Student Teaching Portfolio

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Information about Student Teaching Portfolio

Published on March 9, 2014

Author: vaneeabril



This serves as my portfolio for my student teaching or practice teaching. I was not informed of the things needed to finish this portfolio before I went back to the Philippines and so I left my student's paper in the hands of the administrative staff.

Republic of the Philippines LAGUNA STATE POLYTECHNIC UNIVERSITY San Pablo City Campus Brgy. del Remedio Student Teaching A.Y. 2013- 2014 Student Teacher: Jivanee S. Abril BSEd- 4S- English Cooperating School: Thai Nguyen University-College of Business Economics Cooperating Teachers: Viet Vo Cuong Nguyen Thi Lap Bui Huong Nguyen Ly

Thao TABLE OF CONTENTS Teacher’s Prayer and Student’s Prayer History of LSPU- SPCC VMGO’s History of Thai Nguyen University- College of Business Economics and Technology Geographical Location VMGO’s Facilities of Cooperating School Pictures with the Faculty Members and Administrative Staffs Narrative Report Lesson Plan Materials Used during Final Demo Pictures during Final Demo Pictures with My Students Papers of My Students Curriculum Vitae 2

Teacher’s Prayer We give all thanks, Oh dearest Lord, For all your guidance, In our hard work, Do give us patience, And spare your strength, To us teachers, Whom they depend, In Jesus’ name we pray, Amen. Student’s Prayer God and loving Father, The giver of life and all that is beautiful, I pray to you with my sincerest words, That this day may You shower, With all Your goodness and blessings, May we all learn and this day be fruitful, Stray us from the evil and lead us to the good, In Your name we pray, Amen. 3

Laguna State Polytechnic University History The university's origins stem from the Baybay Provincial High School, the first public high school in the Baybay District (Siniloan). In 1957, it was upgraded into an agricultural school, thence, the Baybay National Agricultural and Vocational School, and then, realizing for a need of a college to rise in the eastern portion of Laguna, elevated to Baybay National College of Agriculture and Technology in 1971. It became the Laguna State Polytechnic College (LSPC), in 1983, the first state college in the province of Laguna. The first president of LSPU, Dr. Ricardo A. Wagan, opened the satellite campuses in Nagcarlan, Santa Maria, Cabuyao and the San Luis Sports Complex. By operation of the Higher Education Modernization Act of 1998, other CHEDsupervised institutions (CSIs) were integrated with the system during the year 1999 to 2000. These are the Laguna College of Arts and Trades (LCAT) in Santa Cruz, theLos Baños College of Fisheries (LBCF), and the San Pablo City National School of Arts and Trades (SPCNSAT). On February 8, 2007, the college was converted into a state university by the enactment of Republic Act 9402, duly sponsored by the four congressional district representatives of Laguna: Hon. Congressman Benjamin C. Agarao of 4th District, Hon. Congressman Danton Q. Bueser of 3rd District, Hon. Congressman Justin Marc SB. Chipeco of 2nd District, and Hon. Congresswoman Uliran T. Joaquin of 1st District. This was further signed into law by Her Excellency Gloria Macapagal-Arroyo, President of the Philippines, on March 22, 2007, thus born the Laguna State Polytechnic University, with Dr. Ricardo A. Wagan as the first University President. The University Charter Day falls on April 10, 2010, 15 days after its publication in two newspapers of general circulation, e.g. Malaya, dated March 24, 2007, and the Daily Mirror on March 26, 2007. On May 3, 2011, the Board of Regents named Dr. Nestor M. De Vera as the second University President. Mandate and Functions The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other fields. It shall also undertake research and extension services, and provide progressive leadership in its areas of specialization. VMGO’s 4

Vision The Laguna State Polytechnic University is a Center of Development transforming lives and communities. Mission LSPU provides quality education through responsive instruction, distinctive research, sustainable extension and production services for improved quality of life towards nation building. Group Values Integrity (transparency, leadership, discipline) Professionalism (competence, collegiality, responsibility) Innovation (creativity, initiative, industry) Core Values LSPU develops S pirited T ransparent U pright D isciplines E fficient N oble T rustworthy S killful Performance Pledge We, the members of the Faculty and Staff of the University, do pledge and commit to: L ead in providing quality education to the communities; S erve motherland and humanity at all times; P erform with utmost fairness, honesty and accountability; and U ndertake our responsibilities in the pursuit of common goals and welfare Dai Hoc Thai Nguyen- Truong Cao Dang Kinh Te- Ky Thuat 5

