Polytechnic University of the Philippines

Commonwealth Campus
Quezon City

Student Teaching Portfolio

of

Annalyn N. Bruzon
Bachelor in Business Teacher Education

Assigned to

Justice Cecilia Muñoz Palma High School

Molave St., Payatas B, Quezon City

Submitted to

Prof. Sheryl R. Morales

Coordinator Adviser

March 2011
 TABLE OF CONTENTS

Dedication

Acknowledgment

Prayers for Teachers

Introduction

University Background

 Vision and Mission

 Goals

 PUP Philosophy

COABTE

 General Objectives

Description of Practice Teaching Sites

-Justice Cecilia Munoz Palma High School

 Mission and Vision

 T.L.E Organizational Chart

 Location Map

Brief Synopsis of Professionalism Reading

Professional Development Plan

Narrative Report

Currents Issues in Education

Curriculum Vitae

Attachments
 DEDICATION

To my family,

Classmates, True Friends,

Coordinating Teachers,

Coordinator Adviser, T.L.E Head Teachers,

And above all to our God!

 ACKNOWLEDGEMENT

I would like to thank the people who gave me support and concern for my

Practicum and doing this Portfolio.

Mrs. Marilyn F. Isip and Mrs. Sheryl R. Morales, our advisers in Student

Teaching, for there assistant and guidance conducting classroom instruction. Without

them, we didn't experience this training.

Thank you also to my TRUE FRIENDS for moral support and giving and

information I needed.

To my mother for her fully support and financial assistant before and after my

Practicum.
 Teachers Prayers
I want to teach my students how--
To live this life on earth,
To face its struggles and its strife
And to improve their worth.

Not just the lesson in a book,

Or how the rivers flow,
But to choose the proper path,
Wherever they may go.

To understand eternal truth,

And know right from wrong,
And gather all the beauty of
A flower and a song,

For if I help the world to grow

In wisdom and grace,
Then I feel that I have won
And I have filled my place.

And so I ask your guidance, God

That I may do my part,
For character and confidence
And happiness of heart.

We pray these things in the

name of our great teacher, Jesus Christ.

Amen.
 Introduction

Student Teacher is a student learning to be a teacher. Student teaching is a

student learning to be a teacher, teaching a classroom under the supervision of a mentor

teacher, an experience teacher. This usually takes place in the teacher's classroom,

where she is in charge of her students. You, student teacher, is there to observe and help

implement lesson plans when the mentor teacher deems appropriate.

Student Teacher is a student learning to be a teacher. Student teaching is a

student learning to be a teacher, teaching a classroom under the supervision of a mentor

teacher, an experience teacher. This usually takes place in the teacher's classroom,

where she is in charge of her students. You, student teacher, is there to observe and help

implement lesson plans when the mentor teacher deems appropriate.

Student teaching is a field experience for an education major that is either one or

two semesters of assignment in a classroom with a cooperating teacher and a university

supervisor who monitors the assignment.

Student teacher will spend some time early in the assignment observing and

assisting with gradual increase of responsibility for the class until the student teacher is

going "solo" with the class this field experience follows completion of university/college

course work. Student teaching is usually the last hours before graduation.
 University Background
VISION

The Polytechnic University of the Philippine’s envision itself a pre-eminent national and

natural leader in higher education and innovative powerhouse of quality and relevant

education dedicated to educating leaders and schools through the highest quality of

learning spares and growth in instructors, research and services to our country and the

international community.

MISSION

Reflective of the great emphasis being give by the countries leadership aimed at

providing appropriate actions to the alleviation of the plight of he poor, the division of

the citizens, and of the national community to become globally competitive, the

University shall commit its academic resources and manpower to achieve its goals

through.

1. Provision of undergraduate education which meet international students of

quality and excellence;

2. Generation and transmission of knowledge in the broad range of discipline

relevant and responsive to the dynamically changing domestic and

international environment.
 3. Provision of more equitable access to higher education opportunities to

deserving and qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher

education resources.

PHILOSOPHY

As a state University, the Polytechnic University of the Philippine’s believes that:

1. Education is an instrument for the development of the citizens and for the

enhancement of nation building;

2. Meaningful growth and transformation of the country are best achieved in an

atmosphere of brotherhood, peace, freedom, justice and nationalist- oriented

education imbued with the spirit internationalism.

