Title Page

Title Page i
Approval Letter ii
Certificate of Completion iii
Cooperating Teacher Certification iv
Pre-Service Teacher’s Clearance v
Table of Contents 1
Introduction 2
Acknowledgement 3
Retrospection 4
Curriculum Vitae 5
The Cooperating School 6
Synthesis of Professional Readings 8
Weekly Journal 11
Narrative Experience, Evidence, and Reflections on the Different Philippine 28
Professional Standard for Teachers (PPST) Domains
Teaching Philosophy 51
Photocopy of Final Rating Sheet 52
Appendices 54
References

1
“The highest education is that which does not merely give us information but
makes our life in harmony with all existence.” -Rabindranath Tagore.

This portfolio for my teaching internship serves as an overview into the vibrant
variety of my journey toward becoming a teacher. I provide you a glimpse into the core of
my practice teaching experience through these pages—a journey filled with insights,
resiliency, and meaningful connections.

This portfolio contains more than just an overview of tasks accomplished; it is a

representation of the people that teachers bring to their work, including the relationships
they build, the challenges they overcome, and the life-changing power of education. It is
an interconnected of events that have shaped who I am as a teacher, each piece adding
to the intricate of my developing pedagogical philosophy.

You will come across in these views the peaks that inspired my drive, the plains
that tried to motivate me, and the insights that have enhanced my learning journey. But
even more than the material objects, this portfolio is vital with the values, goals, and
interactions with others that fuel my aspiration for academic greatness. This portfolio fulfills
more purposes than just meeting academic requirements. It tells the story of the mentors
who sparked my interest, the encounters that strengthened my dedication, and the goals
that inspire me to keep going. It is a honor to the human side of education, an area where
sincere care, empathy, and empathy for students are essential.

I look at the final phase of my practice teaching journey with compassion,

appreciation, and a passionate commitment to making a positive difference in the lives of
my future charges. I invite you to travel with me on this journey of development, strength,
and the unwavering pursuit of educational excellence—a journey where every page tells
a story of hope, resiliency, and the huge impact of teaching.

Come along with me as we explore the depths of my experience, where obstacles

turn into learning opportunities and turning points into pivotal moments. Let's explore the
ever-changing field of education together, driven by a belief that all students need a
supportive environment in order to develop and thrive. Let's embrace uncertainty,
recognize the successes, and treasure the deep connections that sum up teaching and
learning as we embark on this journey.
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I would like to express my sincere gratitude to all those who have been
instrumental in shaping my teaching internship journey.

First and foremost, I would like to extend my heartfelt gratitude to my

cooperating teacher - Sir Noel N. Moron, whose guidance and unwavering support have
been invaluable throughout this experience. His expertise and encouragement have not
only enhanced my teaching skills but also inspired me to strive for excellence in all aspects
of my profession.

I am also deeply thankful to the faculty and staff of Cotmon National High
School, whose commitment to education excellence provided me with a nurturing
environment to learn and grow as an educator.

I would also like to express my sincere gratitude to my most ever reliable former
teacher, Ma’am Carmelle D. Luna - for always been there anytime I asked for help in things
I am confused to.

Furthermore, I am grateful to my colleagues and fellow interns for their

camaraderie, collaboration, and shared dedication to the noble pursuit of education, to my
family and friends for their unwavering support, understanding, and encouragement during
this journey.

Finally, I express my gratitude to the Almighty for granting me the strength to

successfully navigate this internship journey without falling ill.

It is through the collective efforts and encouragement of these individuals that I

have been able to embark on this fulfilling and transformative teaching internship
experience. I am truly grateful for their contributions, and I look forward to carrying forward
the knowledge and lessons gained as I continue on my journey in the field of education.

3
Looking back on my time at Cotmon National High School, it's like flipping through
a photo album of memories, each one stirring up a whirlwind of emotions. Teaching there
wasn't just a job; it was a transformative journey that left an imprint on my heart.

One of the sweetest parts of my experience was building relationships with the
students. Every day, I got to walk alongside a diverse group of young souls, each with
their own story to tell. Getting to know them wasn't just about teaching; it was about
understanding their struggles, dreams, and quirks—the little things that made them
unique. Watching their growth was like witnessing a garden flourish. The moments when
a struggling student finally grasped a concept or a shy one found their voice—those were
the moments that made my heart swell with pride and joy.

Together, Cotmon NHS create an environment where students feel not just
educated but also loved and supported. It's a place where friendships are forged in the
classroom, where dreams are nurtured on the sports field, and where every achievement,
no matter how small, is celebrated with cheers and high fives. Beyond their job
descriptions, the staff of Cotmon are like a second family to the students. They're the ones
who offer a comforting hug on a bad day, who share in the joy of success, and who,
through their unwavering dedication, leave a lasting impact on the lives they touch.

Of course, it wasn't always smooth sailing. Cotmon had its fair share of challenges,
from limited resources to socio-economic disparities among students. But overcoming
these hurdles taught me resilience and pushed me to think outside the box in my teaching
approach. But amidst the challenges, it was the human connections that lit up my days.
Whether we were huddled over textbooks in class or sharing stories and laughter during
breaks, the students' determination and spirit never failed to inspire me.

As I prepare to bid farewell to Cotmon, my heart is overflowing with gratitude for

the experiences shared and the lessons learned. It's not just about leaving a school; it's
about saying goodbye to a community that has become a part of who I am. The memories
and friendships forged here will forever hold a special place in my heart as I continue to
grow and evolve on my journey as an educator.

