WEST VISAYAS STATE UNIVERSITY

Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

My Teaching Internship Experiences

At Lambunao National High School

A Teaching Portfolio

Presented to the Faculty of the College of Education

West Visayas State University- Lambunao Campus

Lambunao, Iloilo

In Partial Fulfillment

Of the Requirements for the Course

ED 218

(Teaching Internship in the Secondary School)

Don Christian L. Gamot

May 2022

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

ACCEPTANCE SHEET

This portfolio in Student Teaching prepared and submitted by Don

Christian Gamot is hereby recommended for acceptance.

BEHAN A. JABAGAT

Cooperating Teacher

Accepted in Partial Fulfillment of the Requirements in Student

Teaching.

MARIA C. LASTIMOZA

Teaching Internship Coordinator

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

CERTIFICATE OF COMPLETION

This certificate of Completion is given to DON CHRISTIAN L. GAMOT, a

Student Teacher of West Visayas State University- Lambunao Campus,

Lambunao Iloilo for having satisfactorily undertaken and completed an Off-

Campus Student Internship at Lambunao National High School Junior High

School from March 14, 2022 to May 13, 2022.

Given this 18th day of May in the Year of our Lord 2022 at Lambunao

National High School, Lambunao Iloilo.

BEHAN A. JABAGAT

Cooperating Teacher

MELVIN M. LEGO

Head Teacher III, OIC-LNHS

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

TABLE OF CONTENTS

Title page------------------------------------------------------------------ i
Acceptance Sheet-------------------------------------------------------- ii
Certificate of Completion------------------------------------------------ iii
Table of Contents-------------------------------------------------------- iv
Introduction--------------------------------------------------------------- v
Acknowledgment--------------------------------------------------------- vi
Curriculum Vitae of the Student Teacher---------------------------- viii
Professional Readings--------------------------------------------------- ix
Weekly Narrative Report----------------------------------------------- xvi
Weekly Plan of Activities----------------------------------------------- xxii

EXPERIENCES AND REFLECTIONS ON THE

PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS (PPST) DOMAIN------------------------------------ 1
D1. Content Knowledge and Pedagogy------------------------------2
Reflection ------------------------------------------------------- 4
Lesson plans-----------------------------------------------------5
Lesson plan no.1------------------------------------------------6
Lesson plan no. 2-----------------------------------------------13
Lesson plan no. 3-----------------------------------------------23
D2. Learning Environment---------------------------------------------38
Reflection-------------------------------------------------------- 40
D3. Diversity of Learners---------------------------------------------- 44
Reflection-------------------------------------------------------- 46
D4. Curriculum and Planning----------------------------------------- 50
Reflection-------------------------------------------------------- 52
D5. Assessment and Reporting--------------------------------------- 81
Reflection-------------------------------------------------------- 83
D6. Community Linkages and Professional Engagement--------- 86
Reflection-------------------------------------------------------- 88
D7. Personal Growth and Professional Development------------- 92
Reflection--------------------------------------------------------94
Teaching Philosophy as a Beginning Teacher---------------------- 97

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

INTRODUCTION

“You cannot make people learn. You can only provide the right conditions for

learning to happen.”

– Vince Gowmon

Teaching and education has continuously evolved as the world

continues to change, which results to drastic turnarounds in our society. In

the month of March year 2020; a global pandemic COVID-19 happened,

which resulted to the alteration of education. The pandemic gave birth to new

different modes of learning brought the Filipino learners in an unusual state.

This portfolio reflects the changes that the pandemic has brought and

how the teaching and education evloved in order to adapt and cater the

needs of the Filipino learners.

This portfolio is also a visual documentation of my student internship

held at Lambunao National High School Junior High School. I am Don

Christian L. Gamot, a student of West Visayas State University- Lambunao

Campus, under the program Bachelor in Secondary Education Major in

English.

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

ACKNOWLEDGMENT

This student internship would not have been successful without the

help and support of the people whom were beside me through ups and

downs.

First of all, Dr. Mary Josephine C. Bautista Ph. D., our Campus Administrator,

thank you for the trust, support and the opportunity to conduct our student

internship despite of the raging COVID-19 Pandemic.