 COABTE

COABTE PHILOSOPHY

The College of Office Administration and Business Teacher Education (COABTE) is

envisioned to produce graduates who posses the necessary knowledge, competencies,

skills, values and attitudes that are responsive to national and global market demands in

the fields of office Administration and Business Teacher Education in an atmosphere of

brotherhood, peace, freedom, justice and nationalist. Oriented education imbued with

the spirit of solidarity of humanist internationalism.

MISSION

The College of Office Administration and Business Teacher Education seeks to improve

the quality of life of graduates through quality, relevant, accessible, effective, and

efficient education in Bachelor of Business Teacher Education and Bachelor of Office

Administrative to meet the demands of the next millennium.

GENERAL OBJECTIVE

COABTE aims to produce graduates who are equipped with marketable competencies;

research, office and pedagogical skills; wholesome attitude and work values need by the

employment market for nation-building.

SPECIFIC OBJECTIVES

1. Produce globally competitive graduates who can meet the manpower

requirements of the high-tech labor market to maintain PUP’s leadership in

the field of Office Administration and Business Teacher Education.

2. Strengthen research skills to develop critical/ analytical thinking and provide

inputs for curriculum division and policy formulation.

3. Develop physically and mentally fit manpower who will become decisive

instrument for economic upliftment, social mobility, political stability and for

the promotion of desirable cultural, spiritual, and moral values and ecological

consciousness.
 JUSTICE CECILIA MUÑOZ PALMA
HIGH SCHOOL

It is named in 2006 after the first female Supreme Court Justice;

formerly Lagro High School Annex in 1989 to Payatas High

School in 1997

Vision

Justice Cecilia Munoz Palma High School is a educational

institution developing well-rounded individuals for the

establishment of a self-reliant and responsible community.

Mission

To provide relevant education for youth’s intellectual,

psychological, spiritual and environmental awareness through

responsive approaches.
ORGANIZATIONAL CHART
 Justice Cecilia Muñoz-Palma HS
(formerly Payatas HS & Lagro HS
Payatas Annex) (Quezon City)

This place is a building

Category: school, secondary education
Address: Payatas Road (formerly Litex or Manila Gravel Pit Rd.)

Type: Public School

Year Founded: 2000

School Head: Juanita c. Alajar (Principal II)

Guidelines, Policies and references of
Student Teachings

Student Teaching The first major step in moving from amateur status toward gaining the

competencies that mark the real professional is the student-teaching opportunity to put

educational theory and methods into practice. Student teaching is first and foremost a learning

situation. This is the craft before he has to put his skills on the line in his own classroom. This

is the student teacher’s chance to learn from his mistakes without causing harm to students.

This is the time for him to find out the strategies, tactics, and teaching styles that best suit him.

It is a time of trial and error and for growing confidence and beginning expertise. It is not a

time of perfection but of striving for competence.

The Student Teacher’s Code

(From Rivera and Sambrano)

A. Responsibility to the student

1. The student teacher is a professional practitioner in his relationships with his

students. All data concerning the school and the students must be kept confidential.

2. The student teacher refrains from imposing his religion or political views upon his

students.

3. The student teacher recognizes his continuing need for understanding student

growth and development.

One the basis of understanding, he develops:

 a. A learning program oriented to the individual capacities of his students.

b. A social climate which encourages personal integrity and social responsibility.

B. Responsibility to the Host School

1. The student teacher acts only through accepted channels of communication

and authority in the school system.

2. The student teacher recognizes his duties, responsibilities, and privileges.

3. The supervising teacher assumes only the authority which has been delegated

to him.

4. The student teacher respects the professional right and personal dignity for

the supervising teacher, regular teacher (critic or cooperating teacher) and

other staff members, the college supervisor and student observers in the

classroom situation.

5. The student teacher who encounters difficulty in a professional situation first

consults the supervising teacher. If he desires additional aid, he will take the

matter to the Department Head or Dean.

C. Responsibility to the Teacher- Education Institution

1. The student teacher recognizes that any misconduct is a reflection upon the

teacher-education is a reflection upon the teacher-education institution. He

upholds the standards of the institution in his professional right.

2. The student teacher approaches his own learning institution with a positive

attitude.
 3. The student teacher appreciates and makes constructive use of the assistance

of the student teaching or college supervisor in adjusting to professional

practice.

D. Responsibility to the Profession

1. The student teacher shows pride in and considers he a member of the profession. He

acts according to the established ethics in all matters.

2. The student teacher maintains membership in and supports professional

organization.

3. The student teacher is reader; he keeps up-to-date on professional matters and

current affairs.

