a practice teaching portfolio

A PRACTICE TEACHING PORTFOLIO

OF

EXPERIENCE IN OFF CAMPUS INTERNSHIP

TOMBOD INTEGRATED SCHOOL Villasis, Pangasinan

OF

EMILYN R. RAGASA

BACHELOR OF ELEMENTARY EDUCATION

SY 2014-2015

Lyceum-Northwestern University

COLLEGE OF TEACHER EDUCATION

Nancayasan Urdaneta City

A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Of The Experience and Activities Off-Campus Training

TOMBOD INTEGRATED SCHOOL

Villasis, Pangasinan

______________________________

In Partial Fulfillment of the

Course Requirement for the Subject

(PRACTICE TEACHING)

Presented to:

MRS. REBECCA DIFONTUROM

Practicum Adviser

Presented by:

MS. EMILYN R. RAGASA

BEEd 4

March 2015

Republic of the Philippines


External Studies Unit

CTE Department

Urdaneta City

APPROVAL SHEET

This Practice Teaching Portfolio has been approved and submitted by

EMILYN R. RAGASA, in Partial Fulfillment for the Degree of Bachelor of

Elementary Education, of the Subject Practice Teaching 2, has been

examined and recommended for acceptance and approval.

______________________

REBECCA DIFONTUROM

CTE PROGRAM HEAD

_________________________

DR. OSCAR C. TADEO

Director, L-NU Urdaneta

Table of Contents Cover Page

Approval Sheet

Table of Contents

Acknowledgement

Dedication

Introduction

Personal Educational Philosophy

Curriculum Vitae

My Alma Mater

Brief Description Site of Practice Teaching

○ Tombod Integrated School

Examples of Lesson Plan

○ Detailed Lesson Plan

○ Semi-detailed Lesson Plan

○ Brief Lesson Plan

Evidences of Community Outreach

○ School Feeding Program

○ Community Clean Up Drive

Observation and Evaluation Forms

Best Lesson Plan using Creative Strategy with the Complete Set

of Materials Learners’ Work and Feedback

Brief Synopsis of Professional Readings and References

Professional Career Development Plan

Attachments

○ Photos

○ Certifications

Acknowledgement

Acknowledgements are given to few people who were

supportive in completing this portfolio:

To the students of Grade V-SpEd at Tombod

Integrated School, Grade I-SpEd, Grade II-Regular,

Grade IV-Sped, Grade VI-SpEd

for allowing me to become part of the family.

To my cooperating Teachers Mr. Rommel N. Bascos,

Mrs. Sally Fortit Gamboa, for their support,

knowledge and guidance

during my internship period.

To my adviser, Mrs. Rebecca Difonturom

for her support and guidance.

To my alma mater, Lyceum-Northwestern University-

Urdaneta for its pursuit of excellence and as a leading

institution in the field of education.

To my classmates, co-interns for their help during my

stay in Tombod Integrated School.

To my parents or family, for their support and love

they gave to me.

Dedication

I would like to present this writing to my family

for giving me all the inspiration

and support I need.

INTRODUCTION “The important thing is not so much that every child should be taught,

as that every child should be given the wish to learn.”- John Lubbock

Welcome to my portfolio. I am Ms. Emilyn R. Ragasa, a student of

Lyceum-Northwestern University, Urdaneta City, under the program

Bachelor of Elementary Education.

I choose to be a teacher because I want to make a difference. I could

have chosen a different field where I could serve the society but I think that

education is the right field where I could fully realized this goal.

I believe that education is the most important asset any one will have,

and one asset which has the greatest impact on the person and to everyone

around them. While almost every child has the opportunity to gain access the

kindergarten and elementary education, not everyone has the chance to be

given quality education, especially children with disabilities and

exceptionalities. Even though these children are recognized as future models

of the community, they continue to be discriminated, misunderstood, and left

out by majority. As a future education teacher, I have come to the right place

to eliminate the misconception about these children. My experience in off-

campus training made me realize that teaching children needs time patience,

understanding, compassion, passion and optimism. Teaching is a profession

that one cannot be taken for granted, sometimes it is frustrating and

exhausting, but these are taken away by just one small smile of the child.

I present this portfolio for you to read about my philosophy of

teaching and experiences during my Practice Teaching/Off-Campus

Training. My goal is to show you my strengths that would make me an

effective teacher.

