INDUCTION TO TEACHING

INTERNSHIP

Teaching
Internship
ePortfolio
Activity

1
 Activity 1
INTRODUCTION TO TEACHING INTERNSHIP

My Aims/Purposes

At the end of the activity, I should be able to:

a. visualize my expectations about Teaching Internship;

b. construct the meaning of familiar terms;
c. explain the different phases of teaching internship;
d. describe the existing laws and regulations applicable to the teaching
profession; and
e. enumerate the core rules of netiquette.

My Responsibilities

Teaching Internship is an essential experiential learning course that

encapsulates the various training and preparations of education students. It is an
endeavor that allows holistic application of what has been learned in the real world.
Like any other task, you are required to visualize your expectations and develop
awareness on its phases and its existing laws.

a. Write what you know about the given terms. List down the names of
personnel involved in the school where you are assigned.

Teaching Internship

A Teaching Internship involves placing future educators in real classroom

settings to gain practical experience in teaching. This is an exciting and
challenging phase where we can apply the theories we've learned in school.
During the internship, we are mentored by professional teachers, which helps
us learn educational policies, manage various tasks, handle student behavior,
and especially, develop and execute effective lesson plans.

Practice Teacher / Teaching Interns

Practice teachers or teaching interns are students like me who believe that one
day we will become great educators

2
Practice Teachers/Teaching Interns of BSED major in Science at UCNHS:

Buscaino, Lucky Jerryl R.

Cunanan, Vivian Allyssa R.
Flores, Richie Rose A.
Mamenta, Clarisa L
Orte, Mary Jane D.
Pablo, Robert G.
Pajela, Desiree C.
Palma, Aela Gale B.
Pino, Janien D.
Tamayo, Dianne A.
Viernes, Billy M.

Teaching Internship Supervisor/ Teaching Internship Coordinator

MARK DARREL P. PARAYNO

A teaching internship supervisor or coordinator is a university staff member

who manages the internship program. They serve as the primary liaison
between the university and the cooperating schools. They help organize where
interns will be placed, support the interns during their experience, and make
sure everything meets the program’s standards.

Supervising Instructor

MICHAEL JAME L. GROSPE

The supervising instructor is an experienced teacher at the university who

directly mentors the teaching interns. They provide day-to-day guidance,
feedback, and support to the interns

PSU Laboratory Integrated School

PSU LIS officials

3
University Head for Teaching Internship

ERNA M. SALAZAR, PhD

The university head for teaching internship is in charge of the entire internship
program at the university. They make sure the program runs smoothly, works
with schools, and handles any problems that come up. They ensure the
program meets the university’s goals and standards.

Cooperating School

URDANETA CITY NATIONAL HIGH SCHOOL

A cooperating school is a school that partners with a university to host teaching

interns. This school provides a real-world setting for interns to gain practical
teaching experience. The school supports the interns by offering resources and
mentoring from their teachers.

Cooperating Officials

School Principal: HILDA E. LUMAGUE, PhD

Head (Science Department): LARINA G. TABORDA

Cooperating officials are school administrators or staff who help organize the
internship program. They work with the university to set up placements for
interns, make sure the school can support the interns, and solve any logistical
problems. These officials might include principals or vice-principals, and head
teacher.

Cooperating Teacher

MA. VILMA Z. ALMENDARES (Teacher III)

A cooperating teacher is an experienced teacher at the school who mentors
and supervises the intern. They guide the intern in lesson planning, classroom
management, and teaching strategies. They provide daily feedback and
support to help the intern become a better teacher.

b. After engaging in the various Field Study (FS) activities, pre-service

training, and preparations, what are your expectations on the different
phases of teaching?

4
b.1. Orientation Phase
I expect that there will be several orientations at the university level, and at the
cooperating school. During this phase, we will attend lectures on creating lesson plans,
unpacking MELCs, teaching theories from well-known philosophers, classroom
management strategies, and various laws relevant to teaching. Additionally, I expect a
"final briefing" from the DepEd representative, Campus Executive Director, Dean of
College Education, PSU instructors, and teacher intern coordinators. At the assigned
school, we will have an orientation to discuss the school's rules, expectations, and our
role as teacher interns.

b.2. Observation and Lesson Plan Preparation Phase

In this phase, I expect to observe experienced teachers to learn effective teaching
strategies and classroom management skills. I aim to gather insights into various
teaching styles and methods for engaging students. I will also begin preparing my lesson
plans, with guidance from my mentor, to ensure they align with the curriculum and
educational goals. This phase should help me build a solid foundation for creating
structured and effective lessons.

