Portfolio Honrubia

PRE-SERVICE TEACHING PORTFOLIO 2015 Page 1

SUBMIITED BY; JOY HONRUBIA

SUBMITTED TO: PROF. MORALES

BBTE 4-1

MARCH, 2015


CERTIFICATE OF COMPLETION


This Portfolio would not be possible without the help of some very important

people I would like to get this opportunity to thank the following.

First of all I would like to acknowledge our God almighty for guiding me to

accomplish my practice teaching. For giving me strength, good health, and courage

me to finish this portfolio.

I would also acknowledge kindness and thanks to:

Dr. Grace Tariman, Principal of Maligaya High School, for trusting us to have our

practice teaching in that school.

Mrs. Erna Akyol, Head Teacher of TLE department, for guiding us in our

practicum teaching.

Mrs. Cecilia Yabes, my CT, for always guiding me and helping me to be a good

student teacher.

Prof. Sheryl Morales, my adviser, for teaching me the sufficient knowledge that I

need to learn and for giving me instructions.

I also want to acknowledge my family for the support that they gave, for the

courage and concerns they gave to me so that I could face even the hardest part in

making and finishing my practice teaching.


Title Page,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,1

Certificate of Completion,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,2

Acknowledgment,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,3

Table of Contents,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,4

I. Statement of Purpose of the Portfolio,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5

II. Prayer of Pre-service teachers.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6

Teacher's creed,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,7

Personal Education Philosophy,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,8

III. Resume,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,9

IV. Personal Insights on the pre-service training experience,,,,,,,,,,,,,,,,12

V. Brief Description of the Site of practice teaching,,,,,,,,,,,,,,,,,,,,,,,,,,,,,13

Mission, Vision,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,14

Organizational chart,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,17

VI. Sample lesson plan/learning guide/plan book/activity log,,,,,,,,,,,,,,18

VII. Lesson plan used during final demonstration

(completely signed by the CT/head),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,21

a. pictures of teaching materials used,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,24

b. pictures during the final demo,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,27

c. sample of students' output,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,30

Additional entries,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,35

-DTRs,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,36

-pictures, pictures, pictures,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,40


This compilation was prepared and developed to provide and share

experiences to those who will undergo the same undertakings. Through

the experiences written, some latest innovations and strategies in

teaching were shared. Their applicability will vary depending on

whatever and whenever it suits to the classroom situation. This will

helped the future teacher to be more resourceful and creative to their

professions.

Your teaching portfolio is a means to document, reflect upon, and

improve your teaching and your students learning. Much like a

laboratory journal, a portfolio is a space for you to record and think

about your teaching of students both in and outside of the classroom.

You can use it to examine what you have learned through both personal

experience and professional development activities, and thereby to

develop and analyze more effective approaches to your teaching. In

short, your teaching portfolio can serve as a vital component of your

teaching-as-research1 process


A Teachers Prayer

I want to teach my students how to live this life on earth

To face its struggle and its strife and improve their worth,

Not just the lesson in a book

Or how th rivers flow

But how to choose the proper path

Wherever they may go.

To understand eternal truth.

And know the right from wrong

And gather all the beauty of a

Flower and a song.

For if I help the world to grow

In wisdom and in grace

Then I shall feel that I have won

And I have filled my place

And so I ask your guidance God

That I may do my part

For character and confidence

And happiness of heart


I am a teacher. I accept the challenge to be sagacious and tenacious in

teaching every student, because I believe every student can learn. I

accept the responsibility to create a learning environment conducive to

optimum achievement academically, socially, and emotionally. I

actively pursue excellence for my students and myself. I provide a

model of decorum and respect that guides my students as well as honors

them. I affirm superlative expectations for my students and myself. I

cherish every student. I am a teacher. I change the world one student at

a time.

TEACHERS CREED


My students will be treated equally

My students will be treated with respect.

I will get to know their strength and weaknesses and

backgrounds as to meet their individual needs.

