A PRACTICE TEACHING PORTFOLIO

of
Experience in Off-Campus Internship

Tubigon West National High School

Ilijan Norte, Tubigon, Bohol

of
FERLINE C. DE LA PIÑA
Bachelor of Technology and Livelihood Education
Major in Home Economics

SY 2023-2024
 BOHOL ISLAND STATE UNIVERSITY
Clarin, Campus
Poblacion Norte, Clarin, Bohol

A TEACHING INTERNSHIP PORTFOLIO

Of the Experience and Activities Off- Campus Training
Tubigon West National High School
Ilijan Norte, Tubigon, Bohol

_________________________

In Partial Fulfillment
Of the Requirements for the Degree
In Bachelor of Technology and Livelihood Education
Major in Home Economics (Practice Teaching)

Presented to:

DOBIELYN T. OMBAJIN, MA -English

Internship Adviser

Presented by:

FERLINE C. DE LA PIÑA
BTLED – HE 4

May 2023
 ACKNOWLEDGMENT

Foremost, I want to express my deep gratitude, unending admiration,

and abiding debt of gratitude to the Almighty Father for His abundant
blessings, unsurpassed knowledge, and unwavering divine guidance
bestowed upon them in undertaking all the endeavors to make the completion
of this training possible.

To the students of Grade 7, 8, 9, 10 Class at Tubigon West National

High School for allowing me to become part of the family.

To my cooperating teachers, Mrs. Rosario Vircily Balaba, Mrs. Sonia

Malareyes, Mrs. Aloha Guibao, and Ms. Carmen Taghap, for their support,
knowledge and guidance during my internship period.

To my adviser, Mrs. Dobielyn T. Ombajin for her support and guidance.

To my alma mater, Bohol Island State University- Clarin, Campus for

its pursuit of excellence and as a leading institution in the field of education.

To my-co classmates, co-interns for their help during my stay in

Tubigon West National High School.

To my parents, for their support and love they give to me.

 DEDICATION

I would like to present this writing to

my family for giving me all the inspiration
and support I need.
 Introduction

Welcome to my portfolio. I am Ms. Ferline C. de la Piña, a student of

Bohol Island State University – Clarin Campus, under the program Bachelor
of Technology and Livelihood Education major in Home Economics. I choose
to be a teacher because I want to make a difference. I could have chosen a
different field where I could serve the society but I think that education is the
right field where I could fully realized this goal.
I believe that education is the most important asset any one will have,
and one asset which has the greatest impact on the person and to everyone
around them. While almost every child has the opportunity to gain access to
kindergarten and elementary education, not everyone has the chance to be
given quality education.
My experience in the off-campus training made me realize that
teaching children with diverse personalities takes a lot of patience,
understanding, encouragement, and above all having faith to the almighty
God for his guidance in everyday challenge. Teaching is a profession that one
cannot be taken for granted, sometimes it is frustrating and exhausting, but
these are taken away by just one small smile of the child.
I present this portfolio for you to read about my philosophy of teaching,
my experiences during my Practice Teaching/Off-Campus Training. My goal is
to show you my strengths that would make me an effective teacher.
 COURSE DESCRIPTION

This course is a one semester full time teaching internship in basic

education schools using a clinical approach under the mentorship of a
cooperating teacher. Teaching internship shall be done both in the in-campus
or off-campus if possible. A teaching portfolio shall be required and the
completion of the Action Research.
 MY PERSONAL EDUCATIONAL PHILOSOPHY

My educational philosophy is that I believe all students can learn, in my

opinion. Although they do not all learn at the same rate, it is still achievable
with various techniques and approaches. Students shouldn't be viewed as
thoughtless babes in the classroom waiting for their teachers to fill them with
knowledge. On the contrary, they should be seen as unique people who can
contribute to the classroom while learning from one another. Students require
mentoring, not just lectures. Education is more than just academics; teachers
must also help their pupils develop their mental and social faculties by giving
them the skills necessary to solve problems and interact effectively with
others. In order for students to be successful in the real world, they must
possess both academic knowledge and social skills. I think parents, families,
and communities should collaborate to support and enrich the lives of their
children, who are the future, rather than relying solely on instructors to
educate students.
To reach every learner, educators must employ a variety of techniques.
Teachers who solely employ one technique of instruction, in my opinion, have
no business teaching. We know that not all students learn in the same way,
thus it is evident that they are not reaching all of their students. Teachers
need to connect with students who learn visually, aurally, and kinesthetically.
Diverse teaching strategies will produce an engaging and enjoyable learning
environment and aid in the success of all students. I intend to teach in a
variety of ways, including cooperative learning groups, hands-on activities,
technology, and group discussions.
 CURRICULUM VITAE

