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I Am A Teacher

Music and Lyrics: Dioscoro B. Vicentino

Declared by: Sec. Ricardo T. Gloria

I'm a teacher, a purveyor of truth and light

I'm a teacher, I was born to improve mankind;
It's my duty to enlighten the world and guide the young to the path of the Lord.
I'm a teacher, I must teach what is good and right
I'm a teacher, I must live what I preach in life;
As a model citizen of the world, I must, in thoughts, words and deeds be so good.
In the children I write the future, in their learning I find great joy;
I may never sit on a throne but I'm contented, my life is full.
Yes, I'm a teacher; I must brave all the roaring waves
and the fury of the river and windy seas;
I must climb on up the mountains and hills where children
there wait for my love and care.
In a mountain or in a city, on an island where
I may be I shall keep on bringing the light
And live as teacher until I die
I'll live as teacher until I die.


The purposes of this Educ. 11- Student Teaching Portfolio are as follows:

 To present the reflective and daily journals written based on the Educ 11-
Student Teaching experience,

 To present the pre-service teacher’s professional career plan,

 To present an example of a lesson plan prepared and used by the pre-service

Teacher, as well as a sample actual teaching rating and instructional material

 To present the supervising teacher’s rating for the pre-service teacher’s

school-community extension service,

 To present the Classroom Action Research conducted by the pre-service teacher,

 To present the comments of the pre-service teacher’s cooperating teacher and

learners, and

 To present the overall ratings of the cooperating teacher and the supervising


When I finish this degree of Bachelor of Secondary Education Major in English, I

would like to review for and pass the Licensure Examination for Teachers (LET) and
become a Licensed Professional Teacher (LPT). I would like to render service at my high
school alma mater as my first official professional job. At the school, I would like to
become the moderator of the school publication’s club, where I was once a member. I
would like to apply me expertise and experience in journalism and creative writing, and
impart knowledge on the same topic to aspiring writers. Within at least two years of
graduation from college, I would like to continually grow as a teacher by taking up a
masteral degree on -----------. After finishing my masteral degree, I plan to continue my
professional development by attending seminars, workshops, and training that could help
me in this endeavor. I would also like to continue to attain my doctorate degree on -----,
since it has been the childhood dream of my mother and I to have a doctor of education in
the family. Moreover, I believe that taking up a doctorate degree could help me grow as a
teacher, and in turn help me teach my students better. After rendering a few years of
service at my alma mater, I would like to teach at a public high school to apply my
expertise to the scholars of the Philippine government. It would be convenient if I could
teach at the public high school at my hometown, where I believe I could be of help to my
fellow Mandaya people. When I have gathered enough experience and expertise, I would
like to start a program that could help indigenous people value their identity as lumads
while adapting to the rapid globalization of the education process. I would like to help
young Mandayas realize that they do not have to lose their cultural heritage in exchange
for improvement. This is to combat the lose of cultural identity, which is for me a growing
problem among adolescent indigents. I would like to make this program my legacy as a
teacher and a member of the indigenous community.




This instructional
material uses the
ideas of students to
show the details that
support a
conclusion drawn
from a passage.

This instructional material has a mode of transition that
slowly reveals the concept to be taught



Title: The impact of a reading intervention program on students with reading


Author: Susanne Jones



Title: Developing Summarizing Skills in 4th Grade Students:

Intervention Programme Effects

Authors: Sonja Pečjak and Tina Pirc



Title: Effects of practicing passage retell to a fluency criterion to increase


Authors: Erica Culler



Title: The effects of reading Strategies in comprehension for elementary age learners

Authors: Jennifer Blickenstaff, Ellie Hallquist, and Kandi Kopel



Title: The effectiveness of hands-on activities compared to paper and pencil activities
when teaching reading to first through fifth grade students

Author: Nigel Daniels





Rating Scale



Lesson Plan in English:
January 22, 2019

EN10LT-IIIc2.2.3: Determine tone, mood, technique, and purpose of the author

At the end of the lesson, the students will be able to:
1. Identify the tone and mood of a literary piece,
2. Recognized the importance of tone and mood in daily conversations by
participating in group activities, and
3. Perform a skit that shows the use of tone and mood in daily conversations.