4
RANIELA V. POMPA
Bicol University College of Industrial Technology
East Campus Legazpi City, Philippines
Purok-4 Sagpan Cotmon, Camalig, Albay
E-mail Address: [email protected]
CP No. 09157203700
___________________________________________
EDUCATIONAL PROFILE

College: Bicol University College of Industrial Technology

EM’s Barrio Legazpi City
Undergraduate

Senior High Cotmon National High School

School: Cotmon, Camalig, Albay
Senior High School Graduate

Strand and Technical Vocational Livelihood – Electronic Products

Specialization: Assembly and Servicing

Junior High Cotmon National High School

School: Cotmon, Camalig, Albay
Junior High School Graduate

Intermediate: Cotmon Elementary School

Cotmon, Camalig, Albay
June 2008 - March 2014

Primary: Cotmon Elementary School

Cotmon, Camalig, Albay
June 2007- March 2008

Experience: Engineering’s Choice

NCII Holder
BFD Engineering Services

Skills: Building positive relationships

Teamwork
Active listening
Adaptability to change

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Cotmon National High School (CNHS)
is a blend of modern and older architectural
structures, encompassing ample space for
engaging and interactive activities, alongside
conveniently accessible facilities and services.
The predominant color scheme gracing the
campus includes shades of peach and green,
adding vibrancy and harmony to the
environment. While certain buildings may not
possess the luminance of new construction,
they continue to serve their purpose
effectively, providing functional spaces that
support various educational activities for
students. This diversity in architecture and
commitment to functionality underscores
CNHS's dedication to creating a conducive and dynamic learning environment for its
students.

The administrative offices are thoughtfully designed and efficiently arranged,

ensuring they are conveniently situated for easy access by all. The staff members who
work in these offices are known for their friendly, hospitable, and approachable nature,
creating a welcoming atmosphere for anyone seeking assistance. Furthermore, the rooms
themselves are bathed in abundant natural light, fostering a bright and cheerful ambiance
that adds to the overall positive experience of interacting with the school's administrative
personnel.

6
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A mediocre teacher tells, a good teacher explains, a superior teacher
demonstrates, but a great teacher inspires, according to William A. Ward. For students to
love learning, teachers must love what they do. A great teacher doesn't just follow what is
written in a book; they also teach from their heart. While some claim that teachers teach
primarily for financial gain, great teachers truly love what they do and have a genuine
passion for teaching. Teaching is not an easy profession. A great teacher must treat his
students, parents, and those in his immediate vicinity with kindness, love, and care. Teach
our students to have a positive attitude and to respect others. Excellent educators
recognize the unique qualities of each student and are able to put themselves in their
shoes.

Knowledge and skills are secondary to a great teacher's attitude toward their
students, their work, and the subject matter. An excellent education and growth are
provided to students by great teachers, who put forth great effort and never stop working.
Excellent educators are fervent individuals who genuinely love what they do, their
profession, and instructing students. However, what makes a great teacher?

High standards are set by great teachers because they know that all students can
learn and work hard, regardless of their individual skill levels. Excellent teachers are
experts in their fields, possess in-depth knowledge of the material they need to teach, and
understand a variety of pedagogical techniques. A great teacher puts in a lot of effort and
works hard just to teach students. Excellent educators need to be able to establish positive
relationships with parents, students, and other people.

Great teacher must show kindness, love and care to his/her students. Give them
care like a loving parent, sister or a friend. Give them support and believe in their own
capacity to learn things. Great teacher knows how to respect people, and teach their
students the word “respect”, “values”, and “honesty”. Great teachers are empathetic. Great
teacher put herself on the shoes of another. They ask and show care on what’s going on
the lives of students.

A great teacher is a person who exudes happiness and approachability. He or she

leaves personal issues outside of the classroom and doesn't want them to impact the way
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they teach. Great teachers are innovators who don't limit themselves to one strategy and
come up with new ways to ensure that their students understand the material. Their
creativity and innovation are qualities that distinguish great teachers. They don't hesitate
to learn new techniques and ideas that will help them perform better and give their
students a high-quality education.

The two most essential things you will need as you enter the classroom are a love
for all the students you will encounter and a passion for teaching. Teachers need to be
lighthearted because they set a positive example for their students and the community.
Instructors need to remain professional, constantly assist those in need, and develop
empathy for others. In order to significantly impact their students' futures, great teachers
must learn to cultivate harmonious relationships with their students. Give your students
the impression that they are valued and loved.

The characteristics of a great teacher include enthusiasm, creativity, innovations,

empathy, resilience, passion, commitment, patience, love, care, and respect. Geoffrey
Canada once said, "When you see a great teacher, you are seeing a work of art." Being
a great teacher isn’t hard as you have passion to teach and love for your students.

One word immediately comes to me as I read this article: "builder," since we create
communities, friendships, and relationships. This article provided insightful information.
As I read it, the word "builder" immediately comes to mind because that is what we do—
we create communities, friendships, and relationships. I learned what a great teacher is
from this article. Developing positive relationships with our students is essential to their
willingness to learn. When students are struggling, we should support, mentor, and assist
them. We ought to have empathy, care about others, and comprehend them. We ought to
be upbeat individuals who constantly see the silver lining in situations. Keep your personal
issues outside of the classroom and try not to let them influence the way we teach.
Empathy is also one of the characteristics of being a great teacher; you put yourself in the
shoes of another.

Imagining what might occur if you find yourself in that circumstance. It significantly
affects the things you do and choose to do. A great teacher is unafraid of change and has
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the courage to try out novel ideas and tactics that will advance their students' teaching,
knowledge, and skills. As I stated before, in order to be treated professionally, we must
treat others with respect.

In the real world, teachers teach for financial gain, but we still have an obligation
to try our hardest to give our kids the excellent education they require. We need to prepare
our lessons, be experts in the material, and consider effective teaching strategies. Love
for our work is a must, and it must show.