To Dr. Glenn B. Latanga, our College of Education Dean, thank you for the

guidance and advice you’ve given to us as we enter our journey through the

student internship.

To Dr. Maria C. Lastimoza, our Student Internship adviser, thank you for

always checking up on us and for guiding us during our internship.

To Mr. Melvin M. Lego, OIC of Lambunao National High School OIC, thank

you for the encouragement and for warmly welcoming us.

To my cooperating teacher, Mrs. Behan A. Jabagat, I sincerely thank you for

continuously believing in me, sharing your knowledge and expertise with me,

and always making sure that I get everything that I need.

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

Parents and friends, thank you for the continuous support and

encouragement.

Lastly, to Our Almighty God, for making me safe every day and being a

source of strength in my everyday endeavors.

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

DON CHRISTIAN L. GAMOT

CONTACT INFORMATION
EDUCATIONAL BACKGROUND
Brgy.Cabudian Dueñas, Iloilo
Elementary (2006-2012)
09461928498
Cabudian Elementary School,
[email protected]
CabudianDueñas, Iloilo
Valedictorian

Junior High School (2012-2016) SKILLS

Pinamungajan National High School WRITING SKILLS
PandacanPinamungajan, Cebu (2012-2014)
ARTISTIC SKILLS
CabudianNational High School,
CabudianDueñas, Iloilo(2014-2016)

Senior High School, TVL (2016-2018)Dueñas

General Comprehensive High School
Pob. B Dueñas, Iloilo

Tertiary (2018-Present)
West Visayas State University- Lambunao
Campus

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

PROFESSIONAL
READINGS

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

Reading – a personal and professional view

Roger Beard

Introduction

Education 3-13 is an international journal of primary, elementary and early

years education that has developed enormously over recent years. It is
considered by its publishers to be one of their most successful journals, with
200,000 full text downloads a year. It recently gained ISI status as an
‘emerging source’.

Since it was founded in 1973, the focus of the journal has been on generic
issues in early years, primary and elementary education. I became an early
subscriber because the journal struck an impressive balance between theory,
research and practice. I was teaching in a primary school at that time and I
recall several articles that made a big impact on my professional thinking.

A special issue on reading, a very special skill

The invitation to be guest editor of a Special Issue on Reading prompted me

to reflect on the role and significance of reading and to revisit some landmark
publications that have influenced my own thinking. A brief discussion of these
publications may be of interest to readers of the journal who are relatively
new to the field of reading. The discussion may also help provide some
helpful background for the articles in this Special Issue.

Other, more profound, background has been provided by researchers who

celebrate the deeper significance of literacy for humankind. Stephen Pinker
(1994, 15) reminds us that, in the apparently straightforward act of reading,
we are engaging in one of the wonders of the natural world. For we all belong
to a species with a remarkable ability to shape events in each other's brains,
with exquisite precision … Just by making … marks on a page or screen, we
can reliably cause precise new combinations of ideas to arise in each other's
minds.

The benefits of reading

Of course, the benefits of reading extend way beyond the personal. There are
profound economic and social implications, as the Secretary-General of the
Organization for Economic Co-operation and Development (OECD) has
observed:

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

Skills empower people to meet the challenges of everyday life, related to

making decisions; solving problems; dealing with unexpected events … 
Beyond better outcomes for the individual, skills also provide the vital glue for
resilient communities and well-functioning societies, by strengthening
inclusiveness, tolerance, trust, ethics, responsibility, environmental
awareness, collaboration and effective democratic processes. (Gurría 2014)

Recognising the significance and power of reading has several implications for
educational provision and practice: for maintaining a clear picture of what,
and how much, children read; for ensuring that children have a sound grasp
of key reading skills; for taking stock of new forms of literacy, including digital
and multi-modal ones.

How much do children read?

The late twentieth and early twenty-first century saw a burgeoning of interest
in children’s literature, underpinned by scholarly publications, academic
appointments and specialised courses. There have been several books on
children’s literature that have broken new ground in their coverage of leading-
edge topics (e.g. Rudd 2010) and on children’s poetry (e.g. Styles 1998).

