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College of Office Administration and Business Teacher Education
TEACHER EDUCATION Quezon City
Portfolio of Kimberly A. Ugalde Bachelor in Business Teacher Education
Assigned to: Maligaya High School Maligaya Sub., Ilang-ilang St. Pasong Putik, Quezon City S.Y. 2010-2011
Submitted to: Prof. Sheryl Morales and Prof. Marilyn Isip Coordinator/Adviser
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Office Administration and Business Teacher Education
In partial fulfillment of the requirement for the degree of Bachelor in Business Teacher Education, this special project is entitled; “Practice Teaching Portfolio” has been prepared and submitted by Princess Tiffany E. Alvarado for approval.
Prof. Sheryl Morales and Prof. Marilyn Isip Adviser
TABLE OF CONTENTS
Approval Sheet Acknowledgement Dedication Prayer for Teachers CHAPTER I. CHAPTER II. Profile Philosophy Mission Vision CHAPTER III. Maligaya High School Profile History Vision Mission Organizational Structure Introduction Polytechnic University of the Philippines (PUP)
Brief Synopsis of Professional Readings
• “The Ethics and Politics of Values Education”, by Ivan Snook • Student Teaching Guidelines • Local Articles, Journals and Learning Approaches CHAPTER VI. CHAPTER VII. CHAPTER VII. CHAPTER IX. CHAPTER X. Professional Development Plan/Career Plan Narrative Report Current Issues in Education Curriculum Vitae Attachments
A. Picture B. Lesson Plan C. Daily Time Record D. Evaluation form and Clearance ACKNOWLEDGEMENT
I would like to extend my sincere gratitude and appreciation to all the people who helped and cooperated in the preparation and completion of this manual. I would like to say thank you for giving me the strength and health to do this work until it is done. To my respectable professors, Prof. Sheryl Morales and Prof. Marilyn F. Isip for their assistance and guidance in the preparation of the content of this manual. To my family members for their support and understanding, not only emotionally but also for extending their financial help to finish this manual, this also serves as my inspiration. To my dear students who give me a meaningful time every day I went to school to teach them. To my classmates and friends most specially the S.I. PEKS who also expressed their support and advice. For sharing their ideas with me to make this manual. And above all, to our Almighty God who guides and gives me strength to overcome different challenges while doing my practicum. I extend my sincerest thank you and appreciation.
I dedicate this manual to all of the people who gives their full support, patience, understanding and most of all their love that give me strength, to finish this manual and be inspired everyday in my life. To my loved ones, who served as my inspiration to do this manual and for extending their assistance to finish my work. And to all Bachelors in Business Teacher Education students of Polytechnic University of the Philippines, who will use this manual as their guide and reference.
PRAYER FOR TEACHERS
Teachers Prayer Help me to be a fine teacher, to keep peace in the classroom, peace between my students and myself, to be kind and gentle to each and every one of my students. Help me to be merciful to my students, to balance mercy and discipline in the right measure for each student, to give genuine praise as much as possible, to give constructive criticism in a manner that is palatable to my students. Help me to remain conscientious enough to keep my lessons always interesting, to recognize what motivates each of my students, to accept my students' limitations and not hold it against them. Help me not to judge my students too harshly, to be fair to all, to be a good role model, but most of all Lord help me to show your love to all of my students. Amen.
Education is a life-long process of learning and to become an efficient and effective educator, you must first understand of value of continuous
learning because this would be the teacher’s tool in molding individuals into a better and more competitive one. The first major step in moving from amateur status toward gaining competencies that mark the real professional is the student teaching opportunities to the educational theories and methods into practice. Student teaching is the first and foremost a learning situation. This is the craft before he has to put his skills on the lime in his own classroom. This is the student teachers chance to learn from his mistakes without causing harm to his students. This is the time for him to find out the strategies, tactics and teaching styles that best suit him. It is the time of trial and error and for growing confidence and beginning expertise. It is not a time of perfection but of striving for competence. Through student teaching, a process whereby a potential teacher’s confirms to himself/herself and others that he/she as the resourcefulness to survive with an actual teaching situation, the prospect teacher gain more experiences that would serve as their credential in their path. As we all know, teaching is a noble profession. It requires a long preparation and more training sessions for them to be equipped in facing the real environment that awaits them in near future. Student teaching serves as an internship in the profession education where theories, knowledge, attitudes and skills develop through course work
and observation are fused into more meaningful interpretation through practical experience in actual teaching situation.
