WORK IMMERSION EXPERIENCE AT

DOLORES NATIONAL HIGH SCHOOL AT THE MUNICIPALITY OF

DOLORES EASTERN SAMAR

Student portfolio

Submitted to the Senior High School Department

Dolores National High School

Dolores Eastern Samar

In partial fulfillment of the requirements for

Work Immersion, Academic Track

Humanity and Social Science

ANGELICA JANE C. HERBOSANA

January 2025
 LETTER TO THE READERS

Dear Readers,

Welcome to my portfolio! This collection showcases my experiences

during my work immersion at Dolores National High School. As a student of the

Academic Track at Dolores National High School, this immersion program was an

invaluable opportunity to bridge the gap between theory and practice. It allowed me to

apply the knowledge I gained in the classroom to real-world scenarios, fostering a deeper

understanding of my chosen field and the complexities of the professional world.

Within these pages, you will find a compilation of my observations,

reflections, and projects. I have poured my heart and soul into this portfolio, hoping to

share with you the lessons I learned, the challenges I overcame, and the personal growth I

experienced. I invite you to embark on this journey with me. Explore my experiences,

delve into my insights, and witness the transformation that immersion has brought about

in my life.

Sincerely,

ANGELICA JANE C. HERBOSANA

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 ACKNOWLEDGEMENT

As I embark on this journey of sharing my experiences, I would like to

express my sincere gratitude to the individuals who have supported and inspired me.

First and foremost, I am deeply grateful to my teachers. Their guidance,

encouragement, and unwavering belief in me have been instrumental in my growth.

Thank you for sharing your knowledge and for fostering a love of learning within me.

To my parents, my unwavering pillars of strength, I extend my heartfelt

thanks. Your unwavering support, countless sacrifices, and unconditional love have been

the driving force behind my achievements. Thank you for always believing in me and for

creating a nurturing environment where I could flourish.

To my HUMSS family, my fellow adventurers on this academic voyage,

thank you for the camaraderie, shared laughter, and unwavering support. Together, we

have faced challenges, celebrated successes, and grown as individuals.

Finally, I thank the Almighty God for blessing me with the strength,

resilience, and opportunities to pursue my passions.

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 TABLE OF CONTENTS

PAGE

TITLE PAGE …………………………………………………………………….. i

LETTER TO THE READERS…………………………………………………… 1

ACKNOWLEDGEMENT……………………………………………………….. 2

TABLE OF CONTENTS………………………………………………………… 3

I. INTRODUCTION……………………………………………………………… 4

● Objectives of the Work Immersion……………………………………….. 5

● Duration and the Place of the Training…………...……………………… 5

II. THE TRAINING AREA………………………………………………………. 6

● History…………………………………………………………………….. 6

● Mission and Vision……………………………………………………….. 7

III. THE TRAINING EXPERIENCE…………………………………………….. 8

● Journal…………………………………………………………………….. 9

● Observations and Insights………………………………………………… 15

● Overall Reflections and Self-appraisal…………………………………… 17

IV. APPENDICES………………………………………………………………… 19

● Resume……………………………………………………………………. 20

● Application Letter………………………………………………………… 21

● Parent's Consent…………………………………………………………… 22

● Daily Time Record………………………………………………………… 23

● Evaluation sheet…...………………………………………………………. 24

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 I. INTRODUCTION

Work immersion is an integral part of the K-12 curriculum in the Philippines,

offering students a valuable opportunity to gain real-world experience in their chosen field

of study. This hands-on approach goes beyond theoretical learning, enabling students to

develop essential skills such as teamwork, communication, and problem-solving that are

crucial for success in the professional world.

Furthermore, work immersion allows students to explore different career paths,

gain valuable work experience, and build a professional network. For grade 12 students, it

serves as a pivotal step in their transition from school to the workforce, as it helps them

develop the skills and knowledge they need to excel in their chosen careers.

Typically lasting from two weeks to one month, work immersion placements can be

found in a variety of settings, including businesses, government agencies, and non-profit

organizations. Students are supervised by both school personnel and workplace

supervisors, and their performance is evaluated throughout their experience.

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 OBJECTIVES OF THE WORK IMMERSION

● Gain Relevant Skills: Acquire practical industrial skills under the guidance of

experienced professionals.

