La Consolacion College, Liloan, Cebu, Inc.

(Formerly Holy Child School)

Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

TEACHING MULTI-
GRADE CLASSES

ALMARIE L.
JUMAMOY BEED- 3
Writer
La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

TEACHING MULTI-GRADE CLASSES

Portfolio
Submitted to
Dr. Louie G. Sanlad
Instructor

In Partial Fulfilment
of the Requirements for the Course Elective
MULTI-GRADE

NAME OF STUDENT
Almarie L. Jumamoy
April 24, 2025
La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

COLLEGE DEPARTMENT

This portfolio has been submitted by Almarie L. Jumamoy on

April 26, 2025 in compliance of the requirements for the Course
Elective-Teaching Multi-Grade Classes during the Second
Semester of the Academic Year 2024 – 2025 with the rating of
_____.

LOUIE G. SANLAD DevEdD

Instructor

Dedication

First of all, I thank God for giving me strength, wisdom, and

guidance throughout this journey. Without His help, I would not
have come this far.

I also want to thank Dr. Louie G. Sanlad, our instructor in

Teaching Multigrades, for patiently guiding us and sharing his
knowledge. Your support and encouragement helped me a lot.
To my parents, thank you for your endless love, support, and
sacrifices. You always believed in me, and that gives me the
courage to keep going.

To my friends and classmates, thank you for being there

during the challenges and happy moments. Your friendship and
teamwork made this journey more meaningful and fun.

This portfolio is for all of you.

With all my heart,

Almarie L. Jumamoy

Preface

This portfolio is a collection of what I have learned, and experience in

the subject Teaching Multigrades. It shows my growth as a future teacher
and how I prepared to teach in a Multigrade Classroom. A multigrade class
has learners from different grade level learning together. This kind of
teaching is both challenging and meaningful. It requires teacher to be
flexible, creative and organized.
Throughout this journey, I have gained many new skills and ideas. I
learned how to make lesson plans that fit different learners, how to manage
time well, and how to keep students engage even in if they are in different
grade levels. I also learned the importance of patience,understanding and
love in teaching. Every experience helped me grow and see the value of
being a teacher.
This portfolio includes, my personal reflections, examples of my work,
and proofs of my learning. It is a way to show how I am getting ready to
become a teacher who can handle unique needs of multigrade class. I have
put effort and heart into completing this, and I hope this gives a clear picture
of my journey.
This is divided into parts. Each part has corresponding activities. Part
1: About Me, Part 2. Philosophy of Education, Part 3. Curriculum Vitae, Part 4.
Teaching Artifacts, Part 5. Reflections, Part 6. Professional Development, Part
7. Achievements and Certifications and Part 8. References.

Table of contents
Title Page
TITLE PAGE…………………………………………………………….. i
CERTIFICATION ………………………………………………………. ii
DEDICATION………………………………………………………….. iii
PREFACE………………………………………………………………... iv
TABLE OF CONTENTS……………………………………………….. v

Part 1: About Me
Part 2. Philosophy of Education
Part 3. Curriculum Vitae
Part 4. Teaching Artifacts
Lesson Plans
Lesson Plan 1 : title
Lesson Plan 2 : title
Lesson Plan 3 : title
Lesson Plan 4 : title
Lesson Plan 5 : title
Instructional Materials: Worksheets, presentations, or visual aids you’ve created.
Assessment Model 1: Title
Assessment Model 2: Title
Assessment Model 3: Title
Assessment Model 4: Title
Assessment Model 5: Title

Part 5. Reflections
Part 6. Professional Development
Report Title
List workshops, webinars, and training sessions attended.
Part 7. Achievements and Certifications
Academic achievements (e.g., Dean’s List).
Certificates from relevant training programs, seminars, or volunteer activities.

Part 8. References

Portfolio
About Me

My name is Almarie L. Jumamoy, and I am a pre-service teacher who is

passionate about teaching and helping young learners grow. I am currently studying to
become a teacher because I believe that teaching is not just a job but it is a calling to
make a difference in the lives of children. I believe that teaching is not only about giving
information rather it is also about inspiring students, building their confidence, and
helping them grow as people. Just like what Brad Henry said “"A good teacher can
inspire hope, ignite the imagination, and instill a love of learning."

