Final Maricar B. Galanto Portfolio

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Polytechnic University of the Philippines

Student Teaching Portfolio

Of

Maricar B. Galanto

BBTEIT 4-1

Assigned at:

Holy Spirit National High School

Sto. Ireneo St.,Doña Juana Extension

Brgy. Holy Spirit, Quezon City

Maricar B. Galanto Bachelor in Business Teacher

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CERTIFICATE OF COMPLETION


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Acknowledgement

First of all, I am grateful to The Almighty God for establishing to complete this Portfolio.

I wish to express my sincere gratitude to our professor, Prof. Sheryl R. Morales for

requiring us to create our portfolio

I would like also to acknowledge my cooperating teacher Ms. Amie Q. Cuasto , I am

extremely grateful and indebted to her for her expert, sincere, valuable guidance and

encouragement that she gives to me.

I take this opportunity to record my sincere thanks to my parents for giving me support

financially and morally, I thank my parents for their unceasing encouragement and

support.

I also place on record, my sense of gratitude to one and all who, directly or indirectly,

have lent their helping hand in this venture.


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Table of Contents

Title Page

Certificate of Completion

Acknowledgment

Table of Contents

I. Statement of Purpose of the Portfolio

1

II. Prayer of Pre-service teachers, Teacher's creed, Personal Education Philosophy

1-3

III. Resume, Community Involvement evidences, (photos and certificates of outreach,

community service, etc)

4

IV. Personal Insights on the pre-service training experience

5

V. Bried Description of the Site of practice teaching, Mission, Vision, Goal, Values

Organizational chart

6-9

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

9-11

a. detailed lesson plan

b. semi-detailed lesson plan

c. brief/outline lesson plan

VII. Lesson plan used during final demonstration (completely signed by the CT/head)

12-28

a. pictures of teaching materials used


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b. pictures during the final demo

c. sample of students' output

Additional entries

29-36

-DTRs

-school site

-pictures, pictures, pictures


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I. Statement of Purpose of the Portfolio

Student teaching portfolios is use in development and as part of an alternative

assessment system for teachers. The purpose for keeping a portfolio ultimately

determines the form that the portfolio will take. A portfolio whose primary purpose is to

promote student teacher’s exploration in the field of teaching. Given that teaching

portfolios can take a variety of forms, how to educators decide which models are the most

appropriate for their purposes.

II. Prayer of Pre-service teachers, Teacher's creed and Personal Education Philosophy

My prayers

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 as much as possible, to

give constructive criticism in a manner that is palatable to my students.

Help me remain conscientious enough to keep my lessons always interesting, to

recognize what motivates each of my students, to accept my student's limitations

and not hold it against them.

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 your love to all of my students.

Amen.


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Philosophy of Education

I believe that education is an individual, unique experience for every

student who enters a classroom. In order for children to benefit from what schools

offer, I think that teachers must fully understand the importance of their job. First,

I believe that teachers must consider teaching to be a lifestyle, not a mere forty-

hour-a-week job, because a teacher's goals for his/her students encompass much

more than relaying out-of-context facts to passive students. As professionals

entrusted with the education of young minds, teachers must facilitate learning and

growth academically, personally, and ethically. By providing a quality education

to each individual in one's classroom, a teacher equips children with the tools

necessary for success in life.

Personal growth is accomplished when a teacher adopts a mentoring role.

Displaying warmth and compassion shows students that teachers love them and

are empathic, feeling human beings. One-on-one mentoring involves personal

conversations about goals, and taking time to share ideas and experiences. To be a

mentor to every student, a teacher must project positivity, exhibit flexibility and

confidence, set high expectations for oneself, and demonstrate fairness and

consistency. In doing so, students can see appropriate adult behaviors first-hand

and begin to emulate them as they mature.

I believe that all children have the ability to learn and the right to a quality

education. All youths, regardless of gender, race, ethnicity, and capabilities

should have the opportunity to learn from professional, well-informed teachers

who are sophisticated and knowledgeable, both in their area of expertise and life.

Certainly, every child has different learning styles and aptitudes; however, by

having a personal relationship with every student, a teacher can give each an

equal chance of success. By recognizing every student's potential and having

separate, individual goals for each, a teacher can accommodate personal needs

and abilities and encourage the pursuit of academic aspirations.