However, survey research has indicated that this interest has not always been
accompanied by positive findings on children’s leisure reading. In the latest of
a series of surveys undertaken by the National Literacy Trust (Clark and
Teravainen-Goff 2020), 56,906 children and young people were asked a
number of questions about reading, including their enjoyment of it, how often
they read in their free time, the type of formats they read and what they
thought about reading. The findings were somewhat concerning for teachers
and parents, in that levels of reading enjoyment and participation have
continued to decline; daily reading levels were the lowest recorded in the
surveys, with just under 26% of children saying they read daily in their free
time in 2019.

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

Emails? Texts? Still searching for the Electronic path for Students.

By: Steven Bell

There’s never been an easy way for academic librarians to establish a direct
communication channel with students. With fewer students checking email,
texting is a better option. When it comes to figuring out the best way to
electronically communicate with college students no one seems to know what
works best. Despite what we anecdotally know about students moving away
from email, it’s less certain what the best method is for reaching them. When
a researcher tracked students’ computer activity, out of 123 minutes spent
online on average, only six minutes of that was spent on email. Then there’s
the story of the faculty member who delighted students by indicating he
would communicate by text message. You can imagine their disappointment
when the professor’s first text message was “Check your email for an
update.” In my own pursuit of a better way to connect electronically with
students I’ve asked faculty and students what works best. What I’ve learned
is that there is ambiguity about any single best option, and that we need to
experiment more with the tools we have.

TWITTER OR TEXTING

While attending a presentation by faculty at my institution who participate in

an information literacy project, I heard one discuss efforts to find ways other
than email to communicate with students. In his experience, email was
insufficient. Students were ignoring his messages. He decided to use Twitter
to reach his students. Like Facebook, a fair number of college students have
accounts, but they are using these platforms less than Snapchat. Twitter did
not go well. I suggested using a technology like Remind to text message with
students—they typically send over 100 text messages a day. He thought
texting was a better option but was reluctant to give or ask for phone
numbers. The beauty of Remind is that no exchange of personal numbers is
needed. I’ve tried Remind a few time with classes, hoping students will sign
up to receive reminders, search tips, and other forms of post-instruction
reinforcement, but there are very few takers. Despite that, I believe text
messaging is a better option than social media. Why? No guessing about
which media students use. They’ve all got text messaging and they use it,
frequently.

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WOULD YOU GIVE OUT YOUR NUMBER?

Here’s what a library instruction workshop leader recommended to me and

other attendees as a strategy for building trust with students and a bridge for
post-instruction communication: Give them your cell phone number. It’s a
point well taken if you want to let students know you are there to help, but I
could tell from the non-verbal indicators that it left more than a few attendees
with a high level of discomfort. Do I really want students I hardly know to
have my cell number? We want students to feel free to contact us, but not
necessarily in the middle of the night. This is slightly reminiscent of the early
days of Facebook, when academic librarians debated the etiquette of
friending students. Perhaps we can learn the best ways to connect with
students from some recent research on their favored communication channels
—and whether there is any truth to the belief that when it comes to anyone
under 25, email is dead.

NOT SO FAST

Since students are said to no longer use email we tend to believe

it. Researchers at Bowling Green State University surveyed 315
students about their social media, texting, and email habits. For faculty the
good news is that 85 percent of students report checking email everyday and
will open course-related messages from faculty. The bad news for librarians is
that more than half of students said they ignore email from other campus
entities, even their advisers. Librarians’ best bet for email is to connect with
specific courses and ask the instructor to send it to students, but that’s not
particularly convenient. Texting is students’ top-ranked primary
communication vehicle, followed by social media, with email in a distant third
place. Voicemail messages? You might as well send a carrier pigeon. Since
getting through to students via texting is no easy task, experts suggest taking
every opportunity to have students sign up to follow you on social media.
That means creating separate accounts on Facebook, Twitter, and others
designated strictly for library-related communication.

STEPPING OVER THE LINE

If the research and data about student habits for communication channels
tells us that texting is the best option, does that mean we should go there?
Some faculty, such as Karen Costa, report much better results with texting
than other channels. She prefers the immediacy of texting for connecting with
students despite its limits on message size, and finds it succeeds as a nudging
tool. Other faculty disagree and are concerned about entering into a texting

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

relationship with their students. Jeffrey H. Kuznekoff, author of a study about

texting, is adamant about not texting students. In addition to concerns about
giving out his number and having to respond to easily answered questions
around the clock, Kuznekoff said texting “creates a more informal relationship
with students” that he would not be comfortable with. Beyond a few faculty
here and there, there is scant evidence that higher education administrators
and academic support service providers are texting with students. Where
does this leave librarians who want to reach students in the most effective
way possible?