4. It is the student teacher’s responsibility to obtain information about the legal aspects

of his professional practice and certification.

5. Placement

a. The student teacher, looking forward to placement, establishes a file in the

professional placement office.

b. Prior permission is obtained from people whose names are used as

professional references.

c. Applicants use only professional channels and do not employ political

pressure in obtaining a position.

d. The student teacher does not apply or underbid for a position held by a

qualified teacher.

e. In order that the administrator may best utilize the prospective teacher’s

ability, the student teacher will be candid in the statement of his

competencies.
f. Upon acceptance of a contract, the student teacher withdraws all other

applications immediately.

Characteristics of Successful Teachers

1. Are good managers

2. Are well organized

3. Encourage time on task

4. Focus their class activities

5. Teach imaginatively

6. Know their subject

7. Know their students

8. Hold high expectations

9. Are supportive

10. Adapt

11. Use intrinsic control

12. Match objectives, teaching method, content and test

References:

By: manual for observation, participation and community immersion

Avelina C. Bucao M.A.T.

pp.3-5
 Professional Career Plan

Four years of staying at school was nearly ends. I can’t imagine how fast days pass. I still

remember the days when me and my best friend are looking for the universities and applying for

the application and take an entrance exam. Sad to say, we are failed to enter in one university

and have an opportunities in the Polytechnic University of the Philippines-Quezon City Campus.

I used to choose an IT course but there are no slots available and the remaining course was

BBTE (Bachelor in Business Teacher Education). This course has lots of opportunity if ever you

are graduated.

After my graduation I was planning to take a LET and Civil Service Examination to have

a licensed in teaching and to work in a government agencies. Then I was looking for the job

where suitable in my existing skills.

 Narrative Report

I would like to first express my gratitude and excitement at the opportunity to

perform my student teaching at your school in Ms. Sularan’s classroom. I am excited to

begin gaining the experience and lessons of becoming a better teacher for the students of

today by teaching your classes. Much like your school is prepared to offer an education to

all and stress the points of responsibly, goal driven schoolwork, planning and time

management, and positive attitudes; I too offer those same ideals. I feel all who wish to gain

an education are welcome to it and I am honored to have the chance to be your teacher.

In my previous pre-student teaching observations, where I had the chance to watch

experienced teachers conduct their classes and learn firsthand teaching strategies, I feel I

have seen a small taste of the education world. I find myself excited and eager to be in front

of the classroom where I have always wanted to be. While I have seen various forms of

teaching I am feeling ready to begin my own. In my personal forms of teaching I value the

student’s opinion and values on the topic of instruction. If a student is engaged in a lesson

they are learning, and from this I formed various philosophies on the education process

To the students of Ms. Sularan’s class, I would like to take a moment to again thank

you for the opportunity that you have provided for me to enter the classroom and perform

my student teaching. While I am eager to teach many lessons and provide an education, I

am also prepared and excited for lessons I will learn from the students, the school, and my

cooperating teacher.
 Current
Issues in
Education
 Key Issues in Philippine Education

Literacy rate in the Philippines has improved a lot over the last few years- from 72

percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the

number of schools built and the level of enrollment in these schools.

The number of schools grew rapidly in all three levels - elementary, secondary, and

tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in

the elementary schools and 362 percent in the tertiary schools. For the same period,

enrollment in all three levels also rose by 120 percent. More than 90 percent of the

elementary schools and 60 percent of the secondary schools are publicly owned.

However, only 28 percent of the tertiary schools are publicly owned.

A big percentage of tertiary-level students enroll in and finish commerce and business

management courses. Table 1 shows the distribution of courses taken, based on School

Year 1990-1991. Note that the difference between the number of enrollees in the

commerce and business courses and in the engineering and technology courses may be

small - 29.2 percent for commerce and business and 20.3 percent for engineering and

technology. However, the gap widens in terms of the number of graduates for the said

courses.

On gender distribution, female students have very high representation in all three levels.

At the elementary level, male and female students are almost equally represented. But

female enrollment exceeds that of the male at the secondary and tertiary levels . Also,
boys have higher rates of failures, dropouts, and repetition in both elementary and

secondary levels.

Aside from the numbers presented above, which are impressive, there is also a need to

look closely and resolve the following important issues: 1) quality of education 2)

affordability of education 3) goverment budget for education; and 4) education

mismatch.

1. Quality - There was a decline in the quality of the Philippine education, especially at

the elementary and secondary levels. For example, the results of standard tests

conducted among elementary and high school students, as well as in the National

College of Entrance Examination for college students, were way below the target mean

score.