Students' learning must start with motivation and inspiration. A great teacher must
motivate students to study and put in a lot of effort. Teachers need to be completely
passionate about what they do. We need to be confident and full of energy. Students will
feel loved if you treat them with warmth and compassion. Since every student is different,
it's critical to be fair and consistent. Excellent teachers support children in realizing their
life goals and push their students to work hard.

Blaydes J. The educator’s book of quotes. Thousand Oaks, Calif: Corwin, 2003.

Awan, O. A. (2019, November 1). What Makes a Great Teacher? Radiographics.

https://doi.org/10.1148/rg.2019190032

10
This week marks the beginning of my deployment with my fellow intern at Cotmon
National High School for our practice teaching journey. We were introduced and guided
by the TLE department head, Mrs. Maria
Teresa Moratillo, to our cooperating teachers.
After being assigned to our cooperating
teachers, I was seated at the back to observe
my cooperating teacher's teaching style.
There were no noticeable changes since he
was also my cooperating teacher during our
last semester in Field Study 1&2.

On the second day, I immediately

engaged in teaching due to an emergency
meeting called for the teachers. In the
afternoon of the same day, I assisted in two sections of Grade 10 for their fluorescent lamp
practicum. The following day, I gave a quiz to my Grade 9 students consisting of 5 items
related to the 4-band resistor lesson taught by
Sir. Moving forward, I introduced the next
lesson, which was the 5-band resistor, and
devised interactive games aligned with the
topic to enhance student engagement.
Reflecting on these experiences, I'm realizing
the importance of adaptability and creativity in
the classroom. Every day brings new
challenges and opportunities to connect with
students and make learning meaningful.

11
It's the second week, and I feel joy seeing my students eager to learn. Those
students that Sir mentioned to me before, who
seemed indifferent to studying, are now
attentive. It's fulfilling to sense that the students
are interested in what I'm teaching. It's better
that they ask questions than remain silent. This
week, we had individual board work to assess
who has grasped the lesson. Every Friday, we
also have a catch-up session for students,
where they're provided with readings related to
the subject. It was overwhelming to share my
experiences and knowledge with my students.
It’s heartwarming to witness the positive
changes in your students. As I continue on this educational journey, consider incorporating
project-based learning into my teaching approach. By engaging students in hands-on
projects, can deepen their understanding, encourage creativity, and foster collaboration.
Imagine students designing their own experiments, creating multimedia presentations, or
solving real-world problems. These experiences not only enhance subject knowledge but
also equip them with essential skills for the future. Keep nurturing their curiosity, and who
knows what remarkable achievements lie
ahead.
Reflecting on these past weeks, I can't
help but feel a sense of fulfillment in
witnessing the transformation in my students'
attitudes towards learning. It's a testament to
the impact that effective teaching methods
and genuine passion can have on shaping

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young minds. As I continue on this journey with my students, I'm excited to explore more
innovative approaches to education and foster an environment where curiosity and
engagement thrive.

13
As the fire prevention month celebration approached, I found myself immersed in
a whirlwind of activities at Cotmon National High School. From student assignments to
facilitating events, each day brought new challenges and rewarding experiences.
I kicked off the week by assigning my students the task of creating posters and
slogans related to fire safety. It was heartwarming to witness their talents come alive as
they poured their creativity into these projects. The classroom buzzed with excitement as
they brainstormed ideas, sketched designs, and crafted powerful slogans. Their
enthusiasm was contagious, and I felt proud to be part of their journey.
The following day, the TLE/TVL department took center stage. As fate would have
it, I was tasked with leading the flag ceremony by beating the rhythm to “Bayan Ko.” My
heart raced as I stood before the entire student body and faculty. The weight of
responsibility settled on my shoulders, but I took a deep breath and began. The familiar
tune resonated through the air, and I felt a surge of pride. It was my first time, and I had
conquered the nerves. The applause that followed was music to my ears.

14
In an unexpected turn of events, my cooperating teacher entrusted me with
teaching grade 10 students about raceways. Admittedly, I hesitated—I wasn’t an expert
on the topic. However, the students’ openness and curiosity eased my apprehensions.
Together, we explored the intricacies of raceways, discussing their purpose, installation,
and applications. As we bent conduits and connected wires, we also connected on a
personal level. Their questions and insights reminded me that learning is a two-way street.
Midweek, I found myself part of the “Rescue Team” and “Fire Brigade Team” event.
My role? Documentation committee and student attendance facilitator. The event kicked
off with a solemn opening prayer led by yours truly. The speaker, an expert in emergency
response, took the stage. His lecture on basic rope man ship captivated the audience. We
learned about knots, hitches, and lifelines the tools of rescue. But theory alone wouldn’t
suffice; practical application was essential.

The speaker’s demonstrations were mesmerizing. He effortlessly manipulated

ropes, securing victims and creating harnesses. Then came the return demos. Participants
students, teachers, and staff stepped forward, eager to try their hand at the knots.
Laughter mingled with determination as they fumbled, adjusted, and succeeded. The
classroom transformed into a training ground, and camaraderie blossomed.

Emergency response techniques took center stage. Carrying techniques—

fireman’s carry, two-person seat, and improvised stretchers became our focus. The
speaker emphasized teamwork and communication. Return demos allowed everyone to

15
practice, reinforcing the skills needed in critical situations. We weren’t just learning; we
were preparing to be effective responders.

Volunteers stepped forward, their faces a mix of determination and nerves. Each
held a fire extinguisher, its weight a reminder of responsibility. The speaker guided them
their mentor in this critical task. Flames danced before their eyes, fueled by controlled
burners. The volunteers aimed, squeezed, and swept—their movements deliberate.
Cheers erupted as the fires succumbed, smoke dissipating. In that moment, they weren’t
just extinguishing flames; they were safeguarding lives.

