Activity 1

INDUCTION TO TEACHING
INTERNSHIP

Teaching
Internship
ePortfolio
Activity

JOANA MARIE S. ABALOS

BSE SCIENCE IV-1
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 Activity 1
INTRODUCTION TO TEACHING INTERNSHIP

My Aims/Purposes

At the end of the activity, I should be able to:

a. visualize my expectations about Teaching Internship;

b. construct the meaning of familiar terms;
c. explain the different phases of teaching internship;
d. describe the existing laws and regulations applicable to the teaching
profession; and
e. enumerate the core rules of netiquette.

My Responsibilities

Teaching Internship is an essential experiential learning course that

encapsulates the various training and preparations of education students. It is an
endeavor that allows holistic application of what has been learned in the real world.
Like any other task, you are required to visualize your expectations and develop
awareness on its phases and its existing laws.

a. Write what you know about the given terms. List down the names of
personnel involved in the school where you are assigned.

Teaching Internship- A teaching internship refers to a period of practical

experience and observation that aspiring teachers undergo in educational
settings, typically as part of their teacher training or education program. During
a teaching internship, individuals work closely with experienced teachers,
actively participating in classroom activities, lesson planning, student
assessments, and other instructional tasks. It serves as a valuable opportunity
for aspiring teachers to develop their teaching skills, gain insights into
classroom management, and refine their instructional techniques.

Practice Teacher / Teaching Interns- Ms. Joana Marie S. Abalos

Teaching interns refer to individuals who are undergoing a supervised period of
practical training in the field of education. Teaching interns work under the
guidance and mentorship of experienced educators to gain practical teaching
skills, classroom management techniques, and hands-on experience with
students. The internship period allows them to observe, assist, and gradually
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assume teaching responsibilities, preparing them for a future career as
professional teachers.

Teaching Internship Supervisor/ Teaching Internship Coordinator- Mr. Rico A.

Reyes and Ms. Kimberly B. Inaldo
A teaching internship coordinator is an individual responsible for overseeing
and managing teaching internships within an educational institution or program.
Their role involves facilitating the placement of student teachers in appropriate
classrooms, coordinating communication between interns, cooperating
teachers, and the institution, and providing guidance and support to ensure a
successful internship experience. Overall, the teaching internship coordinator
plays a vital role in organizing, monitoring, and enhancing the practical
teaching experience for aspiring educators.

Supervising Instructor- Ms. Jovelyn Bullo

This role involves providing instruction, feedback, and support to students in
order to help them acquire and apply knowledge and skills in a specific field or
subject. The supervising instructor monitors the progress of students, assesses
their performance, and offers guidance and mentoring as needed. Ultimately,
the supervising instructor plays a crucial role in facilitating the learning process
and ensuring the overall success of the students under their supervision.

PSU Laboratory Integrated School - The PSU-LIS functions as a training

ground for pre-service teachers, allowing them to gain practical teaching
experience under the supervision of experienced educators. It also serves as a
venue for educational research and innovation in the field of teaching and
learning.

PSU LIS officials - Pangasinan State University Laboratory Integrated School

(PSULIS) officials refer to the individuals who hold administrative positions and
are responsible for overseeing the operations and management of the school.
They play a crucial role in ensuring the smooth functioning of the institution and
the delivery of quality education to students.

University Head for Teaching Internship- Dr. Rico A. Reyes

A University Head for Teaching Internship is a position within a university or
educational institution responsible for overseeing and coordinating the teaching
internship program. This role typically involves working closely with faculty,
staff, and students to ensure the smooth operation of the internship program
and the development of aspiring teachers.
Cooperating School- Nalsian-Tomling National High School
A cooperating school refers to an educational institution that collaborates with
another organization or institution to provide practical training and experiential
learning opportunities for students.
Cooperating Officials

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 Cooperating officials generally refer to individuals who work together or
collaborate on a specific task. They may share information, resources, and
expertise to enhance coordination and cooperation in the pursuit of their
collective objectives.
Cooperating Teacher- Mrs. Romalyn D. De Guerto
A cooperating teacher is an experienced educator who collaborates with and
supports a student teacher during their teaching practicum or internship. The
cooperating teacher serves as a mentor and guide, sharing their knowledge,
expertise, and classroom experience to help the student teacher develop the
necessary skills and competencies required to become an effective teacher.

b. After engaging in the various Field Study (FS) activities, pre-service

training, and preparations, what are your expectations on the different
phases of teaching?

