SURIGAO SUR COLLEGES

BACHELOR OF ELEMENTARY
EDUCATION

TEACHING INTERNSHIP
PORTFOLIO

Mikee Lester R. Maligro

Pre-Service Teacher
 INTRODUCTION

This is the most awaited part of a student that is taking up education as her

profession, the Practice Teaching Internship. The Student Intern come up with the title

“Unleashing a Rabbi’s Passion Towards Teaching” because she believes that through

practice teaching students are challenged to bring out the best in them, they are

encouraged to give their efforts and show how dedicated they are in teaching. When

they say Practice Teaching, it is the time where the Student Interns will apply all the

things that they have learned for the past 3 school years and a half semester before

they graduate. It is where we will be able to handle different kinds of students, different

learning environment and mingling with different kind of teachers. It might be the most

crucial part of a student teacher’s life but it will serve as a great help to become a better

teacher. This kind of practice to the student interns offers a lot of experiences in actual

teaching and learning environment. Through this internship, the student interns are

provided with lots of opportunity to experience an actual teaching in the real world of the

teaching profession. They are being exposed to various kinds of experiences where

they will see themselves in the future if they are to work in classrooms and schools.

Thus, the Student Intern is looking forward to what kind of students she will teach and

who will be these students, she is curious to know of some or few of her students will

have some difficulties or not and also on how will they respond and cooperate to her.

And also, she is looking forward if her strategies, techniques and methods that she will

use inside the class will be affective and well-implemented.

The Student Intern is also looking forward to her Teacher Training Instructors

and Cooperating Teacher that they will give her the best experience and best

advice when it comes to teaching despite that she was familiar with the

teachers that she will be assigned to but she is looking forward to establish a

good relationship during the whole duration of her Practice Teaching Internship

In and Off Campus because the Student Intern believes that it is better to work

if there is a good communication and relationship so that you are not conscious

if you do something especially when you will have the class, you will have no

hesitations. And also, if there is a good relationship, the Student Intern will

have someone to lean on. Nonetheless, the Student Intern has its high hopes

that she will finish the Practice Teaching Internship successfully and she will

learn a lot with the guidance of her Teacher Training Instructors and

Cooperating Teacher. And the Student Intern expects to come up with a

portfolio that is full of creativity and full of information that its thought was really

interesting. And also, the use of portfolio will serve as the first ever

accomplishment that a neophyte teacher will have and it also serve as the

reflection of the Student Intern’s hardships and sacrifices in her Practice

Teaching Internship.
 ACKNOWLEDGEMENT

I would like to express my whole - heartedly thanks to the following people who

were able to give their willingness to help, for their unwavering and undying support,

encouragement, financial assistance and precious time for the accomplishment of my

practice teaching and this portfolio.

To Maam Resurreccion M. Chavez, Ph.d. our former College Dean

To Maam Jocelyn R. Alipao, MAScie. Ed. for allowing us to participate and

cooperate in this field of teaching. And also, for her moral support and encouragement

to the whole studently. In addition; for putting her feet in students’ shoes, full

consideration and understanding our shortcomings.

To Ms. Ludivica B. David, the OIC of Surigao Sur Colleges - Tagongon, for

allowing us to conduct our observation and practice teaching in the said school. Also,

thanks for the guidance and compliments which makes me stronger and effective

teacher someday. Also being my Cooperating Teacher, for her patience, and untiring

support through sacrificing their time and giving hints and ideas on how I will execute

every topic properly. Also, thanks for understanding my shortcomings as student

teacher. You both help me in my hard times and always encouraged me, you entrusted

me your students and make me feel that I can be a real teacher someday. Thanks for

training me become an effective teacher someday.

