A STUDENT

TEACHING
PORTFOLIO

FEBIE Q.
CAPINPIN
PRACTICE
TEACHER
A STUDENT
TEACHING
PORTFOLIO
Presented to

The Faculty of the College of Teacher Education

Ramon Magsaysay Memorial Colleges – Marbel Inc.
Koronadal City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor in Secondary Education – Major in Mathematics

Submitted by:

FEBIE Q. CAPINPIN

MAY 2023
RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL INC
Office of the College of Teacher Education
Purok Waling-Waling, Arellano Street, Koronadal City (9506)
Telephone/Fax No. 083-228-2880

APPROVAL SHEET

This completion entitled STUDENT TEACHING PORTFOLIO prepared by FEBIE

Q. CAPINPIN in partial fulfillment of the requirements in Student Teaching has

been examined and it’s recommended for acceptance and approval.

FERNANDO P. LAGRADILLA, MIM

Practicum Supervisor

Accepted and approved in Partial Fulfillment for the degree of BACHELOR OF

SECONDAY EDUCATION – MAJOR IN MATHEMATICS this May 5, 2023.

JOHNNY S. BANTULO, EdD

Director, College of Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel Inc.
TABLE OF CONTENTS

Content

TABLE OF CONTENTS

INTRODUCTION

ACKNOWLEDGMENT

CURRICULUM VITAE OF PT

CERTIFICATES

a. Completion

b. Seminars

PROFESSIONAL READINGS

REFLECTIVE JOURNAL

c. Actual Teaching

d. Observation and Participation

e. Seminars and Trainings

f. Classroom Management

EXPERIENCES, EVIDENCE, AND REFLECTIONS ON THE DIFFERENT PPST

DOMAINS

TEACHING PHILOSOPHY AS A BEGINNING TEACHER

COMPILATION OF LESSON PLAN AND EVALUATION SHEETS

LEARNERS OUTCOMES/OUTPUTS (SAMPLE OF LEARNERS WORK AND

FEEDBACK)

FINAL DEMONSTRATION

EVIDENCE OF LEARNING
PRELIMINARIE
S
ACKNOWLEDGMENT

The student expressed her sincere gratitude to the following individuals

who supported, encouraged, and assisted her in completing this successful

internship:

Fernando P. Lagradilla, MIM, for helping to complete this study. for

shining light on hope, encouragement, courage, and patience with his expertise,

spiritual enlightenment, and never-ending flow of ideas.

My cooperating teacher and mentor, Marvin Y. Bael, for her constant

encouragement, unwavering patience, constructive criticism, and opportunities

for advancement.

I am grateful to Bacongco National High School-JHS for providing me

with the opportunity to practice my teaching career and develop my self-

assurance as a teacher.

Teachers, staff, and students at Bacongco National High School, for

contributing their time and location to this study.

Thank you, friends, relatives, and classmates, for sharing your

experiences with me and inspiring me to use all my resources to study.

To my parents, Mr. Ben E. Qijance Sr., and especially to my husband Mr.

Alex S. Capinpin who provided love, care, financial and moral support to me.

           Above all, I would like to extend my heartfelt thanks to the Almighty GOD for the

life, good health, Divine guidance, and outpouring blessings all throughout duration of

my OJT.
CURRICULUM VITAE

PERSONAL DATA

Name : Febie Q. Capinpin

Date of Birth : September 07, 1990

Place of Birth : Poblacion Colmbio, Sultan Kudarat

Gender : Female

Civil Status : Married

Citizenship : Filipino

Religion : Born Again

Ethnicity : Ilocano

Home Address : South Cotabato

FAMILY BACKGROUND

Father : Ben E. Quijance Sr.

Occupation : Carpenter

Mother : Ma. Erlinda G. Quijance

Occupation : Dead

EDUCATIONAL BACKGROUND

Tertiary : Ramon Magsaysay Memorial Colleges Marbel, Inc.

