Activity 1

INTRODUCTION TO TEACHING
INTERNSHIP

Teaching
Internship
ePortfolio
Activity

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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

Practice teaching is the final 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 during their academic
preparations and Field Study Courses 1 and 2. Your task iin this activity is for you
to visualize your expectations and develop awareness on its phases and its existing
laws.

a. Explore your stock knowledge and write what you know about the given
terms. You may also list down the names of personnel involved in the
school where you are assigned.

Teaching Internship- It is the preparation for learners to be skilled as future leaders

who act ethically and professionally. This is an opportunity for student teachers to
apply their knowledge in teaching and learning as they create meaning out of their
experiences and discover more on their own abilities and identities as teachers.

Practice Teacher / Teaching Interns- A practice teacher/ Teaching interns is a key

component of a pre-service teacher's to undergo training in the field of teaching and
learning under the supervision of a certified teacher in order to qualify for a degree in
education. This is an opportunity to show the ability of the individual, and put into
actual practice the knowledge learned from the past FS activities.

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Practice Teaching Supervisor/ Teaching Internship Coordinator- An internship
coordinator is in charge of reviewing and approving internship applications, providing
students with mentoring and training throughout their internship, and addressing any
problems or concerns that arise as the interns walk through the process in the field of
teaching and learning.

Supervising Instructor/Professor- Responsible for instructing, oversees the various

activities and supervising student teachers during their practice teaching/internship in
an appropriate school setting and providing a written evaluation of the student
teacher's performance. 

PSU Laboratory Integrated School - It serves as a training ground for future HS

teachers at Pangasinan State University. PSU itself has nine different majors, ranging
from kindergarten, elementary school, junior high school, senior high school, and also
college, where they also have good administration in their school and provide a
learning environment conducive enough for their students to make them competent and
creative students. 

PSU LIS officials

Pangasinan State University LIS Officials

Professor Tuesday De Leon

Principal

Associate Professor Belinda S. Velasquez

Chair, LIS Elementary

Dr. Teresita P. Sunga

Chair, LIS High School/Science Professor

University Head for Practice Teaching-

Personnel Involved
1. College Dean
2. Program Coordinator
3. Program Chairperson

They give support and guidance to the interns to enhance their academic skills as they
walk through the process on their challenging journey as student teachers in the field
of teaching and learning.

Faculty Expert
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A faculty is a division within a university or college comprising one subject area or a
group related subject areas, they are the one who plan, organized, manage,
consolidate, and coordinate with the different departments.

Cooperating School

A. FIELD STUDY

All basic education schools may be chosen as cooperating schools.

B. PRACTICE TEACHING

A school may be selected if it is an above average performing school in academics as

evidenced by its:

 performance in division, regional, and national examinations and competitions;

 performance of graduates in admission tests in prestigious schools;
 And good image in the community.

B. It has master teachers or effective teachers who can provide the best possible
education and mentoring to student teachers; it is accessible to student teachers; and

C. It is overseen by a full-time, knowledgeable administrator.

Cooperating Officials/ Teacher

A. Field Study

Any teacher in a Field Study Cooperating School can be a Resource Teacher.

B. Practice Teaching He/she:

1. Has at least 3 years of teaching experience,

2. Performs satisfactorily in accordance with the NCBTS, 

3. Is one of the primary learning areas in which student teachers will gain experience
(at the secondary level),

4. Is willing to accept responsibility for the student-teacher's training and mentoring;

5. Has been (or is) a demonstration teacher at the secondary level; and

6. Is a regular teacher, not a substitute or a pre-teacher.

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 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

The first phase of induction for beginning teachers is orientation. In most cases, the student
teachers are new to the schools to which they have been assigned. An orientation to the school
and its community and to the expectations of cooperating teachers and school administrators is
essential so that student teachers can be comfortable and successful during their experience.
Ideally, the student teaching team will quickly establish an effective and positive approach to
communication. At least one meeting of the student teaching team is required during this phase,
and the university supervisor will observe the student teacher at this time. Communication needs
to be ongoing with the intent that everyone understands each other’s perspectives. Talking about
certain topics facilitates communication and begins the orientation process. These topics are
examples of the kind of information that a teacher must understand to be most effective.
Cooperating teachers are encouraged to share additional information that may be appropriate for
their classroom. Because orientation is the foundation from which beginning teachers are
supported in the teaching profession, helping them to become confident and capable teachers,

