Polytechnic University of the Philippines Quezon City Campus

By: Hanelyn Lope Ferranco BBTE 4-1

Assigned at: Novaliches High School

Prof. Sheryl P. Morales

March 2011







This piece of work is lovingly dedicated to all

who believes that

"Education is not the answer to the question. Education is the means to the answer to all questions."

Teacher’s Prayer

FATHER ALMIGHTY Be my mentor and inspiration May I be the reflection of your love

Let me be a beautiful inspiration That can touch ones lost soul Let me be a family and a friend That can lend an advice and a hand Let me be an idea of love That can share the beauty of life Let me be a shinning guide That can give light to those with unclear minds Let me be a humble learner That never ceases to learn and be better And lastly, let me be a loving teacher

That provides not only excellence in teaching But in promoting your humble love

I ask YOU this in the name of our LORD JESUS CHRIST, Amen


The student teaching experience is an opportunity for both the cooperating teacher and the student teacher to reach new heights of professional knowledge and practical wisdom. By acknowledging the potential areas of conflict, and establishing professional boundaries and systems for communication, both the new and veteran educators will grow from the experience and become better able to meet the needs of their students. One of the most exciting aspects of mentoring a student teacher is the opportunity to learn new ideas from them. Though sharing materials, resources, and teaching methods is part of the mentoring process, cooperating teachers must also allow student teachers to try their own ideas to see what works and what doesn’t. Many cooperating teachers find new resources through their student teachers and their own teaching becomes revitalized.

As student teachers try new methods, mistakes are inevitable. It is necessary to be build time in after questionable lessons to discuss what worked, what didn’t, and why. Encourage the student teacher to develop ways to authentically assess student learning, and to re-teach concepts when necessary.

Towards a Total University

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives. PUP commits itself to: 1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines; 3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values; 4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights; 6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual; 7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country; 8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization; 9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and 10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of quality and excellence; 2. Generation and transmission of knowledge in the broad range of disciplines 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.

As a state university, the Polytechnic University of the Philippines believes that:
 

Education is an instrument for the development of the citizenry and for the enhancement of nation building; Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

Novaliches High School started as an annex of Quezon City High School in the school year 19601961 with 88 students, 5 teacher-pioneers and a head teacher to blaze the trail. It reached its independent status in 1964 under Mrs. Isabel C. Tinga, who was initially Head Teacher-in-charge of the school (later promoted as its principal in the school year 1971-1972). In the school year 1966-1967, the Reservoir, Novaliches High School’s official Publication released its maiden issue. It was also during this year when Bienvenido E. Laguesma, once the Secretary of Labor during the Estrada Administration graduated as valedictorian and Most Outstanding Leader of the year.

In 1969, the school was practically leveled to the ground by the calamitous visit of typhoon “Yoling”. But, like the phoenix that emerged young and invigorated when it rises from its ashes, Novaliches High School rose triumphantly from its ruins through the concerted effort of the city officials, the school administrators and civic-minded citizens, to once more meet the challenges of time with fervor and determination. It produced a new generation of student leaders in 1971 with Mr. Ricardo S. Reyes as the principal – an event that would later mark the beginning of what would later be a glorious decade in the history of the school. In the following years, beginning 1972-1973, with President Ferdinand E. Marcos declaring Martial Law in the country, these “New Youth of City Schools continued to emerged”. Under the stewardship of Mr. Florencio B. Dumlao (October 1972-August 1982) ovaliches High School became a model community school with the following outstanding achievements: ●National ●Winner ●Division ●District Winner Winner Winner – – National Regional – – Green Green Revolution Revolution Contest Contest

Model School Model School

These years, under the leadership of the late Mr. Florencio B. Dumlao were considered the “Golden Years” of Novaliches High School in the areas of academics, discipline, leadership, cleanliness and beautification, and this developed among the students a positive brand of activism. With the influx of enrollees, the school was forced to open an annex at Lagro in 1974. Lagro High School headed by Mr. Pilar, was the first of Novaliches High School’s annexes. The second followed in 1980 Sta. Lucia High School, and then led by Mr. Eliseo Cabangon as its head teacher-in-charge. In the year 1983-1984 Novaliches High School boasted a total of 4,239 students and 132 teachers under the leadership of Ms. Flor Sandoval as Secondary School Department Head and in-charge of the school. Novaliches High School continued to consistently produce winners in the different districts, divisions, regional and national level contests and was also the recipient of different awards in the “Tulungan sa Kalikasan”. These scores of awards distinctions and honors were added to the gallery of achievement of Novaliches High School student and alumni.

