modules will be provided by the Cooperating
School.
 Assisting the CTs in preparing class activities
 Facilitating class activities in the learning modality
employed by the school with minimum supervision
from the CTs Week 2-
8
 Designing contextualized learning activities aligned
with the MELCs
 Assisting the CT to create assessment materials
related to the lessons and appropriate for the
learning modality employed by the school.
 Designing templates for various assessment tools Week 2-8
with suitable scoring rubrics
 Designing templates for reflection activities on the
teaching-learning processes
 Assisting the CT in checking students’ outputs
 Preparing lesson plans, study guides, modules,
and teaching materials appropriate for the learning
modality employed by the school. Week 2-8
 Conducting daily and final demonstration teaching
appropriate for the learning modality employed by
the school
 Assisting the CT in accomplishing school forms Week
2-8

 Assisting the Cts in parent-teacher conferences

 Providing support by being volunteer tutors as part

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 of auxiliary service in partner schools following
IATF guideline.
Week
2-8
 Conducting CBARs on a specific teaching-learning
area in the learning modality employed by the
school; and listing references used in the CBARs Week
following the prescribed referencing or citation 2-8
style adopted by the TEI
 Sharing results of the research with an audience
through any available platform
 Submitting the action research to the College
Supervisor
 Preparing a portfolio of various teaching-
learning experiences and processes. This is to
give emphasis on the process rather than output
Note:

 The portfolio must show the practice teacher’s

development experiences in the Philip- pine
Professional Standards for Teacher Domain. The
Following are the suggested con- tents for the
portfolio for teaching internship:

 Title (creative and contextualized by the PT)

 Introduction Week
 Acknowledgements 9
 Curriculum Vitae of the PT
 Certificate of Completion (360 hours)
 Professional Readings
 Weekly Journals
 Experience and Reflections on the Philippine
Professional Standards for Teachers (PPST)

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 domains
 Domain 1, Content Knowledge and Pedagogy
 Domain 2, learning Environment
 Domain 3, Diversity of Learners
 Domain 4, Curriculum and Planning
 Domain 5, Assessment and Reporting
 Domain 6, Community Linkages and
Professional Engagement
 Domain 7, Personal Growth and Professional
Development
 Teaching Philosophy as a Beginning Teacher

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 Glossary of Terms

For a vivid understanding of the terms cited in the manual, a glossary

has been prepared.

 Field Study Students (FSSs) - Refers to the student enrolled in

BEEd/BSEd Pro- grams and other related teacher education programs
who undergo field studies.
 Practice Teachers (PTs) - Refers to the student enrolled in
BEEd/BSEd Programs and other related teacher education programs
who undergo teaching internship.
 College Supervisors (CSs)- Refers to the faculty member of the
Teacher Education Department in charge of teaching, guiding, and
supervising the FSSs/PTs during their experiential learning courses.
 Cooperating Teacher (CT) – Refers to the faculty member of the
Teacher Education Department who is assigned to guide the pre-
service teacher in developing professional competencies, attitudes,
and behaviors.
 Practicum Coordinator (PC)- Refers to the faculty assigned to
coordinate and monitor the conduct of practice teaching.
 Program Head (PH)- Refers to the faculty that leads the Teacher
Education Department, approves, and oversees the activities of the
students.
 Portfolio- It is both a product and process, a purposeful collection of
pertinent FSSs/PTs teaching materials such as lesson plans,
documented evidence of community outreach, reflections, journals, and
others.
 Classroom-Based Action Research (CBARS) - Refers to the
research conducted by a group of FSSs/PTs to address the diagnosed
problems or weaknesses, whether organizational, academic, or
instructional, determined during practice teaching.
 Mock board examination - Refers to the type of exam administered to
all graduating education students as a pre-examination to assess their
readiness before taking the Board Licensure Examination for Teachers.
 Mentoring - Refers to a nurturing process in which a highly-skilled or
more experienced person provides support and encouragement to a
less experienced person.
 REFERENCES

BOOKS

Barry, K and Len King (2001). Beginning Teaching and Beyond.