Secondary : Columbio National High School

Primary : Columbio Elementary Central School

SEMINARS/TRAININGS ATTENDED

2023 PAFTE REGION XII REGIONAL STUDENT CONGRESS

April 21, 2023, at KCC Mall of Gensan

TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT (TESDA) BOOKEEPING NC III

April 13, 2023, at NDMU

2021 ROLES AND FUNCTIONS OF COMMUNITY

EXTENSION VOLUNTEERS

September 25, 2021, through Webinar Seminar

ACHIEVEMENTS

Dean’s Lister
CERTIFICAT
ES
PROFESSIONAL
READINGS
Teaching & Learning: Effective Strategies
 

http://learningcurveplanner.com.au/resources/teacher/professional-readings/

teaching-and-learning-effective-strategies-88.html 

For many of us, teaching is a learned behavior, beyond our professional studies.

So long as we possess the desired personal attributes and are prepared to try

new things, reflect, adjust, and enter dialogue with colleagues about our

core business of teaching and learning we will develop professional practice.

Following are strategies well worth trying to build our professional practice:

Firstly, getting our classes off to a good start:

 Be punctual and arrange the chairs and tables how we want them.

 Ask students to line up in an orderly fashion outside the classroom.

 As students enter the classroom, greet them with a hello and a smile using

first names.

 Chat positively with them as we prepare to begin the class.

 Greet the class as a whole and begin with something such as, ―How is

everyone, today we are going to. 

 Start each lesson with a joke of the day/what ‘s making news/ anything

special happening in anyone ‘s family - the reality is that both our students

and us learn better when are happy. 

 Ask whether they encountered any problems with―learning in another

setting (homework) or understanding what was learnt in the previous

lesson.

 Try to ―catch‖ students doing good things early in the class and praise

them individually and privately; this will set the tone for the lesson.
 Early in the class, don ‘t ignores any behavior that doesn’t meet the class

expectations.

 Be consistent and adopt the broken record approach.

 Should students come from a previous class in which expectations were

low welcome them positively and remind of the shared class expectations;

―the way we do things around here.

 If there was physical activity in the previous class which significantly

increased their heart rates, chat with students outside the classroom in an

orderly line about being about to enter the ―learning zone a calming time.

 Always have spare paper, pens, etc. to cover students who don ‘t have

what they require to learn and participate positively in class.

 Choose before class the formats we will employ in the lesson such as, in

groups, individual, presentations, discussions, etc.

Secondly, during class we can provide a strong impetus for learning by:

 Role modelling positive 'want to be there' and 'can do' behaviors that show

our students that we enjoy learning, teaching, and their company. 

 This sends the message that we care for them as people showing a

genuine interest in wanting to listen, discuss, investigate, think, take up a

challenge and learn with them as a team together.

 Use 'we ‘and 'us' not 'you', because that is exactly what quality learning is.

 Avoid sitting passively at the teacher ‘s desk; it is poor role modelling for

active, interested, and alive team learning.

 Circulate around the room assisting, talking to and praising students one

to one and in groups to develop their personal attributes and qualities as

learners for lifelong learning.

 When helping them, kneel, or sit on a chair so that they are at eye level

with us; don ‘t hover, it is quite intimidating for our students.

 While circulating write notes in students ‘planners highlighting positives

(more than negatives) to show their parents

You can conquer from your horse, but you

must dismount to lead – Napoleon.

REFLECTION

Effective strategies in teaching and learning are critical for ensuring that

students receive high-quality education and achieve their learning goals. As a

language model, I have been trained on a vast amount of information related to

teaching and learning, and I can offer some reflections on what makes strategies

effective.

Firstly, effective strategies in teaching and learning should be student-

centered. This means that the strategies should focus on the needs, abilities, and

interests of the students. Teachers should take the time to understand their

students' strengths and weaknesses, and tailor their strategies to meet their

individual learning needs.

Secondly, effective strategies in teaching and learning should be

interactive and engaging. Teachers should use a variety of teaching methods and

technologies to actively involve their students in the learning process. This can

include group discussions, hands-on activities, and multimedia presentations.

Thirdly, effective strategies in teaching and learning should be flexible and

adaptable. Teachers should be able to adjust their strategies based on the

progress and needs of their students. This may involve changing the pace of

instruction, providing additional resources, or using different teaching methods to

ensure that all students are able to succeed.

Finally, effective strategies in teaching and learning should be aligned with

learning outcomes. Teachers should have clear learning objectives and use

strategies that are specifically designed to help students achieve these

objectives. This will ensure that students are able to apply what they have

learned in real-world situations.