PUP PHILOSOPHY MISSION VISION GOALS
THE PUP PHILOSOPHY
As a State University, the PUP believes that education is an instrument for the development of the citizenry and for the enhancement of nation building. It believes that the 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.
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 shall maintain its traditional mission based on its founding philosophy and at the same time propose additional changes that will greatly
enhance the realization of this mission in the context of a global society. Therefore, on the strength of the PUP philosophy, the University commits itself to: 1. 2. Democratize access to educational opportunities; Promote science and technology consciousness and develop relevant expertise and competence among all members of the academic 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;
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;
Use and propagate the National Language and other Philippine languages, and develop proficiency in English and other foreign languages required by the student’s field of specialization;
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 excellence in a continually changing world; and
Build 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 and facilities for active participation in the creation and use of information and knowledge on a global scale.
The Polytechnic University of the Philippines envisions itself as a preeminent national and international leader in higher education and an innovative global powerhouse of quality and relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest quality learning experiences and growth in instruction, research and service to our country and the international community. 10-Point Vision Towards a Total University 1. 2. 3. 4. 5. 6. 7. Foster high quality campus environment; Strategize and institutionalize income-generating projects; Strengthen research, publications and creative works; Model quality management and fiscal responsibility; Improve sense of community involvement and linkages; Institutionalize principles of academic freedom and responsibility; Promote academic excellence in student/faculty performance
nationally and internationally; 8. 9. Nurture and enrich cultural heritage; Integrate Information and Communication Technology (ICT) with
instruction, research, service and production; and
Evolve wholesome living and working environment for faculty,
employees and students.
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 citizen and of the national economy to become globally competitive, the university shall commits 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 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.
MALIGAYA HIGH SCHOOL MISSION VISION HISTORY
Republic of the Philippines MALIGAYA HIGH SCHOOL Maligaya Sub., Ilang-ilang St. Pasong Putik Quezon City
VISION Maligaya High School is committed to provide accessible and quality education to the deprived and underserved communities in order to produce upright, healthy, economically self-sufficient and peace-loving citizen. MISSION To be an institution which will produce highly skilled, intellectually equipped and values-oriented individuals who are united in a common aspiration in the service of God and Country.
A GLIMPSE ON MHS HISTORY
Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a landmark of the government’s concern for the welfare and progress of the people. It is a symbol of government’s commitment to make education accessible to all. Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907) issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land where MHS rose was donated by the Biyaya Corporation represented by its General Manager, Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr. The said parcel of land consists of 19,169 sq. meters more or less and located at the heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the students living within the community and its adjacent subdivisions. The building was blessed and formally turned over to the Division of City Schools represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3, 1992. The people who worked hard for the construction of this building were the following: Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik, and Mr. Romy Mallari. The school formally opened in June 1992 and was granted independence in 2003. Now, MHS in gaining emerging success from increased populations, installed physical improvement, acquired active participation of stakeholders and marked academic progress. With school’s mission and vision, Maligaya High School embraces a strong commitment to offer best quality education for the welfare of the Filipino learners who shall meet common aspirations in the service of God
Key reforms in basic education have been put in place in the areas of nation learning strategies, school-based management, teacher education and development, resource mobilization and management, and quality management system among others as a demonstration of the DepEd’s commitment to provide the learners the best education that they deserve. After a four-year try out in a number of schools nationwide, the 2910 Secondary Education Curriculum (SEC) which focuses on teaching and learning for understanding and doing by design will now be Implemented in the First Year level and shall be progressively mainstreamed. So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue to undertake the 2002 Basic Education Curriculum incoming First Year students only.
