Polytechnic Univer sity of the Philippines Colle ge of Of fice Administration and Business Teacher Education

Teacher Education Quezon City STUDENT TEACHING PORTFOLIO OF JUNE JANE R. PLACIDES Bachelor in Business Teacher Education

Assigned to: Kalayaan National High School Ph. 10- B Bagong Silang, Caloocan City S.Y. 2010-2011

Submitted to: Prof Sheryl Morales & Prof. Marilyn Isip Coordinator/Adviser March 2011

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Colle ge of Of fice Administration and Business Teacher Education Teacher Education Quezon City Approval Sheet

In par tial fulfillment of the requirement for the degree o f B a ch e l o r i n B u s i n e s s Te a ch e r E d u c at i o n , t h i s special p r o j e c t i s e n t i t l e d ; “ P r a c t i c e Te a c h i n g P o r t f o l i o ” h a s b e e n prepared and submitted by J u n e J a n e R . P l a c i d e s for approval.

Prof. Sher yl Morales and Prof. Marilyn Isip Adviser

Approval Sheet Acknowledgement Dedication Prayer for Teachers

TABLE OF CONTENTS

CHAPTER I. Introduction CHAPTER II. Polytechnic University of the Philippines Profile Philosophy Mission Vision CHAPTER III. Maligaya High School Profile History Vision Mission Organizational Structure CHAPTER IV. Educational Updates CHAPTER V. Student Teaching Guidelines CHAPTER VI. Professional Development Plan/Career Plan CHAPTER VII. Narrative Report CHAPTER VII. Current Issues in Education CHAPTER IX. Curriculum Vita CHAPTER X. Attachments . PictureB. Lesson Plan C Daily Time Record D.Evaluation form and Clearance

ACKNOWLEDGEMENT
The deepest appreciation and profound gratitude to the people who helped me in making my Practicum II successful and impossible. To the Faculty of the PUPQC Faculty, for their cooperation and support. To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl Morales for taking us to this challenging task and enhancing our knowledge in conducting our Practice Teaching. They had expounded our knowledge in conducting our Practice Teaching that enables us to be successful at the end. To Kalayaan National High School Family, Dr. Clarita M. Martinez (school principal) who accept me without regrets. To Mrs. Alicia Aurelio (T.L.E. Department Head)whose always there to guide me and treat me as if I’m her child. To my fellow classmate who consistently gives me the faith pursuing this battle. To our families, for giving their full encouragement and support and providing our needs morally and financially. And Finally to our Almighty Father, who gave me enough knowledge, wisdom,and guidance to fulfill this endeavor. All of this aimless and baseless without our Gods Guidance.

DEDICATION
I would like to dedicate and give all the Highest Glory, Honor, Praises and Thanks to the One who made all things possible Our Almighty God. Next to my beloved Family who always there to support me. To our PUP QC Family for developing our knowledge and abilities to overcome this practice teaching. And also to my Kalayaan National High School Family who teach us how to stand as a teacher and how to love our profession.

A Teachers Prayer
Lord, let me be just what they need. If they need someone to trust, let me be trustworthy. If they need sympathy, let me sympathize. If they need love, (and they do need love), let me love, in full measure. Let me not anger easily, Lord but let me be just. Permit my justice to be tempered in your mercy. When I stand before them, Lord, let me look strong and good and honest and loving. And let me be as strong and good and honest and loving as I look to them. Help me to counsel the anxious, crack the covering of the shy, temper the rambunctious with a gentle attitude. Permit me to teach only the truth.

Help me to inspire them so that learning will not cease at the classroom door. Let the lessons they learn make their lives fruitful and happy. And, Lord, let me bring them to You. Teach them through me to love You.
Finally, permit me to learn the lessons they teach.

CHAPTER I
Introduction

According to Good and Brophy (1989), ‘Teachers seek opportunities to evaluate and improve their teaching, if acceptable and useful methods are available.’ The trouble is, these researchers continue, teachers have not been encouraged or taught to engage in self-criticism, to recognize weakness, and to link criticism, to improve skills. Instructors choose what is suitable to their preferences in terms of evaluating their teaching skills. Henderson (1990) stated that faculty members of a college/university are employed therein because of their professional training and competence in teaching, and in some instances, in research. If the teacher is recruited to teach in an institution of higher learning, it is presumed that he is qualified and competent to undertake the job of college teaching. But there are doubts as the veracity of this presumption which

therefore, calls for evaluation. Effective instructor maybe a master’s or doctor’s degree. In this level of study, teachers encounter more essential factors that may contribute their teaching effectiveness and efficiency. But some other institutions find it difficult to give opportunity to those professionals who did engaged in teaching because some of them have a master’s/doctor’s degree but not really effective and efficient in the field that they have chosen. That’s why the proponents of this study decided to engage themselves in this undertaking because they think that there is a need in evaluating faculty and instructors.

