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University of Southeastern Philippines College of Teacher Education and Technology Tagum – Mabini Campus Apokon, Tagum City FIELD STUDY 6 On Becoming a Teacher PORTFOLIO Submitted by: JOSEPH Z. RIZON Pre – Service Teacher Submitted to: MR. BENSON E. JOMAYA Field Study 5 Instructor OCTOBER 2015 ii AC...

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University of Southeastern Philippines College of Teacher Education and Technology Tagum – Mabini Campus Apokon, Tagum City

FIELD STUDY 6

On Becoming a Teacher PORTFOLIO

Submitted by: JOSEPH Z. RIZON Pre – Service Teacher

Submitted to: MR. BENSON E. JOMAYA Field Study 5 Instructor

OCTOBER 2015 ii

ACKNOWLEDGEMENT

The following individuals helped me to finish this portfolio: Above all, Father God, for giving me strength finishing this portfolio. I owe unto HIM what I am now and what I have now. Thank you also Father God for sending also the following people to guide me in accomplishing this tough task of mine. To Mr. Benson Jomaya, our FS Supervisor, for his untiring supports every time we had or visits in the TCNHS. He is always there with us, guiding and guarding us. To Mama and Papa, for they are the reasons why I’m continuing this very tiring portfolio. Without them, I may not continue this journey since they’re my inspiration. I also thank them for giving me financial assistance and moral support when I’m totally down. And To all my Classmates, for giving and sharing ideas. I also thanked them for the joy and laughers they gave to me. And to all who I haven’t mention, THANK YOU

-Joseph Z. Rizon-

3

TABLE OF CONTENTS

Title Page

i

Acknowledgement

ii

Table of Contents

iii

Introduction

1

Links to DepEd’s NCBTS

2

Course Description

3

Course Requirements

4

Schedule of Activities

5

Profiles

6

A. Brief History of the School

7

B. Cooperating School VMGO

10

C. Cooperating Teacher

12

D. Pre-service Teacher

13

Observation Sheets

14

A. Teacher’s Classroom Management Skills

15

B. Lesson Guide Making

16

C. Micro-Teaching

17

D. Participation and Actual Transition Teaching

19

E. Co-curricular and Extra-curricular Involvements

20

Lesson Plans and Accomplished Rating Sheets

20

A. Individual teaching 1

21

B. Individual Teaching 2

29

C. Micro - Teaching

35

D. Team Teaching

47

Reflective Journals and Rubric

54

A. Journal 1 and Rubric

55

B. Journal 2 and Rubric

57

C. Journal 3 and Rubric

59

D. Journal 4 and Rubric

61

E. Journal 5 and Rubric

64

F. Journal 6 and Rubric

66

Appendices

68

A. Class Program

69

B. Daily Time Record

70

C. Photo Documentation

71 4

D. Rubric

78

E. Certificate

79

5

INTRODUCTION FS 6 is a field study course that brings together the PST’s experiences from Field Studies one to five. It aims to immerse students in taking on the role of the teacher. This course focuses on exposing the learners to a range of experiences about becoming a teacher, and the acquisition and application of the skills and attitude necessary in becoming a professional teacher. It will include lesson transition and involve PSTs in making links with the community.

6

Links to DepED’s National Competency-Based Teacher Standards (NCBTS): Domain 1: Social Regard for Learning -The teacher acts as a positive role model for students. Domain 2: Learning Environment -That promotes fairness, fair and conducive to learning. Domain 3: Diversity of Learners -The domain of diversity of learning process in diverse learner, concerned with the holistic development of the learner. Domain 4: Curriculum -Demonstrates mastery of the subject matter and the learning process -Selects teaching methods, learning activities and instructional materials appropriate to the leaner’s ability and learning styles. Domain 5: Planning, Assessing and Reporting -Planning, Assessing and Reporting (feed backing) -The teacher develops and uses variety appropriate assessment strategies to motivate and evaluate learning. Domain 6: Community Linkages -It focuses on the establishment of learning environment that respond to the experiences and aspirations of the community thus, make learning relevant and meaningful. Domain 7: Personal and Professional Development -it takes pride in nobility of teaching as a professional links with colleagues to enrich teaching practice and reflects the extent of the attainment of professional development goals.