In conclusion, effective strategies in teaching and learning require a

student-centered approach, interactivity, adaptability, and alignment with learning

outcomes. By using these strategies, teachers can create a learning environment

that is engaging, effective, and meets the individual needs of each student.
Focusing on Student Well-being in Times of Crisis

Author: Cathleen Beachboard

With the emergence of COVID-19 pandemic one of its affected areas is the field

of education. The education must be rotated into 360 degrees in order to cope

with the changes brought by the pandemic and the most vulnerable of

this change in education are the students. This abrupt change triggers stress

and fear in students; this fear primarily rooted from the problem of

having no access to internet connection, gadgets to use to cope with the new

modality of learning as well as financial struggles. Therefore, there is a call for

teachers to support students’ safety and well-being in this time of crisis using the

three C’s.

 Communication: Mental health Check-In-before proceeding to

proper instruction, greet your students with a question, “How are you this

past several days/weeks?”, and let them share their feelings/emotions

one-by-one and be ready to listen and give a piece of advice. This simple

greeting can be a big help to release and reduce their stress.

 Consistency: Schedules and Routines- give your students a

schedules and routines that all of you has to accomplished. Like before

class; greet everyone, share your feelings for the day, share

motivational lines/biblical verses to the class, 1-minutereflection time and

etc.

 Control: Self-care Plans- ask students to list down things that makes

them feel better like listening to music, exercise, coloring etc. Let them

plan as to what they will do and how they will do it for them to take control

of their emotions in times of distress. Ask them to check their plans from

time to time so it will keep them reminded of how they

prevent themselves from being consumed by emotional reactions. As

teachers, it is also our duty that we help our students from emotional
problems, there should always be a balance between content and

compassion. They will learn best when they are at the finest state of their

mind and heart.

REFLECTION

During times of crisis, such as natural disasters, pandemics, and other traumatic

events, the author of the article emphasizes the importance of prioritizing the

well-being of students. She contends that school heads and teachers should

consider the profound and emotional wellness needs of understudies

notwithstanding their scholarly advancement.

The author suggests implementing trauma-informed practices, creating a

supportive school culture, providing resources and support for mental health, and

promoting student well-being. She also stresses the significance of regular

check-ins with students and open communication to ensure that their

requirements are being met.

In addition, the author emphasizes the importance of parents and other

caregivers supporting their children's well-being in difficult times. She suggests

that by maintaining routines, offering emotional support, and assisting their

children in coping with stress and uncertainty, parents and other caregivers can

help their children feel safe and secure.

In general, the article emphasizes the significance of giving priority to the

well-being of students during times of crisis and offers educators, school

administrators, parents, and other caregivers with practical methods for meeting

the emotional and mental health requirements of students.

Students must engage in active, hands-on learning as part of

individualized learning. Due to the significant changes in the educational system,

it is particularly difficult for teachers to adjust to the "New Normal" now. As we

endeavor to consolidate understudies' viewpoints, feelings, and gifts into picking

up, educating becomes about something other than the "conveyance of

guidance." I accept that educators ought to utilize innovativeness and

advancement to change the dynamic of the example plan.

Learning must likewise have meaning and a reason. This involves

assisting understudies with interfacing what they know with what they are

realizing and the way that the new information squeezes into their lives and the

bigger world. Teachers must be prepared to provide students with honest

responses to inquiries regarding their education and to assist them in

comprehending the larger context. Educational leaders and organizations that

offer solutions to problems with the curriculum say that teachers and students

need to work together to achieve the same objectives.

Our lives are significantly impacted by the issues that strong leaders and

role models face in the twenty-first century, such as rapid change, collaborative

decision-making, technological advancement, and the pandemic. All these

difficulties, in my opinion, are inherently collaborative in nature. Later, affirmation

of achievement will be what empowers adolescents. An effective pioneer should

foster connections through clear correspondence.

In fact, I think that paying attention to the opinions of others is an

important part of being a good role model. As a future teacher, I should be

focused on the vital parts of training — the abilities, information, and mentalities

of each school staff part. Finally, returning to relationships as the foundation of

learning, it is evident that adults will learn from one another based on their sense

of dependence and desire to do so.