2. Affordability - There is also a big disparity in educational achievements across social

groups. For example, the socioeconomically disadvantaged students have higher

dropout rates, especially in the elementary level. And most of the freshmen students at

the tertiary level come from relatively well-off families.

3. Budget - The Philippine Constitution has mandated the goverment to allocate the

highest proportion of its budget to education. However, the Philippines still has one of

the lowest budget allocations to education among the ASEAN countries.

4. Mismatch - There is a large proportion of "mismatch" between training and actual

jobs. This is the major problem at the tertiary level and it is also the cause of the

existence of a large group of educated unemployed or underemployed.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very

little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is based

on participation rates and units costs. This clearly favors the more developed regions.

There is a need to provide more allocation to lagging regions to narrow the disparity

across regions.

3. Stop the current practice of subsidizing state universities and colleges to enhance

access. This may not be the best way to promote equity. An expanded scholarship

program, giving more focus and priority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher

education; this is aimed at addressing the mismatch problem. In addition, carry out a

selective admission policy, i.e., installing mechanisms to reduce enrollment in

oversubscribed courses and promoting enrollment in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the private
sector. Furthermore, transfer the control of technical training to industry groups which

are more attuned to the needs of business and industry.

Woes of a Filipino Teacher

Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school.

Imagine yourself handling a class of 60 to 70 students. Imagine yourself handling two

shifts of classes with 60 to 70 students.

Yes, it is a nightmare. And yes it happens in real life within the public school system. It

is a manifestation of the two most prevalent problems in the educational system: lack of

classrooms and lack of teachers.

In fairness, most private school teachers, especially those in small private schools, will

admit that public school mentors earn more than they do. But even with the relatively

higher wages, it does not seem to compensate for the daily travails of public school

teachers.

The ideal ratio of teacher to student is 1:25. The less number of children handled by one

mentor, the more attention can be given to each individual, especially if their learning

competencies are not equal. With 25 students in a class, the teacher is likely to know

each of her students, not only by face but by name and how they are actually performing

in class.
But with 60 children in a classroom, it is a miracle how teachers are able to stay sane

every single day. They hardly know their pupils, save for the excellent ones or

unfortunately, the notorious. She does not even bother to remember them. How can

she? Classrooms are cramped, if there are any at all. Many classes are held in makeshift

rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are

merely separated by thin plywood walls. With 60 kids north, east, south and west, it's a

wonder teachers can hear themselves over the din.

And how do you tailor lessons with so many competencies to consider? Often, the result

is children are left to cope on their own. If they get the lesson, well and good. Otherwise,

they are lucky to pass at the end of the year.

Yes, students are still divided into sections and they are grouped into the level of their

academic skills. Which leaves those who are academically challenged lumped together

and their teacher to stretch her skills, patience, resources and dedication to addressing

the need of her students.

Resources are another matter. Many public school classrooms are equipped with the

most basic of equipment: a blackboard, chalk and eraser. Some are fortunate to have

visual aids, either donated or purchased by the school. But many times, a teacher will

not only have to be creative, but will dig into her own pocket to produce the kind of

materials she needs and wants to teach class.

It used to be that rolls of Manila paper were adequate to write down the lesson for the

day. But this can get to be very expensive, especially if the lessons are long. And with a

class so huge, children are barely able to see small handwriting from the back, so you

need to write bigger, and use more paper. Children always welcome additional and

unique visual aids, and woe to the teacher who has to create them if she wants her

subject or lesson to be more interesting.

Which brings us to the budget for visual aids. It is non-existent, except if you choose to

shell out on your own. Teachers still have to make ends meet. And often, their pay is

simply not enough to cover their needs, as well as their families.

The Department of Education just announced that so many millions of pesos have been

released for the construction and repair of classrooms around the country. I believe this

will only cover those included in a priority list. But there are many more schools which

lack classrooms, and more communities that lack schools.

When additional classrooms are built, will there be additional teachers? If new teachers

will be hired, will there be a budget to support their wages?

It's a never-ending cycle, because the government has yet to come up with a plan that

will finally address these problems.

In the meantime, Ma'm or Sir will have to suffer through their public school experience.
 Blast from the Past

My paternal grandparents were teachers. My father's sister was also a teacher, and in

fact, worked her way up the ranks to later become a public school principal. Since my

grandparents have both passed on, my aunt and dad never fail to regale us with stories

of how it was in public schools during their time.