Principal Susana B. Dauigoy – MAPEH Angelita G. Regis – Principal IV Erna S. Akyol – TLE Assistants-to-the-Principal Susana B. Dauigoy – Supervision Arnel M. Peralta – Student Affairs Arlene G. Sandoval – Miscellaneous Affairs Year Level Chair Erna S. Akyol – Furst Year Lourdes L. Ligutan – Second Year Ederlina D. Belana – Third Year Department Heads and Chairmen Gemme T. Pesigan – Filipino Arlene G. Sandoval – English School Registrar Teresita C. Sajorda – Mathematics Josephine C. Tavares Lourdes L. Ligutan – Science Arnel M. Peralta – Social Studies Guidance Teachers Daisy M. Torcuator _ Fourth Year Corazon D. Atilares – Values Education
Rosario A. Yu Antonia Nunez
SOCIAL EDUCATION First of all, academic freedom is an ongoing issue of importance to us all. As Jack L. Nelson and Carole Hahn point out, social studies is “the school subject most likely to deal with controversial topics, and is the most vulnerable to external and self-censorship, political restriction, and the chilling effect of potential scrutiny.”
James Daly points out, however, that many teacher education programs do not prepare future teachers properly to deal with issues of academic freedom. Nancy C. Patterson reports the results of a survey she conducted that shows that teachers often make up for a lack of pre-service training in the issue through in-service training, but their uncertainty about the extent of academic freedom and wariness of dealing with “hot button issues” can lead to self-censorship.
This makes it all the more important for teachers to have a strong grasp of the legal framework and protections that exist for academic freedom. Two articles in this edition, one on freedom for teachers, and the other on freedom for students, summarize the current situation. In the first,
Michael D. Simpson, a legal expert at the National Education Association, warns that teachers should not presume that their legal rights are protected by the First Amendment rather than by legally enforceable teacher contracts.In the second, Robert M. O’Neil, author of several works on academic freedom, reviews legal decisions related to student freedom, noting that many “contemporary speech issues involving student use of computers, cellular phones and other available technologies are just emerging.”
How do teachers navigate the issue of academic freedom in this legal context? Diana Hess, in her special column for this issue, makes the point that social studies teachers have a professional responsibility to educate students, no matter what protections might or might not be provided by the law, and that “as professionals, their expertise about content, pedagogy, and their students makes it not just acceptable, but mandatory, to make decisions about what and how to teach.” This requires academic freedom, and she urges that “teachers should act in accordance with the
responsibilities that come with academic freedom rights, “even if the law does not guarantee these rights. In her judgment and experience, it is a characteristic of highly effective schools for teachers who assume these responsibilities with professional care and dedication to be accorded the academic freedoms they seek.
Two former NCSS presidents offer supportive words for social studies teachers: Todd Clark, who edited an earlier edition of Social Education on academic freedom, and Anna Ochoa-Becker, who offers guidelines for teachers who come under challenge. This issue also provides a list of institutions that support teachers in cases of academic freedom, and reproduces the NCSS position statement on academic freedom.
Apart from the special theme of academic freedom, this issue offers articles by our regular columnists on some engaging subjects. In our Teaching with Documents feature, Lee Ann Potter examines the practice of the filibuster, using as the featured document the signed cloture motion in the Senate for an end to the filibuster to block the Civil Rights Act of 1964. The accompanying teaching activities enable teachers to introduce their classes to the history and practice of the filibuster.
Our Looking at the Law feature focuses on contemporary piracy. In an interview conducted by Tiffany Willey Middleton, Douglas Guilfoyle outlines the legal issues surrounding the prosecution of pirates. He notes that pirates cannot be considered to be military combatants, and must be tried under criminal law. International law provides authorization and powers for states to combat piracy, but some countries do not have a clear or effective national law against piracy, so that unresolved questions remain.