Sydney: Social Science Press

Bullock, A. A. and P.P. Hawk (2001), Developing A Teaching

Portfolio. New Jersey: Upper Saddle River

Corvallis, V. E. (2005). Developing Guidelines for Quality in the

Practicum. A Consultancy Report Prepared for the National
Institute for Quatily Teaching and School Leadership

Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios.

Virginia, U S
A. Association for Supervision and Curriculum Development

STUDENT TEACHING HANDBOOKS/MANUAL

Anderson University School of Foundation Student Teaching Handbook

Colorado State University Student Handbook, August 2005, Student
Teaching-Teacher Work Sample Scoring Rubrics Illinois Wesleyan University
Student Teaching Handbook Michigan Technological University, Student
Teaching Handbook Northern Illinois University Student Teaching Handbook
Application and Reflection 1,2,3 and 4 (2004). Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia
Shenandoah University Student Teaching Handbook Teaching Experience
Centre Practicum Handbook, Flinders University, Adelaide, Australia
University of Wisconsin, Student Teaching Handbook.
 TEACHING INTERNSHIP
(Background of Cooperating School)
 School Vision, Mission, Goal

and Objectives of the

Cooperating School

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 Cooperating Teacher’s Profile

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 Practice Teacher’s Curriculum Vitae

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 Sample Class List
GRADE 10-KINDNESS
MALE
ABONERO, DANIELLE DAVE B.
AMACNA, GABRIEL BENEDICT P.
ARIÑO, RAFIGAH F.
ASILO, VENCH MARK
BALIO, ALFONSO III M.
BALIO, MARC JOSEPH H.
DAANOY, LAURENCE NOEL G.
DARAUG, GEROME ZEUS
ESPAÑOLA, JIANG FIEN
HYNESS P.
ESPENOSA, RALF A.
GUMIA, VINCENT ANDRIE L.
MAGBANUA, RODOLFO JR. R.
MANGUILIMOTAN, REAN P.
MARIKIT, WENCHY MYLE C.
MARZON, KHEN JASPHER
MASCARIOLA, JOHN CARLO R.
ROXAS, MATT ANDRIE A.
SUMAOY, WARLIE KIM IVAN L.
ASEO, JOHN BRYAN
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FEMALE
ALVAREZ, RONNESA N.
AMPOSTA, CHRISTYLLE FAITH
ARAÑA, NICOLE S.
BABAYLO, KREXTEL ALEXA B.
CABIGON, GWYNETH HILARY M.
CAINDAY, MARJEKRISH C.
CALAPE, KRISTELLE VHINE P.
DELA CRUZ, FRANZINE KAYE D.
GABRIEL, JHENNA R.
GAMBUA, THERESE LAUREN K.
GEOLON, GWYNETH F.
LIMBAGA, RINA JANE S.
MENCIDOR, SOPHIE ANGEL
MARIE M.
NAMBATAC, ELLEN JOY F.
PIZARRO, MARIE ANTONNETTE
QUIBOL, ANGEL C.
SANCHEZ, SAICY N.
SIAROT, KERELL QUENCES P.
TEADOR, AIFHA BEI E.
TORREON, BLESSY CAMINADE
CANADALLA, LOU JANE GABBI
 Seat Plan
Grade 10-Kindness

ASEO MAGBANUA PIZARRO GUMIA

& & & &
DAANOY GAMBUA ROXAS ASILO

TORREON TEADOR BALIO III AMPOSTA

& & & &
GEOLON ABONERO BALIO ARAÑA

MENCIDOR CAINDAY MARIKIT MASCARIOLA

& & & &
ESPINOSA GABRIEL DARAUG AMACNA

NAMBATAC DELA CRUZ QUIBOL SUMAOY

& & & &
CALAPE ALVAREZ SIAROT MARZON

CANADALLA ARIÑO ESPAÑOLA CABIGON

& & & &
SANCHEZ LIMBAGA MAGUILIMOTAN BABAYLO

TEACHER TABLE

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 Appendix B: Teaching Internship Reflective Journals
Reflective Journal 1: Content Knowledge & Pedagogy

In achieving exemplary content knowledge and teaching practice

believed that what is your profession if you have a good manner it is the
greatest impact of your life that people respect you. In teaching the students I
believe that also if you listen to them, they listened to you. Find more
strategies to catchup the heart of the students or learners. I know that some
students need the attention of the teacher because as a student’s we don’t
know everything. I believed that tutorial is the best way of helping the students
to learn more or improve their understanding. I believed also that if the
students are progressive then the teacher is effective for teaching learning
process.