 CURRICULUM VITAE

PERSONAL BACKGROUND

Name :Mikee Lester R. Maligro

Nationality : Filipino
Sex : Male
Civil status : Single
Address : P5 Poblacion Barobo Surigao del Sur
Date of Birth : January 09, 2000
Place of Birth : Tagbina, Surigao del Sur
Father’s Name : Justino S. Maligro
Mother’s Name : Carmen R. Maligro

EDUCATIONAL ATTAINMENT

Elementary :Pamam-onan Elementary School

High School :Dante Luib Osano Maputi National High School
College : Surigao Sur Colleges
Course : Bachelor of Secondary Education
REFLECTION 

Student Teaching is the actual Teaching and our major role and responsibility. During this

period, we need to act like a professional teacher. After a month observations, we are now to apply

all the knowledge and good things we got during our observation period. But before that, there is

some orientations that were given to us on how to perform our duties and responsibilities’ as a

student teacher.To Maam Jocelyn R. Alipao for us to be ready and capable enough to handle

different kinds of student and apply all principles and methods that we have learned in our years of

schooling.

Together with my co-practice teachers, we are assigned by Maam Evelyn R. Ampis in k-12 level

for us to use this experiences in our future career. I was assigned in kinder during my first shifting

and in grade 1 in the second shifting. During my first week of teaching, it was very hard for me to

act like a real teacher, making lesson plans and visual aids at night. I felt tired during the first week

of my teaching. I am always thinking what am I going to do on how can I execute my lesson well.

But I was lucky enough to have a very approachable and supportive cooperating teacher because

she was always willing to help and support me, share ideas and suggestions to the fullest. Another

important part of teaching was on how to deal and building rapport with my students. During this

period, I felt the joy as I was imparting knowledge to them and in return, they gave me support and

respect. With this in my actual practice teaching, I realized being a teacher is very challenging and

enjoyable although it is very difficult task but then, with the student who’s eager to learn,

cooperative, funny and sweet as inspire the teacher to teach. This was the first time I realized and

proves to myself what my teacher told us before that teaching is the most enjoyable and inspiring

profession.
 TABLE OF CONTENTS

I. Introduction

II. Acknowledgement

III. Curriculum Vitae

IV. Certificate of Completion

V. Phase 1,2,3,4 and 5 (Experiences, Evidence and Reflection)

VI. Appendices
 CODE OF ETHICS FOR PROFESSIONAL
TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise

known as the Philippine Teachers Professionalization Act of 1994 and paragraph

(a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers

hereby adopt the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with

high moral values as well as technical and professional competence in the practice

of their noble profession, and they strictly adhere to, observe, and practice this set of

ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall

offer quality education for all competent teachers. Committed to its full realization,

the provision of this Code shall apply, therefore, to all teachers in schools in the

Philippines.

Section 2. This Code covers all public and private school teachers in all educational

institutions at the preschool, primary, elementary, and secondary levels whether

academic, vocational, special, technical, or non-formal. The term “teacher―

shall include industrial arts or vocational teachers and all other persons performing

supervisory and /or administrative functions in all school at the aforesaid levels,

whether on full time or part-time basis.

Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a

trustee of the cultural and educational heritage of the nation and is under obligation to transmit to

learners such heritage as well as to elevate national morality, promote national pride, cultivate love

of country, instill allegiance to the constitution and for all duly constituted authorities, and promote

obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the

state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every

teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan

interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service

or other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and

responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other

person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the

product of his researches and investigations; provided that, if the results are inimical to the

declared policies of the State, they shall be brought to the proper authorities for appropriate

remedial action.
Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,

therefore, render the best service by providing an environment conducive to such learning and

growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community

movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall

behave with honor and dignity at all times and refrain from such activities as gambling, smoking,

drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and

understand local customs and traditions in order to have sympathetic attitude, therefore, refrain

from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about

the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and

shall welcome the opportunity to provide such leadership when needed, to extend counseling

services, as appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations

with other professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not

use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall

manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall

make the best preparations for the career of teaching, and shall be at his best at all times and in

the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program

of the Professional Regulation Commission, and shall pursue such other studies as will improve

his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and

productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall

not make improper misrepresentations through personal advertisements and other questionable

