MY_PRACTICE_TEACHING_PORTFOLIO_docx.docx

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. LessonPlan Writing 10
Lesson Plan Writing: My Daily Map (A Description) 11
Lesson Planning: Teacher’s Light in darkness (A Reflection) 12
V. My Best LessonPlan 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.

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:
Meterstick 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 21st
century skills is the proficiency in using technology to teach
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
(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

AREA LEVEL MATH and DAMATH CONTEST
My Students (Grade 7)
7-Pearl

First CT Second CT
Recognation Day ( 8- Beryl)

Instructional Materials: Random

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