Republic of the Philippines

BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City

TEACHING INTERNSHIP
PORTFOLIO

Republic of the Philippines

BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY

1
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City

APPROVAL SHEET

This portfolio in Teaching Internship Presented to the Faculty of Bicol University

prepared and submitted by GEMMALYN M. MAGDAMIT, In Partial Fulfillment of the
Requirements for the course Teaching Internship/Practice Teaching, is hereby
submitted for consideration and approval.

Prepared and submitted by:

GEMMALYN M. MAGDAMIT
BTVTEd-ELT 4C

Approved by:

JONARD P. ARANAZ
Cooperating Teacher

Accepted in partial fulfillment of the requirements for the course Teaching

Internship/Practice Teaching.

CARYL M. VENUS
Course Facilitator

IRENE R. DELA RAMA, MAIE CHRISTIAN C. CALLEJA, MAIE

Experiential Learning Coordinator BTVTED, Department Head

Republic of the Philippines

BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY

2
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City

CERTIFICATE OF COMPLETION

is awarded to

GEMMALYN M. MAGDAMIT

for having satisfactorily completed the required number of hours for Teaching
Internship/Practice Teaching for the 2nd Semester, A.Y. 2023-2024 in
Cabangan High School.

JONARD P. ARANAZ RONA M. AJERO

Cooperating Teacher Principal/School Head

CARYL M. VENUS
Course Facilitator

COOPERATING TEACHER’S CERTIFICATION

3
Republic of the Philippines
BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY

4
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City

PRE-SERVICE TEACHER’S CLEARANCE

GEMMALYN M. MAGDAMIT, a 4th year BTVTEd

This is to certify that
student is cleared of all obligations and accountabilities with the school/classes and
personnel in CABANGAN HIGH SCHOOL during the Teaching Internship/Practice
Teaching for the 2nd Semester, A.Y. 2023-2024.

JONARD P. ARANAZ RONA M. AJERO

Cooperating Teacher Principal/School Head

TABLE OF CONTENTS

5
Approval Sheet -------------------------------------------------------------------------
Certificate of Completion -------------------------------------------------------------------------
Cooperating Teacher’s Certification -----------------------------------------------------------
Pre-service Teacher’s Clearance --------------------------------------------------------------
Introduction -------------------------------------------------------------------------
Acknowledgements -------------------------------------------------------------------------
Retrospection -------------------------------------------------------------------------
Curriculum Vitae of the Pre-service Teacher -----------------------------------------------
The Cooperating School -----------------------------------------------------------------------
Synthesis of Professional Readings ----------------------------------------------------------
Weekly Journals -------------------------------------------------------------------------
Narrative Experiences, Evidence, and Reflections on
the Different Philippine Professional Standards for
Teachers (PPST) domains -------------------------------------------------------------------
Teaching Philosophy as a
Beginning Teacher -------------------------------------------------------------------
Photocopy of the Final Rating Sheet
from the Cooperating School --------------------------------------------------------------------
Appendices -------------------------------------------------------------------------

INTRODUCTION
Teaching is a noble calling, a profound vocation that transcends the mere imparting

6
of knowledge and skills, for it is an opportunity to deeply and meaningfully impact the
lives of countless individuals, shaping their intellectual, emotional, and moral
development in ways that can reverberate through generations. As educators, we are
entrusted with the sacred responsibility of nurturing young minds, guiding them through
the complexities of the world, and empowering them to become agents of positive
change in their communities and beyond. This calling is not merely a profession, but a
lifelong journey of self-discovery, empathy, and a relentless pursuit of excellence, where
we strive to create learning environments that foster critical thinking, cultivate
compassion, and inspire a genuine love for learning. Through our unwavering dedication
and the profound connections we forge with our students, we have the privilege of
witnessing the blossoming of their potential, the transformation of their perspectives,
and the realization of their dreams, ultimately leaving an indelible mark on the fabric of
society.
Excitement and fulfillment was felt before, during and after the teaching internship.
Each lesson planned, each interaction with learners, and each challenge overcome
during this internship journey instilled a profound sense of purpose and self-
actualization, solidifying my resolve to continually refine my craft and make a lasting
impact on the lives of the young minds entrusted to my care.
The notion that I would successfully conquer one of my longstanding weaknesses,
namely shyness, never once crossed my mind until I embarked on a transformative
journey that pushed me beyond my comfort zone and into a realm of personal growth
and self-discovery. As I navigated through the challenges and opportunities presented
during this period of introspection and professional development, I gradually realized
that the constraints imposed by my shyness were not insurmountable barriers but rather
stepping stones towards unlocking my true potential as an educator. Through deliberate
practice, self-reflection, and a willingness to embrace discomfort, I found the courage to
engage more confidently with my peers, students, and the broader educational
community, ultimately transcending the limitations that once held me back. This
unexpected triumph over my shyness served as a poignant reminder of the
transformative power of perseverance, self-belief, and a growth mindset in overcoming
personal obstacles and evolving into a more resilient, empathetic, and effective
practitioner in the field of education.
This portfolio contains the experiences I gained during the 3 months internship at
Cabangan High School (BCS Campus). The extended duration of the deployment was