means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified

means for earning a decent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual

confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with

colleagues. When the best interest of the learners, the school, or the profession is at stake in any

controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit

for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position

such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the

school, and shall not divulge to anyone documents which has not been officially released, or

remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to

be an unprofessional and unethical conduct of any associate. However, this may be done only if

there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an

associate, preferably in writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he

respects the system of selection on the basis of merit and competence; provided, further, that all

qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support

the legitimate policies of the school and the administration regardless of personal feeling or private

opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially

under anonymity. However, if there are valid charges, he should present such under oath to

competent authority.

Section 3. A teacher shall transact all official business through channels except when special

conditions warrant a different procedure, such as when special conditions are advocated but are

opposed by immediate superiors, in which case, the teacher shall appeal directly to the

appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against

injustice to the administration and to extent possible, shall raise grievances within acceptable

democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of

learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and

transfer of teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his

contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and

sympathy towards teachers and other personnel, such practices being standards of effective

school supervision, dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative

responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers

under them such as recommending them for promotion, giving them due recognition for

meritorious performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in

accordance with pertinent civil service rules, and private school teachers are issued contracts

specifying the terms and conditions of their work; provided that they are given, if qualified,

subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of

learners in the subject or grades he handles, provided that such determination shall be in

accordance with generally accepted procedures of evaluation and measurement. In case of any

complaint, teachers concerned shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and

foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their

behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other

what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of

academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher

and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and

preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make

deductions from their scholastic ratings as a punishment for acts which are clearly not

manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learners
problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall

conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and

deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's

deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of

the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and

shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation;

provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as

in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any

commercial venture which furnish textbooks and other school commodities in the purchase and

disposal of which he can exercise official influence, except only when his assignment is inherently,

related to such purchase and disposal; provided they shall be in accordance with the existing

regulations; provided, further, that members of duly recognized teachers cooperatives may

participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest

obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal

behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a

model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of

the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition

against the erring teacher of the disciplinary action consisting of revocation of his Certification of

Registration and License as a Professional Teacher, suspension from the practice of teaching

profession, or reprimand or cancellation of his temporary/special permit under causes specified in

Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations

Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission

and after sixty (60) days following its publication in the Official Gazette or any newspaper of

general circulation, whichever is earlier.

 PHASE 1

ORIENTATION
LESSONS
 IMPORTANCE OF ORIENTATION

Orientation is a time for students to learn about the school’s policies and procedures, meet

with advisors, and get acclimated to the campus. It allows students to connect with other students

and faculty members, learn about available resources on campus, and receive support as they

begin their college journey. Attending orientation is crucial for new students transitioning from a

community college to a four-year university. This transition can be challenging and overwhelming,

so students need to understand the expectations of their new school and have an opportunity to

connect with other transfer students who may be going through similar experiences.

At orientation, students will have the chance to build new relationships, ask questions, and

get the support they need to succeed in their academic pursuits. Attending orientation, students

can feel confident and excited as they move forward in completing their educational pathway.
Classroom Rules

Bulletin Board

Learning Areas
Classroom Norms and
Standard

Mission and Vision

Display Board

REFLECTION
 How can I enjoy my teaching Internship to the fullest?

I enjoy my teacher internship to the fullest by enjoying at the same time by

learning with my students. In order to enjoy this journey, I need to be friend with my

students but sure to it that there is respect between the teacher and the students. I

need to give my best in all task that I will intend to do. As a teaching intern, I am

responsible for a number of tasks. I help the lead teacher with lesson planning and

preparation, I teach small groups of students or one-on-one when needed, I manage

the classroom when the lead teacher is out, and I perform various other duties as

assigned. This internship has given me a great deal of experience in the classroom

and has helped me to develop my own teaching style.

