Republic of the Philippines

Batangas State University - TNEU

Rizal Avenue, Batangas City

2025

MY PRE-SERVICE JOURNEY AS A STUDENT-TEACHER: THE KEY

TO PROFESSIONAL DEVELOPMENT

Hanna Shiella A. Frigo

Pre-Service Teacher
Bachelor of Secondary Education
Major in English

Dr. Maria Perpetua C. Mercado

OJT Coordinator
 Batangas State University
The National Engineering University

Hanna Shiella Aloya Frigo

Pre-Service Teacher | BSED English
Sta. Rita National High School
 I. PRELIMINARY CONTENTS
Introduction
Acknowledgements
Table of Contents
Teacher’s Prayer
Curriculum Vitae
Certificate of Completion
Professional Readings
II. WEEKLY JOURNALS
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
III. EXPERIENCES &
REFLECTIONS ON THE PPST
DOMAINS
Domain 1
Domain 2
Domain 3
Domain 4
 Domain 1
Domain 2
Table of Contents
Domain 3
Domain 4

IV. MY TEACHING PHILOSOPHY

 Batangas State University
The National Engineering University

Introduction
As pre-service teachers, our journey from theory to
practice is shaped significantly by on-the-job training.
This immersive experience bridges the gap between what
we’ve learned in the classroom and what we’ll encounter
in real teaching environments. It allows us to apply
educational theories, develop classroom management
strategies, and practice instructional techniques in
authentic settings.

Engaging with students firsthand gives us the

opportunity to cultivate essential skills such as
adaptability, empathy, and communication. We learn how
to respond to the diverse needs of learners and how to
create lessons that are both meaningful and inclusive.
Through mentorship from experienced educators, we
gain insights into effective teaching practices and grow in
our professional confidence. Beyond instruction, this
training reveals the multifaceted role of a teacher. We
come to appreciate the depth and responsibility of the
profession. It also opens our eyes to other roles within
the education system, including leadership, curriculum
development, and guidance counseling.

Importantly, this phase of our training helps us build

a strong foundation. It instills in us a deep respect for the
profession and a strong desire to make a meaningful
impact in the lives of our future students. On-the-job
training is not just preparation—it is transformation.
 ck
A

ts
no e n
wledgem
First and foremost, I offer my deepest gratitude to the Lord Almighty,
whose guidance, wisdom, and strength have sustained me throughout this
journey. His presence has been my constant source of courage, resilience,
and hope.

My sincere thanks go to Batangas State University – Main Campus for

providing me with the foundation of my academic and professional
growth. The knowledge and values imparted by this esteemed institution
have played a vital role in shaping me into the educator I aspire to be.

I am equally grateful to Sta. Rita National High School for welcoming me

as a pre-service teacher. The opportunity to train and grow within its
community has given me invaluable real-world experiences that I will
carry with me into my future career.

To my Cooperating Teacher, thank you for your mentorship, patience, and

unwavering support. Your dedication to teaching and your willingness to
guide me have left a lasting impact on both my professional and personal
development.

To my Family and Friends, especially my mother and siblings, your love

and encouragement have been my strength. Your support throughout this
internship has meant the world to me. Thank you for believing in me,
standing by me, and celebrating every small victory along the way.
 eacher’s

T
Dear God,
As I step into classrooms to learn and grow,
Grant me humility to listen,
Courage to ask questions,
And confidence to try, even when I’m unsure.
Help me absorb the wisdom of those who teach me—
Both my mentors and my students.
Shape my heart with compassion,
My mind with curiosity,
And my hands with a willingness to serve.
May I never lose sight of the difference one teacher can
make.
Prepare me not just to instruct minds,
But to inspire dreams,
To nurture hope,
And to lead with love.
Guide me on this journey,
So that I may one day be a light in the lives of those I
teach.
Amen.
 HANNA SHIELLA
ALOYA FRIGO
ENGLISH TEACHER

OBJECTIVES
CONTACT
To apply my knowledge of English language and
pedagogy in nurturing students’ academic growth, critical
0962-427-7465
thinking, and creativity through meaningful and engaging
instruction.
shiellafrigo@gmail.com

