WORK IMMERSION EXPERIENCE AT THE SCHOOL OF

SAINT JOSEPH THE WORKER INCORPORATED

STUDENT PORTFOLIO

SUBMITTED TO THE SENIOR HIGH SCHOOL DEPARTMENT

SCHOOL OF SAINT JOSEPH THE WORKER INC.

CABUGAO,ECHAGUE,ISABELA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN THE SUBJECT

WORK IMMERSION,ACADEMIC TRACK

HUMMANITIES AND SOCIAL SCIENCES

DUMALIANG, SHAILYN S.

APRIL 2025
 TABLE OF CONTENTS

INTRODUCTION…………..………………………………………………………..1

OBJECTIVES OF THE STUDY……………………………………………………..2

DURATION AND PLACE OF WORK IMMERSION……………………………...3

THE TRAINING AREA…………………………..…………………………………4

HISTORY……...…………………………………………………………………

Mission………………………………………………………………………5

Vision……………………...…………………………………………………5

ORGANIZATIONAL CHART…………………….……………………………….6

THE TRAINING EXPERIENCE………………….………………………………...7

JOURNAL……………………………………………………………………………8-17

OBSERVATION AND INSIGHT…………………………………………….…….18

OVERALL REFLECTION AND SELF-APPRAISAL……………………………..19-20

RECOMMENDATION………………………………………………………….…21

APPENDICES…………………………………………………………………..…..22

Resume of the Trainee…………………………………………………

Daily Time Record…………………………………………………….

Certificate…………………………………………………………………………

…
 INTRODUCTION

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

competencies, work ethic, and values relevant to pursuing further education and/or

joining the world of work. Work Immersion, a required subject, has been incorporated

into the curriculum to achieve greater congruence between basic education and the

nation's development targets.

This subject will provide learners with opportunities:

1. To become familiar with the workplace;

2. For employment simulation; and

3. To apply their competencies in areas of specialization/applied subjects in

authentic work environments.

To achieve the above objectives, Work Immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work

environments such as workshops, offices and laboratories in which their prior pieces of

training are relevant.

Work Immersion is one of the course requirements for graduation. A Senior High

School student has to undergo Work Immersion in an industry that directly relates to the

student's post-secondary goal. Through Work Immersion, the students are exposed to and

become familiar with work-related environments related to their field of specialization to

enhance their competence.

Specifically, the students are able to:

(i) Gain relevant and practical industrial skills under the guidance of industry

experts and workers;

(ii) Appreciate the importance and application of the principles and theories

taught in school

(iii) Enhance their technical knowledge and skills;

(iv) Enrich their skills in communications and human relations; and

(v) Develop good work habits, attitudes, appreciation, and respect for work.
Objectives of Work Immersion

Work Immersion will help develop the learners' life and career skills, and will

prepare them to make decisions on post-secondary education or employment. Through

partnership building, DepEd hopes that the Partner Institutions will provide learners with

Work Immersion opportunities, workplace or hands-on experience, and additional

learning resources. It aims to make the learners;

1. Appreciate the importance and application of the principles and theories

learned in school;

2. Enhance their technical knowledge and skills;

3. Enrich their skills in communications and human relations; and

4. Develop good work habits, attitudes, appreciation, and respect for work.

By the time learners reach Senior High School, they would have already acquired

almost all the competencies and skills that would prepare them for the curriculum exits

(higher education, employment, middle-skills development, and entrepreneurship). Work

Immersion allows them to apply what they have learned in a non-school scenario. In

work immersion, learners are not only able to apply their previous training but are also

able to experience social interns in a work environment. Their experiences during work

immersion will develop many skills and values that would help them as they transition

from high school to real life.

To assure the achievement of the above objectives of Work Immersion, this policy serves

to guide schools in:

1. Creating flexible work immersion arrangements for their learners;

2. Providing options or work immersion that are relevant to learners' purposes and

needs;

3. Organizing work immersion opportunities for learners that are consistent with

the diverse human resource requirements of partner institutions for work immersion; and

4. Articulating the scope and limits of work immersion in the context of basic

education when building relationships with work immersion partners.