Tone and Mood

Visual Aids, markers

Routinary Activities
 Checking of classroom cleanliness and orderliness
 Prayer
 Greetings
 Checking of attendance
 Review of Previous lesson

A. Activity
The facilitator will present the poem “Left Behind” by Wesley Nash and ask the
students to read the poem.

B. Analysis
The facilitator will ask the following questions:
1. What is the poem all about? What is the message of the poem?
2. What feeling is evident throughout the poem?
3. How does the poem make you feel?
4. Are your reactions to the poem similar to it’s overall feeling?

C. Abstraction
Tone is the author’s attitude (or feelings) toward a subject. Some tone words include
humorous, commanding, and angry. The tone of a piece can be recognized by the choice
of words of the author.
Mood is the atmosphere of a piece of writing; it is the emotions a selection arouses
in a reader. Some common mood descriptors are ecstatic, heartbroken.

D. Application
The class will be grouped into four. The groups will be tasked to come up with a
short skit that portrays the importance of tone and mood in daily conversations. Each
group will be assigned to a different scenario.
Group 1- House
Group 2- Mall
Group 3- Jeep
Group 4- School
After the performances, the learners will be asked about the importance of tone
and mood in daily conversations.

The groups will be rated according to the following rubric:

Criteria 10 8 6 4

Use of The importance The importance The importance The importance

tone and of tone and of tone and of tone and mood of tone and

mood mood is evident mood is evident is evident for mood is not
throughout the for most parts of some parts of the evident in the
presentation the presentation presentation presentation

Appropria The presentation The The presentation The presentation

teness of is a modeled presentation shows some does not show
content after genuine shows mostly genuine events in genuine events
events in the genuine events the assigned area. in the assigned
assigned area in the assigned area.

Cooperati All the members Most of the Only half of the Very few
on of the group group members members of the members of the
participated in participated in group group actively
the presentation. the presentation participated in participated in
the presentation. the presentation.

Instruction: In a 1/4 sheet of paper, answer the following questions based on the poem

Africa my Africa
Africa of proud warriors in ancestral savannahs
Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under the weight of humiliation
This back trembling with red scars
And saying no to the whip under the midday sun
But a grave voice answers me
Impetuous child that tree, young and strong
That tree over there

Splendidly alone amidst white and faded flowers
That is your Africa springing up anew
springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.
1. What is the message of the poem?
2. What is the overall feeling conveyed by the poem?
3. How does the poem make you feel?

Prepared by:
Jessa Christine P. Casanaan
Pre-service Teacher

Checked by:
Rolindo B. Maniago
Cooperating Teacher

Lesson Plan in English:
February 11, 2019

EN10RC-IVi-10.2: Distinguish between general and specific statements

At the end of the lesson, the students will be able to:
4. Identify whether a sentence is general or specific,
5. Value the significance of distinguishing general from specific statements
through active participation during discussions , and
6. Compose specific statements to match given general statements.


General and Specific Statements

Visual Aids, manila paper, glue, sets of paper

Routinary Activities
 Checking of classroom cleanliness and orderliness
 Prayer
 Greetings
 Checking of attendance
 Review of Previous lesson

A. Activity
The facilitator will present three general statements and provide a set of specific
statements in another side. Volunteers will be asked to match the specific statements to
the general statements.

B. Analysis
The facilitator will ask the following questions:
1. How do you know where to put the set of statements?
2. Which of the statements are general? Which are specific?
3. How are the additional statement related to the first three statements.

C. Abstraction
Specific information refers to exact, precise fact or description of something
mentioned in the text.

General information is normally vague and represents a broad description of


For example:

School children do not like reading books.

Brian is in 5th grade and hates reading poems.

Example 1 is a general statement as it talks about ALL the school children.

Example 2 is very specific as it talks about a particular student and his likes.