CHAPTER II

VISION “Towards a Total University”

Mission
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.

Goals
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.

Philosophy

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.

CHAPTER III
Republic of the Philippines Kalayaan Natinal High School Ph. 10- B Bagong Silang Caloocan City

VISION

Kalayaan National High School shall be known as an academically performing school in the Division of Caloocan City that responds to the needs of values-laden and globallycompetitive students.

MISSION
Kalayaan National High School is committed to honoring student’s academic excellence and well rounded personality through an array of innovations and opportunities provided by the school as a friendly learning environment.

PHILOSOPHY
Kalayaan National High School believes that all teachers can develop the optimum and maximum skills of every student.

Principal -Dr. Clarita M. Martinez Principal III T. L. E. Department

- Mrs.Alicia Aurelio Teacher II ( Dept. Head) Tarnate Teacher III - Jonathan S. Taruc Teacher I Teacher I - Von Midoranda Teacher I - Mercy Jacolbia Teacher I - Thelmo Ado Teacher I - Teresita Agustin Teacher I - Leonard Algabre Teacher I - Ruby Cagadas Teacher III - Renz Catherine Domingo Teacher I - Gina Gili Teacher I

- Wilhelmina

- Flora Ongotan

CHAPTER IV

Memorandum
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AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC) PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL

SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS Page/s: 1 2 3 4 No. 80 s.2011 No. 79 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR TECHNICAL VOCATIONAL TEACHERS SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC) PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL

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NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM URGENT PRAYERS FOR FILIPINOS IN LIBYA EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NON-ETP TAKERS TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCYBASED CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP) BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR VOCATIONAL DEPARTMENT HEAD TEACHERS CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE DEPED PROVIDEND FUND SYSTEM (DPFS) CREATING THE TASK FORCE ON WELFARE AND BENEFIT PACKAGE (TFWBP) FOR DEPED TEACHING AND NONTEACHING EMPLOYEES DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129 AND 9130 NATIONAL AND LOCAL GOVERNMENT COUNTERPARTING PROGRAM FOR CLASSROOM CONSTRUCTION RESCHEDULING THE ADMINISTRATION OF THE SY 20102011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX CHANGES AND ADDITIONAL INFORMATION TO DEPED MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population Quiz (POPQUIZ) ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION OF 1986 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A Moratorium on the Cutting and Harvesting of Timber in the Natural and Residual Forests and Creating the Anti-Illegal Logging

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Task Force) FOURTH NATIONAL CONVENTION OF THE CENTERS OF EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs), CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL COLLEGES AND UNIVIERSITIES (ALCUs) 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND EMPLOYEES 2011 WOMEN'S MONTH CELEBRATION ENHANCING AND SUSTAINING SCHOOL GARDENING AND FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps) DISSEMINATION OF COMELEC RESOLUTION NO. 9123 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct of Screening, Selection, and Regional Cluster Training Workshops for Potential Textbook Evaluators) IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS ELEMENTARYA AT SEKUNDARYA REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC EDUCATION PROGRAM REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL EDUCATION DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP) NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE EDUCATION YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER THE DEPED COMPUTERIZATION PROGRAM (DCP) SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE AND MATHEMATICS 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST DISSEMINATION OF COMELEC RESOLUTION NO. 9115 PHILIPPINE INTERNATIONAL ARTS FESTIVAL 2011 PALARONG PAMBANSA

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No. 22 s.2011 No. 21 s.2011 No. 20 s.2011 No. 80 s.2011 No. 79 s.2011

NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs) 2011 NAMCYA BALLET WORKSHOP VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION MEMBERS VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS 7TH NATIONAL DENTAL HEALTH MONTH REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE MANAGING TEACHING AND LEARNING THROUGH ICT FOR TECHNICAL VOCATIONAL TEACHERS SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS AND STUDENTS "HAPPY SMILES FOR HEALTHY KIDS" PROJECT 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND PHILIPPINE VETERANS WEEK ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC EDUCATION TEACHERS IMPLEMENTING THE STVEP IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 11 (803 MOBILE TEACHERS) SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED) TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM DISORDER ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS OF ELEMENTARY EDUCATION IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL VOCATIONAL SECONDARY SCHOOLS PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR 2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011 (Organizing the Inter-Agency Energy Contingency Committee (IECC) PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC SECONDARY SCHOOLS

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No. 54 s.2011 No. 53 s.2011 No. 52 s.2011 No. 51 s.2011 No. 50 s.2011 No. 49 s.2011

2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION (SPED) TEACHERS AND SPED CENTERS CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING AND DEVELOPMENT RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION FOR PRINCIPALS DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-TEACHING PERSONNEL NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION CURRICULUM (SEC) DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH COMMITTEES FOR THE THIRD LEVEL POSITIONS 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM URGENT PRAYERS FOR FILIPINOS IN LIBYA EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS AND NON-ETP TAKERS TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCYBASED CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL AND VOCATIONAL EDUCATION PROGRAM (STVEP) BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR VOCATIONAL DEPARTMENT HEAD TEACHERS CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE DEPED PROVIDEND FUND SYSTEM (DPFS) CREATING THE TASK FORCE ON WELFARE AND BENEFIT PACKAGE (TFWBP) FOR DEPED TEACHING AND NONTEACHING EMPLOYEES DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129 AND 9130 NATIONAL AND LOCAL GOVERNMENT COUNTERPARTING PROGRAM FOR CLASSROOM CONSTRUCTION RESCHEDULING THE ADMINISTRATION OF THE SY 20102011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX

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CHANGES AND ADDITIONAL INFORMATION TO DEPED MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population Quiz (POPQUIZ) ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION OF 1986 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A Moratorium on the Cutting and Harvesting of Timber in the Natural and Residual Forests and Creating the Anti-Illegal Logging Task Force) FOURTH NATIONAL CONVENTION OF THE CENTERS OF EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs), CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL COLLEGES AND UNIVIERSITIES (ALCUs) 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND EMPLOYEES 2011 WOMEN'S MONTH CELEBRATION ENHANCING AND SUSTAINING SCHOOL GARDENING AND FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps) DISSEMINATION OF COMELEC RESOLUTION NO. 9123 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct of Screening, Selection, and Regional Cluster Training Workshops for Potential Textbook Evaluators) IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS ELEMENTARYA AT SEKUNDARYA REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC EDUCATION PROGRAM REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL EDUCATION DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP) NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE EDUCATION YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER THE DEPED COMPUTERIZATION

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PROGRAM (DCP) SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE AND MATHEMATICS 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST DISSEMINATION OF COMELEC RESOLUTION NO. 9115 PHILIPPINE INTERNATIONAL ARTS FESTIVAL 2011 PALARONG PAMBANSA NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs) 2011 NAMCYA BALLET WORKSHOP VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION MEMBERS VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS 7TH NATIONAL DENTAL HEALTH MONTH REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE 2011 INTERNATIONAL MOTHER LANGUAGE DAY PRESIDENTIAL COMMISSION ON GOOD GOVERNMENT (PCGG) 25TH ANNIVERSARY CHANGE OF SCHEDULE OF THE REGIONAL FINALS OF THE 2011 METROBANK-MTAP-DEPED MATH CHALLENGE IMPLEMENTATION OF BATCH 12 (FY 2009) OF THE DEPED COMPUTERIZATION PROGRAM (DCP) 2011 NATIONAL SCHOOLS PRESS CONFERENCE AWARDING OF THE TOP PERFORMING PUBLIC SECONDARY SCHOOLS OF THE PHILIPPINES BASED ON THE 2010 NATIONAL ACHIEVEMENT TEST (NAT) RESULTS IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM BATCH 6 (93 RECEPIENT ELEMENTARY SCHOOL) DISSEMINATION OF EXECUTIVE ORDER NO. 19 2011 NATIONAL INTELLECTUAL DISABILITY WEEK 2011 NATIONAL AWARENESS WEEK FOR THE PREVENTION OF CHILD SEXUAL ABUSE AND EXPLOITATION 15TH NATIONAL AUTISM CONSCIOUSNESS WEEK 9TH STUDENT TECHNOLOGISTS AND ENTREPRENUERS OF THE PHILIPPINES-NATIONAL SKILLS DEVELOPMENT AND COMPETITIONS (STEP-NSDC) ADMINISTRATION OF THE NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE THREE, GRADE SIX AND SECOND