Integration of research in teaching is important to find more strategies

that helps to improve the teaching skills and more learning to delivered in the
students. Also, the students or learners gain more knowledge to use to
reach their dreams and desire. I will integrate research findings in my teaching
to support validity of content to be taught by explaining their works in the
students to have deeply understanding. Also, showing pictures and other
evidences that helps the lesson be productive to have an effective teaching
learning process. That is why integration of research in teaching is very
helpful and important in the learning process both teacher and students.

In promoting effective ICT integration in my class, I will promote to my

students by explaining them how important to have ICT in the class. I explain
them through ICT we can learn faster, for example, TV that shows what the
need of students to see and read either the teacher explains the lesson or not.
Also, through that ICT tools the lesson delivers properly and easy to use. For
example, when I’m teaches the topic, I can use the Television in order to
show my PowerPoint Presentation to the class. By using that tool, I didn’t
waste my time to write the lesson needed in the class. Therefore, ICT tools
have a big impact to the learning process, it helps the class become

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 productive and progressive.

As a teacher I should have a comprehensive selection in

teaching strategies that I may be able to effectively employ. If a teacher does
not carefully select comprehensive teaching strategies, learning becomes
ineffective which could lead to student’s confusion. As a result, student will not
be able to develop to their fullest potential. Being in a school where learners
are diverse, I selected teaching strategies that caters the needs of each of the
students. Having understood their diverse needs, diverse teaching strategies
should also be considered. In my understanding, if a student is given the
relevant knowledge according to his needs, the student is likely to develop his
skills and knowledge. A teacher should be knowledgeable to select teaching
strategies, it is important to use a relevant teaching strategy in order for the
knowledge to transmit effectively. An effective teacher creates an effective
and knowledgeable student.

In development of critical and creative thinking on learners I believe that

when the learners are well exposed to difficult situations, they can easily
find solutions and overcome them. Learners should be able to develop
thinking, evaluating and analyzing skills. Thinking out of the box is
essential in solving problems. As a teacher, during teaching process I
should help the learners to think critically and analyze every situation
carefully. Problem-solving activities can help the learners to develop their
analyzing skills. Creating a solution is a result of thinking critically. That is
why I will use that strategy of give them a problem solving in order the
students learn and enhanced their mind to become confident and effective
learning process.

In my teaching I must practice and exercise not only English word in

the class, but I also used Filipino and mother tongue in order to have a
harmonious and understandable in learning process. We all know that
some students can’t understand English word but through applying Filipino
and mother tongue students can understand the lesson and I believe also
using mother tongue, English, and Filipino has a big impact of teaching

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 learning because it helps a lot the students to understand the discussion. It
enriches and develop the understanding of the learners to the lesson. So
that the session of the class become effective and productive.

The important of verbal and non-verbal communication is a way of conveying

learning. With the use of verbal communication students can understand what the
discussion is all about. Like interacting with my students, we can exchange ideas
and ask questions. Using the non-verbal communication helps the students
understand the instruction of the teacher even without verbal communication.
Through my gesture, facial expressions and the environment of the classroom the
learners easily understand what I intended. Using non-verbal communication helps
the students become more focus on the class discussion.

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 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developi (Needs

Criteria ng) Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description descripti worthwhile
learning worthwhile of worthwhile of worthwhile on of experiences,
experiences, experiences, experiences, experiences, worthwhil does not
judgments, explains sound explains explains e explain
performance judgment on sound sound experien sound
and other personal strengths judgment on judgment on ces, judgment on
insights and weaknesses personal personal explains personal
gained in the anchored on strengths strengths sound strengths
course theories learned. and and judgment and
weaknesses weaknesses on weaknesses.
anchored on anchored on personal
some few theories strengths
theories learned. and
learned. weaknes
ses.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

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 Interpretations of Performance Levels/Ratings

1– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

2– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

3– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

4– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and

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 teaching effectiveness in order to guide
subsequent instruction.

