GERONA CATHOLIC SCHOOL

Poblacion 1, Gerona, Tarlac

Senior High School Department

Academic Year 2018-2019

WORK IMMERSION EXPERIENCE

AT THE GERONA NORTH
CENTRAL ELEMENTARY
SCHOOL

Prepared by:

CEBALLOS, MARK KENNETH S.

Humanities and Social Sciences Student

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 TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………….. 1

LETTER TO THE READERS ………………………………….. 3

ACKNOWLEDGEMENT ………………………………………. 4

INTRODUCTION ……………………………………………….. 5

Objectives of the Work Immersion ………………………… 6

Duration and Place of Work Immersion ……………………. 6

THE TRAINING AREA 8

Mission ……………………………………………………… 8

Vision ……………………………………………………….. 9

Organizational Structure …………………………………...... 9

THE TRAINING EXPERIENCE 11

Journal ………………………………………………………. 11

Observation and Insights ……………………………………. 12

Overall Reflection and Self-Appraisal …………………......... 13

APPENDICES 16

Resume of the Trainee …………………………………......... 17

Parental Consent ……………………………………………..

Daily Time Record …………………………………………...

Evaluation Sheet ………………………………………...........

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 LETTER TO THE READER

This portfolio contains the experience, learnings insight gained and some
supporting documents required for the work immersion program of senior high
curriculum

Work immersion are part of a senior high curriculum that aims to train and
orient students about the work and their future career. Work immersion is very
important not only to teach students their chosen career but to show students the
reality about working. Work immersion will be your training ground. If you still
have no idea on what is meant to be a worker, work immersion will give you at
least 10 % of career realities. Your background work immersion experience is very
important when applying a job. Employers often asked about the work immersion
experience and how it is related on the job that you are applying for.

Most students have taken their work immersion for granted; not realizing the
importance it can bring on their future career. Having a good performance during
work immersion is very important especially now that there’s tight coopetition
towards job seekers and the high qualification of companies.

This portfolio explains my beliefs on assessment methods, the importance of

feedback and evidence of my understanding of the standards. Thank you for taking
the time to read my portfolio, enjoy!

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 ACKNOWLEDGEMENT

I highly appreciate and deeply acknowledge the following that have

selflessly shared their time and attention in making this portfolio.

To Mrs.Catirine Supan and Mrs. Marilyn S. Valdez, my Cooperating

Teachers, for their love and assistance.

To Ms. Anna Grace Sumibcay Senior High School Focal Person, for her
encouragement and support.

To all teachers of Gerona North Central Elementary School my deepest and

purest token of gratitude for your help consideration, and understanding.

To Sr. Cresencia R. Sanches OP. Gerona Catholic School principal, for her
never ending support.

To my family and friends, for the unwavering support that really boosted my
morale.

And most of all, to our God Almighty who has always there to guide, look
after me, and give hope and wisdom in doing this portfolio. I offer Him all my
strength and efforts in my everyday work immersion

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INTRODUCTION

“Everything is always created twice, first in the mind and then in reality.”

The knowledge of a student gained from the senior high are not enough
when only learned by pure imagination. That is why an internship or the so-called
work immersion is created. This serves as a way that gives students a chance to
apply the lessons learned from the school. It also aids the students to achieve
relevant knowledge and skills through the actual experience in working in the field
of their profession. Thus, the workplace and the field serve as a new venue of
learning for the student.

Work immersion is valuable where realism is essential. Students are required

to complete such hours of training. It is a particularly good way of developing
technical skills and expertise. During work immersion a supervisor guides the
trainee though tasks and processes for them to know how to perform the obligation
and to what standard. Typically, the supervisor observes the trainees while they
perform their duties. After observation, the observer provides the trainees with
feedback on their performance.

For a company or an organization who willingly accept a student trainee, work

immersion program provides them additional manpower without expecting salary
to pay back. Student trainees can bring fresh ideas, and if even given such
opportunity to speak their mind freely, they may be able to contribute significantly
in brainstorming session that will possibly help for the productivity of the
company.

As for the work immersion program for electronics engineering, the students
would be trained technically in their chosen field of interest. This provides
opportunities to go through the actual methodologies of a specific job real tools,
equipment’s and documents. In effect, this will certainly lead them for their
professional growth and development.

Generally while training the interns, supervisors are in fact also teaching the
process of guiding the trainees stretches their patientence, develops engineering
skill and makes them more sensitive to the needs and mind set of the younger
generation. The course of supervision also teaches them how to share what they
know and be receptive to questions. Hence, the internship also becomes an avenue
in training for future employees.

