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STUDENT TEACHING PORTFOLIO

of
In and Off-Campus Internship Experience
at
Dominican College of Tarlac
and
San Roque National High School
______________________(name here)
Bachelor of Secondary Education
with concentration in English
May 2023

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DOMINICAN COLLEGE OF TARLAC, INC.

College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year 2021-2022
STUDENT TEACHING PORTFOLIO

In-Campus and Off-Campus Training Experiences and Activities at
Capas, Tarlac
_____________________________________
In Partial Fulfillment of the
Course Requirements for Intern – Teaching Internship
Presented to:
DR. AUGUSTO R. DELA CRUZ

Teaching Internship Supervisor
DR. MARIA DOLORES V. AMURAO
Dean, College of Education
Presented by:
_____________________________________
BSED ENGLISH 4A
May 2023
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DOMINICAN COLLEGE OF TARLAC

College of Education
Santo Rosario (Poblacion), Capas, Tarlac 2315 Philippines
Second Semester, Academic Year 2021-2022
APPROVAL SHEET
This Practice Teaching Portfolio submitted by

________________ (name here), in partial fulfillment for the
Degree of Bachelor of Secondary Education, with concentration
in English, of the course Intern – Teaching Internship, has been
examined and recommended for acceptance and approval.
Noted by:
DR. AUGUSTO R. DELA CRUZ

Teaching Internship Supervisor
Approved by:
DR. MARIA DOLORES V. AMURAO

Dean, College of Education
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P R E F A C E
Student-teaching provides the opportunity to acquire and increase skills
of; psychomotor, affective and cognitive domains. It enables the student-
teacher to develop values, concepts, skills and knowledge which help them to
interact more intelligently with students, with the teaching and non-teaching
personnel of a school, and the community.
This compilation of report contains the student-teacher’s activities and
experiences in different areas of work in the school where he/she is assigned. It
provides further opportunity for the intern to become and understand the total
setting of the TEACHER-LEARNING PROCESS.
To undergo the pre-service training is not an easy task for student-
teachers. They should meet the required standard within the given training
period. Hence, it is indeed in the in and out campus teaching where he/she will
learn the theories in actual situation. This narrative report is for student-
teachers. It is designed as a guide in their preparation for the teaching
profession.
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ACKNOWLEDGEMENT
First and foremost, I would like to thank God Almighty for giving me the strength, knowledge,
ability and opportunity to undertake this profession and to persevere and complete it satisfactorily.
Without his blessings, this achievement would not have been possible.
In my journey towards this degree, I have found teachers, who do not only educate me but also
teach me the lessons of life. They have given me all the freedom to pursue my goal, and providing their
heartfelt support and guidance at all times and has given me invaluable guidance, inspiration and
suggestions in my quest for knowledge, this journey would not have been possible because of you my
dearest teachers.
To my Teaching Internship Supervisor, Dr. Augusto R. Dela Cruz, and Dr. Maria Dolores V.
Amurao, Dean of the College of Education, for their support and in ensuring that the fire keeps burning
and being there at times when I required motivation and propelling me on the course and also for
assisting me as student teacher, thank you for your endless guidance, encouragement and credible ideas
this have been great contribution for me as a future teacher.
I take pride in acknowledging my cooperating teachers who have been so helpful and cooperative
in giving their support at all times to help me achieve my goal.
My acknowledgement would be incomplete without thanking the biggest source of my strength,

my family who never let things get dull or boring, have all made a tremendous contribution in helping me
reach this stage in my life. I thank them for putting up with me in difficult moments where I felt stumped
and for guiding me on to follow my dream of getting this degree. This would not have been possible
without their unwavering and unselfish love and support given to me at all times.
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D E D I CATI O N
I dedicate this work to God Almighty my creator, my
strong pillar, my source of inspiration wisdom,
knowledge and understanding. He has been the source of
my strength throughout this course. To my family who
has encouraged me all the way and their encouragement
has made sure that I give it all it takes to finish that
which I have started. To my teachers, thank you for
sharing yourself with me. For caring, listening, and
challenging my mind.
Once again thank you. My love for you all can never
be quantified. God bless you.

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TABLE OF CONTENTS
CONTENTS PAGE
Student Teaching Portfolio Sheet . . . . . . . . . . . . . . . . .. . . . . . I

Approval Sheet . . . . . . . . . . . . . . . . .. . . . . . ii
Preface . . . . . . . . . . . . . . . . .. . . . . . iii
Acknowledgement . . . . . . . .. . . . . . . . . . . . . . . iv
Dedication . . . . . . . . . . . . . . . . .. . . . . . v
CHAPTER I - Introduction to Teaching Profession and Philosophies

Introduction . . . . . . . . . . . . . . . . .. . . . . . 1
Personal Educational Philosophy . . . . . . . . . . . . . . . . .. . . . . . 2
Teaching Quotes from the Great Philosophers . . . . . . . . . .. . . . . . . . . . . . . 3
A Teacher’s Prayer . . . . . . . . . . . . . . . . .. . . . . . 4
Intern’s Creed . . . . . . . . . . . . . . . . .. . . . . . 5
Code of Ethics for Professional Teachers . . . . . . . . . . . . . . . . .. . . . . . 6
Ten Commandments for the Teacher . . . . . . . . . . . . . . . . .. . . . . . 10
Teaching- A Treasure ...................... 11
Instructional Competencies of a Good Teacher . . . .. . . . . . . . . . . . . . . . . . . 12
Brief Synopsis of Professional Readings and References . . . . . . . . . . . . . . . . .. . . . . . 13-16
CHAPTER II-A Profile of Dominican College of Tarlac as Cooperating School

DCT Brief History ...................... 17
DCT Vision, Mission Statement .... .................. 18
DCT Objectives ................ ....... .. 19
Core Values ............ ....... 20
DCT Hymn . . .. . . . . . . . . . . . . . . . . . . . 21
Dominican Blessing . . . . . . . .. . . . . . . . . . . . . . . 22
DCT Seal . . . . . . . . .. . . . . . . . . . . . . . . . . 23
Site . . . . .. . . . . . . . . . . . . . . 24
CHAPTER II- B Profile of San Roque National High School

History of SRNHS . . . . . . . .. . . . . . . . . . . . . . . 27-29
Mission and Vision Statement 30
Others
CHAPTER III- The College of Education
DCT Mission and Vision . . . . . . . . .. . . . . . . . . . . . . . .. . . 31
DCT Goal and Objectives . . . .. . . . . . . . . . . . . . . 32
Teacher Education Program .. . . .. . . . . . .. . . . . . . . . . . . . . .. 33
Bachelor of Secondary Education major in English . . . . .. . . .. . . . . . . . . . . . . . . .. . 34
Fundamental Objectives of Education ............. 35
CHAPTER IV – Experiencing the Teaching Learning Process
Lesson Plans ...................... 36
 Parts of Lesson Plans
 Examples of Lesson Plans
Detailed Lesson Plan in English ...................... 37-42
Semi - Detailed Lesson Plan in English ...................... 43-46
Brief Lesson Plan in English ...................... 47-48
Implementation of the Lesson Designing ...................... 49-50
List of Names of Learners

