Portfolio
Portfolio
Portfolio
Education is often designed to meet the requirements of both the individual and the
community. The efficiency of teachers' instruction in schools determines both the type of
change resulting from their work and the standard of education given in any given culture.
Thus, educators have a significant impact on how pupils will develop both personally
and as members of society. Teachers are, in a way, knowledge oases and models of morality.
The impact of a teacher's influence, whether positive or negative, on students' life is
significant.
In order to get real-world experience, all graduating students are required to complete
an internship or on-the-job training. Moreover, to gain practical experience working with
more seasoned mentors in order to build and master the necessary vocational skills.
Moreover, it represents the semester I spent laboriously looking for a position in the
sun. This compilation isn't limited to only technical content; rather, it's important to
acknowledge the labor of my heart. Everything that needs love has to be given care and
attention.
This is the result of my perseverance and hard work, which helped me to build my moral,
intellectual, and physical qualities.
ACKNOWLEDGEMENT
This portfolio is the result of our experiences during the last several months as student
teachers, but it would not be successful without the support of those who enabled us to
complete all of the tasks that are documented in it.
Regards, Ma'am Ma. Isabel P. Gabito, our dean of the San Jose Community College's College
of Education, for believing in us and doing all in her power to support and mentor us through
any challenges we had.
To our instructor, Ma'am Teresa H. Duroy, for her unwavering support, understanding,
direction, care, and, most importantly, love for each and every practice teacher.
Thank you very much for the kind welcome, Dr. Reynaldo B. Bocabil, Principal of San
Lorenzo National High School. We appreciate your willingness to put up with us for a few
quiet months.
To my cooperating teacher at San Lorenzo National High School, Mrs. Raizza B. Santos, for
carefully going over my lesson plans, helping me with my classes, and making
recommendations on how I may improve. I appreciate you supporting me during my time at
the school and allowing me to be myself.
To every student at San Lorenzo National High School: I am grateful for your generosity,
collaboration, and respect throughout my practice teaching, which motivates me to pursue my
career. Additionally, I would like to express my gratitude to the students in Grades 7
Everlasting, 7 Anthurium, and 7 Chrysanthemum that I oversaw for their cooperation and for
being more than just classmates—true friends who support me through good times and bad—
and for giving me the inspiration and drive to pursue my career.
I want to express my gratitude to my friends and classmates for making every tense day into
an incredibly enjoyable one.
Thank you so much to my wonderful and encouraging family for their unwavering financial
support, love, care, guidance, and inspiration.
Over all, I am grateful to Our Almighty God for His unwavering love and all the blessings He
bestows upon me every day of my life. I am also grateful to Him for helping me along the
way and for making this On-the-Job Training possible. For His supply and wisdom, for
always keeping me and my loved ones safe, and for endowing me with the knowledge and
skills necessary to do every duty that has been entrusted to me. I give Him thanks for being
there for me when I feel like giving up. I was able to complete this program without any
issues thanks to His mercy.
CURRICULUM VITAE
PROFESSIONAL READINGS
Diversity and Inclusive Teaching
In order to prepare citizens for adulthood and to establish a campus and community that value
the contributions of all individuals, educators must emphasize the importance of engaging
diversity, including all students, and pursuing equity. Identifying and addressing a variety of
disparities in the classroom is known as teaching for diversity. Embracing diversity is an
indication of inclusive education. Teaching for equality enables diversity to change the way
we behave, think, learn, and teach so that all experiences and modes of being are treated
justly and fairly. When used in tandem, these concepts strengthen one another and provide
learning possibilities for all students. We must actively practice teaching for diversity,
inclusion, and equity because of three imperatives:
Distinction plays a crucial role in both our past and present. Because of the conflicts
between individual freedom and the general good as well as our nation's long history of
racism, addressing human variety and differential position in America is unsolvable.
The goal of inclusive teaching methods is to make sure that every student feels
appreciated both as an individual and as a part of a group, encouraged in their quest to learn
and explore new concepts, and secure in voicing their opinions in a polite manner. Students
who intentionally engage in inclusive teaching practices perceive themselves as members of
the classroom and university community.
One of the five main pillars that guides the University of Delaware's vision for the
future is inclusive excellence. CTAL is happy to assist all UD educators in establishing
classrooms that foster success for every student.