Ever since I was young, I have enjoyed helping others learn. The little me would
always say “ I want to be a teacher when I grow up”. I look up to those people who
taught me a lot of things because I learned from them. I used to help my younger
siblings and cousins with their homework, and I felt happy when they understood their
lessons. These small moments made me realize that I wanted to be a teacher someday.
I want to be someone who inspires students to love learning and to believe in
themselves just like how my teachers made me feel like this.

One of the reasons I chose to become a teacher is because I enjoy working with
children because the fulfillment I feel when children learn something from me. There is a
special kind of joy that comes from knowing that I helped a child understand something
they didn’t know before. It may be a small thing, but to that child, it is a big step, and to
me, it means I made a difference.Seeing a child’s eyes light up when they finally “get it”
is one of the most rewarding feelings. Children are also very precious and appreciative.
Even the smallest things.

As a future teacher, I have a passion and heart for teaching, which means I
genuinely care about helping my students succeed and making learning exciting for
them. My empathy allows me to understand and support my students' feelings and
struggles, ensuring they feel safe and valued. I also bring a positive attitude to my
classroom, staying upbeat and encouraging students, even during challenges, to help
them stay motivated. Additionally, I am organized which can help me manage lesson
plans, activities, and classroom time efficiently, ensuring everything runs smoothly for
my students. Lastly, I am a continuous learner, always seeking new ways to improve my
teaching and better meet my students' needs.

I believe that every child can learn and succeed with the right support. As a
future teacher, I want to create a classroom where students feel safe, respected, and
excited to learn. I am excited to continue this journey and to grow more as I prepare to
become the best teacher I can be. I am committed to helping my students discover their
potential and achieve their goals, no matter the challenges.

Philosophy of Education

As a future educator, I believe that every child has the potential to learn and
succeed, given the right support and encouragement. My teaching philosophy is built on
the foundation of respect, empathy, and creating an environment where every student
feels safe, valued, and excited to learn.Each student is unique, with different strengths
and challenges, and as a teacher, it’s my job to nurture their growth. I believe that
teaching is not only about sharing knowledge, but also about inspiring a love for
learning, building confidence, and fostering curiosity in my students.

One of the core beliefs I hold is that differentiated learning is essential for
meeting the diverse needs of students. Every child learns differently, and it is important
to provide a variety of ways to teach, so all students can engage with the content.
Whether it’s through visual aids, hands-on activities, or verbal explanations, I will adapt
my teaching methods to help each student understand and succeed. I will also use
experiential learning to give students opportunities to learn through real-life experiences
and hands-on activities, making lessons more meaningful and memorable. This
approach helps students make connections between what they are learning and how it
applies to their everyday lives.

In terms of classroom management, I believe in creating a positive and

structured environment where students understand expectations and feel encouraged to
follow rules. I will use clear communication, set consistent routines, and offer positive
reinforcement to guide behavior. A well-managed classroom allows for more focused
learning and fosters mutual respect among students. By maintaining a calm and
structured classroom, I can help students focus on learning and develop respect for one
another.

Finally, fostering inclusivity is at the heart of my teaching approach. I value

diversity and believe that every student, regardless of background, ability, or identity,
deserves the opportunity to thrive. I will create a classroom environment that celebrates
differences and ensures that all students feel they belong. By promoting inclusivity, I
aim to create a space where students not only learn academic skills but also develop
respect, kindness, and understanding towards one another. By encouraging acceptance
and empathy, I hope to build a learning environment where students are not only
prepared academically but are also equipped with the values of respect and kindness.

In summary, my teaching approach will be shaped by my commitment to

differentiated learning, experiential activities, positive classroom management, and
creating an inclusive, respectful environment for all students. Above all, I will foster
inclusivity and respect, ensuring that every student feels valued and capable of
success.

Curriculum Vitae

ALMARIE L. JUMAMOY
Home Address: Tiwasan Catarman Liloan Cebu
Email Add: [email protected]
Contact No.: 09931559858
PERSONAL INFORMATION
Birthdate : June 10, 2004
Place of Birth : Tubigon, Bohol
Sex : Female
Age : 20
Religion : Catholic
Civil Status : Single
Nationality : Filipino
Father's Name: Amelito E. Jumamoy
Mother's Name : Maricar L. Jumamoy

EDUCATIONAL BACKGROUND
Course : Bachelor of Elementary Education
Major : General Education
College : La Consolacion College Liloan
School Address : Liloan Cebu
High School : Liloan National High School
School Address : Liloan, Cebu
Year Graduated : 2022
Elementary : Catarman Integrated School
School Address : Cabuloy, Catarman, Liloan, Cebu
Year Graduated : 2016