 Duration and Place of Work Immersion

The work immersion took place at the School of Saint Joseph The Worker,

Echague, Isabela. It is part of the SHS Curriculum that consists of 80 hours of hands-on

experience.
TRAINING AREA

Figure 1: School of Saint Joseph the Worker

HISTORY OF THE TRAINING AREA

As the years passed by, new buildings were put up to accommodate the increasing

population. From 1959-1974, different priests served as rectors: Fr. Francisco Martinez,

Fr. Juan Quinto, Fr. Ramon Navarro, Fr. Ingeno Rapadas, Prom 1977 to present, the

following served as chaplains: Fr. Francisco Uanan, Fr. Ramon Navarro, Fr. Pedro Lora,

Fr. Jose Mangulabnan Msgr. Daniel Guiyab, and Fr. Edwin Ramirez, Fr. Dante Mazo, Fr.

Patrick Pua, Fr. Darwin Mamauag, and Fr. Saturnino Talosig.

The Franciscan Apostolic Sisters (FAS) took part in the teaching institution,

handling religion subjects. From 1974 1976, Rev. Sr. Mary Bontogan, FAS was

appointed directress and at the same time the first principal among the religious group

assigned in the high school department. In 1974, the college department was abolished

The administration of the school was then handed down to the Francisca Apostolic

Sisters (FAS), given them the positions as school heads, and other assignments such as

classroom teachers and other office works From 1974, seven more religious sisters served

as principals completing 48 years of service in the school: Sr. Rufina Sobreviga,

FAS(1976-1989), Sr. Susan Turingan, FAS(1989-1990), Sr Agnes Infante, FAS (1990-

1991), Sr. Lolita Loseño, FAS (1991-1994), Sr. Ma. Adela Pabon, FAS (1994-2001), Sr.

Caridad Galam, FAS (2001-2003), and Sr. Lolita Loseño, FAS (2003-2009).

Within the first year of administration of Sr. Lolita Loseño FAS, through the

order of the Board of Trustees of the Diocese of llagan, in charge of the management of

all diocesan schools, Lyceum of Echague was renamed School of Saint Joseph the

Worker in 1991. This is in honor of the Patron Saint of the municipality of Echague. In

2010, the school celebrated its Golden Jubilee, highlighted by the blessing of the school

gymnasium, a joint project of the school and supported by the General Parent-Teacher

Association (GPTCA) and the Alumni Association, particularly Class 75 headed by Prof.

Mirriam Macutay of the lead batch, together with Atty. Ruben V. Lopez, the organizer

and the incumbent over-all president/chairman of the association. Mrs. Teresita N.

Pagador was designated as the principal of the school, given the appointment by the

Board of Trustees (BOT) approved by Most Rev. Joseph A. Nacua, OFMCap., D.D. the

chairman. This ended up the services of the Franciscan Apostolic Sisters in the Diocese

of llagan. Elementary Education was offered in 2012 duly recognized by Republic Act.

No. 9155, otherwise known as the "Governance of the Basic Education Act of 2001, by

Estela L. Cariño, Ed. D., CESO IV, Director III. This was in answer to parents clamor to

have a continuation of their children's education, particularly the kindergarten department

which was reactivated in 1995 by Sr. Adela Pabon, FAS Between 2012-2015, the school

offers complete Kindergarten, Elementary (Grade 1-4) and Secondary Education. Rated

with 3.27%, above average, during an evaluation conducted by the Private Education

Assistance Committee (PEAC), this resulted to the increase of ESC Scholarship grante es

subsidized by the government. The school continuously levels up to meet the needs of its

students and to face the challenges of the 21" Century demands for the millennial

learners. Pursuant to the provisions of the Republic Act No. 9155, (Enhanced Basic

Education Act of 2013, School of Saint Joseph the Worker offers Senior High School:

Humanities and Social Science (HUMMS), General Academic Strand (GAS),

Accountancy and Business Management (ABM), and Science, Technology, Engineering

and Mathematics (STEM). SSJW continue to live its mark in teaching Catholic Education

and to promote the Culture and Excellence through the various co-curricular programs
and activities. The administration, faculty and staff ensure its implementation to sustain

and develop the student's spiritual, moral, social and emotional and intellectual quotients

MISSION

The school of Saint Joseph the Worker Incorporated, a Catholic School, as an

evangelizing arm of the Local Church, envision itself as a holistically transformed

Christian Community founded on the person of Jesus.

