Narration of

Experiences
STUDENT TEACHING SHOWCASE AND
GROWTH PORTFOLIO

Presented to the
Faculty of the College of Teacher Education
Batangas State University JPLPC–Malvar
Malvar, Batangas

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education

By

__________________________

April 2018
 “I would rather be arrogant but
pushing with only a single point out
of a hundred than with fifty yet,
contented without any more
progress”

“I may be the worst creature of God

in the eyes of others but the best
thing for me is that God created me
with the capacity to SMILE with the
best that I can and even with the
worst that I am”

“A clear conscience is rather to be

chosen than a good name: that a
good name is rather to be chosen
than great riches”

DEVERLY BALBA
 PREFACE

This narrative report is an anthology that shows the

different exciting endeavours being in the student teaching

program (STP). This report was created in a very much

different way apart from the structure given by our ST

Supervisor. I guess it shows my creativity and playfulness in

presenting ideas by breaking some rules yet creating a unique

piece as compared to others. All in all, its main purpose is to

show I guess maybe not all but most of the dimensions of being

a student teacher.
 INTRODUCTION

Practice teaching is the practical implementation of the information and strategies that
students have learned. The student teacher practice what they have learned and are supervised by
teachers from the college, cooperating teacher and school principals.

The purpose of Practice Teaching is to produce qualified teachers that are equipped and
skilled in their chosen year level. Another reason is to prepare student teachers for their career as
teachers by immersing them completely into the school atmosphere so that they will have the feel
of what it would be like to be an actual teacher.

I attended the 10th grade classes at Natatas National High School, which is located in
Tanauan City, Batangas, a predominantly upper-middle class community. With the new
curriculum, students are actively engaged in meaningful learning experiences. As a result they
gain a wealth of skills, vast amounts of knowledge, and a genuine life-long love for learning.
There are opportunities for students to pursue their interests through before and after school
activities such as Dancing or Singing club, and numerous in-school enrichment activities such as
the Student Council and many other activities. Children participate in these activities based on
personal interest, and are expected to balance both extracurricular activities and academic
curriculum. Some activities involve parent support, and parents are usually actively engaged with
the students either through the home or school, or both. The school also seems to strive to provide
an environment where individual attention is given to all those who need it.

Each classroom seemed to encourage an atmosphere where students were invited to share
their learning and bring in personal interests. The desks were grouped in clusters, with about 8 to
10 chairs in each row.

According to the 10th grade teachers in the school, 10th grade was as an academic leap for
many students. 10th grade was when school became more “academic”, meaning students started
to be held more accountable to their learning by taking tests, student’s
responsibility for homework increased relative to earlier grades, and paragraph and essay writing
became an important part of their success in all content areas.

My entire practice teaching journey became more challenging and exciting because of the
students. This was another venue for me to enhance my teaching skills and to meet various people
with different personalities. I also had the chance to be mentored by the best Filipino Teacher in the
school, Mrs. Amelia O.Bathan. With her guidance, my entire voyage turns out to be smooth sailing.

MY PHILOSOPHY OF EDUCATION
AS A SECONDARY TEACHER

“Int ell ig enc e plus c har acter -

that i s the goal of tr ue educ
ation . ”
Martin Luther King Jr.

The current curriculum offers a variety of opportunities for students to become

themselves

and do the things they love. Teachers don’t enforce beliefs on students mind instead they became

the facilitators through which students can form their own belief and eventually develop their

own character.

When I echo on King’s statement, I think of my friends and the people I most respect. I

am strained to them by forces beyond intellect and success. I admire their character strengths, the

values they hold, and how they treat me as a fellow human being. So when we think of education

in the broadest sense of the word, it is important to consider how kids develop character during

childhood and adolescence that determine the kind of adults they become