b.3. Actual Teaching Phase

I do expect the first days of my actual teaching to be difficult. I will feel nervous
during class discussions, especially when trying to capture the attention of diverse
students. After class, I will keep reflecting and asking myself: “Were my strategies
engaging? Did I do justice to the lesson? Did the students understand it? Did I
demonstrate the qualities of a good teacher?” These are my main concerns about
teaching. However, I also anticipate that as time goes by, I will start to enjoy it and
become more confident and comfortable interacting with my students.

b.4. Evaluation Phase

In the evaluation phase, I expect to receive constructive feedback on my teaching
performance from my cooperating teacher and possibly other evaluators. I anticipate
reflecting on my strengths and areas needing improvement and discussing strategies for
professional growth. This phase should provide a clear understanding of my progress
and help me set goals for further development as an effective educator. Additionally, I
expect to assess my students' learning outcomes to evaluate the effectiveness of my
teaching methods and make necessary adjustments.

5
 c. These are the existing laws and regulations that apply to the teaching
profession. Make research and describe each.

LAW

1. Resolution No. 435 (Code of Ethics for Professional Teachers)

Resolution No. 435, also known as the Code of Ethics for Professional
Teachers, outlines the professional conduct and ethical standards expected of
teachers in the Philippines. It was adopted by the Board for Professional Teachers
to ensure that teachers adhere to the highest moral standards and professional
integrity. This code covers the teacher's relationship with students, parents, the
community, and fellow teachers. It emphasizes commitment to service,
professional growth, and respect for human dignity.

2. Republic Act 4670 (Magna Carta for Public School Teachers)

Republic Act No. 4670, known as the Magna Carta for Public School
Teachers, was enacted in 1966 to provide comprehensive benefits and
protections for public school teachers. It covers provisions for employment terms,
working conditions, salaries, benefits, and professional development. The law
aims to promote and improve the social and economic status of teachers,
ensuring they are adequately compensated and supported in their roles.

3. Republic Act 10627 (Anti-Bullying Act of 2013)

Republic Act No. 10627, or the Anti-Bullying Act of 2013, mandates all
elementary and secondary schools in the Philippines to adopt policies to prevent
and address acts of bullying. The law defines bullying, outlines procedures for
reporting and investigating incidents, and requires schools to establish
mechanisms to ensure a safe learning environment. It emphasizes the
responsibility of educational institutions to protect students from all forms of
bullying, whether physical, verbal, or cyber.

4. Republic 7877 (Anti-Sexual Harassment Act of 1995)

Republic Act No. 7877, also known as the Anti-Sexual Harassment Act of
1995, seeks to protect individuals from sexual harassment in the workplace and
educational institutions. The law defines sexual harassment, outlines the
responsibilities of employers and school administrators to prevent and address
such behavior, and establishes penalties for offenders. It aims to create a safe
and respectful environment free from harassment for all employees and students.

6
5. DepEd Order 40 series 2012 (Child Protection Policy)

DepEd Order No. 40, Series of 2012, establishes the Child Protection
Policy for the Department of Education in the Philippines. This policy aims to
protect children from abuse, exploitation, violence, and discrimination within the
school environment. It outlines the responsibilities of school personnel in reporting
and responding to incidents of child abuse and mandates the creation of Child
Protection Committees in schools. The policy promotes a child-friendly, gender-
sensitive, and safe learning environment.

6. Republic Act No. 10175 (Cybercrime Prevention Act of 2012)

Republic Act No. 10175, known as the Cybercrime Prevention Act of 2012,
addresses crimes committed using the internet and other digital means. The law
covers offenses such as hacking, identity theft, cyberbullying, online libel, and
child pornography. It establishes procedures for investigating and prosecuting
cybercrimes and mandates cooperation between law enforcement agencies and
service providers. For educators, it emphasizes the importance of cyber ethics.

7
 7. Joint CHED-DepEd Memorandum Order (RM No. 672, s 2021)

This Joint CHED-DepEd Memorandum Order No. 672, s. 2021, represents

a collaborative effort between the Commission on Higher Education (CHED) and
the Department of Education (DepEd) to address educational concerns,
particularly those arising from the COVID-19 pandemic. This order outlines
guidelines for the continuity of learning, including the use of blended and online
learning modalities, health protocols, and the integration of technology in
education. It aims to ensure educational resilience and quality amidst disruptions.