Relevant Skills
 Good Communication Skills
 Problem Solving Skills
 Patience
 Adaptability

Teaching Artifacts
Lesson Plan 1
Multigrade Lesson Plan in Mathematics in Grade 1 and 2
Level Grade 1 Grade 2

I. Objectives At the end of a 30 minutes lesson, At the end of a 30 minutes lesson,

85% of the learners will be able to: 85% of the learners will be able to:
a. name the month of the year using a. tell the days of a year in a month
a calendar, using a calendar,
b. trace and write the months of the b. put the days of the week in a
year, and month in the calendar.
c. show appreciation by recognizing c. show cooperation by working with
the months of a year. the group

II. Subject Matter Mathematics Mathematics

A. Topic Using a calendar- Months of the Using a calendar- Days of a Week

Year

B. Materials Big Calendar, Visual Aids, Flash Big Calendar, Visual Aids, Flash
Cards Cards

C. References Mathematics Curriculum Guide and Mathematics Curriculum Guide and

Online Resources Online Resources
III. Procedures
A. Preliminaries Teacher’s Learner’s Teacher’s Learner’s
Activity Activity Activity Activity Activity

Good Morning Good Morning Good Morning Good Morning

1. Greetings Class! Teacher Class! Teacher

2. Prayer For now, kindly For now, kindly

stand up for our stand up for our
(the learner’s ( the learner’s
prayer. prayer.
stand up) stand up)

You may now, You may now,

(the learner’s (the learner’s
take your seat. take your seat.
take a seat) take a seat)

3. Checking Is anyone None, Teacher. Is anyone None, Teacher.

of Attendance absent today? absent today?
Okay, Very Okay, Very
Good! Good!

4. Classroom I have here our I have here our

Rules classroom rules. classroom rules.
Yes, Teacher! Yes, Teacher!
If you will not If you will not
follow you will follow you will
punished. punished.
Understood? Understood?
 Raise your  Raise your
hand. hand.
 Be Quiet  Be Quiet
 Listen  Listen
Carefully Carefully
 Sit Properly  Sit Properly
5. Review What did we What did we
discuss discuss
Adding 1 digit Adding 2 digit
yesterday? yesterday?
number, number,
Teacher! Teacher!
Okay, very good, Okay, very good,
how do we add 1 how do we add 1
digit number? We need to start digit number? We need to
with the first line up the
number and numbers by
count forward place value
by the second (ones and
number to find tens), add the
the sum. ones first, then
the tens, and
carry over if
needed.
B. Lesson Proper

Engage Do you know June Do you know

when is your what day is
Saturday
birthday? today?
January
Next Month,
What comes
Teacher
after Saturday? Sunday
What month do
December
we celebrate
Christmas?
What day do we
go to church?
Sunday
Now, we will Now, we will
sing a song, I sing a song, I
will go first. will go first.
Watch and Okay! Teacher. Watch and Okay! Teacher.
Listen to me Listen to me
carefully, okay? carefully, okay?

January, Sunday,
February, Monday,
March, April, Tuesday,
May, June July, Wednesday,
August, Thurday, Friday,
September, Saturday
October,
Novemeber,
December
January, Sunday,
Now, follow me!
February, Monday,
Now, follow me! March, April, Tuesday,
May, June July, Wednesday,
August, Thurday, Friday,
September, Saturday
October,
November,
December

Explore I have here a I have here a

mix- up cards of calendar, I want
months. I want you to color the
Yes, Teacher! Yes, Teacher!
you to arrange word that
this in order. Am (the learner’s symbolize the (the learner’s
I clear? arrange the days of a week. color the
card) Do you calendar.)
understand?

Explain So during our So during our

activities earlier, activities earlier,
Months, teacher. Days, teacher.
what do you what do you
think is it all think is it all
about? about?

Yes, verygood. It Yes, verygood. It

is about the is about the
months. days.

How many 12 How many days 7

months are are there in a
there? week?

Yes, there are Yes, there are 7

12 months in a days in a week.
year. The 12 The 7 days of
months of the the week are.
year are.

Sunday,
January, Monday,
February, Tuesday,
March, April, Wednesday,
May, June July, Thurday, Friday,
August, Saturday
September,
October,
Novemeber,
December
January, Again, using our Sunday,
February, calendar what Monday,
March, April, are the 7 days in Tuesday,
Again, using our
May, June July, a week? Wednesday,
calendar what
August, Thurday, Friday,
are the 12
September,
months of a October, Saturday
year? November,
Very Good,
December
Grade 2!

