Angie Pre-service Student Teaching Portfolio

Pre- Service Student Teaching Portfolio 2015

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Pre-Service Student Teaching

Portfolio

S. Y. 2014-2015

Submitted by: Angeline T. Tatel BBTEIT 4-1


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Student Teaching

Portfolio

In partial fulfillment of requirements in Bachelor in Business Teacher Education

Assigned at

Holy Spirit National High School Sto. Ireneo St., Doña Juana Extension, Barangay Holy Spirit

Quezon City

Submitted to:

Prof. Marilyn Isip &

Prof. Sheryl Morales Student Teaching Coordinators

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES QUEZON CITY BRANCH

http://en.wikipedia.org/wiki/Quezon_City


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March 2015


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ACKNOWLEDGMENT

This teaching portfolio was based from the author’s closed contact with the

students, teachers, principal and the school personnel during her practice teaching at

Holy Spirit National High School.

Time is so fast… the day came in an instant that the author hasn’t notices it’s

over. For it was just like yesterday when her thinking how would it be to become a

teacher. The feeling of becoming a teacher even for a short time cannot be paid. The

short journey to a new world! And yes… she made it! For this journey, opened her eyes

to the real world.

She wishes to extend her deepest and warmest praise and glory first and and

foremost to our Almighty God for providing strength, protection and courage that wipes

all the difficulties and trials. And Her eternal love which is the greatest gift to her life

during the highlights of her internship. The author went through chunk of struggles and

hardship but she never gave up because as she read in the bible, “With God, all things

are possible” (Matthew).

To her family, guardians and relatives for the love and inspirations, spiritual and

financial assistance to attain the success of his studies and practice teaching.

Sincere gratitude to Ms. Elena D. Zamora, T.L.E. Department Head for her

pieces of supervision, constructive criticism and assistance all throughout the internship

period.

To Ms. Amie Q. Cuasto, for giving her professional advice and support to the

author.


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A heartfelt gratitude to Mr. Maximo P. Placio, Principal of Holy Spirit National

High School for the hospitality and support as well as the faculty and staff who rendered

their best help during her internship.

Special thanks to her cooperating teacher, Ms. Sonia O. Camposano for her

warm acceptance, proper assistance and sharing her expertise in the academe.

To the Grade 9 Del Pilar students who participated well during her

demonstration.

To our dear Professor Sheryl Morales and Professor Marilyn Isip for sharing

their knowledge and guiding their students.

To all the fellow Pre-service Teachers especially to her co-interns, for the good

and bad experiences, laughter, challenges and success for her wonderful off-campus

experiences shared them.

Thank you and May the Almighty God be with us always.

ANGELINE T. TATEL

The Author


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Table of Contents

I. Statement of Purpose of the Portfolio ………………………………………….. 8

II. Prayer of Pre-service teachers ………………………………………………….. 9

Teacher's creed

Personal Education Philosophy

III. Resume ………………………………………………………………………………. 12

Community Involvement evidences

IV. Personal Insights on the pre-service training experience ………………… 16

V. Brief Description of the Site of practice teaching …………………………… 18

Mission, Vision, Goal, Values

Organizational chart

VI. Sample lesson plan/learning guide/plan book/activity log ………………. 25

a. detailed lesson plan

b. semi-detailed lesson plan

c. brief/outline lesson plan

VII. Lesson plan used during final ………………………………………………… 38

a. pictures of teaching materials used

b. pictures during the final demo

c. sample of students' output

Additional entries ……………………………………………………………………. 53

-DTRs


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-school site

-pictures, pictures, picture

This practice teaching portfolio was prepared and developed to provide and

share experiences for those who will undergo the same undertakings. Some classroom

difficulties and problems that she had encountered are mentioned, and the lesson that

she had learned. The greatest value of this practice teaching portfolio is that it serves as

the mirror of the practice teacher for their progress and achievement in their practice

teaching. And also this practice teaching portfolio was prepared to expose the pre-

service teacher experiences so that they can use it in relating their theories learned

inside the classroom to become globally competitive.

Another purpose of this practice teaching portfolio is that it assess the pre-service

teacher’s learning for the preparation in future life in facing the real world of teaching.

The pre-service teacher must do always their best in imparting knowledge to the

students. Just love your students so in return your students will be embracing you too,

with the great things you’ve done to them not only in cognitive side but in affective and

psychomotor development.