8. Guidelines on the Flexible delivery of Student Affairs and Services (CMO No.
08, 2021)

CMO No. 08, series of 2021, issued by CHED, provides guidelines for the
flexible delivery of student affairs and services in higher education institutions.
This order responds to the challenges posed by the COVID-19 pandemic,
promoting the use of digital platforms and flexible arrangements to continue
providing essential student services. It includes provisions for mental health
support, career guidance, extracurricular activities, and other student welfare
services, ensuring that students' holistic needs are met even in a remote learning
environment.

d. There are existing rules and standards of behavior in the classroom, onsite
and online, which students and teachers must adhere to. List the following
rules of netiquette and etiquette for:

Here are guidelines for students' netiquette to ensure they are respectful, polite, and
knowledgeable when communicating and posting online:

1. Be Respectful: Treat your classmates, teachers, and everyone else with respect. Value their
ideas and principles, even if you disagree.
2. Be Polite: Properly greet teachers and staff. Remember to say "please" and "thank you" when
asking for help.
3. Use Appropriate Language: Think before speaking or posting and avoid using harsh or
unpleasant words.
4. Value Everyone’s Privacy: Respect boundaries and be mindful of others' privacy.
5. Ask Permission Before Speaking: Always listen to teachers' instructions. Do not interrupt
others; wait for your turn to speak.
6. Wear Proper Attire: Ensure your clothing complies with the school's dress code, wear a
uniform or appropriate attire.

8
Teaching Intern

Teaching interns must exhibit professionalism, especially when assigned to

schools. Here are some netiquette or etiquette values we must follow to maintain a
professional appearance and behavior:

1. Be Punctual: Interns should develop the habit of arriving at school before the
scheduled time.

2. Be Respectful and Courteous: Always greet school staff, including janitors and
guards, and always maintain ethical behavior, regardless of whom you are
speaking with.

3. Be Approachable: Remember that you are an intern and need to build strong
workplace relationships. Greet or acknowledge everyone to foster a supportive
environment, which will benefit you both now and in your future career.

4. Use Appropriate Language: Whether in the classroom or online, always check

your words before speaking or posting. Adhere to the code of ethics expected
of all teachers.

5. Wear Appropriate Attire: Ensure your clothing complies with the school's dress
code. Avoid tattered jeans, skirts above the knee, shorts, crop tops, or
anything inappropriate. Remember, school is not a fashion show.

My Observation and Insights

Describe your feelings at the start of this academic endeavor.

At the start of this academic endeavor, I felt a mixture of excitement and

nervousness. The excitement came from the expectations of new experiences, learning
opportunities, and the chance to apply my knowledge in real-world settings. However,
there was also a sense of nervousness about the challenges ahead, such as meeting
expectations, managing time effectively, and adapting to new environments. This blend
of emotions is typical at the beginning of any significant new journey, reflecting both the
potential for growth and the uncertainties that lie ahead. However, despite those mixed
emotions I enjoyed being a student teacher in a short period of time. I enjoyed teaching
my students and having a critical teacher that treated me as her daughter. I also see the
outside world, the reality of the education system which makes me sad at the same time
amazed. Sad because there is still a big improvement to do with our educational system.
I’m amazed because I saw how our teachers daily routine and experienced the
hardships and struggles of a teacher. Overall, I will not forget my experiences at UCNHS,
9
How important is this experiential learning course to you as would be teacher?

This experiential learning course is very important to me as a future teacher. It lets

me apply what I’ve learned in real classrooms, helping me connect theory to practice. I
get to develop key teaching skills like lesson planning and classroom management. Plus,
I receive feedback from experienced teachers to improve my methods. This course is
essential for making me a capable and confident educator, ready for the challenges of
teaching.
Despite these mixed feelings, I am motivated and determined to give my best. I
am ready to embrace both the successes and the setbacks, understanding that each
experience will help me grow into a capable and inspiring educator. This journey is about
academic growth as well as personal development, and I am excited to see where it will
lead me.

10
My Exhibits (Evidences/Documentations)

11
1
Activity 1
Managing the Classroom

Teaching
Internship
Portfolio
Activity

1
 Activity 2
Managing the Classroom

Teachers have the presence and authority in conventional classes to modify the
environment to be as favorable to learning as feasible. In a single action, closing the
classroom door to eliminate outside noise eliminates the disturbance of all kinds.

My Aims/ Purposes

At the end of the activity, I should be able to:

a. prepare all requisites for my first teaching;

b. demonstrate a very satisfactory teaching performance, and
c. develop positive views and conviction in every teaching performance.

My Responsibilities

Embracing the world of teaching requires a daily dose of vitamin C’s for
teachers such as Courage, Confidence, Competence, Commitment, and
Compassion. Each day you must brace yourself with courage and confidence to face
the public (students/learners, colleagues, administrators, and others). Along with
your initial vitamin C's, it is expected that you know how to exude competence and
execute commitment and compassion in every endeavor you take. This means
embracing a holistic, dynamic, unique YOU in the world of different strokes, different
folks.

As a teacher intern, I should:

a. write lesson plans and prepare instructional materials.

b. attend classes on time.
c. conduct/implement the prepared lesson plan.
d. assess my teaching performance.
e. be kind to everyone.

My Observations (Reflections and Insights)

1. What are your expectations for your Teaching Internship?

At first, I’m nervous and full of "what ifs" because I don’t know what grade level I’ll be
teaching. Additionally, I have no idea what kind of students I will handle, and I don’t
know who my critic teacher will be.