PERSONAL BACKGROUND

NAME : Ferline C. de la Piña

NICKNAME : Ferl
PLACE OF BIRTH : Tagbilaran City, Bohol
DATE OF BIRTH : February 23, 2001
AGE : 22
HOME ADDRESS : Liboron, Catigbian, Bohol
CIVI STATUS : Single
NATIONALITY : Filipino
RELIGION : Roman Catholic
FATHER : Fermin L. de la Piña Sr.
OCCUPATION : Tricycle Driver
MOTHER : Evangeline C. de la Piña
OCCUPATION : Day Care Worker

EDUCATIONAL ATTAINMENT
COLLEGE : Bohol Island State University
Poblacion Norte, Clarin, Bohol
Bachelor of Technology and Livelihood Education
Major in Home Economics
A.Y 2022-2023
SECONDARY : Catigbian National High School
Sitio Bugho, Poblacion, Catigbian, Bohol
2018-2019
ELEMENTARY : Baang Elementary School
Baang, Catigbian, Bohol
2012-2013
 APPLICATION LETTER
Republic of the Philippines
Bohol Island State University
Clarin Campus
External Studies Unit
BSED Department

APPROVAL SHEET

This Practice Teaching Portfolio has been approved and submitted

by FERLINE C. DE LA PIÑA, in partial fulfillment for the Degree of
Bachelor of Technology and Livelihood Education, major in Home
Economics, of the subject Practice Teaching (PED 120), has been
examined and recommended for acceptance and approval.

_____________________

JESSICA D. ASTILLO
BSED Department Head

___________________

FERLINE C. DE LA PIÑA
BTLED-HE 4
 MY ALMA MATER

Vision:
A premier Science and Technology University for the formation of a
world class and virtuous human resource for sustainable development in
Bohol and the country.

Mission:
BISU is committed to provide quality higher education in the arts and
sciences, as well as in the professional and technological fields; undertake
research and development, and extension services for the sustainable
development of Bohol and the country.

Goals:
1. Pursue faculty and education excellence and strengthen the current viable
curricular programs and develop curricular programs that are responsive
to the demands of the times both in industry and environment;
2. Promote quality research outputs that responds to the needs of the local
and national communities;
3. Develop communities through Responsive Extension Programs;
4. Adopt Efficient and Profitable Income Generating Programs/Enterprise for
self-sustainability;
5. Provide adequate state-of-the-art and accessible infrastructure support
facilities for quality education;
6. Promote efficient and effective good governance supportive of high-quality
education.

PROGRAM OBJECTIVES
COLLEGE OF TEACHER EDUCATION

Bachelor in Secondary Education

Program Objectives:

1. To produce academically proficient graduates in there are of specialization;

2. To develop students’ research capabilities through relevant researches;
3. To established research based-extension programs to promote economic,
social and cultural development;
4. To provide necessary facilities and effective services;
5. To upgrade competencies and integrate values within and across the
learning and tool subjects in a progressive and student-friendly learning
environment.