I.


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Help me to be a fine teacher, to keep peace in the classroom, peace between

my students and myself, to be kind and gentle to each and every one of my students.

Help me to be merciful to my students, to balance mercy and discipline in the right

measure for each student, to give genuine praise a s much as possible, to give

constructive criticism. Help me remain conscientious enough to keep my lessons I am a

teacher. always interesting, to recognize what motivates each of my students, to accept

my students limitations and not hold it against them. I accept the challenge to be

sagacious Help me not to judge my students too harshly, to be fair to all, to be a good

role model, but most of all Lord, help me to show and tenacious in teaching every

student your love to all of my students.

Amen.

II.


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I will expect more from myself and from my students this year.

I will accept no previous estimate of any student’s ability or character. Only the

work done for me determines how I will proceed with each individual.

I will identify earlier the students who most need warm reassurance and the ones

who most need prodding. Among my quiet students, I will distinguish earlier

between the shy and the lost.

I will stifle more successfully the urge to deliver up right answers.

I will guide this initiation more efficiently and respectfully than ever.

My classes will expose more fully the great benefits of mistakes that alone can

reveal what the student needs to learn next. In my classroom, no student will be

afraid to err, but each will come to understand the waste of not learning from

errors.

I will go out of my way to find out what other teachers, in all the disciplines, are

doing and link my work to theirs


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Educational Philosophy Education is a process that involves many elements

working together for a common goal. I believe that… Every child can learn and has the

potential to succeed.

Every student is an individual and has their own learning style. Every student

should be assessed in the way that allows them to best express their abilities. Learning

should be student centred. Learning should be authentic and interdisciplinary. Learning

should be interactive, engaging and creative.

The classroom climate is set by the teacher’s attitude. The classroom creates a

family of learners, working together. The classroom should be a safe, inviting and

stimulating environment. Teachers are only part of a team. Teachers should have high

expectations. Teachers should be role-models for their students; both in the classroom

and in the community.

Teachers must go above and beyond their teaching duties. Teachers should be

involved with extra-curricular activities. Teachers must be adaptable, constantly

evaluating their teaching practices and seeking to improve their methods. Teachers

work with students, parents, colleagues, administrators and community members.


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Name: Angeline T. Tatel

Address: 20A Sto. Domingo St., Brgy. Holy Spirit, Q.C

Contact no: 09092940022

PERSONAL BACKGROUND Gender: Female Civil Status: Single Birthday: July 28, 1994 Age: 20 y/o Height: 5’3” Weight: 49 kg Citizenship: Filipino EDUCATIONAL ATTAINMENT

Tertiary: Polytechnic University of the Philippines, Quezon City Branch (2011-present)

Don Fabian St., Brgy. Commonwealth, Quezon City

Secondary: The Sisters of Mary School (2007-2011)

Bo. Biga II Silang, Cavite

Primary: San Roque Elementary School (2001-2007)

San Roque, Bato, Catanduanes

SKILLS

Computer Literate ( Microsoft Word, Excel and Powerpoint)

Good in Communication Skills

III.


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Willing to take new challenges

SEMINAR AND WORKSHPS ATTENDED

Software Freedom Day:“Today’s Technology, tomorrow’s trash”

“A Human Health Dilemma”

PUPQC Branch: September 29, 2014

Demographic Profile of High School Students;

A Contributory Factor on Today’s Students-Learning Capability

PUPQC Branch: March 25, 2013Software

Freedom Day 2013 and the Environment


Research Capability Training

PUPQC Branch: February13, 2012

PR; A Quantum Leap in Public Relation


“Career Success Begins Now”

PUPQC Branch: August 31, 2011

CHARACTER REFERENCES

Ms. Maricris Morales

Supervisor

Bato Rural Development High School

09193834915

“I hereby certify that the above information are all true and correct”


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A lot of things happen during those times of my journey in practice teaching.

Mixed emotions I felt nervous at the same time so happy that at last I’m about to enter

the next level of my teaching.

My field of Specialization is Consumer Electronics Servicing so I was assigned to

T.L.E. (Technology and Livelihood Education) under Ms. Elena D. Zamora the T.L.E.

Head Department. We are four practice teachers and I was assigned to Ms. Sonia O.

Camposano. She is the teacher in Consumer Electronics Servicing at the same time my

cooperating teacher.