2
2. How did you get started? (State how you prepared yourself emotionally,
physically, mentally, and spiritually)
I started by preparing myself in several ways. Emotionally, I practiced
mindfulness and sought support from friends and family to manage my nerves.
Physically, I ensured I maintained a healthy lifestyle with regular exercise and
adequate sleep. Mentally, I reviewed educational materials and engaged in
professional development to build my confidence and knowledge. Spiritually, I
dedicated time to personal reflection and practices that align with my beliefs, such
as meditation or prayer.

3. As a would-be/pre-service teacher, how did you feel while going through your final
experiential learning course (Teaching Internship)?
4.
As a pre-service teacher, I experienced a mix of emotions while going
through my final experiential learning course (Teaching Internship). I felt excitement
about applying the theories and techniques I had learned in a real classroom
setting. However, I also felt nervous about the challenges ahead and uncertain
about my ability to effectively manage a classroom. There were moments of self-
doubt, but these were balanced by the support of my mentors and peers, which
helped boost my confidence. Overall, it was a period of significant personal and
professional growth, and I felt a deep sense of accomplishment as I navigated
through this crucial phase of my teacher training.

5. What are your experiences during your first teaching? (Narrate your unforgettable
experience/s)

During my first teaching experience, I encountered many memorable moments,

but one stands out. On my first day, I was assigned to teach a grade 7 class. I handle
5 sections, Magnolia, Jasmine, Daisy, Tulip and Orchid. As I began the lesson, I
noticed that my Daisy class did not seem particularly disengaged. Despite my best
efforts to include everyone, they remained distant and uninterested. I the class to join
our Zumba dance but many of them refuse. They are the hardest to handle class,
chaotic class I should say.
I’m so determined to reach them, I decided to integrate more interactive activities into
my lessons. I introduced a group project that allowed students to explore topics they
were passionate about. To my surprise, the disengaged students became highly
3
 enthusiastic about a science exploration which is ‘Sound”. Watching their
transformation was incredibly rewarding. By the end of the lesson, they were not
only more engaged in class but also more confident in their abilities. This experience
taught me the importance of adapting my teaching methods to meet the diverse
needs of my students and showed me the profound impact a teacher can have on a
student's life. That’s I realized that in the end of my internship I developed a bond
between them not only my students but a younger sibling. It remains one of the most
unforgettable moments of my teaching journey.

5. What were the challenges you encountered during your first teaching?

During my first teaching experience, I faced several challenges. Classroom

management was particularly difficult with my Daisy class, which was often chaotic
and hard to engage in. I struggled to find effective methods to keep their attention
and encourage their participation. Another challenge was addressing the diverse
needs of my students, as some required more support and different teaching
approaches. Additionally, I had to adapt to the school environment and understand
the expectations of my mentor teacher. These challenges tested my patience and
creativity but ultimately contributed to my growth as an educator. However, I
managed to understand my students better and found an effective technique. I
remembered what Sir Jame Grospe told me: the first thing you need to do when
teaching is to know your students. Following this advice helped me overcome these
challenges significantly.

6. How did you respond or get through with those challenges?

To respond to and overcome the challenges I faced during my first teaching

experience, I took several proactive steps. For classroom management, I implemented
clear rules and consistent routines to create a more structured environment. I also
introduced engaging activities and varied my teaching methods to capture the students'
interest and encourage participation. To address the diverse needs of my students, I
differentiated my instruction by providing additional support and alternative learning
materials for those who needed it. I also made an effort to build relationships with my
students, understanding their individual strengths and weaknesses, which helped me tailor
my approach to better meet their needs.

One of the most significant strategies I employed was getting to know my students
personally, as advised by Sir Jame Grospe. This involved learning about their interests,
backgrounds, and learning preferences, which allowed me to connect with them better and
create a more positive and productive classroom atmosphere. By implementing these
strategies, I was able to navigate the challenges and grow significantly as an educator.

4
 6. Who/what was your motivation during your first teaching?

During my first teaching experience, my primary motivation came from

multiple sources. Firstly, the desire to make a positive impact on my students' lives
drove me to put in my best effort every day. I wanted to inspire them, help them
grow academically and personally, and see them succeed. Secondly, my mentor
teacher was a significant source of motivation. Their guidance, support, and
constructive feedback encouraged me to continually improve my teaching skills.
Seeing their dedication and passion for teaching inspired me to strive for
excellence. Additionally, my family and friends provided constant support and
encouragement. They believed in my abilities and offered valuable advice and
reassurance during challenging times.

Lastly, the advice of Sir Jame Grospe, who emphasized the importance of getting
to know my students, was particularly motivating. This perspective not only helped
me connect with my students but also reinforced my commitment to becoming a
better teacher.