BISU HYMN
A dream, a thought, a reality
Bohol Island State University

Sail B.I.S.U sail

From the North to the South, East to West
Fly B.I.S.U fly
From the Island of Bohol to the world

Happy are we as we go through

Nurtured with thoughts of wisdom
Leading towards certainty
As we cross the land

You are everybody’s dream

Whose Vision and Mission bring
The values and expertise
Of scientist and technologists

A dream, a thought, a reality

Bohol Island State University
 BRIEF DESCRIPTION SITE OF TEACHING
INTERNSHIP

Tubigon West National High School is a school in the province of

Bohol, VII- Central Visayas, in the municipality of Tubigon. The school was

established on January 01, 1972. It is situated northwest of Ilijan Hill and Man-

Made Lagoon, and north of the community center Panadtaran Barangay Hall.

https://mapcarta.com/W800895248

Tubigon West National High School or also known as Cahayag

National High School. Formerly known as Cahayag National High School. In

its inception, it started out as a barangay high school in the neighboring

barangay of Cahayag thus the name Cahayag National High School although

the school is physically located in Ilijan Norte, Tubigon, Bohol. The school is a

complete secondary educational institution and offers facilities like computer

rooms, library, Orchidarium, an open field quadrangle, a science lab and

Technology and Home Economics Center.

 Examples of Lesson Plan

Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

DAILY LESSON PLAN

(DepEd Order 42, s 2016)

Teacher’s Name: Ferline de la Piṅa Quarter: 3

Subject and Grade Level: TLE- 10 Cookery Week: 4
Time: 11:00-12:00 PM Day: 4
Date: March 23, 2023

Most General Objective: LO3. Prepare, cook, and present

Essential poultry and game
Learning
Competency Specific Objectives: At the end of the lesson the learners
– (MELC) are expected to:
A. Knowledge: Know to plate/present poultry
and game dishes;
B. Psychomotor: Analyze how to plate/present
poultry and game dishes;
C. Affective: Appreciate how to plate/present
poultry and game dishes.
Content Plate/Present Poultry and Game Dishes
Learning A. References
Resources - Cookery Manual
B. Materials
- Visual Aid
- Printed pictures
- Scotch Tape
Procedures A. Preparation (10 minutes)
 Opening Prayer
 Setting the classroom environment (arranging
the chairs, checking if the classroom is clean
and orderly).
 Checking of attendance.
 Stating the objectives of the lesson.
 Activating Prior Knowledge.
 B. Presentation (5 minutes)
1. Drills/Activity: (Individual Activity)
- What is the purpose of learning how to
plate/present poultry and game dishes?
Answer: The purpose of learning how to plate/present poultry
and game dishes is to affects person’s perception of how it
will taste.

2. Analysis: Probing Questions/Guide Questions

1. What are those factors needs to be consider in

plating/presenting poultry and game dishes?
Answer: Factors needs to consider in plating/presenting
poultry and game dishes are plating, garnishing, sauces, and
accompaniments.

C. Lesson Proper (20 minutes)

Unlocking of difficulties
Interactive discussion about the factors needs to consider
in plating/presenting poultry and game dishes.

D. Problem (Oral Activity) (5 minutes)

Ask the students about the portion control for coked poultry
and game dishes in plating/presenting them.

E. Generalization (5 minutes)
- Let the learner share what they have learned
during the discussion.
F. Evaluation (10 minutes)
Activity:
I. Directions: Identify the following.
1. Is how much food you choose to eat at one time,
whether in a restaurant, from a package, or in your
own kitchen.
2. Is the amount of food listed or size of food to take.
3. The act of arranging the meal on the individual plate
before it is served.
4. What part of the chicken that is generally weighs 3-4
ounces.
5. The way food is presented affects a person’s
perception of how it will taste, is one technique of ___.
II. Enumerate the following factors needs to consider
in plating/presenting poultry and game dishes.
Answers:
I.
1. Portion
2. Serving
3. Garnishing
4. Sauces
 5. Creative Food Presentation
II.
1. Types of Service wares
2. Plating
3. Garnishing
4. Sauces
5. Accompaniments

G. Closing
a. Announcements and reminders
- On Friday, we will have a practicum on cooking
chicken dishes which is chicken cordon bleu.
b. Assignment
Remarks

Reflection

Prepared by:
FERLINE C. DE LA PIṄA
Student Intern
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

DAILY LESSON PLAN

(DepEd Order 42, s 2016)

Teacher’s Name: Ferline de la Piṅa Quarter: 3

Subject and Grade Level: TLE- 7 Commercial Cooking Week: 6
Time: 11:00-12:00 PM Day: 1
Date: April 03, 2023