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 Reflective Journal 2: Learning Environment

As a teacher, I will see to it that my classroom can be conducive to

learning. I will design my classroom eye catching designs. I will make sure
that the learners can feel that the classroom is like their second home. As a
teacher, it is important for me that the students feel comfortable when I am
around them. I should also become flexible in handling different attitude of
the learners. The learners should not feel threatened when I am around
them. It is a big factor for learning to take place when the students feel
comfortable with the learning environment and feels safe when I am around.

As a teacher, I will make sure that I provide my students a fair learning

environment. I must know my students well. I should know how to deal with
my students’ different abilities and ensure that each one of them can feel
having fair learning environment. As a teacher, I will not allow my students
to feel alone and cannot feel security when they are inside the classroom. I
will encourage my students to express themselves freely. I will let my
students understand that is alright when you make mistakes, or the answer
is wrong, what important is that they may be able to express themselves
freely and later learning will follow.

My strategy is I will make sure to maximize the space given to me as a

classroom. I will arrange my room neatly and paint it with colors that is
pleasing and relaxing to the eyes. I will make sure to have a proper
arrangement of the classroom. I will avoid making the classroom darker,
hotter and unorganized. I will also make sure that my classroom becomes a
conducive environment for learning. Through this way Management of
Classroom structure and activities can help in the learning process because
when a classroom is well organized the students will have a safe and
comfortable feeling. When they feel so, they can focus on the discussion
and they can easily understand it.

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 As a teacher, classroom interaction is very important factor in
conveying learnings. When the students interact, it only means that
they are interested to learn. As a teacher, I will make sure to use
variety of teaching strategies and techniques in order to prevent the
students from being bored. I will also let my students discuss what they
understand and answer questions that they are confused of. As a
teacher, I should consider that my students are eager to learn new
lesson every day. It is important that the teacher should know how to
catch the attention of the students. The teacher should let the students
engage in activities which would help them become interested in the
lesson. It is important for the students to feel appreciated. The teacher
should know how to recognize the efforts of the students.

As a teacher, I give my full support for my students and I will

make sure to give the students the information they need. I will make
sure to provide my students what they need to know that will help them
develop their skills. I will not let my student feel that I do not support
them. I will dedicate myself in making my students realized their
dreams. Through that way it can give guidance to make the students
understand the purpose of the lesson. It is the responsibility of the
teacher to hone and discover the skills that every student possesses.
The teacher serves as a guide for the student’s brighter tomorrow.
Aside from the parent’s support, teachers support is also a very
important part in the developing of the student’s skills.

As a teacher, I manage my learner’s behavior and I should

broaden my patience because managing a group of students with
different behavior is a very difficult job. As a teacher, I should
understand my students well. I should be aware of every student’s
background so that I can understand them better. I should listen to
every student’s problem or sentiments, I will assure them that I am
ready to listen to them. When the learner’s behavior is well managed
the learning process will be faster and easier. It is easier to convey
learning when your students are well-behaved. Also, it is important that

FS Practice Teaching
 the behavior of the student be controlled by the teacher. The teacher
should create a friendly environment between the students. The
teacher should also use of variety of techniques and strategies in
management of learner behavior.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

5– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

6– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

7– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

8– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

FS Practice Teaching
 Reflective Journal 3: Diversity of Learners

My strategy as a teacher I will balance my way of teaching in

order the students can learn more and develop their ability. My strategy
in the class is I will make sure that there is activity that have a student-
centered in order the students engage in the learning. Through that it
will help the students become knowledgeable because they are
exposed and experience the activity. Therefore, to become effective
teacher I should manage my time and to be prepared. Through that
strength it will improve the skills and the ability of the students to
engage in class. As a teacher I will give the needs of the students to
explore and experience the process of their learning.