 PHASE 2

OBSERVATION
&
BUILDING
RELATIONSHIP

A. IMPORTANCE OF CLASSROOM OBSERVATION

 The importance of classroom observation is to improve student outcomes by improving the

instructional prowess of the teacher. To perform an investigation into possible inequities in

instruction among different groups of students. This allows teachers and researchers to identify

biases in how different groups of students are treated based on their gender, socio-economic

standing, or other differentiating factors to help eliminate them. To provide researchers with

information on current educational practices and to identify instructional problems. Typically, it is

new general and special education teachers who are the focus of classroom observations as they

have less experience and stand to benefit the most from the process. That said, experienced

teachers can benefit from the feedback and insights gained through observation as well as provide

another perspective on their performance that may shed light on techniques that they are using

improperly or not at all. Classroom observation can be as brief as a few minutes or as long as an

entire school day or more. 

B. IDENTIFY THE DIFFERENT FOCUS OF OBSERVATION

 A focused observation is undertaken with a clear goal and the observer will act as an active

participant throughout.

Within the Early Years a focused observation, sometimes known as a ‘target child observation’ is

undertaken by a practitioner when they want to observe a specific child or children in a specific

area of learning.

These types of observations are useful when practitioners are seeking to make informed

assessments, and need to collate evidence of specific skills to enable them to track

learning/development and plan for next steps.

Each setting will have created their own methods of observation and assessment which use

the ‘observe, assess and plan cycle’ to ensure every child’s ongoing development. There are no

specific methods which Ofsted prefer in regard to undertaking observations and assessments,

they will simply assess whether the settings chosen style is adequate in documenting learning and

encouraging continuous development.

A focused observation can use any method of observation from a short ‘snapshot’ based

observation, to a longer ‘narrative observation’ format, or even use photographs or children's art

work/creations.

The key to undertaking a focused observation whether this be with a group of children, or

one to one, is to have an idea of what it is you will be observing, why you are observing this, and

how this will support the child/children and their learning. This could be outcome specific or more

open, you may wish to focus on:

 A specific EYFS outcome

 A key Prime or Specific area of development

 A particular time within the day/daily routine

 How a child adapts to a change to the usual routine

 How a child behaves in a new environment

 Interactions between children

  How a child accesses provisions/ their preferred areas of provision

You can choose any skill or area to focus your attention on, making sure that you have a clear plan

as to how you will carry out the observation, an understanding as to why you are undertaking the

observation, and how you plan to utilise your findings.

Focused observations can prove particularly useful when undertaking baseline assessments,

having key EYFS outcomes and learning areas you would like to observe will help you assess

children's current development making it simpler to plan for next steps in learning.

Focused observations are sometimes used in a group scenario, to observe children's Personal,

Social and Emotional development, or as a way of undertaking multiple observation at one

particular time.

You may find that you can utilise one activity with a group of children to enhance their individual

learning and attainment, the focused activity with a group of children to enhance their individual

learning and attainment, the focused activity may be the same for each child, but you can amend

the EYFS outcomes to ensure they are relevant to every child.

Different Types of Focus Observations

Each child is unique, and they will demonstrate their learning and development in different ways,

as you would adapt your teaching methods to the best suit their learning style, you should also do

the same in regard to your observation style.

Here are some of the well known observation techniques widely used within the Early Years:

Narrative/Long Observations:

These types of observations are longer, and usually last between twenty and thirty minutes. They

will usually be written on a format which enables practitioners to make quick links to the Prime and

Specific areas of learning as well as making links to the Characteristics of Effective Learning.

When making one of these longer observations, the practitioner will have a focus of what they

would like to observe, whether this is a specific skill/s or behaviour during a certain time of the

day.Because of the lengthy nature of these narrative observations, they will probably be carried

out less frequently, meaning that it is important that the practitioner has a clear vision as to what

they would like to achieve from the observation.