During times of crisis, such as natural disasters, pandemics, and other traumatic
events, the author of the article emphasizes the importance of prioritizing the
well-being of students. She contends that school heads and teachers should
consider the profound and emotional wellness needs of understudies
notwithstanding their scholarly advancement.
The author suggests implementing trauma-informed practices, creating a
supportive school culture, providing resources and support for mental health, and
promoting student well-being. She also stresses the significance of regular
check-ins with students and open communication to ensure that their
requirements are being met.
In addition, the author emphasizes the importance of parents and other
caregivers supporting their children's well-being in difficult times. She suggests
that by maintaining routines, offering emotional support, and assisting their
children in coping with stress and uncertainty, parents and other caregivers can
help their children feel safe and secure.
In general, the article emphasizes the significance of giving priority to the well-
being of students during times of crisis and offers educators, school
administrators, parents, and other caregivers with practical methods for meeting
the emotional and mental health requirements of students.
Students must engage in active, hands-on learning as part of individualized
learning. Due to the significant changes in the educational system, it is
particularly difficult for teachers to adjust to the "New Normal" at the moment. As
we endeavor to consolidate understudies' viewpoints, feelings, and gifts into
picking up, educating becomes about something other than the "conveyance of
guidance." I accept that educators ought to utilize innovativeness and
advancement to change the dynamic of the example plan. Learning must
likewise have meaning and a reason. This involves assisting understudies with
interfacing what they definitely know with what they are realizing and the way that
the new information squeezes into their lives and the bigger world. Teachers
must be prepared to provide students with honest responses to inquiries
regarding their education and to assist them in comprehending the larger context.
Educational leaders and organizations that offer solutions to problems with the
curriculum say that teachers and students need to work together to achieve the
same objectives.
Our lives are significantly impacted by the issues that strong leaders and role
models face in the twenty-first century, such as rapid change, collaborative
decision-making, technological advancement, and the pandemic. All of these
difficulties, in my opinion, are inherently collaborative in nature. Later on,
affirmation of achievement will be what empowers adolescents. An effective
pioneer should foster connections through clear correspondence. In point of fact,
I think that paying attention to the opinions of others is an important part of being
a good role model. As a future teacher, I should be focused on the vital parts of
training — the abilities, information, and mentalities of each and every school
staff part. Last but not least, returning to relationships as the foundation of
learning, it is evident that adults will learn from one another based on their sense

Title: Ways to
of dependence and desire to do so.

Increase a Student’s Attention

Span
Author: David Reeves
One of the most challenging
part of becoming a teacher
especially in lower
year level is the short
attention span of the learners.
They cannot last long
seating in a chair to
accomplished their assigned
tasks. From the article of
David Reeves, a Marketing
Director of Grounds for Play,
he proposed some
strategies that might help
increase the attention span of
the learners and help
them become focus on doing
their tasks at school.
 Include Physical Activity-
give the learners a break for
active play like
bouncing a ball, quick
stretching or jumping jacks
before giving them
another task.
 Adjust time Frames-
break content into smaller
time intervals, avoid
discussing the whole content
simultaneously. For instance,
15 minutes
discussion, 5 minutes
break then proceed to
another 15 minutes of
discussion and break for a
little and so on.
 Play Memory Games-
memory games help one to
hone that focus for
kids in a fun way, examples
of memory games are red-
light-green-light,
I-spy or Simon Says,
this game forces a child
to concentrate and
increase attention.
 Rate (and change)
Task- sometimes learners
do not pay attention
because the task is too hard,
by that allow students to rate
the task
from 1-10 and when they
give 8 out of 10, ask them
what they wanted
to change to make the task
bearable.
 Remove Visual
Distractions- the environment
of the classroom should
not be overwhelmed with
visuals. If there are visuals
that distracts the
learners focus and attention,
try decluttering them.
The abovementioned
strategies are some ways to
help our learners to be
attentive. However, I highly
believe that there is no such
potion or magical
formula in order to change
our learners overnight, from
being inattentive to
being focus and engage. I still
highly believe that this kind
of attitude of them
are innate at their age.
Therefore, as teacher an
immense patience and
understanding is highly
needed. It takes an extra
thought, time and effort in
our part to bring significant
change for our learners.
Reference:
Reeves, D. (2015, July 10).
Ways to Increase a Student’s
Attention Span.
https://www.edutopia.org/
discussion/7-ways-increase-
students-attention-
span
Ways to Increase a Student’s Attention Span

Author: David Reeves

One of the most challenging parts of becoming a teacher especially in lower year

level is the short attention span of the learners. They cannot last long seating in a

chair to accomplish their assigned tasks. From the article of David Reeves, a

Marketing Director of Grounds for Play, he proposed some strategies that might

help increase the attention span of the learners and help them become focus on

doing their tasks at school.