My teaching practice as a teacher I use my voice to share about

how important to have respectful in the class. To ensure that students
learn at their own pace, it is crucial for educators to be aware of their
linguistic, cultural, socioeconomic, and religious backgrounds.
Therefore, we must be informed of the students' backgrounds in order
to plan what the best teaching methods will be. Through that it will
increase the productivity of the students to engage in the class. We
should help the students develop their ability and skills in order to gain
more knowledge and prepared their selves in the future. Education is
very important because through that the learners linguistic, cultural,
socio-economic improve and understand.

My teaching strategy as a teacher I will discover every student’s

skills and abilities. I should see through every student and study their
behavior, skills and other factors. This way I will be able to determine which
type of teaching strategies I should use, for their skills to be developed. I
will see to it that I give enough and equal importance and attention to each
of my students. Also, as a teacher, I should know how to variate my
teaching skills which tends to the need of every student. If each of the
students were given equal importance and attention this may lead to the

FS Practice Teaching
 discovery of a gift that lies in every student. It is important thing to be
discovered because it may make the student’s life better.

As a teacher I will make sure that I possess the right amount of

knowledge and skills that needed in handling every student’s difficult
circumstances. I should also be equipped with right amount of patience,
understanding and love towards my students. As a teacher, I should let my
students feel comfortable when they are around me. I should be able to
help them overcome their difficult circumstances for the process of
teaching-learning them effective. Also, as a teacher I should know every
student’s circumstances and see to it that he/she will do what is right to help
the students overcome its difficulties. It is a challenge for the teacher
because it is not easy to see and understand every student’s difficult
circumstances. That is why the teacher should be innovative in creating
classroom rapport.

As a teacher my culturally appropriate teaching strategy, when formulating

the lessons, I should consider the culture and beliefs of the indigenous
groups which belonged to my class. Indigenous students should feel
comfortable when they are inside the classroom. I will see to it that every
student should respect their own culture and belief. This way, the students
will understand each other and befriend each other. Through this, learning
should take place easily. Also, the students should make the indigenous
students feel that they are welcome. Having indigenous framework in
education can lead to sustainable learning environment.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

1– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

2– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

3– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

4– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

FS Practice Teaching
 Reflective Journal 4: Curriculum & Planning

As a teacher, in planning and management of teaching and

learning, students should be able to learn new skills. Planning and
management also should be relevant to the student’s needs. The
instruction should be according to the student’s grade level. The
teacher should also deliver the instruction with enthusiasm in order to
catch the attention of the students and they become eager to learn. I
use all these guidelines and techniques in formulating lesson. these
guidelines serve as my guide in planning and management of teaching
and learning. I do my best to teach relevant lessons. For the students
to learn new skills and developed their hidden skills.

I assure as a teacher I make sure to refer to the K-12 Curriculum

guide when formulating a lesson. I maximize using the guide in order to
deliver my lessons effectively. I find more ways to deliver instruction
with the attention of the students are fully focused with the lesson. I see
to it that I provide relevant examples, situations and activities to ensure
that the learning outcomes is aligned with the curriculum guide learning
competencies. Through that guide it will help the teacher formulate a
relevant lesson. the curriculum guide aims to align the learning
outcome of the students with the learning competencies.

As a teacher I make use of the school learning programs in

order to enhance the quality of learning. l uses these programs for the
benefit of my students. I use the program to enhance the skills of my
students and improve those who have difficulties in their learning. I also
discuss with the school management and stakeholders if I have an idea
on how to improve the teaching and learning process. Also, as a
teacher we should also provide information to the school management
and stakeholders to discuss situation that needs to be addressed
immediately or other situations that will help improve the quality of
learning.

FS Practice Teaching
 As a teacher it is important to join more seminar, trainings and
workshops in enhancing teaching practices. As a modern teacher we
should be readier and more equipped with skills in dealing with the
ever-changing behavior of the students. Also, we should learn more
about how to enhance teaching practices. We should be well-trained
especially in using technology in the teaching-learning process. Also,
teachers must be equipped with the right amount of knowledge and
skills to cope up with the modern educational system.