Together, these sources of motivation helped me navigate the challenges of my first

teaching experience and fueled my passion for education.

8. What is your current perspective towards teaching?

Teaching for me now is not only teaching the students but also learning to
care and appreciate them. Also, I realized how important our time is especially when you
are having a lesson, and the importance of asking if they understood the topic because
you want them to learn and instill a knowledge. I’m so happy if many of my students
understand our topic and I’m happy every time they enjoy our lesson.

5
My Exhibits (Evidence/ Documentations)

A. Community linkages

6
B. Lesson Plan

My First Draft Lesson Plan

My Revised Lesson Plan

7
C. Observation Sheet

8
D. Sample output of my students (student’s activities, projects etc.)

9
E. Photos of my first teaching

10
11
 Activity 1
EVALUATING THE OUTCOMES OF THE
TEACHING AND LEARNING PROCESSES

Teaching
Internship
Portfolio
Activity

1
 Activity 3
Evaluating the Outcomes of the Teaching and Learning Processes

My Aims/Purposes

At the end of the activity, I should be able to:

a. create an assessment with corresponding table of specifications;

b. collect and interpret evidences of learning of my students; and
c. conduct item analysis.

My Responsibilities

Assessment is an integral part of the teaching and learning process. It allows

the teachers to assess their teaching strategy and inform themselves if there are
adjustments needed to be done to ensure effective learning. It is also used to
evaluate the performance of our students in our class and inform them about the
effectiveness of their learning strategy. The result of assessment could serve as a
motivation to them to exert more effort and to become better with every class that
they are going to take,

As a teacher intern, I should:

a. prepare a table of specifications (TOS) for a certain coverage of topics that I

discussed;
b. make an exam or long quiz based on the TOS;
c. construct various types of questions with varying level of questions;
d. conduct examination or long quiz to the class; and
e. make an item analysis and interpret the results.

My Observations (Reflections and Insights)

1. Based on your experience, give three (3) importance of the preparation of table
of specifications before constructing an exam / long quiz.

Drafting a table of specifications prior to designing an exam or lengthy quiz

is crucial for multiple reasons. Initially, it ensures that the assessment aligns with
the intended learning outcomes, ensuring comprehensive coverage of all taught
topics and skills. Additionally, it aids in distributing questions evenly across
various subjects and difficulty levels, promoting fairness for all students. Finally,
it enhances the test's validity and reliability—validity indicating the test accurately
measures what it is supposed to, and reliability ensuring consistent results.

2
2. In constructing test questions, what are the different factors that you considered to
ensure that assessment is fair and reliable?

Developing test questions, it's important to consider several factors to ensure

the test is fair and reliable. Questions should be clear and straightforward so that
all students interpret them in the same way. The test should cover a wide range of
topics and skills and include questions of varying difficulty. It's also important to
eliminate any bias in the questions to ensure fairness for all students, irrespective
of their background. Additionally, having clear grading criteria or rubrics is crucial
for consistent and fair evaluation.

3. During the conduct of the assessment, what are the rules that you imposed to
observe order in your class?

During assessments, I establish specific rules to maintain order in the

classroom. The environment must remain quiet to ensure all students can
concentrate. Cheating is strictly prohibited, and preventative measures are
enforced, such as banning unauthorized materials and spacing students apart.
Clear time limits are provided, with regular updates on the remaining time.
Additionally, seating arrangements are organized to minimize cheating and to allow
me to monitor the class effectively.

4. Describe the result of the item analysis.

By reviewing these indices, educators can refine their assessments to

measure student learning more accurately. Adjusting questions based on item
analysis ensures that the test reflects a range of student abilities and learning
outcomes, enhancing the overall reliability and validity of the assessment. This
process leads to more accurate and fair evaluations of student performance.

5. How does the result of the item analysis affects your decision for your future
activities as a teacher?
The results from item analysis impact future teaching activities. If many
students did poorly in certain areas, it might indicate the need to reteach those
topics or use different teaching methods. Revising or discarding ineffective test
questions based on the analysis also improves future tests.
Item analysis results offer valuable insights into the effectiveness of test
questions. The difficulty index shows the proportion of correct answers for each
question, helping to identify questions that are either too easy or too difficult. The
discrimination index assesses how well each question differentiates between high-
and low-performing students, highlighting questions that may need revision.
Distractor analysis examines the incorrect answer choices in multiple-choice
questions to determine their effectiveness; distractors that are rarely selected might
need improvement.

3
6. Based on the result of the assessment activity, have you achieved the expected
outcomes of your lesson? Defend your answer.
Yes. To determine if the expected outcomes of a lesson have been met,
scores are analyzed and compared to the learning objectives. The fact that most
students performed well suggests that the expected outcomes were achieved.
Additionally, reviewing item analysis data helps assess whether the questions were
appropriately challenging and aligned with the learning objectives. Analyzing the
distribution of scores also provides insights into overall class performance and the
fairness of the test.