Thai Nguyen University- College of Business Economics History College of Economics - Engineering is a member of the Thai Nguyen University. The school was founded in 2005 by Decision No. 4507/QD-BGD and Training of the Ministry of Education and Training, on the basis of the tasks assigned to members of the Thai Nguyen University. The precursor is the electrical workers School North Vietnam was established in 1974. College of Economics - Engineering is multi-disciplinary field training, multilevel. The mission of the school is: Training and retraining of human resources have college degrees and the lower level in the field of Economics, Industrial Engineering, Engineering Agriculture - Forestry, Civil Engineering, Engineering Communications and Training, parallel to the training school's mission of scientific research, technology transfer to meet the requirements of economic development in midland and northern mountains. Students, graduate school students, depending on degree courses: professional colleges, vocational school, College, Vocational, certified the case with short-term training. For those students wishing to continue in college is a fundamental advantage of the training program has been developed to ensure interoperability of the Thai Nguyen University. On the basis of the tasks assigned school identified a key task is to focus all resources to continuously improve the quality of training, a positive and extensive research lines to meet the needs of training resources high quality human society. There are training schools 32 lines including 14 professional College Major: Accounting, Business Administration, Finance and Banking, Construction Economics, Accounting - Audit, Horticulture, Animal Health, Land Management Land, Environmental Management, Mechanical, Electrical, Information Technology, bridge construction, civil construction - industrial. The school has organized training for this system under the credit system. Professional level 11 industries: Accounting, Finance - Banking, Information Technology, Mechanical, Electrical, Road Construction, Civil Engineering and Industry, Animal Health, Land Management, Environmental Management schools, Cultivation. 9 Vocational College: South, Automotive Technology, Metal Cutting, Industrial Electronics, Installation and repair of computers, the machine tool repair, Business Accounting, Electrical Civil, Veterinary. 9 Vocational career: Electrical industrial equipment repair person, Welding, Metal Cutting, Automotive Technology, Electrical Civil, repair and fitting armour computer, Accounting, and Animal Health. Teachers of the organic 287 people including 02 Dr.; 10 Ph.D., 120 Masters and 60 high school teachers are learning, 20 graduate students, the rest are highly qualified university graduates. School facilities is planned on an area of 24.5 6

hectares, including a 1145m 2 work; 40 classroom theory with an area of 4706m 2, episode 08 workshops with an area of 3294m2, with an area of 08 laboratories area of 450m2 with machinery systems, advanced teaching facilities, modern 04story dormitory with a capacity of 05 students to 2500, the spacious eat, clean with capacity to serve 1000 meals / turn. The scene is in the construction stage with many basic items includes: lecture, laboratory, library, work area and the modern entertainment. With the outstanding achievements the school has been awarded many medals labour, and emulation flag of merit.1985: third-class Labour Medal, 1990: Second-class Labour Medal, 2005: Class Labour Medal, Certificate of Merit in 2010 by the Ministry of Education and Training. Completed self-assessment report quality assessment and organizational assessment completed at the University unsatisfactory. Geographical Location College of Economics Engineering Taiyuan University campus on 24.5 hectares, based in Taiyuan city, cultural center, Thai Nguyen province's economy and the Northern Mountains North. The school is located right next to the highway 3 route linking Hanoi to Thai Nguyen, Cao Bang, Bac Can, Lang Son, Tuyen Quang, Yen Bai ... So, you can easy to as well as visit the famous tourist resorts like nearby Nui Coc Lake tourist resorts in Dinh Hoa ATK, by means of road transport. With a distance of less than four meters kilometers between stations Luu Xa and schools, you can also use the train as a means to come to the College of Economics - Engineering. Vision, Mission and Goals Mission 7