Having enough resources for teaching and learning instructions

is a big help in the process. With the help of the resources the students
can easily understand the lesson. Students can easily learn when they
have a view of what the discussion is all about. Thus, aiding the lesson
with the help of the resources is a factor that aids learning. As a
teacher, I will enhance myself more of the use of ICT. I undergo
trainings and seminars to deepen my knowledge about ICT. I will also
teach my students on how to properly use technology in their activities.
Computers, tablets and smartphones are available everywhere,
students and teachers must learn how to use it during classroom
activities.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

1– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

2– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

3– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

4– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

FS Practice Teaching
 Reflective Journal 5: Assessment & Reporting

It is important that the Design, Selection, Organization and

utilization of assessment must be observed correctly. Assessment is
the prime determiner if the lesson being taught is effective. The
assessment must be at all time, relevant, relatable and reliable. As a
teacher I will formulate my assessment as relatable, relevant and valid
as can be. Assessment is important tool in determining the student’s
strengths and weaknesses. The teacher can also determine which
teaching strategies that needs more improvement, and which subject
the students find it more difficult. It will also help me improve my
teaching skills. Therefore, though assessment improves the students'
learning and the performance of the teacher, this should be designed
carefully to avoid invalid assessment.

The development of learning skills and work habits among

students is a crucial aspect of their education. By evaluating, grading,
and reporting on the accomplishment of curricular goals and the
showing of learning abilities and work habits independently, teachers
can provide information to parents and students about each of the two
performance categories. As a teacher, I will do my best in monitoring
and evaluating of learn progress and achievement in order to help the
students enhance their learning in experiencing the field of having an
education. So that they will develop and augment their knowledge to
become ready in dwelling in life problem. That is why we need to
monitor the students because we are teacher and that is the work of
the teacher.

My strategy as a teacher, we must evaluate every student

individually and offer feedback. Our classes are attended by a broad
range of students. Others need to be handled with extreme gentleness
to prevent discouraging learning and hurting self-esteem, while some
students need to be encouraged to perform at a higher level. In order

FS Practice Teaching
 to properly motivate students, it's imperative to strike a balance
between not offending their sensibilities and doing so. Also, I will use
this strategy in order to make me become effective in teaching. So that
I can share my knowledge to the students, through give feedback to
the students. By this strategy both students and teacher benefit that
strategy.

Explaining a student's concerns to their parents or other legal

guardians might be difficult. It's important to avoid placing blame or
acting incorrectly due to parental guilt sentiments. Your duty as a
teacher may include clearing up misconceptions about students'
concerns. Share information and studies to counteract stigmatizing
impacts using facts. Also, as a teacher I will collaborate in the parents
of my students in order to guide me and help me what should be the
best for the student in terms of the learning environment of the
students so that they can focus to their learning process. Through
these ways we can give the need of the students to have a meaningful
process of learning. Therefore, it is very helpful and important to know
the side of the parents because parents are mostly knowing the
attitudes of the students.

Using the assessment data, it will help both teacher and

students about their strength and weaknesses in order to find solution
for that or solution to solve that issues. By doing that way the learning
process become effective in the education of the students. And as a
teacher I will identify the goals and competencies that require greater
in-depth study. Determine the grade-level skills that the students may
or may not have mastered, and then put the students into groups for
supervised or intense training. Therefore, the students improve their
knowledge and enhance their understanding in the lesson.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

5– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

6– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

7– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

8– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

FS Practice Teaching
 Reflective Journal 6: Community Linkages & Professional
Engagement

As a teacher, I should bridge the gap between the different

cultures inside the classroom. The teachers should teach the students
to value each of their cultural beliefs, to respect the beliefs of others
and make them understand and feel empathy towards each other. It is
helpful to use different culture-based examples and activities which
could enhance the learning abilities of the students. Also, I will make
sure that before I create my lesson I have fully understand and
determine each of the student’s culture. I should have full knowledge
and understand of the different cultures. By doing so, I will be able to
formulate an effective lesson, I can deliver my lessons well and I can
bridge the gap between different cultures inside the classroom.