Snapshot/Shorter Observations:

This method will likely be the most common observation technique. These types of observations

have many names such as ‘wow moments’ or ‘magic moments’, they are short observations which

are sometimes only a few sentences long. These types of observations are usually more

spontaneous, and practitioners will use their knowledge of their key children to identify skills and

actions that deserve recognition. Practitioners may use this method as a focused observation

where they have engineered a certain activity or play/learning scenario with the aim of observing a

specific skill or action. This is helpful when you don't need to observe a prolonged activity in order

to meet the aim, this type of observation can be more child-led, or you can use ‘teachable

moments’ to extract a certain EYFS outcome within the play.

 Practitioners may use this method as a focused observation where they have engineered a

certain activity or play/learning scenario with the aim of observing a specific skill or action. This is

helpful when you don't need to observe a prolonged activity in order to meet the aim, this type of

observation can be more child-led, or you can use ‘teachable moments’ to extract a certain EYFS

outcome within the play.

Learning Stories:

Learning stories are longer than narrative observations, and are undertaking over a more

prolonged period of time. They build a fuller picture of the child, their interests and their ongoing

ability to develop and thrive. They can be made over the time period a child attends your setting,

from their first session to their final session before they leave for school or transition to KS1.

These types of observations can be made up of focus led observations, which have the

intent of leading to assessment in a certain area or as well as spontaneous observation, which

does not have a direct focus but instead seeks to allow a more child-led approach.

Artwork/Creations:

From mark-making to mathematics, a single piece of artwork created by a child can have

several links to numerous EYFS areas within both the Prime and Specific areas of learning. Not

only do these types of observations mean that you can make informed and evidence-based

assessments, they also make for lovely keepsakes after the child leaves the setting.

You can provide children with carefully chosen tools, materials and adult input to use

creative activities and to help children develop a certain skill or make links to a specific area of

learning.

Photographs:

They say a photo speaks a thousand words, and this is certainly true with EYFS

observations. Photos can be taken quickly to evidence a spontaneous action or skill, or you can

set up a more focused based activity seeking to support and develop a chosen outcome.
These observations can be used during more physical activities to evidence actions which may be

more difficult to summarise in a narrative way. For example, you may create an obstacle course

which seeks to attain focused observations based on different ways of movement, using photos

you can quickly and easily identify physical abilities, linking them directly to the EYFS.

Not only do these types of observations mean that you can make informed and evidence-

based assessments, they also make for lovely keepsakes after the child leaves the setting.

You can provide children with carefully chosen tools, materials and adult input to use creative

activities and to help children develop a certain skill or make links to a specific area of learning.

Photographs:

They say a photo speaks a thousand words, and this is certainly true with EYFS observations.

Photos can be taken quickly to evidence a spontaneous action or skill, or you can set up a more

focused based activity seeking to support and develop a chosen outcome.

These observations can be used during more physical activities to evidence actions which may be

more difficult to summarise in a narrative way. For example, you may create an obstacle course

which seeks to attain focused observations based on different ways of movement, using photos

you can quickly and easily identify physical abilities, linking them directly to the EYFS.
High Quality Focused Observation Checklist

Making quality observations is paramount in being able to successfully assess children’s

development and implement engaging provision and planning.

Here are some points you might want to consider when making a focused observation:

Focused observations should be descriptive, that doesn't necessary mean lengthy (dependent on

which method of observation you are using), but they should record exact actions and the exact

language children have used.

Once you know your key child, you can begin to dig deeper. Although observation should always

be objective, the more you know about your children the easier it is to spy a new or emerging skill,

you might set out with one set of propose focused aims, but be able to identify others too.

An observation should NOT be an interruption, using your practitioner knowledge you should be

able to create an environment which enables your focused observations. It takes children a long

period of time to reach their peak of sustained interest at any given activity, use this to meet the

needs of your focus led observation, rather than lead children to a different resource.

ALWAYS share! It is easy to store observations and assessment away but forget to use this

invaluable information effectively. Sharing your records is key in promoting ongoing development,

painting a holistic picture of the child and ensuring that the collected information is used effectively.