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YEAR HIGH SCHOOL FOR SY 2010-2011 DISSEMINATION OF THE COMMISSION ON HUMAN RIGHTS ADVISORY (On the Implementation of the Accessibility Law) DESIGNATION OF ASSISTANT SECRETARY TONISITO M.C. UMALI AS OFFICER-IN-CHARGE (OIC) OF THE SCHOOL SPORTS DEVELOPMENT PROGRAM DISSEMINATION OF MEMORANDUM CIRCULAR NO. 9 (Government Policy and Procedural/Documentary Requirements on the Approval/Issuance of Authority to Purchase Motor Vehicles) DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 84 (Declaring the Regular Holidays, Special (Non-Working) Days, and Special Holiday (for All Schools) for the Year 2011) WINNERS OF THE 2010 GIGANTIC COLGATE SACHET DECORATION MAKING CONTEST

CHAPTER V

Stude nt

Teaching Guidelines

Top 10 Tips for Student Teachers
By Melissa Kelly, About.com Guide Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment.

1. Be On Time Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. Flexibility is the one the top six keys to being a successful teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. In addition, follow your own classroom rules. 5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.

Coworkers and Teaching

7. Maintain Confidentiality Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future.

Student teaching evaluations: Inaccurate, demeaning, misused
Administrators love student teaching evaluations. Faculty need to understand the dangers of relying on these flawed instruments. Fifty years ago, students at Harvard University and the University of California, Berkeley, were publishing guides rating teachers and courses. Irreverent and funny, they featured pungent comments: "Trying to understand Professor X's lectures is like slogging uphill through molasses," or "Dr. Y communicated very closely with the blackboard, but I couldn't tell you what he looks like, as he never faced the class." Unfortunately, what originated as a light-hearted dope sheet for the use of students has, at the hands of university and college administrators, turned into an instrument of unwarranted and

unjust termination for large numbers of junior faculty and a source of humiliation for many of their senior colleagues. In the 1970s, schools started requiring faculty to get students to fill out and turn in teaching evaluation forms to the administration. Administrators soon discovered they had a weapon to use against 50 percent of the faculty: they could proclaim that the half of the faculty with below-average scores in each and every department were bad teachers. They have been at it ever since. When administrators say, as they often do, "We won't tenure Professor X or give Professor Y a salary raise because he or she has teaching evaluations that are below average," they are saying, in effect, that "below average" means bad. We know of one administration that heroically enlarged the proportion of no-good faculty members to 90 percent by declaring that any junior faculty member who failed to achieve scores in the top tenth percentile could not be promoted. But most administrations are content to bad-mouth a mere 50 percent. (If the "average" administrators use is the median, then exactly half of the faculty will be labeled bad. If they use the mean, the proportion labeled bad will probably be slightly above or below half.)

What advice would you give to someone who is about to begin student teaching?
5 Keys to Success Submitted by Amy from Wisconsin Grade 1-5; Math Support Teacher As a second year teacher, I am not much of a stranger to the student teaching experience. In my opinion, if you keep the following five points in mind, you will be sure to experience success.  #1 Be Original! Teachers, staff members, and administration will appreciate

someone who brings a unique personality to the student teaching experience. Teachers aren’t looking for a carbon copy of themselves, so be yourself.  #2 Be Innovative! This is your time to take all that you have learned and apply it to your teaching. Let the knowledge, ideas, and experiences you acquired along the way fuel your teaching. Don’t be afraid to experiment. Ask your cooperating teacher to allow you to try that lesson or activity you worked so hard to create.  #3 Collaborate! It is very important to network with all teachers, staff members, and administrators within the school community. The young teachers who go the extra mile to collaborate are the ones remembered down the road for prospective positions.  #4 Be Dedicated! Always show a passion for what you do. Take advantage of opportunities to become involved with activities outside of school if possible. Schools will applaud the efforts of someone who always is willing to give 110%  #5 Have fun! You can do all of the things above, but will be missing out on one of the greatest aspects of the education profession if you forget to have fun. Enjoy the students; they will make you smile every day. Enjoy your colleagues; they are wonderful role models. Enjoy the experience; it is something that you will carry along into your teaching career!  Good luck!