LIMITED OPTIONS

While there may be no one clear path to connecting with students via their
preferred communication technology, it seems more apparent than ever that
email is the wrong choice. According to a survey of student technology usage
and patterns at my own institution, conducted in 2014 and 2015, students say
they won’t read email, although messages with relevant subject lines have a
better chance. That seems to support the research finding that a course-
related message from faculty is most likely to get read. A message from the
library or a librarian has much less hope of being viewed. Our students also
reported that they don’t follow any institutional Facebook or Twitter accounts.
The options appear quite limited. Perhaps embedded librarians, or at least
those who are working directly with classes, have the best shot at reaching
students, especially if faculty agree to share their messages with students.
That still depends on email, students’ least used communication technology.

TECH AND TIME LIMITATIONS

I still think the right path is text messaging. I find many faculty are not aware
of Remind, and are open to it when they realize they can text students
without needing to supply their personal phone number. Once the faculty
open that channel, librarians should seek faculty’s cooperation in using it to
send limited but key reminders to support research skills. That still leaves the
library, as an organization, in search of good options that allow us to
electronically connect with students. Yik Yak, Pinterest, Snapchat, and other
anonymous or highly personalized social networks, while popular with
students, fail to offer the connective capacity or ubiquity of texting. Even
texting, according to experts, offers a limited number of years as a good
vehicle to reach students because it will eventually morph into the equivalent
of today’s cluttered, spammed up, and burdensome email mess. Something
else will come along. There’s no certainly about when or what it will offer.
Whatever it is, academic librarians will try to figure out how to exploit it for
that long hoped for ability to electronically tether ourselves to those we serve.
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WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEKLY
NARRATIVE
REPORT

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK 1

DATE ACTIVITIES
March 15, 2022 General Orientation
(Tuesday) Orientation according to Major
Assigning of Cooperating teachers
March 16, 2022 Sorted of Modules and Answer Sheets
(Wednesday)
March 17, 2022 Work from Home
(Thursday) Lesson Planning

DON CHRISTIAN L. GAMOT MRS. BEHAN A. JABAGAT

Student Teacher Critic Teacher

WEEK 2

DATE ACTIVITIES
March 21, 2022 Distribution/ Retrieval of Modules and Answer
(Monday) Sheets
Sorting of Answer Sheets and Activity Sheets
March 22, 2022 “Tudlo” an Innovation of English Department,
(Tuesday) Tutorial Program
Sorted Answer Sheets and Activity Sheets
Checked Answer Sheets and Activity

March 23, 2022 Checking of Answer Sheets and Activity Sheets

(Wednesday)
March 24, 2022 Checked Answer Sheets and Activity Sheets
(Thursday) Recorded Learners’ Scores
Lesson Planning

March 25, 2022 Lesson Planning

(Friday)

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK 3

DATE ACTIVITIES
March 28, 2022 Demo Teaching
(Monday)
March 29, 2022 Tutorial Program for Grade 7
(Tuesday)
March 30, 2022 Sorting of modules and checking of summative
(Wednesday) exam test papers
March 31, 2022 Work from home
(Thursday) Lesson Planning
April 1, 2022 Sorting of Modules per Subject
(Friday) Dropping of Sorted Modules at Dropping Room

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

WEEK 4

DATE ACTIVITIES
April 4, 2022 Distribution and retrieval of modules
(Monday)
April 5, 2022 Project “TUDLO”
(Tuesday)
April 6, 2022 Checking of additional answer sheets
(Wednesday)
April 7, 2022 Work from home
(Thursday) Checking of activity sheets
April 8, 2022 Recorded the scores for performance and
(Friday) summative tests

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

xvii
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK 5

DATE ACTIVITIES
April 18,2022 Started to clean the model room for the
(Monday) evaluation
April 19, 2022 Project “Tudlo”
(Tuesday) Sorted modules per subject
April 20, 2022 Cleaned and arranged chairs and other
(Wednesday) classroom structures, sorted important
documents
April 21, 2022 Transferred modules and other reading
(Thursday) materials on the spare room for the preparation
of the evaluation
April 22, 2022 Printed Infographics
(Friday) Pasted infographics on the hallways and toilet
area