VISION

Therefore School of Saint Joseph the Worker is committed:

● To provide equal opportunity and access to transformative Catholic education

integrating Gospel and Filipino cultural values responsive to the signs of the

time.

● To promote a culture of excellence that encourages individualize formation

leading to Christian community living:

To reach out the people enriching faith, life and culture experiences essential in building

a just and humane society: and

● To promote integrity of creation.

ORGANIZATIONAL STRUCTURE
 JOURNAL

Day 1

My first day as being a practice teacher, this was the day where I will face on

what’s it’s like going to be one as a teacher. On my first day being a practice teacher, this

morning I have observed on how a teacher teach it’s respected classroom, while

observing I have learned that as being a teacher it is our part to explain the lesson's that a

teacher is giving to the classroom and it must be clear and easy to understand for the

student’s that we are lecturing so that they have something to learn and gain some new

knowledge on them. On this day I was given the schedule's and grade level’s on what I’m

going to teach throughout my whole work immersion, first thing’s was that I have to

teach some section’s at the year level 7, and year 8 was included on my schedule. On this

day I was still nervous since I don’t have the confidence on talking in front of a lot of

people but as my first day I know I couldn’t back down now so I made up my mind and

to make sure I would make this a great experience for me being a teacher.

I learned that teaching is not just about presenting lessons, but also about

ensuring that students understand the material. It is crucial to have clear communication

so that students can absorb new knowledge. I also realized that confidence grows with

experience and practice, and embracing challenges is key in teaching.

This first day taught me the value of preparation, adaptability, and creating an

engaging learning environment. Teaching is not just about transferring knowledge but

also about connecting with students and ensuring their success. I am excited to continue

developing my skills as a teacher and make the most of my work immersion experience.
Day 2

On my second day as a practice teacher, this day is that I have a lot of schedule’s

to attend and teach and honestly it was exhausting since I have only one vacant period on

my schedule on the whole morning and it was very tiring on talking and teaching the

students. But on the afternoon there was only one schedule but on this afternoon I didn’t

lectured yet. This afternoon it was only the female teacher who had to lecture and told me

that I should take some note’s and listen carefully on how to properly lecture and teach

on a classroom.

I learned that effective time management is crucial for teachers, especially when

handling a busy schedule. Observing experienced educators provides valuable insights

into teaching strategies and classroom management. Additionally, maintaining

professionalism and staying attentive during observations are essential for personal

growth.

The experience highlighted the importance of balancing teaching responsibilities

with self-care to prevent burnout. It also emphasized the value of learning from seasoned

teachers through observation and reflection. Moving forward, I plan to implement time

management techniques to handle my schedule more effectively and actively engage

during observations to enhance my teaching skills.

Day 3

The teacher was teaching and I was observing her on how she lecture the class,

since I’m still learning on the basic’s of teaching I’m still not familiar on how to talk in

front of a lot of students. Observing the teacher's approach to lecturing, I recognized the

importance of clear communication and engaging delivery in effectively conveying

lessons to students. I also realized that building confidence in public speaking is a gradual

process that requires consistent practice and self-reflection.

This experience highlighted me the significance of preparation and self-assurance

in teaching. To enhance my confidence in front of the class, I plan to practice my lessons

thoroughly, seek constructive feedback, and gradually increase my teaching

responsibilities. Additionally, incorporating strategies such as modeling ideal behavior

and encouraging student initiative can foster a more interactive and effective learning

environment.
Day 4

On my forth day this morning, our activity involved grouping the students and

assigning them roles for a role-playing activity. The topic was bullying, where two

students acted as the bullies, while the others played different roles. They were given a

script to follow. Some students were shy and hesitant at first, but as the activity

progressed, they became more engaged. I observed that some students were naturally

active, while others needed encouragement. During the session, I also noticed that some

students were not participating much. Because of this, I had to implement new methods

to ensure that everyone would be involved. The students who passed their quizzes on

time were given incentives, which encouraged them to participate more actively.