First week of my practice teaching, my cooperating teacher, Mam Sonia

Camposano let me see and feel first the environment inside her classroom and

observed the diversity of students. And then she introduced me in the front of the class.

She also thought me how to impose class policies/rules and routines at the very

beginning of the class.

During the first week of my observation I noticed her approach was very reliable

to the students. She is strict teacher because she is handling six sections and all of

them are boys. She started the lesson with a review of the previous topic and checking

of assignments. Then followed by introduction of the new topic. She’s very particular

on how to motivate students and of course when it comes to the lesson proper.

The following days she let me handle her class and give me the module and

book that I will need in my lessons. She told me to make my own strategies on how to

get the interest of my students when it comes to what I’m going to teach.

At first, it’s hard for me because I still consider myself neophyte when it comes in

teaching. But anyway the good part is she appreciated me for being good in

communication skills.

On the other hand, the following weeks, when she’s not around, I take charged at

the six sections she assigned to me which is the Grade 9 Dagohoy, Solaiman, Del Pilar,

Jaena, Ricarte and Luna.

Iv.


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Another horrifying things happen to me, is there were times that I’m lost in the

middle of discussion maybe it’s because im still adjusting with the topic that requires me

to review before I discuss it.

Eventually I always practice speaking in front of the mirror in order to improve my

ability in discussing continuously. I feel so fulfilled whenever I saw my student with their

full participation and when they ask queries that means showing that they’re interested

to learn more. And knowing that they appreciated the way I thought them means I was

able to help them giving my best.

The topic that was assigned to me are at first the resistor color coding, followed

by Identifying types of transistor if it is PNP or NPN transistor, Troubleshooting of Flat

Iron and my last topic is all about Trouble shooting of Electric fan.

Since I was assigned to Consumer Electronics Servicing, I already expect that

there are lots of activities and outputs to be made by the students and I’m just

supervising them since they are already in the K12 curriculum which is output based.

Discipline is part of the classroom management, although there were

circumstance that were students not behaving well, I just manage myself to be more

patient and flexible. As much as possible I don’t shout at them when they becoming

unruly. I just call their attention in a nice manner. Tapping my shoes or tapping the

eraser on the board was enough. And then make a short sermon to wake up them.

When my final demonstration came, I’m very grateful to my students because

they have given me their full support. Actually there are lot of things happen before and

on my final demo. My cooperating teacher was very supportive and always cheers me

that I can do it! I choose the grade 9 Del Pilar and some of the other sections. My co-

practice teachers are very supportive too. So my I was worried if I can make it but after

the final demonstration I was enlighten and able to execute the lesson even I’m a little

bit nervous… And at last it all done despite of all difficulties.. It was a success!!!

When my last week came, that’s the time I felt so sad, in a way that I will not be

able to help them anymore in times of lesson that contains complicated problem. And I

will not be their student teacher anymore. But I just take it positively, that it is not the

end but it was just about the start of my career as a Teacher.


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HOLY SPIRIT NATIONAL HIGH SCHOOL Sto. Ireneo St., Doña Juana Extension, Barangay Holy Spirit Quezon City,

Holy Spirit Annex, the annex school of Commonwealth High School in Barangay

Commonwealth, Quezon City. In 2008, it was renamed as Holy Spirit National High

School after getting its independence.

Holy Spirit National High School was created because of the need to provide quality and

accessible education to students of Barangay Holy Spirit. To deal with the rise of

enrollees in Commonwealth High School, the local government came up with the

proposal of putting up an annex in the said barangay.

The annex school was built under the leadership of former Quezon City Mayor

Feliciano "Sonny" Belmonte, Jr., with the support of Mr. Cresencio M. Viernes, principal

of Commonwealth High School, Barangay Captain Felicito A. Valmocina and the

acceptance of the residents of Barangay Holy Spirit. with the approval and assistance of

Department of Public Works and Highways Secretary Simeon Datumanung, the Quezon

City government acquire 1,500 sq. m. of land property of DPWH. It is the present site of

Holy Spirit National High School.

