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 Fulfilment
of the Requirements for the Course
Educ 418 (Student Teaching)
Secondary Education

by

RONN JOSEPH J. DEL RIO

May 2019
 APPROVAL SHEET

This narrative report of Student Teaching Experiences entitled “Student

Teaching Showcase and Growth Portfolio” has been prepared and submitted by
Ronn Joseph J. del Rio in partial fulfilment of the requirements in the course,
Education 418 (Student Teaching).

Noted:

Mrs. Myra D. Baet

Cooperating Teacher

Recommending Approval:

DR. LIEZEL M. VILLANUEVA

Cooperating Principal

Accepted and approved in partial fulfillment of the course EDUC 418 with
the rating of______________.

Dr. GENALYN P. LUALHATI

Student Teaching Supervisor

Date: _______________
The student teacher would like to extend his sincerest

gratitude to these individuals who helped him in making

this portfolio possible.

To Dr. Rubilyn M. Latido, Associate Dean of the College

of Teacher Education, for her patience, guidance and

words of encouragement;

To Mrs. Liezel M. Villanueva Principal I, for

accommodating the student teachers at Bugtong na pulo

Integrated National High School; To Mrs. Myra D. Baet,

the cooperating teacher for her guidance, support and her

valuable advices and suggestions about the field of

teaching;

To Ma’am Flordeliza Sarmiento, the grammarian, for

rectifying grammatical errors.

To his parents, for their untiring support and words of

encouragement, and for their moral and most importantly,

the financial support they assisted all throughout the

internship;

To the students who had a big role in his student teaching

experience;

Lastly, to the Almighty God who gives life, strength,

wisdom to make it all successful and for the other

blessings for the creation of this work.

iii
Acknowle
dgement
Dedica
 The student teacher

would like to dedicate

this piece of work to his

parents for giving him

inspiration and support.

To those people who are

close to his heart, who

encouraged and

motivated him all the

way from the start until

he finished this

internship.

iv
 TABLE OF CONTENTS

I. PRELIMINARIES

Title Page …………………………………i

Approval Sheet ….………………….………….ii
Acknowledgement ………………………………..iii
Dedication …………………………...…….v
Table of Contents …………………………….….vii
Teacher's Prayer ………….………………..… viii
Teacher's Creed …………………………….… xi
Teacher's Story …………………………….…xiii
Inspirational Quotes …………………………..……xx
about a Teacher
A Touching Story …………………...…………xxiii

II. THE COOPERATING SCHOOL

Vision ………………………..………….3
Mission ………………………………………..…….5
School History …………….………………………………..6
School Facilities ……………………………………………….7

III. NARRATION OF ACTUAL TEACHING

Weekly Report ………………………………………. 14
Reflection …………………….………………….26
My Career Plan ……………………….……………….28

IV. APPENDICES
Classes Taught ………………………………..……..30
Daily Lesson Plan …………………………………………35
Lesson Plan for the Final Demonstration…..44
Presentation of the Final Demonstration .…53
Pictures during Final Demonstratio ………….…59
Letters from Pupils ……………………………….62
Daily Time Record …………………………………67
Certificate of completion …………………….74
Clearance …………………………………76

V. IMAGES …………………………………………..71

VI. CURRICULUM VITAE …………..….…………… 78

Teache
r’s
Prayer
Dear Heavenly Father,

I thank you for giving me the opportunity to be a part of this school

and the community within it. Thank you for bringing my students to
this classroom safely, and for the ability to give them food for their
bellies and activities to stretch their minds.
I pray for humility as I learn from my mentor teachers. Please give
me a discerning heart so I know when to incorporate the teaching
practices I observe and when to rely on my own knowledge.

Allow me to recognize when to push my students’ thinking and when

to give them grace. Help me find the right words to say as I
encourage your children to think critically, explore freely, and care
for each other always. Provide me with an awareness of my biases
and privileges so I can provide equitable education.