● Bridge Theory and Practice: Appreciate the importance and application of

classroom theories in real-world settings.

● Enhance Technical Proficiency: Improve technical knowledge and skills through

hands-on experience.

● Prepare for the Future: Develop the skills and competencies necessary for

successful employment, entrepreneurship, or further education.

DURATION AND THE PLACE OF THE TRAINING

The duration and location of my work immersion spent 10 days at Dolores

National High School, located in the Dolores Eastern Samar. This information is crucial

to establish the context of my experience and helps readers understand the specific

environment in which I learned and grew. Dolores National High School is a public

school known for its strong emphasis on science and mathematics, and being immersed in

this environment significantly influenced my perspective on education.

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 II. THE TRAINING AREA

HISTORY

At present, the municipality has three national high schools, but the first one to be

established was Dolores High School (DHS), located in the poblacion. (The other two

are in Bgy Hilabaan and in Bgy Hinolaso.) It started as a junior high school that opened

its doors for the first time in July 1949 to first and second year students, with Flora

Picardo as principal; the following year, however, it offered a complete secondary course.

It began with 15 teachers and 301 students. Among the pioneer teachers were Juliana

Abejuela (Home Economics), Angel Campomanes (Economics), Susana Madeja

(Physical Education), Emiliana Picardo (Spanish), and the principal herself (English).

Although in the first three months classes were held in some private houses, it soon

acquired a campus all her own, covering more than 5 hectares. Its first commencement

exercises were held in April 1951, with Restituta Quiton as valedictorian, and Virgilio

Pomida as salutatorian. The first graduates included Josefina Agravante, Silveria Colico,

Canisio Guimba, Magno Nofies, Visitacion Obina, Dolor Oraya, Julita Placiente, Agustin

Pomida, Florentino Rebarter, Hospicio Rivera, Rosa Robredillo, Esperanza Tejerero,

Josefa Tejerero, Dominador Tejero, etc. In 1965, it had 18 teachers and 508 students. It

soon became a provincial high school; but on November 14, 1982, it was converted to

Dolores National High School, with the approval of Batas Pambansa 288 through the

presentation at the Interim Batasang Pambansa (Interim National Legislature) by the

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Representative of Eastern Samar, Victor Amasa (KBL). The institution made headlines

in 2010, because, in the National Achievement Test (NAT), it ranked first overall and was

also first in the NAT categories for Science and Mathematics. It got a mean score of

92.57 in Science and 90.83 in Mathematics; its overall mean score was 81.52. In that

NAT, 640 of its students took the exams. Needless to state, Dolores (National) High

School is 62 years old.

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MISSION

At Dolores National High School we are committed to provide a safe and

inclusive learning environment that empowers students to reach their full potential,

develop critical thinking skills, and become responsible and productive citizens.

VISION

To be a leading center of excellence in education, empowering every student with

the knowledge, skills, and values to become globally competitive, responsible, and

compassionate citizens who contribute meaningfully to the development of Dolores and

the nation.

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III. THE TRAINING EXPERIENCE

JOURNAL

Day 1

December 4, 2024

The big day has finally arrived! We were assigned to different teachers, and I'm lucky

enough to be working with Ma'am Julie Nebril, who I've heard is a really kind and

experienced educator. We spent the morning in her classroom, discussing lesson plan

formats, classroom management strategies, and the importance of creating a positive

learning environment. I felt a bit overwhelmed by all the information, but Ma'am Julie

Nebril was so patient and encouraging. She even shared some of her own teaching

struggles and how she overcame them. I left her classroom feeling a bit more confident

and excited for the challenges ahead.

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Day 2

December 5, 2024

Today was all about perfecting our lesson plans. We submitted the first drafts we worked

on yesterday, and Ma'am Julie Nebril and Ma'am Lodi Gahilan provided some valuable

feedback. I realized I needed to work on making my learning objectives more specific

and including more engaging activities. It was a bit frustrating to have to revise, but I

know it will be worth it in the end. I spent the afternoon at home, meticulously revising

my lesson plan, determined to make it the best it can be.

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Day 3

December 6, 2024

Today, we observed Ma'am Julie Nebril teaching her class. It was fascinating to see her

in action! She was so engaging and enthusiastic, and the students seemed to really enjoy

learning from her. I noticed how she used different teaching strategies to cater to different

learning styles, and how she maintained a positive and supportive classroom

environment. I learned so much just by watching her.