Most General Objective: LO1. Importance of OHS

Essential Specific Objectives: At the end of the lesson the learners
Learning are expected to:
Competency A. Knowledge: Understand the hazards at
– (MELC) work
B. Psychomotor: Modify what is occupational
health and safety
C. Affective: Appreciate the importance of OHS
Content What is Occupational Health and Safety
Learning A. References
Resources - Learning Module
- Internet
B. Materials
- Visual Aid
- Scotch Tape
Procedures A. Preparation (10 minutes)
 Opening Prayer
 Setting the classroom environment (arranging
the chairs, checking if the classroom is clean
and orderly).
 Checking of attendance.
 Stating the objectives of the lesson.
 Activating Prior Knowledge.
B. Presentation (5 minutes)
1. Drills/Activity: (Individual Activity)
Directions: Present pictures of different hazards and risks at
work.
Note:
- What are these haxards?
 - How important is OHS?
Ask them their ideas about OHS.
Checking and correcting of answers.
2. Analysis: Probing questions/ Guide questions
 Are you familiar with these terms?
 What are the essential outcomes of learning and
mastering them?

C. Lesson Proper (20 minutes)

Unlocking of difficulties
Interactive discussion on the different terminologies
Note: For the concept, you may refer to the module for
quarter 3.

D. Problem (Oral Activity) (5 minutes)

1. What are the potential hazards in commercial
cooking?
2. What are those responsibilities if you are a worker or
owner of a business?
3. What are the types of symbol or OHS signs in the
workplace?
E. Generalization (5 minutes)
- Let the learner share what they have learned
during the discussion.
F. Evaluation (10 minutes)
Activity:
Directions: Answer the questions briefly.
1. What is OHS?
2. What is the goal of OHS?
3. Why is there a need to know those OHS signs or
symbols in the workplace?
Answers:
1. Occupational Health Safety is a cross-disciplinary are
concerned with protecting the safety, health and
welfare of people engaged in work or employment.
2. The goal of OHS is to foster a safe work environment.
3. There is a need to know those OHS signs or symbols
in the workplace to be able to prevent or avoid risk
takes place.
G. Closing
c. Announcements and reminders
d. Assignment

Prepared by:
FERLINE C. DE LA PIṄA
Student Intern
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

DAILY LESSON PLAN

(DepEd Order 42, s 2016)

Teacher’s Name: Ferline de la Piṅa Quarter: 4

Subject and Grade Level: TLE- 9 Beauty Care Week: 2
Time: 11:00-12:00 PM Day: 2
Date: May 05, 2023

Most General Objective: LO2. Prepare Client

Essential
Learning Specific Objectives: At the end of the lesson the learners
Competency are expected to:
– (MELC) A. Knowledge: Explain the factors in checking and
analysing condition of hair scalp.
B. Psychomotor: Conduct scalp and hair analysis
C. Affective: Appreciate the importance of checking and
analyzing the condition of hair scalp
Content Checking and Analyzing condition of Hair and Scalp
Learning A. References
Resources - Learning Module
- Internet
B. Materials
- Visual Aid
- Printed pictures
- Scotch Tape
- Smart tv
Procedures A. Preparation (10 minutes)
 Opening Prayer
 Setting the classroom environment (arranging
the chairs, checking if the classroom is clean
and orderly).
 Checking of attendance.
 Stating the objectives of the lesson.
 Activating Prior Knowledge.
B. Presentation (5 minutes)
1. Drills/Activity: (Individual Activity)
Directions: Show short clip videos of a staff doing her work in
a salon. Identify the following video if it is a proper way of
handling a customer or not.
2. Analysis: Probing Questions/Guide Questions
1. Can you guess what will be our topic for today?
Answer: Yes, it will be about the checking and analyzing
condition of hair and scalp.

