June Jane Placides Training Manual

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
TABLE OF CONTENTS
Approval Sheet
Acknowledgement
Dedication
Prayer for Teachers
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 globally-
competitive 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) - Wilhelmina
Tarnate Teacher III
- Jonathan S. Taruc Teacher I - Flora Ongotan
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
CHAPTER IV
Memorandum
No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT
FOR TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION
AND WEB DEVELOPMENT TRAINING FOR PUBLIC
ELEMENTARY AND HIGH SCHOOL TEACHERS,PUPILS
AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN
AND PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV
TECH-VOC EDUCATION TEACHERS IMPLEMENTING THE
STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION
PROGRAM BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION
(SPED) TEACHERS HANDLING CHILDREN WITH AUTISM
SPECTRUM DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES,
TEACHERS AND STUDENTS TO ACTIVELY PARTICIPATE
IN THE OBSERVANCE OF THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND
ASSISTANT CHIEFS OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY
2009) OF THE DEPED COMPUTERIZATION PROGRAM FOR
TECHNICAL VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS"
BALTAZAR 2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S.
2011 (Organizing the Inter-Agency Energy Contingency
Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN
PUBLIC SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL
EDUCATION (SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS,
ADMINISTRATORS AND SUPERVISORS UNDER THE
HUMAN RESOURCE TRAINING AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING
EXAMINATION FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR
DEPED NON-TEACHING PERSONNEL
No. 62 s.2011 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)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL
SEARCH COMMITTEES FOR THE THIRD LEVEL
POSITIONS
Page/s: 1 2 3 4

AND STUDENTS
STVEP
SPECTRUM DISORDER
BALTAZAR 2011
Committee (IECC)
POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS
OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING
PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE
SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE
2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS
AND NON-ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-
BASED CURRICULUM WRITERS UNDER THE
STRENGTHENED TECHNICAL AND VOCATIONAL
EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE
FOR VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT
OF THE DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-
TEACHING EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION
NOS.9126,9127, 9129 AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-
PARTING PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-
2011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE
SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National
Population Quiz (POPQUIZ)
No. 47 s.2011 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
No. 46 s.2011 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)
No. 45 s.2011 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)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS
AND EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING
AND FEEDING IN SUPPORT OF THE GOVERNMENT'S
PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps)
No. 41 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9123
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010
(2010 Conduct of Screening, Selection, and Regional Cluster
Training Workshops for Potential Textbook Evaluators)
39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG
WIKA SA MGA PAARALANG PAMPUBLIKO AT
PAMPRIBADO SA ANTAS ELEMENTARYA AT
SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12
BASIC EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY
SPECIAL EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112
AND 9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP
(PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL
PROGRAM (ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS
AND PEACE EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
No. 32 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO.
92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT
ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY
SCHOOLS) UNDER THE DEPED COMPUTERIZATION
PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING
LARGE CLASSES FOR EFFECTIVE TEACHING AND
LEARNING OF SCIENCE AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS
OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED
NON-TEACHING PERSONNEL IN ALL OFFICES AND
VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION
MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN
LANGUAGE