7
primarily attributed to the meticulous processing of the necessary paperwork, ensuring a
comprehensive and thorough completion of the administrative tasks involved.

ACKNOWLEDGEMENT
This portfolio would not have been completed without the support and love by the
people around me. I would like to express my deepest gratitude appreciation for the

8
invaluable help and support extended to me by the following individuals:
To my hardworking parents, who not only provided financial support but also made
me feel loved.
To my co-students and teachers at Bagumbayan, thank you for making my time

there unforgettable. I was so glad to spend time with people from different schools.
To the love of my life, who made my sad days bearable by taking me out on dates
and spending time with me.
To my dear friends who generously dedicated their precious time to patiently listen
to my heartfelt rants and offer me unwavering support.
To my cooperating teacher, Mr. Jonard P. Aranaz, for his invaluable lessons, wise
advice, and constructive feedback. These have been instrumental in guiding me through
the process without feeling undue pressure.
To our esteemed Department Chair, Mr. Christian Calleja, and our dedicated course
facilitator, Ma’am Caryl Venus,a heartfelt gratitude for their invaluable wisdom,
guidance, and unwavering support throughout our academic journey, which has not only
enriched our learning experience but also inspired us to strive for excellence in all our
endeavors.
To the dedicated faculty of Cabangan High School and Bagumbayan Extension, for
accommodating us and making our internship experience truly memorable. Your warm
welcome, unwavering support, and the invaluable opportunities you provided have not
only allowed us to apply our knowledge in a real-world setting but have also instilled in
us a deeper understanding of the teaching profession and the profound impact we can
have on the lives of our students.
To the Grade 7 students - Bernoulli, Hardy, Fibonacci, and Napier - teaching was a
fun and rewarding experience, though it was also a mixed bag of emotions. As their
teacher, I am truly thankful for the time we spent together, even though at times the
class could be a bit noisy and lively. The intellectual curiosity and engagement of these
bright young minds made the challenges worthwhile.
Lastly, I have a deep appreciation for myself because I did my best throughout this
journey, pushing myself to grow and learn. Moreover, I am grateful for the guidance and
blessings of God.
- Gemmalyn M.

RETROSPECTION

9
I vividly remember the first day at Cabangan High School's BCS Campus. I was
shocked to discover that I would be the only one from my major assigned to the BCS
Campus. I worried about how I would survive the internship without my blockmates.
Additionally, I had to ride a jeep that did not pass by the school, making the journey
more challenging.
Despite these challenges, I was able to adapt and get along with my co-interns,
teachers, and students as the days passed. One of the teachers told me, "Just think that
you are more capable and knowledgeable than the students." This phrase made me
reflect and realize that he was right, boosting my confidence. It became a phrase that I
would remind myself of every day.
The internship was a valuable experience that allowed me to know myself better.
People around me would often tell me that I should smile more because I looked mad or
unfriendly, but I would just go silent, unsure of how to respond. I would also go silent
whenever the students became noisy, patiently waiting for them to settle down so I
could continue my lessons. As the internship is now coming to an end, I realize that I
haven't even memorized the names of all my students. I only tend to know the names of
the more active and vocal students, the "noisy ones" as it were. The quieter, more
reserved students have often gone unacknowledged, and I regret not making a greater
effort to connect with them and learn their names as well. This experience has taught
me the importance of being attentive to all my students, not just the outgoing ones, and
to find ways to draw out the participation of the more reserved individuals. It is a lesson I
will carry forward as I continue my teaching journey.
One of the significant challenges I encountered during my teaching experience was
working with students who struggled not only to read simple words but also to
comprehend them. Witnessing their difficulty filled me with empathy, as I foresaw the
potential challenges they might face in their daily lives if they did not make an effort to
improve their reading skills. Despite my eagerness to help them learn to read, I
encountered resistance from some students who seemed unwilling to cooperate. They
would either fall silent during reading exercises or attempt to deflect by suggesting that
other students take their turn. This situation led me to a realization that my efforts would
be in vain if the students themselves were not willing to put in the necessary work to
improve. Teaching, I understood, is a collaborative effort; it requires active participation
and engagement from both the teacher and the students. Without their willingness to
learn and grow, the impact of my teaching would be limited. This realization