7. What are the importance of assessment and its result for the students and
teachers?
For students, these evaluations provide invaluable insights into their learning
progress and comprehension, highlighting areas that need improvement and
informing their educational goals. Simultaneously, educators rely on assessments
to tailor their teaching methods, identify student challenges, and refine future
instructional strategies and assessments to better meet the learning objectives..

8. Aside from conducting quizzes and exams, what are the different assessment
activities that you conduct during your lesson?
In addition to traditional quizzes and exams, I integrate a variety of
assessment activities into my lessons. Firstly, I incorporate formative
assessments like quick quizzes and questioning, which gauge understanding in
real-time during the lesson. Secondly, I implement project-based assessments
such as presentations and group work, evaluating students' ability to apply
acquired knowledge. Additionally, I include performance assessments that task
students with demonstrating their proficiency through practical applications like
experiments, performances, or demonstrations.

4
My Exhibits (Evidence/ Documentations)

A. Sample Quizzes and Assignments

5
B. Table of Specifications

Note: Use the format in the school where you are deployed.

6
C. Sample Exam

7
D. Item Analysis

8
E. Documentation during the conduct of any assessment activities

9
 Activity 1
INTRODUCTION TO TEACHING
INTERNSHIP

Teaching
Internship
Portfolio
Activity

1
 ACTIVITY 4

PARTICIPATING IN SCHOOL AND COMMUNITY

My Aims/Purposes

At the end of the activity, I should be able to:

A. Identify the social responsibilities of a teacher;

B. Prepare workable and attainable plans along school and community activities;
C. Develop talents and skills;
D. Assist and prepare materials needed in each program or projects, and
E. Participate in all program and activities.
My Responsibilities

One of the challenges in the 21st century is the development of a global teacher
who exudes CLASS (Commitment, Love for Children, Accountability, Sincerity, and
Sociability). It is on this note that as a student teacher or a would-be educator, you are
given the task to participate in school and community activities that would enhance social
responsiveness and foster rapport and camaraderie.

a. Identify at least five (5) social responsibilities of a teacher.

Social Responsibility Timeline/Objective
1. Ensuring fairness and Incorporate lessons on citizenship
inclusivity in the classroom and participation into the curriculum.
2. Teaching about citizenship Advocate for social justice by
and participation supporting initiatives and discussions
both within and outside the
classroom on an ongoing basis.
3. Advocating for Social Justice Integrate environmental awareness
into lesson plans and classroom
practices throughout the school year.
4. Promoting Environmental Encourage students' engagement in
Awareness community service activities and

2
 promote a culture of empathy and
responsibility towards societal issues.
5. Supporting Community To engage with the broader
Engagement community to strengthen
partnerships.

b. Work and contribute significant concepts in school and community activities.

c. Prepare the plan of activities and materials needed ahead of time.
d. Research on how to make the activities meaningful.
e. Participate in the tasks and activities of the school and community.

My Exhibits (Evidence/Documentation)

A. Plan of activities and other documents.

PLAN OF ACTIVITIES

TITLE OF PROPONENT/S VENUE DATE PERSONS BUDGET TIME

PROJECT/ INVOLVED FRAME
ACTIVITY

3
 MY PRACTICE TEACHING MEMORABILIA

Invitation Program/ Pictures or photos as part of the Working Committee

B. Write a short essay about your social experiences in your cooperating school/
community.

My Social Experiences as a Teaching Intern

The journey of becoming a teaching intern, I found myself navigating through a sea
of challenges and opportunities. From adapting to a new environment to understanding
the intricacies of classroom management, each experience has been a lesson in itself. In
this essay, I delve into the profound insights gained from my social experiences during this
transformative period. My social experiences in the cooperating school and community
have been very helpful and eye-opening. They have taught me a lot about teaching and
working with different people.

Adapting to a new environment. Stepping into the realm of education as a teaching

intern meant immersing myself in a completely unfamiliar environment. The transition was
not without its hurdles, but with each passing day, I learned to embrace the dynamic nature
of the classroom. Whether it was adjusting to the school's culture or familiarizing myself
with the teaching methodologies, adaptability became my guiding principle. Working with
my cooperating teacher has also been very important for my growth. We share teaching
ideas and help each other solve problems in the classroom. This teamwork not only helps

4
us become better teachers but also makes our teaching community stronger. Also,
learning to know my students. Central to the journey of teaching is the ability to connect
with students on a personal level.