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COURSE DESCRIPTION Files study 6 is a one-unit course which is anchored on the professional subject, “The Teaching Profession”. The course includes individual half day teaching, the transition from one lesson to another and involvement in co and extra curricula activities. At the end of the course, the pre-service teachers are expected to have experiences in: 1. managing the whole class, focusing on classroom discipline and routines. 2. preparing lesson guides for all required classes. 3. transition teaching of one lesson to another. 4. conducting micro teaching with either enhancement, remedial and tutorial focus 5. assisting with at least one co and one extra-curricular activity such as; Science Fair, Speech or Communication Arts Fest, Linggo ng Wika etc. (co-curricular activities), Scouting, Clean and Green Drive, Nutrition Month etc. (extra curricula activities) Course Objectives: Students can: 1. Manage the whole class 2. Make a smooth transition from one lesson to another 3. Conduct micro-teaching lesson 4. Participate actively in at least one co/extra-curricular activity

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Course Requirements 1. Attendance at the Field Study 6 Orientation 2. Participation in the cooperating Teacher’s classes during lesson transition; actualize 2 classes in transition 3. Facilitate 1 microteaching activity in either enhancement, remedial or tutorial teaching 4. Be involved in 1 co-curricular and 1 extra-curricular activity 5. Prepare 4 lesson guides distributed as:  

3 lesson guides for regular classes 1 lesson guide for 1 microteaching class

6. Interview a CT about his/her role in the community as professional teacher. 7. Complete a Reflection Journal on “Becoming a teacher”, including reflections about co-curricular and extra-curricular involvement.

9

SCHEDULE OF ACTIVITIES FOR FIELD STUDY 6

Sessions 1 Session st

2nd Session 3rd Session 1ST

  



 4th Session 2ND

5th Session 3RD

6th Session 4TH 7th Session5TH

8th Session6TH 9th Session

 

      

Activities Orientation for Preservice Teachers

Site TEI

Time Frame Number of hours should not be counted Number of hours should not be counted

Orientation for Cooperating Principals, Site Coordinators and Cooperating Teachers Assigning of CT’s and subjects to be participated in by the PST' in the second visit

Cooperating School

Participation in CTs lesson Assigning of PST subject to be taught in the second visit.

Cooperating School

3 hrs

PST’s lesson in transition Assigning of PST’s subject to be taught in the fourth visit

Cooperating School

2 hrs

PST’s individual classes in transition Assigning of PST’s tasks in micro teaching

Cooperating School

3 hrs

Micro-teaching

Cooperating School

1 hr

Community involvement ( extra- curricular) Co- curricular activity involvement

Cooperating School

4 hrs

Completion of teaching learning related requirements

TEI

4 hrs

Debriefing/ Evaluation

TEI

Number of hours should not be counted Total

17 hrs

10

PROFILES

11

PROFILE OF COOPERATING SCHOOL: A Brief History of Tagum City National High School

By the virtue of a Barrio Charter approved on February 14, 1967, a public secondary school high school was established amidst pressures and conflicts to cater to the needs of the poor and average income families who cannot afford to send their children to private schools. This was through the efforts of Barangay Captain Prospero Estabilio and the members of the Barangay Council. This mark the beginning of the realization of the late Schools Division Superintendent Eulalia B. Basañes who envisioned create and strengthen a public secondary high school in the capital town of the province. With 68 first year and 54 secondary students, the school opened on June 1967 whose first graduation was on March 1970. Mrs. Basilia Zamora, who was then in-charge of the District of Tagum became its first administrator until Miss Gloria M. Gazmen was transferred from Pantukan Provincial High School and became its school-in-charge in 1970. The first Parent-Teacher’s Association was organized by Mr. Nalzar Conception where Mrs. Rosa Lucero was elected as president with Mrs. Pelagia Conception as secretary. Upon its opening of the school year 1967-1968, the following teachers were: Mrs. Herminia Selga, Mrs. Aida Jain-Alcid, Mr. Nalzar Concepcion with part-time teachers Mrs. Evangeline de la Cruz and Miss Bagara. Later, all them transferred, hence, came Mrs. Elizabeth Juarez, Mrs. Irenea Bermudez, Mr. Rolando Castronuevo and Mrs. Betty Vinson were hired the following year. Because of the school’s meager tuition fees the school could hardly meet its obligations, thus, the late Schools Division Superintendent Hermogenes Hipolito met with some PTA officials, former Mayor Herminigildo Baloyo, and the members of the Barangay Council, Magugpo Barangay Captain Dionesio Quirante, Barangay Secretary Silvestre Padilla drafted the resolution converting Tagum Community High School to Tagum Municipal High School.