C. Lesson Proper (20 minutes)

Interactive discussion on checking and analyzing
condition of hair and scalp.
Note: To check the hair and scalp of the following client,
remember P.E.T.A.L.S.
P – porosity is the measure of hair’s ability to absorb
moisture.
E – the hair’s elasticity is the measure of how much hair will
stretch.
T – texture of hair is determined by its circumference and the
condition of the cuticle.
A – amount of hair in the entire scalp or the density relates to
the numbers of hairs on the head.
L – length of the hair will determine its cycle, hair follows a
specific growth cycle with three distinct and concurrent
phases
S – scalp condition is the most important part of this
checking, because severe or a worsen scenario might
happen.
The Skin Test
Hair color products may causes allergic reactions, which in
rare instances can be serious. Do not color if you had a
previous reaction. To help minimize your risk, it is important
to perform the skin allergy test 48 hours prior to every
application.

D. Problem (Oral Activity) (5 minutes)

1. If you encounter a client who has a complain, what
action will you take?
2. As a beauty care student, why is it important to know
how to check and analyse condition of hair and scalp?
E. Generalization (5 minutes)
- Let the learner share what they have learned
during the discussion.
F. Evaluation (10 minutes)
Activity:
Directions: Find s pair and conduct checking and analyzing
condition of hair and scalp. Write your observation on a ¼
sheet of paper.
 G. Closing
e. Announcements and reminders
f. Assignment
- Research some videos on Youtube, what are
those different scenarios inside the salon, how
staff handle and approach their patrons in desired
hair service.
Remarks

Reflection

Prepared by:
FERLINE C. DE LA PIṄA
Student Intern
 Best Lesson Plan

Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

DAILY LESSON PLAN

(DepEd Order 42, s 2016)

Teacher’s Name: Ferline de la Piṅa Quarter: 4

Subject and Grade Level: TLE- 10 Beauty Care Week: 2
Time: 11:00-12:00 PM Day: 4

Most General Objective: LO1. Fundamentals in hair coloring

Essential and hair bleaching
Learning
Competency Specific Objectives: At the end of the lesson the learners
– (MELC) are expected to:
H. Knowledge: Understand the classifications of hair
coloring;
I. Psychomotor: Identify the classifications of hair
coloring; and
J. Affective: Recognize the classifications of hair
coloring.
Content Classifications of Hair Coloring
Learning K. References
Resources - Learning Module
- Internet
L. Materials
- Visual Aid
- Printed pictures
- Scotch Tape
- Smart Tv
Procedures M. Preparation (10 minutes)
 Opening Prayer
 Setting the classroom environment (arranging
the chairs, checking if the classroom is clean
and orderly).
 Checking of attendance.
 Stating the objectives of the lesson.
  Activating Prior Knowledge.
N. Presentation (5 minutes)
O. Drills/Activity: (Individual Activity)

Directions: Present pictures of different hair coloring

products.
Activity: Identify each picture if it is Temporary, Semi-
Permanent, Permanent hair coloring.

P. Analysis: Probing Questions/Guide Questions

1. Can you guess what will be our topic for today?

Answer: Yes, it will be about the classifications of
hair coloring.

Q. Lesson Proper (20 minutes)

Unlocking of difficulties
 Colorist – an artist or designer who uses color in a
special or skillful way.
 Porosity – is a measurement of the hair’s ability to
absorb and hold moisture.
 Cortex – cortex of the hair shaft is located between
the hair cuticle and medulla and is the thickest hair
layer.
 Peroxide – is a chemical compound that is used as
oxidizer, bleaching agent, and antiseptic.
Interactive discussion about the classifications of hair
coloring.
Hair coloring is the application of artificial color to the hair.
Hair coloring falls into three (3) main categories: temporary,
semi-permanent, and permanent.
Temporary Hair Coloring – are designed to last on the
hair from shampoo to shampoo. Temporary color can
only deposit pigment.
1. Color rinses
2. Highlighting Color Shampoos
3. Crayons and Mascara
4. Hair Color Sprays
Semi-Permanent Hair Coloring – are formulated to
last from four to six shampoos, they penetrate into the
cuticle layer, and on over-porous hair can penetrate
into the cortex for a more permanent effect.
Permanent Hair Coloring – are designed penetrate the
cuticle and deposit molecules into the cortex. Due to
 the penetration and the addition of peroxide, these
colors can both lift and deposit.
1. Aniline Derivative Tints
2. Pure Vegetable Tints
3. Metallic or Mineral Dyes
Compound dyes, such as compound henna or combinations
of vegetables dyes with certain metallic salts and other
dyestuffs.