b.2. Observation and Lesson Plan Preparation Phase

Student teachers can broaden their understanding of the classroom by simply observing their
cooperating teachers interact with colleagues and students. This observation period allows
student teachers to become familiar with the classroom environment, implement the curriculum,
and manage the student behaviors. It also allows student teachers time to reflect with their
cooperating teachers on practices and communicate important issues regarding expectations
and responsibilities. When it comes to preparing a lesson plan, they expect to see all the lesson
plans for the courses that you are teaching. These lesson plans will be evaluated according to
format and content. Be sure you include your goals and objectives for the semester, unit, and
daily lessons. Lesson plans must be very specific and well developed. Indicate exactly what you
plan to do to meet your goals and objectives so that there is evidence of student learning and
what students should know and be able to do when they leave the daily class and complete the
course. When the class is over, it should be evident that students have acquired a new skill and
enhanced their previous learning, skills, and understanding of the concepts being taught.

b.3. Actual Teaching Phase

After we engaged in the various FS activities, it gave us more knowledge about the teaching
profession. Our expectation for this phase is that it will be challenging. This will be your
preparation as you step forward on the next journey of your life. In this actual teaching phase, we
will utilize all the knowledge we have gained. And this will be an opportunity for us as student

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teachers to create meaning out of our experiences during FS activities. Despite the fact that we
did it virtually, it is very helpful for us. We learned to go beyond our comfort zones.

b.4. Evaluation Phase

The evaluation phase play an important role in the teaching-learning process of the teaching
interns. You be will evaluated base on your performance during practice teaching/internship. The
purpose of this evaluation is to assess the effectiveness of teaching strategies, methods, and
techniques of the teaching interns as they put into action all the knowledge learned from the past
activities.

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)

Adopted and promulgated by the Board for Professional Teachers through Board Resolution No.
435, series of 1997, pursuant to the provisions of paragraph (e), Article II of RA No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994”

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to observe, and practice
this set of ethical and moral principles, standards, and values.

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 Code of Ethics for Professional Teachers

XII. XIII.
DISCIPLINARY EFFECTIVITY
XI. ACTIONS I.
THE
TEACHER AS SCOPE AND
A PERSON LIMITATIONS
X. II.
THE THE TEACHER
TEACHER AND THE
STATE
AND
BUSINESS

IX.
ARTICLES III.
THE TEACHER
THE AND THE
TEACHERS COMMUNITY
AND
PARENTS
VIII. IV.
THE A TEACHER
TEACHERS AND THE
AND PROFESSION
VII. V.
LEARNERS SCHOOL VI.
THE TEACHER
THE TEACHERS
OFFICIALS AND THE
AND HIGHER
TEACHERS AUTHORITIES PROFESSION
IN THE
PROFESSIONS

The Code of Ethics for Professional Teachers serves as guide for teachers specifically to
new teachers for them to always exhibit proper behavior to the learning community. Whether
online or in the classroom, teachers help students learn the course material. But besides going
over subjects like science, math or English, educators also help students by teaching them
valuable life lessons by setting a positive example. As role model for students, teachers must
follow a professional Code of ethics.

Teachers must have strong character traits, including perseverance, honesty, respect,
lawfulness, fairness, patience, and unity. Teachers must treat every student with kindness and
respect without showing any favoritism, prejudice, or partiality. Teachers should always avoid
gossip of any kind, including false comments about student’s or even in coworkers. Part of the
code of ethics requires teachers to cooperate with fellow teachers, parents, and administrators to
create an atmosphere that fosters learning and growth.

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

The Magna Carta for Public School Teachers otherwise known as Republic Act No. 4670,
was envisioned to provide programs for the promotion and improvement of the well-being and
economic status of public-school teachers.