 Include Physical Activity-give the learners a break for active play like

bouncing a ball, quick stretching or jumping jacks before giving them

another task.

 Adjust time Frames- break content into smaller time intervals, avoid

discussing the whole content simultaneously. For instance, 15 minutes

discussion, 5 minutes break then proceed to another 15 minutes of

discussion and break for a little and so on.

 Play Memory Games- memory games help one to hone that focus for kids

in a fun way, examples of memory games are red-light-green-light, I-spy

or Simon Says, this game forces a child to concentrate and

increase attention.

 Rate (and change) Task- sometimes learners do not pay

attention because the task is too hard, by that allow students to rate the

task from 1-10 and when they give 8 out of 10, ask them what they wanted

to change to make the task bearable.

 Remove Visual Distractions- the environment of the classroom should not

be overwhelmed with visuals. If there are visuals that distracts the learners

focus and attention, try de cluttering them.

The abovementioned strategies are some ways to help our learners to beat

attentive. However, I highly believe that there is no such potion or magical

formula to change our learners overnight, from being inattentive to being

focus and engage. I still highly believe that this kind of attitude of the mare

innate at their age. Therefore, as teacher an immense patience

and understanding is highly needed. It takes extra thought, time, and effort in

our part to bring significant change for our learners.

REFLECTION

The author of the article offers several useful suggestions for extending

students' attention spans both inside and outside of the classroom. He suggests

that multisensory activities, providing a structured and engaging learning

environment, reducing distractions, and using multi-sensory activities to keep

students engaged can all help improve attention spans.

Additionally, the author suggests incorporating movement and other forms

of physical activity into the learning process because doing so can help students

become more focused. He suggests incorporating physical activities into lessons,

taking brief movement breaks throughout the day, and encouraging students to

engage in physical activity outside of school.

In addition, the author emphasizes the significance of getting enough

sleep and eating well to support students' attention spans. He proposes

empowering sound rest propensities, for example, laying out a predictable sleep

time schedule, and giving solid bites and feasts to help understudies' mind

capability.

In general, the article offers several useful methods for extending students'

attention spans and emphasizes the significance of creating an engaging and

supportive learning environment to assist students in remaining focused and

motivated.
The Top 5 Priorities of Classroom Management

Author: Ben Johnson

I could say, one of the most challenging parts for teachers is the

classroom management considering that we will be handling completely

different students. Students that came from different walks of life, different

culture, beliefs, and experiences. From the article that I’ve read, I’ve learned the

five essential ways on how to maintain/implement classroom

management. These are the following:

 Develop effective working relationships with your students- good

relationship with students is important for classroom management and if

we have this with our students, we can push them harder and further to

learn because they have trust on us.

 Train your students on how learning takes place in your classroom-our

students need to know their responsibilities as students, that they should

take accountable of their own responsibilities and own learning.

That is to train to become independent individuals and learners.

 Protect and leverage your time- as teacher one of classroom

management is to make use and maximize the time by being always

prepared every day before coming to classrooms so we know

immediately the things that we need to accomplish for the day.

 Anticipate your student’s behaviors in well-written lesson plans- lesson

plans should suit to student’s behavior and learning styles for smooth

transition of classes. The best discipline management plan is a good

lesson plan.

 Establish behavioral standards- list behaviors that are acceptable in the

classroom and diminish improper behaviors by imposing corresponding

consequences.
Though there is no theory or principles on classroom management that would

do a magic overnight; however, results could be evident at the end if there is

strict implementation and consistency.

REFLECTION
The author of the article emphasizes how important it is to have good classroom

management to create a positive learning environment and achieve academic success.