If I remember correctly, everything was simplified. The curriculum was the basics or the

3 Rs -- Reading, wRiting and aRithmetic. By the time children completed each year

level, they would at least know how to read, write and do simple math, and progress a

bit more after every grade level.

I say great! To my mind, armed with these skills, you can fend for yourself even at a

young age because you'd understand simple written instructions, you can jot down

important things, and you'd be a little savvy about simple trade.

Back then, they had simple books -- ones that really honed a student's skill by

familiarizing him with the alphabet, phonetics and simple definitions. Unless you've

mastered the addition table, you were nowhere near progressing to multiplication. And

even if teachers ended up "terrorizing" their students or resorting to punishment, the

bottomline was to inculcate in them the necessary skills to make them competent

individuals in the future.

Sure they had books and notebooks but not enough to break a child's back or dislocate
the shoulders. They were the essentials. A pencil, some writing paper and a notebook or

two were all they needed to come to class.

Boys were not exempt from home economics classes, which included learning to cook,

sew, and keep house. Neither were girls excluded from practical arts classes which had

them gardening, doing basic carpentry or even learning handyman skills.

It's been quite some time since I, too, was in school. But I do recall that things weren't as

complicated as they are now -- especially in the public school system here in the

Philippines. Yet, the graduates that were produced could go toe-to-toe with children

who were products of private schools. In fact, public school educated children were

often better than their private school counterparts. The only difference is their economic

status and the opportunities available to them.

So what went wrong? When had things become different? Why did they suddenly

change a system that was working?

I'll have to keep looking...

http://www.squidoo.com/educ8#module10519600
ATTACHMENTS
Photos
III-Argon
III-Argon was my advisory class.
The naughtiest class ever but
attentive in my class 
III-Boron
 III-Boron my highest section I
handled. They are so naughty but
sweet ones.
III-Chlorine
This is the III-Chlorine. This is the section
where the teachers hate most. But in this
section they feel me essential student
teacher and have a great respect to me.
III-Magnesium
III-Magnesium, my all boys’ class. Even
though they look cruel (obviously yes!
hehe) but still they are play a part with
my class and they are so chic.
 Daily Time Card
TIME
DATE TIME IN TIME OUT TOTAL DATE TIME IN OUT TOTAL
NOVEMBER DECEMBER

8 12:00 6:57 6 hours 2 11:23 6:53 6 hours

9 12:00 6:37 6 hours 3 11:27 6:42 6 hours
10 11:37 6:37 6 hours 6 11:34 7:00 6 hours
11 11:50 6:57 6 hours 7 12:07 6:57 6 hours
12 11:59 7:07 6 hours 8 12:31 6:52 6 hours
15 12:14 3:50 6 hours 9 11:34 6:55 6 hours
17 11:30 6:57 6 hours 13 11:14 6:56 6 hours
18 11:57 6:59 6 hours 14 11:36 6:48 6 hours
19 5:56 1:05 6 hours 15 12:04 6:50 6 hours
22 11:23 6:47 6 hours
23 11:50 7;00 6 hours
24 11:46 6:52 6 hours
25 11:52 6:56 6 hours
26 11:52 6:18 6 hours
30 11:30 6:54 6 hours

Total: 90 hours Total: 54 hours

 TIME TIME TIME
DATE TIME IN OUT TOTAL DATE IN OUT TOTAL
JANUARY FEBRUARY

3 12:00 6:33 6hrs.33mins 1 11:28 6:55 7hrs.27mins

4 11:41 6:44 7hrs. 2 11:14 6:53 7hrs.39mins
5 11:44 6:42 7hrs. 3 11:19 6:50 7hrs.31mins
7 11:44 6:44 7hrs. 4 11:15 6:42 7hrs.27mins
10 11:38 6:55 7hrs.17mins 7 11:25 6:53 7hrs.28mins
11 12:00 6:45 6hrs.45mins 8 12:14 6:56 6hrs.42mins
12 11:52 6:51 7hrs. 10 11:54 6:40 6hrs.46mins
14 12:11 6:40 6hrs.39mins 11 12:09 6:58 6hrs.49mins
17 11:57 6:46 6hrs.49mins 16 11:34 7:13 7 hrs. 39 mins
18 11:53 6:41 6hrs.49mins 17 11:49 5:47 7 hrs.
19 11:42 6:44 7hrs.2mins 18 11:11 6:52 7 hrs. 41 mins
22 12:05 6:55 6hrs.50mins 21 12:30 6:49 6 hrs. 19 mins
23 10:30 12:00 1hr.30mins
27 12:06 6:49 6hrs.43mins
28 11:45 6:55 7hrs.10mins
31 11:53 6:56 7hrs.3mins
105 hrs.17
Total: mins Total: 85 hrs.59 mins
Final Demo Plan
 Justice Cecilia Muñoz Palma High School
Lesson Plan

Date: February 21, 2011

Learning Component: Technology and Livelihood Education III
Sub-Learning Component: Food Trade

I. OBJECTIVES
At the end of the period, the students are expected to:
1. Define what is kitchen.
2. Enumerate the five kitchen layouts.
3. Plan a kitchen layout.

