TEACHING INTERNSHIP

PORTFOLIO

_____________________

A Portfolio
Presented to the Faculty of Education Program
Davao Doctors College, Inc.
Davao City

_____________________

In Partial Fulfillment
of the Requirements for the Degree in
BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH

_____________________

VILLANUEVA, LYSA KARYLLE U.

May 2024
 TABLE OF CONTENTS

CHAPTER PAGE
Title Page i
Table of Contents ii
Approval Sheet
Certificate of Completion
I Preliminaries
Dedication
Introduction
Biographical Sketch

II The Cooperating School

School Logo, Vision, Mission, and Goals
Brief Introduction of School
School Premises
Reflection on the Cooperating School

III Description of Teaching Experiences

Actual Teaching Demo Ratings
Teaching Process
Lesson Plans
Teaching Observation Ratings
Reflection on the Teaching Observation
Ratings
Instructional Materials and Assessment Tools
Instructional Materials
Assessment Tools
Reflection on the Instructional Materials and
Assessment Tools
Evaluation and Feedback
Students Sample Works
Reflection on the Samples of Students
Works and Feedback
Teaching Experiences Photos with Description

Compilation of Learning Assessment (Do not

Include - Book Separate)

IV Appendices
Attendance Sheet
Certificates
Test Questions
Table of Specifications
Sample School Form 2
Sample School Form 9
Sample School Form 10
Curriculum Vitae
References
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in English of the subject ED 112 Teaching
Internship this Teaching Internship Portfolio has been prepared and
submitted by Lysa Karylle U. Villanueva is hereby recommended for
evaluation.

____________________ ___________________
Date Name and Signature

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Secondary Education Major in English with a rating of
______________.

Approved By:

_________________________ __________________________
EMMAN CLARK P. NAPARAN HANNAH FAYE F. CAÑEZAL
Instructor, Teaching Internship Cooperating Teacher

______________________
GLENN P. ALUMBRO
Chairperson, Education Program
Certificate of Completion
PRELIMINARIES
 Dedication

This writing is wholeheartedly dedicated to my supportive family: Elisa

U. Villanueva, Lybert C. Villanueva, Preachy Vanna U. Villanueva, Princes

Blesy U. Villanueva, Mila D. Ungcad, and to my faithful partner, Elmer Jay G.

Lorejo, who have been my sources of inspiration and strength throughout this

journey. Their continuous moral, spiritual, emotional, and financial support has

helped me complete my teaching internship.

I also dedicate this portfolio to the future educators, urging them to

appreciate and value the essence of education and to embody a love for

teaching. To our brothers, sisters, relatives, mentors, and friends who shared

their expertise and encouragement to complete this paper.

Above all, I dedicate this study to the Almighty God for granting me

strength, knowledge, the power of the mind, protection, skills, and wisdom to

pursue this course—all of which I offer to You.

 Introduction

"Teach me, and I may forget; Show me, and I may remember; Involve me,

and I will understand." ~ Benjamin Franklin

Upon my return

to Davao City

National High School,

I was finally pinned as

the Pre-Service

teacher of Davao

Doctors College, Inc.

under the English

Department. This

reminded me of a

remarkable quote by

Benjamin Franklin.

Teaching had

always been a dream of mine, and now I had the privilege to impart

knowledge to students. I constantly reminded myself of my commitment to

create a classroom filled with participative students through collaborative and

meaningful learning activities and discussions. I believed that this approach

made my lessons interactive, allowing students to express their thoughts,

ideas, and perspectives confidently and comfortably. This goal was shaped by

my past experiences and observations as a student. I firmly believed that

learning is enhanced when it is shared.

 Recently, I noticed a significant decrease in students' attention spans,

even in high school. This was often attributed to the traditional teaching setup,

where the teacher served as the sole source of information and students

merely listened. I aimed to reform these practices. To achieve this, I

introduced various games related to each subject matter, significantly

enhancing students' retention and participation. Every student had the

opportunity to engage and share their ideas, fostering a more collaborative

learning environment.

I have employed various classroom management techniques to easily

regain my students' attention when the classroom becomes loud and noisy.