12

Whereupon, on motion of former Vice Mayor Gelacio Gementiza, duly seconded by Councilors Antonio Lagunzad and Lucio Rallos, in 1972, Tagum Community High School was converted to Tagum Municipal High School. The release of funds for the construction of classrooms at the Municipal Gym was through the endorsement of former Municipal Treasurer Rufino Cabang.

From 1976 to 1979, the school’s PTA President Mr. Manuel Suaybaguio, Jr., together with its officers and Board of Directors Natividad Manzano, Sgt. Antonio Francisco, Sgt. Sergio Pendon, Sr.(deceased), and with the leadership of Miss Gloria Gazmen, the school principal, worked hard in the acquisition of a permanent school site since the school was then occupying a portion of Rizal Elementary School. In October 4, 1987, Tagum Municipal High School transferred to its present site, in Mangga, Visayan Village, Tagum City in a 20,0003 square meter lot donated by Mr. and Mrs. Climaco Maurillo. At first, it was a test of endurance and determination on the part of Miss Gloria M. Gazmen because opposing parties claimed that the place is haven a snakes, swampy, flood-prone, muddy- not an ideal palce for a school. In 1986, through the request of Supt. Teofilo Gomez, the said parcel of land bearing land title number T-61535 was transferred to the Department of Education, Culture and Sports on June 19, 1989, during the time of Supt. Prudencio N. Mabanglo and Myaor Victorio Suaybaguio, Jr. From a measly 122 enrollees in 1967, the school is now the most populous secondary school with its present enrolment of 5, 108 students. The school is also the only recipient of the Enginnering and Science Eduacation Project-Science Education Institution(ESEP-SEI) of the Department of Science and Technology because of its remarkable academic performance in the Division of Davao del Norte. It is because of the trust and confidence in the competence, academic performance, and leadership of its former principals, Miss Gloria Gazmen, Mr. Amadeo L. Patriarca, Mrs Victoria P. Balquedra and now, Mr. Teodorico S. Caballero and its teaching staff that the school is reaping support and assistance from the national, provincial, congressional, city and barangay officials and its GPTA.

13

September 19, 2005, Tagum national High School, under City Ordinance No. 192, s-2005 was converted into Tagum City National High School, during the 59th Regular Session of the 3rd Council of the City of Tagum, province of Davao del Norte held at the Sangguniang Panglungsod Session Hall, presided by the City Vice Mayor Hon. Allan Lopez Rellon and approved by the City Mayor Rey T. Uy on the same date. On February 14, 2006, during the annual celebration of Tagum City National High School Foundation Day the heirs of Climaco MAurillo were recognized for their consent of renaming Tagum Nation High School to Tagum City National High School. To honor the name of the land donor, the school gym is named Climaco E. Maurillo, Sr. Gym. Looking back, one cannot image how the school transformed from a once swampy, snake laden and muddy site to what it is now, especially when the od classrooms were transformed into a modern and state of the art classrooms and facilities. It all began when Mayor Rey T. Uy appropriated a big amount for the construction of a three-story building and its facilities. At present, Tagum City National High School receives gratitude and honor in different academics, sports and leaderships competitions. School, Division, Regional, and National Contest were also held in this high-status institution until it becomes the leading secondary school in the Division of Tagum City.

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Republic of the Philippines Department of Education

Tagum City National High School

Vision Tagum City National High School shall inculcate the right values to produce morally

upright

individuals

and

promote

academic

excellence

through

information, communication and technological breakthroughs, to make them responsible and productive citizens of our country with efficient and competent teachers in a well-equipped and conducive learning environment.

Mission Tagum City National High School shall provide quality education through efficient and effective implementation of the educational programs and activities in collaboration with the PTA, the community, the LGU and the NGO's as stakeholders.