MY EDUCATIONAL PHILOSOPHY

Education in a traditional definition is the acquisition of knowledge, development of

powers of reasoning and logic, and preparation of oneself for mature life. Educators

basically are the people who will provide all the needs and opportunities the pupils to

learn, grow and to be mature.

When teaching, one must observe many factors evolving around one student’s life, such

as hereditary, home environment and the society he/she involves in. These factors will

help the teacher to come up what methods and materials that fit the child’s natural

inclinations and his/her way of processing knowledge.

The teacher’s primary role is to guide, rather than the source of learning, the students in

finding answers to themselves, and view mistakes as misconceptions, not the learners

weakness. The teacher must also provide student access to hands-on activities, allow

them enough space and time to reinforce the lesson for the pupils to discover on their

own and where construction of knowledge to happen.

I believe that a true educator must go beyond imparting general knowledge,

developing reasoning and thinking skill to his/her students. He/she must know the

learning needs of each student, as each student is unique and education is diverse.

I believe in that every student has something to offer, like talent in music and arts,

scientific and mathematical inclinations, and even having a positive and caring

personality. Therefore every students should be treated equally, and treat each

students according to their strengths and needs. Everyone has their own definition

of success, thus I will guide them to their success and achievements.

I believe that the success in classroom management lies behind the techniques,

consistency and fairness in the part of the teacher.

I believe in group work, because it fosters lifelong skills which are useful in

everyday life.

I believe in giving relevant lessons to my pupils or something that are relevant to

their lives.

I believe in getting to know my students – strengths, weaknesses, likes, dislikes so

that I will give their individual needs and help them grow.

I believe in positive attitude in classroom.

I believe in teaching through games. Games make students involved in the lesson

and enjoy learning.

RESUME EMILYN R. RAGASA

Purok 3 Lomboy

Villasis, Pangasinan 2427

09052619227

OBJECTIVE

I would like to explore the bit of knowledge I posses and try to learn

as much as possible by putting efforts and being committed to my

work.

EDUCATION

Tertiary:

Lyceum-Northwestern University, Urdaneta City

Bachelor of Elementary Education

Nancayasan, Urdaneta City

2014-2015

Secondary:

Don Ramon E. Costales Memorial National High School

Villasis, Pangasinan

2010-2011

Primary:

San Nicolas Elementary School

San Nicolas Villasis, Pangasinan

2006-2007

PERSONAL DATA

December 07, 1994

Purok 3 Lomboy Villasis, Pangasinan

59

5’4”

Ilokano, Filipino, English

ADDITIONAL INTEREST AND ACTIVITIES

1. Computer Skills 2. Fine Arts 3. Playing Volleyball

MY

ALMA

MATER

LYCEUM-NORTHWESTERN UNIVERSITY

MISSION & PHILOSOPHY

The Lyceum-Northwestern University believes that the moral obligation of any institution of

learning is to prepare the students into productive professionals and entrepreneurs equipped with

the educational modernity, social and spiritual values to face the dynamism of a global

community with the context of the regional, national and international setting.

VISION

A center of academic excellence and research that contributes towards global competit iveness.

GOALS AND OBJECTIVES:

The Lyceum-Northwestern University endeavors to pursue the following objectives:

1. To provide the student program of studies which are relevant, meaningful and attuned to

the times and enriched with the integration of Filipino values.

2. To offer excellent opportunities and provide service in the fields of research, medical and

paramedical programs, science, information technology, educaTo provide the student

program of studies which are relevant, meaningful and attuned to the times and enriched

with the integration of Filipino values.tion, entrepreneurship, law enforcement and

vocational and technical programs to the people of Pangasinan and the neighboring

provinces through competent and qualified instructors and adequate state-of-the-art

facilities in an atmosphere of discipline and values.

3. To provide efficient and practical instruction adapted to the needs of courses offered and

state-of-the-art facilities for specialization so that the student may gain experience for the

actual practice of what he has learned.

4. To maintain a wholesome and stimulating environment for the student life comparable to

that which prevails in progressive institutions of similar kind with intensive training in

leadership; emphasis on academic excellence, character building and a firm foundation in

liberal education.