D. Application
The class will be asked to form triads. Each triad will be asked to complete the
following chart by supplying specific sentences to the given general statement.

life is

Instruction: Identify which of the following sentences are general and specific.
A. The country of Israel is now one of the most progressive countries of the world.
B. Today, the income per capita of Israel is higher than most countries of the East.
A. Allan was naturally lazy and would not exert effort to study his lesson.
B. There are many reasons why Allan failed his examination.

A. We have many delicious dishes from different parts of Luzon.
B. From the Central Luzon comes paksiw, milkfish cooked in vinegar and ginger
with a dash of salt.

A. When family conflicts arise as a result of divorce, adolescents suffer.

B. During the first year, these young people may be depressed due to conflicts
between the custodial and non- custodial parents.

A. A tourist attraction in Davao is the People’s Park, an urban public park in central
Davao City.
B. Davao City is famous for several tourist attractions.

A. Dogs are in many ways like human beings.
B. When we like people, we smile at them; dogs wag their tails to express their
liking for others.

A. Palmolive, Pantene, Clear, Rejoice, Sunsilk, and many more shampoo brands use
television advertisements to persuade consumers to buy their products.
B. There are many advertisements about shampoo products.

A. Many public schools require their students to wear uniforms.
B. In Davao City, Davao City National High School, Sta. Ana National High school,
Daniel R. Aguinaldo National High School, and Cabantian National High
School are some of the schools that require their students to wear their complete
uniform when going to school.

Instruction: Look for a difficult word in the dictionary. Indicate the word and it’s
definition on a 1/4 sheet of paper. Write a sentence using the same word on the same

Prepared by:
Jessa Christine P. Casanaan
Pre-service Teacher

Checked by:
Rolindo B. Maniago
Cooperating Teacher

Lesson Plan in English 10:

EN10RC-IVf-2.12: Draw conclusions from the set of details

At the end of the lesson, the students will be able to:
7. Identify the details and the related schema that lead to a conclusion,
8. Appreciate the importance of drawing conclusions by accomplishing an exit
paper, and
9. Draw a conclusion from a passage.


Drawing Conclusions

Visual Aids, laptop, projector, worksheets, handouts

Routinary Activities
 Checking of classroom cleanliness and orderliness
 Prayer
 Greetings
 Checking of attendance
 Review of Previous lesson

A. Activity
The class will be asked about what natural disasters they usually hear, see, and read
about in the news.. They will be introduced to Allan, a 9 year-old kid living in Brgy.
Mauswagon. Today, they will read about the experiences of Allan. . The class will be

divided into four groups: groups Earth, forest, nature, and storm. Each group will be
tasked to read aloud one part of the following passage:

It had been a few hours since Allan and his family locked themselves up in the
second floor of their house. Once the strong wind and heavy rains stopped, Allan took
the chance to peep at their window. Forest He saw all kinds of garbage floating on the
knee deep water. The large Acacia tree that once stood proud in their backyard is now
uprooted. Nature The garden his mother worked so hard on is nowhere to be found.
Electricity posts have also fallen over. When he looked at his neighbor’s house, he was
shocked to see that the their roof is gone. There was chaos everywhere. Storm Suddenly,
Allan saw his favorite toy floating on the water below. He tried to run downstairs to grab
it, but his mother beckoned him to come back.”Allan, come back here, it’s not safe yet.
We don’t know what dangers could be lurking in that water” Allan could only sob as he
watched his toy float away.

B. Analysis
The facilitator will ask volunteers to answer the following questions:

4. What do you think happened to the Allan’s town?

5. What details from the text helped you arrive to this answer?
6. What do you already know about the details you pointed out?
7. Without your prior knowledge on the details, do you think you will be able to
arrive at your answer? Why so?

C. Abstraction

Drawing conclusions refers to getting information that is implied or inferred. This

means that the information is not clearly stated.

Two things are needed to draw conclusions: facts or evidences from the text and the
prior knowledge or schema on these facts.

