Preface
This e-portfolio of five student teachers in Bahay Provincial High School is a compilation of all the things of what practice teaching is all about for us. This showcase the endeavour of each student teacher. E-portfolio is one of the requirements in Educ. 15, Practice Teacher. Through this site, we will able to present the parts of this e-portfolio, this composes of five major parts, first, the welcome page that includes the school picture, preliminaries, prayer, preface, acknowledgement, introduction, pictures of student teacher, cooperating teacher and principal. Next is the home page, this includes the brief description of the school, the map of town, history, sketch of the school, school PVGMO, organizational structure, polices, rules and regulations, and list of available equipment and facilities of school. Third is the individual reflection about what went wrong and what went right during the off campus teaching, personal experience, summary of accomplishments and extent of participation. Fourth is the documents, the official communication letters and last is the instruction, the lesson plans, instructional materials, instructional observation sheet, evidences of classroom management, documentary of classroom structuring, bulletin board, class schedule, seating plan. The evidences of evaluating student’s performance and evidences of final demonstration teaching.
BAHAY PROVINCIAL HIGH SCHOOL
Bahay, Libmanan, Camarines Sur
OFF-CAMPUS TEACHING e-PORTFOLIO
Acknowlegdement
Practice teaching is like our treasure that gushes through our hearts and minds. A lot has been discovered and a lot has been considered precious in this endeavour. But without the help of the enumerated person we won’t able to experience these, for that we would like to extent our deepest gratitude:
First, to our Lord Jesus Christ for giving this life, for all His guidance and provisions in mental, physical, emotional and spiritual. All praises and adoration belongs to you.
Next, to our families that unselfishly supports us, and also serves our inspiration to pursue this practicum.
To the College of Development Education, for being the college that offers this kind of courses that gives us opportunity and also as our training ground to be well prepared for this off-campus teaching.
Bahay Provincial High School, for being the training school and accepting us to be part of the teaching staff.
Cooperating Teachers, as they unselfishly guides us to become a real teacher also for being like our parents as they gave their pieces of advice to become a better teacher.
Also, for our Students for letting us to be part of teaching and learning process.
Thank you and God bless you all!
12 JAN
28 JAN
05 FEB
Critic Teachers, Student teachers and
Principal
Mrs. Christy De Dios(left)
Critic Teacher
Nerissa B. Decepida(right)
Student Teacher
MRS. LOURDES NOPRE
Principal
Mr. Danilo L. Osio(left)
Critic Teacher
Herson Lalongisip(Right)
Student Teacher
Mrs. Shirly T. Monreal(left)
Critic Teacher
Gia Mae Puto(right)
Student Teacher
Mrs. Nena Cantor(right)
Critic Teacher
Evangeline Adonis(left)
Subject Teacher
Mrs. Emily T. Cortez
Critic Teacher
Glenda Mae Frondozo
Student Teacher
Introduction
Effective, enjoyable teaching is about knowing what to do and being able to do it. It is about beginnings and endings, introductions and conclusions, process and content, absence and presence. It is about being authentically ‘you’ while also being totally engaged with other people: the learners.
This E-portfolio brings up the idea that improvement may be dependent on what doesn't happen after the courses - an opportunity to practice the pedagogy pre-service teachers have learned. This may be just as important as what happens during the course and during student teaching. Much of the actual student teaching experience is devoted to learning discipline and classroom management skills not to technology, cultural diversity, and learning theory (Rothenberg, 1997; Whitworth, 1996; Ramcofer, 1992). Pre-service teachers may not have the opportunity or comfort level to work on pedagogy while managing their first class.
Many educational innovations come and go, but the systematic study of teachers’ own classroom practice is a concept that has proven its staying power. “Challenging these current assumptions about how teachers learn and about what constitutes a knowledge base for teaching” (Cochran-Smith & Lytle, 1993).
Preliminaries