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In addition to having a reciprocal relationship with one's students, it is vitally

important for teachers to form partnerships with fellow educators. Solid

communication among teachers will promote the sharing of ideas and methods

and provide a network of support. By working as an educational team, teachers

will continue to develop their craft and give the best education possible to their

students.

In choosing to become a teacher, I have made the commitment to myself and

my future students to be the best academic, personal, and ethical role model I can

be. It is my goal to have a mutually enriching teaching career by keeping an open

mind and continually communicating with my peers and students. I am prepared

to rise to the challenges of teaching in the 21st century, and I promise to try to

provide an honest, well-rounded education to every student I encounter.


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III. Resume

Maricar B. GalantoBlk. 14. Lot 98 Pook Pag-Asa Batasan Hills Q.C

Contact No. 09161631428

EDUCATIONAL BACKGROUND:College:

School: Polytechnic University of the PhilippinesCourse: Bachelor in Business Teacher Education

Secondary:School: Batasan Hills National High School

Primary:School: Payatas A. Elementary School

Qualifications: Can work independently and/ or in team production Able to deal successfully with high-pressure working environment Strong responsibility and decision-making capabilities Flexibility, God Fearing and task oriented person

PERSONAL BACKGROUND

Civil status: SingleReligion: Roman CatholicBirthday: April 15, 1994Sex: FemaleFather’s Name: Robert T. GalantoMother’s Name: Maribel B. Galanto

Maricar B. Galanto


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IV. Personal Insights on the pre-service training experience

In order to accomplish these lofty goals, I think it is important first to establish

a mutually respectful, honest rapport with students a relationship in which

communication is of the highest priority. Through this relationship, a fair,

democratic environment based on trust and caring can be established in the

classroom, making it possible to interact confidently and safely in an academic

setting. Once this foundation is established, the educator has already

accomplished a major goal: the ethical characteristics of equality; open, honest

communication; and trust have been emphasized and put into practice without

having to preach to students. Demonstrating these ethically correct behaviors in

the classroom and expecting students to model them prepares them for adult

interaction and survival in the future.

Academic learning must begin with motivation and inspiration. Students

deserve an educator's passion for both the subject at hand and learning as a whole.

Teaching and learning become a simultaneous journey for both the teacher and

students when students' energy is aroused by a teacher's genuine intensity for

learning, because everyone is ready and willing to participate in active learning.

To achieve active learning, a teacher must demonstrate enthusiasm and express

confidence in the students' abilities to learn and be successful. Employing

constructivist methods of teaching in one's classroom forces students to take an

active role in their education by making choices and assuming responsibility for

intelligent inquiry and discovery. For instance, discussions, projects, and

experiments ensure student achievement and allow students and the teacher to

discover individual student's preferences and strengths. This approach facilitates

differentiated activities for each student's distinctive ambitions, making the

subject more relevant to every student's life.


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V. Brief Description of the Site of practice teaching: Mission, Vision, Goal, Values / Organizational chart

PUPQC

Vision

Clearing the paths while laying new foundations to transform the Polytechnic

University of the Philippines into an epistemic community.

Mission

Reflective of the great emphasis being given by the country's leadership aimed at

providing appropriate attention to the alleviation of the plight of the poor, the

development of the citizens, and of the national economy to become globally

competitive, the University shall commit its academic resources and manpower to

achieve its goals through:

1. Provision of undergraduate and graduate education which meet international

standards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines

relevant and responsive to the dynamically changing domestic and international

environment;

3. Provision of more equitable access to higher education opportunities to deserving

and qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher education

resources.


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Philosophy

As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the

enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an

atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented

education imbued with the spirit of humanist internationalism.

Strategic Objective: 8-Point Agenda

1. Pursuing Academic Excellence through Disciplinal Integrity

2. Embedding a Culture of Research

3. Assuring Transparency and Participatoriness in Giving Rewards and Sanctions

4. Modernization and Upgrading of Physical Facilities, Equipment, Library and

Campus Development

5. Reconceptualization of Academic Freedom

6. Institutionalizing Civil Society Engagement and Involved Extension Service

Program

7. Fiscal Responsibility

8. Assessment of the Institutional Processes and Critical-Rational Review of the Entire

Organization

(View more information on the PUP 8-Point Agenda)Shared Values

God-Fearing

Love for Humanity and Democracy

Collegiality

Integrity and Credibility

Transparency and Accountability

Passion for Learning

Humanist Internationalism


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Holy Spirit National High School

Holy Spirit National High School (HSNHS) is a public high school located in

Barangay Holy Spirit in Quezon City, Philippines. It was founded on 2003 as

Commonwealth High School 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.

