December 2017

PRACTICE TEACHING PORTFOLIO

Presented to the
College of Education
Visayas State University
Visca, Baybay City, Leyte

In Partial Fulfillment of the Course Requirements

in PrEd 200 (Student Teaching)

JOANNE P. GOLOCINO
Bachelor of Secondary Education
(Mathematics)

December 2017
 Visayas State University
COLLEGE OF EDUCATION
Department of Teacher Education
Visca, Baybay City, Leyte

APPROVAL SHEET

This portfolio on Practice Teaching Experiences prepared and submited by Joanne P.

Golocino is hereby accepted in partial fulfillment of the course requirements in PrEd200

(Student Teaching).

MA. RACHEL KIM L. AURE

Student Teaching Supervisor

_____________________________
Date

Accepted as partial fulfillment of the course requirements in PrEd 200 (Student Teaching).

LIJUERAJ J. CUADRA, Ph.D.

Head, Deparment of Teacher Education
and Dean, College of Educaion

_____________________________
Date
 TABLE OF CONTENTS

CHAPTER DESCRIPTION PAGE

Cover Page i

Approval Sheet ii

Table of Contents iii-iv

I. Statement of Purpose 1

II. My Prayer 3

III. My Practice Teaching Site 5

Let’s Explore HNVHS (A Description) 6
Photos of the School 7
Various Emotions/Feelings and “What if” questions
at School Site (A Reflection) 8-9

IV. Lesson Plan Writing 10

Lesson Plan Writing: My Daily Map (A Description) 11
Lesson Planning: Teacher’s Light in darkness (A Reflection) 12

V. My Best Lesson Plan and IM’s 13

Sample of Lesson Plan 14
Photos of IM’s 16-17
Best Lesson Plan: The Fun was priceless (A Reflection) 17-18

VI. Learners’ Work and Feedback 19

Samples of Learners’ Work and Feedback 20-23
Learners’ Work: Give and Take Relationship (A Reflection) 24-25

VII. Community Involvement 26

Community Involvement: A Harmonious
Collaboration (A Description) 27
Photos about the Community Involvement 28
Community Involvement: Lifelong Investment (A Reflection) 29
VIII. Observation and Evaluation Forms 30
Samples of Observation and Evaluation Forms 31
Developing my strengths and weaknesses (A Reflection) 32-33

IX. Professional Readings 34

Professional Reading No. 1 (Journal Article) 35
Real-time teacher-student interactions: A Dynamic Systems approach
A Dynamic Systems approach (A Summary) 36-39
I truly Believe (A Reflection) 40
Professional Reading No. 2 (Online Article) 41
Math tech improves student performance
Math tech improves student performance (A Summary) 42-43
The Advantages and Disadvantages View (A Reflection) 44-45

Professional Reading No. 3 (Book Article) 46

Deeper Learning (Helping Children Succeed:
What Works and Why by Paul Tough)
Deeper Learning (A Summary) 47-49
A Big Opportunity (A Reflection) 50

X. Career Development Plan 51-52

XI. Resumé 53-56

XII. Miscellaneous 57
Certificates 58-64
School Forms 65-72
Programmes 73-75
Other Stuff (Photos) 76-85
 Statement of Purpose

In this portfolio, I am presenting an overview of my student teaching experience which

shows my own understanding of teaching as well as a compilation that will help me define my

teaching philosophies and styles. This portfolio serves as a record of my various understandings

such as dealing with different problems I encountered during the field practice. It also shows my

strengths as a teacher and acknowledging my weaknesses for self-improvement.

As a future educator of Mathematics, I will teach my students the basic competencies

required and develop their abilities to solve mathematical problems. Not only Math-related but

also real life situations. I worked hard to nurture my students as they move to another year, they

will be well-equipped with the basic skills needed to think critically. In my teaching philosophy

and style, I described the way I teach my classes and the reasons behind the plan and styles. I also

included significant evidences of my teaching such as daily lesson plans and instructional

materials. Some of these evidences can be found at the professional development activities I have

attended, as well as how it affected my teaching. I also made reflections from the classes I have

taught including class activities, assessments, and feedback from faculty and students. Through

this, I can express my relationship with my students, coordinating teachers, supervisor, and other

personnel in the school.

In this compilation, I have included my reflections from my readings and research. Through

these, my own perspective and goals towards becoming a globally-competitive teacher will be

defined. It also contains my resumé and career plans. Furthermore, the different entries in this

portfolio are evidences of how far I can give to fulfill my duties especially during my field practice.
 Teacher’s Prayer

Loving and gracious God, creator of heaven and Earth, you are indeed the giver of all good

gifts and I wholeheartedly offer You thanks for the huge blessings, for the opportunity to teach

and give each one of my students the best possible education that I can offer. Now is the time, to

strive not only to share my knowledge with them but also to instill the passion for learning.

O Lord, I humbly ask for your divine guidance as I impart my knowledge and guide my

students to the right path in life. Help me guide my students to develop their potentials and bring

something unique and special to the world. Help me assist the learners in discovering who they

are, so they can express their own opinions and nurture their own ideas. Help me give my students

the right tools in cultivating their own garden of knowledge.

Enlighten my mind and heart, O Lord, so that I will be a fine teacher who keeps peace and

ease in the classroom. Help me to be kind and gentle to each and every one of my students. Help

me to be merciful to my students, to balance mercy and discipline at the right measure, to give

genuine praise and feedback at all times.

Help me become open-minded towards my students Lord so that I will recognize their

varied needs and abilities. Guide me to create an effective teaching learning process so that I can

address their diverse intelligences. Help me to be conscientious enough to keep my lessons always

interesting and recognize what motivates them. And help me to greet a smile with the new, cherish

the old, and laugh with the children.

Ever-loving God, may my students learn to tie their knowledge into the global community,

and help them become caring and active members of the society. May they always become

motivated and learn to always take the power of initiative in doing things. This I humbly ask,

through Jesus Christ, who lives and reigns with you now and forever. Amen.
 Let’s Explore Hilongos National Vocational School (HNVS)

(A Description)

A place we can be proud of is a place where a prestigious school exists. Talking about

history, this place is one of the richest in Leyte and if we talk about travel then it is one of the

known one. This place is no other than the land of Hilongos, Leyte. There is a wide and big school

existing in this municipality, which is the Hilongos National Vocational School. It is a vocational

school located at Rizal V. Street, Hilongos, Leyte. It can be seen along the highway at the right

side going to Bato, Leyte and at the left side going to Hindang, Leyte.