In his Internet column, C. Frederick Risinger examines the common core standards movement, and recommends websites that will allow readers to identify the goals of the movement, as well as the objections of its detractors. Risinger, a former NCSS president, emphasizes his support for expanding this initiative to include social studies standards, and expresses his belief that “the marginalization of social studies/citizenship education in the U.S. curriculum is not only a disaster for all social studies educators, but is also a danger to the future of American democracy.” In support of this belief, he recently wrote an open letter to President Obama urging a stronger national commitment to citizenship education. That letter concludes this edition of Social Education.
BRIEF SYNOPSIS OF PROFESSIONAL READINGS
THE ETHICS AND POLITICS OF VALUES EDUCATION Ivan Snook Emeritus Professor of Education Massey University
THE POLITICS OF VALUES EDUCATION It is well known that values education was an important theme in the 1970’s and I shall return to that later on. What is frequently said (indeed I think I have said it myself) is that in the 1980’s and 1990’s values education
disappeared off the educational agenda to be put back on only quite recently. But, I am convinced that this is the wrong way to look at it. In fact, I want to say, the decade from the middle of the 1980’s to the present is a time of the most obvious, cunning and effective values education ever seen in our country. The young boy in Christchurch, the respondents in Tui Motu and the statement of the Hillary Commission strongly suggest that what has taken place is a change of value system and outlook right through a generation of young people; and what else is values education but the systematic change of the attitudes and values of young people in accordance with some version of reality. The trouble is, of course, that the values which have been pushed are those which fly in the face of the lessons of the past and the values of our secular and religious traditions. To those of us with humanistic and/or religious perspectives this is a tragic outcome. And I want to suggest, as part of my theme, that those who so consciously promoted this values education are themselves beginning to recognise the social and personal monsters they have created; and they want values education in the schools to fix it up.There is a major irony in this, of course, since these are the very people who have vilified teachers, tried to de-skill them and attacked their professionalism at every turn. The agenda of the 1990’s was clearly stated for those who had ears to hear it. In introducing her 1991 Budget, Ruth Richardson said: “Tonight’s announcements are not just about how much money the government will spend this year and how much it will take in tax. They are
about the sort of society we will become a generation into the future.” (Richardson, 1991 p 5). Is this not an explicit declaration of a new approach to values education?— One which would take place throughout all the institutions of the nation. As a result of the policies, universities and polytechnics were transformed from communities of scholars into businesses; academic leadership and collegiality were replaced by management and hierarchy; students with commitment to knowledge and service were changed into apprentices for industry, shackled with debt and unable to think outside themselves. We were all encouraged to look out for ourselves and idealism became a sick joke. The leadership in selfishness was provided by our business and community leaders as they sought ever increasing financial rewards for themselves and for those who followed their lead. The education community was cynically divided by policies of choice and competition and by bulk funding in particular. That divisiveness is still being fostered—just read recent letters to Education Review. So the agenda was announced, it was followed slavishly and, if the evidence from the Hillary Commission and others is believed it worked! A generation with selfish values was deliberately created. It is worth reminding ourselves of a little history. In the 1970’s there was a strong demand that the schools do more for the moral education of the young. This plea was supported by the then Department of Education, by thoughtful members of the community, and by academics in Education