10
underscored the importance of fostering a mutual commitment to learning, where both
parties are equally invested in the educational journey towards improvement and
success.
A lingering question remained in my mind, prompted by one of my students who
candidly inquired why I appeared so reserved around them. In response, I explained
that I struggle with socializing and often feel shy in group settings. The irony of my
situation struck me - being in a program that requires me to connect and engage with
others, yet grappling with my own shyness. This introspective moment led me to reflect
on the importance of stepping out of my comfort zone, overcoming my inhibitions, and
actively seeking ways to build stronger connections with my students and colleagues. It
serves as a reminder of the personal growth and development opportunities that lie
within challenges, pushing me to embrace discomfort as a pathway to growth and
enhanced interpersonal relationships.

11
CURRICULUM VITAE

GEMMALYN M. MAGDAMIT
Bicol University College of Industrial Technology
East Campus Legazpi City, Philippines
Jovellar,Albay 4515
Email Address: [email protected]
CP No. 09268403569

EDUCATIONAL PROFILE
College: Bicol University College of Industrial Technology
EM’s Barrio Legazpi City, Albay
Senior High School Marcial O. Rañola Memorial School
San Francisco, Guinobatan, Albay
Senior Highschool Graduate

Strand and General Academic Strand (GAS)

Specialization:
Junior High School: Marcial O. Rañola Memorial School
San Francisco, Guinobatan, Albay
June 2014- April 2018

Intermediate: Villa Paz Elementary School

Villa Paz, Jovellar, Albay
June 2008- April 2014

Primary: Villa Paz Kindergarten

June 2007- April 2008

12
THE COOPERATING SCHOOL

Nestled at the very heart of Legazpi City, Cabangan High School (CHS) is a school
with a big promise. It is a young and promising learning institution situated at Barangay
Cabangan, Legazpi City providing secondary education to the youths of its neighboring
barangays namely Cabangan East, Cabangan West, Binanuahan East, and Binanuahan
West and other adjacent barangays. Its birth probably came by chance; from the night
high department conceived by the late City Mayor Imelda Roces to a promising public
secondary school offering regular classes.

Having been conceived from the night department in 2004, Cabangan High School
was an extension school of Banquerohan National High School headed by Erma
Theresa Tabuena. The said night department was originally housed at Legazpi City
High School but through the initiative of the then Schools Division Superintendent Alice
I. Terrell, Cabangan became its home. Its independence was earned in August 10, 2009
when Dr. Epifanio Buela, then Schools Division Superintendent granted the liberation to
the extension schools of both Pag-asa National High School and Banquerohan National
High School. Cabangan High School was formally created through a permit signed by
the Regional Director Celedonio R. Layon of the Department of Education to operate
separately from its mother school.

The administration of Mrs. Erma Theresa at Cabangan High School ended sometime
in 2012 and was replaced by Mrs. Olivia Marfil whose leadership was short- lived. With
the innovations that these school administrators had injected to the school, it managed
to pave its way to a better learning institution and continuously thrived with an enrolment
that has escalated to a great number.