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 VI – Kind
 VI – Gentle 51-54
 VI –Prudent
 V – Generous
CHAPTER V – EVIDENCES OF STUDENT TEACHING IN SCHOOL SETTING
Weekly Diary ...................... 55-58
Pictures ...................... 59-60
Conclusion ...................... 61
Professional Career Development Plan ...................... 62
Curriculum Vitae ...................... 63-65
Rubric for Practice Teaching Portfolio ...................... 66
APPENDICES
A. Weekly Lesson Plans and Rating Sheets
B. Demonstration Teaching Evaluation Sheets
C. Student Teacher Performance Evaluation Sheets
D. Daily Time Record - January to May 2023
E. Certifications

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CHAPTE
R
I
Introduction to Teaching Profession and
Philosophies

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INTRODUCTION
Teaching is a challenging but very rewarding profession, with teachers playing an essential part in
helping children and young people to acquire and develop the knowledge and skills they will need in later
life.
Teachers have a powerful, long-lasting influence on their students. They directly affect how
students learn, what they learn, how much they learn, and the ways in which they interact with one
another and the world around them. Considering the degree of the teacher's influence, it is important to
understand what teachers should do to promote positive results in the lives of students.
I believe knowledge is far more valuable when shared and teaching is significant as it imparts
knowledge to others. My teaching experiences helped me to improve my teaching skills, but also have
encouraged me to pursue a life-long career in teaching. I am eager for a teaching opportunity to share
what I have learned and to inspire those young and fresh minds.
My primary objective as a future teacher is to persuade my students to learn the fundamentals of

the courses, but beyond that, I hope to raise their confidence for critical thinking, develop problem-
solving strategies, improve learning skills, and prepare them to function effectively when encountering
real world challenges. Practically, I perceive teaching and learning as a closed-loop system where
transferring information, evaluating responses, re-adjusting parameters, and obtaining a final output are
all cross-linked and equally important. I encouraged and highly valued my students for independent
thinking as it is the foundation of problem solving.

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MY PERSONAL
EDUCATIONAL PHILOSOPHY
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a
dream of mine for several years. I always knew that teaching would be the career for me, especially when
I began working as a student teacher in the school. I loved working in the school environment; coming in
contact with children everyday made me realize how much I would enjoy teaching a classroom full of
students.
Teachers play such an important role in a child’s life, sometimes being their only source of
encouragement and support. As a teacher, I want to know my students – their personality, learning style,
and academic level, so I can meet their needs and create the best learning for them.
I want to be a constructivist teacher by actively involving students in real situations, focusing on

students’ perceptions and points of view, and most importantly, valuing the process of thought in my
students rather than on the answer or product. I want my classroom to be an active place with many
opportunities for discovery and experimentation, a place where I can be a fellow learner instead of
merely a fact giver.
This allows students to build confidence in their own ability to apply what they have previously
learned to new concepts and promotes self-exploration. I want that, children should always be the first
priority; Children are sponges that absorb everything, and with the right motivation, all students are able
to learn and have the drive to want to learn to better themselves as individuals, and that is what teaching
is all about.
I believe that children learn best and will have less discipline problems when the teacher provides
a classroom where the children feel safe and comfortable, so I will take the time to develop and maintain
a classroom where every child feels welcomed and secure. These will start on the first day of school by
letting the children know it is our classroom and not just my classroom. I will start each class with a
smile on my face and we agree as a team that when you walk through the door of the classroom we will
leave our worries outside. My classroom will be a caring community where everyone works together to
support each other’s growth and learning.

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TEACHING QUOTES FROM THE 2

GREAT PHILOSOPHERS

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A TEACHER’S PRAYER
God grant me wisdom, creativity and love.
With wisdom, I may look to the future
and see the effect that my teaching will
have on these children and thus adapt my
methods to fit the needs of each one.
With creativity, I can prepare new and interesting
projects that can challenge my students and expand
their minds to set higher goals and dream loftier dreams.
With love, I can praise my students for jobs well done
and encourage them to get up and go when they fall.

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INTERN’S CREED
I believe in the nobility and dignity of the teaching profession
and I feel it is an honor and privilege as future member.
I believe that as a future member, it is my duty to prepare to
worthy membership, physically, intellectually, socially, and
emotionally.
I believe too, that what I ever I desire to do and become, with
the Divine assistance and with earnest, honest and effort I can
be a good teacher.
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CODE OF ETHICS FOR

PROFESSIONAL TEACHERS
Preamble
Teachers are duly licensed professionals who possess 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 schoolteachers 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.
Section3.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.
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Section 4. Every teacher shall 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
schools work and accomplishments as well as its needs and problems.
Section 6.Every teacher is intellectual leader in the community and shall welcome the opportunity to
provide such leadership when needed, to extend counseling services 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 possesses 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 descent 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.

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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 who’s 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 the 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
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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 learner’s problems and difficulties.
ARTICLE IX: THE TEACHERS AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself
to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities of the progress or deficiencies of
learners under him seeking parent’s cooperation for the proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
encourage unfair criticism.
ARTICLE X: THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate(legal) income generation,
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.
Section 3.No teacher shall act, directly or indirectly 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 that such shall be in accordance with 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 shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self discipline as the principle of personal
behavior in all relationship with others and in all situation.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being 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 his Code shall be sufficient ground for the imposition
against the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration
and License as professional Teacher, suspension from the practice of the teaching profession, reprimand,
or cancelation of his temporary/special permit under causes specified in Sec.23, Article III or R.A No.
7836, and Rules and Regulations Implementing R.A No. 7836.
ARTICLE XIII: EFFECTIVITY Section 1. This code shall be approved by the Professional
Regulation Commission and shall take effect sixty (60) days following its publication in the official
Gazette or any newspaper of general circulation, whichever is earlier.
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TEN COMMANDMENTS FOR THE

TEACHER
1. Prepare your lesson well; lack of preparations is the unpardonable

din of a teacher.
2.Be present whenever possible; unnecessary absences will not teach
your students to be punctual in their interest in your class.
3. Be on time; negligence and the class will soon absorb indifferences

on the part of the teacher.
4. Be personally interested in each member of your class; calls
members
by their names.
5. Be attentive in physical attention of your classroom before beginning

to the lesson: make necessary adjustment of light, ventilation, and others.
6. Begin and close promptly; do not wait for the latecomers; do not
attend the lesson beyond the time set to end the class.
7. Do not do all the taking; do not make your lesson a lecture.
8. Do not permit arguments in your class; nothing will kiss interest quickly.
9. Realize your serious responsibility; be as serious as possible about
your teaching.
10. Be interested in you class, consider your students, and be in you

teaching.

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TEACHING - A TREASURE
Teaching is a calling
A vision with love
To God I give thanks
For the tasks I’ve at hand
The guidance to them I impart

Came deep from my heart
From sunset to sunrise
Many things still to make
In and out of the school room

I found a habit, appreciation
Attitudes, skills and knowledge
Into their young heart

Then as the years roll and roll
Teaching, the more brightness my soul
This noble mission that I’ve kept
My greatness treasure on earth.
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INSTRUCTIONAL COMPETENCIES OF
A GOOD TEACHER
1. Mastery of the subject matter.
2. Mastery of the methods, strategies, approaches, techniques
and tools of teaching.
3. Mastery of the medium or instruction.
4. Mastery of the lesson planning and organizing
instructional materials and other sources.
5. Mastery of the psychology of learning or educational
psychology.
6. Mastery in the formation of goals and objectives.
7. Mastery of the classroom management including disciple.
8. Mastery of measurement and evaluation.
9. Mastery of the techniques and evaluation.
10. Mastery of the art of questioning.
11. Mastery of the basic of guidance and counseling.
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BRIEF SYNOPSIS OF PROFESSIONAL