Community linkages play a major role in the development of the

school its facilities and other project which lead to the benefit of the
students. Having community linkages, the school should easily find
support of every activity the school have. The stakeholders can also
contribute to the teaching and learning process, they can provide more
information which will help ease the burden of school facilities. And as
a teacher I will maximize the use of the parent’s support to augment
the teaching process. I will encourage every parent to also teach their
student even when at home. As family, greatly contributes to the
development of the student’s learning abilities and behavior.

A teacher must follow the Code of Ethics. This code helps the
teacher on how to act on certain circumstances. The teachers should
follow the regulations of the Code of Ethics in order to have guide on
what the teacher should be at school. Professional development of the
teachers should always be considered. Teachers are encouraged to
attend professional growth development to enhance its skills in the
teaching learning process. Code of Ethics also helps the teacher create
a safe, productive and positive learning environment on their career. As
a teacher, I will Abide with the provisions of the Code of Ethics. I will

FS Practice Teaching
 religiously do my work with happiness and positiveness. As a teacher, I
should continue to develop my skills in teaching. I should not stop
learning, it is for the benefit of the students.

School has its policies and procedures; these policies are ought
to be followed in whatever endeavor the school has. These policies and
procedures apply to all including School Heads, Teachers, Students
and other stakeholders in order to assure the smooth operation of the
school. school is an institution that deals with the Education of the wide
number of students, there are set of policies that helps run the
institution. Everyone should abide what these policies to avoid the
delay of delivering lesson. These policies the proper wearing of clothes,
the do’s and the don’ts, the proper behavior and other factors. As a
teacher, I will subject myself to the policies and procedures of the
school. It is important to maintain the order of school when it comes to
students, personnel and documents. I will subject myself to the order of
the School Head and avoid doing violations. I will show respect to my
Principal, co-workers, students and other stakeholders. I will also teach
my students to abide with the policies and procedures.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

1– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

2– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

3– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

4– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

FS Practice Teaching
 Reflective Journal 7: Personal Growth & Professional Development

Philosophy of teaching helps the teachers in creating and

conveying knowledge. Every teacher has its different teaching
strategies and philosophies in teaching. My philosophy of teaching is to
create an environment which can help the learners learn easily or how
he deals with every situation inside the classroom. The most important
learning happens when there are situations that are both realistic and
meaningful. Teachers should use teaching philosophy which can help
the students enhance their skills. Teaching philosophy should be of use
inside the classroom and should provide the student's needs. As a
teacher I will make use of teaching philosophy by creating a
comfortable and conducive environment for learning. This will help the
students focus on the lesson and can easily adapt and understand the
lesson. I will do my best to help my students learn not only inside the
classroom but also when they face real life situations outside the
school.

Teachers are our modern-day heroes, they produce quality

graduates which are some are the leaders of our country today. They
continue their job despite how tiring it is, their patience and diligence
helps us become what we are today. Teachers endured struggles and
problems in the teaching profession. But though it is a hard job but still
it is rewarding. As a teacher, I will take on refresher courses and attend
trainings and seminars to help me develop myself personally and
professionally. I know for a fact that being a teacher is not an easy job
but still I will continue to strive to produce more globally competitive
graduates. I will develop my patience, diligence and skills so that I
could meet the demand of the students learning.

Collaboration with your colleague can help a lot in the teaching

learning process. Exchanging of ideas and strategies through
collaboration can create an effective lesson. Also having links with
colleague helps you in time of need especially during the most stressful

FS Practice Teaching
 times. It is very important for a teacher to work harmoniously,
peacefully and happily with each of your colleagues. During stressful
times when you feel very tired and burnt out your colleagues are there
to support and help you. It is also important to avoid conflict and
misunderstanding among your colleagues which will create division
among the group. As a teacher, I will Build a strong bond with my
colleague’s despite of our different background. All of us has a lot to
carry, it is important to show respect, understand and emphasize with
your colleagues. I will help my colleagues and maintain a peaceful and
joyful workplace for all of us.