Day 4

December 9, 2024

This weekend Ma'am Julie Nebril and Ma'am Lodi Gahilan decided that it was the time to

make our Instructional Materials (IMs) for our upcoming pre-demo.

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Day 5

December 10, 2024

The fifth day I still spent this day creating

flashcards, designing engaging worksheets,

and practicing my presentation. I even

recorded myself practicing my lesson and

watched it back to identify areas for

improvement. I'm starting to feel a bit more

confident, but I'm still a little nervous about

how it will all go.

Day 6

December 11, 2024

Pre-demo week! Ma'am Julie Nebril had us pick numbers to determine the order of our

presentation and luckily I was the last one to present. As I watched a few of my

classmates present their lessons, they were all amazing. I was so impressed by their

creativity and confidence.

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Day 7

December 12, 2024

This day December 10 is my turn and I'm the last one who will present, and I must admit,

I was a nervous wreck! My hands were shaking, and I almost forgot what I was supposed

to say. But once I got started, I found my rhythm. I think it went okay, but I know there's

definitely room for improvement. Ma'am Julie and Ma'am Lody gave me some

constructive criticism, which I'm determined to incorporate into my final demo.

Day 8

December 13, 2024

Today marks the eighth day of my work immersion. On this Wednesday, our supervising

teacher, Ma'am Julie Nebril, tasked our group to finalize our Instructional Materials (IMs)

and memorize them thoroughly. It's a crucial step in our preparation as future educators,

as these IMs will be the foundation of our lessons. I'm excited to see our hard work come

to fruition and to be able to share our knowledge with our future students.

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Day 9

December 16, 2024

Final demo day! The pressure was intense. I watched a few of my classmates present

their lessons, and they were all fantastic.

Day 10

December 17, 2024

And today is my turn. I tried to stay calm, but my heart was racing. I stumbled a bit at

first, and I even accidentally used my old topic for my IMs! I felt my face flush with

embarrassment, but I quickly recovered and continued with my presentation. It wasn't

perfect, but I got through it. The evaluators and Ma'am Julie gave me some encouraging

words and pointed out a few areas for improvement. I felt a mix of relief and

disappointment, but overall, I'm proud of myself for getting through it.

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 OBSERVATION AND INSIGHTS

My work immersion at Dolores National High School offered a unique window

into the dynamic world of education. The school itself exuded a vibrant atmosphere, a

testament to the dedicated faculty and engaged student body. The campus, though

modest, was well-maintained, with colorful murals adorning the walls and a palpable

sense of community spirit permeating the air.

One of the most striking observations was the diverse range of teaching styles

employed by the educators. I witnessed Ma'am Julie Nebril, the highly interactive

approach, incorporating engaging discussions, creative writing exercises, and even a

lively debate on current events.

This diversity underscored the importance of catering to different learning styles

and finding the most effective approach for each subject matter.

Beyond classroom observations, I was intrigued by the school's emphasis on

student participation. Classroom discussions were not merely teacher-led lectures; they

were dynamic exchanges of ideas where students actively voiced their opinions, asked

questions, and challenged assumptions. This collaborative learning environment fostered

critical thinking and encouraged students to develop their own understanding of the

subject matter.

Furthermore, the school demonstrated a commitment to integrating technology

into the learning process. Many classrooms were equipped with interactive whiteboards,

and teachers effectively utilized online resources and educational platforms to enhance

their lessons. I observed students using online simulations to conduct virtual experiments,

accessing educational videos to supplement classroom instruction, and collaborating on

online projects. These technological advancements not only made learning more

engaging but also prepared students for the increasingly digital world.

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 The school's commitment to student well-being was also evident. I observed

various extracurricular activities, such as sports clubs, the school band, and the drama

club, which provided opportunities for students to develop their talents and interests

outside of academics. The school also organized counseling sessions and workshops to

address students' social and emotional needs, creating a supportive environment

conducive to learning and personal growth.

However, I also observed some areas for potential improvement. While the school

demonstrated a commitment to inclusive education, there could be greater emphasis on

catering to students with diverse learning needs. Additionally, while technology

integration was evident, there could be further opportunities to leverage technology to

personalize learning experiences and provide individualized support to students.