Very Good,
Grade 1!

C. Generalization Again, since we Again, since we

are done with are done with
our discussion. our discussion.
How many 12 months, How many days 7 days teacher.
months are there teacher. are there in a
in a year? week?
Sunday,
January, Monday,
What are the 12 February, What are the 7 Tuesday,
months? March, April, days? Wednesday,
May, June July, Thurday, Friday,
August, Saturday
September,
October,
November,
December Very Good, you
really
Very Good, you
understand our
really
lesson today.
understand our
lesson today.

D. Application Okay grade 1 , I Okay grade 2, I

will group you will group you
Yes, teacher. Yes, teacher.
with the grade 2. with the grade 1.
Is it okay with Is it okay with
you? you?
What will you do What will you do
is that, I have is that, I have
here a calendar. here a calendar
So grade 1 I and a flashcard.
want you to So grade 2 I
trace and write want you to put
the month of the this days of a
year in the week card in the
calendar. Do you calendar. Do you
understand? understand?
Yes, teacher. Yes, teacher.

(the students will (the students will

do the activity) do the activity)

IV. Evaluation I have here 5 I have here 5

items of quiz I items of quiz I
want you to get want you to get
your ballpen and Yes, teacher. your ballpen and Yes, teacher.
encircle the encircle the
correct answer, correct answer,
am I clear? (the learners will am I clear? (the learners will
Answer quietly. answer the quiz) Answer quietly. answer the
quiz.)
1. What is the 1. How many
first month of days are there
the year? in a week?
a) March a) 5
b) January b) 6
c) December c) 7

2. February, 2. What is the

March, April, first day of the
_______. Which week?
month comes a) Sunday
after April? b) Friday
a) May c) Monday
b) March
c) June 3. Tuesday,
Wednesday,
3. What month __________.
do we celebrate Which day
Christmas? comes after
a) November Wednesday?
b) December a) Tuesday
c) October b) Thursday
c) Saturday
4. How many
months are 4.Which of the
there in one following is not
year? a day?
a) 10
b) 12 a)12
c) 11 b) January
c) Saturday
5. If today is the 5. What are the
month of the two days we
June. What usually don’t go
comes after? to school?
a) Monday and
a) December Tuesday
b) July b) Saturday and
c) January Sunday
c) Thursday and
Friday

V. Assignment In a short In a short

bondpaper, list bondpaper,
the months of choose 1 month
the year and Yes, Teacher. of the year and Yes, Teacher!
encircle your write the days of
birthday. Draw a the week.
cake beside it. Understood?
Understood?
Lesson Plan 2
Multigrade Lesson Plan in Mathematics in Grade 1 and 2
Level Grade 1 Grade 2

I. Objectives At the end of a 30 minutes lesson, At the end of a 30 minutes lesson,

85% of the learners will be able to: 85% of the learners will be able to:
a. visualize and subtract one-digit a. visualize and subtract 2- to 3-digit
numbers with minuends through 18 numbers with and without
(basic facts), regrouping,
b. draw set and match objects to b. write the missing number.
represent subtraction.
c. show cooperation by helping their
c. show participation and interest by group members during problem-
being actively engaged in solving.
subtraction activities.

II. Subject Matter Mathematics Mathematics

A. Topic Subtracting One-Digit Numbers Subtracting 2- to 3-Digit Numbers

(Minuends through 18) with and without Regrouping

B. Materials Visual Aids, Flash Cards, Objects Visual Aids, Flash Cards, Objects

C. References Mathematics Curriculum Guide and Mathematics Curriculum Guide and

Online Resources Online Resources

III. Procedures Teacher’s Learner’s Teacher’s Learner’s

Activity Activity Activity Activity
A. Preliminaries
Activity

1. Greetings Good Morning Good Morning Good Morning Good Morning

Class! Teacher Class! Teacher
2. Prayer For now, kindly For now, kindly
stand up for our stand up for our
( the learner’s ( the learner’s
prayer. prayer.
stand up) stand up)

You may now, You may now,

(the learner’s (the learner’s
take your seat. take your seat.
take a seat) take a seat)

3. Checking Is anyone None, Teacher. Is anyone None, Teacher.

of Attendance absent today? absent today?
Okay, Very Okay, Very
Good! Good!