I learned that role-playing activities are effective tools for engaging students and

addressing important topics like bullying. They allow students to explore different

perspectives and develop empathy. Additionally, I discovered that some students may

need encouragement to participate, and implementing strategies such as offering

incentives can motivate them to engage more actively. This experience highlighted me

the importance of creating an inclusive and participatory classroom environment.

Incorporating diverse teaching methods, like role-playing, can cater to different learning

styles and encourage active involvement. To further enhance student engagement, I plan

to implement strategies such as using current topics of interest, gamification, and

connecting lessons to students' lives and interests.

Day 5

This is my fifth day of experiencing what it’s like to be a teacher. That’s why in

this journal, I will share my experience in teaching Grade 7 students. I demonstrated how

to answer different exercises, read aloud properly, and understand the lessons correctly.

The subject I taught was English, and I handled a section that was already familiar with

their tasks. In the afternoon, during the first period, St. Benedict had a discussion with

Ma’am while I was at the back observing. After St. Benedict, we proceeded to St.

Anthony, where we handled two subjects. The students were mostly working on their

own, and we were just assisting them. After that, our next subject was St. Matthew.

They were also doing their tasks independently, but St. Matthew's class was more

complete in finishing their work. I learned that teaching Grade 7 students requires a

balance between direct instruction and facilitating independent work. Demonstrating how

to approach exercises and read aloud effectively helps students grasp the material.

Observing the students' ability to work autonomously during subjects like St. Anthony

and St. Matthew highlighted the importance of providing guidance while encouraging

self-directed learning.

This experience emphasized me the need for clear communication and structured

support to foster student independence. Implementing strategies such as setting clear

expectations, providing scaffolding, and encouraging self-reflection can enhance students'

ability to work independently. Additionally, creating a classroom environment that

promotes active participation and engagement is crucial for effective learning.

Day 6

Day six was similar to the previous days. We observed and provided activities to

different sections. I did my best to ensure that everyone participated. Throughout the

whole day we didn’t do a lot of activities than handing out some activities to the grade

level and section that was in my schedule this day. It was not exhausting and tiring for

this day.

This day was only a half-day because of the rainy weather. I learned that

facilitating student participation can be challenging, especially when students are hesitant

or disengaged. Implementing strategies such as offering incentives can encourage active

involvement. Additionally, I realized that not every day will be demanding; some days

may involve less intensive activities, allowing for a more relaxed pace.

This experience highlighted me the importance of adaptability in teaching.

Recognizing when to implement engaging strategies and when to allow for a more

relaxed pace is crucial. To enhance student participation, I plan to incorporate diverse

teaching methods, such as group discussions and interactive activities, to cater to

different learning styles and encourage active engagement.

Day 7

On my seventh day, I wrote on the whiteboard. After writing, I discussed the

lesson. I realized that in teaching, you don’t always have to be too serious. It’s important

to ensure that students understand everything, especially concepts that aren’t immediately

clear to them. When I handled a Grade 8 class, I was the only teacher in the classroom. It

felt like a real teaching experience since I had to explain the lesson in front of them while

they listened attentively.

I learned that teaching requires a balance between maintaining authority and

being approachable. While it's essential to ensure students understand the material, it's

equally important to create a classroom environment where students feel comfortable and

engaged. Handling a Grade 8 class independently allowed me to experience firsthand the

dynamics of managing a classroom and delivering lessons effectively.