Observations are a journey. Not only will observations depict the child’s journey, they should also

show the adult's role in supporting that journey. Each observation has purpose and meaning, it will
be linked to children’s development files to evidence learning, used to assess ongoing attainment

and be vital in implementing effective planning.

 PHASE 3
ON SITE TASK
Earthquake Drill

Community
Relations Week
2023

REFLECTION
How did I feel before the activity I feel so nervous a little bit of excitement?

After the activity I feel relieved because doing activity makes me happy and I

have seen my students working diligently to complete activities and tasks.

Developing a safe and friendly environment is a key for successful learning for

students.

After the activity I learned that we must pay attention and study hard to earn

success in our life and that we must help and unite each other to become a better

one we shall not be lazy and lack of study we must always have an ear to our

lessons to understand it. Just be yourself that’s you should always put in your mind.

Do not mind all the failures, strive harder. Because without those failure and

discouragement you wouldn’t be here where you are today.

 PHASE 4
FINAL DEMONS-
TRATIONS
ACCOMPLISHING
EXIT FORMS

REFLECTION

Things I am happy about is that Teachers are the model of students. Students listen to

them, follow what they say and sometimes obey them more than their parents. Teachers as

student’s model need to be a paragon of virtues. They have to live what they teach and be a good
example to the students who are following them. They are being looked up by people around them

and the community. So, they have to live in the norms and conducts of a good teacher.

As a teacher, I need to prepare a lesson plan that fits to the learners’ level, needs, interests,

teaching situations, and the teachers understanding of how learners learn best, the time and the

resources available. Lesson planning is very important in the lives of teachers because it helps

them conduct lesson in an orderly fashion and it allows students to know what they are going to

learn and on how it fits into their needs.

After the demonstration lessons, I felt relived, contented and happy. Relieved because “I

made it!” I had overcome my fears. We really need to connect with ourselves, our materials, our

feelings or response about our material, how we would like our students to feel and how we would

like to achieve this connection with their hearts and minds. Contented because I know and I

believed that I made my part since I gave my very best to impart and share ideas to my students. I

motivated my students in enhancing their skills. I really tried my best to make them feel

comfortable when learning. And I truly believed in the students’ capacity to succeed and I am

dedicated to them in achieving their success. Lastly, I felt happy because I also saw the happiness

in the face of my students. I had enjoyed the class. They are all very engaged and they really

participated fully during the classroom activities. “I am happy because my students are happy”

After my demonstration, I realized that teaching isn’t an easy job. It requires our full

dedication, love and compassion on the profession and the learners. Dedicated in a sense that

we, teachers should have the ability to inspire students through approaches, actions, and even

through the lessons and activities that students were engaged. “Teachers cannot teach what they

do not know”. And in teaching, things that should be taught must be good, true and correct.

My students have taught me some invaluable lessons during my practice teaching. The

lessons where there for me to learn and taken together they have helped me think more clearly
about what I want my students to know and do, and who I want them to become. These are the

lessons that made me a better student teacher.

I really enjoyed in my cooperating school because teachers, faculty and staff welcome and

accepted us wholeheartedly, especially to our cooperating teachers. Libungan High School has a

standard education. Most teachers of Libungan High School are truly great and dedicated

teachers, teachers whom I find very inspiring. They are always there to guide and mentor us

student teachers in terms of difficulties. They always give their time, patience, kindness and most

of all their help and support.

This day, I fully realized that I am really meant for teaching profession because of the

unforgettable experiences that I had encountered during the field study courses, especially the

actual teaching experiences. I am thankful to be a teacher. The simplest answer to the question

“Why?” is because I love it. I love it because it helps me to grow as a human being. It has created

meaning in my life, it is a daily realization. It is not easy. It is hard, disappointing, frustrating, and

ultimately, powerful to make a difference in the life of my students.

”Becoming a teacher does not end with know how to do it”.

 PHASE 5

EVALUATION
OF
TEACHING
INTERNSHIP