For those who don’t know You, Lord, I pray that they catch a glimpse
of you and your everlasting love. I pray that my students learn that
they were made perfect in your image, God, and that their unique
talents are part of your perfect design.

For those who return to broken homes, I pray that they learn that their
reality is not indicative of their value. For those who are struggling
with big emotions, Lord I ask that you give me the tools to help me
share my peace with them.
Above all else Lord, let me look to you
and your infinite wisdom always.

In Jesus’ name, I pray, Amen.

vi
Teache
r's
Creed
 I am a Teacher.
I will do my very best to help each student reach their full potential
both physically and mentally.
I will give every student the opportunity to achieve success and
build pride in themselves, their school, and their community.
I will instill courage, leadership, teamwork, and a selfless sense of
duty to learn.
I will insist that each student meets and maintains the school
standards and expectations for discipline and academic success.
I will demand respect for self and others.
I will encourage students to become positively engaged and active
participants in school activities and social functions.
I will demonstrate the highest integrity, consistency, and fairness
when handling student discipline.
I will work diligently to learn and adapt to changes in
our society in order to meet the educational needs and standards of
the school.
I will work cooperatively and collaboratively with other educators
in order to enhance the educational performance of our students.
I will never place my own needs above those of my students. Most
importantly,
I will work hard every day to become a better teacher.
I am a teacher.

viii
Teache
r’s
Story
 Teaching sixth grade math has changed dramatically over the past several years and it
has been quite a challenge for teachers to keep up with the demands brought on by standards
based education. Every five or six years math books are piloted and adopted, but all are
pretty much the same in how the content is presented. Therefore, selecting a new book for a
school district is pretty much choosing the best of the worst. Math books primarily teach
math through a set of procedures and do a mediocre job at best of teaching it as a
comprehension piece. I did my best to supplement our current math program by using math
manipulatives, showing different methods for problem solving, writing about math, etc., but
none of these strategies gave me the results I truly desired: a deeper understanding of math. I
still felt that my students were just learning the how and not the way of math, and those
students who had always struggled with math kept on struggling and those who could
memorize steps continued to do okay, but really couldn’t articulate what they were doing.

Another frustration of mine is math textbooks introduce various problems by giving examples
and then jump to much more difficult problems in the independent practice portion of the
lesson. In addition to this, the individual math lessons try to teach too many concepts at once,
thus confusing the student. Therefore, the teacher is left to dissect the lesson and scaffold it as
best as he/she can to make it more understandable for the students.

I knew in my heart there had to be a better way to teach math and then I heard about
Making Math Real. I attended the Overview class and finally I felt that this is what I had
been trying to do all along with math. Here was one program where it did create a deeper
understanding of concepts, it did reach those who have always struggled in math, it did
scaffold each lesson for me and it was a tool that I could use, along with my math text, to
effectively create a solid math program in the classroom, a program where students could talk
about math and truly understand and apply the concepts.
 I was excited and that following summer I attended the Fraction and Decimal Class,
followed by the Pre-Algebra/Algebra class last spring.

Last year was the first year I was able to implement Making Math Real teaching methods
into my classroom and what a difference it made for my students and me. I felt confident because
I had my materials from the MMR classes with me. I was able to go from the concrete to the
abstract and create a math picture in the minds of the students just like MMR had demonstrated.
The classes are so thorough and the lessons so masterfully planned that implementing them was
easy. However, it was the student responses to these lessons that demonstrated that I had finally
found the missing piece to my math puzzle. What I was creating was a safe atmosphere where
students, who before wanted to blend into the woodwork during math, were now raising their
hands and answering questions.

Another plus was that the students who knew how to do some fraction problems already
could now comprehend the concepts at a deeper level and master all the four operations in this
area. All students were engaged, and for once, I felt I was serving the various levels of math
abilities which make up a typical sixth grade class.