This school is composed of 100 personnel, 81 for teaching staff and 19 for the non- teaching

staff. There are 81 teaching staffs: 1 principal, 3 school heads, and 81 teachers. Presently, the

principal of Hilongos National Vocational School (HNVS) is Mrs. Daria D. Malanguis. HNVS

was composed of five departments and out of 81 teaching staffs 77 were in different departments.

In Vocational Department, there were 25 teachers, 13 teachers for ICT-Mathematics Department,

17 teachers for Communication Arts Department, 11 teachers for Science Department and 11 for

MAPEH, ARAL PAN, & VAL.ED. Department. The grade levels offered are from Grade 7 up to

Grade 12 of senior high. Inside the campus, there were buildings and classrooms which include

the Math, Science, computer, canteen, and gardens including herbal garden. However, they don’t

have a library since it was ruined by a fire. It has 76 classrooms and another set of classrooms are

under construction. Last school year 2016-2017, the K to 12 was implemented which increased

the number of enrollees in the school and caused some problems and issues in every school. The

lack of classrooms and teaching materials are examples of this. As what I have observed about the

school, I could say that they were in the process of putting up new buildings which could address

the issues I mentioned.

The school is wide and big, enough to accommodate all the students enrolled in the school.

The school and the classrooms were in good foundation, and the canteen is not wide enough to

accommodate a lot of students, but it is clean and orderly. It has guards to ensure safety and

protection and utility to maintain cleanliness. Generally, the school is conducive for learning. The

only thing that bothered me was the lack of classrooms and I am looking forward for the new

buildings to be completed.
Photos of the School

The School Entrance Gate The School Canteen

The School Gymnasium The School Classrooms

The Office of School Head The School’s Computer Room

The School’s Herbal Garden The School’s Mini Fountain

 Various Emotions/Feelings and “What if” questions at School Site

(A Reflection)

Teaching for me is a noble job since it is the only profession that teaches other profession.

Well, of course, if there is a need of teaching then we need a place for teaching process. We need

a place where everyone is welcome and anyone can be anything, free to dream and learn, which is

why the schools were built. The school is not only the place where learners can cultivate their own

gardens of knowledge but also where they are free to dream and work hard to achieve their

aspirations in life.

My first impression about what will happen to me in this school was that, I will experience

various emotions and feelings. Since the school sites were wide and big, my emotions and feelings

were wide and big too. First, the feeling of excitement because it was my first time to stay in

Hilongos and of course, student teaching for me would mean that I am a step closer to my

graduation. It was overwhelming to face a new environment, new faces and new experiences. I

had this butterflies in my stomach telling me to feel happy because of excitement. However, I also

had so many questions running through my mind that time. Before I entered the school, I asked

myself, “do I belong here?” What if they didn’t like me to be here? What if my cooperating teachers

don’t like me at all? Will the faculty and staff of the school be supportive? What if I will not be

the kind of teacher I have been hoping I would be? With all these questions, I started to feel

intimidated and nervous by what will happen next. I was worried that I will not get along with my

cooperating teachers. I was terrified to face my students. I have this many “what if’s?” in my mind

but since I am a strong woman, I wanted to break this all unpleasant emotions and forget about it

completely. As I entered the gate of HNVS, I see to it that I don’t need to ask “what if”. I just have

to believe myself that I can face these various emotions. When it was my turn to begin teaching,

all I wanted to do was to be confident with myself and hoped that all things will be alright since I

believed that this school suits me at all. On our first day, the school staff and teachers were very

welcoming and the students were very curious about us. It is good to see high school students and

it is exciting to teach them soon.

 As a future teacher, I need to be flexible enough and accept the changes in environment. I

commit to do the things that are right for my future profession. I must be the kind of teacher who

always understand, observe and accept the people and my surroundings not only the school sites

but also the feelings I have with the place. I must not ask anymore “what if” questions about the

school site I was assigned since in the future, no matter what we do, we will be assigned anywhere,

to different places new to us not only to teach there but also to make a difference.
 Lesson Plan Writing: My Daily Map

(A Description)

An engineer would not dare to build a building or a house without a plan. An architect

would not dare to sketch/draw a model of a house without a plan and the doctor would not dare to

operate a person with critical condition without a plan. The same goes with the teacher, we would

not dare to have a lesson without a lesson plan. What is a lesson plan? It is a detailed guide for

teaching a specific lesson. It is a step-by-step guide which outlines the teacher’s objectives for

what the students will accomplish at a particular time. It serves as a guide for a teacher in dealing

with the students and executing the lesson. Many people said that no one could break the tie

between the lesson plan and the teacher. They are interrelated to each other.

The most tiring work of the teacher is making the lesson plan. In writing it, it took me two

to three drafts before I came up with the satisfying output and it took me 1 to 2 hours in finalizing

it depending on my performance. I sacrificed everything for the sake of my lesson plan and of

course for my students. I needed to finish it as early as I can for the sake of my demonstration and

teaching the following day. Aside from that, my lesson plan should be connected to the content

that I need to teach. I needed to think back and forth for just one lesson plan and I need to write it

well since I need to pass it clean.

The most tiring part of lesson plan writing for me was creating the appropriate and

meaningful activity for my students. Since I am teaching mathematics, I wanted my activities to

be meaningful and fun in order to set the mind of my students that this subject is fun and not boring.

Also, I needed to align my activities to the topic and objectives of the lesson. It is truly mind-

boggling to think about what strategies to use in delivering the lesson since I observed that Grade

7 students I handled were not all good in math and not all were fast learners. I knew I needed to

come up with the appropriate strategy to cater the individual needs and differences of my students.

In general, lesson plan writing is sine qua non for apprentice teacher because it involves

setting goals, developing activities, and determining the materials that will be used. It helps us to

keep on track, to be prepared, and helps to think in a more organized manner.