departments. Older people here will remember the Ross Report and the Johnson Report, both of which suggested a strong values approach to education in our schools. They were strongly opposed by many (but not all) churches, by business people (such as the Employers’ Federation) and by groups (like the Concerned Parents Association) which claimed to speak for parents. In the early 1980’s while the Labour Government was beginning the economic and social revolution which Ms Richardson was to further, Russell Marshall tried again to make the schools more receptive to the values dimension. Once again the same sort of groups gathered to oppose it. On the face of it, it is quite puzzling to notice that at the end of their social reforms some of thevery people who so bitterly opposed values education are now to thefore in promoting it. There are, I believe three interconnected explanations for this “change of heart.” 1. The first is a genuine recognition, though no full acknowledgement, that the reforms of the past ten or so years have wrought havoc in the sphere of social morality. It is indeed a belated recognition of the other strand in Adam Smith. We are familiar with his economic view that each entrepreneur acts and must act selfishly but because of the Hidden Hand this in fact benefits all. Through each pursuing her or his own ends, all of us are made better off. Unnoticed however is Smith’s moral position: that this is possible
and sustainable only against a common background of shared community values and mutual trust. Without that, said Smith, wealth might grow but so would violence and anti social behaviour. It is clear to all that over the past 15 years, life in our society has become for many much nastier; the income gap has opened faster than in any other developed country; crime, delinquency and youth suicide have increased enormously. No one can prove any causal connection between social policies and social ills. But in the light of Smith’s careful analysis, made a long time before our society existed, it is highly plausible. The Code of Social Responsibility proposed by the previous government and Mr Bolger’s rather obscure talk of Social Capital can be taken as a sign that, despite the reforms, they thought that all was not well in our society. 2. The second, and less flattering, interpretation is that among these people there is the growing awareness that a revolution cannot be sustained unless it is constantly renewed in the hearts of the young. On this account, the new support for values education is a call for a politically biased school system which will reinforce the revolution. On the face of it values such as loyalty, responsibility, duty, obedience and honesty are domesticatingvalues. They serve to reinforce the status quo and the power structures which serve the interests of the dominant group. We need only reflect for a moment on how the values of “loyalty and submission” and even “love” have served the
oppression of women by men while generations of South Africans and African Americans were schooled to know their place and be loyal to their exploiters. 3. The third and most cynical interpretation is that the campaign for values education comes from those whose personal and ideological interests lie in the denigration of state schools and the promotion of private schools which (it is alleged without evidence) do a better job of values education. Thus it is a continuation of the privatisation drive for which recent governments have been noted. It is important to recognise that in the ideology which has ruled our lives since 1984 there is no place for the state in education. Roger Douglas and Ruth Richardson, ideological architects of the revolution, both make this clear in their books. Richardson sees the end point of the policies: “the state will divest itself of all the schools it owns.” I ask today if some of these extreme views lie beneath the current promotion of values education by private schools, the Catholic Education Office, and the world of business. What I am arguing is that all programmes of values education are dependent on political judgements. The ideas being promoted in the 1970’s and 1980’s presumed an open, democratic, pluralistic society, which was to be non racist and non sexist. Those opposed to such a society were consistent in opposing the values education which pre-supposed it. For them the immediate task was not the creation of communal values; on the contrary, schools had to be won over to individualism and selfishness by policies which set parents against teachers, schools against schools, teachers
against teachers and principal against staff. Not for nothing did the Employers’ federation savagely attack the Johnson Report for neglecting “the real world of work” as they put it. Not for nothing were the “reforms” heralded by an attack on the standards of state schools. Not for nothing were the Picot safeguards of community participation such as Education Forums and the Parents’ Advocacy Council, cut off in their prime. We meet today in an institution in which a huge percentage of staff are alienated from the administrators and from the true role of the university. This is not an unwelcome side effect; such alienation and destruction of the university ideal was fully intended in the “reforms” themselves.