San Jose, Mabini, Batangas EDUCATION

COLLEGE
BATANGAS STATE UNIVERSITY-THE NATIONAL
PERSONAL INFORMATION
ENGINEERING UNIVERSITY
Age : 21 Rizal Avenue, Batangas Ciy
Bachelor of Secondary Education-Major in English
Date of Birth : July 01, 2003

Place of Birth : Bauan, Batangas ANSELMO A. SANDOVAL MEMORIAL NATIONAL

Sex : Female HIGH SCOOL
Pulong Balibaguhan, Mabini, Batangas
Civil Status : Single (2019-2021)
Religion : Roman Catholic
MABINI NATIONAL HIGH SCHOOL
Solo, Mabini Batangas
Language
(2015-2019)

English
Filipino (basic)
TRAININGS AND SEMINAR ATTENDED

Skills Pre-Deployment Orientation for Student Interns

Organized by: College of Teacher Education, Batangas State
Communication Skills
University – Main Campus
Classroom Management Date: January 8, 2025
Platform: Google Meet
Adaptability
Online Training on “Digital Tools for Remote Teaching”
Organization
Organized by: Guro PH
Creativity Date: September 25, 2024

Technology Proficiency
Critical-thinking References
Problem-solving
Will be provided upon request
Continuous Learner
 By: Dr. Celina Grace R. Mendoza – Department of
Languages and Literature, Eastern Luzon State University

The growing influence of technology in education has prompted

instructors to seek more dynamic, student-centered approaches to teaching
language. At the university level, one such approach I explored is the use of
digital storytelling to improve language fluency and student engagement. The
goal of this instructional strategy was to enhance communication skills,
creativity, and digital literacy among tertiary learners of English.
Digital storytelling merges traditional narrative techniques with
multimedia elements such as video, audio, graphics, and text. In the course I
facilitated, students were asked to produce short stories using platforms like
Adobe Spark and Canva. They were tasked to narrate either a personal
experience, a cultural folktale, or a social issue they were passionate about.
This activity was embedded within a broader theme of narrative writing and
oral communication in English.
To document the effectiveness of this strategy, I conducted a short action
research project involving two sophomore classes. Data was gathered through
reflective journals, student presentations, and peer evaluations. The findings
showed that students became more confident in using the English language
when they were able to express themselves through a medium that felt
relevant and engaging. Furthermore, their creativity flourished, and the
integration of visuals helped deepen their understanding of language
structure and vocabulary use.
One key observation was that students who were initially disengaged or
hesitant to speak in class found their voice through this format. The blend of
visuals and narration reduced language anxiety and created a more inclusive
environment for language learning. Additionally, the collaborative aspect of
group storytelling encouraged peer feedback and active participation.
It bridges the gap between academic learning and real-world communication,
making it an effective and sustainable method for modern English instruction.
As educators, embracing such innovations allows us to meet students where
they are and guide them toward deeper, more meaningful learning
experiences.
JOURNAL
 My teaching internship journey officially began this week, and I was filled
with excitement and nervousness. Upon arrival at Sta. Rita National High
School, I was warmly welcomed by the faculty and introduced to my
cooperating teacher, Ma’am Lorna. She oriented me about school rules, class
schedules, and the routines I would eventually take part in. It was a week of
adjusting to a new environment and preparing myself mentally and
emotionally for the role I was about to step into.
Throughout the week, I was assigned to observe her classes. I paid close
attention to her classroom management, teaching strategies, and the way she
interacted with students. It was inspiring to witness how she handled the class
with confidence, authority, and compassion. Her clear instructions and
structured lessons were very effective in creating an engaging learning
environment. I took notes and recorded observations, which would later serve
as references in planning my own lessons.
What stood out most this week was the importance of routine and rapport-
building. My CT emphasized the value of knowing students' names, learning
styles, and behavioral patterns early on. As a prelude to teaching, I also began
assisting with minor tasks—taking attendance, arranging materials, and
helping maintain class discipline. These small tasks gave me a glimpse of the
responsibilities teachers juggle every day and prepared me for the more active
role I would be taking on in the coming weeks.