As the audience watched in awe, a sense of unity settled over us. We weren’t
merely individuals; we were part of a community committed to safety. The fire brigade
event had ignited more than knowledge it had sparked a collective resolve. We exchanged
smiles, knowing that we’d carry these lessons beyond the event. Fire safety wasn’t an
abstract concept anymore; it was a shared responsibility.

As the event concluded, 128 participants had engaged in this immersive learning
experience. The awarding ceremony brought a sense of accomplishment. Certificates
were handed out, and each group’s spokesperson stepped forward. Beyond the skills
acquired, we had built a community a rescue family. Gratitude filled my heart for the
chance to be part of something bigger than myself.

16
As the days unfolded, each one brought new challenges and triumphs.
The familiar strains of “Bayan Ko” echoed once more as I stood before the
students. The beat of the rhythm carried memories the first time, the nervousness, and
now, the familiarity. Perhaps, in those beats, I found a connection, a bridge between me
and the students, a shared anthem of pride and unity.

Grade 9 students huddled around their assigned resistors, curiosity sparking in

their eyes. I handed them the tools the multimeters, the resistors and watched as they
measured actual readings. It wasn’t just about numbers; it was about understanding
resistance, about bridging theory and practice. Their furrowed brows and aha moments
mirrored my own journey as a teacher.

This week was all about their practicum their voyage into the real world of teaching.
They stepped beyond the classroom, their textbooks now companion on this practical
journey. Lesson plans met reality, and the chalk dust settled on their sleeves. As I guided
them, I glimpsed their potential the future educators, the torchbearers.

The Third Periodical Examination loomed, and I took charge. The Table of
Specifications (TOS) became my canvas. I painted clarity what they needed to know, what
skills to wield, and how to navigate the exam. My words would guide them through the
paper, like signposts in a dense forest. And perhaps, in those TOS, I planted seeds of
confidence.

Two days of NAT (National Achievement Test) for SHS (Senior High School)
beckoned. The halls buzzed with anticipation. But for grade 9 and 10, a different rhythm
played—no classes. Grade 9 and 10 teachers are chosen to be proctors, mentors for the
fledgling educators. The torch passed from one generation to the next. I stood at the
crossroads, part of this legacy.

17
As I reflect on this whirlwind month, gratitude swells within me. For the students
who challenged me, the colleagues who guided, and the classroom that embraced me.
The journey has just begun, and the road stretches ahead—an adventure waiting to
unfold. So, here’s to many more beats of “Bayan Ko,” to resistors and TOS, and to the
magic of teaching.

18
The milestone—the celebration of my first month as a student teacher. The
calendar pages turned, and I wore my experiences like badges. Lessons learned, bonds
forged, and countless moments etched into memory. I weren’t just teaching; I were
shaping minds, igniting curiosity, and leaving footprints on their hearts.

The hustle and bustle of periodical examinations filled the air. Students sat in
classrooms, their pencils dancing across answer sheets. Meanwhile, behind the scenes,
I was busy preparing and disseminating test papers for both grade 9 and 10 TLE
(Technology and Livelihood Education) classes. The weight of responsibility rested on my
shoulders—the bridge between knowledge and assessment.

The TLE/TVL Department came alive with anticipation. The Fun Run and Zumba
awaited—a fusion of fitness and festivity. Teachers, STs (Student Teachers), and
colleagues from Bicol University and DCOMC gathered. It was more than an event; it was
a celebration of community. The track stretched before, eager footsteps ready to leave
their mark. The TLE/TVL team united, each role vital. Perhaps, in those discussions,
seeds of camaraderie were sown.

Assigned to the food committee, we stepped into the heart of the celebration.
Aprons tied, knives sharpened, and recipes whispered secrets. The culinary canvas
awaited—a palette of flavors. Early morning, we came at the school, gathering ingredients.

The Fun Run kicked off—an explosion of energy. Feet pounded pavements, hearts
raced, and laughter echoed. Students, teachers, and STs—all in motion. The finish line
beckoned, not just for medals but for the thrill of participation. Perhaps, in those strides,
dreams were chased, and barriers shattered. And as the sun peeked through the leaves,
I caught glimpses of resilience.

And then, the Zumba—a dance of joy. Bodies swayed, hips swiveled, and
inhibitions melted. The beat pulsed through veins, erasing stress lines.

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As morning embraced the event, exhaustion mingled with fulfillment. The Fun Run
medals found new owners, and the Zumba playlist faded into memory. But what remained
were the connections—the shared laughter, the taste of victory, and the knowledge that I
was part of something bigger.

20
My experience this week is a mix of restful breaks and responsibilities. Maundy
Thursday (March 28) is a day of reflection and solemnity. Good Friday (March 29):
Another day of rest, honoring a significant event in Christian tradition. Take this time to
recharge and find peace. No classes, allowing me to pause, contemplate and do the
requirements at school.

Amid these reflective pauses, responsibility beckoned. Grade 9 students had

poured their understanding onto those pages. I, the guardian of knowledge, checked
diligently. Each mark carried weight—a glimpse into their learning journey. And as I
recorded their progress, I became a witness to their growth.

April 2—the day of reckoning. The first-class observation—an auditorium of eyes

upon myself. As a student teacher, I stepped into the spotlight. My lesson plan,
meticulously crafted, awaited its unveiling. But this wasn’t mere performance; it was an
act of love. My passion for teaching would guide the spark that ignites curiosity, the
compass that steers young minds. Remember, observation is not just about evaluation;
it’s an opportunity for growth. In that classroom, the students leaned in, their eyes wide
with wonder. I weren’t just teaching; I were sculpting futures. For observation isn’t about
perfection; it’s about growth and emerge stronger.

21
This week has been quite the roller coaster of experiences, challenges, and growth
for me as a student teacher at Cotmon National High School.