II. CONTENT
A. Topic : Kitchen Designs and Layouts
B. Materials : Power Point Presentation
Projector
White Board and Marker
C. Reference : Home Economics by Rojo et.al

III. PROCEDURE
A. Preparatory Activities
1. Routine Activities
-Greetings
-Prayer
-Checking Attendance

2. Review
-Conduct a socialized recitation of what they learned on the previous
topic with regards to Sanitation in Food Service
*Differentiate food Poisoning from food infection
*What are the three types of bacteria?
*What are the ways of maintaining food sanitation?

3. Motivation
Show illustration/pictures of different parts of house. The students
determine what particular part in each type.

4. Unlocking Difficulties
-Kitchen
-Work centers
-Kitchen layout
 B. Lesson Proper
Learning Tasks Strategies Evaluation

1. Define what is kitchen. Discussion Oral Response

2. Enumerate the five kitchen layouts. Discussion Oral Response

3. Plan a kitchen layout. Discussion Create a kitchen layout

C. Closing Activities
1. Generalization
The efficiency of the kitchen arrangements is determined by the time
and energy saved during the food preparation. Kitchen appliances are chosen
based on their durability and usability. When planning a kitchen, provide
enough storage areas for food items, kitchen tools and other equipment.

2. Valuing
-Creativity
-Cleanliness

3. Evaluation
I. Completion Type
DIRECTION: Fill in the blanks with the correct word. Write the answer in
your paper.
1. The center for washing and trimming food is the ___________.
2. ________a kitchen needs considerable planning.
3. An adequate ______system is a requite part of kitchen design.
4. _______is a combination of the efficiency of modern technology and
architectural design.
5. The ______center should provide ready access to the food
preparation center.
II. Make a Kitchen lay-out (10 pts)

IV. ASSIGNMENT
Answer the following questions.
1. What is the effect of improper waste disposal?
2. Why is water important in food service?
3. What is a noise control device?
4. How does noise affect the performance of kitchen employees?
5. Why does manpower resources important?

Reference: Home Economics by Rojo et.al pp 167-168

 General
Demonstration
Plan
Picture Taking with my
Coordinating Teacher
Mrs.Adelita C. Sularan.
Thank you for all the
things you’ve done and
sharing your
comprehension to me

My evaluators

From left, Mrs. Real, Mrs. Victoriano (TLE Head),

Mrs. Sularan (my coordinating teacher)
and Mrs. Lumpas
I choose the III-
Boron for my final
demonstration.
Thank you for the
actively
participation 
Sample of Test
Formulated
 Technology and Livelihood Education
Food Trades
Unit Test

Name: Date:
Yr.& Sec.: Teacher:

Test I: Identification
Direction: Identify the following items. Choose the correct answer on the box below. Write
only the corresponding letter.

a. drying h. packaging o. food spoilage

b. fermentation i. jelly p. preservation with
c. salting j. syrup solution sugar
d. heating k. jams q. canning
e. canning/packing l. pickling solution r. blanching
f. peeling m. brine solution s. heating
g. refrigeration n. food preservation t. smoking

1. It is caused by bacteria, insects’ infestation, physical and chemical reaction

(temperature, moisture, oxygen).
2. It is the process of preventing and minimizing changes that causes spoilage and
deterioration of food.
3. Classification of tools which includes the preserving jars, tin cans and bottles.
4. Method used to extract the moisture in fruit or vegetable through exposure to sun or
artificial heat.
5. Foods are frozen at the right temperature to retard the growth of bacteria.
6. Process of packing food in tightly sealed jars or tin cans.
7. In this process, salt penetrates the food and removes the moisture content.
8. A method in which high concentration of sugar prevents the growth of molds, yeast and
bacteria. Examples are jam, jelly, and candied
9. It is prepared by cooking the fruit juice with sugar until consistent in form.
10. It is made by heating sugar and liquid together until the sugar is dissolved and the water
is boiling.
11. It is made by crushing or chopping fruit and sugar until thick and smooth in consistency.
12. This solution is made by dissolving salt in the water.
13. Fruits and vegetables are peeled by peeler or knife.
 14. It is a part of preservation that prevents contamination from microorganisms, debris
and delays the effect of spoilage.
15. It is the process of anaerobic oxidation of carbohydrates by microbial enzymes resulting
in the production of alcohol or several kinds of acids. Examples of products are
bagoong, wine, beer and vinegar.