This experience highlighted me the importance of balancing professionalism with

approachability in teaching. Establishing clear expectations and maintaining authority are

crucial, but so is fostering a supportive and engaging classroom atmosphere. To enhance

my teaching effectiveness, I plan to implement strategies that promote student

engagement and create a positive learning environments

Day 8

On my eighth day, on this day and on our schedule we we’re told to do some

activity, it was a role play for four sections of Grade 7. After learning about the activity

and telling the students they were then divided into groups, each was assigned a specific

scenario to act out. While doing so some students were struggling with their lines and

while acting as if they where in a stage, but the students through practice and some

guidance they received, after some time of practicing and focusing they managed to

perform with more confidence. At first, some students were shy and hesitant to speak in

front of the class since some of them we’re shy because it’s not everyday that they get to

talk in front of people, but as the activity went on, they started enjoying it. The students

were putting some effort into their performances, showing their enthusiasm and their

teamwork as classmates. Each group of students have acted out their assigned roles

impressively, they were making sure to portray the emotions and messages of their scenes

effectively. On some occasion there were some moments when some students tends to

forgot their lines, but they quickly recovered, making the presentation even more

entertaining. I enjoyed watching the students participate actively, and it made me

appreciate the creativity and effort they put into their learning process. This experience

continues to teach me valuable lessons about patience, adaptability, and the importance of

making learning enjoyable for students.

I learned that role-playing activities are an effective way to boost student

confidence, encourage teamwork, and promote creativity. It's essential to be patient with

students, especially when they are shy or hesitant, and to provide support to help them

improve. Though practice and encouragement, students can overcome challenges, such as

forgetting their lines, and perform with more confidence and enjoyment.
 This experience taught me the importance of creating a supportive and engaging

learning environment. Allowing students to practice and make mistakes in a safe space

helps them grow and develop confidence .As a teacher, I learned that making learning fun

and interactive can significantly enhance students' motivation and engagement.

Day 9

On my ninth day, on the morning schedule I have our main task to do for this day

is to provide pointers to review to help the students prepare for their upcoming exam in a

few days. As I were making some pointers for them I made sure that the pointers covered

most of the essentials topics that are going to be in the exam paper. Because of my

friendly nature the student’s listened to me attentively, taking down some important

details to use as a guide for their reviewer and to make it easier for them to review and

get a high score on their exam. As I was handing out their reviewer I told them that it is

important to study in advance since while you are studying there is already gonna be

some knowledge about the next time your gonna have or when there is a sudden

recitation.

I learned that providing students with study guides is an effective way to help

them focus on essential topics and prepare for exams. Study guides assist students in

identifying key information, reducing stress, and improving their understanding of the

material.

Additionally, I realized that encouraging students to study in advance not only prepares

them for exams but also helps them retain information better and reduces last-minute

stress.

This experience highlighted the importance of proactive teaching strategies, such

as providing study guides and encouraging early preparation, to enhance student learning

and performance. By offering clear guidance and promoting early study habits, I can help

students feel more confident and reduce their anxiety during exams.
Day 10

It was my last day of work immersion, this whole experience on being a teacher

was filled with happiness and a sense of fulfillment. It felt relaxing knowing that this

would be my final day experiencing what it’s like to assist in teaching and guiding

students. Unlike the previous days, today was more relaxed since the Grade 7 students

focused on reviewing for their upcoming exams. Because of that instead of engaging in

interactive activities or some role plays, so because of not doing anything I made them

use time for their upcoming exam to began studying and preparing for their exam, I was

ensuring them that I made sure they had a solid grasp of the lessons they had learned

throughout the my whole experience as a teacher.

I learned that providing students with dedicated time to study and prepare for

exams is crucial for reinforcing their understanding and boosting their confidence.

Encouraging self-directed learning during this period allows students to take ownership

of their learning, fostering engagement and the development of critical skills necessary

for lifelong learning.

This experience highlighted the importance of fostering self-directed learning

among students. By encouraging students to take responsibility for their own learning, I

can help them develop essential skills such as time management, self-discipline, and

critical thinking. These skills are not only beneficial for academic success but also for
personal growth and lifelong learning. Moving forward, I plan to incorporate more

opportunities for self-directed learning in my teaching approach to empower students and

enhance their educational experience.