The Science Department organized the NSERIES event, where students got to
participate in various science-related activities. Witnessing their enthusiasm and joy as
they learned was incredibly rewarding. It’s moments like these that remind me why I chose
this path.

We have our scheduled

“Kamustuhan” at BUCIT BRFICC. Our
morning session brought together all the
BTVTED (Bachelor of Technical-Vocational
Teacher Education) students at the BRFICC.
The invited resource speaker from DepEd
discussed updates on the PPST (Philippine
Professional Standards for Teachers)
Classroom Observation Tool Indicators and
Evaluation Strategy for Beginning Teachers.
The open forum allowed us to engage in
meaningful discussions.

After lunch, we had a progress review and feedback session. Each specialization
group had a breakout session, where we shared our experiences with our classmates and
our course facilitator, Ma’am Venus. It was a chance to reflect on our journey so far and
learn from one another. We also had informal conversations with friends, catching up and
sharing stories. These moments of camaraderie and checking in with one another added
a sense of community to our busy schedule.

As I look back on this week, I realize that teaching is not just about imparting
knowledge; it’s about fostering curiosity, creating connections, and celebrating growth. I’m
grateful for the opportunity to be part of these students’ learning journey, and I’m excited
to continue making a positive impact in their lives.

22
This week has been quite a test of endurance due to the scorching weather. The
high heat index has prompted significant changes in our daily routines, especially within
the education system.

The danger-level heat index, which reached a sweltering 42°C, has led to the
suspension of classes in many areas. The Department of Education (DepEd) has swiftly
adapted by shifting to alternative modes of learning delivery, such as online classes, to
ensure continuity1. This decision prioritizes the health and safety of learners, teachers,
and non-teaching personnel. Schools have transformed their schedules to cope with the
extreme heat. As a result, we now have half-day classes each week. Additionally, modular
or asynchronous learning methods have been implemented to accommodate the
challenging conditions. These changes aim to strike a balance between education and
well-being.

On April 11 and 12, we visited the school. I took the opportunity to print learning
materials specifically for Grade 10 students. Ensuring that students have access to
relevant resources is crucial during these trying times. Fridays have become our
designated catch-up days. It’s a chance for students and teachers alike to review,
consolidate, and address any gaps in learning. This approach acknowledges that
disruptions due to heat and schedule adjustments may impact the pace of learning.

As a student teacher, I’ve learned that flexibility and adaptability are essential
qualities. While the heat poses challenges, it also pushes us to find innovative solutions.

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As we step into Week 9, the academic journey continues with its twists and turns.
On April 15 and 16, we shift to asynchronous learning again. Asynchronous learning
provides flexibility and accommodates different schedules, recognizing that each student’s
circumstances vary.

April 17 marks a significant milestone—

my second-class observation. As student
teachers, this is our opportunity to showcase
our teaching skills. Create an engaging and
effective learning environment for our students,
demonstrating our passion for education.
Amidst our teaching responsibilities, April 18
was release of cards. As educators, we wear
multiple hats. Focus on assessing student
work, providing constructive feedback, and
maintaining accurate records. Fair and timely
grading is essential for student growth.

Finally, on April 19, we have another

catch-up session. Week 9 reminds us that
teaching is both an art and a science.
Balancing instruction, assessment, and
student well-being requires adaptability and
dedication.

24
The relentless heat continues to impact our schedules, leading to more
asynchronous or no classes. However, amidst these challenges, I had a valuable
opportunity to meet my class in person this week.

Despite the heat, we gathered face-to-face, and I conducted a lesson on Ohm’s

Law. It’s incredible how being in the same physical space allows for more interactive and
engaging teaching. Ohm’s Law, which relates voltage, current, and resistance in electrical
circuits, sparked curiosity among the students. We explored practical examples and
calculations, emphasizing the importance of understanding these fundamental concepts.

My cooperating teacher entrusted me with an essential task—to purchase

materials needed for the Grade 10 practicum. This responsibility allowed me to contribute
directly to the students’ hands-on learning experience.

As a student teacher, I’m learning to adapt to varying circumstances. Whether it’s

virtual classes or face-to-face interactions, each moment contributes to my growth. The
heat may be relentless, but so is our commitment to education. Let’s keep the passion
burning, even when the thermometer rises!

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As the day of our departure from our cooperating school draws near, I can’t help
but feel a tinge of sadness. The opportunity to spend time with the students was limited,
yet we managed to form a strong rapport with each other.

Every shared laughter, teaching moment, and experience will remain as cherished
memories. Each smile they shared, every lesson we discussed, and every success we
achieved together will be part of my recollections of this school. Despite the sadness, there
is also joy. My experiences in this school have imparted wisdom and meaning. Each
student has inspired me and strengthened my faith in education. From them, I learned the
importance of being a teacher - to impart knowledge, inspire, and shape the youth for their
future.

In the end, although there is sadness in our departure, I am grateful for the
experiences and lessons learned. These will guide me in my next chapter as a teacher.
To every student I have interacted with, thank you. You have added color and meaning to
my journey as a teacher in this school.

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The week of May 6th to May 10th was a particularly intense period. As a teacher,
I found myself in the midst of a flurry of activities, with the dual responsibility of meeting
my own school requirements and preparing the periodical exam for my Grade 9 students

Each day was a balancing act, juggling my personal academic responsibilities and
my commitment to my students. The impending periodical exam added a layer of urgency
to the week. It was not just about creating an assessment, but about ensuring it was
comprehensive, fair, and reflective of the lessons taught. The challenge was not just in the
volume of work, but in the significance of each task. The periodical exam, in particular,
held the weight of my students’ academic progress. It was a reminder of my role in their
educational journey and the impact I could have on their learning.

Despite the pressure, this week was also a testament to my ability to handle
multiple responsibilities. It was a reminder of my resilience, my ability to stay focused
under pressure, and my commitment to my students.