THE MAGNA CARTA FOR

PUBLIC SCHOOL TEACHERS

IV. V. VI. VII.

I. II. III. ADMINISTRATI
DECLARATION HEALTH MEASURES LEAVE AND TEACHER’S ON AND
RECRUITMENT AND HOURS OF WORK AND
AND INJURY
OF POLICY REMUNERATION RETIREMENT ORGANIZATION ENFORCEMENT
CAREER BENEFITS BENEFITS SECTION
SECTION 3 SECTION
Recruitment and
Qualification. SECTION 13.
SECTION 4. Teaching Hours. SECTION
Probationary
Period.
SECTION 14. 31.
Additional Budgetary
SECTION 5.
Compensation. Estimates.
Tenure of Office.
SECTION 15. SECTION
SECTION 6.
Criteria for Salaries. SECTION 27. 32. Penal
Consent for Freedom to
Transfer-
SECTION 16. Provision.
Transportation Salary Scale. SECTION 24. Organize.
SECTION 1 SECTION 22. Study Leave. SECTION
Expenses. SECTION 17. SECTION 28. 33.
Declaration Medical SECTION 25. Discrimination
SECTION 7. Equality in Salary Examination and Repealing
of Policy. Indefinite Against
Code of Scales. Treatment. Leave. Clause.
SECTION 2 Professional Teachers
SECTION 18. SECTION 23. SECTION 26.
Title Conduct for Prohibited. SECTION
Cost of Living Compensation For Salary
Definition Teachers.
Allowance. SECTION 29. 34.
Injuries. Increase upon
SECTION 8. Retirement. National Separability
SECTION 19.
Safeguards in Teacher’s Clause.
Disciplinary Special Hardship Organizations .
Procedure. Allowances. SECTION
SECTION 9. SECTION 20. 35. This Act
Administrative Salaries to be Paid in shall take
Charges. Legal Tender. effect upon
SECTION 10. SECTION 21. its
No Discrimination. Deductions
approval.
SECTION 11. Prohibited .
Married Teachers.
SECTION 12.
Academic Freedom.

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The Magna Carta for Public School Teachers helps us to understand fully the rights of the
teachers. It protects the rights of the teachers like the tenure of office, academic freedom, and
other benefits.

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

Republic Act 10627, or the Anti-Bullying Act (the "Act"), aims to protect children enrolled in
kindergarten, elementary, and secondary schools and learning centers (collectively, "Schools")
from being bullied. It requires schools to adopt policies to address the existence of bullying in
their respective institutions. Bullying, as defined under the Act, is any severe or repeated use by
one or more students of a written, verbal, or electronic expression, or a physical act or gesture,
or any combination thereof, directed at another student that has the effect of actually causing or
placing the latter in reasonable fear of physical or emotional harm or damage to their property.
Any act that causes damage to a victim’s psyche and/or emotional well-being, any slanderous
statement or accusation that causes the victim undue emotional distress, cyber-bullying, or any
bullying done through the use of technology or any electronic means, Social bullying, or any
deliberate, repetitive, and aggressive social behavior intended to hurt others. As such, any
person who commits any of the foregoing acts, is considered a bully. "Under Republic Act 10627,
there’s no provision there stating that the offending parties or the guilty party may be required to
pay civil damages for violation of said act or those who failed to comply with the said law." based
on Tonisito Umali, undersecretary for legislative liaison office, external partnerships service.

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

Republic Act 7877 (Anti-Sexual Harassment Act of 1995) An Act declaring sexual harassment
unlawful in the employment, education, or training environment, and for other purposes. Under
the provisions of Section 4 of Republic Act No. 7877, entitled "Anti-Sexual Harassment Act of
1995," the following rules and regulations are hereby promulgated for the purpose of prescribing
the proper decorum for administrators, faculty, staff, formators, and students of Xavier University
(XU) and for the resolution, settlement, and disposition of cases of sexual harassment. The state
shall value the dignity of every individual, enhance the development of its human resources,
guarantee full respect for human rights, and uphold the dignity of workers, employees, and
applicants for employment, students, or those undergoing training, instruction, or education.
Sexual Harassment in Education or Training Defined, work, education or training-related sexual
harassment is committed by an employer, employee, manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainer, student, or any other person who, having
authority, influence, or moral ascendancy over another in a work, training, or education
environment, demands, requests, or otherwise requires any sexual favor from the other, implicitly
or explicitly, regardless of whether the demand, request, or requirement for submission is
accepted by the object of said act. It can also be committed by a student against another, by way
of actions or comments laced with sexual innuendo. These acts may be committed by a person
against another of the same sex or of the opposite sex.