READINGS AND REFERENCES
Seven Ways to Help High Schoolers Find Purpose
BY: PATRICK COOK-DEEGAN
Posted: JANUARY 11, 2016
Over the past decade, I have had the chance to ask thousands of teenagers what they think about school.
I’ve found that the vast majority of them generally feel one of two ways: disengaged or incredibly
pressured.
One thing nearly all teens agree on is that most of what high school teaches them is irrelevant to their
lives outside of school or their future careers. One study found that the most common feelings among
high school students are fatigue and boredom. Another study concluded that 65 percent of the jobs that
today’s high school graduates will have in their lifetime do not even exist yet. But we are still teaching
them in the same way that we trained industrial workers a century ago.
I empathize with these students: I graduated from a large, traditional public high school where I
remember feeling painfully bored and tired, and constantly looking at the clock. My intellectual passions
seemed strangely divorced from my time in the classroom. I was good at memorizing facts for 24 hours
and filling out scantron tests, but the work felt meaningless to me.
On top of not developing a love of learning, I was certainly not learning much about life outside of
school. I had few real relationships with my teachers. When it came time to think about college, I felt
very intense pressure to go to a “good school,” but I did not understand why that was so important. My
only “purpose” in going to high school was to get into the “right college”; it was something you had to
get through in order to really start exploring your life in higher education. For less privileged classmates,
high school was just a place to hang out for a few years before going out and getting a job.
So how do we bring engagement, real-world learning, and a sense of meaning into high school
education? Based on my own experience and what I have observed through visiting over 100 high
schools during the past decade and teaching at six very different high schools—including elite private
schools, traditional public schools, low-income charter schools, and a continuation school—I believe that
the answer lies in developing a student’s passion and purpose.
According to research by Kendall Cotton Bronk, a developmental psychologist at Claremont Graduate

University, truly finding one’s purpose requires four key components: dedicated commitment, personal
meaningfulness, goal directedness, and a vision larger than one’s self. These are not skills that typically
get nurtured in American high schools today. Most of the high school experience is oriented around
external achievement, checking off boxes, and short-term goal fulfillment.
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So what would a high school look like that helps students actively seek a sense of purpose? Based upon
my experiences in the classroom—as a student and a teacher—and drawing on years of relevant research,
below I lay out seven guiding principles that I would use in a purpose-learning curricula for high
schoolers.
Prioritize Internal Motivation over External Achievement
In today’s schools, students compete against one another for grades and attention from teachers and
colleges. The ranking system at most high schools sends the message to students that their worth is based
entirely on their grade point average. This reinforces the notion that external achievement is the means to
success and the way to get rewarded.
But this is actually the opposite of what develops a sense of purpose: Students who show a sense of
purpose have a deeply developed intrinsic motivation to achieve a goal or take part in an activity. This
means they are not motivated to achieve something simply because they can, because it is hard, or
because they get rewarded or recognized for it. Rather, they do it because they have a deep internal
interest in pursuing it—and derive pleasure from the process.
It is true that students need to be able to develop their skills and strengths in high school. But they also
need to be able to find out what they love to do and what the world actually needs—and, quite often,
students won’t receive external rewards when exploring these questions.
Foster Collaboration
Consider how different high school would feel if students were working in collaboration with their peers
instead of competing against them all the time? What if high school grading was based on how well you
worked with other people and how well you mentored and advised your peers? This would much more
accurately mimic most workplaces, where teamwork and collaboration are some of the main skills
desired by today’s employers.
Part of developing a sense of purpose is having a vision bigger than one’s self. If you are only worried
about yourself and your own advancement throughout high school—a mindset reinforced by today’s
system—you’ll be trained to care only about yourself. By working in teams, our young people can start to
develop the skills and mindsets that are essential both to thriving in today’s workforce and to leading a
life that feels meaningful.
See Teachers as Mentors and Coaches
What adult influenced you the most in high school? If you’re like most people, you’ll remember one of
your mentors, coaches, or teachers who took a real interest in your well-being. People rarely mention
someone who helped them cram things into their brain the most or taught them things they were not
interested in.
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On the other side of the equation, if you talk to most, high school teachers about what motivated them to
become an educator, you will usually find it was about developing relationships. Choosing to teach or
lead a school is not simply delivering content, but about helping young people find their way in the
world.
However, high school now is dominated by content delivery, leaving little room for teachers to develop
meaningful relationships with students inside the classroom. At a high school I went to the other day, one
of the students said that he had no meaningful relationships with any adults at the school.
If you look at the research on those who have found their purpose, they often had at least three “Spark
Coaches”—people who took an interest in their passions inside and outside of school. The Search
Institute has documented the power of adult, non-parental mentors and role models in the lives of
students. We need to create structures and cultures that allow students to develop these kinds of
meaningful, mentoring relationships with teachers. And we need to make sure that teachers get trained as
“spark coaches” to help their students find their passions and purposes.
Take Students out into the World
According to Bronk, students often start to develop a sense of purpose during “purpose seeking”
opportunities—opportunities to push their comfort zones and explore. These opportunities have at least
one of three active ingredients: an important life event, serving others in a meaningful way, or changes in
life circumstances.
This is why taking students outside the classroom can be hugely transformative for them, whether it’s a
trip to a new place, a tough wilderness trip, or working on something important to them in their
community—not doing it because they “have to” or simply for college admissions, but because they
actually care about it.
However, nearly all of high school currently takes place in a classroom. We need to expand the classroom
out to the real world and actively include more purpose-seeking opportunities. Then we can bring those
experiences back into the classroom, synthesize them with peers and teachers, and connect these
activities directly to classroom material, making it relevant and engaging.
Learning from Failure
Our current model of high school rewards perfection and discourages risk taking. Students who are
aiming for elite schools take the most number of classes where they can get the best grades and boost
their GPAs. At some high schools, getting a single B can take them out of the running for prestigious
colleges or awards at their school. Less academic students are shamed by getting bad grades. In other
words, students are either rewarded for being perfectionists or shamed for failing.
But failure is how we learn. Paul Tough documents this well—how learning to fail builds up critical life
skills. It is hard to think of a political leader or anyone who ever accomplished anything important who
did not fail along the way—in fact, failure was often a catalyst for their eventual success. Learning how
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to persevere is often the most important part of this process. But we do not give students the opportunity
to fail without serious consequences. So when they get out into the real world they cannot deal with
failure.
Value Students’ Inner Lives
Our traditional high school system completely neglects the inner lives of students. Often the most
extensive part of the high school curriculum that touches on the inner lives of students is a semester-long
health class (which is almost never taken seriously by high school students—just ask one). But by failing
to nurture their internal lives, we risk knocking students from a path to purpose.
There is something deeply spiritual about developing a sense of purpose. And it is no surprise that new
research shows that teenagers with a greater sense of spirituality report higher levels of purpose and
meaning. But our high schools do little to nurture this type of personal growth, and as a result we are
creating a whole new generation of students who look great on the outside and hollow on the inside.
Former dean of freshman at Stanford University, Julie Lythcott-Haims, says this about a new generation
of students: “Hell-bent on removing all risks of life and on catapulting them into the college with the
right brand name, we’ve robbed our kids of the chance to construct and know their own selves.”
To have a sense of purpose, it is essential that you know yourself: what you want from your life—not
what others want for you, or what is expected of you—but what actually makes you come alive. If we
deny our students the chance to really explore who they are, they lose out on their chance for
purposefulness.
Start with the Why
We need to bring a sense of what I call “whyness” back into education. Many high school students work
hard, but they have no idea why. Or they do not work hard at all because they see no real-world benefit
from it.
First and foremost, students need to be clear why they are learning what they are learning. If they do not
understand why, schoolwork will either be boring or meaningless to them, causing tons of worry and
stress. They will be doing it simply to advance through the next hoop—high school graduation or college
admission—not for its own inherent value.
I am not saying that a purpose-based curricula should “take it easy” on students or not teach them how to
work hard. Everyone I know who has a sense of purpose works very hard. But most importantly, they
know why they are working hard. They have a vision for the world, understand how their work moves
them closer to realizing that vision, and believe that their work is aligned with their deeply held values.
When you are working from a value-aligned, purposeful place, hard work does not seem so hard. In fact,
it seems natural and often puts you in a state of “flow,” meaning that you feel fully immersed in an
activity, giving it all of your attention and deriving enjoyment from the process.
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CHAPTE
R
II
Profile of Dominican College