One such technique is called “Ready to Learn, Ready to Listen,” which

effectively captures my students' attention. I observed that my cooperating

teacher also implements the 10-second rule. This rule dictates that within 10

seconds, students must sit properly in their chairs, use English when

speaking, and minimize noise. Failure to do so results in a consequence—

writing an 11-paragraph essay within 30 minutes. This classroom

management strategy can be considered a form of negative reinforcement, as

the threat of the essay discourages undesirable behavior.

My teaching-learning experiences have been undeniably memorable,

as I've had the opportunity to witness the diverse behaviors of individuals. I've

encountered various types of students; many are jolly, smart, respectful,

obedient, and participative. Others, whom I initially categorized as shy and

unparticipative during my FS 1 and 2 observations, surprised me during class

sessions by being attentive and unlocking their potentials in speaking and

writing.

I am immensely grateful for this experience. The positive feedback

from my cooperating teacher, instructor, and, most importantly, my students,

both flatters and motivates me to aspire for more in this profession. I am

delighted to share this experience through this writing, hoping that others can

also benefit from the unique teaching strategies I've employed throughout my

journey.
 Biographical Sketch

The author,

Lysa Karylle U.

Villanueva, was born

on September 23,

2001, in Davao City,

Philippines. She is

the first daughter

among the three

children of Mr. Lybert

C. Villanueva and

Mrs. Elisa U.

Villanueva.

Coming from

a family of teachers, she found herself possessing the same dream and

passion to serve and inspire the youth. She believes that through this burning

fire, she will be able to equip, engage, and empower students to love learning.

In 2020, she was enrolled at Davao Doctors College, Inc. under the Bachelor

of Secondary Education major in English - Education Program. In her first

year of college, she became a member of the Education Program's Feature

Educators Association (FEA) as the program's first-year representative.

Consistently, from 1st year to 4th year, she was an active FEA member who

continuously offered her best for the program. Moreover, she is a consistent

honor student with high distinction from Grade 1 up to the present.

 She graduated from elementary school at R.C. Quimpo Elementary

School, as 1st Honorable mentioned during her S.Y. batch; St. Joseph’s

School of Toril in JHS as class salutatorian; and in SHS she graduated at

Davao Doctor’s College, Inc. as batch with honors. Currently, she is actively

participating in the program’s school event as host and emcee. Furthermore,

she passionately does her best day by day to make her parents and

grandparents proud. She was also open to change and improvements, which

will enable her to become a literate, effective, and competent teacher in the

future.

She always believed that her potential could greatly contribute to

teaching and inspiring students. She aspires to hone her teaching beliefs and

practices to include timely and relevant techniques and strategies that would

boost and empower 21st century students. As of the moment, she was

enjoying her time reading books and reviewing successful teaching practices

from her previous teachers and even some of the influential teacher vloggers

to better understand and appreciate diverse perspectives and ideas. Through

all of this, the author hopes that her teaching efforts will greatly make a

difference in the future.

THE COOPERATING SCHOOL
 DAVAO CITY NATIONAL HIGH SCHOOL

SCHOOL LOGO

SCHOOL VISSION, MISSION, GOAL, AND THRUST

VISSION

Imbued with values and relevant academic and non-academic preparations in

order to at the school envisions to harness the best of the Filipino youth

through quality education in peace, justice and development for God, country,

and people.

MISSION

Davao City National High School endeavors to cater to the needs of the

community for basic education in preparing the youth for global

competitiveness through the search of the National Culture of Excellence,

thus, making it as the center for the community transformation.

GOALS

Davao City National High school is a public secondary institution which

provides a system:

1. Where education characterized by active learning;

2. Where education provides opportunities for service learning - where

students are exposed to real world problems and realities and instill in them

the desire to work for the common good; and

3. That helps individual become capable of adapting to a changing world.

OUR CORE VALUES

 Maka-Diyos

 Maka-tao

 Makakalikasan

 Makabansa

THRUST

The DCNHS school community is governed by the following thrust:

 Being true and honest;

 Being free and responsible;

 Being equitable and productive; and

 Being globally competitive.

 The DepEd Vision

We dream of Filipinos who passionately love their country and whose values

and competencies 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.