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

According to DepEd Order 40 series 2012, Child protection (DepEd Order No. 40, s. 2012) refers
to programs, services, procedures, and structures that are intended to prevent and respond to
abuse, neglect, exploitation, discrimination, and violence. DepEd Order No. 40, s. 2012, or
DepEd Child Protection Policy, constitutes the policy and guidelines on protecting children in
school from abuse, violence, exploitation, discrimination, bullying, and other forms of abuse.
Among its bases are the Philippine 1987 Constitution (Article XV, Section 3; Article XIV, Section
3), the UN Convention on the Rights of the Child (CRC), and the Family Code of the Philippines.
The Department recognizes that cases of abuse may arise as a result of the difficult situations
faced by teachers and other officials within and outside the school. According to the research,
Summary of Reportd on Bullying, Child and Sexual Abuse Cases (SY 2012-2013), there are
1165 total of Bullying with 80%, Child Abuse total of 291 with 20% and the overall total was 1456.
That’s why the Department of Education (DepEd) has adopted a policy to provide special
protection who are gravely threatened or endangered by circumstances that affect their normal
development and over which they have no control, as well as to assist the appropriate agencies
in their rehabilitation. This will protect children experiencing different abuses, physical, emotional,
sexual or neglect within the school or outside the school.

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

According to the research, cybercrime also called computer crime, is the use of a computer as an
instrument to further illegal ends such as committing fraud, trafficking child pornography,
intellectual property violations, stealing identities, or violation of privacy. This Act was signed by
the President of the Philippines, Mr. Benigno Aquino, on September 12th, of 2012. The original
goal of this Act was to penalize acts like cybersex, child pornography, identity theft, etc. This act
ensures the protection and prevents any crime against those who will experience any crime
related to it.

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

This pandemic was definitely challenging and changed the aspects of teaching and learning.
Even though physical restrictions are imposed to prevent the spread of the virus, many
school activities need to continue as an essential part of students’ learning experience. One
of which is the school internship program. According to this Memorandum, this is a joint
policy that includes a framework that defines the desired outcomes, activities and
assessment aligned with the new PPST and a practicum manual that includes guidelines and
tools for TEI supervisors Policies and Guidelines on the Deployment of Pre-service Teachers
for Field Study and Teaching Internship this. This activity aims to provide guidelines for
DepEd school heads and cooperating teachers to ensure smooth deployment of field study
students and practice leaders.

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 8. Guidelines on the Flexible delivery of Student Affairs and Services (CMO No. 08,
2021)
The learning environment has been greatly affected. Campuses were closed and face-to-face
classes were suspended to ensure the safety and health of the learners. CHED ensured the
continuity of learning by enjoining higher education institutions (HEIs) to implement flexible
learning modalities. According to this CHED Memorandum Order No. 08, S.2021, the
commission addressed the current impediments brought by Covid-19 to the higher education
sector through:
1. Organizes massive capacity-building trainings workshops for faculty members.
2. Launching the PHL CHED CONNECT website for free access to instructional and learning
materials, and
3. Provision of grants to HEIs for their projects that would improve the delivery of flexible learning
among others.

CHED aims to pursue the delivery of SAS programs during this pandemic, through partner HEIs,
focused on catering to mental health of students through various modes/options most
appropriate to them. These guidelines intend to provide strategies for the effective delivery of
flexible SAS programs in all HEIs.

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

 Be respectful-observe every action you take and word you say.

 Be careful with humor and sarcasm—sometimes jokes can be misinterpreted, so always
make it clear that you are being funny and not being rude.
 Be responsible: arrive on time for class and turn in all required work.
 Participate fully—get involved in the discussion and in every activity.

Teaching Intern

Following the rules of netiquette and proper etiquette for teaching, either onsite or online, sets a
good example for our students. Learners have varying notions of how they should behave and
express themselves during an onsite or online lesson. For instance, they often wonder, "What
should I wear to a virtual class?" or "What topics can I talk about?"

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Online etiquette helps our class run smoothly. Teachers are hoping to prevent major issues
during class discussion, such as misbehaving students, misunderstandings, and distractions,
especially in virtual classes. It all starts with knowing what to do and not to do, particularly when it
comes to conveying your message and moderating a class. Moreover, showing the right attitude
and being mindful about the topics and activities to incorporate into your lessons are both crucial
for attracting students and keeping them engaged. The result of this is a class that is active,
productive, and full of respect. The rules of netiquette for teaching online Now that you know the
importance of online teaching etiquette, let’s look at the most important netiquette guidelines that
can help take your classes’ professionalism and quality up a notch.

1. Properly dress and present yourself. While it’s tempting to fall into a uniform of PJs and
sweatpants when you’re working from home, proper online teaching etiquette means you should
instead look presentable and professional onscreen.

2. Use proper body language. Your facial expressions, gestures, posture, and even tone of voice
also matter when it comes to getting your message across while teaching. They can either
motivate or discourage your learners and can make you look interested or disengaged in class.