Training and retraining of human resources have college degrees and the lower level of the field of Industrial Engineering, Engineering Agriculture - Forestry, Economics, Business and Management Training , scientific research, technology transfer requirements serve socio-economic development. Vision Focus resources to constantly improve the quality of education, scientific research capacity and technology transfer, building schools growing strong; During the period 2015 - 2020, chalk to become a multi-level university, multidisciplinary, high quality, satisfy social needs. Goals Improvement of training standards, satisfy social needs, continuously improve the quality of education on a par with countries in the region; Improvement on the effectiveness of scientific research and technological development; strengthen building infrastructure and manpower; strive to become a university in the future. Facilities Learning Environment 8

Coming to College of Economics - University of Engineering Taiyuan, the HSSV you will be learning in a modern environment, active learning with the best conditions, with a modern infrastructure, network broadband systems equipment practice, modern laboratories, the software for learning the latest updates are always sure this will be an environment learning, research the best for you and with the training of highly qualified personnel and lower level in the field of Economic, Technical and vocational training, scientific research, technology transfer to serve the needs of economic development - social site northern mountainous region. College of Economics - Engineering is appropriate to address the educational needs who have risen to become the scientific staff, technical beginnings not eligible to enroll in the university. Training programs of all branches of the school are built to ensure the continuity of high school is, after graduating from school, students to have the opportunity to contact the school to college. With the credit system, students can enroll in two majors at the same time in the same study period. Students may register actively accumulated in the course each semester to suit their own capabilities through the online enrollment website (IU). Finish each course module, students will be implementation, software inspection through online tests (Online Test) on modern computers. In addition to classroom learning, students can actively research, pay the literature in the school library. With over 1450 titles of all majors, disciplines, the computer system is connected to the Internet free of charge for students, student; sure, the school library will be a source of invaluable treasure for the support you in the process of cultivating, accumulated knowledge for yourself. In addition to borrow books for reference, reference materials in place, students can also look online and read the documents have been digitized or register online through the school library website. 9


Pictures with the Faculty Members and Administrative Staffs 11

Narrative Report Teaching is a difficult profession. It is not something which can be paid by mere salary. Teaching requires effort, dedication, perseverance and a lot of patience. Most teachers who really teach know about how crucial their role is to the society. I’ve come to realize how serious the profession I’m pursuing is during my practice teaching. Teaching English in the Philippines with Filipino students had already been quite frustrating, what more when I had been given the opportunity to have my practice teaching in another country, Vietnam? It was exhausting! I had not only 12

doubled my efforts in teaching English there, I had given my whole effort to make the students learn English from my teaching. I had been told by professors from my country, my university, and from their college that it will not be an easy task. But, I saw everything as a challenge; as a huge opportunity for me to improve. And so when I started teaching English to the Vietnamese students, I prepared myself to the scenarios that might happen. Somehow, I’ve manage some plans. But of course, not all of the scenarios that happened on my first teaching were according to my plans. For instance, I did not think that they would not recognize me as their teacher; they thought I was an exchange student who’ll be joining their class. Their reasons were that: I do not look like their regular teacher; I’m younger from the majority of the population of the class; they had not been informed about the change of teacher; and that I do not speak their language. Although, to my opinion I do not think translating from one’s first language to English helps in learning it had been how most of the Vietnamese students go through with their English subject and so when they learned that I do not speak their language, in their faces were shocked expressions they might have been thinking how difficult the class would be, well it was indeed hard from the beginning until the very end. They are not native speakers of English. English is not their 2nd language; it is a foreign language to them. I can imagine how frustrating their English class had been. Actually, I can transparently see how hard it was in their faces during class. But the good thing is that there were students who are willing to try, to make mistakes, to express themselves in English, to connect to me during class, and to continuously learn. Those are the things that make me strive harder to be the better teacher that they need. 10th October, 2013 This evening, we were scheduled to meet and participate in the colleges’ English Club at around half 7 as they refer to it or 7:30 pm to our country. We were not yet familiar with the place and Mr. Cuong was not around to show us where to go. That is why at around an hour before the meeting we went down to the Administration building to try and ask around where the venue is. But then two students approach us, a girl Jolie; wearing a polo shirt with a print on it that says “I love English” and a boy, Leo. They speak in English to us explaining that they are members of the club and that Jolie is the Vice Chairman. As we waited for the right time, more members appeared and showed up. They informed us that 13