b.1. Orientation Phase

Interns are required to possess knowledge and understanding relevant to their field,
which will be fostered through our deployment process. The orientation program is
specifically designed to aid interns in comprehending the essentials necessary for their
chosen profession and to cultivate a learning mindset, benefiting both their personal
growth and their ability to mentor future learners.

b.2. Observation and Lesson Plan Preparation Phase

Creating a lesson plan is a challenging task, especially for students during a pandemic. It
requires careful revision and rewriting to ensure a thorough understanding of the
material. A well-prepared lesson plan needs to be precise and comprehensive, clearly
outlining the intended actions, goals, and objectives. This approach ensures that there is
tangible evidence of student learning and provides a roadmap for what learners should
know and be capable of doing in their daily lives. Ultimately, it helps them successfully
complete the course and acquire the expected knowledge and skills.

b.3. Actual Teaching Phase

Teaching is a challenging task that requires immense patience to effectively manage the
everyday experiences in a classroom. However, it is an incredible means of imparting
knowledge, motivating students, and discovering personal growth in ways that were once
unimaginable. Engaging in real teaching provides us with the chance to witness the
growth of our students as they become inspired by our lessons, which serves as
powerful feedback for both them and ourselves.

b.4. Evaluation Phase

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The feedback process starts from the very beginning of the internship and remains
constant throughout its duration. Its purpose is to shape us, enhance our areas of
improvement, and strengthen our teaching abilities. Evaluations serve as a constructive
method to wrap up the practice teaching experience. Both the supervisor and mentor
should assess what aspects are effective and identify areas where adjustments or
enhancements are necessary.

c. These are the existing laws and regulations that apply to the teaching
profession. Make a research and describe each.

LAW

1. Resolution No. 435 (Code of Ethics for Professional Teachers)

The Code of Ethics for Professional Teachers, established by the board of

professional teachers through resolution no. 435, recognizes teachers as licensed
professionals who uphold a sense of dignity and reputation through their strong
moral values, as well as their technical and professional expertise. Nevertheless,
although the resolution is thorough and sufficient, it primarily emphasizes ethical
guidelines rather than focusing on matters concerning technical and professional
competence.

2. Republic Act 4670 (Magna Carta for Public School Teachers)

The purpose of Republic Act 4670 is to enhance and uplift the social and
economic well-being of public school teachers. This involves improving their living
and working conditions, employment terms, and career opportunities so that they
can be on par with other professions. The goal is to attract and retain qualified
individuals in the teaching profession by acknowledging that the advancement of
education relies on the qualifications and skills of teachers. Furthermore,
education is considered a crucial factor in the economic development of the
country, making it a significant and valuable investment.

3. Republic Act 10627 (Anti-Bullying Act of 2013)

The primary objective of this legislation is to safeguard children who are enrolled
in primary and secondary educational institutions from experiencing bullying. It
mandates that schools must establish guidelines to effectively handle instances of
bullying within their individual establishments.

4. Republic 7877 (Anti-Sexual Harassment Act of 1995)

The primary objective of Republic Act 7877 is to safeguard individuals within

educational institutions by prohibiting individuals in positions of power, such as
employers, superiors, and subordinates, from exerting inappropriate influence
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 through sexual means. This law aims to prevent situations where sexual favors
are solicited in exchange for favorable treatment, such as good grades,
scholarships, or comparable benefits. It applies to those in positions of authority or
who have custody over the affected individuals, as well as anyone who assists or
conspires with the offender in committing such acts.

5. DepEd Order 40 series 2012 (Child Protection Policy)

The purpose of the DepEd Order 40 series 2012 is to emphasize the strict
prohibition of any form of child abuse, violence, exploitation, discrimination,
bullying, and other abusive behaviors. Furthermore, it underscores the
responsibility of the government to safeguard the well-being of children, ensuring
they receive necessary support, such as adequate care, nutrition, and specific
protection from all types of harm.

6. Republic Act No. 10175 (Cybercrime Prevention Act of 2012)

Republic Act No. 10175 places its emphasis on the anticipation, prevention, and
legal action taken against cybercrimes, encompassing various offenses involving
the violation of computer data and systems' privacy, confidentiality, integrity, and
availability. Additionally, it addresses both computer-related offenses and content-
related offenses. Moreover, this legislation stipulates those crimes specified and
punishable under the revised penal code, along with any subsequent
amendments, and special laws, when committed using information and
communication technologies, shall be subject to its provisions, with the penalty
being increased by one degree compared to the penalties outlined in the revised
penal code, as amended, and special laws.