The years 1986-1994 were replete with social awakenings, political turmoil, and economic setbacks. In Novaliches High School, Mrs. Consuelo Sison, Mr. Ernesto Anunciacion, Mr. Alfredo L. Principe, Mrs. Corazon G. Magbaleta, Dr. Marcial Domingo, Dr. Thelma Cruz, Mrs. Angela Ferrer and Mrs. Norma Mapanao, as principals, carved a name in the hearts and minds of the Novaliches High School graduates. Those years were highlighted by the “Alay Linis” campaign where students were seen cleaning not just the school premises but also the community grounds. It also marked the inauguration of the SEDP building in 1992, which housed the science classes, as well as the blessing of the NHS Covered Court, all through the initiative of Mr. Alfredo L. Principe. In the later part of 1995 Dr. Gil T. Magbanua, a progressive and revolutionary principal came to Novaliches High School. It was through his effort that the Mathay Hall was erected the early part of 1995 with Mayor Ismael Mathay Jr. as the guest of honor. Under Dr. Magbanua’s stewardship, for the benefit of NHS students, a massive rehabilitation of the school buildings and other principal facilities came into place. Students’ needs and staff development were concerns that were given top priority. And so, beset by the perennial problem of congested classroom, Novaliches High School open its third and fourth annexes - the San Bartolome in 1991 led by Mrs. Rosario Estrada and the Doña Rosario Annex under Mrs. Victoria Mangosong, which was inaugurated on July 18, 2003 with Mayor Sonny “SB” Belmonte as the guest of honor. When Mrs. Sheridan Evangelista took over the reign as the principal in 2003, the school renovations continued and the students were pushed to further broaden their horizons and strive for excellence as they attended leadership trainings and competed in contests from the district to the national level. With Mrs. Evangelista supervising the main campus and Mrs. Lucia Herrera as the Officer-inCharge of the Doña Rosario Annex, Novaliches High School’s classrooms teemed with learners and some of the teachers were given extra loads to assure that no student is neglected. In April 2006, a vibrant, ICT-focused Principal in the person of Dr. Maria Noemi M. Moncada, Ed.,D,LIB, formerly of E. Rodriguez Jr. High School, assumed leadership of Novaliches High School. With the distinction of being an Outstanding Secondary School Principal since 2005, Dr. Moncada’s vision is to turn Novaliches High School into one of the Information and Communication Technology (ICT) Model Schools in Quezon City and Asia Pacific Region. Through the years, Novaliches High School, as a fountain of knowledge, has endeavored to encourage creativity, freedom of action and innovation among its faculty and students. It has produced graduates who have consistently qualified for entry into prestigious universities like the

University of the Philippines, De La Salle University, Ateneo De Manila, University of Sto. Tomas, the Philippine Normal University and the like. Indeed, after more than 40 years of existence, Novaliches High School stands proud of its greatness and of its successes amidst obscurity and innumerable setbacks. It stands as a symbol of an invulnerable educational institution that will continue to pave the way for the present generation and for the generations to come –- a refuge from ignorance, poverty and bigotry.

Novaliches is a learning institution with high academic performance thus produces graduates who are economically self-sufficient, peace-loving, emotionally physically and mentally healthy morally upright globallycompetitive and responsible to the demands of modern times.


1. Equip the students with lifelong skills and functional literacy. 2. Instill moral values, promote physical and psychological state of health. 3. Provide avenues for continuous acquisition and knowledge 4. Continuity provides opportunities for the discovery and development of the talent. 5. Provide a child friendly environment for the students to have fun while learning. Teaching and non-teaching personnel: 1. Enhance professional and personal growth through seminars/ workshops / in-service training. 2. Provide incentives and awards system for exemplary performance. 3. Enhance competencies through improved facilities and work environment. 4. Promote empowerment through proper information, dissemination and transparency. 5. Create a healthy organizational climate through efficient and effective delivery of personnel services and action. Parents and Community: 1. Develop strong parents-school partnership toward building and ensuring a highly conductive learning environment. 2. Recognize parents support and commitment to school program and projects. 3. Provide programs – training, seminars, symposiums regarding parenting.

Moral Leadership to attain excellence in a nurturing, caring, loving and high performing learning environment.


Novaliches High School lays nestled within an environment that is close to nature and far from the maddening crowd and pollution of the bustling metropolis. The school itself is situated along Lakandula and Diego Silang Streets at the heart of T.S Cruz Subdivision in Barangay San Agustin Novaliches Quezon City, Philippines. It occupies a 1.3 hectares lot which was donated to the city government by the owners of the T.S. Cruz Subdivision. It has 8 buildings, one of which was the old Practical Arts Building already demolished giving way to the newly constructed four storey 18-classroom building.

NHSOC’s Participation to Brigada Eskwela - a yearly activity aiming to bring together teachers, students, parents, private organizations and communities to clean up as well as do minor repairs for the beautification of our school and in preparation for the opening of classes last June. NHSOC provided the volunteers with refreshments (lunch, snacks & drinks) costing us about P14,729.00 in catering expenses. This event not only brought together some of our NHSOC members in support for Brigada Eskwela but it also helped raised a total of P2,000 from Alumni Donors: Ohwell Simbulan Batch 1980 and Rommel Buriel Batch 1986 (at P1,000.00 each), plus 10 pcs. of “walis tambo” from Cherrylene Viola Monreal Batch 1980.
NHSOC's eLibrary Fund Raising. During the Talisman Development Cooperative (TALDECO) Inauguration/Mini Olympics, NHSOC presented to the NHS Administration a total of P40,000 in cash pledges. Special Thanks to the following donors: Alvin Tanjutco Batch 1977; Rodel Esperanza Batch 1982; Cesar Dalida Batch 1982; Archiwald Penamante Batch 1986; Chona Villafuerte-Go Batch 1986; Chona's friend who wants to remain anonymous also donated P5000. Thank you!

As we continue to address the needs of our alma mater, one of the many pursuits of our NHSOC website has been our responsibilities that alumni and students continuously have a vested interest in helping our School stay as one of the best public high school in Quezon City.