The short- lived leadership was followed by another school head, Mrs. Eleanor
Garcia who continued to implement the school programs that were in operation in the
school. And as the school slowly scaled the ladder of advancement and progress, the
number of teaching personnel goes with the number of enrolment in escalation. The
school has started to sculpt a name in history by healthily competing with other
secondary schools in various contests. Cabangan High School emerged as the Best
Implementing School of 2017 Brigada Eskwela, large school category in the division and

13
produced students who brought honor to the school in the different academic and non-
academic contests conducted by different public and private entities.

School year 2017- 2018 is again a new experience for Cabangan High School as a
goal- driven school head fathers the school. Mr. Danilo V. Llarena, former school head
of Homapon High School set his feet at the school grounds and was warmly welcomed
by the CHS family as his administration promises to spell a big difference in the history
of the school. As a firm decision- maker, he sees to it that everything falls in its proper
place for good school governance.

With a small buildable space allotted to Cabangan High School, a big challenge is
thrown to the new school administrator to maximize the space while properly delivering
the goods to its clienteles. For this reason, the school observes the shifting sessions
where the Grades 7, 10 and 11 attend the morning shift while Grades 8, 9 and 12 are for
the afternoon shift. It now caters both the Junior and the Senior High School curriculum.
Currently for senior high school students, the school offers the following: General
Academic Strand (GAS), Humanities and Social Sciences (HUMSS) , Accountancy,
Business and Management (ABM) and Technical- Vocational Strand with Computer
System Servicing (CSS), Home Economics (HE)-BPP/FBS/Cookery) and
Contact Center Servicing (CCS). The Open High School Program is still in force with the
close supervision of the school administration.

As the number of learners continue to escalate, the resources and facilities also
raised proportionally. During the opening of School Year 2019-2020, with the permission
form DepEd Region V, Cabangan High School extended and expanded its physical
resources by temporarily accommodating the the Grade 7 and 8 learners at the
Bagumbayan Central School Campus. Simultaneously, the Special Program and Sports
and the Open High School Program also resides at BCS Campus.

With the kind of promise that Cabangan High School exhibits, it stands tall with pride
of producing learners with 21st century skills.

14
SYNTHESIS OF PROFESSIONAL READINGS
What does quality education mean? According to the United Nations, obtaining a
quality education is the foundation for improving people's lives and achieving
sustainable development. Teachers play a crucial role in providing quality education, as
they are responsible for delivering engaging and effective instruction, fostering a
supportive learning environment, and helping students develop the knowledge, skills,
and values necessary to thrive in an ever-changing world. Quality education
encompasses not only academic achievement but also the holistic development of the
learner, including their social, emotional, and physical well-being. It is a multifaceted
concept that requires investment in teacher training, educational resources, and
infrastructure, as well as a focus on inclusive and equitable access to learning
opportunities for all.
Quality teachers are the real key to a quality education ( Australian Christian College
2023). Their impact extends far beyond the classroom, shaping the future leaders,
innovators, and contributors to society. Investing in the professional development and
well-being of teachers is essential to ensuring a sustainable and effective educational
system that equips students with the skills and mindset necessary for success in a
rapidly evolving world.
As a future teacher, I am determined to make a difference. My aspiration is to be a
transformative educator who not only imparts knowledge but also instills values, ignites
curiosity, and nurtures a lifelong passion for learning in every student I have the
privilege to teach.

References:
United Nations. (2023).Quality Education. Retrieved from
https://www.un.org/en/academic-impact/page/quality-education

15
Australian Christian College.(2023).Quality Education Focuses on Teaching, Not
School Facilities.Retrieved from https://www.acc.edu.au/blog/quality-education-not-
facilities/

WEEKLY JOURNAL

16
WEEK 1
(February 19-23, 2024)
This was the first week we were actually in the field of teaching, and I was assigned
to the Cabangan High School BCS Campus. First, we had a meeting with the Assistant
Principal and
Ms. Gina at
the library.

After that, we
went to the
Cabangan
High School
BCS Campus
to meet the Department Head of TLE. We were
then assigned to our cooperating teachers. I was
introduced to mine, Mr. Jonard P. Aranaz, a grade
7 TLE teacher whose schedule is from 12:30 pm to
5:45 pm, which I find quite good. I observed how
he manages the class, and the students were kind
and behaved. My cooperating teacher allowed me
to introduce myself in front of the class. Before
going home, we discussed what I should do and
remember every time I go to class. Mr. Aranaz
instructed me to prepare a Daily Lesson Log. On
Friday, he let me assist the class in their catch-up
Friday. I can say that some of the students are not
yet well-versed in reading, but some were
cooperative, while others were not.