I believe in shared control approach, wherein students can

share their thoughts.

I will make my instructional materials more lovely and

interesting to catch the 100 % attention of my students.

I will make them feel that they have a friend that will

comfort them in times of their sadness.

MY PERSONAL PHILOSOPHY


JOY B. HONRUBIA

Sitio Uno, Auburn St. North Fairview Subd, Quezon City

Cell #: 09486377037

Email add: [email protected]

CAREER OBJECTIVE:

To be able to utilize my skills and knowledge that will enable me to make significant

contributions to your school as well as to find great opportunities for career growth.

SKILLS AND VALUES:

Computer Literate (Microsoft Word, Power Point, Excel, Visual Basic Designer, Html) Innovative and self- motivated Hardworking Dedicated and Resourceful Creative

HIGHEST EDUCATION ATTAINTMENT:

College: Polytechnic University of the Philippines

Don Fabian St., Commonwealth Quezon City

Bachelor in Business Teacher Education

Major in TLE- Information Technology

S, y. 2011- 2015

TRAININGS AND SEMINARS ATTENDED:

On- the- Job Training:

Maligaya High School

Ilang-Ilang St., Brgy. Pasong Putik, Q.C

December 10, 2014- March 20, 2015

Position: Practice Teacher/ Student Teacher


Progeny Ardent School of Quezon City

#338 Leyte Gulf St. Area 6, Veterans Village Brgy Holy Spirit Quezon

City: August 18, 2014-November 18, 2014

House of Representatives

Office of Hon. Sherwin N. Tugna, CIBAC Party list Representative

Rm. 317 Northwing, BatasanComples. Quezon City

November 18, 2012- March 22, 2013

Seminars Attended:

Forum on ICT in the Philippines; Role of the

youth.

PUPQC Branch: March 7, 2015

Software Freedom Day: Todays Technology, tomorrows trash A Human Health Dilemma PUPQC Branch: September 29, 2014

Demographic Profile of High School

Students; A Contributory Factor on Todays Students- Learning Capability

PUPQC Branch: March 25, 2013

Software Freedom Day 2013 and the

Environment

PUPQC Branch: September 23, 2013

Research Capability Training

PUPQC Branch: February 13, 2012

PR; A Quantum Leap in Public Relation

PUPQC Branch: September 17, 2011

Career Success Begins Now PUPQC Branch: August 31, 2011


CHARACTER REFERENCES

AndrianRussel Olsen

Employee of Ramada Hotel-Waiter

09461309575

EfrenAmante

Security Guard Officer of North Fairview High School

09436640874

Rodolfo Gomez

Retired Attorney

09178779004

PERSONAL INFORMATION

Age: 21

Date of Birth: September 08, 1993

Place of Birth: Pioduran, Albay

Civil Status: Single

Religion: Born Again Christian

I hereby certify that the above information are all true and correct

Applicants Signature


I am a teacher because I want to change the world for the better. At my first meet up with my

students, a asked myself, do I really prepared to teach?

When I chose this field the only reason its because of my grandfather who push me to take this

course, but time goes by I felt that I love to teach. But the question is do I really prepared to

teach? First day at Maligaya High School, my critic teacher as my me to first observe the class. I

observe that they are noisy, busy chatting with their classmates, playing guitars, while their

teacher is talking in front. Suddenly I felt nervous, and said OMG! This are the students I am

going to teach?

In the field of teaching you cannot choose who will be your students, and you cannot pick only

the best students to be with you inside the classroom. In my question that does I really prepared

to teach? The answer is yes, because my goal is to share and shout my knowledge to my students

and to help them to have a better life. The ability to learn is the most important. But the question

in mind, should not only a question but with action to discover. After few months, a learned how

to love my students, I learned how to appreciate their simple efforts, to make them feel that they

are important as student. Because every students have different capabilities and talents that make

them so unique individual.