OBSERVATION AND INSIGHTS

Throughout my whole work immersion having the experience on having the

chance on teaching on my school ground it was mostly a mix of some challenges and

some rewards. On this work immersion I have experienced on the responsibility as

teacher we are the one who are guiding our student’s on the right path and making sure

that they are learning a lot of us, as a teacher we must put some effort like preparing

some lessons to lecture on our respected classroom everyday, and being a teacher we

should always have the patience on managing a classroom that we are assigned. On this

work immersion there was probably some moments of exhaustion but also fulfillment

when you saw the student’s you are lecturing that they are eager to learn and listen to you

lecturing them. Throughout everything I have gained some confidence on standing in

front of a lot of people, I have improved my communication skills, and developed a

deeper appreciation for the teachers. As for that I am forever thankful for this wonderful

experience on what’s it like being a teacher through my work immersion.

On my work immersion being a teacher it has given me a lot of valuable insights

on the how it’s like being a teacher and experience the feeling of teaching a lot of

students. Through my work immersion I have seen that being a teacher is not just about

giving some lesson’s and teaching it, it is about having the patience everyday while
lecturing, and having the some connection with the student’s as you are lecturing them.

Being a teacher I have saw and realized that every student learns very differently from

another, and as for that it is the teacher’s role to go and make sure that every lesson's that

we are lecturing it must be easy for them to understand. As such on this experience it has

given me some understand on the challenges of every teacher’s has to face everyday, like

from lesson planning to classroom management. But despite all these difficulties, the joy

of seeing the student’s we are teaching and seeing them learn and grow can be rewarding

as teacher knowing that we are teaching them right.

OVERALL REFLECTION

During on my work immersion at my own school, being a teacher it is a both

privilege and a responsibility. To be having the opportunity being as a teacher I have

learned that it is not just about delivering lesson’s to the student’s, it is about shaping

their minds, inspiring them with curiosity, and making sure that each day they of us

teaching them there should be an impact on their lives. On my work immersion having

the experience as a teacher inside a classroom is that I have the opportunity to guide,

support, and challenge the students, and making sure that I am helping them unlock their

full potential
 SELF-APPRAISAL

Throughout my work immersion being a teacher, I have gained some valuable

experience's that has help me grow both professionally and personally. On this

experience being a teacher I have developed a better communication skills, like learning

how to explain some concepts clearly and also on engaging with the student’s effectively.

Because of being a teacher my patience and adaptability have significantly improved as I

handled different classrooms. As my work immersion end’s I believe that I did very on

preparing some lesson’s each day and building some connection’s with the student’s I

have taught. Overall, this experience has strengthened my confidence and deepened my

understanding on what a teacher has to go through everyday. As such I am very proud of

myself especially my progress on having the experience as a teacher.

 RECOMMENDATION

I am pleased to recommend my own school as a work immersion place School of

Saint Joseph the Worker. Experiencing as a teacher and mentor at my own school called

School of Saint Joseph the Worker, I have had the privilege of becoming a teacher

throughout the whole immersion program on my first day I have the privilege on seeing

on how dedicated, a hard working, and enthusiastic are in both academic and

extracurricular activities are the teacher’s in my school.

 QUALIFICATIONS

I am a straight to the point student if there was a task handed to me I would finish

it as soon as I can. I can easily follow on whatever the teacher or person that is teaching

well it depends on the severity or difficulty of what is being taught.

PERSONAL INFORMATION:

Name: Shailyn Santos Dumaliang

Gender: Female

Age: 17

Date of Birth: March 21 2007

Place of Birth: Maligaya Echague Isabela

Civil Status: Single

Height: 4'11

Weight: 48

Religion: Roman Catholic

Dialects: Tagalog

Mother’s Name: Evelyn Santos

Age: 41

Date of Birth: April 20, 1983

Occupation: OFW

Father’s Name: Arnold Pataueg Dumaliang

Age: 43

Date of Birth: February 12, 1980

Occupation: Driver

ACADEMIC BACKGROUND:

SENIOR HIGH EDUCATION (SHS)

School of St. Joseph the Worker INC.