REFLECTION
The paragraph emphasizes how crucial it is to educate fairness, diversity, and
inclusion in educational environments. It states that these ideas are necessary to develop
people who are civically engaged as well as to support a campus and community that
recognize the contributions of every person. While teaching for inclusion entails appreciating
these differences, teaching for diversity entails acknowledging the variety of differences
present in the classroom. Teaching for equality takes a step further by letting these
distinctions influence our methods of instruction and learning in a just and equitable way.
The goal of inclusive teaching methods is to establish welcoming classrooms where all
students are valued as unique people and feel free to voice their opinions. By fostering a
sense of belonging, these techniques assist students in seeing themselves as essential
components of the learning community.
The University of Delaware has made inclusive excellence a top priority and is supporting
initiatives to establish classroom settings that enable all students to achieve. This dedication
is a part of a larger goal to promote educational opportunities that emphasize fairness,
diversity, and inclusion.
PROFESSIONAL READINGS
Building student confidence in real world
skills
It can be challenging to encourage pupils to prepare for life after school in a classroom
setting. Through their participation in the "Mini Woolies" initiative, which has seen the
construction of a miniature Woolworths store on the school grounds, the students of Hornsby,
New South Wales' Clarke Road School have been able to integrate the outside world into the
classroom.
At Clarke Road, 65 children with intellectual and other impairments in grades K–12 attend a
school for specified purposes (SSP). They recently started participating in the program, which
strives to provide a secure, inclusive setting for kids with unique needs and learning and
developmental disabilities to practice life skills.
Principal Rebecca Saunders tells Teacher that "real-world experiences where students have
opportunities to build functional capacity equip them with skills which can be generalized
and used in their local community."
Every member of the Clarke Road School staff participates in the program through weekly
field trips to the Mini Woolies shop, which are integrated into the curricula for the pupils.
With baskets, grocery shelves, fully functional check-outs, and Woolworths uniforms, the
little supermarket is meant to resemble a full-size store.
Additionally, the school includes an outside fruit and vegetable garden and a chicken
enclosure that are both useful for their cookery curriculum.
REFLECTION
The paragraph highlights a cutting-edge initiative at Hornsby, New South Wales' Clarke
Road School that incorporates real-world experiences into the classroom. The 'Mini Woolies'
initiative provides pupils with intellectual and other impairments with a useful learning
environment in the form of a scaled-down model of a Woolworths supermarket installed on
the school premises. Through this effort, kids may practice critical life skills in a welcoming
and safe atmosphere.
The little supermarket has all the features of a full-size store, such as shelves, checkout lanes,
baskets, and uniforms. Through the use of activities like shopping, stocking shelves, and
transaction management, this arrangement enables students to develop practical skills in a
safe and comfortable environment. To further improve the learning experiences of the
students, the school also has an outside fruit and vegetable garden and a chicken enclosure
that are included into their cookery curriculum.
This program offers chances for students to practice and develop skills that are directly
applicable to everyday life, reflecting a dedication to preparing them for life after school. It
illustrates how educational institutions may ingeniously close the knowledge gap between
theoretical instruction and practical application, especially for students with special needs.
Clarke Road School is giving its pupils the skills they need to flourish in their communities
by fostering an inclusive and encouraging atmosphere.
MY INTERNSHIP EXPERIENCES
My educational internship was a life-changing opportunity that expanded my
comprehension of the teaching and learning processes. Assigned to San Lorenzo High School
in Tabaco City, I collaborated closely with an experienced educator who acted as a mentor. I
participated in a variety of classroom tasks from the first day, including lesson design,
instruction delivery, and performance evaluation of students.
Among the most beneficial elements was the chance to put academic understanding to use in
an actual situation. I gained knowledge on how to modify lesson plans to accommodate
students' varied requirements and include a variety of instructional techniques to appeal to
their distinct learning preferences. This practical experience made clear how crucial
adaptability and inventiveness are to teaching.
Seeing how my mentor dealt with behavioral difficulties and kept a healthy learning
environment gave me more insight into classroom management. These insights were really
helpful to me as I developed my own plans for creating a polite and effective learning
environment in the classroom.
The internship also offered a means of establishing connections with students. I have
personally witnessed the influence that close relationships may have on students' motivation
and academic performance. By interacting with each kid individually, I was able to customize
my assistance to meet their specific needs and emphasize the value of patience and empathy
in the classroom.