This week, I transitioned from purely observing to participating more

actively in class routines. I was allowed to assist students during group
activities, help distribute learning materials, and facilitate short warm-up
tasks. Although these tasks were minor, they were stepping stones in helping
me build confidence and form connections with the students. I noticed how
students became more comfortable with my presence, which made it easier to
engage them during class activities.
 Ma’am Lorna also began explaining how she structures her lesson plans
and aligns them with the Most Essential Learning Competencies (MELCs).
She shared her techniques in lesson pacing and assessment, which were
immensely helpful. I also reviewed her past lesson logs and assessment tools.
Observing her handle student questions with clarity and patience taught me
the value of being well-prepared yet flexible. I was beginning to see that
teaching is not just about content delivery but also about knowing how to
adapt to students’ needs on the spot.

During my third week, I began taking more responsibility in the classroom.

Under Ma’am Lorna’s supervision, I facilitated brief lesson segments such as
reviewing previous topics, introducing vocabulary, and guiding class
recitations. While my nerves got the best of me at times, I found joy in being at
the front of the class, interacting with students, and seeing them respond to
my efforts.
This hands-on experience taught me valuable lessons about instructional
clarity and the importance of classroom presence. I realized how students
tend to mirror the energy and attitude of the teacher. The more confident and
enthusiastic I was, the more engaged they became. Ma’am Lorna observed me
closely and provided feedback on my delivery, voice projection, and time
management. Her observations helped me reflect on what worked and what
needed improvement.

This was a milestone week—I taught my first full lesson in front of the
class. My topic focused on identifying the elements of a short story, and I used
visual aids and simple worksheets to support student understanding.
Although I was anxious at the beginning, the students’ positive responses
encouraged me. They participated actively during discussions and responded
well to my instructions.
 After the lesson, Ma’am Lorna provided me with detailed feedback. She
noted that I had strong content knowledge and was able to establish rapport
with students. However, she also pointed out areas for improvement,
particularly in handling transitions between activities and maximizing class
time. I appreciated her honest yet supportive evaluation. Her mentorship
helped me take both pride in my progress and accountability for areas where I
needed to grow.
The experience helped me better understand the complexity of lesson
delivery. It’s not just about explaining concepts, but about maintaining
student interest, anticipating difficulties, and being responsive. I ended the
week with a clearer vision of the kind of teacher I wanted to become—
knowledgeable, patient, and student-centered.

This week allowed me to refine my teaching skills further. I was given the
chance to handle another lesson, this time on character development in short
stories. Drawing from my Week 4 experience, I worked hard to improve my
transitions and overall pacing. I made sure that each activity flowed smoothly
into the next and paid closer attention to time allotment.
The students were engaged throughout the session, especially during the
group activity where they analyzed characters from a familiar story. I was
pleased to see more participation, and I noticed how important it is to provide
opportunities for students to share their thoughts. Their insights were
thoughtful and sometimes even surprising.
At the end of the week, I felt more confident. I could see my gradual
progress, especially in planning lessons that were more student-centered.
Ma’am Lorna also acknowledged the improvement, which motivated me to
keep refining my techniques. I began to truly see teaching as a cycle of
reflection and growth.
 Week 6 focused heavily on classroom management. With increasing time
spent teaching, I began noticing how varied student behaviors could be. Some
students remained consistently engaged, while others needed more
prompting and guidance. I had to learn how to address minor disruptions
while keeping the rest of the class on track.
One of the key strategies I tried was setting clear expectations before
activities began. This helped reduce confusion and off-task behavior. I also
started incorporating signals and visual cues to grab attention, which proved
helpful during transitions. Although some situations were still challenging, I
felt I was beginning to develop a teacher presence.
Reflecting on the week, I realized that managing a classroom effectively
requires not only strategies but also emotional awareness and patience. I also
understood the importance of consistency and fairness. These lessons will
definitely shape my future approach in handling diverse learners.