5. To establish a meaningful interaction between the students and community by way of

community-oriented institutional co curricular activities designed to involved their course

of study with a strong sense of community spirit.

6. To foster cultural and artistic expression as necessary component of personal growth and

development.

7. To foster social consciousness and greater awareness of the political and socio-economic

situation by way of enjoining active involvement in community affairs.

LYCEUM-NORTHWESTERN UNIVERSITY

Oh God our Guiding Light

Bless our University

With loud and triumphant voices

We praise thy name with glee

Be our Beacon light

To our future destiny

Thy banners shall wave up high

As we travel near or far

Refrain:


Forever you will be

Our Alma Mater dear


Forever you will be

Our Alma Mater dear

Forever we shall be

Thy stalwart warriors strong

To fight the evil throng

We pledge our loyalty to thee

TOMBOD INTEGRATED SCHOOL

(Tombod Villasis, Pangasinan)

VILLASIS- the Tombod Elementary School of this town will now be known as Tombod

Integrated School.

The Department of Education (DepEd) has approved its conversion thru a letter of

endorsement dated April 27 signed by OIC-Regional Director Teresita M. Velasco.

The letter said the “establishment of Tombod Integrated School is effective in the School Year

2012-2013 having satisfactorily met the requirements imposed by DECS Order No. 91-1999

(Guidelines on the Establishment and Operation of Integrated School). It also stated that the local

government unit (LGU) of Villasis will provide financial assistance for the constructio n of

buildings, purchase of desks, books, etc. until the national government allocation has been

provided.

An integrated school is a combination of elementary and secondary schools not operating

separately. Teachers are both teaching in the elementary and secondary classes without

additional compensation, but have to be trained on teaching integrated classes. The new

integrated school was formally launched last September 5 that was attended by Mayor Libradita

Go-Abrenica, Vice Mayor Paz Sison-Rafanan and 5th District Board Member Danny C. Uy. The

launching was done in three parts- a tree planting, blessing of the school library which was

donated by Engr. Hilario F. Mari and Mrs. Julieta M. Arcalas, and the program proper for the

launching. The cutting of ribbon for the opening of the school library was done by Mrs.

Esperanza Mari (representing her son Engr. Mari) , Mrs.Feliza Ordonez (representing her sister

Julita Arcalas), Vice Mayor Paz Sison Rafanan, school teachers headed by school head Analiza

S. Mones and the Barangay Council headed by village chief Mamerto O. Bulatao, Jr. Mayor

Abrenica said the municipal government of Villasis is committed to support the new integrated

school of the town adding that education is always the primary program of the local government.

“Salamat at nagbunga na rin ang efforts ni Kapitan (Bulatao) at ang Principal (Mones) upang

maipatayo ang integrated school dito. Sa mga magulang, nabawasan na ang inyong gastusin sa

pagpapaaral ng inyong mga anak dahil hindi na sila pupunta sa bayan (Thank you that the efforts

of the village head (Bulatao) and Principal (Mones) have paid off. To the parents, your expenses

in sending your children to school have been lessened because they will no longer go to the

town),” Mayor Abrenica said. Abrenica also urged the parents, teachers and barangay officials to

be united and cooperate to further develop the school. Vice Mayor Rafanan said the Sangguniang

Bayan members and her office will always give their support. “We are here to give whatever

help this institution may need in the future.” She further said a school is the spring board for the

development of children and all the assistance from parents, community people and teachers will

significantly change the lives of the people.

Village head Bulatao thanked all the people who helped in the fruition for the

establishment of an integrated school in his village.

He thanked Uy, Abono Partylist Chair Rosendo O. So, residents who donated facilities, the

school administration, Abrenica, Rafanan and SB members, the barangay officials and the

community people for the help in establishing the integrated school. “ I did not waver in

following up the establishment of the integrated school in our barangay. I was then batting for

the re-opening of the defunct national high school here but Board Member Uy recommended an

integrated school,” Bulatao said. He also said, “Dakayo a nagannak, allukuyen yo dagiti annak

yo nga ageskwela ditoy. Kayat ko nga maka-produce tayo dagiti estudyante a nasingpet, nalaing

ken nagaget nga intay maipannakkel ditoy ili tayo, probinsya ket ti intero a nasyon (To you

parents, I urge you to convince your children to study here. I want to see the students of the

school as well-behaved, intelligent and industrious who could be our pride in our town, province

and the entire nation).” Uy recalled how the plan for the establishment of an integrated school in

the barangay started.