Goals Curriculum Goal To provide effective teaching interventions, appropriate learning programs and activities that will improve learning outcomes. Staff Management Goal To provide quality services and equal opportunities for academic upliftment and professional development. Resource Management Goal To maximize the use of the Maintenance and Other Operational Expenses (MOOE) allotment, GPTA funds and other resources for school development programs and projects. Learning Environmental Goal To provide adequate and conducive teaching-learning environment to teachers and students. 15

Community Building Goal To strengthen and sustain partnership among stakeholders for a collaborative support in implementing DepEd thrusts and programs towards the improvement of learning outcomes.

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Cooperating Teacher’s Profile A. Personal Profile Name: MONICA S. PANES Address: MANKILAM, TAGUM CITY Date of Birth: NOVEMBER 21, 1972

Age: 42

Place of Birth: TACURONG, SULTAN KUDARAT

Height: 5’1’’

Religion: ROMAN CATHOLIC

Weight: 60 KLG

Civil Status: MARRIED B. Family Profile Name of Spouse: DELFIN S. PANES Occupation: PNP Date of Birth: NOVEMBER 26, 1966

Age: 48

Name of Children

Age

Date of Birth

1 DELNIQUE JOY S. PANES

18

AUGUST 18, 1997

2 CAEZA ARIANNE S. PANES

14

OCTOBER 4, 2001

3 ENRICO S. PANES III

10

DECEMBER 8, 2004

C. Educational Background School Level

Name of School

Year Graduated

Elementary

TACURONG PILOT ELEM. SCHOOL

1985

Secondary

TACURONG MUN. HS

1989

Tertiary

NOTRE DAME OF TACURONG COLLEGE

1993

Bachelor’s Degree: BSED - ENGLISH Master’s Degree: MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

No. of years in Service (As Teacher): 19 Years

17

Pre-Service Teacher’s Profile A. Personal Profile Name: JOSEPH Z. RIZON Address: PRK. 2, NAPNAPAN, PANTUKAN, COMPOSTELA VALLEY Date of Birth: AUGUST 30, 1996

Age: 19

Place of Birth: PANTUKAN DISTRICT HOSPITAL

Height: 5’4

Religion: ROMAN CATHOLIC

Weight: 53 KLG.

Civil Status: SINGLE B. Family Profile Name of Father: ROQUE B. RIZON

Occupation: WELDER

Name of Mother: MA. THERESA Z. RIZON

Occupation: HOUSEKEEPER

Name of Sibling: JOHN SPENCER Z. RIZON Age: 14 C. Educational Background School Level

Name of School

Year Graduated

Elementary

NAPNAPAN ELEM. SCHOOL

2008

Secondary

NAPNAPAN HS – TAMBONGON EXT.

2012

Tertiary

USeP TAGUM-MABINI CAMPUS

Present

Bachelor’s Degree: BSED - MAJOR IN MATHEMATICS

18

Observation Sheets

19

A. Teacher’s Classroom Management Skills Name:

Joseph Z. Rizon

Date:

All visits in FS6

Subject Area:

Mathematics 7 & 8

Sem/SY:

1st Sem/ 2015-16

OBSERVATION OF MY CT’s CLASSROOM MANAGEMENT SKILLS Let me quote one line from what I have learned in our lesson to Dr. Jeanette Pedriña, “In the game called teaching, only the best will remain”. She explained that the best teacher does only mean knowledgeable and skillful teacher but it should also be dedicated and passionate teacher. I saw somehow this to my cooperating teacher, Mrs. Panes during the observational visit. When observing my cooperating teacher, I told myself that it’s so easy to teach adding integers using the counting counters. You will just teach them the rules how to add unlike sign integers or like sign integers. One thing made me impressed to my cooperating teacher is the passion towards teaching her students. She had 3 Grade 7 sections one-hour classes in the morning during that day. But what made me impressed about her is her passion in teaching that lesson to all the grade 7 sections, same topic, same activity, same exercise and lastly, same energy. Another impressive performance, for me, of my cooperating teacher was I haven’t feel and see any tiredness shown on posture of my CT. And then I asked myself, can I do the same thing? Another impressive I had observed with my CT is her classroom management skill. Every time the students are very noisy, she will just be quiet and let the student get noisy until the students perceived they were observed by my CT and they will behave. Another skill is when the students passing their papers to my CT. Instead of standing, they will just their paper in front of them until the papers will be on the center of the aisle of the class. Well then, despite of this fear in my heart to have the same scenario with my CT, I also made realized that I’m on my ...