4. Classroo I have here our I have here our

m Rules classroom rules. classroom rules.
Yes, Teacher! Yes, Teacher!
If you will not If you will not
follow you will follow you will
punished. punished.
Understood? Understood?
 Raise your  Raise your
hand. hand.
 Be Quiet  Be Quiet
 Listen  Listen
Carefully Carefully
 Sit Properly  Sit Properly
5. Review What did we What did we
discuss discuss
Months of the Days of the
yesterday? yesterday?
Year, teacher Week, teacher.
Okay, very good, Okay, very good,
how many how many days
12 months
months are there are there in a 7 days
in a year? week?
What are the 12 January,
months? February, What are the the
March, April, days Sunday,
in the
May, Monday,
week?
JSeptember, Tuesday,
October, une Wednesday,
July, August, Thurday, Friday,
November,
Very Good December Very Good Saturday
Class! Class!

B. Lesson Proper

Engage Let’s play a 5 apples, Now, if I have We need to

game. I have Teacher! 123 apples and I subtract 78 from
here some gave 78 to my 123!
apples. If I give 3 neighbor, what
apples to my can we do to find
friend out of 8, out how many
how many are left?
left?
How many
Yes, very good! apples are left? 50, teacher!

Yes, very good.

Explore I have here a 5 pencils left, I have marbles, Subtract the

pencil, so I want Teacher! use this marbles ones, tens, and
you to use this to to subtract 213 – hundreds,
show 9. Take 128. What do we
Teacher!
away 4. How do first?
many are left?
We have to
regroup!

So, what’s 213- 85, teacher.

128?

Explain So during our So during our

activities earlier, activities earlier,
Subtraction, Subtraction,
what do you what do you
teacher. teacher.
think is it all think is it all
about? about?

Yes, very good. Yes, very good.

It is about It is about the
subtraction, in subtraction. You
your topic. You will be
will be subtracting 2- 3
subtracting one
digit number
only. Earlier, you
subtracted 213 – Yes, Teacher!
128. Did you We cannot do it,
Earlier, you used We counted notice anything so we need to
counters to show what's left, when we tried to regroup.
9 and took away Teacher! subtract 3 – 8?
4. What did you
do to find the
answer? Correct. When
we can’t subtract
the bottom We borrow from
That’s right! So, We take away number from the the next place
when we from the total! top in a column, value, Teacher!
subtract, what what do we do?
are we doing
with the
numbers? Let’s do it step-
by-step together
Great! So if I
on the board.
write 9 – 4 = 5, Teacher!
Look at the ones
___, what should
place in 213 – No, Teacher!
go in the blank?
128. Can we
subtract 3 – 8?
What do we call
9? What about 4 9 is the whole or
So we regroup.
and 5? Let’s the "minuend", 4
We go to the 13, Teacher!
label each part is the part we
tens, take 1 ten
of the number take away or the
from the 1
sentence. "subtrahend",
(making it 0),
and 5 is the
and add 10 to
"difference",
the 3 in the ones
Teacher!
place. What is
Let’s try this: 7 – 10 + 3?
2 = ___. Count
1, 2, 3, 4, 5! 7 –
with me using
2=5
your fingers. Now, what is 13
– 8? 5!

Very Good,
class! Good! Let’s
continue. Now
subtract 0 – 2.
Can we do that? No!

So we borrow
from the
hundreds. 2
becomes 1, and
we give 10 to the
tens. Now we
have 10 – 2 = ? 8!
Then we
subtract the
hundreds: 1 – 1
=?

So, 213 – 128 =

85. Let’s
remember:
regroup when
0!
the top number
is smaller than
the bottom
number in any
column.

Why do we need
to learn how to
subtract? When
do we use To know how
subtraction in many are left,
real life? Teacher!
When we buy
things!
When we share
or give away
something!

C. Generalization Class, we did a Subtraction Grade 2, today We check if we

lot of subtraction means taking you learned to need to regroup,
activities today away, Teacher! subtract bigger Teacher!
using our numbers,
counters and including 2- to 3-
number cards. digit numbers.
Can you tell me What is one
what subtraction thing we must
means? always check
when subtracting
large numbers?
Very good! If I
have 6 balls and
When the top
I give away 2, Very good!
number is
what do I do to We subtract, When do we
smaller than the
find out how Teacher! regroup
bottom number
many are left?
in a column.

That’s right! So
Exactly! Why do So we can
when we
we regroup or subtract properly
subtract, do we Fewer, Teacher!
borrow in when the top
get more or
subtraction? number is not
fewer things?
big enough.