The school was first operated on July 4, 2003 as Commonwealth High School-

Holy Spirit Annex and finally inaugurated on September 26, 2003. But because of the

efforts of Mrs. Zaida M. Padullo, former principal of the school, the Commonwealth High

School- Holy Spirit Annex became an independent school and renamed as Holy Spirit

National High School in July 2007. As of now, Holy Spirit National High School was

handled by Mr. Maximo P. Placio

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Holy Spirit National High School is committed to provide quality education through

efficient delivery of accessible and relevant functions to learners moulding them to

become functional citizens of the community.

Holy Spirit National High School envisions to produce value-laden and globally

competitive graduates who will make meaningful contributions to society equipped with

knowledge and lifelong learning skills.


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1.) High quality learning opportunities that are responsive, flexible, and accessible

and affordable to all.

2.) Excellence in learner achievement, focusing on the whole child (spiritual,

academic, social, emotional, and physical).

3.) Highly responsive and responsible jurisdiction.

1.) Educational Equity

2.) Excellence in Teaching

3.) High Achievement for All

4.) Collaboration

5.) Respect for Human Differences


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This picture is from the school bulletin board. Bear with us, some pictures are missing,

we don’t know why


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TLE TEACHER, HEAD

Ma. Elena D. Zamora

MASTER TEACHERS

Neizel B. Alburo

Amie Q. Cuasto

TEACHERS

Rian T. Gloria

Sonia O. Camposano

Sharon P. Conte

Alvin C. Fuertes

Jose V.Jacinto

Severino T. Osayen

Glandina F. Bansil

Cesar F. Jimenez

Harris G. Caguioa

Margarita T. Junio

Lorlyn B. Padullo

Mayeth A. Lubindino

Noli T. Jepollo

Jasmin R. Borce

Frederick Liban

Shemail Rancap

Arlene Dela Rosa

Roberto Pahanunot


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Latest pictures of the TLE Department Blank chair is for the Principal


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HOLY SPIRIT NATIONAL HIGH SCHOOL

Sto. Ireneo St., Dona Juana Ext., Holy Spirit Q.C.

Technology and Livelihood Education

Area TLE (Consumer Electronics Servicing):

Date: January 20-29, 2015

Time allotted: 1hour

I. OBJECTIVES:

At the end of the lesson, students are expected to:

1. define what is loudspeaker;

2. practice on how to test loudspeaker using multitester; and

3. appreciate how does loudspeaker works.

II. SUBJECT MATTER:

A. Concept: Loudspeaker

Sub Concept: Testing of Loudspeaker

B. Instructional Materials

References

VI.


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o Simple Electronics by M.Q. Enriquez pp. 45-47

o www.electronic hub.org

Aids and Devices

o Power point Presentation

o Visual Aids

o Actual component of Loudspeaker

o Analog Multitester

III. PROCEDURE:

A. Preparation

1. Daily Routine

1.1 Prayer

1.2 Greetings

1.3 Checking of Attendance

2. Review of the Past Lesson

The teacher will let the student get ¼ sheet of pad paper and they will be

given five item test in order to recall the last topic.

3. Unlocking of Difficulties

Loudspeaker – A device that converts electrical energy into

acoustical energy in audio appliances.

Loudspeaker that produces low frequencies are called Woofers

and those which reproduce high frequency are called Tweeters.

4. Motivation

Realia Strategy (Showing real things or components)

Teacher will show an actual component of a speaker and play a

video with regards to testing of loudspeaker.


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B. Presentation

TESTING OF LOUDSPEAKER

Teacher’s Activity Student’s Activity

Okay class. Our Lesson for today is what

all about what? Refer on what have you

seen in the video presentation and this

component in my hands.

Very well said… so now class in testing

Loudspeaker using multitester you should

what can you read Byron.

Thank you very much for reading….

So now class in testing Loudspeaker using

multitester you must first Set the tester to

RX1 and don’t forget to calibrate the two

test probe.

And of course after that Connect the

Ma’am our it’s all about testing of

loudspeaker.

Byron: In testing Loudspeaker using

Multitester we need to :

- Set the tester RX1

- Connect the negative test probe to

terminal of the speaker and positive

probe to negative terminal of the

speaker.

- When you hear scratchy sounds

speaker is Good. If does not

speaker is Defective

Students: None mam we understand


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negative test probe to terminal of the

speaker and positive probe to negative

terminal of the speaker.

And lastly, when you hear scratchy sounds

speaker is Good. If does not speaker is

Defective.

Any questions class?

It’s nice to hear that you understand our

lesson for today.

everything.