 Lesson Planning: Teacher’s Light in darkness

(A Reflection)

Teachers help students to learn but it does not mean that the teacher doesn’t need help at

all. We believe in the saying that “no man is an island”, so we need a partner to guide our way and

to be our light in the darkness. As a teacher, we also need help about anything that could guide our

way in the darkness. This darkness is not literally the absence of light but it is when we got lost in

track in delivering effective teaching-learning process. A daily lesson plan is created by the teacher

to guide the class’ learning appropriately. It serves as a map for the teacher in order to keep on

track with the lesson.

When I had my first exposure in teaching, I had a lot of worries about lesson planning

especially my penmanship. It made me realize that teaching is not an easy job. It is a kind of work

where you need a lot of patience especially in writing. The first time I wrote one, I wasted almost

15 sheets of intermediate pad since my penmanship was bad and I spent two and a half hours just

by drafting a semi-detailed one. Being a practice teacher, there were lots of things that I needed to

think about and not just only the lesson plan but also the instructional materials. It was very tiring

in adjusting to the time itself. And in the evening, you need to make your instructional materials

and the lesson plan for the next topic. Since I’m just new to this field, I still don’t have a lot of

ideas and strategies on what would be the best lesson plan.

I consider this lesson plan as sine qua non for us apprentice teacher since it will help us to

stay on the light to effective teaching. Also, I needed to study my lesson plan because I didn’t want

to experience being lost during my discussion. It was good to hear positive and negative feedbacks

from your resource teacher about your lesson plan and demonstration because it boosts your

confidence to do better and improve each day.

Having the lesson plan to rely on and as a guide lessen the burden in teaching the topic to

a class. I could apply this also if I will be teaching Grade 7 and 8 mathematics soon in the future.

With the lesson planning and applying it for real, I’ve changed a lot the way I teach the students.

Experience is indeed the best teacher.

 My Best
Lesson Plan
and IM’s
Photos of Complete Set of Instructional Materials

Motivation:

Activity # 1: Jumbled Letters Game:

Activity # 2, It’s Measuring time:

Activity # 3 “Where do I belong?”:

Analysis:
 The Fun was priceless

(A Reflection)

The best engineer prepares the best blueprint in building a house, the best doctor operates

a person with critical condition with the best operation plan. The same goes with the best teacher,

he/she needs the best lesson plan to create the best learning-teaching process for the students.

Considering the subject itself, Mathematics, it is not easy to impart knowledge to the students in

an easy way. Students tend to find the subject difficult and boring since it is full of numbers and

problems. That is why it is a challenge to the teachers to create a meaningful learning for the

students.

In my first week of handling the Grade-7 mathematics, I found it hard to impart knowledge

since not all of my students were interested to learned the topics in math. It tends to bother me that

they were not interested in subjects without using their body in the class since they love to play.

That is why I looked for a way to catch their attention in my discussion and it was to learn while

playing. Based on my observation, the Grade-7 students were very active in nature. They liked to

roam around the classroom so in my everyday discussion I never forgot to insert games and fun

activities, such as playing the pizza game, unggoy-unggoy (LCD), playing with pink caterpillar,

etc. During the topic about Introduction to measurement, I see to it that they would never feel

bored listening to the definition of the terms related to measurements and the its history. That is

why I considered my lesson plan about this topic as the best one. Well I have plenty of lesson plans

but I chose this one since in this lesson, I could see to it that my students really learned in different

and fun way. The fun they had while playing jigsaw puzzle, jumbled letters, and in measuring

things made me realize that even if I am tired preparing the lesson and the IM’s, I could not feel

the tiredness since the fun they showed was so priceless. The smile, laughter and quiz scores they

gave me after the discussion made me feel that today I broke the big wall that separates between

math lessons and my students. I can’t imagine if I would only discuss how to use the ancient

measurement and not letting them use it by themselves, and giving the meaning of some terms and

measurement without having them discover first what it was on their own.
 In the future, in God’s perfect time, if I will be teaching Grade-7 mathematics again I will

apply every single thing I learned from that experience. I will see to it that every lesson plan I will

prepare for my future lessons will be considered as the best lesson plan. As a whole, I learned that

it is not just our students who learned from us but also we could gain knowledge from our students

and the same goes with the fun. It is not just our students would gain fun in our discussion but also

the fun they have will be our fun too.

Samples of Students Works and Feedbacks
Works:

Meter stick Project Activity

Feedbacks:
 Give and Take Relationship

(A Reflection)

God created us in His feature but each of us is unique on our own ways. We differ in our

potentials, skills, talents, and intelligence. The teachers serve as the second parents of the students

in order to guide them in developing their strengths and overcoming their weaknesses. In order to

meet the individual uniqueness of the students, the teacher must come up with an effective way in

imparting knowledge which does not focus on the topic itself but also cater the individual

differences of the students. In order to test the learning of the students, the teacher must conduct

an assessment, thus the result of this assessment serves as the basis for learning progress of the

students. Quizzes, assignments, projects, oral recitation, etc. given by the teacher are the basis to

determine their performances. Their response toward these assessments emphasizes the depth of

their learning about the lesson they gained from the teacher’s discussion. Learners’ work is directly

proportional to the teacher’s teaching style.

For almost 3 months of my field practice in Hilongos National Vocational School, it was

heartwarming witnessing the response of my students. Since I was assigned in not so-called fast

learners sections in Grade 7, I struggled a lot in imparting the knowledge I have to my students. I

came up with different teaching style and approach just to meet their level of competencies, I even

lowered my standard to Grade 6 teaching since some of my students were not familiar with the

multiplication table. I can really compare the students I have today and the way I learned when I

was a first year student way back in high school. It challenged me a lot in creating questions for

the quizzes and assignments since I needed to consider their level. Every time I give them

assessment after my discussion, only half of the class will pass and as a teacher I don’t want to see

such responses like this. Thus, I again lowered my standards until I witnessed the scores that I am

craving for wherein they passed the quizzes and some of them got the perfect score.

Despite this, I learned to be patient and understanding towards them. I am very thankful to

them since every time I give a quiz they always do their best and as a teacher it’s gratifying to

observe that they value learning in math so much. This is what we call give and take relationship

between a teacher and students. In fact, they appreciated and valued my efforts and it really touches
me so much. During the world teachers’ month celebration, they sent me letters, flowers, balloons

and even prepared a surprise celebration with a cake and all of those were so precious to me since

it was my first time to receive appreciation letters from the students. I am glad that they treated

me as their second teacher. I can’t express how happy and thankful I was from what they did during

that day. I will definitely treasure those memories forever.