Conclusions rely on a situation's facts to figure something out that isn't obviously
stated or seen. These facts are the phases that are found in the passage help the students
arrive at a conclusion. Facts serve as evidences when drawing conclusions since they
support the conclusion drawn. After look at the evidence in front of you, the conclusion
you draw is the next logical step. The conclusion is drawn by adding prior knowledge
or schema to the evidences gathered. What do the readers already know about these facts?
How do these facts come together? By answering these questions, the reader can draw a

Facts + Schema = Conclusion

The class will be asked to return to their previous groups. Each group will be given a
worksheet. Their task is to write down one detail that helped them arrive to a conclusion
from the part of the passage previously assigned to them. Their answers will be posted
on the board and used for the discussion.

D. Application

“Paint Me a Conclusion”

The class will be asked to return to their previous during the previous activity. Each
group will be given a passage. Their task is to make a still picture portraying the
conclusion that can be drawn from the passage. They must use the various parts of their
body to include the details that support their conclusion. The conclusion the groups draw
will be written down, and the conclusion they write will be posted on the board. One
member of the group will explain their presentation. The presentation will be rated
according to the rubric found in Appendix B.

The facilitator will distribute handouts containing the following tasks.

Part I
Instruction: Draw a conclusion from the passages below. Cite the details that helped
you arrive to your conclusion, as well as the schema you used.

1. The sun shone brightly on Ana. She saw children play on the sun as parents watched
over. Lifeguards patrolled the area as eager swimmers ran to the water. The sound of
waves crashing was music to her ears. She sat on her chair and enjoyed the majestic view
of the sunset on the horizon.

Conclusion: _____________________________________________________________


Facts: ________________________________________________________________

Schema: ________________________________________________________________

2. Tourists poured in to watch the street dancers perform. Their costumes were a
combination of red, yellow, and green. The performers danced to the beat of drums.
Durian was sold at a very low price at every corner. Decorations adorned the streets of
Davao City. Everyone, tourists and locals alike, was in a festive mood.

Conclusion: _____________________________________________________________


Facts: ________________________________________________________________

Schema: ________________________________________________________________

3. Fireworks lit the night sky as the clock hit 12:00. People made noises as children
jumped up and down. Almost everyone wore polka-dots designed clothes. At the table,
12 round fruits were placed neatly on a fruit basket.

Conclusion: _____________________________________________________________

Facts: ________________________________________________________________

Part II (Exit Paper)

Instruction: Answer the following question in 2-5 sentences.
1. Why is it important to learn how to draw conclusions?


Instruction: Read the following passage carefully. Construct a conclusion based on the
evidences that you gather. Draw your conclusion on a short bond paper. Make sure to
include the details that helped you reach your conclusion in your drawing.
“Tommy!”, Mom called out as she walked in the front door. “Tommy,” she
continued shouting, “I could use some help with these groceries.” There was still no
reply. Mom walked into the kitchen to put the grocery bags down onto the table when she
noticed shattered glass all over the living room floor, the family picture lying facedown,
and a baseball not far from there. “Tommy! Get back here you foolish kid!” Mom yelled
to herself as she realized that Tommy's shoes were gone.

Prepared by:
Jessa Christine P. Casanaan
Pre-service Teacher

Checked by:
__Rolindo Maniago__
Cooperating Teacher

Appendix A


1. Allan was taking a stroll through the forest when he came across a group of men
loudly working. “Vroooom, vroooom” roared the loud chainsaws that the men used.
Trucks came and went, carrying loads of big logs. The once shady part of the forest is
now exposed to the heat of the sun. Allan ran home and told his mother about what he
saw. His mother immediately contacted the local forest guards. When the forest guards
finally arrived, they saw an obviously hastily abandoned camp. Some of the chainsaws
were still running. “Tell us immediately if you ever see activities like this here in the
forest. We need to be watchful of the men who destroy our forests,” the guards told the

2. The warnings about the storm came to Allan’s town a week before Bagyong Ondoy
arrived. “It’s going to be a strong storm,” everyone exclaimed. When the storm finally
came, it lasted for five hours. Allan and his family had to evacuate to the covered court.
His mother was in tears as she saw what remained of the place they called home for a
long time. There were so many families crammed inside the small covered court.
Everyone held on to the few belongings they managed to save. People looked
traumatized. Allan’s mother hugged him tightly and said “We might have lost so many
things, but atleast we’re safe.”