CHAPTER VI

Career Plan

Career goal: To become a Jollibee Store Manager Requirements:

Training in vocational schools, related on-the-job experience or an associate’s degree. Some require a bachelor’s degree.

• • • • • • •

Excellent communication skills Critical Thinking Being able to monitor and assess situations Time management Service oriented Learn strategies and procedures quickly and precisely Writing skills

Current skills and interests:
• • •

Attend Different Leadership Training Program Served as student council vice-president Served as class president for 3 years

Plan to reach career goal:
• • •

Associates degree: Polytechnic University of the Philippines Work directly with Jollibee Foods Corporations for 2 years Job experience: • Work directly with Jollibee Foods Corporations for 2 years

CHAPTER VII

Narrative Report

First week
(January 10-14) This is my first week in my Alma Matter (Kalayaan National High School), I felt like reminiscing all the memories when

I was in High School and I felt also pressured because I had to prove something. My Cooperating Teacher introduced me in his five sections classes as a Student Teacher; he said that the same courtesy and respect should be given to me. I’m challenged to experience being a Student Teacher because there are 80 students in one classroom, poor ventilation and chairs and tables are in poor condition.

Second week January (17-21)

For this week I prepared a lesson plan about printing process, I’ve also prepared my colorful visual aids, my attendance sheets of my students. My CT gave me 2 weeks to observe his classes so I can be familiarize and easier to adopt different students attitude toward studying.

Third week January (24-27)

This week I took charge in teaching the five classes. It’s a tiring week, sometimes I lose control to my student I get mad at them. In this week we discussed about Screen printing. More thanks with Mr. Taruc and Mrs. Aurelio because of them I have something to discussed with my students, in fairness to me I found this topic very interesting.

Fourth week January (31-February 4)

I gave a long quiz to my students about screen printing and we opened the topic about Window Sign and Backdrop Designing This matters were already discuss during the first period of the class and for the lesson plan to follow we have to discuss this topic. This topic is very easy unusual to me but I’ve tried my best to master the subject matter And the student seems they are interested in the topic because they can relate the topic in the real life situation.

Fifth Week February (7-11) This week seems to be laborious for me, a lot of papers to be record, notebooks to be check, attendance to be summarized. This week I get to know my students. Every section had a personality and different learning style.

Sixth week February (14-18) HAPPY VALENTINE’S DAY This week I appreciated my student they gave me flowers and letters. Their letters contain sorry for their bad habits and for not listening sometime and thanks for the patience given to them and understanding 

Seventh week February (21-25) This week is a celebration of EDSA, so we don’t have class for one day. During the week we do activity and I’m so proud of my student their works was beautiful and artistically done.

The rooms of my freshmen class was under renovation so I conducted my every class under the trees or in the covered court divided in six classes and it was difficult for me to taught in that situation but as a teacher I had to do my obligation

Eight week March (1- 4) “Teacher test week”

No paper works at all just recording the previous tests and activity of my students

Tenth week March 7-11

What I have done during this week is the summary of grades of my students, a lot of computations for this day. I’m so glad that none of my student failed during this period.

Eleventh Week March 14-18 This week we did lots of activity, they task to make a backdrop of different events like birthdays, weddings, anniversaries, baptismal, fiestas and different plays. Everyday they had given the theme and they will decide what design, letterings and colors to apply to make an artistic backdrop design in paper. During this activity I discovered different side of my students.

Twelfth Week March 21-25 This week my student should pass all their activity as their clearance. This week we had a new series of activity to design a window sign, same procedure also.

Last Week March28-31 My last week was memorable for me, My CT ask me to covered all the books of his advisory it was a laborious task everyday I had to covered 15 books to accomplish all the uncovered books return by our student. My last day in KNHS, my student sang for me and gave me letters and flowers. We also had moments of picture taking KNHS made again a big part in my life and heart.

CHAPTER VII

Today’s Education

Key Issues in Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools.

The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the

elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned.

A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerceand business courses and in the engineering and technology courses may be small - 29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses.

On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher rates of failures, dropouts, and repetition in both elementary and secondary levels.

Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted

among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score.

2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.

3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries. 4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. 5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.

Woes of a Filipinos Teacher
Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school. Imagine yourself handling a class of 60 to 70 students. Imagine yourself handling two shifts of classes with 60 to 70 students Yes, it is a nightmare. And yes it happens in real life within the public school system. It is a manifestation of the two most prevalent problems in the educational system: lack of classrooms and lack of teachers In fairness, most private school teachers, especially those in small private schools, will admit that public school mentors earn more than they do. But even with the relatively higher wages, it does not seem to compensate for the daily travails of public school teachers. The ideal ratio of teacher to student is 1:25. The less number of children handled by one mentor, the

more attention can be given to each individual, especially if their learning competencies are not equal. With 25 students in a class, the teacher is likely to know each of her students, not only by face but by name and how they are actually performing in class. But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every single day. They hardly know their pupils, save for the excellent ones or unfortunately, the notorious. She does not even bother to remember them. How can she? Classrooms are cramped, if there are any at all. Many classes are held in makeshift rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are merely separated by thin plywood walls. With 60 kids north, east, south and west, it's a wonder teachers can hear themselves over the din. And how do you tailor lessons with so many competencies to consider? Often, the result is children are left to cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to pass at the end of the year .Yes, students are still divided into sections and they are grouped into the level of their academic skills. Which leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience, resources and dedication to addressing the need of her students Resources are another matter. Many public school classrooms are equipped with the most basic of equipment: a blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated or purchased by the school. But many times, a teacher will not only have to be creative, but will dig into her own pocket to produce the kind of materials she needs and wants to teach class. It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But this can get to be very expensive, especially if the lessons are long. And with a class so huge, children are barely able to see small handwriting from the back, so you need to write

bigger, and use more paper. Children always welcome additional and unique visual aids, and woe to the teacher who has to create them if she wants her subject or lesson to be more interesting. Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out on your own. Teachers still have to make ends meet. And often, their pay is simply not enough to cover their needs, as well as their families. The Department of Education just announced that so many millions of pesos have been released for the construction and repair of classrooms around the country. I believe this will only cover those included in a priority list. But there are many more schools which lack classrooms, and more communities that lack schools. When additional classrooms are built, will there be additional teachers? If new teachers will be hired, will there be a budget to support their wages?It's a never-ending cycle, because the government has yet to come up with a plan that will finally address these problems. In the meantime, Ma'am or Sir will have to suffer through their public school experience.

CHAPTER IX

Curriculu m Vita

JUNE JANE RICACHO PLACIDES

09185725294 PERSONAL INFORMATION Nickname: Juno Age: 21 yrs old Birth Date: November 2, 1989 EDUCATIONAL ATTAINMENT TERTIARY: Bachelor in Business Teacher Education (Major in Business Technology) 2007-present Polytechnic University of the Philippines SECONDARY: Kalayaan National High School 2003-2007 Bagong Silang, Caloocan City PRIMARY: Kalayaan National High School Bagong Silang, Caloocan City Affiliation Future Business Teacher Organization Height: 5’5” Weight: 250 lbs. BirthPlace: Caloocan

CHAPTER X

Attachme nts

“Ma’am Jane” with Freshmen

My lesson plan
Date: February 11, 2011/ Friday Year and Section: I -7, 15, 11, 9 and 5 I. Content: Area: Entrepreneurship Chapter: Managerial Skills Topic: Types of Business Organizations Materials: chart, illustrations Reference: TLE Manual II. Objective: At the end of the lesson the student should be able to: 1. differentiate the types of business organizations 2. cite example of different types of business 3. analyze the advantages and disadvantages of each types of business III. Procedure A. Preparatory 1. Daily Routine: prayer, greetings, checking of attendance 2. Review: Effective Management ( Numbers vs. Letters) 3. Motivation: What’s on your mind? B. Presentation: 1. let the student discuss the different form of business 2. let the student give example of each type of business C. Closing Activity: 1. Generalization -the term legal form prefers to the form of ownership of a business. You may decide to share ownership with other people if you are not the only source of projects, ideas, or if you do not have capital and experience to start a business on your own.

2. Valuing: -awareness 3. Evaluation: - quiz IV. Assignment ( )/Agreement ( ) Cut pictures of different business and group them according to their types of business

My Daily Time Record

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