The DepEd 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. Teachers facilitate

learning and constantly nurture every learner. Administrators and staff, as

stewards of the institution, ensure an enabling and supportive environment for

effective learning to happen. Family, community, and other stakeholders are

actively engaged and share responsibility for developing life-long learners.

 BRIEF INTRODUCTION OF SCHOOL

The history of Davao City National High School dates back to 1922

when it was originally known as Davao Provincial High School. Starting with a

humble setup in a Nipa hut on Magallanes Street, the school welcomed 67

eager students under the guidance of Mr. Dominador Fernandez, followed by

Mr. Adolfo Casolan as Principal and three teachers. In 1937, with the

municipality of Davao becoming a chartered city under Commonwealth Act

No. 51, the school's name was changed to Davao City High School.

As enrollment increased, a new building was constructed on its current

site in 1941. Unfortunately, this structure was destroyed during World War II in

April 1945. Following the war, classes temporarily resumed at the Chavez

Building on Claveria Street until March 1946 when the school relocated to a

larger space on Villa-Abrille Street. By 1950, Davao City High School found its
permanent home on Florentino Torres Street, thanks to a generous donation

of land from the Tionko Family.

With the nationalization of secondary schools in the country, the school

was renamed Davao City National High School. Fast forward to its centennial

year, the school has undergone remarkable growth, boasting 40 buildings, an

Auditorium, School Library, Learning Centers, Rizal Shrine, Heroes Tree

Park, and several mini-gardens, covered pathways, and new comfort rooms.

The student population has surged to over 800,000 across 500 sections,

supported by a team of 1,000 teachers and 100 administrative and non-

teaching staff members.

 SCHOOL PREMISES

REFLECTION ON THE COOPERATING SCHOOL

 Reporting in this school has shaped me into an independent, strong,

and competent future educator. It is undeniable that Davao City National High

School is vast and expansive. Coming from a small community school, I was

amazed and taken aback the first time I set foot on its grounds. Although I

was aware beforehand that my designated school was spacious, experiencing

it in person exceeded my expectations. There are several aspects of the

school that I wish to highlight:

Firstly, upon entering the school, I was struck by the positive strictness

in the implementation of rules and regulations, especially regarding students. I

observed diligent school guards who maintain peace and order within the

school grounds. Most students followed and adhered to the expected

regulations, which significantly contributed to a safer and more conducive

learning environment for everyone.

I was also impressed by the school's commitment to cleanliness,

particularly concerning its public facilities such as restrooms, libraries,

computer laboratories, and TLE laboratories. The presence of dedicated

maintenance staff ensures that these facilities are kept clean and well-

maintained, fostering a hygienic environment conducive to learning.

Additionally, I was impressed by the school's emphasis on security and

communication. The widespread use of CCTV cameras and the abundance of

speakers for announcements demonstrate a proactive approach to ensuring

the safety and well-being of students and staff. This focus on security not only

instills trust and confidence but also provides peace of mind for everyone on

campus.
 Furthermore, the school's technological infrastructure is remarkable.

Most classrooms are equipped with televisions for presentations, enhancing

teaching and learning experiences. This integration of technology not only

facilitates interactive and engaging lessons but also equips students with

essential digital literacy skills for the future.

In addition to academic facilities, the school prioritizes student welfare

by providing amenities such as drinking water stations and healthy canteens.

This focus on holistic well-being underscores the school's commitment to

nurturing not only academic excellence but also physical health and wellness.

One of the most remarkable aspects of my experience at Davao City

National High School is the caliber of its teaching staff. The teachers,

renowned for their expertise and dedication, play a crucial role in shaping

students' academic and personal development. Their passion for teaching and

unwavering commitment to student success are evident in every interaction,

making them invaluable mentors and role models.

Overall, my time at Davao City National High School has been

incredibly enriching. Teaching in such a large and well-equipped institution

has provided me with invaluable insights into effective pedagogy, student

engagement, and school management. I am grateful for the opportunity to be

part of such a diverse and supportive educational community, and I look

forward to applying the lessons learned here in my future endeavors as an

educator.
DESCRIPTION OF TEACHING

EXPERIENCE

ACTUAL TEACHING DEMO RATINGS