3. It had been one year since the strong storm hit Allan’s town. Today, the townspeople
seemed busy. Allan walked with his parents to the large empty lot just outside their
town. A truck bearing the logo of DENR was at the side, and people were lining up to
get seedlings. All around them, people were holding seedlings and spades. Some were
already digging holes in the ground. They made sure that there was enough space
between the holes. The sun was high up in the sky, but people didn’t seem to mind the
heat. “Mom, why are we participating in this activity?” Allan asked. “We are making
sure that the town will not be completely destroyed by a storm again, Allan. We are
healing mother nature,” his mother replied.

4. It had been 30 years since Bagyong Ondoy devastated Allan’s town. Just last week,
another storm advisory was issued to the townspeople. This one was going to be as
strong as Ondoy. People made all the necessary preparations. When the storm passed,
people emerged from their houses expecting devastation like the one they saw after
Ondoy. They were all surprised by what they saw. “Thank God. We don’t have to go
through the same trauma as the one we experienced after Ondoy,” Allan exclaimed as he
stared at the trees that the townspeople planted almost 30 years ago. Allan’s mother, now
an old woman, said “You see Allan? When you take care of Mother Nature, she takes
care of you too.”

Appendix B

Rubric for judging the activity

5 3-4 2-1
Criteria Excellent Satisfactory Needs Improvement

Content The group’s idea was The groups was able to There was little or no
developed clearly. partially develop their attempt to develop
The conclusion is idea. The conclusion is ideas. The conclusion
supported by details supported by some details drawn is not supported
from the text. from the text. by details from the text.

Creativity * The group was able * The group was able to * The group was
(Cooperation) to successfully portray partially portray their unsuccessful in
their conclusion using conclusion using the portraying their
various parts of their various parts of their conclusion. Most of the
body. All necessary body. Some necessary necessary details were
details were included details were not included not portrayed.
in the presentation. in the portrayal.

Most of the members of

* All the members of * Some members of the the group did not
the group actively group did not actively actively contributed to
contributed to the contributed to the the presentation.
presentation. presentation.

Grammar The words and Some of the words used Most of the words used
sentences used in the in the explanation are in the explanation are
explanation are inappropriate and inappropriate and
appropriate and grammatically incorrect. grammatically incorrect
grammatically correct





Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.


Teachers are duly licensed professionals who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their
noble profession, and they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term “teacher” shall include
industrial arts or vocational teachers and all other persons performing supervisory and /or
administrative functions in all school at the aforesaid levels, whether on full time or
part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is
a trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instill allegiance to the constitution and for all
duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to

Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity for
such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and

Section 7. A teacher shall not use his position or official authority or influence to coerce
any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he

shall, therefore, render the best service by providing an environment conducive to such
learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study
and understand local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and

Section 6. Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when needed, to
extend counseling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies
as will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally

Section 4. Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and
other questionable means. Section 5. Every teacher shall use the teaching profession in a
manner that makes it dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give
due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has not been
officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this
may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against
an associate, preferably in writing, without violating the right of the individual

Section 7. A teacher may apply for a vacant position for which he is qualified; provided
that he respects the system of selection on the basis of merit and competence; provided,
further, that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances
within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in
the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up

to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in conferences
in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers are
issued contracts specifying the terms and conditions of their work; provided that they are
given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a


Section 4. A teacher shall not accept favors or gifts from learners, their parents or others

their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are clearly
not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress
and deficiencies of learner under him, exercising utmost candor and tact in pointing out
the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution and
sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or

Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
his Certification of Registration and License as a Professional Teacher, suspension from
the practice of teaching profession, or reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.