He identifies five essential aspects of classroom management that educators ought to

concentrate on to establish a learning environment that is stimulating and supportive.

Building positive relationships with students should come first because doing so

helps to build trust, respect, and a sense of belonging in the classroom. The creator

prescribes getting to know understudies on an individual level, showing interest in their

lives beyond school, and treating them with benevolence and compassion.

Establishing clear classroom behavior guidelines and expectations is the second

priority. To foster a sense of fairness and consistency, the author suggests involving

students in the process of establishing classroom rules and consequences and

consistently enforcing them.

The third need is establishing an organized and coordinated learning climate that

upholds understudy learning and limits interruptions. To establish a sense of

predictability and order in the classroom, the author suggests using routines and

procedures.

The fourth need is giving connecting with and testing growth opportunities that advance

understudy inspiration and investment. To meet the diverse requirements and

preferences of learners, the author suggests employing a variety of instructional

methods and technologies.

Positive feedback and reinforcement for students to foster a growth mindset and

self-efficacy is the fifth and final priority. The author suggests giving students specific,

timely feedback that praises their efforts and accomplishments and inspires them to

keep working toward success.

In general, the article discusses practical methods for managing a classroom and

stresses the significance of developing positive relationships with students, establishing

clear rules and expectations, creating a structured and organized learning environment,

providing engaging and challenging learning experiences, and providing positive

feedback and reinforcement to encourage student success.

REFLECTI
VE
JOURNAL
WEEK 1 JOURNAL

My first week as a practice teacher officially began today. I met my new

cooperating teacher, who gave me an allocated grade section to manage as well

as an introduction to himself. Although I was a little apprehensive during our first

meeting, I was looking forward to any difficulties we might encounter as a

practice teacher. My allocated grade was 7, and my scheduled classes were on

Monday and Wednesday. Additionally, I have a partner who will be my classmate

each week. However, because of the academic break and the fact that they just

finished their second-quarter exam, we are currently unable to manage classes.

As a result, we spent the whole week planning lessons, creating visual aids, and

assisting our cooperating teacher in grading and recording student exams.

I am reminded of the value of having patience,

being open-minded, and being flexible in me

approach as I consider my objectives for this placement.

My second week as a practicing instructor is coming to a close, and I must say that so far, it has
been an amazing experience. The focus of this week was getting to know my students better, and
I must admit that I am very taken aback by their zeal and want to study. My second week as a
practicing instructor is coming to a close, and I mustkk

WEEK 2 JOURNAL

My second week as a practicing instructor is ending, and I must say that so

far, it has been an amazing experience. The focus of this week was getting to

know my students better, and I must admit that I am very taken aback by their zeal

and want to study.

Monday:

I was introduced to the pupils on this, my first day in the classroom. We

discussed the weekly lesson plans, and I got to watch the teacher lead the class in

a discussion on a book they were reading. I made notes about the teaching

strategies he employed, the students' responses to the lesson, and the strategies

he employed.

Tuesday:

My first chance to participate more actively in the classroom came today. I

had the opportunity to facilitate, a discussion in a small

group about a subject connected to yesterday's session.

Although it was a little nerve-wracking, I thought I

was able to engage the students in the conversation and establish a connection

with them. I used some of the time to prepare my own class for the following week.

Wednesday:

I began the week by watching my partner's classes and making notes about

how she taught. I tried to separate the methods that engaged the pupils from those

that did not. Along with researching the curriculum,

I prepared my PowerPoint presentation for tomorrow's class.

WEEK 2 JOURNAL

Thursday:

I was able to see the results of my teaching today, which made it a

satisfying day. The lesson I had prepared for the kids seemed to hold their interest,

and both the students and my cooperating teacher gave me favorable feedback. It

gave me more self-assurance and served as a gentle reminder that I am on the

right track.

Friday:

My first week as a practicing teacher concludes today, and it seems to have

flown by quickly. I took some time to consider what went well and what I could do

better in the upcoming days.

Overall, I am pleased with my development and

eager to continue honing my teaching skills.

As I finish up this week's diary post, I am reminded of the

value of maintaining focus, adaptability, and an open mind to criticism.

I'm eager to follow this trip because I know it will be difficult but rewarding.