SECONDARY EDUCATION (JHS)

Don Mariano Marcos National High School

PRIMARY EDUCATION

Echague South Central School

SKILLS/QUALIFICATIONS

● Responsibility

● Critical Thinker

● Good Communication Skills

● Teaching Skills

● Multitasking Skills

● Social Skills

● Friendly

● Easy to Approach

CHARACTER REFERENCES:

Teresita M. PAgador, MAEd

School Principal

School of Saint Joseph the Worker, Inc.

Chen Reyes Figuracion, LPT

SHS Coordinator

School Of Saint Joseph the Worker, Inc.

Contact Number: 09978227014

Nilo G. Pattalitan, Jr.

Immersion Teacher

School of Saint Joseph the Worker, Inc.

CERTIFICATE OF COMPLETION
WORK IMMERSION EXPERIENCE AT THE SCHOOL OF SAINT JOSEPH

THE WORKER INCORPORATED

Student Portfolio

Submitted to the Senior High School Department

School of Saint Joseph the Worker, Inc.

Cabugao, Echague, Isabela

In partial fulfilment of the requirement for

Work Immersion, Academic Track

Humanities and Social Sciences

Dumaliang, Shailyn S.

April, 2025

TABLE OF CONTENTS
 TITLE PAGE i

LETTER TO THE READERS ii

ACKNOWLEDGEMENT iii

LETTER TO THE READERS

 Dear Readers,

In her recent work immersion experience in the field of education, she gained

valuable insights into the responsibilities and challenges of being a teacher. This

experience varied depending on the grade level one teaches. Throughout the program, she

had the opportunity to observe the teaching process—how teachers engage with students,

manage the classroom, and deliver lessons. From her perspective, this experience allowed

her to develop key skills such as effective communication, especially in the classroom,

patience, and adaptability when lecturing in front of students.

Being exposed to real teaching scenarios, she noted the importance of student

engagement, such as asking random students questions to keep them involved. She also

realized the significance of maintaining the role of an educator, ensuring that students are

learning and not slacking off. For her, this immersion was a great opportunity to fully

understand the teaching profession and deepened her appreciation for it.

Sincerely,

Shailyn S. Dumaliang

ACKNOWLEDGEMENT
On this note, she would like to express her gratitude for the opportunity provided by her

school program for Grade 12 students. She is thankful to the principal for organizing the

work immersion and to all the teachers she met who shared their knowledge and guidance

throughout her experience. She is forever grateful to them for making this a wonderful

experience and for giving her a deeper understanding of the challenges faced by teachers.

Her work immersion at the School of Saint Joseph the Worker was both meaningful and

educational, offering valuable insights into the teaching profession and the decision to

pursue a career in education. It not only helped her develop crucial skills like

communication—an essential tool for any teacher—but also patience, as she learned how

demanding it can be to manage the same class repeatedly.

From her perspective, she feels immense gratitude for the students she taught during the

past 10 days of the work immersion. This experience helped build her confidence and

gave her a deeper appreciation for the important role teachers play in shaping students'

futures.

Work Immersion Application Cover Letter

Shailyn S. Dumaliang
Purok 6, Maligaya
Echague Isabela, 3309

Dumaliangshailyn9@[Link]

Nilo G. Pattalitan Jr.

Immersion Teacher
School of Saint Joseph The Worker Inc.
Echague, Isabela 3309

Subject: Application for Work Immersion Program

Dear Sir,

I am writing to express my interest in applying for the Work Immersion Program at School of
Saint Joseph The Worker Inc. As a Grade 12 student at School of Saint Joseph The Worker Inc. ,
I am eager to gain practical experience and apply my academic knowledge in a real-world
setting. I believe that your company’s expertise in teaching field aligns with my interests and
career aspirations.

Through my studies, I have developed skills in communication, teamwork, problem-solving,

and I am excited about the opportunity to further enhance them through hands-on
experience. I am a dedicated and hardworking student, eager to learn and contribute in any
way possible during my work immersion.

I am particularly interested in Teacher role, because am confident that this opportunity will
allow me to gain valuable insights and prepare me for future professional endeavors.

I have attached the necessary documents for your review, including my résumé and school
endorsement letter. I would appreciate the opportunity to discuss how I can be of assistance
during my work immersion. Thank you for your time and consideration.