The student teacher encourages learners to participate

The student teacher explains the concept to be taught

The learners participate in the discussion by reading an assigned passage

The student teacher listens as one student shares her opinion on the topic


Group 1 performs the

“Paint Me a Conclusion” activity for

The topic Drawing Conclusions

Group 2 performs the

“Paint Me a Conclusion” activity for

The topic Drawing Conclusions

Group 3 performs the

“Paint Me a Conclusion” activity for

The topic Drawing Conclusions

Group 1’s output for the topic

Drawing Conclusions

Group 2’s output for the topic

Drawing Conclusions

Group 3’s output for the topic

Drawing Conclusions









Km 4, Hilltop Village, Bajada, Davao City

Personal Information

Birthdate : December 16, 1999

Age : 19 years old
Civil Status : Single
Citizenship : Filipino
Height : 5’3
Religion : Protestant Catholic
Place of Birth : Mati City, Davao Oriental
Father’s Name : Mr. Elpidio B. Casanaan
Mother’s Name : Mrs. Pureza P. Casanaan

Educational Background

Elementary 2011 Gabriel Casanaan Elementary School

Secondary 2015 Maryknoll School of Manay, Incorporated
Tertiary present University of Southeastern Philippines



Name of Pre-service Teacher:

Subject Area: Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor

Good Fair Needs Improvement
Criteria Rating
(3) (2) (1)
Formulating Adequately define the Objectives are not clearly
Defines objectives clearly
Objective objectives stated
Organization of  Clearly links subject matter  Adequately links subject  Subject does not link to
lesson to students’ interest and matter to students’ students’ interest and
presentation experiences interest and experiences experiences
 Clearly identifies sequential  Adequately identifies  Does not clearly identify
development of activities sequential development sequential development of
 Uses relevant examples of activities activities
 Accurately allocates time to  Adequately uses  Does not use relevant
activities in accordance relevant examples examples
with objectives  Adequately allocates  Does not allocate time to
 Clearly indicates transition time to activities in activities in accordance
procedure form one activity accordance with with objectives
to the next objectives  Does not indicate
 Plans a variety of teaching  Adequately indicates transition procedure from
strategies transition procedure one activity to the next
Relates subject matter to other from one activity to the  Does not plan a variety of
knowledge and prior next teaching strategies
knowledge of students  Limited variety of Does not relate subject matter
teaching strategies to other knowledge
 Relates subject matter to
other knowledge
Use of learning  Uses a wide range of  Uses a range of resources  Does not use a range of
materials resources and learning and learning materials resources and learning
materials  Uses an appropriate materials
 Structures a wide variety of variety of materials to  Uses not structure an
materials to stimulate stimulate students’ appropriate variety of
students’ interest and interest and achievement materials to stimulate
achievement students’ interest and
Use of  Devises appropriate  Devises appropriate  Does not devise appropriate
Evaluative evaluation of each students’ evaluation of students’ evaluation of students’
measures progress progress progress
 Measures students’ progress  Measures students’  Does not measures
with appropriate tests and a progress with appropriate students’ progress with
variety of assessment tests and other methods appropriate tests and other
methods methods
 Uses a rubric which fully
reflects the objectives


Name: Sem/SY:
Date: Subject Area:
Cooperating School:

Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor in assessing
the actual teaching performance done by the Pre-service Teachers. Check the box below that corresponds
to each item.

100-95 - Excellent 88-83 - Satisfactory 77-72 - Unsatisfactory
94-89 - Very Satisfactory 82-78 - Fair

A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure/ Strategies of
4. Objective and formative test/ Evaluation
5. Objective and assignment
A. Methods used was/ were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/ her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson
D. The teacher made effective use of the formative test after
A. The teacher had a systematic way of checking
1. Attendance
2. Assignment/ Homework
3. Practice Exercise
4. Group Work/ Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher during
his/ her teaching
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking

C. Correct responses were given by the students through
the teacher’s skilful questioning
D. He/ She observed correct pronunciation
E. The board work of the teacher was free from errors in
grammar and spelling
F. The teacher’s handwriting on the board and the lesson
plan was legible enough to be read and understood
A. The teacher is neat and well-groomed
B. The teacher is free from mannerism or physical defects
That tend to disturb the student’s attention
C. The teacher’s personality is strong enough to command
Respect and attention

 The pre-service teacher’s strengths are:

 Comments/Suggestions for improvement

 Final Rating (Tick one)

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

Rated by:
Cooperating Teacher



Name: Sem/SY:
Cooperating Teacher: Date:
Cooperating School:

Direction: Check the box below that corresponds to each item.