R. Problem (Oral Activity) (5 minutes)

1. Why is it important to recognize the classifications of

hair coloring?
Answer: For you to be knowledgeable in everything
you do, especially being in a salon. You are able to
cater and achieved what the patrons desired hair color
services. Being an aspirant and becoming a
professional colorist, you must know how these
classifications of hair coloring. Know how each group
acts on the hair and also know how hair porosity and
addition of heat affects each category of hair color.
Able to cater with confidence what the patrons desired
hair color.
S. Generalization (5 minutes)
- Let the learner share what they have learned
during the discussion.
T. Evaluation (10 minutes)
Activity:
Directions: Identify the following pictures if it is Temporary,
Semi-Permanent, and Permanent.
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
 Answers:
6. Temporary
7. Permanent
8. Permanent
9. Temporary
10. Semi-Permanent
11. Temporary
12. Permanent
13. Semi-Permanent
14. Temporary
15. Temporary

U. Closing
g. Announcements and reminders
h. Assignment
- Research some videos on Youtube, what are
those different scenarios inside the salon, how
staff handle and approach their patrons in desired
hair service.
Remarks

Reflection

Prepared by:
FERLINE C. DE LA PIṄA
Student Intern
LEARNER’S WORK AND FEEDBACK
EVIDENCES OF SCHOOL ACTIVITIES
PARTICIPATED
 Brief Synopsis of Professional Readings and References
Title: Helpful Tips for Effective Classroom Environment
Author: Jim Matthews
Synopsis:
The nature and quality of students with their teachers is to achieve a
certain set goals and objectives for given time, also teacher play a critical and
central role in motivating and engaging students to learn that will be possible
to properly will facilitate his/her students properly.
This article is all about the difference ways that a teacher can utilize in
order to have an effective classroom managements. The effective tips that the
author included are as follows: (1) Notice your students, (2) Use positive tips
reinforcement, (3) Don’t be afraid to call the parents, (4) Have student present
during parent conferences, (5) Use rewards and incentives,(6) Take
advantage of resources I, and lastly (7) Be fair and consistent.

Reflection
Sincerely, I read a lot of articles before going at Tubigon West National
High School for advice and references on how to teach, possibly because I
was afraid of doing it well. However, this article really helps me out because it
is simple to understand and the list is very useful. In order to facilitate my
students' behavior and reactions throughout our lesson, I had previously
developed "classroom rules" on my first day as a Practice Teacher.
In order to facilitate conversation and simultaneously encourage active
participation from the entire class, I devised the "Chip System." This will
support my students' ability to concentrate during class discussions and
actively participate, particularly in my subject, which focuses more on current
events and skills. For me, an easy-to-establish classroom management would
also be aided by the teacher and students having a solid relationship.

Title: Outcome-Based Education: Basis for Enhanced Teacher

Education Curriculum
Source: Curriculum Development for Teachers
Synopsis:

Outcome-based education (OBE) became the fundamental philosophy of

higher education in the Philippines lately. All curricula including that of teacher
education will be anchored on the concept of OBE in terms of course
designing, instructional planning, teaching, and assessing students learning.
 Among the many advocates of the OBE in the early years was W. Spady.
He defined OBE as clearly focusing, and organizing everything in the
educational system around the essential for all the students to do successfully
at the end of their learning experiences. This definition clearly points to the
desired results of education which is the learning outcomes. This is made up
of knowledge, understanding, skills and attitudes that students should acquire
to make them reach their full potential and lead fulfilling lives as individuals in
the Community and at work.

In terms of teaching-learning in OBE, teaching is teaching if learners learn.