He said it took more than two years before it came into reality after his constant follow

up at the DepED regional office in San Fernando City.

“ We have to give credit to Mayor Dita and the members of the SB for their efforts in

establishing the integrated school. Let’s give credit also to the teaching force and the barangay

officials for their persistence in having an integrated school here in your barangay. Ako ang taga-

follow-up lang sa Region I,” Uy said. Uy also donated two units of computers for the school.

School head Analiza S. Mones expressed her gratitude to the guests and the benefactors of the

school.

She said she was lucky that the integrated school was established while she was the

administrator of the school.

“ I could not fully express how happy I am this moment. To you all, let’s celebrate the many

blessings we have already received and to those we have yet to receive in the future,” Mones

said. The launching of the integrated school was also attended by the following school heads:

Marilyn Cabarteja (Bacag Central School), Gloria Diego (Lomboy Elementary School) and

Nenita Cenizan (Bacag East Elementary School).

Tombod

Tombod is a barangay of the philippine municipality Villasis in the

province Pangasinan in Ilocos Region which is part of the Luzongroup of islands.

Tombod belongs to the barangays of Municipality Villasis which are in the outlying area.

The municipality Villasis with a population of about 56,668 and its 21 barangays belong to the

partly urban areas in the Philippines. While some of the barangays developed modern urban

structures, some others, especially those which are seated in the outlying areas, remained

rural. By the end of 2007 Tombod had 1,964 residents.

Tombod Integrated School teaches students in grades first through tenth in Villasis, Pangasinan of Ilocos (Region I).

The school has 12 instructional rooms and 1 non-instructional room, which are all powered by a generator and

power grid. With 339 students, class size is around 28 students. Analiza S. Mones is in charge of the school, acting as the school's Principal.

For the 2013-14 school years, Tombod had 339 students

enrolled. This makes the school a larger school, with 89 more

students than the average school and 25 more students than

the average school in Villasis. The school has more male

students (174) than female students (165) - for every one

female student there are 1.1 male students. This is simlar to

the average gender breakdown in Villasis, which sees on

average 1.1 male students per female.

http://www.philippine-islands.ph/en/villasis-pangasinan-philippines.html

http://www.philippine-islands.ph/en/pangasinan-philippines.html

http://www.philippine-islands.ph/en/ilocos_region-philippines.html

http://www.philippine-islands.ph/en/luzon_islands-philippines.html

HISTORY OF TOMBOD

According to some of the remaining old folks of this place, Tombod got its name from

the very unique nature of the place where in the water surface ground will produce & flowing

water. The dialect term for it is “NAUBBOG” and later on reffered to what is now as TOMBOD.

During the last war, Japanese time, this place served as the evacuation center, mostly people

from the town because of the bamboo trees and other big trees that covered the area’s best suited

for hideouts from the enemies.

The first elected Barrio Lieutenant was Alfonso Cariage, Sr., then followed by Roman T.

Bascos, Sr. The first, established school was in the house of the late Don Felix Bulatao, a well-

respected leader in the community. Upon proper presentation and arrangement, the family of the

late Don Felix Bulatao agreed to donate one (1) hectare of land. The formal school was

constructed in a cogon makeshift. This was during the incumbency of the Mayor Isidro Ibay.

One of the pioneer teachers was Faustine Macanas (Raguindin). During the incumbency of Brgy.

Capt. Mamerto Bulatao Sr., a Brgy. High School was formally organized and the first batch of

teachers were all product of Tombod namely Miss Diminag B. Gamboa, Leonora Ordonez

became the new Brgy. Capt. During his incumbency, installation of electric system started and

the progress of the community emerged. When the Barangay election was held wherein the

highest vote obtained by a candidate became the new Brgy. Captain Mr. Manuel B. Sison, Jr.

garnered the highest number of votes, automatically became the youngest Brgy. Captain entire

Villasis.

During his incumbency a Brgy. Hall was constructed temporarily in a private lot owned

by Jorge Gamboa, a prominent resident of the barangay. A multi-purpose was constructed at

Tombod Elementary School and it was the first among the entire Elementary School of Villasis.