3 – Definitely ( 90 – 100 )
2 – Moderately ( 51 - 89)
1 – Not at all ( 0 – 50 )

3 2 1
Definitely Moderately Not at all
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic
and pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce.
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense
of discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement

Rated by:
Cooperating Teacher


Name of Pre-service Teacher:_________________________ Date: _________________

Subject Taught: ____________________________________
School: ________________________________________________________________

Areas 5 4 3 2 1
1. Reports to class regularly and promptly.
2. Observes policies on student discipline and exudes a desirable conduct expected to
a student teacher during off-campus teaching.
1. Attends and participates in school assemblies, meetings, and other co-curricular
activities required of them during off-campus teaching.
1. Relates well with, and teach effectively and manage efficiently diverse and
multitude types of learners.
2. Works effectively with the cooperating teacher.
3. Goes along with the co-interns and is helpful to them.
4. Shows respect to the school head and other personnel.
1. Shows respect and belief to oneself.
2. Maintains professional poise and good grooming.
3. Assumes responsibility and exhibits initiative, resourcefulness and
4. Accomplishes work on time and is able to produce quality work and good
1. Neat in appearance, observant of personal hygiene, has professional bearing;
Wears appropriate attire during classes and school functions.
2. Maintains composure under pressure.
3. Courteous and respectful.
4. Manifests honesty and integrity in dealing with others.
5. Accepts criticisms open-mindedly.
6. Acts optimistically in her undertaking and responsibilities.
7. Develops feelings of mutual trust with other pre-service teachers.
8. Projects self confidently with others.
9. Communicates clearly, sensibly, and comprehensibly.
1. Reports to classes regularly and attends school functions and other required
extra-curricular activities.
2. Shows creativity and resourcefulness in her performance.
3. Attends sessions well-prepared; participates intelligently and actively in
4. Shows mastery of the subject matter and prepares lesson plans promptly.
5. Learns new teaching methods and acquires new teaching techniques and skills.
6. Cooperates with other teachers to accomplish desired goals.
7. Accomplishes all required assignments and tasks diligently and promptly.

8. Observes efficiently management skills.
9. Quality of work acceptable.
10. Inspires other co-teachers with her ideas, plans action resulting to better
11. Possesses physical ability to work long period of time with sustained energy
and soundness of mind.
12. Draws logical conclusions and make decisions easily from given situation.

By Cooperating Teacher:
By Practicum Supervisor:

Interpretation of Performance Levels/Ratings

1- Basic (75-79) The student teacher is introduced to the elements and/or
demonstrates only a basic level of knowledge and
understanding. S/He has yet has the enhanced skills to apply
the significant elements to be an effective teacher.
2- Developing (80-84) The student teacher demonstrates an increased knowledge and
understanding of the elements. S/He is able to demonstrate,
with assistance, the significant elements in a classroom
teaching or field teaching. S/He is able to evaluate, with
assistance, the success of teaching performance. The teaching
performance and other professional competencies still needed
to be improved.
3- Satisfactory (85-89) The student teacher demonstrates satisfactory knowledge and
understanding of the elements but commits mistakes in some
aspects. S/He is able to perform teacher’s responsibilities with
self-confidence but still has to exert more effort to improve
one’s competencies.
4- Proficient (90-94) The student teacher is able to demonstrate a substantial
knowledge and understanding of the elements and has the
ability to apply the elements in a field setting. S/He is also
able to continuously exhibit progress in her performance.
5- Advanced/Excellent (95-100) The student teacher demonstrates a comprehensive
knowledge and understanding of the elements. S/He can
consistently apply the elements for an effective classroom
teaching. S/He can also skillfully integrate the elements in her
teaching responsibilities with an excellent performance. S/He
produces very outstanding output in every teacher task
assigned and expected of her.