In 2005, our fund raising focused on funding our NHSOC’s 1st anniversary reunion celebration and donating a drinking fountain for our school. And thanks to the generosity of our donors, we really had them both. NHSOC In Support of TALDECO's Inauguration/Mini Olympics. As initial support to the TALDECO organizers, NHSOC have raised a total of P5,000.00 from

Alumni Donors: Thess Bajandi Batch 1982 (P2000), Chona Villafuerte-Go (P2000) & Maryknoll Bathan-Zamora Batch 1989 (P1000) to help cover food expenses for the TALDECO Inauguration allowing per head contribution for attendees at a minimum.

Novaliches High School T.S. Cruz Subd., Novaliches , Quezon City

Demonstration Lesson Plan In Technology and Livelihood Education I

Learning Component: TLE I February 23, 2011 Sub-Learning Component: Computer Education


I. Objectives: At the end of the lesson, the students should be able to: 1. enumerate the functional elements of computer; 2. listen critically and purposively in classroom discussion; 3. participate actively in classroom discussion.

II. Contents: A. TOPIC: Functional Elements of computer B. MATERIALS: teaching aids, pictures, CPU, monitor, keyboard, scanner, mouse, printer C. REFERENCES: Villanueva et. al., Effective Technology and Home Economics, pp. 318-321 Albano et. al., Basic Foundation of Information Technology, pp. 18-21

III. Procedures: A. Preparatory Activities: 1. Routine Activities: Prayer, greetings, checking of attendance 2. Review: Classification of Computers 3. Motivation: Balloon Bursting (in one minute, 2 students will race to burst the balloons and write the words found in each balloon in the blackboard that will make the title of today’s lesson) 4. Unlocking Difficulties: Matching Type Hardware-refers to the physical unit associated with the computer Software- program consists of step-by-step instructions that tell the computer how to perform a task Peopleware- the most important component and beneficiary of computers

B. Development of the Lesson: 1. Brainstorming about the CPU and its components 2. Show actual materials and pictures of hardware 3. Discuss each categories of hardware 4. Differentiate the two major types of software C. Closing Activities; 1. Generalization: Proper manipulation of computer components is a requisite for its efficient functioning. 2. Value Integration: Generate self-confidence by active participation in class discussion 3. Application: Let the student participate in classroom activity and discussion

IV. Evaluation: Short quiz

V. Agreements: 1. Make a list of the steps involved in data processing. Describe each step.

2. Identify the different types of access. Differentiate each access to one another

References: Villanueva et. al., Effective Technology and Home Economics, pp. 318321 Albano et. al., Basic Foundation of Information technology, p. 72

Dep. Ed MEMO no. 47, S. 2011

Effective Mentoring of Student Teachers

Cooperating Teachers Can Teach and Learn From Education Internships
Jun 10, 2009 Barbara Abromitis The effective mentoring of student teachers should include establishing strong communication, building professional collegiality, and encouraging classroom creativity.

Establish Effective Communication
The key to any working relationship is communication. As a mentor, the cooperating teacher must establish clear systems of communication at the start of the experience, and encourage the student teacher to gradually assume more responsibility for leading these conversations. Mentors should also communicate regularly with the university supervisor to share concerns, or areas of progress, as this will prevent small issues from becoming big problems that could affect student learning. Areas that should be discussed before the experience begins include classroom expectations (what has to be done certain ways and what can be changed to suit the student teacher’s style); frequency and type of feedback and evaluation (both informal and formal feedback should be given on a regular basis, regardless and in addition to the formal system used by the university); and ways in which the student teacher should present the experience to parents.

Build Professional Collegiality
Preservice teachers bring some experience to the classroom, and a great deal of learning and background knowledge. It is the responsibility of the cooperating teacher to structure the student teaching experience in a way that treats the teaching candidate as a fellow professional, while ensuring the integrity of student learning.

Establishing the authority of the student teacher with pupils is essential. Student teachers should begin immediately taking over teaching responsibilities, gradually but quickly building to teaching the whole day. Encourage students to go directly to the student teacher with questions, and intervene with decisions only in cases where safety or learning are at risk. Include the student teacher in playground or other duties, faculty meetings, professional development, and parentteacher conferences.

Encourage Classroom Creativity
One of the most exciting aspects of mentoring a student teacher is the opportunity to learn new ideas from them. Though sharing materials, resources, and teaching methods is part of the mentoring process, cooperating teachers must also allow student teachers to try their own ideas to see what works and what doesn’t. Many cooperating teachers find new resources through their student teachers and their own teaching becomes revitalized. As student teachers try new methods, mistakes are inevitable. But if safety and learning are not compromised, no harm will be done and the student teacher will come away from the experience that much wiser. Be sure to build time in after questionable lessons to discuss what worked, what didn’t, and why. Encourage the student teacher to develop ways to authentically assess student learning, and to reteach concepts when necessary. The student teaching experience is an opportunity for both the cooperating teacher and the student teacher to reach new heights of professional knowledge and practical wisdom. By acknowledging the potential areas of conflict, and establishing professional boundaries and systems for communication, both the new and veteran educators will grow from the experience and become better able to meet the needs of their students.

Substitute Teaching
From KDP Novice Notes

Substitute teaching, the one-dreaded, fallback start to a teaching career is now a “foot in the door” in many districts and even a longtime choice for some educators. For teacher education students, substitute teaching offers pay-in-the-pocket learning experiences! It’s all in how you look at it.

If you decide to view substituting as additional preparation for your teaching career, then strive to be as professional in this temporary position as you would in a permanent placement. You can be the ultimate sub who administrators hire permanently. Professional Practices Inspire confidence and assure students and administrators with your professional attitude and practices. Show that you can be a role model.