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DURATION AND PLACE OF THE WORK EMERSION

We started on the seventh day of January and ended on twenty first day in
the same month at Gerona North Central Elementary School located at Poblation 3
Gerona, Tarlac.

OBJECTIVES OF THE WORK IMMESION

One of the goals of the K to 12 Basic Education Program is to develop in

learners the competencies, work ethic, and values relevant to pursuing further
education and/or joining the world of work. To achieve greater congruence
between basic education and the nation’s development targets, Work

Immersion, a required subject, has been incorporated into the curriculum.

This subject will provide learners with opportunities: 1. to become familiar with
the work place; 2. for employment simulation; and3. To apply their competencies
in areas of specialization/applied subjects inauthentic work environments. To
achieve the above objectives, Work Immersion is thus a requirement for graduation
from secondary education.

Learners are immersed in actual work environments such as workshops

offices and laboratories in which their prior training is relevant. Work immersion
will help develop among the learner’s life and career skills, and will prepare them
to make decisions on postsecondary education or employment.

Through partnership building, DepEd hopes that the Partner Institutions will
provide learners with work immersion opportunities, workplace or hands-on
experience, and additional learning resources. It aims to make the learners: 1.
Appreciate the importance and application of the principles and theories learned in
school; 2. Enhance their technical knowledge and skills; 3. Enrich their skills in
communications and human relations; and4. Develop good work habits, attitudes,
appreciation and respect for work. By the time learners reach Senior High School,
they would have already acquired almost all the competencies and skills that would
prepare them for the curriculum exits (higher education, employment, middle-skills
development, and entrepreneurship).

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 Work immersion provides them with an avenue to test themselves and apply
what they have learned in a non-school scenario. In work immersion, learners are
not only able to apply their previous training but are also able to experience the
social interactions in a work environment. Their experiences during work
immersion will develop many skills and values that would help them as they
transition from high school to real life. To assure the achievement of the above
objectives of Work Immersion, this policy serves to guide schools in: 1. creating
flexible work immersion arrangements for their learners; 2. providing options for
work immersion that are relevant to learners’ purposes and needs;

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THE TRAINING AREA

Figure 1. Gerona North Central Elementary School

MISSION

To protect and promote the right of every Filipino to quality, equitable,

culture-based and complete basic education where: students learn in a child-
friendly, gender- sensitive safe and motivating environment.

Teacher facilitate learning and constantly nurture every learner

administrators and staff, as steward of institution, ensure an enabling and
supportive environment for effective learning to happen

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 Family, community, and other stakeholders are actively engaged are actively
engaged and share responsibility for developing life-long learners.

VISION

We dream of Filipinos who passionately love their country and whose

competencies and values enable them to realize their full potential and contribute
meaningfully to building the nation as a learner-centered public institution the
department of education continuously improves itself to better serve its
stakeholders

ORGANIZATIONAL STRUCTURE

Figure 2. The Grade 1 Diligent Classroom of the Gerona North Central

Elementary School.

The training area is a very spacious classroom witch is well ventilated and has a
one television witch use to present visuals and to play children stories. Because as
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far as I observe you can easily catch the tension of the students using colorful
visuals and children story. And I think it was a great idea to put a television in a
classroom like this.

Figure 3. The Organizational Chart of the Gerona North Central Elementary

School.

The Gerona North Central Elementary School is headed by the School

Principal Mrs. Diana I. Ugay.

The Gerona North Central Elementary School has thirty three (33) teachers
and each grade levels has five (5) teachers. Four (4) teachers in the ordinary
sections and one (1) teachers for the Special Science Elementary Students (SSES),
and there are two (2) teachers for the Kindergarten and one (1) SPED teacher.

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THE TRAINING EXPERIENCE

The work immersion was a great way to strengthen and develop the skills of
the students in actual work environment and to help them to become familiar with
the workplace, experience workplace simulation and apply their competencies in
areas of specialization

JOURNAL

January 7-13, 2019 / Monday to Friday

I was very nervous going into this days, but I quickly realized that it’s not as
intimidating as I thought! It’s crazy how prepared you actually are for it, even
more so than you’d expect.