Beyond the textbooks and lesson plans, understanding the unique personalities and
backgrounds of each student became paramount. By fostering meaningful relationships, I
discovered the power of empathy and mutual respect in creating an inclusive learning
environment. Throughout my journey as a teaching intern, I've encountered a myriad of
experiences that have shaped my understanding of the profession. Feedback, whether
positive or negative, has served as a guiding light, allowing me to refine my techniques
and grow both personally and professionally. Classroom management, once a theoretical
concept, became a tangible challenge as I grappled with maintaining discipline while
fostering a positive learning environment. Taking on responsibilities beyond teaching, such
as organizing weekly clean-ups, has deepened my connection with students and instilled
a sense of camaraderie. The demands of lesson preparation tested my time management
skills and creativity yet presented an opportunity for innovation. Grappling with assessment
shed light on its complexity, emphasizing the importance of constructive feedback and
nurturing a growth mindset. Finally, navigating the boundaries between mentorship and
friendship highlighted the delicate balance required in fostering meaningful connections
while upholding professional integrity. Each of these experiences has contributed to my
growth as an educator, reinforcing the profound impact of teaching on both students and
instructors alike.

My journey as a teaching intern has been a profound voyage of self-discovery and

enlightenment. Through the ebbs and flows of my social experiences, I have emerged not
only as a more adept educator but also as a compassionate mentor and lifelong learner.
As I reflect on the invaluable lessons learned, I am reminded of the transformative power
of education in shaping lives and fostering a brighter future for generations to come. My
social experiences as teaching intern have been varied and educational. They have helped
me understand more about teaching and its role in society. I am committed to using these
experiences to keep learning, growing, and making a positive impact in education.

5
C. Collect and paste significant items (memorabilia) from your participation in school and
community activities.

MY PRACTICE TEACHING MEMORABILIA

6
My Observation (Reflections and Insight)

1. How did I work and contribute to preparation of school and community activities?

As a teaching intern, my involvement in school and community activities

predominantly comprised modest yet significant contributions. I played a part in
preparing classrooms for various events, arranging furniture, and setting up
equipment. Additionally, I aided in the development of informational materials,
including handouts and correspondence, aimed at informing students and parents
about forthcoming activities. Throughout events, I provided assistance to my
cooperating teacher by overseeing tables, directing parents, and ensuring the
seamless flow of proceedings. My responsibilities often entailed offering assistance
wherever necessary, whether distributing supplies or offering guidance.

2. What did I learn in the school and community activities?

Engaging in school and community activities provided me with invaluable

lessons in teamwork and adaptability. I witnessed firsthand how even seemingly
minor tasks contributed significantly to the success of an event. Effective
communication emerged as a cornerstone, both in interactions with teachers and
in engaging with parents and students. These encounters underscored the
significance of organization and preparedness, alongside the ability to
troubleshoot unforeseen challenges in real-time. Furthermore, I deepened my
understanding of the diverse backgrounds and requirements of students and their
families, emphasizing the importance of inclusivity and enjoyment in all activities.
In essence, these experiences illuminated the collaborative potential of schools
and communities in cultivating a supportive and enriching environment for
students.

7
 Activity 1
PRESENTING IDEAL TEACHING
THROUGH DEMO TEACHING

Teaching
Internship
Portfolio
Activity

1
 Activity 5
PRESENTING IDEAL TEACHING THROUGH DEMO TEACHING

My Aims/ Purposes

At the end of this activity, I should be able to:

a. Write a detailed lesson plan and prepare instructional materials for demonstration
teaching;
b. Create an effective motivation and though-provoking questions to catch the
attention of students;
c. Execute significant activities and create assessment tools to measure the
teaching-learning success; and
d. Observe proper classroom management by providing a facilitative learning
environment that is both physically and psychologically conducive for learning.

My Responsibilities

The life of an educator (teacher) revolves around the multi-faceted teaching and
learning process. She/He undergoes several fife-changing moments that develop his/her
competencies, skills, and talents. As a would-be teacher, your journey in this course
necessities a remarkable experience of presenting ideal teaching through demonstration
(Demo) teaching.

Final Demonstration Teaching plays a vital role in the lives of student teachers. It is
dubbed as the ultimate and final journey (last phase) of practice teachers, yet it is also the
start or a beginning of a milestone in becoming a professional teacher of the 21st century.
As student teachers/teaching Interns, you should undertake this final stage to assess and
evaluate yourselves and the test how far have you improved.

The Teaching Internship manual under the evaluation phase stipulates that student
teachers must do their best to prepare their final demonstration teaching. Then, mentoring
will be administered in the Post-Conference Program. The Teaching Internship
Coordinator will give feedback, comments and suggestions and faculty experts to their
final demo-teaching performance.

That is why it is significant that Teaching Interns should undertake full teaching
responsibility and give their final demonstration teaching as manifestation of readiness
for the teaching profession.