Student Teaching Guidelines
This page provides information on the Student Teaching experience in Science Education. Requirements To do student teaching in science you must: 1. Be registered for Education 65.04 or 613.2 2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2
3. Have completed undergraduate science courses, including advanced electives, in the topic areas covered by the senior high school curriculum in the subject in which you will do your student teaching 4. Have maintained close to a "B" average in science and related courses 5. Be able to communicate effectively with students in a high school classroom Normally you should be a science major or have completed a B.A. or B.S. degree in Biology, Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for New York State teacher certification. You must apply in advance for admission to student teaching courses, submit your transcripts, and be approved by the Secondary Education program and the course instructor. Placement All students approved for student teaching in science are assigned to a senior high school, normally one near the college campus. Student teachers are grouped together at particular schools to facilitate supervision and evaluation of your work; special requests for placement in particular schools normally cannot be honored. You will receive a letter of assignment to a particular school informing you of the department and department head (usually an Assistant Principal) to
whom you should report at the start of the public school semester. You should normally report to the school before the first class at the College. It is a good idea to telephone the school a day ahead and speak with the department head. Responsibilities 1. Be on time for all work at the school. Call in if you must be late or absent, just as a teacher would do. 2. Follow the directions of your Co-operating Teacher regarding all school procedures. 3. Your conduct and dress should be appropriate and meet the school's standards 4. You should be well-prepared for all lessons, tutorials, or other formal work with students 5. You should refer all problems to your Co-operating Teacher,
department head, or college instructor Activities
1. Observing teachers and their classes, particularly your Co-operating
Teacher; Guidelines 2. Teaching whole-class lessons or portions of lessons 3. Assisting your Co-operating Teacher in class and/or team teaching
4. Helping or tutoring students individually and in small groups 5. Assisting with laboratory work, field trips, demonstrations, work in the science preparation room 6. Learning and carrying out routine classroom and school duties of a teacher, as appropriate NOTE that normally you will mainly observe and assist in the first few weeks of the semester, teach the class for all or part of a period about once a week during the middle of the term, and teach whole lessons once a week or more often in the final weeks of the term. You should teach your first lesson to the class no later than early March. You will normally do most of your teaching in one class of your Co-operating Teacher's program, but may also teach occasionally in other classes. Observations Your teaching will be observed during the term by a supervisor from Brooklyn College, either the course instructor or another faculty member. You will also get advice on your teaching from your Co-operating Teacher and perhaps from the department head. In the early part of the semester you should model your teaching after the routines and procedures of your Co-operating Teacher. Later you can try out various methods discussed in the seminar or original ideas of your own, with the Co-operating Teacher's approval. Your
first official observation will mainly be diagnostic and count least toward your final evaluation. The last two observations of the term will normally count more and will look for progress and attention to recommendations made to you after the first observation. Co-operating Teachers Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College for working with you. You should regard the C.T. as a primary source of information, advice, and guidance as you learn how to perform the role of a teacher. The classes in which you may teach are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regard to the class. If you want to try something different, discuss it in advance. Co-operating Teachers know that you are there to learn and to try out teaching methods of various kinds and will generally be willing to let you use methods presented in the college seminar.
PROFESSIONAL DEVELOPMENT PLAN
A PROFESSIONAL DEVELOPMENT PLAN OF CAREER PLAN
To gain skills and knowledge related to teaching strategies.
To develop a better knowledge and understanding of Arts Learning Area and develop a range of complementary teaching strategies.
To increase understanding of how targeted strategies can engage students in learning and improved educational outcomes.
To integrate and apply new skills and knowledge to current teaching practices.
Mixed emotions, I felt nervous but at the same time so happy that at last I’m about to enter the next level of my practice teaching career. It was
not for me to adjust, since it is not my first time in MHS because I’ve already took my observation at the same school the difference is that I am not handling the second year anymore but the senior year instead. One more thing is that all of the people there are approachable and willing to lend you some help whenever you need some. First week of my practicum, my critic teacher, Mrs. Lily Palisoc, whose handling five sections from fourth year level, let me see and feel the environment inside her classroom and whenever we get inside each classroom I let her introduce me in front of the class. The following days she let me handle her class without her giving assistance to me. The following weeks, most of the time we were doing projects, since my area is in line with related craft. In doing our projects we are using, most of the time, recycled materials like old magazine and alike. We have different categories in doing a project so different materials are required to make one. Every time I help my students in doing their project, I feel so fulfilled because I was able to help them giving my best and in my own way. When my last week came, that’s the time I felt so sad, in a way that I will not be able to help them anymore in making their projects. And I will not be their student teacher anymore.
CURRENT ISSUES IN EDUCATION
CURRENT ISSUES IN EDUCATION
Key Issues in the 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 achievements There across is also social a big groups. disparity For in educational 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.