their club meeting would be held outside because Mr. Cuong forgot to lend the key to their room. We then started the meeting with basic introduction. They have particular activities in their club, like singing English songs; “Proud of You” and “Chalk Dust” after which they wanted to have a game and so I gave them the “Whispering Game” wherein they were grouped into two each having members of six and so I gave them an English word which they are to whisper around their members to reach the end of the line. They were really enjoying the game but they are asking for harder and longer words like, “wonderful, fantastic, and excellent”. After that they began their dance to the song “What Makes You Beautiful” by One Direction. It was hard but as I’ve observed they are very participative. They gave us a welcoming gift, a doll key chain which I appreciated so much. I got tired but I feel so wonderful. 14th October, 2013 This would be the real first day of being a student teacher here in TNU- CET. I learned that it was hard teaching the students because of the lack of use of the language, but there are some students who are really trying their best to learn the language. Also, in one class specifically in Mr. Cuong’s class I came early and stayed outside the assigned room to wait for Mr. Cuong, but a student, who was not speaking in any way in English gestured me to follow him inside the classroom and also motioned for me to sit in the chair trying to tell me that it’s better to wait inside because of the ventilation. Hesitantly, I followed it and received a lot of glances and so I noticed that the class is almost inside the room that I went to the front table and right there the students were causing a raucous and even became louder when I wrote on the board, “Teacher Vanee”. Basing on their chaotic reactions I learned that they thought I was some new classmate. They weren’t really even trying to think that I was a teacher that is when Mr. Cuong arrived and announced to the class who I am and will be for the class. They introduced themselves and I was asked different questions. By the end of the 4 th period I was taken to the teacher’s lounge and met new teachers. Then at the 5 th period I was asked to sit at the back seats where I chose to seat alone, but some students a table near me passed to me a note saying, “You can sit at the proving table.” They were 14

trying to use google translate on their phone to tell me something in English. I didn’t understand and so I passed that message to them. But when they were trying to pass another message to me, they got caught although the teacher talked to them in Vietnamese and Mr. Cuong told me what the students were trying to say was that if I could sit beside them and so I transferred near them. I can see that the students beside me actually understood what they’re reading and listening to somehow, it is just that they cannot still speak the language. Then by the end of the 5th period I was given the choice whether I’ll be at the teacher’s lounge or in the room. I chose to stay in the room. There several students tried to engage a conversation with me and learned that they’re really friendly. By the evening we had a meeting with the English club, unfortunately they didn’t have a room so their wish for us to teach them English had been postponed and so we spent the night having the sharing of their stories and singing. 24th October, 2013 This evening I had the chance to start a lesson to the evening class or the English class for the professors of the college. I had the opportunity to teach thirty teachers. It was rather hard for me to adjust but the teachers were very eager to learn. Some teachers were already on the track to learn the language and some were a bit lost on the path to English. They keep on talking in Vietnamese which will not be helping them. Although, in one language theory it says that you’ll only be proficient in English if one is already proficient in your native language. To my observation, this may be proven wrong. The language theory that says that English may be adapted through exposure and communication may be more applicable here in 15

Vietnam. Thus, the Vietnamese needs more exposure for them to adapt. But since, there is no exposure no adaptation of the English language is happening. I was able to finish lesson 1.1 City Facts, in the evening class and hoped that they understood the lesson, unlike in the Philippines there is no quiz at the end of the lesson. I also learned that although those at the top would want me to teach by the course book, to my opinion it must be in line with the given course book but based on the learners capabilities. By the end of class Ms. Nhung a friendly English teacher from the TNU- College of Nursing and Pharmacy gave us snacks and we were very thankful, she also gave us pieces of advice towards teaching Vietnamese students and professors. __________________________________ My number 1goal in teaching English especially with my evening class, or adult class which consist of the professors from the college was to make them speak in English. In the beginning, they kept on avoiding me in speaking in class. But in the last day of our class, I managed to organize a speaking test, giving them two minutes to talk about something I’ve written on a paper. Eventually, two minutes was not enough for them to talk to me in English. Therefore, I conclude that my number 1 goal is considered accomplished. Teaching Schedule 1st Semester 16