The classroom environment is a crucial aspect of the childs education. A developmentally

appropriate classroom consists of an atmosphere in which each childs individual needs may be

fostered. The educator is responsible for creating a caring community of learns. In my field

experience, a pre-school teacher broke the boundary between special needs children and regular

education children by creating an environment where the children interacted socially and

accepted each others differences. When a disabled child was unable to follow directions or

understand a concept she would ask another student to show the disabled child through the

activity, which ultimately rewarded both students with a sense of success when the activity was

rightfully completed.

I believe as a teacher, I have the ability to change my students life, and that is not only a

challenge for me but my goal as a teacher. I believe that I posses insight and determination that I

can offer to my students. I would be an asset to the school and ultimately an asset to my

profession. I believe that I will be able to help all my students reach their optimal potential.


VISION

Maligaya High School is committed to provide accessible and

quality education to the deprived and underserved communities

in order to produce upright, healthy, economically self-sufficient

and peace-loving citizen.

MISSION To be an institution which will produce highly skilled,

intellectually equipped and values-oriented individuals who are

united in a common aspiration in the service of God and

Country.


Our History

The Schools Division of Quezon City was formally established separately and distinct from the

Manila City Schools on July 25, 1950, and started with 20,593 elementary school children and

310 secondary school students, with 478 teachers manning both levels. The Division Office was

then situated in the old City Hall along Highway 54 (now Epifanio de los Santos Avenue, or

EDS), in Cubao, Quezon City.

The first Schools Division Superintendent, Mr. Pablo T. Reyes (1950-1959), supervised the new

division consisting initially of eight public elementary schools, namely: Tandang Sora

Elementary School (1922, now Placido del Mundo Elem. School); Novaliches Elem. School

(1923, now Rosa L. Susano Novaliches Elem. School); Andres Bonifacio Memorial Elem.

School (1927); San Francisco Elem. School (1934); Kamuning Elem. School (1939); La Loma

Elem. School (1940, now Ramon Magsaysay Elem. School); Balara Elem. School (1940); and

San Jose Elem. School (1946); and the lone secondary School, Quezon City High School (1947),

which, after a few years, produced several annexes. These were A. Roces Annex (Don Alejandro

A. Roces High School) in 1951, La Loma Annex (E. Rodriguez Jr. High School) in 1952, Cubao

and Quirino District Annexes (Ramon Magsaysay High School and Quirino High School) in

1953, San Francisco del Monte Annex (San Francisco High School, later becoming Don Mariano

Marcos High School in the 1970s, but then regained its former name in 1954, and Galas Annex

(Carlos Albert High School) in 1955.

In four decades, the Division greatly expanded due to the steady population growth of Quezon

City and the influx of home seekers from various parts of the country. By 1962, when Mr.

Alfredo Andal became schools superintendent, the Division had 43 complete elementary schools

(plus 53 annexes and five complete secondary schools (with 11 annexes). The enrolment rose to

58,300 elementary pupils and 8,250 high school students.

With the appointment of Mrs. Conmemoracion M. Conception to the superintendence in 1969,

the Division had grown to 63 elementary schools with 92, 490 pupils, and 16 secondary schools

with 33,537 students. The teaching force had increased to 2,888 elementary grades teachers and

HISTORY


911 high school teachers. By 1975, the public school enrolment multiplied by 26.3% to 111,372

elementary pupils and 47,799 high school students. In the same year, recognition of the

Department of Education and Culture gave the Division the authority to exercise general

supervision over private elementary and secondary schools in the city.

The integration of four of the former municipalities of Rizal province (Mandaluyong, Marikina,

Pasig and San Juan) into the Quezon City Schools Division, also in 1975, brought the total

number of public elementary schools to 139, and the high schools to 28. The school population

soared to 205,607 elementary pupils with 6,579 teachers, and 77,181 high school students with

3,090 teachers. The elementary schools were grouped into 32 school districts, 19 of which were

in Quezon City, three in Mandaluyong, three in Marikina, five in Pasig, and two in San Juan.