of Tarlac as Cooperating School
SEE HANDBOOK 2022

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DCT PROFILE
Dominican College of Tarlac, a proud institution of learning, owes its existence to the faith
and vision of the late Fr. Mariano M. Sablay, Parish Priest of San Nicolas de Tolentino of Capas,
Tarlac in 1946.
As a response to the growing demand for secondary education right in the heart of Capas,
San Nicolas Academy was established on February 14, 1947. Only 35 students enrolled for the
first and second year classes which were conducted at the old convent of the Parish Church.
The first commencement exercises was held in March 1950 with 14 successful graduates.
In 1960, the Dominican Sisters took over the administration of the institution with Sr. Rosalina
Mirabueno, O.P. as Principal. The completion of the main building brought about the enrolment of
more students which eventually lead to expansion of its facilities.
In 1967, SNA was renamed Dominican School- in honor of St. Dominic, founder of the
Order of Preachers. Through the years, religious Sisters took turns in serving as principal, to wit:
Sr. Ma. Rosalina Mirabueno, Sr. Ines Fider, Sr. Irene Lapus, Sr. Ma. Magdalena Olfato, Sr.
Catalina Saligumba, Sr. Carmen Tiamzon, Sr. Loreto Penuliar, Sr. Catherine Cachero, Sr. Caridad
Bayani, and Sr. Marisor Fabros at present.
March of 1973 was the last commencement exercises under the Religious Missionaries of
St. Dominic. From then on, the new congregation of Daughters of St. Dominic took over the reign
of the school his time under a diocesan congregation with Bishop Jesus J. Sison at the helm.
The year 1980 marked a milestone in its history when Bishop Jesus Sison with Sr. Carmen
Tiamzon, principal of DS then, envisioned that the school could be of better service to the
community of Capas and neighboring towns if it could offer tertiary education.
What started as simple typing classes, the “mustard seed” grew slowly into college
department that boasts of courses like Computer Secretarial, Bachelor of Arts, Bachelor of
Elementary Education, and Bachelor Secondary Education. Government recognition was given to
the above-mentioned courses in 1985, 1997 and 1999 respectively. In 2005 and 2006, DCT has
been given accreditation by TESDA to open course programs such as Hotel and Restaurant
Management Practical Nursing, and Contact Center Training which made the enrolment in college
bullish and competitive.
To gain recognition from the Commission of Higher Education is not smooth sailing. The
college took a higher dimension through the efforts of Mrs. Remedios Briones, Dean of the
College Department, and Sr. Caridad Bayani to whom DCT owes a great part of its present status.
The school has come a long way in its continuous and unwavering quest of excellence.
From a humble beginnings of 35 students when the institution was established as San Nicolas
Academy, the students have grown to over 2000 to date, backed up by a faculty, administration
Downloaded by Princess Sheila Mari Rebullar (rebullar.psml@gmail.com) 17

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and support staff of more than one hundred under its new name Dominican College of Tarlac
(since April 20, 1999). In fact, it is most worthy to note that DCT has been given an “ABOVE
STANDARD” rating by the Department of Education and Fund for Assistance to Private
Education (FAPE).
DCT VISION – MISSION STATEMENT
VISION
A God-loving educational community of servant leaders with

passion for the truth and compassion for humanity.
MISSION
We commit ourselves to the total formation of the person;

promotion of truth and transformation of values for the service of
humanity.
GOALS
We aim to provide transformative education that is responsive to

the development of wisdom, social responsibility, and as responsible
Christian Witness in accordance with the Gospel Values to become a
productive member of the society.

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18
DCT OBJECTIVES
This college of Dominican charism is established as an institution of learning
that provides integral service to the youth who are to be formed specifically
according to the essential aspects of learning.
Wisdom
Cognitive- to possess knowledge & skills for social communication
Affective- to demonstrate sensitive awareness of one’s role in social building
Psychomotor- to positively engage oneself in relevant social issues
Social Responsibility
Cognitive- inculcate awareness of Filipino Christian values
Affective- to show appreciation of our Christian dignity as stewards of God’s

creation
Psychomotor- to promote moral commitment to ecological balance
Christian Witness
Cognitive- Acquire understanding of scriptural teachings.

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Affective- Manifest love for the scripture

Psychomotor- Practice scriptural truths in every aspect of life
CORE VALUES 19
FIDES
PATRIA
SAPIENTA
GRADUATE ATTRIBUTES
A Dominakano is
1. Christ-centered
2. Effective Communicator
3. Multidisciplinary Innovator
4. Critical and Creative Thinker
5. Globally Competent
6. Socio-Cultural Oriented
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7. Collaborative Lifelong Learner

8. Research Oriented
DCT HYMN 20
Called and chosen to take the path

Where you lead us to reach the heights
Knowledge, wisdom and passion for truth
Molding us to greatness
With the spirit of Saint Dominic

and all the skills to enable us
you feed our minds, our hearts, our souls
so that we may all succeed

it is our honor and our pride
great it is to belong
to your family
We now raise our voices

one in our desire
to be loyal to be true
to your great name

it is our honor and our pride
great it is to belong
to your family

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We now raise our voices

one in our desire
to be loyal to be true
to your great name
21
DOMINICAN BLESSING
May God the Father bless us;

May God the Son heal us;
May the Holy Spirit enlighten us;
And give us eyes to see with;
And ears to hear with;
Hands to do the work of God with;
Feet to walk with;
And mouth to spread the word of salvation
with.
And the angel of peace to watch over us and
Lead us at last by our Lord’s
Gift to the kingdom…
Amen.

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22
THE DCT SEAL
The school logo, by itself, attests to the identity of the Dominican College
of Tarlac – the character it manifests in the socio-cultural and psycho-spiritual
awareness of the people invariably connected with it.
Reflective of the school’s vision, the logo emphasizes three virtues that are
foremost in the conscious and deliberate formation of the person: FIDES, PATRIA,
SAPIENTA. Translated as “Faith in God”, “Love for Country and Fellowmen”,
“wisdom”, respectively, these three are presented vis-à-vis with the star of St.
Dominic and the cross/shield of the Dominican Order. As the logo suggest, spirit
animates the kind of education this institution offers – “with passion for truth and
compassion for humanity”, and atmosphere resplendent of light in darkness and
service in humanity.