Looking back, I see this week as a period of growth. It was demanding, but it was
also rewarding. It reinforced my passion for teaching and my dedication to my students. It
reminded me of the importance of balance, of managing my time effectively, and of the
need to take care of myself amidst the busyness.

As I move forward, I take with me the lessons from this week. I am reminded of my
strength, my resilience, and my ability to rise to the occasion. This week was not just about
surviving the busyness, but about thriving in it.

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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
considers 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.

-PPST, 2017

In Domain 1, which is about knowing your stuff and teaching it well, I've got tons
of experience because I deal with it every time I'm in class. One thing I've done a lot is
teaching my Grade 9 students about Electrical Installation and Maintenance (EIM). In
those classes, we mainly focused on how to use a multimeter and test electrical
components, like checking the actual reading of a resistors. It was all about hands-on
learning. Even though it was practical, I really enjoyed sharing what I know with my
students.

We've done loads of activities together that show how much I know about this. For
example, I've guided them in using tools properly, like showing them how to handle a
multimeter safely. It's important for me to know what I'm doing because if I don't, I can't
teach them properly. So, I'm confident that I'm in the right domain because I've got the
experience and knowledge to back it up.

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My time at Cotmon National High School, which lasted for three months, was a
significant and enriching experience for me. During this period, I had the opportunity to
apply my skills and knowledge in the field of Electrical Installation and Maintenance.

Reflecting on my experiences in Domain 1, it's evident that my extensive

knowledge and hands-on approach in teaching Electrical Installation and Maintenance
(EIM) have greatly benefited my Grade 9 students. The practical focus of the classes,
such as using a multimeter, has not only allowed me to share my expertise but also
provided my students with valuable skills they can apply in real-world situations. The
numerous activities we've undertaken together, like learning to handle a multimeter safely,
have further demonstrated my proficiency in this domain. These experiences have
reinforced the importance of being well-versed in my subject matter, as it directly impacts
my ability to teach effectively.

My enjoyment in sharing my knowledge is a testament to my passion for teaching.

This passion, coupled with my expertise, creates an engaging and productive learning
environment for my students. Reflecting on these experiences reaffirms my confidence in
my abilities within this domain. My knowledge, experience, and dedication to teaching
have equipped me to guide my students effectively, making me a competent and inspiring
educator. I look forward to continuing to share my knowledge and skills with my students,
fostering their growth and learning in the process.

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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.

-PPST, 2017

As a student teacher, I've come to understand that creating a conducive learning

environment involves more than just the physical setup. Emotionally supportive spaces
are equally crucial. I've learned to be mindful of the language I use when teaching. I've
seen how negative words or tones can impact students significantly. Considering that
some students may be prone to depression, I've realized it becomes even more essential
to foster a safe, secure, fair, and supportive atmosphere.

In this environment, I've seen students thrive, learn, and grow. By understanding
their emotional needs, I've been able to contribute to their overall well-being. Additionally,
promoting a sense of belonging and acceptance among students has further enhanced
the classroom atmosphere. Encouraging collaboration, empathy, and respect among
peers has fostered a community where everyone feels valued and appreciated. I'm
committed to continuing this great work in creating positive educational spaces.

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Through the utilization of Field Study answer sheets, I was able to delve deeper
into the concept of the learning environment. I realized that it extends beyond the
boundaries of a student’s classroom and encompasses the whole school or institution. In
light of this, I make a conscious effort to acknowledge everyone who greets me when I’m
outdoors, particularly my students, to ensure they don’t feel overlooked. This is one way I
contribute to fostering a positive learning environment.

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Creating a good learning environment is super important for students. When the
place where they learn feels nice and welcoming, it helps them learn better and feel
happier. On the flip side, if the environment is bad, it can make it hard for them to learn
and feel good. So, when I eventually design my classroom, I want it to be super comfy for
everyone who walks in. I've been in classrooms like that before, and it makes a big
difference.

Having a good learning environment also reflects well on us as teachers. We want

our students to feel happy and engaged, not bored or uncomfortable. To figure out how to
make my classroom awesome, I'll check out other schools and see what cool things they're
doing. It might not be the most original idea, but it's a smart way to learn from others and
make our own classrooms better.

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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.

-PPST, 2017

In my experience handling 3rd class scheduled grade 9, there are many students
who are unruly and act bossy. Some are frequently absent, others are preoccupied with
other things, and there's a lot of noise. This behavior often stems from a variety of factors,
including peer pressure, struggles with authority, or challenges in their personal lives.
Some students may lack positive role models or have limited exposure to appropriate
social interactions, leading them to adopt domineering attitudes as a means of asserting
themselves in the classroom environment. Some are frequently absent, others are
preoccupied with other things, and there's a lot of noise. These challenges can significantly
disrupt the learning environment and hinder academic progress for the entire class.

Handling a class like this can be challenging, requiring patience, creativity, and
persistence to engage the students effectively despite their various distractions and
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learning difficulties. It may involve implementing different teaching strategies, providing
extra support for those who need it, and establishing clear expectations and
consequences for behavior.

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Recognizing and addressing the diversity of learners in the classroom is an
essential aspect of effective education. As educators, we must understand that students
come from various backgrounds, cultures, and experiences, each with their own unique
learning needs. It is our responsibility to create an inclusive and supportive learning
environment that caters to the individual needs of all students.

I've come to realize the importance of being sensitive to the diversity of our
students and being attuned to their needs. This involves closely observing and studying
their behaviors and learning styles to provide appropriate guidance and support.
Conducting assessments or tests can help identify students who may require additional
attention or motivation, facilitating the concept of inclusive education. Being resourceful
and seeking assistance from fellow educators can be invaluable in addressing the diverse
needs of students. Drawing on the knowledge and experience of colleagues can offer
fresh perspectives and innovative strategies for supporting student learning.