Arrive on time or early. Dress professionally – like a teacher, not a college student. Bring supplies that may not be readily available – tape, scissors, and extra pencils, as well as backup lessons.

Follow the teacher’s plans exactly. Teachers may complain to administrators when their plans are ignored.

Conversely, they also let the principal know when substitutes do an excellent job. Familiarize yourself with educational jargon such as IEP, ELL, and intervention specialist, to communicate professionally with colleagues.

Teach with a keen awareness of students. Implement lesson plans intelligently and perceptively. Watch each student, anticipate responses, and motivate students to do their work.

Act like a pro. Stand up straight with your hands behind your back or at your side, not crossed in front of you. Make eye contact, and model each behavior you expect of students.

Leave a note for the teacher summarizing the day and include your contact information.



On and off the job, conduct counts! It reflects your maturity and professionalism.

Converse in a friendly, professional – but not too personal- manner with students, particularly older ones.

Acknowledge politely, but change the subject with students comment on you personally – about your hair, clothes, or car.

Socialize sparingly at football games, the store, or the pizza parlor. Students can lose respect for you as a teacher if you act too casually; then discipline suffers.


Substitute teaching can build classroom skills and help establish your professionalism with students and school staff members.

Prepare for activity in the classroom rather than supervision. Maintain a flow of activity for students from the moment they arrive. Follow routines to take attendance, group students, and distribute materials, for a smooth-running classroom. Avoid time fillers such as copying items from the board or completing worksheets. They are raw opportunities for student misconduct.

Be the guest teacher. By your actions, signal to students that you are more than a “real” teacher fill-in. Move about the room, keep on task, complete projects, and direct avid discussions.

Ask questions about the school. A substitute demonstrating detailed knowledge about school workings or a willingness to be a team player will be remembered.

Network. A successful day should include a good conversation with a key player in the department you seek to enter.

Expect success and be ready to start. One day you’ll get a call to teach – and it won’t be for just one day

So far, students, teachers, parents like school's new learning approach

by Georgann Yara - Nov. 10, 2010 10:58 AM Special for The Republic

The name of her school was not the most noticeable change when Fees College Preparatory Middle School student Mercedes Zamora, 12, started the school year. The honors student immediately recognized a tougher course load and higher expectations for all students, regardless of their grade-point average. It showed teachers and students were serious about living up to the new moniker. "There is a big difference. I work a lot harder. It's a great challenge. When I'm not challenged, it's not as fun," said the seventh-grader, who aspires to be a medical examiner.

Pledging a more rigorous curriculum aimed specifically at preparing students for college, Fees started the school year with honors-level courses for all grades in core subjects and a method of teaching that requires students to problem-solve at a higher level. Students must also complete every assignment, so the days when a paper or lab write-up that was not turned in and was skipped and given a zero, no longer exist. Mercedes said she noticed that students who had skipped assignments last year are getting better grades under the new format. "When you say Fees Middle School, it sounds like an ordinary school. But when you say Fees College Preparatory, everyone knows your school is doing something different to get kids to go to college," Mercedes said. Seventh-grader Michelle Sebastian, 12, said teachers are stricter this year. "It's going to get us more ready for college because they're teaching us to work harder," she said.

One significant change relies on students solving problems and doing projects using their critical thinking skills instead of teachers pointing out wrong answers or explaining their mistakes right away. For example, math teacher Mike Blakely gives his students a task but does not give them step-bystep instructions on how to come up with the answer. "I'm trying to pull from them what they know. It makes them take what they know to figure it out," Blakely said. Initially, he said the transition was difficult on both sides. But a few months into the school year, teachers and students know what to expect from each other. "If you give students high expectations, the results are going to be good," Blakely said. Assistant Principal Martha Jacobo-Smith said students are responding positively, knowing they are being held accountable for their work. A grading system composed of nothing lower than a C also contributes to this attitude. Any grade below a C is categorized as incomplete and the work must be redone. "Students are behaving completely differently. They know what's expected of them," she said. Social studies teacher Kate Helm said letting students make mistakes and struggle for a bit took getting used to. "It was really difficult to watch them. It's hard because it's ingrained in you as a teacher that you must help them," she said.

Note-taking, keeping organized binders that are regularly checked and inquiry-based learning are among the skills stressed in Fees' classrooms that are needed for long-term academic success, Helm said. But honors students are not the only ones expected to benefit from the curriculum. Intervention periods are provided for students who need to complete assignments or extra help. The new format is also aimed at average and non-excelling students regardless of their demographic or financial status, Helm said. "We've changed the views and expectations of students. I think when you have low expectations, those can be barriers," she said. "Everyone can go to college." Parent Kristin Shaeffer has noticed the change in her son, who looked up colleges on the Internet for an assignment and now wants to attend the Massachusetts Institute of Technology based on its engineering program. "He kept calling me to the computer (saying), 'Look, they have an orchestra program. Look, they've won these awards,' " Shaeffer said. "He takes pride in this new focus." Shaeffer has noticed the increased rigor this year over last year and also her son's heightened interest in what he's learning. She also approved of the new teaching strategy. "My son has grown by making mistakes and has learned a lot of organizational skills and accountability," she said. Unlike other college prep schools that are designed to serve only high achievers, Shaeffer said Fees does not let any student fall through the cracks or feel inadequate if they cannot keep up.

"Any child, no matter what their academic level, is going to take away very long-term benefits," she said. "Average students will feel empowered that they will be successful in college."