Test II TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if the statement is wrong.

1. Preservation makes the food available for longer time.

2. Fruits and vegetables have chemical compositions which are vitamins, minerals,
carbohydrates, fats and moisture.
3. Equipment and tools needed in food preservation are classified according to its design
and color.
4. Timer is used in measuring
5. Preservation makes out-of-season fruits and vegetables available.
6. Choose fruits and vegetable that are fresh and crisps.
7. Overripe fruits can still be preserved.
8. Choose fruits and vegetables that are in season
9. Blanching is washing the fruits and vegetables in cold water.
10. We kill the bacteria as well as the nutrients in preserving food.

Test III
Direction: Arrange the sentences by numbering (1-6) according to the procedure in making
salted eggs.
_____1. Pour the salt-water mixture over eggs.
_____2. Bring water and salt to boil; cool
_____3. Place egg in a crock or glass jar.
_____4. Cook over with fresh water and simmer for 20 minutes.
_____5. Remove eggs from salt bath]
_____6. Cover the jar and let stand in cool place for 2-3 weeks.

Test IV Matching Type

Direction: Match the Column A to Column B. Write only the letter
A
Column A Column B

_____1. drying _____5. refrigeration

_____2. fermentation a. discoloration
_____3. sugar preservation b. shrinkage
_____4. canning c. swelling
 d. shriveling e. softening of product

B
_____1. swelling a. sterilization through leak
_____2. discoloration b. growth of microorganisms/wrong
_____3. shriveling temperature
_____4. softening of product c. slow drying
_____5. shrinkage d. contamination with metal
e. wrong amount of solution

Test V Essay
Why is it important to preserve food? (Minimum of 30 words)

Test III
Direction: Arrange the sentences by numbering (1-6) according to the procedure in making
salted eggs.
_____1. Pour the salt-water mixture over eggs.
_____2. Bring water and salt to boil; cool
_____3. Place egg in a crock or glass jar.
_____4. Cook over with fresh water and simmer for 20 minutes.
_____5. Remove eggs from salt bath]
_____6. Cover the jar and let stand in cool place for 2-3 weeks.
 Justice Cecilia Muñoz Palma High School
Molave St., Payatas B, Quezon City

Technology and Livelihood Education III

FOOD TRADE
Fourth Periodical Examination

I. Multiple Choice
Direction: Read carefully and answer the following question. Write your answer in
your answer sheet.

1. An individual performing audits to ensure an individual or business is being

truthful in its tax documents, to handling the payroll of a small business, to
analyzing a business' ledger, or overall financial health.
a. Accountant c. Personnel Director
b. Manager d. Legal officer

2. Types of work center arrangement, where the work center is placed along
each of the three walls.
a. L-Type c. Peninsula Type
b. U-Type d. Two-Wall type

3. The arrangement for single dinner setting is called?

a. Table Setting c. Dinner setting
b. Placemat Setting d. Place setting

4. Used in large kitchens, this was two work centers: one placed on a long wall
and the other on a smaller wall.
a. L-Type c. Peninsula Type
b. U-Type d. Two-Wall type

5. A person who installs or repairs electrical systems.

a. Dishwasher c. Electrician
b. Utility boy d. Plumber

6. It refers to way to set a table for serving and eating.

a. Table setting c. Dinner setting
b. Place setting d. Tableware setting

7. An educated food and nutrition specialist who is qualified by training and

examination to evaluate people's nutritional health and needs.
a. Dietitian c. Food production
b. Baker supervisor
d. Kitchen helper
 8. It refers to the methods in which the food are presented and served to the
customer.
a. Food industry c. Food service
b. Food trades d. Food Serving

9. One or two work centers are located at the center of the room.
a. L-Type c. Peninsula Type
b. U-Type d. Two-Wall type

10. An individual that works in the restaurant and catering industry clearing
dirty dishes, taking the dirty dishes to the dishwasher, setting tables, and
otherwise assisting the waiting staff.
a. Busboy/bus girl c. Waiter/waitress
b. Host/hostess d. Head
Waiter/Waitres