17
WEEK 2
February 26-March 1, 2024
I have created a Daily Lesson Log, which Mr. Aranaz has reviewed. He suggested that I
revise some of the content, particularly in the "Developing Mastery" section, which has
four areas requiring attention. I am pleased that the majority of the class achieved high
scores in our recent short quiz.

We also completed a performance task on the proper usage and sharpening of shovels.
It is no surprise that some students grumbled about
drawing, so I allowed them to copy and draw
instructional materials that will serve as their reviewers.
I am also grateful for the opportunity to spend time with
our cooperating teachers and fellow student teachers.

18
WEEK 3
March 4-7, 2024
On Monday, we had a meeting to discuss the policies we should adhere to, which
includes avoiding being overly familiar with students, meaning physical contact like hugs
should not be tolerated. I introduced a new lesson on
performing calculations, expecting that not all students
would comprehend it. My cooperating teacher
observed and we had a post-conversation where he
suggested I maximize the use of the classroom and
project my voice more. I found this feedback helpful.

The following day, I administered a group quiz on

section Hardy, as it was the only class I had that day.
On Wednesday, I gave another group quiz, and I noticed that most students struggled
with solving
the area of a
trapezium and
a circle. On
Thursday, I
gave an
individual quiz,
but
unfortunately, there was no class on Friday due to a power interruption. I took this as an
opportunity to rest, as I had been feeling stressed in the past few days.

19
WEEK 4
March 11-15, 2024
This week, I only managed to cover two topics: the conversion of units and the cross-
section of canals, including the wetted cross-section.
Due to a long gap, I decided to look through the
scrapbook that served as their project. Over the following
days, there was a low attendance of students due to the
upcoming sports festival. On Friday, there was a parade
that took place from Albay Park to Cabangan High
School BCS Campus.

20
WEEK 5
March 18-22, 2024
On Tuesday, there were no students on campus as the grade 7 students took an exam
in the morning and did not need to attend school in the afternoon. On Wednesday, my
cooperating teacher taught the section Bernoulli's
lesson because he had an observation.

I continued the
discussion about
percentage and
ratio, which were
included in their 3rd
examination. I also made a Table of Specifications for
the examination that I will administer.On Friday, there
was an event, which was the celebration of Women's Month. One of my co-student
teachers helped me in stapling the test papers for the 3rd Quarterly Examination.

21
WEEK 6
March 25-26, 2024
During the two-day periodical exam, the first day consisted of only one section, and my
cooperating teacher suggested that I check the answer sheets and perform an item
analysis.
On the second day, I was preoccupied with
checking the overdue projects of some students,
which resulted in a total of three sections for the
day. Due to this, I arrived home late because I
waited for the two students who were absent on
the first day of the examination.

22
WEEK 7
April 1-5, 2024
On the first day of the week, my cooperating teacher introduced the new topic of
Electrical Installation and Maintenance.
During our free time, we discussed finalizing the
grades, which are required by the advisers of each
section. I conducted a pretest for all sections.
There were no classes on Wednesday due to
Albay Day. On Friday, I was absent from BCS
because we had a mandatory Progress Review
Session at Bicol University. This was a great
opportunity for me to catch up on any missed
coursework and reconnect with my classmates and professors, whom I had not seen in
person for quite some time. I thoroughly enjoyed the chance to discuss my academic
progress and receive valuable feedback from our professor.

23
WEEK 8
April 8-12, 2024
There were only 2 days this week in which we had face-to-face classes at BCS. On
Thursday, we used that class time to check on the progress of Activity 1, which had
been assigned the previous week.
Unfortunately, there were a few students who had
not completed the required activities. Then, on
Friday, the schedule was disrupted by the Honors
Assembly, which meant each class period was
shortened to only 20 minutes. Despite the limited
time, I was still able to quickly conduct a short
quiz to assess the students' understanding of the
discussion. This allowed me to identify any areas
that needed further review or clarification before moving on to new topics.