Strategizing: Teaching Approaches
By admin on Apr 15, 2009 To be an effective teacher, you would need to use different methods and strategies. Teaching strategies, of course would depend on how receptive your students are, topic and of course whatever is appropriate to the subject or course. Here are some teaching strategies that you could use: • Lecture This is among the leading teaching method or strategies, if you think about it, there are about 80 percent of educational institutions who would use this kind of method. Although, there are new strategies can be used as medium of instruction, lecture method is still one of the most important ways to teach. There are pros and cons for using lecture as your mode of instruction. It is advantageous since it allows you to convey as much information and knowledge as possible to a big number of students. But with this kind of setup, student participation could be weak and students may have issues with the retention of the what they have learned. If you plan to use lecture as method of instruction, then it would be important to prepare an outline and make the lecture concise. You would also have to pay attention to the participants, so that you can get their feedback and points of clarification. You do not have to perform magic

tricks to catch your participants attention, but would have to be excited and at the same time, deliver the topic well. • Cooperative Learning Another great teaching method that would give you benefits would be cooperative learning. It can also be called Collaborative Learning. Students are divided into groups and they are given tasks that they should accomplish as a group. With this kind of instruction, it is important that the facilitator or the teacher would monitor the groups to ensure that everyone is participating. To get rid of this obstacle, teachers could give each member of the group a specific task that would be based on their ability levels. The groups do not have to be permanent. The teacher just needs to have adequate plans to accommodate all the groups and its members. • Inquiry-based learning This teaching method is slowly becoming popular in classrooms. In this method students would be able to learn by practicing problem solving and critical thinking. This method would entail planning, time, energy and patience. But the results are said to be very effective. Students are responsible for learning concepts. They are encouraged to do research and improve their research skills. It can be used for different kinds of subjects and modified based on the agegroup being taught. • Distance learning/education This is a new strategy brought about by development in our technology. Teacher and student, usually are not in the same place. Most distance learners are tied down because of numerous

reasons, family or work. But even in these conditions they would like to pursue their education. Thus, universities and colleges started offering classes outside the classrooms. Communication through e-mails, e-groups and online messengers are the primary means of communication. In this kind of teaching approach, the students and the teachers should be knowledgeable with recent computer technologies, especially for online messaging and the likes. • Informal instruction As the name itself says, this teaching approach uses methods which are less formal than usual teaching methods. If you are a teacher and you know your student’s interests very well, then this would be an ideal way of teaching. If you do not yet, then you can always ask them whether it is by group or individual.

Online Teaching: Is It Effective?
By admin on Feb 20, 2009 Many people are gearing towards online teaching. Why more and more people are showing interest is because of different administrative and accessibility reasons. For school and program administrators, facilitating online education can be a lot easier than traditional teaching. Why? First, materials could be easily updated. Access to certain files can be restricted by using passwords, time and date access. Aside from that, teachers could also facilitate large classes easily and subject and course materials could be easily distributed. It is also more flexible, since online teaching can encompass different limitations like time zones, geographic locations and physical limitations. Technology can also help in enhancing learning

and knowledge among students. Technology would also allow your students to collaborate with other student. Teachers could also explore different teaching methods of presentation. To make online teaching a great experience for both teachers and students, there are things that you can do. • Set time frames at the beginning of the course. Use these times to respond or reply to student comments and questions. This practice would help a teacher develop discipline among students and at the same time set a routine for them. Make sure that students re well informed about the time frame you have set. If there would be any circumstances that you should change the time frame for responses, then make sure that you students are informed of the changes. Give them adequate time to be informed of the changes. You should also inform your students if you will be missing for any part or the duration of the semester. • If you have assignments and discussions, then provide general feedback to the entire class. This would allow students to get exposed to other ideas and at the same time learn from each other. Give your students positive reinforcement and encouragement. Give them feedbacks that would actually help them in improving their work. Comments like “good” can never be sufficient. Give enough comments. • Avoid over-facilitating. As a teacher, you do not have to answer all the questions. If you having online discussions, let your students answer to each other. For example, if somebody asked about a certain topic do not respond immediately. After a few days you would notice that some of your students will be giving feedbacks or answers on their own.

• To make sure that the participation or discussion is continuous, regularly post acknowledgment to student comments or post an idea that would encourage students to answer or post messages. Aside from that, avoid having long lulls in the discussion boards. There would be times when students would no be posting anything since there are nothing new to post about, so best to avoid those circumstances. There are also tendencies that students would stray away from the topics and discuss something else. Guide your students and make sure that they would be discussing the topic. Redirect the discussion but do not appear to be harsh, use humor, jokes or graphics to redirect the discussion. • Before you move on to a new topic, make sure to summarize or having a closing session about the topic. Make sure that students are united in understanding the concepts. This would be the time to level-off with the students so that they would not get lost in the next topic. Online teaching has many benefits, it is flexible and technology can be explored in different ways so that you, the teacher and your students would benefit from it.

School ICT lessons a 'turn-off', says Royal Society
ICT lessons: Inspiring pupils for the future or turning them off?

Information technology lessons in UK schools are so dull they are putting pupils off the subject and careers in computing, top scientists warn.

The Royal Society said the situation would lead to an unskilled workforce and threaten the UK's economy. Launching a study of how lessons might be improved, the society said the number of pupils in England doing ICT GCSE had fallen 33% over three years. And there was a 33% fall, between 2003 and 2009, in ICT A-level candidates. Now the Royal Society, the UK's national academy of science, is embarking on a new study: Computing in schools and its importance and implications for the economic and scientific wellbeing of the UK.