The Learning Objective by Melissa Kelly
When a teacher takes the time to determine what he wants his students to learn from a lesson, he is creating a learning objective. These objectives help shape the curriculum and daily lessons of the course. Often, the learning objectives for a course are mandated by your district or state. The federal government publishes guidelines, which some schools ask their teachers to follow. Further, outside forces such as high-stakes testing can affect the learning objectives of classroom teachers. Overall, it is important
for you as a teacher to combine these elements and add your own personal vision to create an effective learning environment. State and National Standards Each state has its own system for developing standards, and methods vary from district to district. While there are some national curriculum standards developed by different councils and groups, there are no “official” national standards that all teachers and schools must follow. Today, there are arguments both for and against the creation of national standards. By allowing states to define their own standards and not mandating national standards, the federal government lets states determine what to teach. For example, Texas social studies standards deal more specifically with state history than Florida social studies standards do. If the national government created standards, this type of individual focus would be impossible to maintain. On the flip side, if national standards were mandated, proponents claim that curricula would be standardized across the nation. It would become much more likely that the information learned in American history class would not vary from state to state. This issue of state versus national standards will continue to be debated for quite some time. High-Stakes Testing
Teachers across the nation are increasingly faced with the need to prepare their students for high-stakes testing. For example, at this time all students in Florida must pass the Florida Comprehensive Assessment Test (FCAT) in order to graduate from high school. Further, funding and school grades are based in part on the results of this test. The goal of tests such as the FCAT is to ensure that students meet minimum levels of achievement at different grades throughout their school careers. There is also a desire to create educational accountability. In a perfect world, teachers would not have to change what they were teaching in order to fully prepare students for tests like the FCAT. However, many times these tests do not mirror the curriculum taught in the classroom. Therefore, teachers spend time preparing the students for the test in addition to covering the curriculum for their courses. As a teacher, you may have to make tough choices concerning your curriculum when you add test preparation into the mix. Just by including additional information, you will have to shorten or remove other topics that you normally would have taught. Personal Vision If you do not add your personal educational vision into your lesson plans, you will not be as effective as a teacher. It is important to meet the
objectives of the district and state, but you must add your personal stamp to your curriculum to make it real for your students. Take some time as you create your lessons to determine what you want your students to learn from the material. Settle on the top three to five points you want students to take away from a lesson and make sure you stress these important points while teaching. Write the points you wish to stress on the board or on a handout to help students frame any notes they take. Make sure that any assessments you create also include these important points. Students will learn what you stress. Conversely, if you spend an inordinate part of your lesson on something that you feel is not that important for your students to learn, you are wasting precious educational time.
KIMBERYLY A. UGALDE
E-mail: email@example.com Mobile: +639301835049 Address: 14 Ruby Street Fairview Park Quezon City CAREER OBJECTIVES
• • •
To be able to develop my skills and to gain more knowledge and experience through your company. To enhance my working ability and the ability to interact with other people
A hardworking college student pursuing a degree in Business Education Proficient in internet and MS Office applications Basic HTML, Adobe Photoshop and Multimedia application
EDUCATIONAL ATTAINMENT Tertiary
Polytechnic University of the Philippines Quezon City Campus Bachelor in Business Teachers Education 2007-2011 ( expected )
North Fairview High School Aurburn St. North Fairview Subd., North Fairview Quezon City 2003-2007
Fairview Elementary School Fairlane St. Fairview Quezon City 1997-2003
• Maligaya High School Teaching Practicum November 2010-February 2011 Land Bank of the Philippines (Quezon City Hall Branch) On-the-Job Training November 2008 - February 2009
• 1st Dialogue – Forum of Bachelor in Business Teacher Education PUPQC: Building and Strengthening a Learning Community March 26, 2011 Polytechnic University of the Philippines, Quezon City Enhancing Teaching Skills towards Professionalism October 20, 2010
Prof. Marilyn Isip Coordinator / Adviser Polytechnic University of the Philippines Quezon City Campus Prof. Sheryl Morales Coordinator / Adviser Polytechnic University of the Philippines Quezon City Campus I, hereby certify that the above information is true and correct according to the best of my knowledge and belief. Kimberly A. Ugalde Applicant
ATTACHMENTS: DAILY TIME CARD
EVALUATION FORM AND CLEARANCE
EVALUATION FORM AND CLEARANCE
DAILY TIME CARD For the month of November
For the month of December
For the month of January
For the month of January
For the month of February
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