As a future educator, I do believe that the students’ works and feedbacks reflect to what

kind of teacher you are. Accepting feedbacks from the learners should motivate the teacher to do

better. And I just realized that teaching is not only about imparting knowledge in your level or

standard but it is imparting knowledge in the standard of the students.

 Community Involvement: A Harmonious Collaboration

(A Description)

The Earth provides us with what we need to exist and asks for nothing in return. We have

taken advantage of this and exploited her for profit. The abuse and destruction of the Earth has

increased to the point where we have not only poisoned the Earth and its creatures, but also

ourselves. We are all part of the environment and what we do to the environment, we also do to

ourselves, as well as to our future generations. Over the next 10 years, the government agencies

are aiming to plant 64 million trees and they can’t do it without the help of anyone.

According to the Woodland Trust organization “whatever you want to plant, whether it’s

one tree in your garden or a whole wood, we can help.” Thus, the community involvement we

chose was a way to give back and help our mother Earth. Also, according to our former

congressman in Southern Leyte, Hon. Roger “Oging” Mercado “One man, one tree can make a

forest”. I believe that in this simple way of caring for our environment it would create a harmonious

collaboration between people and nature. With the efforts of Hilongos government official and

different government agencies, they created Alay Lakad Arbor Day on September 23, 2017 in

Brgy, Hampangan, Hilongos Leyte. The activity not only showed the perseverance of Hilongos

people to care for our environment but also showed to other people the natural environmental

beauty of Brgy. Hampangan. The said activity was composed of various activities including

Zumba for physical fitness, tree planting, talent showcase, parlor games, and many more. This

activity proved that everyone can be anything. We are free to show how much we treasure our

environment.

The community involvement itself is not just a way to comply the requirement of the

portfolio in this field practice on becoming a teacher but also it is a way to show everyone that

teachers do not only make a difference inside the four corners of the classroom but also we can

make a difference to our environment.

Photos of Community Involvement
 Community Involvement: Lifelong Investment

(A Reflection)

The Earth provides us with all we need to exist and asks for nothing in return. We seek to

take advantage of the Earth’s resources and we didn’t pay any attention on what will happen in

our every action. We tend to blame anyone but we didn’t even do anything. Life on earth is full of

struggles in order to live. The requirement of community involvement is not all about how we

accomplish and comply about it but also it is about how can a mere student can make a difference

in our environment.

I do believe that “One man, One tree, Can make a forest” since if we work together, we

could create a bigger forest. Imagine that the population on Earth is gradually increasing in contrast

with the trees on Earth which are decreasing and we must seek for solution and not for destruction.

Planting trees is not only for our mother earth but also it is a lifelong investment. It is not only for

the planet but also for the future generations. I can’t afford to give my future generations a place

where trees don’t exist anymore. We must not forget that trees and other plants give oxygen and

if we lose it, we will die, which means that we are slowly poisoning ourselves. The experience of

attending the Alay Lakad 2017 Arbor Day gave me the chance to fix the mistake of many people

who cut down trees in different purposes and without planting in return. Trees grow slowly and

cutting down only take minutes. I can’t afford to say to my future children that I didn’t do anything

in my time for the environment. Lifelong investment is not about money and material things but

also it is about how we preserve the resources we have for the future. I attended different

community services and tree planting before but this one is the most important for me, since this

activity made me realize that if government agencies and ordinary people work together hand in

hand, we could make a difference.

As a whole, being a teacher is not just sharing our knowledge to the students for their future

but also caring for our environment and the following generations to come. Everyone can do noble

things and anyone can invest for a better future.

 Developing my strengths and weaknesses

(A Reflection)

An evaluation form provided by the supervisor is a tool used to measure an individual’s

overall performance. It comprises all the aspects of a person specifically student teachers, such as

his/her ability and capacity to meet the goals in teaching. It may collect information about a

student’s attendance, personality, performance in teaching, motivation and ethical judgement

whether positive or negative. It will also determine the strengths and weaknesses of the student

teacher that will help improve his/her way of teaching.

I found the evaluation form as an important tool in my field of practice since it gives the

basis on what area of teaching I needed to improve. I obtained good grades in my evaluation form

but it doesn’t mean it is enough to tell that I learned a lot, that is why I deeply needed the most the

negative comments of my cooperating teacher. One of my cooperating teachers once said that “I

don’t need to write the comments on your evaluation form, I just have to say it directly to you and

you must remember it.” Well, based on what she said I understood that she didn’t want to write

the comments but I was very thankful since she was being honest about my performance. The very

first time I taught, I let her evaluate me to discover my strengths and weaknesses in teaching and

she gave me positive and negative feedbacks which I accepted and absorbed deep within my heart

and my mind. The things that I needed to improve was my questioning skills and the classroom

management. On the other hand, I also have strengths like the knowledge of the subject matter,

personality, modulated voice, teaching methods and lesson planning.

I need to improved my classroom management and questioning skills since it is very

important in handling the class, that is why I applied and accepted all things and tips that my

cooperating teacher gave to me. I was very thankful to the evaluations of my cooperating teacher

because I am very aware now of the things that I needed to improve. Through this tool, I could say

that in order to handle the class well, I need to develop my weaknesses and continuously develop

also my strengths.
 Nobody is perfect, we all make mistakes but what’s important is we do our best to learn

from it and improve ourselves. Well, I’m so thankful that our department in Visayas State

University provided a tool in which helps the student teacher to strive more to be an effective

teacher. Thus, as a future teacher I learned that we need to accept our flaws and learn from it to

improve it. On the other hand, we must not remain our strengths the way it is, we also need to

continuously improve it. Truly, learning is a never-ending process.

Real-time teacher-student

interactions: A Dynamic

Systems Approach
Real-time teacher-student interactions: A Dynamic Systems Approach

(Summary)

The study dealt on teacher-student interactions measured in terms of characteristics of two

teachers with distinct teacher-student relationships. These teacher-student relationships develop

from real-time teacher-student interactions and characterized by interpersonal content, structure,

and complementarity. Good teacher-student relationships are important for the learner’s

motivation, their academic achievement and for teachers’ well-being while the poor one are related

to classroom management issues and commonly the main reason why teachers leave their

profession.