Learning is measured by its outcome. Whatever approach to teaching is used,
the intent should focus on learning rather on teaching. It is important that
students learn how to learn, hence a teacher should be innovative. To apply
teaching-learning in OBE, tips are given. First, teachers must prepare the
students adequately. This can be done if the teachers know what they want
the students to learn and what learning outcomes to achieve. Next, teachers
must create a positive learning environment. Students should feel that
regardless of individual uniqueness, the teacher is always there to help.
Teacher and student relationship is very important. Another tips, teachers
must help their students to understand what they have to learn, why they
should learn it, and how will they know what they have learned. Next,
teachers must use a variety of teaching methods. The most appropriate
strategy should be used in taking account the learning outcome teachers want
the students to achieve. Lastly, the teachers must provide the students with
enough opportunities to use the new knowledge and skills that they gain.\

Reflection
I always want my classroom to become a student-centered one during
my three months as a student teacher. Students' knowledge and abilities will
be expanded, and their in-class learning will be improved. The teaching-
learning process must use so-called outcome-based education in the present
era. According to this idea, teachers merely serve as facilitators in the
classroom as students are expected to work independently during class. From
my experience, it is quite challenging to turn a class discussion into an
instruction that is outcome-based.
Each student is distinct from the others because of their individual
traits. Students' ability levels varied as a result, which is why. The outcome-
based nature of the class must be carefully designed by the teacher. In order
to help the students build on what they have learned during the session,
differentiated activities must be made available to them. For a lesson to be
considered effective, pupils must demonstrate that they have learned the
objectives.
Title: Teaching and Teacher Education Writing on the walls: Supporting
21st century Thinking in the material classroom
Author: Joshua Muyana
Synopsis:
Introduction

A school’s walls are taken-for-grant spaces not seen as central to

teaching. This article asks: how do teacher facilitate writing on the secondary
classroom and hallways walls that helps to build rich text environments
through texts that are local, material, and multi-modal? Further, how are those
texts reflect of literacy practices appropriate for the 21st century, resistant to
standardized curriculum, and built on pupil’s literates lives? Findings suggest
that teachers used butcher paper, markers, post-its, magnetic tile words, and
wall to engage pupils in 21st century literacy practices. And, even within a
test-focused curriculum pupils produced an array of multi-modal compositions.
When we conceded standard-based reform, we expect that our pupils will
converge and have similar learning outcomes; however, it is not that simple.
We need to account for inclusion, which naturally brings a divergence of
student learning styles and challenges. As stated in the introduction, teachers
are being called upon to produced greater similarity in learning outcomes,
despite diversity in students population.

Discussion
Materials in the typical general education classroom tend to be limited in
scope. Commonly found supplies such as textbooks may be supplemented
with students’ workbooks or worksheets. Sometimes manipulative and
specific multimedia such as number-line sets for math, a globe for social
studies, or videos, software, and internet resources may be used to support
learning. These tools typically function as add-ons to the curriculum rather
than as an embedded tool for delivering the curriculum. Many schools and
districts do not have the funds to purchase these add-on materials. Students
in those districts have few options that can be matched to their learning style
or diverse needs. Alternative formats of basic materials can also provide for
students disabilities, such a braille texts for students who are blind, large print
text for students with low vision, an d CDs with audio output for students with
dyslexia.

Reflection
The whole growth of the student is the main objective of effective
instruction. The educational system has put in place measures to guarantee
that good teachers will produce excellent work and foster the overall growth of
their students. Given that students spend the majority of their time in the
classroom, I think that schools are the ideal setting for their overall
development. Any educational procedure in a school has the learner as its
focal point. As a teacher, you must present chances for learning and assist
students as they move through the many stages of the learning process.