As a teacher there is no best teacher overnight, teachers were honed

from day to day of experiences. Starting teachers cannot readily adapt the
learning styles and some commits mistakes. But as time passed by it makes
the teacher relate from one experience to another making the teacher grow in
knowledge. I will Continue to learn how to become an effective teacher, I
know that I still have a lot to learn. I will ponder on my mistakes and wrong
decisions and try to improve. As the saying goes, experience is the best
teacher, that is why I will strive to learn more to gain more knowledge.
Reflecting of the past situations can help you react to the situation you are
facing right now then will think of what your decision was made, what actions
you take and the consequences of your decision. Reflection is a way to
improve practice in the learning process, I help you decide a lesson
considering the experiences of the past.

As a teacher there are set of standards which serves as a guide to the

teachers on what the teacher and students should know, what to improve on
the learning outcomes. Learner-centered focuses on what the students’ needs
and wants, the teacher should develop professionally to cope up with the
students. The teacher should accomplish the learning goal. So as a teacher I
will use the learner-centered domain in order to focus on the needs of the
students. The teachers not only focus on the goals but also on the personal
development. Personal development goals can be set at the start of the class
and teachers will work hard to achieve these goals.

FS Practice Teaching
 Rubric for Reflection/Journal Entries

5 4 3 2 1

Performance (Excellent) (Proficient) (Satisfactory) (Developing) (Needs

Criteria Improvement
)
Reflection Presents Presents Presents Presents Presents no
journal comprehensive very clear some few description of
includes PTs description of description description description worthwhile
learning worthwhile of worthwhile of worthwhile of experiences,
experiences, experiences, experiences, experiences, worthwhile does not
judgments, explains sound explains explains experiences, explain
performance judgment on sound sound explains sound
and other personal judgment on judgment on sound judgment on
insights strengths and personal personal judgment on personal
gained in the weaknesses strengths strengths personal strengths
course anchored on and and strengths and
theories weaknesses weaknesses and weaknesses.
learned. anchored on anchored on weaknesses
some few theories .
theories learned.
learned.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS Practice Teaching
 Interpretations of Performance Levels/Ratings

1– Needs Improvement (75-79) The pre-service teacher is introduced

to the elements and/or demonstrates
only a basic level of knowledge
and understanding. S/He has yet to acquire
skills for effective classroom teaching.

2– Developing (80-84) The pre-service teacher demonstrates an

increased knowledge and understanding
of the elements. S/He is able to
demonstrate, with assistance, the
significant elements in a classroom
teaching or field setting. S/He is able to
evaluate, with assistance, the success of
teaching performance. S/he has still to
improve on this element to improve
teaching performance.

3– Satisfactory (85-89) The pre-service teacher demonstrates

satisfactory knowledge and understanding
of the elements but commits mistakes in
some aspects. S/He is able to exhibit this
element satisfactorily to perform a
classroom teaching with self-confidence
but still has to exert more effort to improve
teaching skills.

4– Proficient ( 90-94) The pre-service teacher is able to demonstrate

a substantial knowledge and understanding
of the element and has the competent ability
apply to the elements in a field setting.

5– Advanced/Excellent95-100) The pre-service teacher

demonstrates a comprehensive
knowledge and understanding of the
element. S/He can consistently apply the
elements for an effective classroom
teaching. S/He can also skillfully integrate
the elements into an overall lesson. S/He
can critically evaluate student learning and
teaching effectiveness in order to guide
subsequent instruction.

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 APPENDIX E: Summative Evaluation Rating

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 APPENDIX F: Rubric for Teaching Internship Portfolio

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 APPENDIX G: Lesson Plans

7 Approved and Taught Lesson Plans with Rating Sheets

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 APPENDIX H: Assessment Tools and Student’s Output Sample

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 APPENDIX I: Daily Time Record

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 APPENDIX J: Various Schools Forms

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 APPENDIX K: Application Letter & Résumé

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 APPENDIX L: Certificates/Recognition/Clearance

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APPENDIX M: : Samples of Learner’s Quizzes/Clearance
APPENDIX N: Documentation