Many studies have posted the important and crucial role of the relationship between the

teacher and student in education. These relationships develop from daily classroom interactions

between teacher and students. Since the knowledge base on the relation between these daily

interactions and the teacher-student relationship is limited, thus they want to add to this knowledge

base. The study defined interactions as real-time behavioral exchanges of two or more participants

and relationships as relatively stable patterns in these behavioral exchanges. It is fruitful to use an

approach based on Dynamic Systems (DS) theory when studying how daily classroom interactions

and teacher-student relationships influence each other. Development is therefore studied by

examining the relation between experiences and processes on different time levels. Studying the

development of teacher-student relationships using a DS approach includes three basic tenets (a)

real-time interactions between teachers and students in classrooms are the building blocks of

teacher-student relationships; (b) these relationships are manifested through the development of

recurrent, relatively stable patterns in real-time interactions; and (c) these relationships constrain

real-time processes and experiences. In various social contexts studies on relationships have been

carried out using a DS approach. Yet, the knowledge that only very few studies have been carried

out using this DS approach to empirically study interpersonal relationships in educational settings.

In studies that use the DS approach real-time interactions are characterized by their content and

structure. The present study characterized in the context of teacher-student relationships:

interpersonal content and interpersonal structure. According to identifying the interpersonal

content and interpersonal structure in teacher-student interactions may be critical for understanding

teacher-student relationships. They will also add a third distinctive characteristic of real-time

interactions that is used in studies building on Interpersonal theory: interpersonal complementarity.

According to interpersonal complementarity, it is probably the most predictive characteristic of

interactions for studying differences in relationships. As a first step in studying on the relation

between real-time teacher-student interactions and teacher-student relationships they will explore

if teachers with different relationships with their students also differ in interpersonal content,

structure and complementarity of the real-time interactions with their students. This discriminant

validity of these real-time characteristics is a prerequisite in studying the relationship between real-

time (micro-level) and developmental time (macro-level) processes and experiences. Insight in the

relation between real-time and developmental time processes and experiences contributes to the

understanding of the development of teacher-student relationships, and to interventions to improve

teaching practice.

The results were compiled and stated are: for interpersonal content and interpersonal

structure, it shows that there were differences in interpersonal content of real-time teacher-student

interactions between the teachers. Thus, by measuring interpersonal content it was possible to

discriminate between two teachers who were perceived by their students as having a relationship

with students with distinct degrees of Agency and Communion. From the results of the dispersion

measure they concluded that variability is rather high in the teacher-student interactions of both

teachers. Yet, from the results of the Entropy measure they concluded that in comparison to the

results of variability is small. This indicates that, although the teacher-student interaction

trajectories move to a large amount of cells, these are still rather predictable compared to

interactions found in family or peer-relations studies. Interpersonal structure discriminates

between the two teachers for Communion in the negative situation in terms of dispersion.

The present study explored the discriminant validity of interpersonal content, interpersonal

structure and interpersonal complementarity in real-time teacher-student interactions for teachers

with different relationships with students. In order to do this, they compared these characteristics

in real-time interactions of two teachers with a distinct teacher-student relationship in their

classrooms. The results of this study showed some differences in interpersonal content of real-time
teacher-student interactions between the teachers. On average the interactions of Teacher A

showed more Agency than the interactions of Teacher B whereas the interactions of Teacher B

showed more Communion than the interactions of Teacher A. Thus, measuring interpersonal

content in only a couple of minutes allowed us to discriminate between two teachers in a way that

is consistent with student perceptions of the (general) relationship with these teachers. This is

promising for research aiming to connect the level of relationships with the level of real-time

interactions. For practice, this is useful in helping teachers to understand their general relationship

with students based on characteristics of their daily interactions with their students.

Results on interpersonal structure of real-time teacher-student interactions showed that in

general, the differences between teachers are relatively small: differences between situations are

larger than differences between teachers. This may imply that variability differentiates more

between situations than between teachers. This would mean that it is important to take the situation

into account when comparing variability in teacher-student interactions of different teachers.

Regarding differences in interpersonal complementarity they found that the teacher-student

interactions were complementary in most situations. Teacher B, with the higher Communion

relationship, showed consistent correspondence in the real-time interactions with students in all

three situations. For Teacher A results showed no correspondence in the positive situation. Teacher

A, with the higher Agency relationship, showed consistent reciprocity in the real-time interactions

with students in all three situations. For Teacher B results showed no reciprocity in the negative

situation. These results indicate a connection between the level of Agency or Communion in

teacher-student relationships and complementarity in the corresponding dimension in real-time

interactions.

They were all aware that their study had some limitations that should be taken into account

in future studies. First, this was only an exploratory study that compared two teachers with distinct

teacher-student relationships. Yet, within the population of teachers there is a lot of variation in

teacher-student relationships. These relationships vary in terms of Agency and Communion. To

fully understand the discriminant validity of interpersonal content, structure and complementarity,

we should compare these characteristics in interactions of teachers with other types of teacher-

student relationships than in the present study.

 Second, we analyzed teacher and student behavior separately for Agency and Communion.

However, according to interpersonal theory, the relation of both dimensions can best be

represented within a circular plane: the IPC described a vector-based method that takes into

account the circular nature of the interpersonal construct. Circular statistics is a promising

technique to analyze data with a circular nature. In the future, using circular statistics will enable

us to take behavior as a blend of Agency and Communion into account.

The ultimate goal of the study was to increase understanding of how teacher-student

relationships (macro-level) develop from real-time interactional processes (micro-level). We hope

that such an understanding will help teacher educators create awareness among their student-

teachers of, for example, the effect of teacher behavior on the interactions with students and how

these interactions will affect the teacher-student relationship and the classroom climate.

Teachers experience difficulties in changing routines or patterns in their behavior,

however, contend that teachers are highly motivated to learn or change when they see the effect of

their behavior on students. Video coaching and video guided training have been used in teacher

professional development programs effectively to create a better understanding of the role of

teacher behavior in teacher-student interactions. Actively analyzing the role of teacher behavior in

interactions and for instance zooming in on situations where knowledge of the complementarity

principle could help teachers (re)gaining control of a situation, will encourage them to stay

focused, view their practice from another perspective, and implement change.