Performance 5 4 3 2 1
Level Excellent Proficient Satisfactory Developing Needs
Criterion Improvement

Reflection Presents Presents very Presents Presents Presents no

journal entry comprehens clear some few description of
includes PSTs ive description of description description worthwhile
learning description worthwhile of of experiences,
experiences, of experiences, worthwhile worthwhile does not
judgments, worthwhile explains experiences, experiences, explain sound
performance experiences, sound experiences, explains judgment on
and other explains judgment on explains sound personal
insights gained sound personal sound judgment strengths and
in the course. judgment strengths and judgment on personal weaknesses.
on personal weaknesses on personal strengths
strengths anchored on strengths and
and some theories and weaknesses.
weaknesses learned. weaknesses
anchored on anchored on
many few theories
theories learned.


1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Interpretation of Performance Levels/Ratings
Basic (75-79) The pre-service teacher is introduced to the elements and/or
demonstrates only a basic level of knowledge and understanding.
S/He has yet has to acquire skills for effective classroom teaching.
Developing (80-84) The pre-service teacher demonstrates an increased knowledge and
understanding of the elements. S/He is able to demonstrate, with
assistance, the significant elements in a classroom teaching or
field teaching. S/He is able to evaluate, with assistance, the
success of teaching performance.S/He has still to improve on this
element to improve teaching process.
Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and
understanding of the elements but commits mistakes in some
aspects. S/He is able to perform teacher’s responsibilities with
self-confidence but still has to exert more effort to improve
teaching skills.
Proficient (90-94) The pre-service teacher is able to demonstrate a substantial
knowledge and understanding of the elements and has the ability
to apply the elements in a field setting.
Advanced/Excellent (95-100) The pre-service teacher demonstrates a comprehensive
knowledge and understanding of the elements. S/He can
consistently apply the elements for an effective classroom
teaching. S/He can also skillfully integrate the elements in her
teaching responsibilities with an excellent performance. S/He can
critically evaluate student learning and teaching effectiveness in
order to guide subsequent instruction.


Criteria Description

5 4 3 2 1
1. Contents of Has 90-100% Has 75-89% Has 60-74% of Has less than Has less than
the of the needed the needed the needed 59% of the 40% of the
portfolio content content content needed content needed content

2. Objectives Objectives are Objectives are Objectives are Some Most objectives
of the SMART and SMART but SMART but objectives are are not SMART
portfolio cover the cover only a cover only less SMART but and cover only a
whole course minimum of than 75% of the and do not minimum of the
75% of the course cover the course
course whole course

3. Quality of Entries are of Entries are of Entries are of Some entries Few entries are
Entries best quality, better quality, acceptable are of of acceptable
well selected many are well quality, some acceptable quality, not well
and very selected and are well quality, limited selected, and
substantial. substantial. selected and selection and very minimal
substantial. substantial. substance.

4. Presentatio Creative, neat Creative, neat Creative, neat Minimal No creativity, in

n of Entries and has a very and has strong and an average creativity, neat disarray, no
strong impact/appeal impact/appeal with minimal impact/
impact/appeal impact/appeal appeal

5. Promptness Submitted Submitted on Submitted 10 Submitted Submitted 31 or

in the ahead of schedule days after from 11-30 more days after
submission schedule schedule days after schedule
Total Score:
Rated by:
1 – Needs Improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100


(Cooperating School)

Name of the Program/Project/Activity:

To give free micro-teaching
Nursery and Kindergarten Students of Project Hope Daycare Center
Number of Participants:
42 Participants
Covered court, Purok Uyanguren, Brgy. Tigatto, Davao City
Inclusive Dates:
November 23, 2018
BSEd-English 4A Pre-service Teachers
Outstanding Very Satisfactory Fair Poor
(5) Satisfactory (3) (2) (1)
Part I- The Project

Relevant to the needs of the

Timeliness of Delivery

Methodologies in Implementation

Part 2- The Extension

Knowledge and skills about the

Delivery of the project

Attitude towards shared ownership

of the project

Outstanding- 95-100% VS- 94-89% S-83-88% F-78-82% P-72-77%

Grade: __________________________________
Rated by: ________________________________
Practicum Supervisor