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The logo embodies this institution’s unwavering commitment to the holistic
formation of the person’s manifestation of a true educated man in the Dominican
way.
23
BRIEF DESCRIPTION SITE OF
PRACTICE TEACHING
Front ViewDOMINICAN
of Dominican College of Tarlac
COLLEGE OF TARLAC
ELEMENTARY DEPARTMENT
Dominican College of Tarlac is one of the premier Catholic Education institutions not only in the entire
province of Tarlac but also in the region and nation. My Alma matter provides complete levels of
education from Pre- Elementary, Elementary, Junior and Senior High School and Tertiary Education. The
Elementary Department of DCT has two categories: the Nursery 1, Kindergarten 1 and Kindergarten 2
are classified as Pre-Elementary category in and for Grades One to Six are classified as Grade School
category. Therefore, it has four sections for Pre-School (1 section for Nursery 1 and Kindergarten 1 and
two sections for Kindergarten 2) and 18 sections in Grade School (three sections in each grade level).
Therefore, this department has 22 sections that accommodate its pupils.
The Saint Lorenzo Ruiz Bldg. is the main school building for the Elementary Department of DCT.
Aside from the classrooms which are air conditioned and has audio-visual equipment, this department has
facilities and specialty rooms for their some subjects like the Grade School Library, Music Room,
General Science Laboratory, Speech Laboratory, and Computer Laboratory.
Aerial View of Dominican College of Tarlac

Source: Google Maps
.
Saint Lorenzo Ruiz Building Directory

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Facilities and Specialty Rooms

25
GRADE SCHOOL LIBRARY
GRADE SCHOOL COMPUTER LABORATORY
GRADE SCHOOL SPEECH LABORATORY

26

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CHAPTER
II
B. Profile of SRNHS as
Cooperating School

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HISTORY OF SAN ROQUE

NATIONAL HIGH SCHOOL

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STAGE AND COVERED COURT
CLINIC

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EXTENSIVE READING CENTER 28
HOME ECONOMICS BLDG

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SRNHS MISSION-VISSION STATEMENT29
CORE VALUES
MAKADIYOS
MAKATAO
MAKAKALIKASAN
MAKABANSA
30

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CHAPTER
III
DCT - College of Education

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DCT COLLEGE OF EDUCATION

VISION – MISSION STATEMENT
VISION
The College of Education envisions itself as a center for creatively
established teacher education programs contributing its full share to
the development of Christian Filipino educators as exemplars of
academic excellence and outstanding educational leadership.
MISSION
The College of Education commits itself to:
1. Provide quality instruction through an updated academic

program delivered by highly competent and dedicated
faculty;
2. Establish linkages with other colleges and universities to

ensure that the curricula are responsive to the challenges of
time and are meeting the demands of the society; and,
3. Engage in community extension activities to help the

administrators, faculty and students fulfil their duties as
members of a Christian community.
31

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DCT COLLEGE OF EDUCATION

GOAL AND OBJECTIVES
GOAL
The College of Education aims to produce globally competitive
elementary and secondary teachers who are imbued with love for
lifelong learning; active in the pursuing higher levels of professional
competence; committed to improve learner's quality of life; and
dedicated to promote a Christian community.
OBJECTIVES
1. To develop the College of Education as a center of Excellence
for Teacher Education;
2. To provide a foundation of knowledge, skills, habits, attitudes,

and ideals necessary to become efficient mentors of learning;
3. To continue offering programs in the development of graduates

as future educators;
4. To prepare individuals to be responsive to the social, economic,

moral and political development of the country; and
5. To help students exemplify the qualities of responsible,

competent, compassionate and committed graduates as
bequeathed by DCT.
32
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TEACHER EDUCATION PROGRAM

OUTCOMES
Teacher education graduates should be able to:
1. articulate the relationship of education to larger historical, social,

cultural and political processes
2. facilitate learning using a wide range of teaching methodologies
in various types of environment
3. develop alternative teaching approaches for diverse learners
4. apply skills in curriculum development, lesson planning,
materials development, instructional delivery and educational
research and assessment.
BACHELOR OF SECONDARY
33
EDUCATION major in ENGLISH

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( CMO No. 74,s, 2017 )
Program Outcomes: (See Handbook)
BSED graduates should be able to:
FUNDAMENTAL OBJECTIVES OF
EDUCATION 34

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1. To inculcate moral and spiritual values inspires by an abiding

faith on God.
2. To develop an enlightened, patriotic, useful and upright citizenry

in a democratic society.
3. To instill the habit of industry and thrift and to prepare the

individual to contribute to the economics’ development and wise
conservation of the nation’s natural resources.
4. To maintain family solidarity, to improve community life and to

perpetuate all that is desirable in our national heritage and to
serve the cause for world peace.
5. To improve the sciences, arts and letters for the enrichment of

life and the recognition of the dignity of the human person.
35

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CHAPTER
IV
Experiencing the Teaching-

Learning Process
LESSON PLAN

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A lesson plan is a teacher's detailed description of the course of instruction for an individual
lesson. It is an outline of the organization of today’s lesson. It is the teacher’s plan for the day’s work
activity. Lesson Plan is software for teachers to track the lesson plans for their classes.
Parts of a Lesson Plan
1. Objective
2. Subject Matter
3. Procedure
4. Evaluation
5. Assignment
Kinds of Lesson Plan

1. Detailed Lesson Plan
A kind of lesson plan wherein the teacher’s as well as the student’s activity is to found.
The pupil’s response as well as the teachers motivating questions is stated.
2. Semi Detailed Lesson Plan
A lesson plan with more on the teacher’s activity.
3. Brief Lesson Plan
Is just an outline planned for the day’s lesson. There is no teacher and students’ activity to
be found.
A DETAILED LESSON PLAN IN ENGLISH 1 36

I. Objectives
A. Recognize describing words for nouns as to their (colors, sizes, number, shapes, character traits and
etc.)
B. Talk about some important details from the story heard.

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C. Describe objects, people, places and animals according to color, size, taste, shapes, attitudes or
feelings, etc.)
D. Show attentiveness through listening and active participation.
Values Integration: Being kind and humble to others.
II. Subject Matter
A. Topic: Describing words

B. Reference: Curriculum Guide in English 1 (pp.) 227-229
C. Materials: Pictures of trees, slide presentation, big book, rolling wheel, box that contains things and
pictures
III. Procedure
Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
1. Prayer
Let us pray The children are praying
2. Greetings Good morning, Teacher. Good morning Classmates,

Good morning children! Good morning visitors. It’s nice to see you today.
3. Checking of Attendance
Before we start, let me know if we have
absentees today?
Nobody’s absent today, Teacher.
________, can you please tell me who are
the absentees today?
1, 2, 3, Hooray!
That’s great. Give yourself, a hooray clap.
4. Review
I want to know if your still remember our
yesterday’s lesson.
Yes, teacher.
I will show some objects/picture, describe
each .Are you ready?
What is the color of the pencil?

( a real pencil ) The pencil is color yellow
Very good!
In this picture what can you say about the children’s

feeling while dancing? The children are happy.
Very Good! 37
The orange is round.
What is the shape of the orange?
(Concrete object of orange)

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The taste are sweet. Some are sour .

Correct!
What is the taste of real grapes you’ve taste?
Very Good! Yes, Teacher.
B. Motivation
Have you seen Trees?
What are the trees that you know?
Let’s us identify the different pictures of trees. Mango tree
Very Good!
Coconut tree
Very good!
Acacia tree
Very Good!
C. Developmental Activities
a. Presentation
All right it seems that you still remember our
past lessons. We will have today another
category of describing words. But before that, I have
a story to tell you, it’s about the two trees. Do you
like that?
But before we start our story, there are some difficult

words that you might unfamiliar. So we will unlock
them first to understand them
(Unlocking of difficulties through pictures clues and

action.)
boastful
generous
fig tree
shade
38
woodcutter
Bee-hive

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Now that you are now familiar with these words.