This week was dedicated to co-teaching and integrating assessment into

my lessons. I worked closely with Ma’am Lorna in planning and facilitating a
lesson on setting and mood. We divided the class into smaller groups, and I
facilitated the discussion for two groups while she handled the others.
One thing I learned was how vital formative assessment is in checking for
understanding. I gave a short quiz and an exit slip, and their responses helped
me see which concepts needed more clarification. It was rewarding to see how
these tools could guide my teaching decisions.
As I reflect, I’m grateful for the collaborative nature of this week. Teaching
alongside Ma’am Lorna helped me observe her techniques up close and also
gain confidence in my own. I’m becoming more aware that assessment isn't
just about grading—it's about guiding students toward deeper learning.
 This week marked a big step: I taught three consecutive classes
independently. It was both thrilling and challenging. My lesson was about plot
structure, and I introduced a diagram that the students could fill in as we went
through a story together. It worked well, and many of them appreciated the
visual approach.
There were moments of hesitation, especially when a few students
struggled to follow. I had to repeat and rephrase instructions, which slowed
down the flow. However, this reminded me that clarity and flexibility are
essential. I tried to adapt by checking in more frequently and simplifying
where needed.
At the end of the week, I reviewed my lesson plan and realized how much
more intentional I had become in anticipating student needs. Teaching is not
just about content—it's about communication. I'm learning to listen to the
class, not just talk to them.

This week challenged me emotionally. One student, who had been quiet for
weeks, suddenly opened up about personal struggles during a casual
classroom activity. I didn’t expect such a moment, but it reminded me of how
teachers can impact students beyond academics.
While I wasn’t sure how to respond at first, I did my best to listen and offer
encouragement. Later, I consulted Ma’am Lorna about how to handle such
sensitive situations, and she advised me to always be present, kind, and
professional. I began reading up on socio-emotional learning, realizing its
importance.
Reflecting on this experience, I felt humbled. It reminded me that students
bring their own stories into the classroom. As a future teacher, I want to
create a space where they feel safe and supported, not just academically, but
emotionally too.
 This week was the most defining moment of my internship journey—my
final demonstration teaching. I spent days preparing my lesson on symbolism
and theme, making sure my strategies, materials, and delivery aligned with
the learning competencies. I was both excited and anxious, knowing this
lesson would reflect all the growth I had experienced over the past weeks.
During the demo, I gave my best effort. I engaged the students through
questioning, group work, and a creative activity that helped them analyze the
deeper meaning of texts. I did my best to maintain a steady pace, guide
discussions, and stay confident throughout.
After the session, I received positive and constructive feedback from my
supervising teacher and observers. They appreciated my energy, preparation,
and connection with the students. I also received suggestions for improving
my clarity in giving instructions and refining classroom time management.
Overall, I ended the week proud and grateful, knowing I had given my all.

This week was dedicated to conducting the 4th grading assessments and
the quarterly exam. It was a shift from teaching to evaluating student learning,
and it helped me understand the importance of designing fair and meaningful
assessments. I ensured the exam aligned with what was taught and gave
students an opportunity to demonstrate both recall and higher-order thinking.
I also led a review session prior to the exam, where I clarified concepts and
guided students through sample questions. It was rewarding to see them
engaged and eager to prepare. On exam day, I helped proctor and later
assisted in checking the papers, which gave me insight into common learning
gaps and areas that might need reteaching.
Reflecting on this week, I realized that assessment is not just a formality—it
is a vital part of learning. It helps measure not only what students know, but
how well I taught. I also became more mindful of giving feedback and how it
supports growth.
 This final week of my internship marked the closing of a very meaningful
chapter in my journey as a future educator. Instead of standing in front of the
class or preparing lessons, I spent the week completing my exit form,
organizing my internship requirements, and saying goodbye to the school that
had become like a second home. Even though there were no formal teaching
duties, this week held just as much significance as any other—it gave me the
space to pause, reflect, and absorb everything I had experienced.
I took time to revisit my lesson plans, student outputs, and the feedback I
received from Ma’am Lorna. Looking back, I was amazed at how far I’d come
—from a nervous intern unsure of how to manage a class, to someone who
could confidently deliver lessons, facilitate activities, and respond to students'
needs. The growth was not only in my teaching strategies but also in my
mindset. I now understand the weight of being a teacher—not just in
delivering lessons, but in guiding students, responding to their diverse
personalities, and creating a safe, inclusive environment.
One of the most emotional moments of the week was receiving handwritten
notes and messages from my students. Some thanked me for making learning
fun, others shared how they felt inspired by my presence in class. Their words
reminded me that teaching is not just about academics—it’s also about
connection. I realized that even small moments, like a warm greeting, a word
of encouragement, or a creative activity, can leave lasting impressions.
As I officially completed the exit process, I felt a mixture of emotions—joy,
sadness, and excitement. Joy for all the lessons and memories I gained,
sadness to leave the students and mentors I had grown close to, and
excitement for the future that awaits. This internship was more than just a
requirement—it was a turning point. It affirmed my passion for teaching and
gave me a clearer vision of the kind of teacher I want to become: one who
leads with knowledge, empathy, and purpose.
Week 12 was not an end, but a beautiful beginning.
ppst
 Content Knowledge
and Pedagogy
Experiences:
Throughout my internship, I demonstrated and enhanced my
understanding of content knowledge and effective pedagogical
practices. One of the highlights was teaching a full lesson on the
elements of a short story during Week 4, where I incorporated visual
aids and worksheets to guide students through the discussion. As the
weeks progressed, I handled various topics in literature such as
character development, plot structure, and symbolism, which allowed
me to connect theoretical content with real classroom situations.
Developing and implementing lesson plans consistently helped me align
my teaching strategies with learning competencies and standards. I
ensured that my lessons followed the K to 12 curriculum guide and used
instructional materials that catered to the different learning styles of my
students. I also received feedback from my cooperating teacher, which I
used to improve my delivery, classroom management, and instructional
flow.