“Start Quote
We are now watching the enthusiasm of the next generation waste away through poorly conceived courses and syllabuses”
End Quote Professor Steve Furber Royal Society

Researchers will look at curricula for ICT and computer science in schools, current exams and assessment processes, training for teachers, as well as the facilities and resources available in schools and colleges. The study will report back in the autumn next year. The research is supported by 24 organisations, including the Royal Academy of Engineering, BCS Academy of Computing, the Council of Professors and Heads of Computing, Google, Microsoft Research and several of the UK's leading universities.

'Poorly conceived courses'

Chair of the study, Professor Steve Furber, said: "The UK has a proud history of leading the way in the field of computer science and associated disciplines, from the development of the world's first stored-program computers to more recent innovations such as the invention of the worldwide web. "However, from this bright start, we are now watching the enthusiasm of the next generation waste away through poorly conceived courses and syllabuses. "If we cannot address the problem of how to educate our young people in inspirational and appropriate ways, we risk a future workforce that is totally unskilled and unsuited to tomorrow's job market." Professor Matthew Harrison, Director of Education at the Royal Academy of Engineering said: "Young people have huge appetites for the computing devices they use outside of school. "Yet ICT and computer science in school seem to turn these young people off. "We need school curricula to engage them better if the next generation are to engineer technology and not just consume it."

The importance of research for ICT teachers
By Terry Freedman | Tuesday, February 8, 2011 at 10:00AM

How important is research for teachers in general, and ICT teachers in particular? One might be tempted to say that people learn in the same way now as they did thousands of years ago, so research, apart from keeping abreast of the latest developments in technology, is pretty redundant. I think there are problems with that attitude. First, we don’t know what we don’t know. Research can shed light on issues we didn’t even know existed, and can raise questions we hadn’t realised even needed asking. Second, I’m not convinced that people do learn in the same way as they did thousands of years ago. Technology has meant that we can make mistakes that would have been fatal in the past, through the use of simulations and modelling. Social media has meant that we can canvass, or be exposed to, views from a much wider range of people than would have been possible hitherto. This happens by accident almost. For example, I recently wrote an article about how school districts in the USA are spending their money on computer hardware. This led to comments by John McLear, Michael Pickett and someone called Hamish. All their views are interesting, especially as two of them (John and Michael) seem to feel the same way as I do about tablets vs netbooks (article on that subject is already in the works). Moreover, Michael has provided a couple of links to articles on his website which I am looking forward to reading, and provided a further reference in Twitter this morning. Perhaps in a sense the actual mechanisms by which stuff enters our brains, stays there and then becomes useful in a practical way really hasn’t changed for millennia – which may or may not be true, but in a sense that is irrelevant. I’d also say that, if you discovered that your doctor hasn’t read a medical journal article since he or she qualified, you might consider changing your doctor! Hopefully, research is not a life or death issue in education, but I do believe that what makes a professional a professional is keeping up-to-date with the issues and thinking that are pertinent to that subject. That’s why it’s quite right

that the powers-that-be believe teachers should continue to do research, although I agree with Christina Preston (see below) that such research doesn’t have to be at Masters level. What is research? On the one hand you have the highly academic stuff that universities and other institutions engage in. On the other hand you have Freda Bloggs keeping a note of what happens in her classroom when she introduces a new application into her teaching. And somewhere in the middle are people like myself, who carry out research via online surveys or in Twitter. The methodology may not be scientific in the true sense of the term, but I like to think that at the very least it can act as a catalyst for discussion and flag up issues for further exploration. But enough of this persiflage! Take part in a free online discussion, which takes place at 7pm UK time on Tuesday 8th February, under the auspices of Vital. Christina Preston, founder of the teacher-centred research organisation Mirandanet, and its seminar programme of Mirandamods, discusses the importance of research for ICT co-ordinators. This is important because we don’t have to rely on anecdotes to show people how important technology can be in the learning process. Join Drew Buddie and me for an online discussion here. Please note that the discussion and chat will be recorded.

13 reasons to use educational technology in lessons
By Terry Freedman | Thursday, March 3, 2011 at 3:34PM

Sometimes you need to convince colleagues to think about using educational technology in their lessons, or to identify where in their scheme of work they could incorporate it.

This list is a starting point: you may find one or two points that would "resonate" with your coworker, and grab his or her attention.
1. Where information and communications technology (ICT) is taught well, it has been shown to enhance pupils’ levels of understanding and attainment in other subjects. That’s because “real” ICT is more about thinking skills than about mastering particular software applications. 2. ICT can provide both the resources and the pedagogical framework for enabling pupils to become effective independent learners. For example, computer programs are available that adjust themselves to the pupils’ level and then set appropriate tasks and give feedback on performance. Used wisely, these can help pupils to move on.