Let’s start. So sit properly and listen carefully.
“The Boastful Tree”

Once upon a time, there stood two trees
right in the center of a forest. One was a Fig
tree, and the other was a Mango tree.
The mango tree is kind he happily welcomed
all the birds and sang with them. He is
generous he offers his shade to passersby to
rest. but the Fig tree was not generous at all,
he always cared too much about his looks, he
was too proud of being taller, and greener
than the mango tree, he never let any birds
rest on him, and dropped dry leaves on
anyone who would try to sit under his shade.
One day a swarm of honey bees entered the

forest; the queen-bee saw the fig tree and
was very impressed! Oh! This tree is big and
strong! This would be perfect for our house;
we can build our hive here! But the fig tree
said I don’t want your sticky honey all over
my branches, and you will keep buzzing all
day! And the Mango tree said, Fig they are
honey bees! Honey bees are important to
nature! They would always need trees to
build their bee-hive! But the Fig tree will get
angry Argh! and said they only destroying my
branches. If you care about nature, You let
these bees build a BEE-hive on you! The
mango tree was very hurt by the Fig tree’s
words. But he choose not to react, he called
out to the swarm of bees and asked them to
build a hive on his branches instead. The
Bees built their hive on the Mango tree and
lived there peacefully.
A few weeks later, two woodcutters came to
the forest. They needed wood to build
houses, they saw the mango tree and
decided to cut it down, they found it perfect
for their work, but one of them noticed
something. Wait! What’s that? It’s a bee-
hive! The honey bees will sting us if we cut
this tree. Oh yes! Let’s find another mango
tree. The woodcutters went ahead and saw
the Fig tree. They loved how tall the tree
was. Let’s start at the lowest part of its bark.
And so, the woodcutters began to cut the fig
tree. The fig tree begun to cry! He didn’t
want to leave the forest! The mango tree
was seen all of this and called out honey
bees. Hey bees! Fig is in trouble we have to
help him!
He only cares about himself. He is always
39
angry at everything in the forest. Why should
we help him! But later they agreed to help
him because of mango tree. And then all the
bees came out of the hive and flew to the
woodcutters, they began to buzz near their

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ears and in front of their eyes! After that the

woodcutters were gone, the fig tree was very
embarrassed of his behavior because he
realize that he is wrong the Fig tree ask for
forgiveness to Bees and to Mango tree.
From that day the fig tree learned his lesson
and become generous and kind to everyone.
Mango tree, Fig tree,honey-bees,woodcutters
There are two trees
The Mango tree and Fig tree
b. Comprehension Check-up
1. Who are the characters in the story? Mango Tree- generous, kind, humble
2. How many trees up stood in the center of Fig Tree- boastful , proud, big, strong
the forest? What are they?
2. What can you say about the Mango tree?

How about the Fig tree?
Be helpful to others.
(Teacher while soliciting answers from the
Be friendly.
pupils will write on the board the
describing words that the pupils give )
3. What lesson can we learn from the story?
Take a look of your answers they are also

called adjectives.
Adjectives are called describing
words. they also describe the character traits and
Adjectives are called describing
feelings of nouns
words. in our past lessons we describe the colors ,
sizes, odor ,tastes , shapes of nouns or naming
words. Today from our story read they also describe
(Answers may vary)
the character traits and feelings of nouns.
Again will you read what is adjectives?
Will you give other examples of character traits aside

from the given?
Activity 1
I have the two trees with me. The Mango The pupils will put the correct describing words to
and the Fig Tree. each tree.
In the story, the trees were described

according to their traits.
I want you to put the describing words to the

fruit that describes each tree.
40

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Kind Boastful
Generous Selfish
Humble Proud
Honest Silly
Activity 2: “The Mystery Box”
I have here, my “MYSTERIOUS BOX”. It has

different things inside. I will call somebody
from the class then get one object from it.
You’ll going to give or describe whatever
object you’ve got as according to the
category given.
Are you feeling excited?
Describe the following

1. Chocolate –(taste)
2. Plate - (shape) Yes, Yes, Yo!
3. Cotton –( Color) “Adjectives are describing words.
4. ping pong balls ( number) Describing words are adjectives”
5. face ( feeling ) Break it down!
Adjectives describe the sizes, shapes, color, numbers,

taste, character traits and feelings of nouns
D. GENERALIZATION
(Rapping type)
What do call describing words?
What do adjectives describe?
E. Application
Activity 3: The Describing Wheel
The clock is circle. /The clock is round. 41
I have a color wheel. I call it “The Describing
Wheel” The apple is red.
Here’s the task. You’ll going to spin the
wheel. We’ll see what color the arrow will The building is high.
point out. It will reveal what’s inside of each
colored paper. And finally, all you have to do The sampaguita is fragrant.
is to describe what you will see.

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The child/girl is happy.

Are you ready? Okay, Let’s start with_____.
A. Describe the clock according to its

shape.
B. Describe the apple according to its
color.
C. Describe the building according to its
size.
D. Describe the flower/sampaguita
according to its odor.
E. Describe the child according to her feelings

or emotion
IV. EVALUATION
A. Circle the letter of the correct answer.

1. Who is good in the Story?
a, Mango tree
b, Fig tree
C. Apple tree
2. Where is the two trees planted?

a, end of the garden
b, beside the garden
c. center of the garden
3. What help the fig tree against the

woodcutter?
a, the ants
b, the bees
c, the dogs
B. Underline the adjectives in the following

sentence.
1. The mango tree is kind.
2. The fig tree is selfish.
3. The bees are small.
V. ASSIGNMENT
Draw the two trees from the story read and

write describing words (attitudes) under
each drawing.

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BANGHAY ARALIN SA FILIPINO VI 42

(Semi-Detailed Lesson Plan)
I. Mga Layunin
A. Natutukoy ang Pang-abay na Pamaraan sa pangungusap.
B. Nakagagawa ng pangungusap na may Pang-abay na Pamaraan gamit ang mga salita at larawan.
C. Nagagamit ang Pang –abay na Pamaraan sa pangungusap.
II. Paksang Aralin

A. Paksa: Pang-abay na Pamaraan
B. Sanggunian: https://prezi.com/nyxvqu5w0cdt/banghay-aralin-sa-filipino.
C. Kagamitan: (Power Point Presentation, mga larawan )
D. Pagpapahalaga: Kooperasyon
III. Pamamaraan
A. Panimulang Gawain
1. Panalangin
2. Pagbati
3. Pagsusuri sa pagdalo
4. Balik Aral
Magtanong tungkol sa nakaraang aralin, tungkol sa Pang-abay na Pamanahon.
Magpapakita ng mga pangungusap at kanilang tutukuyin kung ano ang Pang-abay na Pamanahon sa
pangungusap.
1. Araw- araw siyang nakikinig sa radyo.
2. Aalis mamaya ang bus papuntang bicol.
3. Manunuod kami ng sine sa darating na linggo.
4. Darating na mayamaya ang mga bata mula sa paaralan.
5. Binibisita nila ang kanilang lola at lolo buwan-buwan.
B. Panlinang na Gawain
1. Pangganyak
Gamit ang mga pirasong mga salita kanilang bubuuin ang salitang Pang-abay na Pamaraan.
2. Paglalahad
Ngayon naman tayo ay tutungo sa isa pang, uri ng Pang-abay ito ay ang Pang-abay na Pamaraan.
3. Pagtatalakay ng Paksa