My next concern was how students would perform when it came to chapter tests.
By the time the tests were given I felt confident that my students knew their stuff, but when I got
the results it was even better than I imagined. An overwhelming majority of the students either
earned an A or B and there was just a handful of C’s for 90 students. Those results were unlike
any I had seen in the past years. The best part was that I was able to see the errors of those “C”
students and intervene using the MMR method of going back to the concrete level and recreating
the picture for the student.
 A main focus of our district last year was to concentrate on students who perform
significantly below grade level. One way our district watches these students year to year is
by looking at their standardized test scores in hopes of seeing growth. What I saw was
remarkable. Not only did the vast majority of these students go up several points, many
jumped up an entire level, and in a couple of cases, even two levels; and this was the result
of only teaching fractions, decimals, and integers using MMR methods. Since that time I
have taken even more MMR classes and next year I will be able to teach the majority of the
sixth grade math standards using the program. I am Fortunate to work with a principal who is
supportive of her staff and am grateful that she gave me opportunities to take more MMR
classes.

My enthusiasm for Making Math Real proved to be contagious. Once my

principal saw my standardized test scores, she was eager to find out more about the program.
We talked on several occasions and she also came by my classroom to see how MMR
worked with the students. I could tell she liked what she saw. I am fortunate to work with
principal. She didn’t stop with just sending me to classes however; she took my results to the
district office and persuaded them to bring the Overview and Four Operations classes to
Rocklin Unified. The Overview class was well attended by Rocklin Unified teachers and
other teachers from nearby districts, and many stayed on to take the Four Operations class.
The feedback I received from my fellow teachers regarding both classes was, “It is so clear
and makes so much sense; this is really good stuff.” From the teachers I have spoken to, I
can tell that they are excited to try the MMR program parents love it because students can do
their homework on their own with their students this fall.
Now that other teachers in my district have taken these courses I look forward to sharing our
MMR experiences with one another. I am also excited; not only to witness their success, but to
try the new things I have learned with my sixth graders. Making Math Real is a win-win
situation for everyone. Students love it because they are successful, and they see an
improvement in their child’s math scores. School administrators love MMR because they see
the test scores improving, students liking math more than before, and happy teachers. I love it
because it makes me teach with the confidence that I am implementing a math program that
will reach all of my students and will set a solid math foundation when they leave my
classroom and go on to other math classes in middle school and beyond.

Making Math Real was just the prescription for my math program. It is rare to
find professional development that really targets the problem areas of a subject with such
depth and clarity. I had felt that my math instruction had stagnated and this was just what I
needed to get me out of that rut and truly make a difference with my students. I think it can be
summed up best by what one of my students who had always struggled with math said to me,
“They should change the name of Making Math Real to Making Math Real Easy.” I agree and
they see an improvement in their child’s math scores. School administrators love MMR
because they see the test scores improving, students liking math more than before, and happy
teachers. I love it because it makes me teach with the confidence that I am implementing a
math program that will reach all of my students and will set a solid math foundation when
they leave my classroom and go on to other math classes in middle school and beyond.