Concrete roads were constructed with the assistance of the Municipal and National Gov’t. Brgy.

Captain Carlos D. Bascos. Additional concreting of roads was his priority project, and to the

Brgy. Health Center and Tombod Elementary School site. A Daycare class has its own classroom

which is jointly supported by the Brgy. Council and Municipal Gov’t. a basketball court was

constructed during the administration of SK Chairman Roderick M. Bascos, wherein up to the

present spoertfest is being conducted yearly. At present Brgy. Tombod is being administered by

Brgy. Captain Mamerto O. Bulatao, Jr., a very young and energetic leader and always

emphasized his active Brgy. Kagawads acquired a new air-conditioned Brgy. Patrol taken from

the IRA Funds and assistance from District Kagawad Susan Q. Sison.

In the year 2008, Tombod Elementary School has a total population of 259 pupils with 11

teachers headed by Mrs. Gloria L. Aruego, Principal III. As of August 2008 the total population

of Brgy. Tombod was 1,045 male and 1,043 female or a total of 2,088 with the

household/families of 439. This is through the courtesy of the Brgy. Council Members who

personally surveyed the data’s in their own district.

EXAMPLES OF LESSON PLAN

DETAILED LESSON PLAN

SEMI-DETAILED LESSON PLAN

BRIEF LESSON PLAN

I. Objectives:

At the end of the lesson, pupils should be able to:

a. Identify the different types of space figures

b. Describe each space figure

c. Draw spatial figures.

Values: Appreciates God’s Creation

I. Subject Matter:

Topic: Kinds of Space Figures

Reference: Toward Excellence in Math V, pp. 299-301,

Grade School Mathematics V, pp. 212-213.

Materials: Concrete Materials, projector, chart

II. Learning Procedure:

Teacher’s Activity Pupils Activity

A. Greeting “Good morning class!”

B. Preparatory Activities 1. Warm-up Song

Square and Circle (2x) Triangle (2x) Rectangle and Oblong (2x) Triangle (2x)

2. Drill “Class, I have here objects on my table. Tell me what the shape of each object is.” “Are you ready class?” “What is the shape of a box?” “Very good!” “What is the shape of the book “You’re right! “What is the shape of the clock?” “Exactly!”

C. Developmental Activities 1. Motivation

“Class, what can you see around?” “Very Good!” “What else?” “Yes, another?” “You got it!”

“Good morning Ma’am!”

“Yes Ma’am!” “square”

“rectangle”

“circle”

“trees, seas, heavenly bodies, clouds”

“mountain” “volcano”


Everything that you can see around is God’s creation. “Do you appreciate his creation?” “How?” “Who has another answer?” “What is the shape of the mountain?”

2. Presentation What is a space figure? (Space figure it is a 3 dimensional it has height, width & depth) Vocabulary:

Faces – it is a flat surface Edges – it is a segment

where two faces come together

Vertices – it is a point where two or more edges intersect

Study the different kinds of space figures. (Using power point presentation)

A. “Class, our next figure this is what we call a cube”. “How many faces does a cube have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cube?”

“Yes Ma’am”

“Taking care of them” “When God created all these things, he used

different shapes like” “triangle”

(One student will read the meaning of a space figure)

(One student will count it) “6 faces”

“8 vertices” “12 edges”

(answers may vary)

Teacher’s Activity Pupils’ Activity

B. “Class, what do you notice on our next figure?” “Class, our next figure is a triangular prism.” “How many faces does a triangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a triangular prism?” C. “Class, our next figure is a rectangular prism”. “How many faces does a rectangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a rectangular prism?

D. “Class, what do you notice on this figure?” “Class, our next figure is a cone.” “How many faces does a triangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cone?”

“looks like a toblerone”



(answers may vary)



(answers may vary)

(torotot)

(One student will count it) “1 circular base”

“1 vertex” “no edge”

(answers may vary)


E.

“Class, our next figure how it looks like?” “Very Good!” “Class, our next figure is a sphere.” “How many faces does a sphere have?” “How about the vertices?” “And how many edges?” “Can you give an example of a sphere?”