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Ipapakita kung ano ang kahulugan ng Pang-abay na Pamaraan at kanila itong babasahin ng sabay-sabay.
Pang-abay na Pamaraan- naglalarawan kung paano naganap, nagaganap o magaganap ang kilos na
ipinahahayag ng pandiwa. ginagamitan din ito ng mga pananda :
Halimbawa:
nang
• Bumasa nang malakas ang munting bata. 43
Paano bumasa ang munting bata? (malakas)
• Naglakad nang mabilis ang magkaibigan.
Paano naglakad ang magkaibigan? (mabilis)
na/ng
• Pagalit na umalis ang matandang babae.
Pano umalis ang matandang babae? (pagalit)
• Kumanta siya na nakapikit.
Paano siya kumanta? (nakapikit)
• Dahan-dahang naglakad si Angie sa silid-aralan.
Paano naglakad si Angie sa silid-aralan? (Dahan-dahan/Dahan-dahang)
• Maagang pumasak si Noel sa kanyang trabaho.
Paano pumasok si Noel sa kanyang trabaho? (Maaga/Maagang)
4. Paglalapat
Sa tulong ng salita at ng larawan gumawa ng pangungusap na may pariralang Pang-abay na Pamaraan.
1. umiiyak
2. tahimik
3. maingat
4. mabagal

lOMoARcPSD|31834954
5. buong husay
5. Paglalahat
Ano ang Pang-Abay na Pamaraan?
naglalarawan kung paano naganap, nagaganap o magaganap ang kilos na ipinahahayag ng pandiwa.
Ginagamitan din ito ng pananda tulad ng nang, na at ng.
IV. Pagtataya
Salungguhitan ang Pang-abay na Pamaraan sa bawat pangungusap.
Bilugan ang pandiwa na inilalarawan ng pang-abay na ito.
1. Matiyagang pinapaputi niya ang mga uniporme ng kanyang mga anak.
2. Masarap magluto ng tapsilog si Ate Lorna.
3. Naglakad nang matulin ang magkapatid.
4. Dali-daling tumakbo si Alicia sa kanyang inay.
5. Niyakap ni Aling Dina nang mahigpit si Alicia.
6. Ang mag-anak ko ay tahimik na namumuhay sa probinsiya.
7. Masayang nakipagkuwentuhan si Lolo Pedring sa kanyang mga apo.
8. Sinagot nang mabilis ni Jessie ang bugtong ng guro.
9. Dalus-dalos nilang ibinaba ang mga kahon mula sa trak.
10. Taimtim na nanalangin ang mga tao.
11. Marahang pumunta ako sa kusina.
12. Ang dyanitor ay nagmamadaling umakyat ng hagdan.
13. Masigasig nilang ibinalot ang mga pagkain para sa mga
nasalanta.
14. Sumagot nang pasigaw ang tsuper ng dyip.
15. Ang mga liham na iyan ay binasa niya nang palihim.
V. Takdang Aralin
Isulat sa paklang ang Pang-abay na Pamaraan na bubuo sa pangungusap. Pumili ng sagot sa loob ng
kahon.
Masarap
malalim malakas
mahinahon napakahalaga
matagumpay
45
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1. magluto ng sinigang si Ate Rosita.

2. Siya ay nag-isip nang bago siya sumagot.
3. Kinausap niya nang ang makulit na bata.
4. Ang hangin ay umihip nang sa karagatan.
5. Ang operasyon ay na isinagawa
46
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BANGHAY ARALIN SA FILIPINO V
(Brief Lesson Plan)
I. Mga Layunin
A. Natutukoy ang mga sumusunod na pang-uri kung ito ay payak, maylapi, inuulit o tambalan.
B. Nauuri ang mga salita ayon sa kayarian ng pang-uri.
C. Nasasabi ang ibat-ibang kayarian ng pang-uri sa pangungusap.
II. Paksang Aralin
A. Paksa: Apat na kayarian ng Pang-uri
B. Sanggunian: https://philnews.ph/2018/12/19/pang-uri-apat-4-kayarian-pang-uri-halimbawa
C. Kagamitan: Power Point Presentation
D. Pagpapahalaga: Kooperasyon
III. Pamamaraan
A. Panimulang Gawain
1. Panalangin
2. Pagbati
3. Pagsusuri sa pagdalo
4. Balik Aral
Magtanong tungkol sa nakaraang aralin, tungkol sa kahulugan ng pang-uri.
B. Panlinang na Gawain
1. Pangganyak
Ayusin ang mga letra upang mabuo ang salitang Payak, tambalan, inuulit at tambalan.
• KAYAP
• BATAMLAN
• LITUUIN
• MYAPALI
2. Paglalahad
Ngayon naman ay ating pag –aaralin ang Apat ng kayarian ng pang-uri.
Ito ay ang payak, maylapi, inuulit, at tambalan.
3. Pagtatalakay ng Paksa
Payak na pang-uri

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Pang-uring maylapi
Pang-uring Inuulit 47
Pang-uring tambalan
4. Paglalapat
Tukuyin kung ang sumusunod na pang-uri ay payak, maylapi, inuulit, o tambalan
1. Putlang-putla ang mukha ni Winnie nang Makita ang malaking ahas.
2. Maganda si Anna.
3. Hindi mahilig kumain kaya payat siya.
4. Balat-sibuyas si macy kaya laging naiinis sa panunukso ng mga kaibigan.
5. Pinakamatangkad si Schelar sa klase.
6. Araw-araw siyang pumunta sa paaralan.
7. Gutom na umalis sa bahay si lorna.
8. Magalang na nakiusap si ben sa mga bisita.
9. Pantay-pantay ang karapatan ng bawat isa.
10. Bigay-todo niyang binirit ang kanta.
5. Paglalahat
Ano-ano ang kayarian ng pang uri?
(Ibibigay ang apat na kayarian ng pang-uri
IV. Pagtataya
Isulat ang bawat salita sa ilalim ng tamang kayarian nito.
Maylapi inuulit tambalan
V. Takdang Aralin
Gumawa ng dalawang pangungusap na may kayarian ng pang-uri.
Payak(2)
Maylapi(2)
Inuulit(2)
Tambalan(2)
48
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Implementation of the Final Demonstration at Dominican

College of Tarlac
49

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Implementation of the Final Demonstration at

SRNHS
50
LIST OF NAMES OF LEARNERS

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GRADE 1- ROSAL
School Year: 2018 – 2019
Name of Pupils
MALE FEMALE
1. Alfaro, Micah C. 1. Allado, Nicole Paula P.
2. Cancellar, Jericho B. 2. Bautista, Danica Grace M.
3. Enriquiz, Owen Prix B. 3. Bognot, Marian M.
4. Laxamana, Raimo L. 4. Cadiang, Daniella L.
5. Laza, Mark Eldolf C. 5. Cagampan. Nathaniel Eurish D.
6. Manalese, Prince Albert B. 6. Calma, Sophia Alexa U.
7. Manuel, James Ttrone 7. Cajuguiran, Elijah C.
8. Mapilot, Franz Gabriel S 8. Cajuguiran, Jillian M.
9. Mejia, Jim Ian 9. Castro, Princess Alexandria Q.
10. Pangilinan, Alber gene C. 10 Lacson, Rovi G.
.
11. Paningbatan, Xyver Nathan R. 11. Mejia, Krizza S.
12. Pasion, Luis Miguel R. 12 Perez, Princess M.
.
13. Salunga, Edzel L. 13 Pineda, Princess Madilyn M.
.
14. Sosa, Gerby M. 14 Salazar, Shane Lohan
.
15. Villanueva, Nikolai L. 15 Santos, Kylie
.
Boys: 15
Girls: 15
_____
Total: 30
Mrs. Gloria L. Agaceta
Class Adviser
51