Evidence:
Lesson plans for each topic covered, aligned with the MELCs and
instructional objectives.
PowerPoint presentations, visual aids, and activity sheets used in
literature classes.
Observation notes and written feedback from Ma’am Lorna on my
lesson delivery and content mastery.
Sample student outputs from class activities demonstrating
engagement with content (e.g., short story analysis, group
presentations).
Photos and documentation during actual teaching and culminating
performance tasks.
 Reflection
Engaging in classroom teaching, lesson planning, and instructional
delivery during my internship significantly enhanced my content
knowledge and pedagogical skills as outlined in PPST Domain 1. One of
the most meaningful experiences was teaching a full lesson on the
elements of a short story, where I applied both theoretical knowledge
and creative strategies to make learning more engaging for students.
Preparing for this lesson challenged me to fully understand the content,
anticipate student responses, and adjust my approach to suit the
learners' level and interests.
The consistent development of daily lesson plans became an
essential part of my growth. Crafting these plans pushed me to align
objectives with the curriculum standards, integrate appropriate
teaching strategies, and use formative assessments to track student
understanding. I experimented with visual aids, group activities, and
differentiated instruction, which helped address the various learning
styles in the classroom. This process deepened my appreciation for the
role of pedagogy in making content both accessible and meaningful.
Reflection and feedback were crucial in my journey. After each
class, I evaluated my instruction—what strategies worked, where I
needed more clarity, and how I could manage transitions more
smoothly. My mentor, Ma’am Lorna, offered supportive and honest
feedback, which guided me in refining both my content delivery and
classroom presence. These insights motivated me to continuously
improve and embrace a mindset of lifelong learning.
In conclusion, my internship provided rich experiences that helped
solidify my understanding and application of PPST Domain 1. Through
planning, teaching, and reflecting, I developed a more confident and
student-centered approach to instruction. I am now more committed
than ever to continually improving my mastery of subject content and
the strategies I use to teach it effectively.
 Teaching in Action Feedback and Reflection

School Activities Related to Student Engagement

Pedagogy
 Learning Environment
During my internship, I developed a deeper
understanding of how to create a safe, clean,
and supportive learning environment. I
learned that a well-managed classroom
greatly contributes to student focus,
discipline, and participation.
Maintaining cleanliness and organization
was part of my daily routine. I arranged the
classroom before and after class, ensured
materials were ready, and encouraged
students to take responsibility for their
surroundings.

This not only minimized

distractions but also fostered
respect and pride in our shared
space. The school environment
also shaped my approach to
classroom management.
Observing school policies and
routines, I aligned my rules and
strategies with the school’s
culture of respect, discipline,
and cooperation. A well-managed classroom begins with a clean space and a
caring heart

This consistency helped me manage the classroom effectively while

promoting a positive and inclusive atmosphere.