2nd Semester Lesson Plan (Lesson Plan taught to the selected students of the International Training Centre) I. Objectives At the end of the lesson, the student(s) must have: 1. Remembered the form of the Past Perfect Continuous Verb Tense (Affirmative, Negative and, Question) 2. Engaged cooperatively in a group work, therefore exercised their socializing skills and, 3. Used the Past Perfect Tense of the verb in a sentence in form of a conversation. II. Subject Matter Topic: Past Perfect Continuous Sub- Topic(s): Formation of the Past Perfect Continuous Tense of the Verb (Affirmative, Negative and, Question) Materials: PowerPoint Presentation and timeline. 17

Reference(s): Language Dynamics, III. Procedure TEACHER’S ACTIVITY STUDENT’S ACTIVITY Good afternoon class! Good afternoon teacher! Class monitor, may I please know who is absent this afternoon? Nobody’s absent this afternoon. Wow, very good! Are you ready to learn English? Yes, teacher! A. Motivation Class do you want to play a game. (The students in this particular activity will Group the class in three. Make them stand practice their team work and will practice on 3 lines. Let them choose a representative their listening, reading, speaking and per group. That student will be given a writing skill in English.) sentence, which will then be passed on to Group 1: Whisper the sentence: “We had each member of the group by (whispering, been whispering the answer before I wrote reading from a paper, or telling). The last on the board.” member in each line will go in front to write on the board the sentence given to Group 2: Read the sentence: “We hadn’t their group. been whispering the answer before I wrote on the board.” The fastest group with the correct answer will be the winner. Group 3: Tell the sentence: “Hadn’t we been whispering the answer before I wrote on the board?” B. Presentation After their game, underline the verbs in the past perfect continuous tense and ask what they think those are. We had been whispering the answer before I wrote on the board.” We hadn’t been whispering the answer before I wrote on the board. 18 The students shall try to find that those are verbs which are underlined.

Hadn’t we been whispering the answer before I wrote on the board? Present to them that those are indeed verbs which are in the past perfect continuous tense. What’s the Past Perfect Continuous Tense of the verb for? The students must pay attention to the formula on forming the PPCT. They must also grasp the idea that this particular verb tense shows that something happened in the past and stopped in the past meaning it did not continue to the present. It is the tense of the verb, an action word; which shows that a particular event happened in the past and stopped in the past. (Flash the timeline for the verb tense.) How to form the Past Perfect Continuous Tense (PPCT)? Affirmative (+) had been + (verb + ing) Ex. We had been whispering the answer before I wrote on the board. Let the students be participative in class to first grasp the theory on how they are to form the past perfect continuous tense (PPCT) of the verb. Let them manipulate the verbs. (The teacher will show a diagram showing the formula.) Give a set of verbs in its basic form and let them transform them into the PPCT. Negative (-) hadn’t been + (verb + ing) Ex. We hadn’t been whispering the answer before I wrote on the board. (The teacher will show a diagram showing the formula.) Give a set of verbs in its basic form and let them transform them into the PPCT. 19

NOTE: hadn’t = had not Question (?) had + subject + been + (verb + ing) Ex. Had we been whispering the answer before I wrote on the board? (The teacher will show a diagram showing the formula.) Give a set of verbs in its basic form and let them transform them into the PPCT. NOTE: When writing a question do not forget the ‘?’ mark at the end of the sentence. The PPCT when written in a sentence is usually followed by another set of action which also ended in the past. Let the students be participative in class to first grasp the theory on how they are to form the past perfect continuous tense (PPCT) of the verb. Let them manipulate the verbs. Ex. We had been whispering the answer before I wrote on the board. Action 1: We had been whispering the answer. Action 2: I wrote on the board. We can use the words like when and before to show the 2nd action. Ex. It had been raining for 2 hours when he got home. We use words like: since and for to show how long the action continued before it was stopped. C. Generalization 20