History

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 acquires 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.

Mission

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

efficient delivery of accessible and relevant instruction to learner, molding them to

become functional citizens of community.


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

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

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

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Visions

The Holy Spirit National High School envision to produce value leader and globally competitive graduate who will make meaningful contributions to society equipped with

knowledge and lifelong learning skills.

goals

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.

VALUES

1.) Educational Equity

2.) Excellence in Teaching

3.) High Achievement for All

4.) Collaboration

5.) Respect for Human Differences


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

BEST DETAILED LESSON PLAN

Holy Spirit National High SchoolSto. Ireneo St.,Doña Juana Extension

Brgy. Holy Spirit, Quezon City

I. OBJECTIVES

At the end of the lesson, the student should be able to:

a. identify the materials and ingredients use in homemade hand spa with sugar and lime;b. demonstrate a hand spa service using sugar and lime; andc. justify the effectiveness of a homemade hand spa using sugar and lime.

II. SUBJECT MATTERA. Concept: Beauty Care Sub-concept: Hand Spa Service Using Sugar and Lime

B. Instructional Materials1. visual aids, materials, and tools

a. ingredients- sugar- lime- water

b. tools- table spoon- bowl- towels- hand sanitizer/ alcohol

C. References:http:// www.handspaservice.module/homemade

III. PROCEDURE

A. Preparation

1. Daily routine - Prayer

- Greetings- Cleaning of the classroom- attendance

2. Review of the past lesson Hand Care


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http://www.handspaservice.module/homemade

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“Pick the Name in a Fish Bowl” Procedure:

1. pick a name on a bowl2. ask question regarding the hand care

3. Unlocking of difficulties

Lime – the small globose yellowish green fruit of a widely cultivated spiny tropical Asian citrus trees. Moisturize – to add moisture to (something such as person’s skin)Sanitize – to make free from dirt, infection, and disease by cleaning it.Spa – something where people go to improve their health and appearance by relaxing and exercising.

4. Motivation“ 4 pics 1 word”

Procedure:1. the class will be divided into four group ( group a, group b, group c, and group d).2. each group will try to guess the word showing by the four picture.3. the winning group will be given an incentives

B. Presentation

Steps in hand spa service using sugar and lime.1. Introduce all the ingredients and tools that will be used in hand spa service using sugar and lime. 2. Check the hand of the client if there is a wound or allergy.3. Mix the ingredients to form a paste.4. Apply a small amount of the paste into the hands of your clients.5. in around 3-5 minutes, gently massage the hand of the client in a circular motion using the force of your two thumbs.6. After massaging, wash the hand and describe the result of hand spa.

C. Closing activitiesa. Generalization

Hand spa service using sugar and lime is a remedy for the hand dryness and roughness.

b. Values integration -resourceful

c. Return demonstration.1. The class will be divided into pair.2. Student will arrange their chairs face on their clients, all the clients must be on the left side and the entire manicurist must be on the right side.3. The manicurist should demonstrate with their partner the steps in hand spa service using sugar and lime accordingly.

IV. EVALUATION


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Scoring Rubrics

V. Assignment

Concept: Hand Spa Service Using Olive Oil and Honey

1. How to perform a hand spa service using olive oil and honey.

References: www.wikipedia.com/handspa/honeyandoliveoil


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Criteria 5 4 3Preparation They bring all the

materials needed in hand spa service using sugar and lime

They bring most of the materials in hand spa service using sugar and lime

They not bring all the materials in hand spa service

Presentation All the materials are followed properly and accordingly

Most of the procedure are followed

Some of the procedure are followed

http://www.wikipedia.com/handspa/honeyandoliveoil

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VII. Lesson plan used during final demonstration (completely signed by the CT/head)


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A. PICTURES OF TEACHING MATERIALS USED


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B. PICTURES DURING THE FINAL DEMO


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C. SAMPLE OF STUDENTS' OUTPUT


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Additional entries


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DAILY TIME RECORD


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Documents

Final Maricar B. Galanto Portfolio