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

WEEK 6

DATE ACTIVITIES
April 25, 2022 Evaluation for SBM-WINS
(Monday)
April 26, 2022 Project “Tudlo”
(Tuesday)
April 27, 2022 Checking of summative tests
(Wednesday)
April 28, 2022 Lesson Planning
(Thursday) Checking of Lesson plan
April 29, 2022 Second Demonstration Teaching
(Friday)

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK 7

DATE ACTIVITIES
May 2, 2022 Checked summative tests
(Monday)
May 3, 2022 Holiday
(Tuesday)
May 4, 2022 Checked summative tests
(Wednesday)
May 5,2022 Checked summative tests
(Thursday)
May 6, 2022 Checked summative tests
(Friday

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

WEEK 8

DATE ACTIVITIES
May 10, 2022 Checked summative tests
(Tuesday)
May 11, 2022 Checked summative tests
(Wednesday)
May 12, 2022 Checked summative tests
(Thursday)
May 13, 2022 Checked summative tests
(Friday)

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK 9

DATE ACTIVITIES
May 16, 2022 Hauled Grade 7 English Books
(Monday) Sorted Modules
May 17, 2022 Hauled Newly Printed modules and reading
(Tuesday) materials
Prepared Technical Materials for the Final Demo
May 18, 2022 Dry run for the final demo
(Wednesday) Final checking of lesson plan
May 19, 2022 Final Demo
(Thursday)
May 20,2022 Last Day of Student Teaching
(Friday)

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

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WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEKLY
PLAN OF
ACTIVITIES

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

WEEK ACTIVITIES DEGREE OF

ACCOMPLISHMENT
1  General Orientation
 Orientation according to Major
 Sorted of Modules and Answer Sheets FULLY
 Lesson Planning ACCOMPLISHED
2  Distribution/ Retrieval of Modules and
Answer Sheets
 Sorted Answer Sheets and Activity
Sheets PARTIALLY
 Checked Answer Sheets and Activity ACCOMPLISHED
 “Tudlo” an Innovation of English
Department, Tutorial Program
 Lesson Planning
3  Demo Teaching
 Tutorial Program for Grade 7
 Sorting of modules and summative
exam test papers FULLY
 Lesson Planning ACCOMPLISHED
 Sorting of Modules per Subject
 Dropping of Sorted Modules at
Dropping Room
4  Distribution and retrieval of modules
 Project “TUDLO”
 Checked of additional answer sheets
 Encoded the important information of FULLY
the learners on their SF-10 or Form 137 ACCOMPLISHED
 Recorded the scores for performance
and summative tests
5  Started to clean the model room for the
evaluation
 Project “Tudlo”
 Sorted modules per subject
 Cleaned and arranged chairs and other
classroom structures, sorted important
PARTIALLY
documents
ACCOMPLISHED
 Transferred modules and other reading
materials on the spare room for the
preparation of the evaluation
 Printed Infographics
 Pasted infographics on the hallways
and toilet area

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 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

6  Evaluation for SBM-WINS

 Project “Tudlo”
 Checking of summative tests FULLY
 Lesson Planning ACCOMPLISHED
 Checking of Lesson plan
 Second Demonstration Teaching
7  Checked summative tests PARTIALLY
ACCOMPLISHED
8  Checked summative tests PARTIALLY
ACCOMPLISHED
9  Hauled Grade 7 English Books
 Sorted Modules
 Hauled Newly Printed modules and
reading materials
 Prepared Technical Materials for the FULLY
Final Demo ACCOMPLISHED
 Dry run for the final demo
 Final checking of lesson plan
 Final Demo
 Last Day of Student Teaching

DON CHRISTIAN L. GAMOT BEHAN A. JABAGAT

Student Teacher Critic Teacher

xxiii
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF EDUCATION
Lambunao, Iloilo

EXPERIENCES AND
REFLECTIONS ON THE
PHILIPPINE
PROFESSIONAL
STANDARDS
FOR TEACHERS (PPST)
DOMAIN

xxiv