2
To guarantee that I will be able attain my learning outcomes, I must obtain the following
steps in my learning task:

Step 1: Write a detailed lesson plan which is prescribed by the University for
Final Demonstration Teaching

Step 2: Prepare and develop resourceful and highly creative and critical
instructional materials in line with the proper guidelines in the creation of 21st century
teaching aids and materials.

Step 3: Select proper motivation as well as to exude the best and suited
pedagogical techniques and strategies in educative process.

Step 4: Develop a conducive classroom learning environment to your

learners.

Step 5: Ask the assistance of your assigned cooperating teacher for the
collaboration of best ideas for your final demonstration teaching.

Step 6: Give your best shot in your final demonstration teaching!

Note:

Use the following guide questions for you to accomplish this activity. Learning experience
in your final demonstration teaching is essential and has its vital role to make your
answer genuine and more realistic.

You can also record your final demonstration teaching or any device to assist you easily
in preparing your documentation for this activity.

3
My Observations (Reflections and Insights)

Directions: Write an essay on “A Glimpse of My Final Demonstration Teaching”

The day of my final teaching demonstration had arrived, and it was both nerve-
wracking and rewarding. It felt like the culmination of everything I had learned during my
internship, and by the end, I felt a great sense of accomplishment.

As I prepared for the demonstration, my nervous energy built up. This was the most
awaited hour of my teaching internship so far. Despite the nerves, I felt relieved knowing
that in just one hour, it would be over. I took a deep breath and composed myself before
stepping into the classroom. In front of me were my students, my cooperating teacher, and
my evaluators. Their presence added to the pressure, but I greeted them with a smile and
started my demonstration.

Throughout the demonstration, I was aware of my actions, trying to balance clarity

with enthusiasm. I wanted to show my ability to manage the classroom, present the
material clearly, and interact well with the students. Each moment felt like a test of my
preparedness.

At the end of the teaching demonstration, I felt happy and relieved. The students
were engaged, and my lesson plan had gone well. However, as the lesson concluded, I
felt nervous again about the feedback from my evaluators. Their opinions would be crucial
in assessing my strengths and areas for improvement.

To my relief, the feedback session was very rewarding. Hearing the evaluators
discuss my performance was both validating and helpful. They highlighted my strengths,
such as my ability to connect with the students and explain clearly. They also pointed out
areas where I could improve. While it was not perfect, their constructive criticism reminded
me that there is always room for growth in teaching.

This final demonstration was not just an assessment; it was a learning experience.
The feedback from my evaluators gave me a clear understanding of what I did well and
what I could work on in the future. This balanced perspective reassured me that while I
had made significant progress, the journey of becoming a great teacher is ongoing.

In conclusion, my final teaching demonstration was a pivotal moment that summed

up my internship. It was challenging yet fulfilling and highlighted my growth while pointing
out the path ahead. The sense of accomplishment I felt was a testament to the hard work
I had invested. It confirmed my commitment to keep improving and evolving as a teacher,
always striving to provide the best learning experience for my future students.

4
My most heartfelt and memorable message to my cooperating teacher during the final
demonstration.

My critic teacher treated me to a farewell meal, where we reminisced about the

internship experience and shared valuable insights for my future teaching career. She told
me how passionate I was, and she told me that I really love teaching. However, she told
me to go abroad I want to be practical. She told me that eventhough she’s 30 years now
in the fields being teacher can’t make you rich. She wants me to grow more, and I
appreciate it because she cared for my future.

My most heartfelt and memorable messages to my students/peers during my final demo-

teaching.

After my final demonstration teaching, I thanked my students for everything. I am

intimidated by them in the very first day, but as I learn more about them, and as I continue
to spent time with them, I became more comfortable in teaching them. Their performance,
their smiles, their random messages always brought my heart in joy. I am forever thankful
with these students, and surely, I will miss all of them.

My most inspiring comments and feedback from my Panel of Evaluators during my final
demo-teaching.

My most inspiring comments and feedback from my Panel of Evaluators during my

final demo-teaching is when they said, “Bukas, puwede ka na magturo.” They said I know
my students well, that there is no problem in my presentation. But still, nothing is perfect
especially if you are still starting, because they pointed out my weaknesses such as the
loudness and modulation of my voice. I also received feedback from my cooperating
teacher, and I am so happy with her comments. She said that I now know how to handle
my students, that I now know that they should be the one doing the activities for them to
really learn, that I now know that I shouldn’t just stay in front, but also circulate or walk
around the classroom. She said that I would be a great teacher if I’ll just keep doing that.
These comments motivated me and inspired me as a future educator. And knowing that I
still have something to work on, just added to my determination to be better.

5
My Exhibits (Evidences/Documentations)

Captured Moments (Final Demo)

6
My Lesson Plan during My Final Demonstration Teaching

7
My Observation Sheet During My Final Demonstration Teaching