Also, newer technologies such as Web 2.0 applications enables pupils and others to collaborate in ways that reflect a broadly constructivist approach to education. 3. ICT places all learners on an equal footing. Given the right hardware, software and curriculum activities, even severely physically disadvantaged pupils can achieve the same degree of success as anyone else. 4. ICT has been shown to have benefits in terms of motivating pupils. That comes about partly through factors like being able to produce nice-looking work with no teacher’s red marks all over it, and partly because the computer is seen as being impartial and non-judgemental in its feedback to the pupil. 5. ICT enables pupils to gather data that would otherwise be difficult or even impossible to obtain. For example, data from inaccessible places (eg outer

space), inaccessible times (eg overnight), from both overseas and nationally on demand (without having to physically go anywhere) or data at very precise time intervals. 6. ICT enables pupils to gather data that would otherwise be time-consuming or costly or both. For example, pupils can use the internet to get up-to-theminute information on prices. They can use a DVD or the internet to watch movies of old dictators speaking, or the moon landings, or to listen to a piece of music by Mozart. 7. ICT enables pupils to experiment with changing aspects of a model, which may be difficult or even impossible for them to do otherwise. For example, pupils of Business Studies and Economics can see what might happen to the economy if interest rates were raised or lowered. Pupils can use webcams to capture the development of an egg or a plant. 8. ICT enables pupils to draft or redraft their work until they are satisfied with it. 9. Another reason to use ICT in lessons is because it can help to implement personalised learning. 10.Pupils usually enjoy using computers and other types of technology, so lessons which make use of it start off with an advantage (which is all too often squandered). 11.Educational technology puts the pupil in control (if it is well-designed), enabling her to personalise the interface, select and create resources, and even choose what to learn.

12.Just about every aspect of modern life involves educational technology; therefore, to not make use of it in the curriculum is anachronistic. 13.Because educational technology pervades all aspects of modern society, schools have a duty of care to ensure that pupils understand issues such as keeping safe online, protecting their identity, recognising good and misleading information sources on the internet, the effects of educational technology on communications and the economy, to name but a few issues.

M Eit r Vr a r l eio ags .


hi maam thank you for teaching to me and to my classmate from:1-palestine heheheeheheheheheheheeheheheheeheheheheeheh kahit makulit ganun poe talaga.

Month of December

1 1 1 2 1 3 1 4 1 7 1 8

5:59 6:01 7:24 6:16 5:59 5:37 5:42 7;16 6:40 6:03 6:150 5:27 6:12 6:07

13:03 13:14 16:52 13:10 13:02 13:52 13:04 15:47 12;15 12:47 17:46 17:08 12:57 13:00 159.06

2 3 6 7 8 9 1 0 1 3 1 4 1 5 6:07 6:54 5:54 5:56 6:00 6:06 13:15 12:37 10:00 16:41

13:17 12:37

16:46 18:23


12:27 17:33 17:19

15:25 16:38

1 9 2 0 2 1 2 4 2 5

TOTAL: 75.37

Month of January

3 4 5 6 7 1 0

6:06 6:01 5:50 7:11 6:08 6:10 13:10 13:10


2 6 2 7

17:03 16:31 17:04

3 1


Month of February



1 2 4 7 8 1 0 1 1 1 4 1 5

6:00 6:03 6:01 6:13 5:55 6:10 6:03 6:04 5:58

13:21 13:31 13;20 13:13 13;25 17:04 12:57 17:21 13;22

1 6 1 7 1 8 2 1 2 2 2 3 2 4

5:55 6:14 5:47 6:41 6:06 8:06 8:19

13:49 13:56 14:34 15:51 15:14 17:31 18:05 132.64


Novaliches High School 3rd Periodical Test TECHNOLOGY AND LIVELIHOOD EDUCATION Name:__________________________________ Date:_____________________ Year & Section:___________________________ Teacher:___________________ I.Multiple Choices. Direction: Choose the answer that best completes each sentence. 1. Electricity which is (static, crystal, thermocouple) is produced by friction. 2. The negatively charged particles of an atom is (protons, electrons, neutrons) 3. Every proton carries a unit change of (positive, negative, neutralized) electricity. 4. Heat energy is converted into electrical energy through the use of a device called (photovoltaic cell, generator, thermocouple) 5. Batteries and wet/dry cells are examples of (electrical, chemical, mechanical) energy. 6. (Current, Voltage, Resistance) are the flow of electric energy. 7. The force that opposes and reduces the flow of electric current is (current, voltage, resistance) 8. A gadget like (bulb, switch, plug) is used to regulate or control the flow of electric current. 9. Generators could be (an appliance, a path, a source) which supplies electricity. 10. A (parallel, series, short) circuit has only one path through which electric current flows. 11. Voltage is measured in (ohms, volts, amperes).

12. The unit of measure in a current is (amperes, volts, ohms). 13. Resistor is a device measured in (amperes, volts, ohms). 14. Fuse is a device measured in (amperes, volts, ohms) and to protect circuit components from damage due to overload. 15. Current is a circuit is said to be (intensity, integrated, inducted). 16. Materials through which electrons can move easily are (insulators, conductors, resistors) 17. Electrical diagrams are written in (symbols, code, numbers) to represent circuit paths. 18. We use (pliers, screwdrivers, hammers) for holding or shaping wires. 19. For drawing arcs and circles (calipers, micrometer, dividers) are used and for transferring measurements 20. Electron components like (capacitors, resistors, diodes) can store electrical chargers or voltages. 21. (Capacitors, Resistors, Transistors) can resist or oppose the flow to electric current. 22. The process or methods of joining wires permanently is called (soldering, seams, riveting). 23. A device of capturing radio frequencies from space is (sound, antenna, transformer) 24. They are used to tighten and loosen screws (pliers, screw drivers, mini drill). 25. The best conductors of heat and electrical conductor is (copper, silver, gold) 26. Commonly used as electrical conductor is (copper, silver, gold) 27. (Paint brush, Soldering iron, Mini drills) is used for cleaning the PC board of dust and other foreign materials. 28. It is used for stripping or removing the insulation of connecting wires (wire stripper, voltmeter, ammeter) 29. To measure length, width and thickness, we use the (standard steel rule, tri-square, calipers) 30. It is used to measure AC and DC voltage (ammeter, voltmeter. Ohmmeter)