I really enjoyed having the class all to myself. Honestly, it is hard sharing
responsibilities with my cooperating teacher because it’s easy be on different pages
about some things and to plan days differently. We needed to be in constant
communication, which is fine, but it is nice being able to plan my days exactly how
I want them to look. I realized that work immersion means dealing with the hard
and not-so-great aspects as well. I have been dealing with behavior and
management to this days, but it was tough fully taking over those responsibilities. I
learned about how to manage poor behavior while still keeping the rest of the class
on track. It is definitely hard to handle certain situations while still keeping the rest
of the class focused, but having this has been a good way to experience the big
picture of what everyday teaching looks like.

January 14-18, 2019 / Monday to Friday

This week was anything but calm, and I definitely got to experience what a
hectic week looks like as a teacher. This week, was hard and exhausting, but I was
able to accomplish a lot. With that being said, I averaged about 2 hours of sleep a
night and was definitely thankful for the weekend to come.

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 I finally turned my work immersion in this week, and I have been working
day and night to get everything done just the way I wanted it. It was a good
experience going through it, but it took a lot of time and hard work. I learned the
value of reflecting on your teaching and purposes for your lessons, and this
experience definitely allowed me to think about my teaching in a way that I never
had before. I was able to connect my choices and practices as a teacher to my
knowledge of the students and to ongoing assessment of their success. Although
the work immersion drove me insane at times, I do see the benefit of intentionally
planning lessons, reflecting on your teaching, and using assessments to guide
further instruction. I was able to learn more about my students through this
experience as well. With all that being said, I am very happy that I am done with it!

I was really nervous planning the lessons. I was overthinking it and trying to
make it very elaborate. My cooperating teacher advised me to just do what I
normally do. This seems simple, but she was right. My normal teaching is what my
CT wanted to see, and she ended up loving it! After the fact, I learned the value of
just being myself despite the pressure.

January 21, 2019/ Monday

Finally for this last day, I have learned the importance of messing up. I
know, this sounds crazy, but I have found myself so nervous about screwing
something up. I expected to always plan the perfect lesson, explain everything
perfectly, and have everything go smoothly and as planned. And let me be the first
to say, this is rarely the case. I have learned how important it is to accept that we
are not perfect teachers, and neither are our cooperating teachers! We all have
things to learn, and my student teaching experience has taught me how to learn
from my mistakes rather than letting them eat away at me. I learned something
from my cooperating teacher and from the students almost every day, and being
open to this and vulnerable allowed me to grow, adapt, and think on my feet!
Having these experiences is the true life of a teacher.

OBSERVATION AND INSIGHTS

Being a student teacher is not an easy task. Lots of demands from your
mentors must be attained. High expectations are given to you. There are lots of
tears that were shed due to remake of lesson plans, grades, and mentors' comments.

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You must be strong in meeting the hardship of being a student teacher but I do
believe that through the hardship I've experienced inside GNCES will mold me to
be a best teacher someday. All my sufferings will be all worth when I'll be in the
real battle field as being a teacher.

One thing I could say about my learners is that they are very noisy
during our first met. There are times that they did not respect their student teachers,
thus, it creates a gap and hate between us (student teachers) and them. As days
went by, I've learned that even though they are very stubborn they are still sweet
and lovable in their own little ways.

To my fellow student teachers, so far we are okay though there are

times that we misunderstood each other. Every problems and failure we've
experienced due to the pressure of being a student teacher we are still there to
comfort and hug each other. Lots of tears we've shed due to lots of factors but you
never saw as leaving each other in the midst of sadness. We've always at each
other’s side to give encouragement and joy. Thus, we've created a beautiful and
strong bond.

To my beloved Cooperating Teachers, Mrs. Marilyn S. Valdez and

Mrs. Catherine S. Supan, there are very kind, understanding, approachable,
responsible, and calm and a very supportive Teacher. And I’m lucky to have them
as my Cooperating Teacher because in them I felt that I worth and being loved and
cared. There are always there to entertain all my problems and complains. Thus, I
consider them as a strong tree to hang on in every failure that I encountered. I
really enjoy to be with them and I know like my other co-student teachers, we
treasured all of are cooperating teachers like a precious diamond.

OVERALL REFLECTION AND SELF-APPRAISAL

a. Reflection on the experience

During my student teaching experience, I spent a lot of time preparing each
lesson plan. I worked hard to research different ways to present the information for
each lesson. I looked for activities that my students would enjoy, and I made sure
that I had all of the materials and other things that I needed before class started.
Even then, there were always things that would go wrong. Technology would fail.
Students would complete activities quicker than planned. Or students would
require much more time and explanation than expected.