http://www.makingmathreal.org/about/testimonials-2/a-teachers-story-of-success/
xiii
xiv
 Educating the mind
without educating the
heart is no education
at all.
-Aristotle
xvi
xvii
xviii
xix
xx
xxi
xxii
xxiii
xxiv
xxv
xxvi
Inspirat
ional
Quotes
about
a
Teacher
xxvii
 A
Touchi
ng
Story
 “Mrs. Thompson”
There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson. And
as she stood in front of her 5th grade class on the very first day of school, she told the children a
lie. Like most teachers, she looked at her students and said that she loved them all the same. But
that was impossible, because there in the front row, slumped in his seat, was a little boy named
Teddy.
Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other
children, that his clothes were messy and that he constantly needed a bath. And Teddy could be
unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers
with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.
At the school where Mrs. Thompson taught, she was required to review each child's past records and she
put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.
Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work
neatly and has good manners...he is a joy to be around."
His second grade teacher wrote, "Teddy is an excellent student, well-liked by his classmates,
but he is troubled because his mother has a terminal illness and life at home must be a struggle.
His third grade teacher wrote, "His mother's death has been hard on him. He tries to do his best
but his father doesn't show much interest and his home life will soon affect him if some steps
aren't taken.”
Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in
school. He doesn't have many friends and sometimes sleeps in class."
By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even
worse when her students brought her Christmas presents, wrapped in beautiful ribbons and
bright paper, except for Teddy's.
His present was clumsily wrapped in the heavy, brown paper that he got from a grocery
bag.
Mrs. Thompson took pains to open it in the middle of the other presents. Some of
the children started to laugh when she found a rhinestone bracelet with some of the stones
missing and a bottle that was one quarter full of perfume. She stifled the children's laughter
when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the
perfume on her wrist.
Teddy stayed after school that day just long enough to say, "Mrs. Thompson, today
you smelled just like my Mom used to. “After the children left she cried for at least an
hour.
On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she
began to teach children. Mrs. Thompson paid particular attention to Teddy.
As she worked with him, his mind seemed to come alive. The more she encouraged him,
the faster he responded.
By the end of the year, Teddy had become one of the smartest children in the class
and, despite her lie that she would love all the children same, Teddy became one of her
"teacher's pets."
A year later, she found a note under her door, from Teddy, telling her that she was
still the best teacher he ever had in his whole life.
Six years went by before she got another note from Teddy. He then wrote that he
had finished high school, second in his class, and she was still the best teacher he ever had
in his whole life.
Four years after that, she got another letter, saying that while things had been tough
at times, he'd stayed in school, had stuck with it, and would soon graduate from
college with the highest of honors. He assured Mrs. Thompson that she was still the best
and favorite teacher he ever had in his whole life.
 The story doesn't end there. You see, there was yet another letter that spring. Teddy
said he'd met this girl and was going to be married. He explained that his father had died a
couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place
at the wedding that was usually reserved for the mother of the groom.
Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with
several rhinestones missing. And she made sure she was wearing the perfume
that Teddy remembered his mother wearing on their last Christmas together.
They hugged each other, and Teddy whispered in Mrs. Thompson's ear, "Thank you,
Mrs. Thompson, for believing in me. Thank you so much for making me feel important and
showing me that I could make a difference."
Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it
all wrong. You were the one who taught me that I could make a difference. I didn't know
how to teach until I met you."
Visio
n
 School
Vision
VTSMS will be the center of

excellence in which the learners are

mentally, physically, morally and

emotionally developed

Vision
To protect and promote the right of
every Filipino to quality,
Equitable, culture-based, and complete
basic education where:
Students learn in a child-friendly,
gender-sensitive, safe,
and motivating environment.
Teachers facilitate learning and learning
and constantly nurture every learner,
Administrators and staff, as stewards of
the institution, ensure an
Enabling and supportive environment
for effective learning to happen.
Family, community, and other
stakeholders are actively
Engaged and share responsibility for
developing life-long learners.
 Mission
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full
potential
and contribute meaningfully to
building the nation.
As a leaner-centered public
institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