The results of this study suggest that interpersonal content, interpersonal structure, and

interpersonal complementarity indeed discriminate between teachers with distinct teacher-student

relationships. Studying interpersonal content, structure and complementarity in real-time

interactions helps to increase knowledge about the effect of teacher behavior on student behavior.

This provides clues to intervene and change behavior in the classroom to improve relationships

and the classroom climate.

Reference: Pennings, H. J.M., Tatwiik, J., Luce, T., et al. (2014). Real-time teacher-student

interactions: A Dynamic Systems approach retrieved on August 13, 2017 from

http://www.sciencedirect.com/science/article/pii/S0742051X13001303
 I Truly Believe

(Reflection)

Teacher-student interaction plays a vital role in education. These relationships develop

from daily classroom interactions between teacher and students. Developing these interaction is a

challenging part for the teacher since not all students are good with interpersonal connection.

In building interpersonal connection between students and their teacher, it requires a lot of

time based on my experience in the field of teaching. It took me 2 weeks to fully understand the

strength, weaknesses and needs of my students. I struggled a lot in adjusting to the environment of

teaching Grade 7 students since all of my expectations was not aligned with the reality when I

taught them. I can't even believe that some of my slow learner students don't even familiarize well

the multiplication table. With the use of everyday interpersonal interaction between me as their

teacher and to my learners, it gave me the courage to find a way on how to cope up with the

problems I encountered. Also through the teacher-student interaction, I learned to adjust my

standards into very little since I want the lessons to be meaningful and effective to them.

I could say that I truly love to communicate to my students not only through discussions

but also knowing their concerns to their other subjects. I want to be an approachable teacher to

develop well my interpersonal skill toward my students. As a future teacher, I truly believe that

interpersonal interactions between students and teachers would build a strong relationship between

the students and the teacher. It is a way to set their minds that they are not going to school just to

sit and listen to their teacher but also to build interpersonal skills that are useful in the future.
Math tech improves

student performance
 Math tech improves student performance

(Summary)

Based on the dismal scores of some Filipino students in global tests like the 2004 Trends

in International Math and Sciences Study, the Philippines waits behind the rest of the world in

terms of proficiency in mathematics and science. Thus, technology has been pushed to fix

education problems such as using PowerPoint presentations and iPads in class. The use of

commercial software such games of the parents to raise their kids’ scores and to learn in a ‘fun”

way serves as alternative to lack in qualified teachers. But some people believe that technology is

somewhat a bane in the class such that the studies in the United States which show that it can be

linked to student’s distracted behavior and attention deficit disorders.

In 2011, Science Secretary Mario Montejo in cooperation with Science Undersecretary

Fortunato de la Peña and Education Undersecretary Yolanda Quijano wanted to create a practical

math courseware and test whether it could influence on student’s learning. This project was named

“Technology Package for Student Learning Empowerment.” They worked together with some

government units to create the courseware in a way that was not too fast and distracting, giving

the students enough time to understand math concepts. Some worked on financed and monitored

the project, the other wrote the lesson scripts, provided hardware and software resources, made

possible the pilot testing of the material in public schools and supported the production. They

decided to start the test in Grade 1 math, and deal with topics that fit for both the existing basic

education and the proposed Kindergarten to Year 12 curricula aiming to enhance—not replace—

traditional textbooks, lessons and teachers. The 10 courseware lessons were based on expected

student competencies such as Classifying Objects, Comparing Sets of Objects and Numbers,

Ordering Sets of Objects and Numbers, etc. Each lesson has introduction which serves as a guide,

fixing skills to deepen understanding and evaluation to increase mastery of concepts. For example,

in the lesson on Ordering Sets, in introduction they need to arrange the sandwiches, juice cans and

fruits they have in number from least to greatest and vice versa. Students “help” the characters do

the required sequence by clicking on what they think is the right answer. In Fixing Skills, they

have to arrange quantities not just from least to greatest, but also nearest to farthest (distance) and
lightest to heaviest (weight). Lastly, in the Evaluation phase, students do more exercises to ensure

mastery.

In the project, they also include the development of Teaching Support Material to guide

teachers and acquired tablets for the pilot testing. Teachers were also trained to use the

courseware. They tested the courseware from July to September 2012 on 736 Grade 1 students

in 10 schools around the country such as San Nicolas Elementary and Pasuquin Central Schools

in Ilocos Norte, Tanauan North Central School in Batangas, Lores Elementary School in Antipolo

City, etc. Two Grade 1 classes (with students of mixed abilities) were chosen in each school, one

used the courseware, the other did not (control group). First and foremost, all the students must

take the pretest. As the process, one group undergoes lessons by using the courseware and going

through the activities, with the teachers as the guide. The other, the control group, followed the

traditional classroom lesson plan, without the courseware. Later, they all took a posttest. The

scores of the students who underwent lessons using the courseware was greater than those who did

not. Statistical tests presented that there was a 95-percent probability to increase in scores due to

the courseware. In short, the courseware was effective for all the students who used it.

In the future point of views, students were definitely excited to use the courseware. Some

were so eager and think that teachers might find it useful to manage the class. Because of the

Mother Tongue Law, English was still not taught in Grade 1, so many of the children could not

understand the text. That is why they decided that the teachers must translate the language into the

local language (mother tongue) in order for the students to easily grab the concepts. They plan to

have the courseware translated into various languages and to create math courseware for Grades 2

to 6.

Lee-Chua, Q. (2013), Math tech improves student performance. INQUIRER.NET Retrieved

August 18, 2017, from http://newsinfo.inquirer.net/348583/math-tech-improves-student-

performance
 The Advantages and Disadvantages View

(Reflection)

Using technology to improve learning is a great advantage for the teachers and parents

nowadays since one of the 21 century skills is the proficiency in using technology to teach
st

learners. But technology can be boon or bane depending on how we use it. Things that will be

considered good can be bad also such using technology. The desire of a person to change or

improve someone’s life in using technology is a very aspiring thought to someone who value

learning so much since we exist not only to impart the knowledge we have but to improve

someone’s life.