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 As such, I realized that I needed to be prepared as much as possible, but,
more importantly, I needed to prepare to be flexible. You never know what’s going
to come up or what will catch the students’ attention. When creating lessons,
remember that you need to be prepared for changes. Figure out alternative
activities in order to help your day go as smoothly as possible and allow your
students to gain the most from the lessons.

b. Review of the experience

I had a teacher who always encouraged us to “dare to disturb the universe”

as quoted from T.S. Eliot’s poem, “The Love Song of J. Alfred Prufrock.” To me,
this meant that we shouldn’t be afraid to do something different or to think outside
of the box. When it came to student teaching, I found that I needed to listen to this
advice again. I wanted to excel. I wanted to get great recommendations from my
cooperating teacher, and I wanted my students to really learn the concepts.

What I found was that student teaching was the perfect time to think outside
of the box and try different things. If they didn’t work, they didn’t work. At least, I
got to try them in a safe environment. And in the process, I got to work on vital
skills for teaching, such as classroom management. Luckily, I had an awesome
cooperating teacher who set me free to try new things. Of course, it was always
helpful to have my cooperating teacher review my lesson plans and advise me on
things that I could do to improve my ideas to ensure that they were viable in the
classroom

c. Evaluation of the training program

Student teaching was a great experience. It had its ups and downs, but I
became a better teacher by working to make the most of my experience and
looking for opportunities to learn

d. Appraisal of yourself regarding positive changes that you think you

have

Confidence is crucial for a great student teaching experience. Students need

to see that their teacher knows what he or she is talking about. They need a teacher
that demands respect. When I first started as a student teacher, I was awkward and
unsure of myself. I wasn’t sure what my cooperating teacher would think, and I
worried about how my students would perceive this teacher who didn’t look old
enough to teach in the first place.

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 As I fell into my groove and gained more confidence as a teacher, I found
that my students not only respected me but felt more comfortable talking to me,
too. Confidence meant I could be myself while still demanding respect from my
students and colleagues.

One of the most important lessons that I learned was the importance of
feedback. During your student teaching experience, you want to find ways to
improve your teaching skills. Don’t be afraid to ask your cooperating teacher for
advice. When observing you in action, he or she will notice things that you hadn’t
noticed before. Maybe you use too many filler words, look at the floor too often, or
stand in one place the entire time. Your cooperating teacher can point out these
things to you, so you can make the necessary changes to improve.

More than just asking for feedback, you need to have a good attitude about
the information that you receive. What will you do with this information? I found
that when I was teachable and willing to hear criticism, I saw greater
improvements in my teaching and increases in my confidence.

Student teaching was a great experience. It had its ups and downs, but I
became a better teacher by working to make the most of my experience and
looking for opportunities to learn.

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APPENDICES

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MARK KENNETH S. CEBALLOS
#208 purok Ilang Ilang Magaspac, Gerona, Tarlac
Contact No.: +639993114659
Email:pepikenny70@gmail.com
__________________________________________________________________

OBJECTIVE
To acquire valuable knowledge and skills to complement those that I have learned
from school in an actual environment. In return, I offer my service and
determination to be an asset to your company throughout the duration of my
training period.

SKILLS & QUALIFICATIONS: PERSONAL DATA:

 Microsoft Office Applications Date of Birth : June 26, 2001
Such as Word, Excel and Citizenship : Filipino
PowerPoint Sex : Male
 Adaptable, goal-oriented and Civil Status : Single
Quality Oriented. Height : 5’4”
 Excellent written and verbal Weight : 58 kls.
Communication Skills.
 Ability to work under pressure
 Can manage time effectively
 Highly trustworthy, discreet and ethical

EDUCATIONAL ATTAINMENT
Senior High Gerona Catholic School 2017 – Present
School Poblacion 1, Gerona, Tarlac

Junior High Gerona Catholic School 2015 - 2017

School Poblacion 1, Gerona, Tarlac

St. Rose Catholic School 2013 - 2015

Santa Rosa St. Paniqui, Tarlac

Elementary Magaspac Elementary School 2007 - 2013

Magaspac Gerona, Tarlac

CHARACTER REFERENCES:

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Sr. Cresencia R. Sanchez, OP Hon. Arturo Francisco
School Principal Barangay Magaspac Chairperson
Gerona Catholic School Magaspac Gerona, Tarlac
Poblacion 1, Gerona, Tarlac

Mrs. Norilyn Bata Millado

Grade 11 Adviser
Gerona Catholic School

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