3. Enunciate the audio quality in online classes varies a lot depending on your Internet
connection and that of your students’, your devices, and even the room you’re in. In the worst-
case scenario, your students may not hear you well. To avoid the problem of being misheard or
misunderstood while teaching online, make sure to pronounce the words you’re saying clearly.

4. Create a fun learning environment. Though you’re teaching in front of a computer, you can still
offer classes in an appealing and professional-looking online classroom by creating a teaching
backdrop. While it’s not necessary to embellish that space behind you with a lot of trinkets or
fancy décor, it should look, at the very least, organized, relevant to what you’re teaching, and
distraction-free.

5. Eliminate background noise. In addition to putting up the appropriate teaching backdrop, you
should also keep your students focused while in your online class by teaching in a quiet location.
Traffic sounds or people chattering in the background can make students lose their concentration
when they’re speaking or listening to you. Pro Tip: Using a noise-canceling headset can
eliminate unwanted noise in the background. Most headsets nowadays also have a "mute"
button that you can easily press if a distracting sound suddenly comes up, like a car honking or a
dog barking.

6. Be on time. Whether you are an independent online tutor working for yourself or you work with
an established company, being on time shows students that you’re responsible and professional,
which are important traits as a teacher. Being on time can also lead to positive reviews by
students and their parents, which can lead to more bookings or even financial bonuses. Make
sure you send online class links or invitations at least five to 10 minutes before the scheduled
class time.

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7. Choose your words carefully and avoid sarcasm. As your students come from different
backgrounds, they may have different takes on what’s funny and what isn’t. Perhaps what seems
like an obvious joke to you could be taken the wrong way by another person in the online class.
With this in mind, it’s important to be mindful of using sarcasm and humor in class.

8. Take into account cultural differences and taboo topics. As an online teacher, you’ll likely
teach students from various regions, which is why you should be aware of their culture and know
the themes they deem sensitive. For instance, in certain places, people may not be open to
talking about their age. Even if other participants in your online class may be OK with discussing
this subject, it’s best to avoid it altogether, along with other taboo topics, such as religion, politics,
personal finances, and gender-sensitive issues.

9. Address students' distractions. From family members popping up in the background to a

student suddenly disappearing to do household chores, various situations could surprise you in
the middle of your online class. In order to deal with these challenges, you have to be prepared
and know how to handle every kind of disruption that comes your way.

10. Establish a reasonable response time for answering student messages. Even though helping
students outside of class hours is a way to build rapport with them, it doesn’t mean that you’re at
their disposal 24/7.

My Observation and Insights

Describe your feelings at the start of this academic endeavor.

At the beginning of this academic endeavor, I felt both excited and afraid. I felt excited because I
am near to this great achievement that I am working so hard and studying efficiently to achieve.
The second feeling is afraid, I feel afraid of what the outcome will be in the future. Despite all the
fears and excitement we experienced, we know that God is with us and that there is a bright
future waiting for us.

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

From the word itself, "experiences," how it influences the learning process. With experiential
learning, interns are given the opportunity to apply data and ideas in a real-world situation where
they play an active role. As the interns interact with the information, it becomes real to me. It is
proven that experiential learning has a wide range of benefits when it comes to a person's
development. Experiential learning is designed to engage our emotions as well as enhance our
knowledge and skills. Playing an active role in the learning process can lead us to experience
greater gratification in learning.

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 My Exhibits (Evidences/Documentations)

Here are the links that we used in our research with regards to the laws.

https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/
https://www.officialgazette.gov.ph/2012/09/12/republic-act-no-10175/
https://ched.gov.ph/wp-content/uploads/CMO-No.-8-s.-2021.pdf
https://region8.deped.gov.ph/wp-content/uploads/2021/10/RM-s2021-635.pdf
https://ched.gov.ph/wp-content/uploads/CMO-No.-8-s.-2021.pdf
https://bridge.edu/tefl/blog/rules-of-etiquette-teaching-english-online/?
fbclid=IwAR2zC0hBV34VZChlbbuvni18PRIN-AegF4g8DfmLguXOMHNm4uctaDhwFy8
https://kramsinned.blogspot.com/2015/11/code-of-ethics-for-professional-teachers.html
https://www.chanrobles.com/Republic%20Act%20No.%204670,%20Magna%20Carta%20for
%20Public%20School%20Teachers.pdf\

Our pictures taken while doing our activity individually at home.

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