C. GENERALIZATION

Loudspeakers are device that converts electrical energy into

acoustical energy in audio appliances.

D. VALUES INTEGRATION

Practice cooperation, obedience and discipline in the class discussion and

avoid unnecessary noise.

E. APPLICATION

Return Demonstration

Student will re-demonstrate the testing of loudspeaker and they will

determine if it is Good or Defective.

IV. EVALUATION

Teacher will ask questions with regards to testing of loudspeaker.

V. ASSIGNMENT

Prepare for the long test next meeting

Coverage: Diodes, Capacitors transistors and transformer

Reference: www.electronicshub.org

http://www.electronicshub.org/


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Prepared by:

ANGELINE T. TATEL Practice Teacher Noted by:

MS. SONIA O. CAMPOSANO Cooperating teacher


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HOLY SPIRIT NATIONAL HIGH SCHOOL

Sto. Ireneo St., Dona Juana Ext., Holy Spirit Q.C.

Technology and Livelihood Education

Area TLE (Consumer Electronics Servicing)

Date: January 20-29, 2015

Time allotted: 1hour

I. OBJECTIVES:

At the end of the lesson, students are expected to:

1. identify the problem of flat iron;

2. demonstrate the steps in troubleshooting flat iron, and

3. appreciate the importance of troubleshooting flat iron.

II. SUBJECT MATTER:

C. Concept: Consumer Electronics Servicing

Sub Concept: Troubleshooting of Flat Iron

D. Instructional Materials

References

o Simple Electronics by M.Q. Enriquez pp. 51-57

o www.electronic hub.org

Aids and Devices

o Power point Presentation

o Visual Aids

o Flat Iron

o Analog Multitester


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III. PROCEDURE:

A. Preparation

1. Daily Routine

1.1 Prayer

1.2 Greetings

1.3 Checking of Attendance

2. Review of the Past Lesson

Team Work- divide the class into two and they will be given five

item questions, all they have to do is to answer it by True or False.

5. Unlocking of Difficulties

Troubleshooting- find or fix a certain appliances for you to be use

it again.

Thermal Fuse- an electrical device that interrupts current when

heated to a specific temperature.

Good- pointer will deflect.

Open- pointer will not deflect.

Shorted- pointer will deflect on zero (0).

6. Motivation

Jigsaw Puzzle

Students will be divided into two groups and form a small circle per

group. Each group will have pictures to for them to be form the image of

flat iron.


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B. Presentation

TROUBLESHOOTING OF FLAT IRON

1. Unplug the flat iron during troubleshooting.

2. Check first the physical features of flat iron.

Check the AC cord using analog multitester

- Pointer will deflect, cord is Good

- Pointer will not deflect, cord is defective…better

replace the plug.

If the flat iron still not heating… automatic the Thermal fuse

is the problem.

Thermal Fuse – is an electrical device that interrupts

current when heated to a specific temperature.

CONDITION OF THERMAL FUSE

GOOD- pointer deflects.

OPEN- pointer will not deflect.

SHORTED- pointer will deflect on zero (0).

C. GENERALIZATION

In troubleshooting flat iron we should always follow these steps.

1. Unplug the flat during troubleshooting

2. Check first the physical features of your flat iron

D. VALUES INTEGRATION

Practice obedience at all times, be hardworking , cooperative and always

observe silence.

E. APPLICATION

Return Demonstration

Students will be divided into three groups. All groups will provide

their flat iron and analog multitester.


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IV. EVALUATION

Students will be evaluated using this scoring rubrics.

SCORING RUBRICS

Proper Handling of Tools

15%

Accuracy in troubleshooting

flat iron

30%

Level of difficulty (Trouble)

20%

Speed 15%

Attitude towards the Activity

20%

TOTAL 100%

Pointing Scale:

POINTS EARNED NUMERICAL DESCRIPTION

12-15 91-100 Very Good

8-11 86 - 90 Good

4-7 81-85 Fair

1-3 15-80 Needs Improvement

V. ASSIGNMENT

Review on how to troubleshoot the flat iron and prepare for the practical

examination next meeting.

Reference: www.electronicshub.org

Prepared by:

ANGELINE T. TATEL Practice Teacher Noted by: MS. SONIA O. CAMPOSANO Cooperating teac


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Sample of Student’s Output


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Documents

Angie Pre-service Student Teaching Portfolio