24
WEEK 9
April 15-19, 2024
A recent adjustment to our class schedule has resulted in a new routine where we now
start our school day promptly at 7:00 am and conclude classes by 12:15 pm. This
change has condensed our instructional time, with our only in-person session now
scheduled for Wednesdays. During this limited time together, our focus was primarily on
reviewing and assessing the completion of assigned activities by the students.
Additionally, I took the opportunity to introduce a new lesson centered around the
essential topic of Electrical Wire Splices and Joints.

25
WEEK 10
April 22-26, 2024
This week, we had 3 days of class, starting from Wednesday through Friday. As I gave
consideration to my students, I provided them with ample time to complete their missing
assignments and check their work afterwards. I also started reviewing their performance
on the electrical wire splicing and joint-making tasks. This
week also included welcoming the newly installed school
head, and the school division superintendent was present
for this activity.

26
WEEK 11
April 29- May 3, 2024
This week, there were no classes since the classrooms were utilized for the Palarong
Bicol, a regional sports event that brought together athletes from various parts of the
country, and I seized the opportunity to focus on my academic responsibilities,
dedicating my time to craft and refine my portfolio, ensuring that it accurately reflected
my skills and accomplishments.

27
Narrative Experiences, Evidence, and Reflections on the Different Philippine
Professional Standards for Teachers (PPST) domains:

28
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. This Domain encompasses teachers’ ability to apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current
research. It takes into account teachers’ proficiency in Mother Tongue, Filipino, and
English in the teaching and learning process, as well as needed skills in the use of
communication strategies, teaching strategies, and technologies to promote high quality
learning outcomes.

EXPERIENCES
I can say that this domain is encountered every time I enter the class. One of the
discussions that I will never forget was the proper usage and maintenance of a shovel. I
never knew that this topic would be easy for me, as Horticulture is not my major. We
were deployed when the Department of Education (DepEd) was in their 3rd Grading
period. Since I am handling the 7th grade, it is not new to me to have a subject that is
not directly aligned with my major. I am proud that I was able to discuss and share my
knowledge about this topic, as it allowed me to expand my understanding and expertise
beyond my primary field of study.
It's fascinating how unexpected topics can become engaging learning experiences,
even outside one's primary field of study. The encounter with the discussion on the
proper usage and maintenance of a shovel in the classroom highlights the value of
interdisciplinary knowledge and the ability to adapt and share expertise across different
subjects.

29
EVIDENCES

30
31
REFLECTION
With pedagogical content knowledge, educators are equipped with the expertise to
adeptly utilize educational theories, implement best practices, and employ various
techniques to effectively instruct their students in a given subject. This specialized
knowledge enables teachers to not only have a profound comprehension of the subject
matter but also to skillfully craft engaging strategies that facilitate the transmission of
knowledge in a captivating and impactful manner.
I realized that teachers might find it hard to make learning fun and interesting for
students if pedagogical content knowledge is not implemented. There will be a trouble
adjusting how they teach to match what students need to learn. This could mean that
important ideas aren't explained well, making it tough for students to understand and
think deeply about what they're learning. As a result, students might not be as interested
or able to improve their thinking and problem-solving skills in class.

32
DOMAIN 2: LEARNING ENVIRONMENT
Domain 2 highlights the role of teachers to provide learning environments that are safe,
secure, fair, and supportive in order to promote learner responsibility and achievement.
This Domain centers on creating an environment that is learning-focused and in which
teachers efficiently manage learner behavior in a physical and virtual space. It highlights
the need for teachers to utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom interactions
geared towards the attainment of high standards of learning.

EXPERIENCES
In this domain, my experiences have consistently shown that students cannot effectively
focus on the lesson if the classroom is not well ventilated, as poor air quality can lead to
distractions, discomfort, and decreased motivation, which can significantly hinder the
learning process. There was one particular instance where I had to adapt my teaching
approach, recognizing that the students were struggling to concentrate, so I decided to
have them copy the previous lesson from their notes, knowing that this would allow
them to review and reinforce their understanding without the added challenge of a
poorly ventilated classroom, thereby ensuring that they could still benefit from the lesson
despite the unfavorable conditions.
In addition to the lack of armchairs, the overall school environment is subpar, with
inadequate facilities posing potential risks to student safety and well-being. A
concerning incident occurred involving a student from another class who was injured
due to the condition of the chairs. This incident prompted me to be extra vigilant and
proactive in ensuring the students' safety, even when they request to leave the
classroom or they are cleaning outside the classroom. I now diligently monitor their
movements, making it a point to check that they have their ID passes before exiting, as I
am acutely aware of the potential consequences and the responsibility that falls on me
in the event of any unfortunate incidents occurring while under my supervision.