During the administration of Dr. Edna B. Azurin (1980-1989), there were a total of 142 public

elementary schools: 82 in Quezon City 4 annexes 13 in Mandaluyong, 16 in Marikina, 22 in

Pasig, and 9 in San Juan. The public secondary schools numbered 34: 30 in Quezon City, and

one each in the four integrated, municipalities. Particularly in Dr. Azurins last year as

Superintendent (SY1988-1989) these public schools had a combined population of 266,559

elementary pupils, taught by 7,364 teachers, and 103,863 high school students mentored by

2,742 teachers.

Dr. Azurins successor, Dr. Bienvenido A. Icasiono (1989-1997), saw in 1994 the separation of

the integrated municipalities from the Quezon City mother division to form separate schools

divisions. As a result, the division enrolment in 1994-1995 went down to 178,748 in the

elementary schools and 93,979 in the secondary schools.

Years later, during the last year of the next superintendent, Dr. Aquilina S. Rivas (1997-2002)

Quezon Citys public school enrolments were regaining their previous number, 237,552 in the

elementary level and 119,510 in the secondary level.

A fire gutted the 5th floor of the Quezon City Hall, where the Division Office was located, on

August 11, 1998. The Division was temporarily housed in one school building of Kamuning

Elementary School until September 26, 2003.


The seventh schools superintendent, Dr. Victoria Q. Fuentes (2002-210), transferred the Division

Office at the newly- completed four-storey edifice with a multi-purpose rooftop inside the San

Francisco High School compound at Misamis Street, Bago Bantay, Quezon City. She had under

her administration and supervision 97 public elementary and 46 public secondary schools in

Quezon City.

Upon the retirement of Dr. Fuentes in 2010, the Division was temporarily led by two assistant

superintendents as Officer-In-Charge, first, Dr. Rowena A. Cacanindin, and then Dr. Corazon C.

Rubio, who eventually got the appointment as School Division Superintendent by the President

in August 2011.

From an initial population of 20,593 elementary pupils and 310 high school students in 1950, the

Division of Quezon City now serves a big population of 258,201 in its elementary schools and

143,462 in the elementary schools, not to the 14,741 young children enrolled in the kindergarten

classes in the various public elementary schools (as of August 2007). The services of teachers in

the national rolls, 5,650 elementary teachers and 3,785 high school teachers are supported and

sustained by 250 contractual teachers paid by the City Government through the Special

Education Fund (SEF


DR. GRACE TARIMAN

(Principal)

TLE DEPARTMENT

Mrs. Erna Akyol (Head Teacher)

Teachers

Abellon, Amalia F.

Alutaya, Amor V.

Arcellana, Lorna A.

Bacunawa, Efren Jr. D.

Capistrano, Rowell A

Del Pose, Rosalie P.

Estrada, Ludovico E.

Macalipay, Katlene C.

Manadong, Gemma E.

Margallo, Jose Glenn J.

Matias, Jasmine R.

Nicolas, Eugene M

Oprenario, Divine N.

Palisoc, Lily D.

Paloma, Amalia P.

Siva, Juan Paulo t.

Yabes, Cecilia

ORGANIZATIONAL CHART


SEMI- DETAILED LESSON PLAN


VISUAL AIDS

PICTURES OF TEACHING MATERIALS USED


SAMPLE MENU CARD

SAMPLE SERVICES


WASTE MANAGEMENT

PICTURE IDENTIFICATION


PICTURES DURING THE FINAL DEMO


GROUPING ACTIVITY

ROLE PLAY ACTIVITY

SAMPLE OF STUDENTS' OUTPUT


MENU CARD MAKING

QUIZ


LONG TEST

PAPER BAG MAKING


PAPER ORIGAMI

TABLE NAPKIN FOLDING


december

DTRS


January


February


March


WITH MY STUDENTS


AFTER DEMO

AWARDING OF CERTIFICATES

Portfolio Honrubia

Documents

Transcript of Portfolio Honrubia