7. Joint CHED-DepEd Memorandum Order (RM No. 672, s 2021)

The Joint CHED-DepEd Memorandum Order entails the regulations and

instructions regarding the assignment of pre-service teachers for field study and
internship. It provides information on the specific guidelines that need to be
followed when deploying pre-service teachers for their practical learning
experiences.

8. Guidelines on the Flexible delivery of Student Affairs and Services (CMO No. 08,
2021)

The objective of CMO No. 08, 2021 is to ensure the provision of SAS programs
during the pandemic. These programs will be delivered by partner HEIs and will
primarily focus on addressing the mental health needs of students using diverse
methods and options that suit them best. Therefore, the purpose of these
guidelines is to offer strategies that can facilitate the successful implementation of
flexible SAS programs across all HEIs.

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 d. There are existing rules and standards of behavior in the classroom, onsite
and online, which students and teachers must adhere to. List the following
rules of netiquette and etiquette for:

Students
Netiquette:

 Use appropriate language and tone in online communication.

 Be respectful of others' opinions and perspectives.
 Do not engage in cyberbullying or harassment.
 Use proper grammar, spelling, and punctuation in online communication.
 Do not share personal information online, including passwords and
financial information.
 Avoid sending or posting messages that may be considered offensive,
vulgar, or inappropriate.
 Use emoticons and emojis to convey emotions or tone in online
communication.
 Avoid spamming or sending unsolicited messages to others.

Etiquette:

 Be punctual and arrive on time for classes and appointments.

 Dress appropriately for school or work.
 Use polite language when communicating with teachers, professors, or
employers.
 Respect others' personal space and belongings.
 Listen attentively and actively participate in discussions or group work.
 Use good table manners and avoid disruptive behavior during meals or
events.
 Offer to help others when needed.
 Be considerate and mindful of others' feelings and opinions.
 Express gratitude and say "please" and "thank you" when appropriate.
 Clean up after yourself and leave shared spaces tidy and organized.

Teaching Intern

Here are some general rules of netiquette and etiquette that a teaching intern
should follow:

 Use appropriate language: Use appropriate language and avoid using

slang, texting language, or inappropriate words when communicating with
students, colleagues, and supervisors.

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  Respect others: Treat others with respect, regardless of their race, gender,
age, or cultural background.

 Be professional: Maintain a professional tone and demeanor when

communicating with others, including students, colleagues, and
supervisors.

 Be punctual: Be punctual for classes, meetings, and other scheduled

events. Being punctual demonstrates respect for other people's time.

 Dress appropriately: Dress appropriately for the workplace or classroom.

Dressing professionally shows respect for the institution and the people you
work with.

 Be organized: Be organized and prepared for classes and meetings. This

demonstrates professionalism and shows that you value other people's
time.

 Follow institutional policies: Follow institutional policies and guidelines

regarding the use of technology, communication, and other issues.

 Use proper tone and tone of voice: Use proper tone and tone of voice when
communicating with students, colleagues, and supervisors. Avoid being too
casual or too formal, as this may be perceived as disrespectful or
unprofessional.

 Keep communication lines open: Keep communication lines open with

students, colleagues, and supervisors. Respond promptly to messages and
keep people informed of any changes or updates.

 Seek feedback: Seek feedback from students, colleagues, and supervisors

to improve your teaching skills and performance.

My Observation and Insights

Describe your feelings at the start of this academic endeavor.

As I embarked on this academic endeavor, my feelings were a blend of excitement and

nervousness. The prospect of diving into a new field of knowledge, with its vast
possibilities and intellectual challenges, ignited a sense of curiosity within me. However,
alongside the thrill, there was also a tinge of apprehension. Doubts and uncertainties
whispered in the back of my mind, questioning my abilities and readiness for the
academic journey that lay ahead. Nonetheless, fueled by determination and a thirst for

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personal growth, I took a deep breath, ready to embrace the opportunities and obstacles
that awaited me on this educational path.

How important is this experiential learning course to you as would be teacher?

This experiential learning course is of great importance to me as I aspire to become a

teacher. It presents a remarkable opportunity to bridge the gap between theory and
practice in the field of education. By actively engaging in real classroom settings, such as
observing and participating in hands-on experiences, I can directly witness the intricate
aspects of teaching. This course equips me with invaluable skills and insights that allow
me to better comprehend the diverse needs of students, develop effective teaching
strategies, and cultivate an inclusive and supportive learning environment. Moreover, it
promotes my personal growth as a reflective practitioner, preparing me to tackle
challenges and adapt to the constantly evolving educational landscape. Ultimately, this
experiential learning course plays a crucial role in molding me into a capable and
compassionate educator.

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My Exhibits (Evidences/Documentations)

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