Class how do you form the PPCT affirmative? Negative? Question? This will be a mere review to the students on how to form the PPCT of the verb. D. Application and Reinforcement Let’s have another game class, it is called BLIND CHARADES. This is the activity where the students can practice the PPCT. Explain the rules: Group the class into 3. Each group will have one student representative. The representative will be the one who’s going to act the given sentence. Student A is going to act running while his group members are facing their back and will stop when they turn round. Ex. Student A: “I had been running before you turned around.” His/ her group mates will then be the ones to ask what he/she had been doing. But they need to turn around while their representative is acting. Group A: “Had you been dancing before we turned around?” Each time that the group’s answer is wrong: Each group will be given 2 tries to get the sentence right. The group with the highest point will get a prize. Group B and C: “Student A hadn’t been dancing before you turned around.” E. Evaluation Let’s try another game. I will give you a piece of paper. You are going to write a verb in Past perfect continuous tense. The students will complete one another’s idea properly. Ex. had been swimming Then you are going to give it to your classmate and you’re going to add a subject and how long the action continued. Ex. Pat had been swimming since this morning 21 This will practice how much they learned about the past perfect tense of the verb.

Then you’re going to pass it to another classmate to add another action that happened. Ex. Pat had been swimming since this morning before we went jogging. F. Assignment Five years from now, what will you be? This is your homework. Goodbye! Okay teacher! Goodbye! Materials Used During My Final Demo 22

We were tasked to use PowerPoint Presentation for our Final Demonstration. Also, the topic was given to us by the head teacher. I had my demonstration teaching with a different class from a different school. Students from the school I had been teaching and that of which I had a demonstration teaching were of different learning scale. I was advised to have easier tasks for the students. But to my opinion, the students were already capable of managing such tasks, if we try to put in mind the Input Hypothesis of Stephen Krashen, my aim was in the right track but of course, it was their opinion as an observer and I should take it as constructive criticisms. Pictures during Final Demo Students on the race in writing the correct sentence from the game “Pass the Message”. 23

Students concentrate on constructing sentences for the game, “To Be Continued.” Pictures with My Students 24

Papers of My Students These are the papers they’ve written after watching the movie Gnomeo and Juliet. I was not able to bring them to the Philippines and was left in the hands of the administrative staffs. 25

This activity wherein they had to write a movie review was quite a success. According to what they’ve written on their reactions and opinions, I as the teacher can say that they’ve manage to understand the movie. JIVANEE SERNITZE ABRIL Dona Salud St., Teomora Vill. Ph. 1, Brgy. San Gabriel, San Pablo City, Laguna, 4000 800- 40- 80 09481294301/ 09051880180 Personal Details Gender: Female Age: 19 yrs. old Birthday: October 26, 1994 Civil Status: Single Birth Place: San Pablo City, Laguna Nationality: Filipino Religion: Roman Catholic Languages: Filipino and English Father’s Name: Jaimelito M. Abril Occupation: Tricycle Driver Mother’ Name: Rosita C. Sernitze Occupation: Plain Housewife Education Academic Year Elementary Education 2000- 2006 Ambray Elementary School Secondary Education 2006- 2010 St. Joseph School 26

Tertiary Education Laguna State Polytechnic University- San Pablo City Campus 2010- 2014 Bachelor of Secondary Education- English Awards and Achievements Academic Year 1st News Writing- Elementary Journalism- District 1st Special Mention- Ambray Elem. School 2005- 2006 Award of Excellence in Music Best Student Teacher Awardee- Teacher’s Week- St. Joseph School 2008- 2009 Academic Full Scholar- St. Joseph School 2006- 2010 4th Achiever St. Joseph School 2009- 2010 Literary Service Awardee 2012- 2013 Organizations Position(s) Academic Year Brain Child News Writer 2004- 2006 Carpenter’s Gazette Literary Writer 2006- 2010 Technology Advocate Photo Journalist/ Columnist/ Literary Contributor 2011- 2014 LSPU- Chorale Member 2011- 2014 Teatro Tapis Actress, Music Director 2013- 2014 Skills and Interests Loves singing (English, Filipino and Japanese) and acting. Proficient in ICT (MS Word, MS Excel, MS PowerPoint, HTML, Surfing, Film Making, Photo and Video Editing) Takes in photography and writing (poems, short stories and scripts) as hobbies. Quality writing and communication skills. Persistent learner and teacher. 27

Engages in a constructivist learning environment and communicative methodology. 28

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