Excellent! So 9 is the Very Good,

subtraction helps minuend, 4 is class.
us know how the subtrahend,
many are left and 5 is the
when we take difference!
away. Now, can
anyone tell me
the parts of a
subtraction
sentence? For
example: 9 – 4 =
5.

Very Good,
class.

D. Application Okay, Grade 1 Yes, Teacher! Grade 2, you will

and Grade 2, solve the
now it’s time to subtraction
work together! I problems with or
will group each without
Grade 1 pupil regrouping. You
with a Grade 2 will do it together
partner. Is that with the grade 1.
okay with Understood?
everyone?

I will give each

group a small
calendar mat
and a task card
with subtraction
problems. Grade Yes, Teacher!
1 will use
counters, and
Grade 2 will use
their paper and
pencil to solve.
Listen carefully
to your task,
okay?

Grade 1, you will

use counters to
solve these
subtraction
problems. After
solving, tell your
answer out loud
and explain how
you solved it.

IV. Evaluation I have here 5 I have here 5

items of quiz I items of quiz I
want you to get want you to get
your ballpen and Yes, teacher. your ballpen and Yes, teacher.
encircle the encircle the
correct answer, correct answer,
am I clear? (the learners will am I clear? (the learners will
Answer quietly. answer the quiz) Answer quietly. answer the
quiz.)
Instructions:
Find the missing
number that will
make the
sentence true.

1. 345- ___=123
2. ___-278= 165
3. 412- ___=189
4. ___- 234=100
5. 506-___=199

V. Assignment Draw 6 apples. In a short

Cross out 2. bondpaper,
Write the answer this one.
number Yes, Teacher. Show solution.
sentence. Do
this in your short
bondpaper. Solve this Yes, Teacher!
Understand? problem and
explain your
steps:
"Jenny had 435
marbles. She
gave 189 to her
friend. How
many does she
have left?
Understand?
Reflections
Looking back at my journey in the subject Teaching Multigrade Classes, I
feel happy and proud. This portfolio is more than just a school project. It shows
the things I have learned and how I have grown as a future teacher.

At first, I didn’t know much about teaching multigrade classes. I thought it

would be really hard to teach students from different grade levels at the same
time. But as I worked on my portfolio, especially the five lesson plans, I started to
understand how to do it. I learned how to make lessons that all students can join
in, even if they are in different grades. I learned to mix subjects, use group work,
and create activities that fit different learners.

One of my favorite parts was when I made a science lesson where older
students helped the younger ones during an experiment. It showed me how
students can also learn from each other, not just from the teacher.

I also created five types of assessments to check if students are learning.

This part taught me that tests should be fair and should match the different skills
and levels of each student. I used tools like rubrics, group work, self-checks, and
short quizzes. These helped me see that assessment is not just about giving
grades—it’s about helping students improve and feel good about learning.

Through this experience, I’ve learned that teaching takes patience,

understanding, and planning. Multigrade teaching is not easy, but it can be very
rewarding. It teaches you to be flexible and creative. It also helps you build a
strong classroom community where students help each other.

This journey has made me more ready to become a teacher. I feel more
confident now. I know there will be hard times, but I also know I can handle them.
I am thankful for my teacher, my classmates, and everything I learned while
making this portfolio.

Teaching in a multigrade class is not just about managing students. It’s

about caring for them and helping them grow, no matter what level they are. I’m
excited to continue this path and be the kind of teacher who makes a difference.
2. Philosophy of Education
 A one-page statement about your beliefs and values as an educator. Include ideas on
teaching methods, classroom management, and fostering inclusivity.

3. Resume or Curriculum Vitae

 A well-organized resume, including:
o Educational background
o Practicum placements
o Work experience (if any)
o Relevant skills (e.g., tech proficiency, languages)

4. Teaching Artifacts
 Lesson Plans: At least 5 detailed examples with objectives, activities, and
assessments.
 Instructional Materials: Worksheets, presentations, or visual aids you’ve created.

5. Reflections
 Experience: Insert your reflective journal.

6. Professional Development
Insert your Detailed report
 List workshops, webinars, and training sessions attended.
 Reflect briefly on what you learned and how it applies to your teaching.
7. Achievements and Certifications
 Academic achievements (e.g., Dean’s List).
 Certificates from relevant training programs, seminars, or volunteer activities.
8. References
 Provide 2-3 professional references, such as supervising teachers, professors, or
mentors.
 Include their name, position, organization, and contact information.