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CHAPTE
R
V
Evidences of Student Teaching

in School Setting

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MY DIARY
November 21, 2018-November 23, 2018
This is it, the first week of our deployment at Angelina Dizon Jimenez Elementary School, I felt excited
and quite nervous on that day, because ADJES is my Alma mater and some of my teachers before are still
there, but my nervousness was removed when i met our cooperating teachers, my teacher back when I
was in grade 6. She is now teaching in Grade 1. I felt comfortable with her because, she knows me, and I
also know her.
She introduced me to her pupils and she mentioned that I am her student before, and she gave me a time
to talk to them. The next day, I’ve observed my Cooperating Teacher on how she teach and introduces her
lesson to her pupils. so I can get some techniques and methods in delivering the lessons. I started to
memorize their names and faces so I will be familiarize with them.
Reflection:
Teaching for me is a great way to keep learning, and teaching is a work of heart.

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58
PICTURES

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CONCLUSION 60
In the past five months of in and off campus training at the elementary department
of Angelina Dizon Elementary School and Dominican College of Tarlac. I have really
enjoyed my student teaching experience despite of all hardships and challenges.
I realized that I needed to be prepared as much as possible, but, more importantly, I

needed to prepare to be flexible, and what I found was that student teaching was the
perfect time to think outside of the box and try different things. If they didn’t work, they
didn’t work. At least, I got to try them in a safe environment. And in the process, I got to
work on vital skills for teaching, such as classroom management. Luckily, I had an
awesome cooperating teacher who set me free to try new things. Of course, it was always
helpful to have my cooperating teacher to review my lesson plans and advise me on things
that I could do to improve my ideas to ensure that they were viable in the classroom.
It is so easy to have your own ways and your own approaches in teaching,
disregarding anything else that you encounter. I have learned that opening up to
approaches and styles that I am not particularly used to is beneficial to help me learn more
ways that I can help my students and to also learn more about what I like and dislike as a
teacher.
Being honest about my mistakes and imperfections, I was able to also form stronger
connections with the students. I found myself in very low points but also in very high
points throughout the field of teaching, but I can clearly see how it has all grown me as a
teacher, and I feel as though I can confidently walk into whatever classroom I will be
teaching in next year.

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61
PROFESSIONAL CAREER
DEVELOPMENT PLAN
After all the sacrifices and hard work in the past 4 years, I will have my
review in the preparation in the Licensure Examination for Teaching (LET) so
that I will pass the LET on September, by the will and help of God, I will pass
the exam.
I am planning to apply for a teaching position in schools before this

school year ends, I think I’ll teach and stay in private school for about 2 to 3
years.
After about 3 years, I will be transferring to a public school. I know it’s

not easy but I think I can do it. Things will be different that time but I know
that I can adapt to anything because Dominican College of Tarlac has taught
me well. I have also plans that after a year I’ll take my masters and doctoral
degree as fast as I can.
I hope that I can achieve all of these. I believe with the guidance of the
Lord, the gifts that the Holy Spirit gave me, and the inspiration of the greatest
teacher. I’ll conquer all of these to become successful teacher someday.

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62
CURRICULUM VITAE
J _______________________
Bachelor of Secondary Education

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65
RUBRIC FOR PRACTICE

TEACHING PORTFOLIO
Name: P_______________________
Evaluator: _____Self
______Peer _____Mentor
Directions: Check the box below the score that best describes the indicator. The legend below
gives the description.
Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvement
Criteria 4 3 2 1
A. Visual Appeal (20%)

1. Cover
2. Lay-out
3. Tone – mood
4. Creativity
5. Resourcefulness
6. Neatness
B. Organization (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correctness of Form (e.g. grammar)
C. Content (30%)
1. Statement of Purpose
2. Completeness of Entries
3. Diversity of Selection
D. Reflections (30%)
1. Depth of Understanding
2. Application of Ideas
Final Rating
Practice Teaching Portfolio Entries

lOMoARcPSD|31834954
1. Table of Contents
2. Prayer of a student/Credo/Personal Educational Philosophy
3. A Resume
4. A brief description of the site of practice teaching
5. Examples of lesson plans
6. Evidences of Community Outreach
7. Observation and Evaluation forms
8. Best Lesson Plan using creative strategy with the complete set of materials
9. Samples of learners’ work and feedback
10. Titles and Brief synopsis of professional readings and references
11. A professional development or career plan
66
APPENDI
X
A
Weekly Lesson Plans

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and Rating Sheets

• Prelims
• Midterm
• Finals
APPENDI
X
B

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Demonstration Teaching Evaluation

Sheets
(Three Periods)
APPENDI
X
C
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Student Teacher Performance

Evaluation Sheets
APPENDI
X
D
lOMoARcPSD|31834954
Daily Time Record

(January to May 2023)
APPENDI
X
E
lOMoARcPSD|31834954
Certifications

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BSED English (Pangasinan State University)

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STUDENT TEACHING PORTFOLIO

Dominican College of Tarlac

San Roque National High School

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DOMINICAN COLLEGE OF TARLAC, INC.

STUDENT TEACHING PORTFOLIO

DR. AUGUSTO R. DELA CRUZ

DR. MARIA DOLORES V. AMURAO

Dean, College of Education

DOMINICAN COLLEGE OF TARLAC

This Practice Teaching Portfolio submitted by

DR. AUGUSTO R. DELA CRUZ

DR. MARIA DOLORES V. AMURAO

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My acknowledgement would be incomplete without thanking the biggest source of my strength,

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Student Teaching Portfolio Sheet . . . . . . . . . . . . . . . . .. . . . . . I

CHAPTER I - Introduction to Teaching Profession and Philosophies

CHAPTER II-A Profile of Dominican College of Tarlac as Cooperating School

CHAPTER II- B Profile of San Roque National High School

List of Names of Learners

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My primary objective as a future teacher is to persuade my students to learn the fundamentals of

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I want to be a constructivist teacher by actively involving students in real situations, focusing on

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TEACHING QUOTES FROM THE 2

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God grant me wisdom, creativity and love.

With wisdom, I may look to the future

and see the effect that my teaching will

have on these children and thus adapt my

methods to fit the needs of each one.

With creativity, I can prepare new and interesting

projects that can challenge my students and expand

their minds to set higher goals and dream loftier dreams.

With love, I can praise my students for jobs well done

and encourage them to get up and go when they fall.

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I believe in the nobility and dignity of the teaching profession

and I feel it is an honor and privilege as future member.

I believe that as a future member, it is my duty to prepare to

worthy membership, physically, intellectually, socially, and

I believe too, that what I ever I desire to do and become, with

CODE OF ETHICS FOR

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Article VI: The Teacher and Higher Authorities in the Profession

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TEN COMMANDMENTS FOR THE

1. Prepare your lesson well; lack of preparations is the unpardonable

3. Be on time; negligence and the class will soon absorb indifferences

5. Be attentive in physical attention of your classroom before beginning

7. Do not do all the taking; do not make your lesson a lecture.

10. Be interested in you class, consider your students, and be in you

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