Furthermore, I've discovered the significance of building trust and rapport with
students by demonstrating empathy and understanding. Students are more likely to
engage and connect with teachers who can relate to their experiences and emotions. This
bond fosters a positive learning environment where students feel valued and supported,
regardless of their backgrounds or differences.

In essence, embracing the concept of learning diversity and giving it the attention
it deserves can yield remarkable results for both teachers and students. By fostering trust,
understanding, and inclusivity, educators can create a nurturing environment where every
student can thrive and succeed.

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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.

-PPST, 2017

The experience I can share that is relevant to this context circles about my
experience in crafting lesson plans and its execution.

After a week, I diligently crafted my first lesson plan, drawing upon my previous
experience, although I recognized there was room for improvement. With my cooperating
teacher occupied for the entirety of March, I sought guidance from other former teachers.
Crafting the lesson plan was just the beginning; executing the content, known as the
taught curriculum, was equally important. During this process, I sought to assess and
refine my teaching style, leveraging the valuable feedback provided by my cooperating
teacher, Sir Moron, during his observations of my three demonstrations. His mentorship
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proved invaluable, shaping my approach to teaching and bolstering my confidence in
lesson planning and delivery.

The insights and constructive criticism offered by Sir Moron and my other teachers
left an indelible mark on my professional development. Their guidance not only enhanced
my ability to craft effective lesson plans but also instilled confidence in my teaching
methodology. As I continue my journey as an educator, I remain grateful for their
mentorship and the enduring impact it has had on my pedagogical approach.

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Designing curriculum and planning lessons are fundamental aspects of effective
teaching. Through my experience as an educator, I've recognized the critical importance
of meticulous planning in both curriculum development and lesson execution. A well-
crafted curriculum and lesson plan can profoundly impact student learning outcomes.

I've learned that creating a lesson plan is a nuanced process that demands careful
consideration. Each element of the plan should interconnect, with a clear understanding
of the sequence in which they should be implemented during teaching. Seeking guidance
from more experienced colleagues has been invaluable, as their diverse perspectives
often enrich lesson plans with valuable insights.

Moreover, aligning lesson plans with the overarching goals and objectives of the
school is paramount. By ensuring that lesson plans are in harmony with institutional
objectives, educators can create meaningful and relevant learning experiences for their
students, facilitating their academic growth and achievement.

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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.

-PPST, 2017

In my teaching practice, I have been actively engaged in administering various

types of assessments to my students, including quarterly exams, individual board work,
and summative exams. These assessments serve as crucial tools for gauging student
progress and understanding the effectiveness of my teaching methods.

Assessment plays a pivotal role in ensuring that student learning is progressing as

intended. By analyzing assessment results, I can pinpoint areas where students may need
additional support or where teaching strategies may need adjustment. This allows for
targeted interventions tailored to the specific needs of individual students. One method I
employ is assigning individual board work to assess student understanding of lesson
concepts. This provides me with immediate feedback on student comprehension and
helps identify any misconceptions that need to be addressed.
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Additionally, summative exams are used to evaluate overall student achievement
and mastery of learning objectives. Following the assessment, I meticulously record
student scores in my class record, providing a comprehensive overview of student
performance over time. This record serves as a valuable reference point, allowing me to
track student progress and identify trends in learning outcomes. By analyzing this data, I
can identify students who may be struggling and implement strategies to support their
academic growth.

Furthermore, recognizing student strengths and leadership qualities is essential. I

leverage the achievements of high-performing students by involving them in peer
mentoring activities during group work. This not only benefits struggling students by
providing them with additional support but also fosters a collaborative learning
environment where students can learn from one another.

In addition to administering quarterly exams as the culmination of students'

learning progress, I also undertake the important task of creating a Table of Specification
(TOS) beforehand. This document serves as a blueprint for determining the number of
test items allocated to each learning competency outlined in the Curriculum guide. Crafting
the TOS is a meticulous process that requires careful alignment with the curriculum
objectives. It ensures that the assessment accurately reflects the breadth and depth of
student learning across various competencies.

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Assessment and reporting play pivotal roles in education, enabling teachers to
evaluate student progress, document it, and communicate it effectively. Through my
experience, I've come to appreciate the significance of assessing students' performance
and accurately recording their scores.

Evaluating students' progress and maintaining records are essential aspects of

teaching. These practices allow me to pinpoint areas where students may be struggling
and devise appropriate interventions to support their learning journey. Indeed, it's our
responsibility as educators to identify students in need of assistance and provide them
with the necessary guidance and resources to help them succeed.

However, I've also encountered challenges in this process, particularly when

students miss quizzes or projects, which can have a significant impact on their grades.
Sometimes, circumstances beyond our control contribute to these absences, and it can
be disheartening to witness students facing the consequences. Nonetheless, it reinforces
the importance of creating a supportive and inclusive learning environment where students
feel empowered to overcome obstacles and thrive.

Moreover, administering quarterly assessments requires careful planning and

adherence to established procedures, such as creating a Table of Specification (TOS) to
ensure comprehensive coverage of learning competencies outlined in the Curriculum
guide. This structured approach is essential for promoting fairness and consistency in
assessment practices.

As I prepare to embark on my journey as a teacher, I recognize the importance of

mastering these processes to become an effective educator. By embracing assessment
and reporting as integral components of my teaching practice, I aim to contribute positively
to the academic development and success of my future students.

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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.

-PPST, 2017

Being actively involved in professional engagements such as organizing events

brings me immense joy and pride. One notable experience was leading the Zumba dance
at CNHS grounds during the Women’s Month celebration. By taking on this role, I not only
contributed to school activities but also felt a sense of fulfillment in being part of something
meaningful.