I will summarize my reaction into two points of view, the disadvantage (in the future) point

of view and the advantage/benefits. The article is about practicality and efficiency. The practicality

of using technology to fix education problems such that math courseware and the efficiency of it

through the results of the experiment that was conducted. In my point of view as a future educator,

I also believe that this courseware has a good impact to the learner’s development especially in

terms of math but I can’t deny the fact that I may be asking that “If we use technology too much,

what if the time will come when the learners will not need the teachers anymore?”. It is not about

being negative-minded and coward, it is about facing the reality and possibility. The reality that

technology can also have negative impact and the possibility that it can control the mind of the

learners. As we all know, technology is somewhat a parasite that is living with us every day, we

can’t control ourselves not to use our phone in one day, we can’t even sleep without looking at our

phone first and it is a reality. Moving on to the advantages of the project and lessening my

negativity, I also believe that the learners is in good hand of it and since it is just a beginning of

the project I have a great trust to the people pursuing it. For engineers it is somewhat a great plan

for a new strong building, same goes with the teachers in which it is a new way of building a strong

foundation of the student’s learning. With the three steps of the courseware: the introduction that

serve as a guide, the fixing skills to deepen understanding and evaluation to increase mastery of
concepts, I am now at ease that this technology will not only guarantee success but also will

guarantee the teachers that this will never take them over.

As a whole, technology is invented to help and improve someone’s life but because of the

user itself, it can also give harm and disadvantages. The courseware is one of the living proofs that

technology can improve learner’s performance. As a teacher, we want technology to be a tool only

in teaching and not act as a teacher. Since, we can’t avoid the fact that the learners will be too

much dependent on the technology, it up to us the teachers on how we control the usage of

technology. We must not let the technology control us instead we control the technology.
 Deeper
Learning
 Deeper Learning

(Summary)

Educational techniques also called as student-centered learning is relatively a new

movement that was based on the current belief and was influenced from the advanced American

educational thought. Most of our educational practices today were developed more than a century

ago in the purpose of producing highly competitive workers to be assigned to repetitive mechanical

errands. The advocates of deeper-learning in this century argued on the matter that the job industry

requires a very unique set of skills, one that our present educational practices is not in the situation

to help learners develop: the ability to work cooperatively, to present ideas to a group such

brainstorming, to write effectively, to think deeply and critically about problems, to take

information and techniques learned in one context and adapt them to a new and unfamiliar problem

or situation.

Learners must practice them in school in order to develop all the skills but in most schools

right now, they don’t get the opportunities to practice the skills. It is the reason why the advocates

of deeper learning promote inquiry-based instruction, project-based learning and performance-

based assessments. The students were given opportunities to engage in the discussions rather than

just listening to the lectures of the teachers through inquiry-based instruction. They can also work

in a group activity that elaborates on making projects that might take weeks or months to complete

through project-based learning. Also, they will experience getting scores not only during exams

but also through making their own outputs such as portfolios, presentations, artwork and written

work because of the performance-based assessments. There is a wide opportunity to the students

to learn different skills in many schools that use deeper-learning principles.

Camille Farrington would call academic perseverance as one of the believers of deeper-

learning and what others might call grit or resilience. The disbeliever of deeper-learning exists

almost everywhere and have issues about it. One of their main concerns is that, while project-based

learning is used by highly trained teachers where it is very effective in the classroom, it is also a

technique that is easy for a beginner teacher to do quite badly. To make the project useful, it needs

to be properly planned and built on the foundation of accurate and relevant information. If it
doesn’t happen, project-based learning will be useless to education. Jal Mehta stated on his

provoking essay in 2014, that some worrisome issues were not only about race but of class. This

essay focuses mainly on the deeper learning advantages and both inequality across schools and

tracking within schools such supply side inequality. Those disbelievers pointed out that in 1960’s

and 1970’s, “project-based learning” was used in some low-income schools as a euphemism for

the practice of having poor kids build Lego models and doodle in coloring books while the rich

kids across town learned how to read and do math. They also expressed that the students must first

need to develop that core knowledge before they can benefit from a collaborative, project-based

approach.

Bob Lenz has made project-based learning the main educational approach in its four

schools which served mostly low-income black and Latino students in San Francisco Bay Area. In

2015, Lenz wrote in his book Transforming Schools which addresses people class concerns about

the deeper-learning approach. Lenz disagrees that project-learning is for rich people only and wrote

that “We have yet to encounter a single student who was either not ready or somehow too advanced

for the kind of performance- and project-based education that we advocate.” Lenz was right, when

deeper-learning approach is used well it can produce benefits for students in poverty.

Expeditionary Learning schools have shown significant academic success with low-income

students. And a 2014 study conducted by the American Institutes for Research of student

performance at schools in California and New York, found that there is a significant positive

impact in going to deeper-learning schools.

Deeper-learning strategies are often used to correct the no-excuses educational philosophy

but recently, the strong gaps that once existed between no-excuses and deeper-learning schools

have begun to break. In the fall of 2015, Elm City Preparatory Elementary School in New Haven,

Connecticut, one of the founding schools of the Achievement First network, introduced changes

of its curriculum that includes an embrace of many of the beliefs and practices of deeper learning,

including an increased emphasis on experiential learning and student autonomy. The students now

control their schedule and pursue their own personal interests in their learning much more than

what they used to do, and they have more independence in the subjects they study. Elm City

teachers lead students on a two-week “expeditionary” project in which they study a single subject
in-depth sometimes involving outside school visiting a farm, museum, or historical site once every

two months. They emphasized three crucial intrinsic motivators: autonomy, competence, and

relatedness.

Toll said that the hardest one the Achievement First has always been autonomy, and added

that in the past we think that we know what’s best for students. So letting kids choose what to

focus on has been a bit of a challenge for us. So far, the experiment had been a success. Students

were still getting the rigorous education that Elm City had become known for, but now they were

more motivated, more enthusiastic, and more engaged.

Reference: Tough, Paul (2016). Helping Children Succeed: 2.2 Deeper Learning retrieved on

August 13, 2017 from http://paultough.com/helping/pdf/Helping-Children-Succeed-Paul-

Tough.pdf?=hcs=pdf-landing
 A Big Opportunity

(A Reflection)

In our education nowadays, there are many techniques and approaches that exist. Which

highly depend on the choices of the teachers on what techniques and approaches they will apply.