II. NUMBER CODE. Choose the letter that corresponds to the number to form a word AB CD EF GH IJ KL
1 2 3 4 5 6








1. This is known as the principle of electricity. (3-6-3-2-10-9-8-7) (10-4-3-8-9-13) 2. Electricity that is produced by friction. (10-10-1-10-5-2) 3. The product of voltage and current. (8-8-12-3-9) 4. It has made life today more comfortable. (3-6-3-2-10-9-5-2-5-10-13) 5. The current converting device. (6-8-1-2) 6. A current flows only in one direction. (10-3-9-5-3-10)(2-5-9-2-11-5-10) 7. The cheapest insulating material. (9-11-1-1-3-9) 8. These are utilization equipment. (3-6-3-2-10-9-5-2-1-6)(1-8-8-6-5-1-7-2-3-10) 9. Source of metal. (8-9-3) 10. Used for removing portions from a metal stick. (3-5-6-3) 11. The most important consideration in the shop.(10-1-3-3-10-13)

12. Cuts and slices wires. (10-5-2-3)(2-11-10-10-3-9) 13. Positively charged particles of a diode. (1-7-8-2-3) 14. It is made up of all the protons and the neutrons. (7-11-2-6-3-11-10) 15. The flow of electrons from the negative to the positive terminal of a body. (3-6-32-10-9-5-2-5-10-13) 16. A device called photo-voltaic cell. (8-4-8-10-8)(2-3-6-6) 17. An example of applications or chemical energy. (1-1-10-10-3-9-5-3-10) 18. Meaning of ferrous. (5-9-8-7) 19. Stream of electrons flowing along a conductor which can only be detected by its effects. (3-6-3-2-10-6-5-2-5-10-13) 20. The metallic substance used for joining metals. (10-8-6-3-2-3-9)

Ferranco, Hanelyn L.
City Address: Blk 20 Lot 20 Recomville II Bagumbong Caloocan City Mobile No. 09486448264 E-mail Address: hanelynferranco@gmail.com


- To contribute to the growth of the company and help achieve its goal through the application of my potentials and qualifications.

Date of Birth Age :

: 21

April 9, 1989

Religion Citizenship Civil Status Height Weight :

: : : : 47 kg

Roman Catholic Filipino Single 4’9


Bachelor in Business Teacher Education (BBTE)
2007-2011 Polytechnic University of the Philippines Commonwealth 2007 - 2011


Deparo High School Saint Dominic,Kabatuhan Road,.Deparo Caloocan City 2002-2006

1996 -2002

Deparo Elementary School Deparo Rd, Caloocan City 1996-2002


    

Computer Literate Office Procedure Basic Stenography (English and Filipino) Can teach Electricity, Drafting and Computer Education Can be described as determined, honest, patient, flexible, trustworthy, goal-oriented and God-fearing.


 Student Teacher
Novaliches High School - Practicum T.S. Cruz Subd., Novaliches, Quezon City Dec. 2010-Feb. 2011

 Office Staff
Quezon City Planning and Dev. Office (QCPDO) -OJT 10th /F High Rise Bldg. Quezon City Hall, Diliman Nov. 2008 -March 2009
CHARACTER REFERENCES Bing Moses Office Staff- Business Permit Division (QCPDO) 10th /F High Rise Bldg. Quezon City Hall, Diliman- 925-6045 loc. 347 09295221259

Dr. Rosalinda T. Vegim Master Teacher- Novaliches High School T. S. Cruz Subd., Novaliches, Quezon City 09219667143

I hereby affirm that the above-mentioned pieces of information are true and correct to the best of my knowledge and belief.

________________ Ferranco, Hanelyn L.

DATE: Feb. 23, 2011 Practice Teacher: Hanelyn L. Ferranco Subject Demonstration: Computer Education Place/School: Novaliches High School

Maximo L. Ramos
TLE Dept. Head

RATING: EXCELLENT COMMENTS/SUGGESTIONS: The teacher (ST) has all the potentials of a real teacher. She will be a good asset in the teaching profession. Congratulations you have done your very bbest on thes demonstration teaching. Keep up the good work.

Dr. Rosalinda T. Vegim

RATING: EXCELLENT COMMENTS/SUGGESTIONS: Instructional materials motivate and aid students in carrying out the lesson. Questions/explanations which are asked during the process gave additional information to students.

Carmen A. Parungao


COMMENTS/SUGGESTIONS: The teacher shows mastery of the subject matter. She has a well modulated voice. She uses approach understood by the learners. The students participated well in the discussion, a strong indication that the students learned. Encourage the students to express their own views. Congratulations for the job well done!

Ma. Luningning SD. Mendoza
Teacher I RATING: VERY GOOD COMMENTS/SUGGESTIONS: • • well prepared lesson plan Keep up the good work!

Elueterio S. Vargas
Teacher I


Ofelia G. Hipolito
Teacher I


Ceferino Q. Bajo
Teacher II

RATING: 93%-VERY GOOD COMMENTS/SUGGESTIONS: Comprehensive teaching-learning situation was very effective with the use of illustrative examples and concrete computer components

Beatriz A. Briones
Teacher I


Mercedes Bautista
Teacher I


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