II. Identification
Direction: Identify the following items. Choose the correct answer on the box below.
Write only the corresponding letter.

a. Place Setting g. Microbial m. Biological

b. Table napkin h. Kitchen n. Table setting
c. Sanitation i. Operation o. Sanitary
d. Table service j. Clean p. Procedure
e. Cocci k. Preparation
f. Counter Service l. Spirilla
 1. It is a part of the restaurant where food preparation takes place.
2. One of the oldest forms of service, whereby the customer waits at the table to
serve by a waiter/waitress.
3. Production personnel are responsible for the ____________of all items.
4. Managerial staff members are tasked to oversee the ____________ of the
food service.
5. The ____________personnel are responsible for the sales and service of
food items.
6. This are another type of bacteria which are coil or spiral shaped
7. A detailed guideline for executing policy is called _______________.
8. The ___________personnel are in-charge of the cleanliness and
maintenance of the food service area.
9. It is caused by toxins produced in food by certain types of bacteria.
10. It is caused by toxins found in plant and shellfish.
11. It refers to absence of visible dirt.
12. It is a restaurant in which customers are served at a counter and carry their
meals to tables to eat
13. This are type of bacteria that are round-shaped
14. The arrangement for single dinner setting is called ________________.
15. A small piece of table linen that is used to wipe the mouth and to cover the lap
in order to protect clothing

III. True or False

Direction: Write TRUE if the statement is correct and FALSE if the statement is
wrong.

1. Rules and regulations in school cafeteria must be followed at all times.

2. The physical structure of the establishments plays an important role in the
safety of workers and customers.
3. School Cafeteria promotes good human relationships.
4. Higher income of purchasing capabilities of an individual to dine out and
enjoy shorter time.
5. The operation of any organization is guided by standards and principles.
6. Quality food means good of high standard as to taste, appearance and
nutritive value.
7. An expected event known as accident is should be aware of.
8. Customers are sometimes the victims of accidents in food service
establishments.
9. School Cafeteria is a table service.
10. Electric appliances in the dining room or kitchen area can cause fire and
electric shock if properly placed of connected.

IV.Enumeration Type
Direction: Give the answer of the following

1-6 Performance Standard for Food Service Personnel

7-10 Classification of Food Service Establishments
11-15 Examples of Napkin Folding
 Sample of
Student’s Work
Sample of
Student’s
Feedback
ANNALYN NATIVIDAD BRUZON
029 Gold St., Brgy. Commonwealth, Quezon City
Contact No. 09076194926
annalynbruzon@gmail.com

SKILLS SUMMARY

• A future leader pursuing Bachelor in Business Teacher in Education (BBTE) major in

Technology and Livelihood Education (T.L.E)
• Good communication skills
• Proficient in MS Office application and Internet Research
• Machine Shorthand

WORK EXPERIENCES

City Planning and Development Office

Social Development and Planning Division

• Data Encoder
• Telephoning
• Preparing letters for mailing and address the envelopes
• Filing and Sorting records
• Messenger work
• Running errands

Observation, Participation and Community Immersion (OB)

Polytechnic University of the Philippines, Quezon City
Don Fabian St., Brgy. Commonwealth, Quezon City

Student Teaching (Practicum 2)

Justice Cecilia Palma Muñoz Palma High School
Molave St., Payatas B, Quezon City

EDUCATIONAL ATTAINMENT

Tertiary: Polytechnic University of the Philippines Quezon City

Don Fabian St., Brgy. Commonwealth, Quezon City
Bachelor in Business Teacher Education
2007-present

Secondary: Commonwealth High School

Ecols St., Brgy. Commonwealth, Quezon City
2003-2007

Elementary: Iraya Elementary School

 Iraya, Buhi, Camarines Sur
2001-2003

PERSONAL DATA

19 years old
Female
95 lbs
4’9
Roman Catholic
March 19, 1991
Quezon City

OTHER SKILLS

Keyboarding Skills
Basic HTML
Adobe Photoshop
Leadership Skills

SEMINARS ATTENDED

“Enhancing Teaching Skills toward Professionalism”

October 20, 2010

“Building Leaders: Developing Future Leaders in the Workplace”

September 03, 2010

“Empowering the Youth towards a Sustainable Environment”

February 26, 2006

“Functional Literacy: To Live and Love Well in a Healthy Philippines”

December 11, 2007