These educational techniques and approaches vary in form and in process. The teachers may use

as many as they can such in succession or mixed. Also, every technique though they differ in forms

and process, they share common goals which is to innovate learning. Thus, techniques and

approaches must be used correctly and appropriately to ensure the success of teaching-learning

process.

The articles itself brought me to reality and enlightened my mind to believe in student-

centered learning education. I do believe that bringing deeper learning to every student will

necessitate changes in plans related to their assessment, enrollment, school funding, teacher

preparation and professional development, etc. I would never be one of the skeptics of deeper

learning since I do know that inquiry-based instruction, project-based learning and performance-

based assessments were very useful based on my experience. Deeper learning is much worth it

since the students were given a chance to engage in the discussions and develop their own unique

skills necessary for them. They said that “education do exist since students exist” and “no man is

an island”, then we must find a way that the students are free to work and learn in a group activity

rather than alone. All of the things I mentioned are the quality of deeper learning that could be

offered to each of the learners out there.

With this existing pedagogical learning belief, I could say that as a future teacher, it is a

big opportunity for me to apply it in the future. It is a wide chance to the students also to learn

different skills and a wide opportunity to the teachers to create a more motivated, more

enthusiastic, and more engaged environment. Imagine a classroom like the fiction movie

“ZOOTOPIA” where everyone can be anything. Students are free to choose, free to learn by itself

and together, and free to develop the skills they like. And as a teacher, it is very overwhelming to

see the student’s joy while learning.

 JOANNE P. GOLOCINO

TEN YEARS CAREER PLAN

CAREER GOALS

Five years from now, my first goal is to pass the Licensure Examination for Teachers

(LET) and gain on a teaching job in the province of Southern Leyte.

Five years from now, I will take up my Master’s Degree.

OBJECTIVES

1. To obtain Bachelor’s degree in Secondary Education major in Mathematics at the

Visayas State University.

2. To attend review classes.

3. To attend seminars and trainings related to my field of expertise.

4. To obtain a high rank and pass the interview.

5. To take a Master’s Degree.

OUTCOMES

1. I will graduate with the degree of Bachelor in Secondary Education major in

Mathematics.

2. I will pass the LET with the high rank.

3. To teach in my own province.

4. I will become an effective teacher not only for my future students but also contribute to

the education in the Philippines.

5. I will acquire a teaching position in DepEd especially in my own province.

6. I will become well-trained and competent teacher.

JOANNE P. GOLOCINO

Brgy. Baculod Hinundayan, Southern Leyte 6609

Contact Number: 09076595982 or 09125012190

Email address: jgolocino4@gmail.com and jgolocino30@gmail.com

Intermediate Objective: To pass the Licensure Examination for Teachers (LET).

Long Term Objective: To use the knowledge, skills, values and experiences I have learned

through tertiary study; to educate and provide students with the necessary learning they needed to

become a good citizen in our society. I have a solid interest in all areas of Math and I am

passionately committed to promote a positive and dynamic learning environment for secondary

students; And to acquire a teaching position in DepEd VII or VIII.

PERSONAL DATA:

Date of Birth April 30, 1998

Place of Birth Brgy. Baculod, Hinudayan Southern Leyte

Age 19

Gender Female

Civil Status Single

Nationality Filipino

Religion Roman Catholic

Height 5’1

Weight 50 kgs.

EDUCATIONAL ATTAINMENT

Tertiary Level: Visayas State University

Visca, Baybay City Leyte

Course: Bachelor of Secondary Education

Major: Mathematics
 Secondary Level: Lungsodaan National High School

Lungsodaan Hinundayan, Southern Leyte 6609

Valedictorian

2010 – 2014

Primary Level: Brgy. Baculod Elementary School

Brgy. Baculod Hinundayan, Southern Leyte 6609

Valedictorian

2004-2010

SEMINAR AND WORKSHOPS ATTENDED

 DOST scholarship orientation for JLSS freshmen at CCE Building Visayas State

University on October 2016

 2-Day Scholars Formation Program at Visayas State University on April 21-22, 2016

 Practice Teaching Orientation Held at Visayas State University on August 14-17,

2017

EXPERIENCE

Practice Teacher at Hilongos National Vocational School (HNVS) in Grade 7 and Grade

8 on August 31 to November 16, 2017.

1. Made a lesson plan and support learning materials for Mathematics subject.

2. Taught students considering their multiple intelligences and differences.

3. Gave organized and meaningful activities to the students for learning experiences.

4. Monitored and supervised the daily routine of the students.

5. Made the grades for math subject and computed the MPS for a certain quarterly exam.

SKILLS

 Can communicate both written and oral in Filipino and English Language
 Can draw and paint some appropriate learning and support materials.

 Computer literate (MS Word, MS Excel, MS PowerPoint and editing software)

 Can operate technological tools and equipment (PC, DLP, OHP, slide projector, audio

devices, etc.)

CHARACTER REFERENCES

RICEL J. NAMOCO TEOFILA S. RAMACULA

Head Teacher Pre-service Teacher Supervisor

Brgy. Baculod Elementary School Hilongos National Vocational School

Brgy. Baculod Hinundayan, Southern Leyte Hilongos, Leyte

09075730164 09224075775

MS. GILDA I. LINA MA. RACHEL KIM AURE

Pre-service Teacher Supervisor Pre-service Teacher Supervising Instructor

Hilongos National Vocational School College of Education Assistant Professor

Hilongos, Leyte Visayas State University

09063785270 Visca, Baybay City Leyte

09228008135

I hereby certify that the above information is true and correct to the best of my knowledge and

belief.

________________________

Applicant’s Signature
Certificates 58-64

School Forms 65-72

Programmes 73-75
Other Stuff
(Photos)
AREA LEVEL MATH and DAMATH CONTEST

My Students (Grade 7)

7-Pearl
7- Garnet

7 - Amber
7- Topaz

7- Beryl

7- Ruby
 Teachers Day

Before After
First CT Second CT

Recognation Day ( 8- Beryl)

Instructional Materials: Random
Family Pictures (Team Kim)