33
EVIDENCES

REFLECTION

Learning environment is not just about the physical environment of the school or
classroom, but it also encompasses the people who form the learning environment,
including the students, teachers, and staff members who collectively contribute to
creating a nurturing and supportive atmosphere. I am so happy whenever the students
acknowledge my presence, whether it's through a simple greeting or a heartfelt thank
you, as it not only makes me feel valued but also reinforces the positive relationships
we've built over time. They would greet me even outside the school, which I find
particularly heartwarming, as it suggests that our connection extends beyond the
confines of the classroom. I think that it somehow reflects not only how I am as a
teacher inside the school but also the sense of community and belonging that we've
established together. It proves that a good learning environment can make a big
difference.

34
DOMAIN 3: DIVERSITY OF LEARNERS
Domain 3 emphasizes the central role of teachers in establishing learning environments
that are responsive to learner diversity. This Domain underscores the importance of
teachers’ knowledge and understanding of, as well as respect for, learners’ diverse
characteristics and experiences as inputs to the planning and design of learning
opportunities. It encourages the celebration of diversity in the classrooms and the need
for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment.

EXPERIENCES

Students come from diverse backgrounds, cultures, and experiences, and they have
different ways of learning. As a teacher, it's important to understand this because it
helps you know how to best work with and support the different types of students in your
classroom.

I've noticed that some students who don't perform as well in class tend to stick together
in their own groups, much like the groups of high-performing students. It seems that the
lower-performing students may feel intimidated or excluded by the more successful
groups. To help resolve this issue, I make an effort to group those struggling students
together, not just with their usual friends, in order to encourage them to collaborate and
interact with a wider range of their peers. By mixing up the groups, I aim to foster a more
inclusive learning environment where all students feel supported and empowered to
participate, regardless of their current academic standing. This approach allows the
lower-performing students to learn from their higher-achieving classmates, while also
building their confidence and social skills through teamwork with a diverse set of peers.

It is also true that youll know the names of those noisy students rather than the silent
ones. Everyday is like a battle with these noisy students as their voices are louder than
me.

35
EVIDENCES

36
DOMAIN 4: CURRICULUM AND PLANNING
Domain 4 addresses teachers’ knowledge of and interaction with the national and local
curriculum requirements. This Domain encompasses their ability to translate curriculum
content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning. It expects teachers to apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons. These lesson sequences and associated learning
programs should be contextually relevant, responsive to learners’ needs and incorporate
a range of teaching and learning resources. The Domain expects teachers to
communicate learning goals to support learner participation, understanding and
achievement.

37
DOMAIN 5: ASSESSMENT AND REPORTING
Domain 5 relates to processes associated with a variety of assessment tools and
strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. It concerns teachers providing learners with the necessary
feedback about learning outcomes. This feedback informs the reporting cycle and
enables teachers to select, organize and use sound assessment processes.

38
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Domain 6 affirms the role of teachers in establishing school-community partnerships
aimed at enriching the learning environment, as well as the community’s engagement in
the educative process. This Domain expects teachers to identify and respond to
opportunities that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key stakeholders. It
concerns the importance of teachers’ understanding and fulfilling their obligations in
upholding professional ethics, accountability and transparency to promote professional
and harmonious relationships with learners, parents, schools and the wider community.

39
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Domain 7 focuses on teachers’ personal growth and professional development. It
accentuates teachers’ proper and high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude, respect and integrity.
This Domain values personal and professional reflection and learning to improve
practice. It recognizes the importance of teachers’ assuming responsibility for personal
growth and professional development for lifelong learning.

40
Teaching Philosophy as a Beginning Teacher

41
Photocopy of the Final Rating Sheet from the Cooperating School

42
Appendices

43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64