Understanding the broader school environment was crucial in aligning my

classroom management strategies with the school's culture and policies.
The school where I completed my internship emphasized a supportive and
inclusive environment.
 Diversity of Learners
My internship experience significantly deepened my
understanding of PPST Domain 3: Diversity of
Learners. Being in a real classroom setting allowed me
to witness and respond to the varying needs,
backgrounds, and abilities of students. I realized that to
be an effective teacher, I needed to go beyond a one-
size-fits-all approach and instead adapt my teaching
strategies to suit the diverse profiles of my learners.
One of the most meaningful strategies I used was
differentiated instruction. I designed lesson plans that
included visual aids, interactive games, and guided
activities to meet the needs of visual, auditory, and
kinesthetic learners. During discussions, I used simple
questions to scaffold complex ideas and gave students
ample time to process and respond. These adjustments
helped students stay engaged and gave them the
opportunity to participate confidently, regardless of
their learning styles.
A significant part of my growth came from assisting
students with learning difficulties, especially non-
readers during assessments. I read exam questions
aloud to them, provided simplified instructions, and
ensured they had enough time to respond. These efforts
made a noticeable difference in their performance and
confidence. This experience taught me the importance
of equity in education—giving each learner the support
they need to succeed, not necessarily the same support
for all.
In addition to academic support, I created classroom
activities that encouraged collaboration among
students with different skill levels. Through group
work, peer teaching, and cooperative games, students
were able to learn from one another in a respectful and
inclusive environment. I observed how this approach
not only helped academically but also strengthened
their social skills and classroom community.
 Curriculum and
Planning
My internship experience under PPST Domain 4: Curriculum and
Planning helped me refine my skills in lesson design and material
creation. I was tasked with developing instructional materials such as
PowerPoint presentations, worksheets, and lesson plans that effectively
aligned with the curriculum while catering to the diverse needs of
students. The process of creating these resources allowed me to
consider not just the content but also how to engage students in a
meaningful and interactive way, ensuring that learning objectives were
met while maintaining student interest.
A key component of my professional development in this domain was
the regular feedback sessions with the school principal. These meetings
provided valuable insights into how I could improve my lesson planning
process. The principal emphasized the importance of clarity, coherence,
and pacing when designing lessons, advising that we always keep the
students' perspective in mind. His feedback highlighted the need for
lessons that are not only academically rigorous but also relatable and
engaging for students. These discussions helped me see the importance
of aligning teaching strategies with the curriculum and the diverse
needs of my learners.
Through these experiences, I learned that effective curriculum
planning requires flexibility and a constant willingness to adapt. The
process of designing and executing lesson plans taught me the value of
reflection and feedback in improving my practice. I realized that being a
good planner means being responsive to student progress, adjusting
lesson content and delivery when necessary, and ensuring that each
lesson is both meaningful and accessible. This experience reinforced my
commitment to being a thoughtful and adaptable educator, always
striving to create curriculum-based lessons that foster student growth
and success.
Classroom Instruction and Delivery

Feedback and Suggestions

Instructional Materials Creation

 Assessment and
Reporting
Reflecting on my experiences during my internship, I have seen
significant growth in my ability to effectively assess and report on
student progress, as outlined in PPST Domain 5. A key component of
my development was creating assessments that were not only aligned
with the curriculum but also able to accurately measure student
understanding. I designed various types of assessments, including
multiple-choice tests, essays, and performance tasks, which allowed me
to evaluate students from different angles.
Reporting student progress was another crucial responsibility I took
on during my internship. I kept detailed records of student
performance, analyzing test results and classroom participation to track
academic progress. Additionally, I provided comprehensive feedback to
students, outlining their strengths and areas for improvement.
Communicating these insights to both students and parents through
progress reports and conferences was vital in maintaining a transparent
and supportive relationship.
In addition to assessing and reporting on student progress, I gained
hands-on experience with the administrative aspects of these tasks. I
assisted my cooperating teacher in completing essential school forms,
including grade sheets, attendance records, and progress summaries.
This experience taught me the importance of accuracy and attention to
detail in maintaining student records and following school protocols. I
also recognized the importance of collaboration in these processes, as I
worked closely with my mentor and other school staff to ensure that all
documents were submitted correctly and on time. Overall, my
experiences in assessment and reporting have equipped me with
valuable skills that will serve me well in my future teaching career,
enhancing both my instructional practices and my ability to support
student success.
Student Work & Reporting