F. “Class, what do you notice on this figure?” “Class, our next figure this is what we called cylinder”. “How many faces does a cylinder have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cylinder?” G. “Class, our next figure is a triangular pyramid”. “How many faces does a

“ball”

“no faces”

“no vertex” “no edges”

(answers may vary)

“looks like a can of corned beef”

(One student will count it) “2 circular faces”

“no vertex” “no edges”

(answers may vary)

(One student will count it)


triangular pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a triangular pyramid? H. “Class, our next figure how it looks like?” “Very Good!” “Class, our next figure is a square pyramid”. “How many faces does a square pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a square pyramid?” I. “Class, our last figure is a rectangular pyramid”. “How many faces does a rectangular pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a rectangular pyramid?

3. Generalization What is a space figure? What are the different kinds of space figure?

“4 faces”


(answers may vary)

“Egyptian Pyramid”

“5 faces”


(answers may vary)

(One student will count it)

“5 faces”


(answers may vary)

“A space figure is a 3 dimensional. Any object that it can hold something.”


4. Application Write the number of faces, vertices & edges of the following Space Figures.

a) Cube ___ faces ___ vertices ___edges

b) Sphere ___faces ___ vertices ___edges

c) Cone ___ faces ___ vertices ___edges

d) triangular pyramid ___ faces ___ vertices ___edges

III. Evaluation

A. Identify the following space figures and write the number of faces, vertices and

edges of the following space figures.

Space Figure Faces Vertices Edges

1.

2.

3.

A. Draw the following spatial figure.

1. Sphere

2. Cylinder

3. Triangular pyramid

4. Cube

5. Square pyramid

IV. Assignment

Bring ruler, scissor, pencil, cardboard, cartolina and art paper.

Prepared by:

Emilyn R. Ragasa

Checked by:

Rommel N. Bascos (Cooperating Teacher)

Approved by:

Mrs. Analiza S. Mones

(Principal II, TIS)

Mrs. Rebecca Q. Difonturom

(CTE Program Head)

4.

5.

I. Objectives

At the end of the lesson, the pupils should be able to:

a. read and understand a story about love and caring the pets;

b. use a dictionary to get the meaning of words used in a story;

c. answer comprehension questions about a story;

d. complete a story wheel;

e. fill in a thought bubble;

f. rate statements in a scale of 0-4;

g. write a diary entry;

h. distinguish the different sounds of ex-;

i. pretend they are pets and write stories about their owners; and

j. use context clues.

II. Subject Matter

Reading: Stray

Using a Dictionary

Answering Comprehension Questions About a Story

Completing a Story Wheel

Filling In a Thought Bubble

Rating Statements in a Scale of 0-4

Writing Stories About Pet Owners

Using Context Clues

Reference: New Heights Through Reading 5,pp. 245-257

Materials: paper, dictionary, chart

III. Procedure

1. Have the pupils read the introduction and the story “Stray” in “Story Time” on

pp.245-249.

2. Let the pupils answer “Word Watch” on pp. 249-250.

3. Ask the pupils to answer comprehension questions about the story in “making

Meaning” on p. 250.

4. Have the pupils do activities 1, 2, 3, & 4 of “Fun Links” on pp. 251-253.

5. Let the pupils read the words spelled with ex- with /igz/, /eks/, and /iks/

sounds in “Read, Listen and Speak” on p. 254.

6. Ask the pupils to do “Essay Writing” on p. 254.

7. Discuss “Using Context Clues” in “Plus… Plus” on p. 255.

8. Have the pupils do exercises A and B on pp. 256-257

NOVEMBER 2014

OPENING OF SCHOOL JAMBOREE

The TIS Boy scout Junior TIS together with Mr. Rommel N. Bascos & Mr. Ryan Sibayan

The Barangay Council the Captain & Kagawads.

DAMATH FESTIVAL CONTEST

DECEMBER 2015

Tombod Integrated School Christmas Party 2015

JANUARY 2015

Villasis Town Fiesta 2015

(Talong Festival)

We joined the VTF 2015 Exhibition Game and we are the Over-all Champion.

1. Opening program of VTF2015

2. Game (Day 1-3)

We won Team Villasis II Volleyball!

3. Parade

4. Street dancing competition and Field Demonstration

Street dancers of Tombod Inetgrated School and the Field Demonstrators

a practice teaching portfolio

Education

field of education

subjectpractice teaching

subject practice teaching

pangasinan of emilyn

grade iv

student of lyceum

students of grade v

grade vispedfor