Participating in events like these allows me to play an active role in the school
community, demonstrating my commitment to its success and vitality. Moreover, it
provides me with opportunities to showcase my skills and talents in a way that benefits
others and fosters a positive atmosphere.
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Being entrusted with leadership responsibilities in organizing such events
strengthens my relationship with teachers and peers. It enables them to recognize and
appreciate my contributions, fostering a sense of value and belonging within the school
community. These professional engagements not only bring personal satisfaction but also
contribute to the collective growth and vibrancy of the school environment. They allow me
to make meaningful connections, showcase my abilities, and play an active role in creating
memorable experiences for everyone involved.

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Embracing and showcasing our special skills is indeed a gift that can inspire others
and foster a culture of professionalism and growth. It's important to recognize and utilize
our talents as tools for building a supportive community that values excellence.

I've come to understand the significance of connecting with the community as a

means of creating a positive environment for growth. Engaging in school events and
activities not only strengthens collaboration but also facilitates meaningful discourse and
mutual learning. By actively participating, we contribute to the collective development of
the community. I've learned the power of not shying away from opportunities to share our
talents. When we bravely step forward and showcase our abilities, we open doors to
unexpected outcomes and connections. For instance, receiving compliments and
recognition after performing a dance at CNHS grounds not only boosted my confidence
but also helped me forge friendships within the school community.

However, amidst recognition and praise, it's crucial to remain humble in our
actions. Staying grounded allows us to maintain perspective and continue to grow and
learn from others. Humility fosters genuine connections and reinforces the importance of
collective achievement over individual success.

In essence, by embracing our talents, engaging with the community, and remaining
humble, we contribute to a culture of excellence and mutual support, fostering an
environment where everyone can thrive and grow together.

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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.

-PPST, 2017

In my pursuit of growth and development as an aspiring educator, I actively sought

guidance from experienced teachers at CNHS. Recognizing the value of their wisdom and
expertise, I approached them with questions and sought their advice on navigating the
transition into teaching.

Rather than waiting, I proactively utilized my time at CNHS to gather insights and
glean knowledge from seasoned educators. I believed that tapping into their collective
wisdom would equip me with valuable insights and prepare me for the challenges ahead.

I found that the teachers I approached were more than willing to share their
experiences and offer guidance. Their responses served as invaluable resources,
providing me with practical advice and essential pointers for embarking on my teaching
journey.

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By leveraging the knowledge and mentorship of these teachers, I was able to lay
a solid foundation for my career as a beginning teacher. Their guidance equipped me with
the tools and confidence needed to navigate the intricacies of the teaching profession
effectively.

My experience of seeking help from teachers at CNHS underscored the

importance of mentorship and continuous learning in professional growth. It reinforced the
notion that by actively seeking guidance and leveraging the expertise of others, I could
maximize my potential and embark on a successful teaching career.

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Lifelong learning is a cornerstone of professional growth and development for
educators, as it involves continuously seeking and acquiring new knowledge to share with
colleagues and students. Teachers serve as conduits of information, and it is essential for
them to remain updated and well-informed in order to provide accurate and relevant
content.

In the dynamic field of education, where new information and technologies emerge
constantly, the commitment to lifelong learning becomes even more crucial. By staying
abreast of the latest developments, teachers not only enhance their own knowledge but
also inspire their students to cultivate a similar thirst for learning. When educators are well-
informed and current, they cultivate an environment that encourages students to engage
actively in the pursuit of knowledge.

Moreover, prioritizing personal growth and professional development is essential

for maintaining professionalism in all aspects of teaching. Lifelong learning serves as a
pathway for teachers to continuously refine their skills, deepen their expertise, and adapt
to evolving educational landscapes. This commitment ensures that educators remain
effective and competent in their roles, providing students with reliable and credible
information.

By embracing lifelong learning, teachers not only enrich themselves but also
uphold their responsibility to deliver quality education to their students. It empowers
educators to stay ahead of the curve and foster a culture of continuous improvement within
the educational community. Ultimately, lifelong learning is integral to the ongoing success
and vitality of the teaching profession.

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I truly belief that education is a
transformative tool that empowers individuals
and shapes societies. I am committed to
fostering a love for learning that extends
beyond the classroom, instilling in my students
the curiosity and enthusiasm to continually
seek knowledge.

In my classroom, I strive to create an

inclusive and safe learning environment where
every student feels valued and heard. I respect
and celebrate the diversity of my students and
encourage them to share their unique
perspectives. My teaching approach is student-centered, tailoring instruction to meet the
individual needs of each student by understanding their strengths, weaknesses, and
interests. I promote a collaborative learning environment where students can learn from
each other, fostering critical thinking and problem-solving skills.

I encourage my students to embrace challenges and view mistakes as

opportunities for growth, cultivating a growth mindset that values effort and persistence.
In this digital age, I believe in integrating technology into my teaching to enhance learning
experiences, preparing my students for a future where digital literacy is key. As a
beginning teacher, I am excited to embark on this journey with my students, guiding them
towards becoming lifelong learners and responsible citizens.

I firmly believe that every student possesses unique abilities and potential. As
teachers, it is our responsibility to understand and research how best to support these
abilities, providing students with the guidance and enrichment they need to thrive
academically and personally. By embracing active learning strategies and fostering a
culture of inclusivity and empowerment, we can help students unlock their full potential
and make meaningful contributions to society.

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References

Blaydes J. The educator’s book of quotes. Thousand Oaks, Calif: Corwin, 2003.

Awan, O. A. (2019, November 1). What Makes a Great Teacher? Radiographics.

https://doi.org/10.1148/rg.2019190032

Lanier, J.T (1997) Redefining the Role of the Teacher: It’s a Multifaceted
Profession. Retrieved from https://edut.to/2IPwb1w

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