Overall, my observations at Dolores National High School provided me with

invaluable insights into the realities of the teaching profession. I witnessed the dedication

and passion of the educators, the enthusiasm and engagement of the students, and the

school's commitment to creating a supportive and enriching learning environment. These

observations have not only deepened my understanding of the educational process but

also inspired me to strive for excellence in my own future endeavors.

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 OVERALL REFLECTION AND SELF-APPRAISAL

My work immersion at Dolores National High School has been a transformative

journey, a period of intense learning and personal growth that has profoundly shaped my

understanding of education and its significance in society. Stepping into the classroom,

initially as an observer, then gradually taking on more active roles, has been an

eye-opening experience that has challenged my assumptions and expanded my horizons.

One of the most significant takeaways from this immersion is the profound impact

that teachers have on the lives of their students. I witnessed firsthand the dedication and

passion of the educators at Dolores National High School. Their ability to connect with

students on a personal level, to foster a sense of belonging and create a supportive

learning environment, was truly inspiring. I observed how they went beyond simply

imparting knowledge; they nurtured critical thinking, fostered creativity, and instilled a

love for learning in their students. This experience has solidified my belief in the power

of education to transform lives and shape the future.

However, my immersion also brought to light the challenges faced by educators in

today's world. I witnessed the increasing demands placed on teachers, from managing

diverse learning needs and implementing innovative teaching strategies to navigating the

complexities of the current educational system. The dedication and resilience of the

teachers at Dolores National High School in the face of these challenges was truly

commendable. It underscored the importance of providing adequate support and

resources to educators to ensure their well-being and enable them to effectively fulfill

their roles.

One of the most valuable aspects of this immersion was the opportunity to

observe different teaching styles and pedagogical approaches. I witnessed the

effectiveness of interactive learning strategies, such as group discussions, role-playing,

and hands-on activities, in engaging students and fostering active learning. I also

observed the importance of incorporating technology into the classroom, from using

online resources and educational platforms to creating interactive presentations and

simulations. These observations have broadened my understanding of effective teaching

practices and inspired me to explore innovative ways of engaging learners.

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 Furthermore, this immersion has instilled in me a strong sense of responsibility

and professionalism. I learned the importance of punctuality, preparation, and adhering to

established routines. I also gained valuable communication and interpersonal skills as I

interacted with students, teachers, and school staff. I learned the importance of active

listening, clear and concise communication, and building rapport with individuals from

diverse backgrounds. These skills are not only essential for a successful teaching career

but also for personal and professional growth in any field.

One of the most challenging aspects of this immersion was developing and

delivering my own lesson plan. I grappled with translating my theoretical knowledge into

a practical, engaging, and effective learning experience for students. I learned the

importance of careful planning, thorough preparation, and the ability to adapt to

unexpected situations. I also learned the value of seeking feedback and incorporating

constructive criticism to improve my teaching approach. This experience has taught me

the importance of continuous learning and self-reflection in professional development.

Reflecting on my own performance, I recognize that there is always room for

improvement. I need to further develop my classroom management skills, particularly in

managing student behavior and maintaining a conducive learning environment. I also

need to enhance my ability to differentiate instruction to cater to the diverse learning

needs of students. I am committed to continuous learning and professional development,

seeking opportunities to further refine my teaching skills and expand my knowledge base.

This immersion has not only provided me with valuable professional skills but has

also fostered personal growth. It has challenged me to step outside my comfort zone, to

embrace new experiences, and to develop a deeper understanding of myself and the world

around me. I have learned the importance of perseverance, resilience, and the ability to

adapt to new situations. I have also gained a greater appreciation for the dedication and

hard work of educators and the profound impact they have on the lives of young people.

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 Looking ahead, I am eager to apply the knowledge and skills I have gained during

this immersion to my future endeavors. I am inspired to pursue a career in education and

contribute to the creation of a more equitable and inclusive education system. I am

committed to lifelong learning, continuous self-improvement, and making a positive

impact on the lives of the students I will have the privilege of teaching.

This work immersion has been a transformative journey, a period of intense

learning and personal growth that has profoundly shaped my understanding of education

and its significance in society. It has not only equipped me with the necessary skills and

knowledge for a successful teaching career but also instilled in me a deep sense of

purpose and a commitment to making a positive difference in the world.

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