Assessment Tools

Assessment Tools
 Community Linkages
and
Professional Engagement
My pre-service teaching journey allowed me to witness the
importance of engaging with the broader school community, as
highlighted in PPST Domain 6. One of the most impactful experiences
was participating in the intervention program for E-learners. This
program focused on helping students who needed additional academic
support. By working closely with them, I learned how important it is for
educators to address individual learning gaps and to collaborate with
fellow teachers in designing remedial activities that are both responsive
and inclusive. It was fulfilling to be part of a team that aimed to ensure
no learner was left behind, and I saw firsthand how targeted
interventions can rebuild a student’s confidence and motivation.
Another valuable experience was attending the Mental Health
Awareness campaign. This event opened my eyes to the emotional and
psychological struggles many students face. Through the activities and
discussions, I learned strategies for promoting a safe and supportive
learning environment. It also emphasized the critical role teachers play
in identifying signs of distress and responding with empathy and care.
Being involved in this initiative helped me realize that academic success
is deeply linked to students’ well-being—and that building a healthy
learning atmosphere starts with understanding and compassion from
teachers.
Finally, witnessing the Career Guidance orientation was a reflective
moment in my internship. I observed how teachers, guidance
counselors, and even guest speakers helped students explore future
career paths aligned with their interests and strengths. It reminded me
that education is not just about the present but also about preparing
learners for the future. Seeing how students were inspired to dream big
and plan ahead strengthened my commitment to being a teacher who
guides, supports, and connects learning to real-life goals.
 Community Linkages
and
Professional Engagement
 Personal Growth
and
Professional Development
Throughout my internship journey, Domain 7 played a significant
role in shaping my growth as a future educator. One of the most
impactful experiences was gradually being entrusted with full teaching
responsibilities. With the constant support and guidance of my
cooperating teacher, I was able to take the lead in planning lessons,
managing the class, and facilitating activities. This hands-on experience
boosted my confidence and allowed me to apply classroom management
strategies and teaching techniques I had previously only studied in
theory. Each day in the classroom strengthened my belief in my
capabilities and helped me understand the responsibilities that come
with the teaching profession.
Another major contributor to my personal and professional
development was my engagement during card viewing sessions with
parents. Acting as the main point of contact between school and home, I
had the chance to communicate student progress directly with parents
and respond to their concerns with professionalism and care. This
meaningful interaction taught me the importance of strong home-school
connections and how open communication can positively influence a
student’s growth. It also improved my ability to explain academic
performance in a constructive and empathetic manner.
Meanwhile, the preparation for my final demo taught me the value of
reflection, revision, and persistence. The feedback I received from my
evaluators wasn’t just a measure of my progress—it was a motivation to
continue improving. Altogether, these experiences have shaped me into
a more resilient, reflective, and passionate future educator, committed
to lifelong learning and excellence in teaching.
PHILOSOPHY
 I believe that teaching is more than delivering lessons—it
is about inspiring, guiding, and nurturing learners to become
the best version of themselves. As an aspiring English
teacher, my philosophy is rooted in the idea that every
student is unique and capable of learning when given the
right support, motivation, and environment. I strive to create
a classroom where students feel safe, valued, and
encouraged to express themselves freely and think critically.
My goal is to be a teacher who is knowledgeable, patient,
and student-centered. I am committed to continuous
learning and improvement so I can effectively meet the needs
of diverse learners. I use a variety of teaching strategies and
tools—from visual aids and collaborative tasks to
differentiated assessments—to ensure that each student has
an opportunity to succeed. I believe that building rapport and
maintaining open communication with students are key to a
positive and productive learning atmosphere.
Ultimately, I see teaching as a calling to make a lasting
impact in the lives of young people. I aim to not only teach
English as a subject, but also to instill values such as
empathy, responsibility, and resilience. By being reflective,
passionate, and responsive to student needs, I hope to
cultivate a learning environment where growth is celebrated,
challenges are welcomed, and every learner is empowered.