Title: Helping Children Develop Self-Discipline

Author:
Synopsis:
One of the primary tasks of early childhood is to develop self-discipline.
Parents often find themselves correcting their children for interrupting, being
wild, not following instructions or for not controlling their hands or mouths.
These all require self-discipline or self-control. Young children are by nature
impulsive. Some children have ADHD or other biological factors which
increase impulsiveness. Part of the solution for impulse control is to learn self-
discipline. A child armed with self-discipline has a tremendous asset for
addressing life’s challenges. So many relational and personal problems can
be avoided or controlled when one has self-control. Here are some
suggestions for teaching it to children.
1. Teach children to come when they are called. When a parent calls a
child, that child shouldn’t yell, “What?” from across the house, parking lot or
playground. Children can learn to come to the parent, within a few feet, in
order to have a dialog with the parent. This helps children learn that self-
control sometimes means that we must give up what we would like to be
doing in order to do something else.
2. Teach children to respond positively to correction. Most children don’t
like to be corrected and respond negatively in either aggressive (anger) or
passive (bad attitude) ways. This is unacceptable and becomes an excellent
opportunity to teach self-discipline. One of the facts of life is that people often
must follow directions which may not be their preference. Teach children to
respond with a good attitude as well as right behavior. This requires self-
control and helps children learn to control their impulses. A good response to
correction is sometimes difficult to learn but work in this area will help a child
develop a skill which will help them forever.
3. A number of social skills require self-control. Praise children when they
demonstrate this quality and point out areas they need to work on. Listening,
knowing when and how to interrupt, anger control, reporting back after
completing a task all require self-discipline.
4. Encourage children to take on activities which build self-discipline. They
may include sports, music lessons, a paper route, the responsibility of caring
for a neighbor’s pet, memorization of scripture, a clean room, or a host of
other activities.
 5. When a child receives a reward like payment for a job accomplished or
even a star on a chart or special treat, talk about self-discipline. External
rewards give a great opportunity to talk about internal rewards. The real
benefit to a paper route is not the money, it’s the building of self-discipline.
“You are pretty determined and responsible to get up every morning.” “I know
you would have rather played the game but I like the way you took time to
walk the dog. That shows self-discipline.”
6. Use bed times to teach self-discipline. Some children have a hard time
going to bed without creating a battle and this becomes a great opportunity to
teach self-discipline to children. After all, it requires a lot of self-control for a
child to stay quietly in bed while parents are still awake. Set a bedtime,
develop a routine which covers all the necessary bedtime tasks and work at
getting your child to stay in bed without Mom or Dad falling asleep in the
room. This requires work on the part of the parent but will pay off tremendous
dividends in the end.
7. Morning routines, chores, and family schedules become opportunities
for children to learn responsibility and self-discipline. Responsibility is “doing
the right thing even when no one is watching.” The rewards for being
responsible are called privileges. The child who is responsible to get ready
and be at breakfast by 7:30 a.m. is allowed the privilege of staying up until
their 8:00 p.m. bedtime. Being able to choose one’s clothes is the privilege for
getting dressed before the deadline. Simple benefits of life are seen as
privileges associated with basic responsibility.
Some parents try to give their children an easier life than they had or they
try to make their children feel good at the expense of good character.
Unfortunately, this often translates into more freedom and less self-control. A
wise parent will use childhood to prepare a child for success as an adult. Self-
discipline is one of the most important character qualities a child can develop.
Ironically, spoiled children are not happy; self-disciplined children often are.

Reflection
Their early years laid the groundwork for having a decent manner. It is
a battle of nature versus nurture. In terms of nature, parents must be
responsible enough to plan their approach to disciplining their children. The
aspect of nurture will enter as the youngster grows independence and
responsibility. In some ways, their acts were influenced by what they
observed around them. They adapt to it, but it is up to the individual to
distinguish between good and harmful behavior. They become more
accountable for their actions.

Title: Teacher-Student Interactions: The Key to Quality Classroom

Synopsis:
Introduction
Interactions were made by two major people at school. It is not new on
the scenario of a school community. Everyday teacher and student made
interactions in different ways and that different interaction makes big changes
on the part of students.
Summary
Emotional support refers to the ways teachers help children develop
warm, supportive relationships, experience enjoyment and excitement about
learning, feel comfortable in the classroom, and experience appropriate levels
of autonomy or independence.
Classroom organization refers to the ways teachers help children
develop skills to regulate their own behavior, get the most learning out of each
school day, and maintain interest in learning activities.
Instructional support refers to the ways in which teachers effectively
support students' cognitive development and language growth.

Reflection
As a student teacher, I witnessed that interaction between the teacher
and the students makes a significant difference. Some pupils confide in their
teachers about their issues. Some kids have excellent relationships with their
teachers both within and outside of the classroom. In line with this, having a
good interaction between instructor and pupils is crucial because it is similar
to having a good conversation between two people.
Professional Career Development Plan