2
Missi
on
Schoo
l
Histor
y
 BUGTONGNAPULO NATIONAL HIGHSCHOOL
Bugtongnapulo, Lipa City, Batangas
History
In 1947, through the collaboration effort of the Barangay Captain Maximo Lat and the
Principal of Bugtongnapulo Elementary School, Mrs. Irenea R. Hermoso, they went
through the community and different near by barangays to convince enrollees for the
high school. They succeeded to have forty-six enrollees of first year, giving burth to
Bugtongnapulo Barangay High School.
On the same year, the first and the only class of Bugtongnapulo Barangay High
School was housed in one of the elementary rooms. The class which was composed of
forty-six first year students was under the supervision of the pioneer teacher, Mrs.
Josefina B. Bautista.
On the nex year, Mrs. Anita Gabayon was hired as teacher. In 1976, Mrs. Rosita
Bosamer and Mrs. Gliceria Malabanan were also appointed as high school teachers.
The teachers’ honorarium came from the student’s tuition fee amounting to seventeen
(17) pesos each and some amount was subsidized by the National Office.
After four years, the school was able to produce its first batch of graduates. It was also
in this year that the school was separated from the elementary after being given
autonomy by occupying part of the elementary school. Another set of teachers was
hired in the 1980’s. they were Mrs. Cristina Matanguihan, Ms. Olivia Rosales, and
Ms. Gianeli Garcia. To create the needs of the growing population, more teachers
were added as school’s faculty. Mrs. Nedy Sinohin, Ms. Ailyn Recinto, Mrs. Gloria
Llarina, Mrs. Evelyn Fernandez, Mrs. Donata Rowena-Legazpi and Mrs. Marife
Morcilla. The school was then headed by the Teacher-in-Charge, Mrs. Josefia
Bautista, who became full pledge Principal in the laet 1990’s.
As the enrollment of the school increases, several teachers were employed every
school year until 2012, Mr. Joeben Austria, Mr. Margarito Magcawas, Mrs. Remy
Untalan, Mrs. Myra Baet, Mrs. Anabel Maraño, Ms. Joanne Carandang, and Ms.
Melba Contreras. The school has sixteen national item teachers and one local item
teacher and caters a total enrollment of 598 for the school year 2012 – 2013. When the
former Principal, Mrs. Josefina Bautista retired in the year 2009, the school was
managed by the Teacher-in-Charge, Mrs. Salavacion Llanes until the new principal
Mrs. Theresa Exoncde took post in February 2011.

3
Within a span of time, several changes were made. From the traditional learning
instruction, the use of the technology was introduced when the school was given sets
of computers through the School Project of the government in 2008. To maximize the
use of these technologies, the Parent-Teacher Association (PTA) agreed to produce
four LCD projectors to enhance the teaching and learning instruction. The resources
were made possible through the Search for Mr. and Ms. BNHS 2012.
Continuous improvements were achieved as part of the school’s MOOE was used in
the beautification of the school facilities. Moreover, the school continues to prove that
it is one of the pillars of transformational education as more and more projects were
made to boost students’ learning. Being the fourth placer in the Regional Contest of
Brigada Eskwela implementation is undoubtedly as an evidence of the fruits of hard
work of all stakeholders.
Because of the increasing number of the students and the implementation of the K to
12 program, six new teachers were added Mrs. Maria Lulu Magnaye, Mrs. Ivy Nina
Cipriano, Mrs. Aubreylyn Dineros, Mr. Jerick Dorado, Mr. Romel Agno, and Ms.
Alice Amahan became part of the growing BNHS family.
In 2013, Mrs. Marife T. Morcilla became the head of the school after the promotion of
Mrs. Exconde. Further improvements of the school were sought. Two teachers were
added, Mr. Angel O. Silva and Mrs. Jesica M. Franada. After a year, Mrs. Angelica F.
Olaso took over as the school principal after the promotion of Mrs. Morcilla in 2014.
Mrs. Olaso initiated programs to strengthen community-school relationship. In 2015,
the school was place under the leadership of Mrs. Costales as the Teacher-in-Charge
where significant improvements were sought. A new student development center was
established, and the beautification of the school was emphasized.
Mrs. Elisa L. Surwela, former Division Office personnel, became the school principal
in October 2016. At present, Mrs. Sarwela, with the help of the teachers and other
stakeholders, is working for further BNHS’ improvements through strengthening
school-community partnership and prioritizing students’ development and teacher
welfare. To date, BNHS is determined to achieve greater heights.
Scho
ol
Facili
ties
 Office of the
Principal

Canteen
Office of the
Principal

4
Computer Laboratory

Field

5
SPEd Room

ALS Center

6
Benches

Garden

7
Live’s Hall

Canteen