AND STUDENTS
STVEP
SPECTRUM DISORDER
BALTAZAR 2011
Committee (IECC)
POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS
OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING
PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE
SCHOOLS DIVISION/CITY SUPERINTENDENTS WHO ARE
2010 EDUCATIONAL MANAGEMENT TEST (EMT) PASSERS
AND NON-ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-
BASED CURRICULUM WRITERS UNDER THE
STRENGTHENED TECHNICAL AND VOCATIONAL
EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE
FOR VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT
OF THE DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-
TEACHING EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION
NOS.9126,9127, 9129 AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-
PARTING PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-
2011 NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE
SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National
Population Quiz (POPQUIZ)
No. 47 s.2011 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
No. 46 s.2011 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)
No. 45 s.2011 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)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS
AND EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING
AND FEEDING IN SUPPORT OF THE GOVERNMENT'S
PANTAWID PAMILYANG PILIPINO PROGRAM (4Ps)
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010
(2010 Conduct of Screening, Selection, and Regional Cluster
Training Workshops for Potential Textbook Evaluators)
No. 39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG WIKA SA
MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA
ANTAS ELEMENTARYA AT SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12
BASIC EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY
SPECIAL EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112
AND 9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP
(PPP) IN EDUCATION THROUGH THE ADOPT-A-SCHOOL
PROGRAM (ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS
AND PEACE EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT
ELEMENTARY SCHOOLS) AND BATCH 12 (15 SECONDARY
SCHOOLS) UNDER THE DEPED COMPUTERIZATION
PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING
LARGE CLASSES FOR EFFECTIVE TEACHING AND
LEARNING OF SCIENCE AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS
OF SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED
NON-TEACHING PERSONNEL IN ALL OFFICES AND
VALIDATION OF DEPED-NATIONAL EMPLOYEES UNION
MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN
LANGUAGE
No. 19 s.2011 2011 INTERNATIONAL MOTHER LANGUAGE DAY
No. 18 s.2011 PRESIDENTIAL COMMISSION ON GOOD GOVERNMENT
(PCGG) 25TH ANNIVERSARY
No. 17 s.2011 CHANGE OF SCHEDULE OF THE REGIONAL FINALS OF
THE 2011 METROBANK-MTAP-DEPED MATH CHALLENGE
No. 16 s.2011 IMPLEMENTATION OF BATCH 12 (FY 2009) OF THE DEPED
COMPUTERIZATION PROGRAM (DCP)
No. 15 s.2011 2011 NATIONAL SCHOOLS PRESS CONFERENCE
No. 14 s.2011 AWARDING OF THE TOP PERFORMING PUBLIC
SECONDARY SCHOOLS OF THE PHILIPPINES BASED ON
THE 2010 NATIONAL ACHIEVEMENT TEST (NAT) RESULTS
PROGRAM BATCH 6 (93 RECEPIENT ELEMENTARY
SCHOOL)
No. 12 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 19
No. 11 s.2011 2011 NATIONAL INTELLECTUAL DISABILITY WEEK
No. 10 s.2011 2011 NATIONAL AWARENESS WEEK FOR THE
PREVENTION OF CHILD SEXUAL ABUSE AND
EXPLOITATION
No. 9 s.2011 15TH NATIONAL AUTISM CONSCIOUSNESS WEEK
No. 8 s.2011 9TH STUDENT TECHNOLOGISTS AND ENTREPRENUERS
OF THE PHILIPPINES-NATIONAL SKILLS DEVELOPMENT
AND COMPETITIONS (STEP-NSDC)
No. 7 s.2011 ADMINISTRATION OF THE NATIONAL ACHIEVEMENT
TEST (NAT) FOR GRADE THREE, GRADE SIX AND SECOND
YEAR HIGH SCHOOL FOR SY 2010-2011
No. 6 s.2011 DISSEMINATION OF THE COMMISSION ON HUMAN
RIGHTS ADVISORY (On the Implementation of the Accessibility
Law)
No. 5 s.2011 DESIGNATION OF ASSISTANT SECRETARY TONISITO M.C.
UMALI AS OFFICER-IN-CHARGE (OIC) OF THE SCHOOL
SPORTS DEVELOPMENT PROGRAM
No. 3 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 9
(Government Policy and Procedural/Documentary Requirements
on the Approval/Issuance of Authority to Purchase Motor Vehicles)
84 (Declaring the Regular Holidays, Special (Non-Working) Days,
and Special Holiday (for All Schools) for the Year 2011)
No. 1 s.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 Height: 5’5”
Age: 21 yrs old Weight: 250 lbs.
Birth Date: November 2, 1989 BirthPlace: Caloocan
EDUCATIONAL ATTAINMENT
TERTIARY: Bachelor in Business Teacher Education

(Major in Business Technology)
2007-present
Polytechnic University of the Philippines
SECONDARY:
2003-2007
Bagong Silang, Caloocan City
PRIMARY:
Bagong Silang, Caloocan City
Affiliation
Future Business Teacher Organization
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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Polytechnic Univer sity of the Philippines

Colle ge of Of fice Administration and Business Teacher

JUNE JANE R. PLACIDES

In par tial fulfillment of the requirement for the degree o f

Prof. Sher yl Morales and Prof. Marilyn Isip

To the Faculty of the PUPQC Faculty, for their cooperation and

To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl

To my fellow classmate who consistently gives me the faith

To our families, for giving their full encouragement and support

And Finally to our Almighty Father, who gave me enough

I would like to dedicate and give all the Highest Glory,

Next to my beloved Family who always there to support

And also to my Kalayaan National High School Family

If they need someone to trust, let me be trustworthy.

If they need sympathy, let me sympathize.

Let me not anger easily, Lord but let me be just.

Permit my justice to be tempered in your mercy.

and honest and loving.

And let me be as strong and good and honest and loving as I

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.

And, Lord, let me bring them to You.

Teach them through me to love You.

Finally, permit me to learn the lessons they teach.

According to Good and Brophy (1989), ‘Teachers seek opportunities to evaluate

self-criticism, to recognize weakness, and to link criticism, to improve skills. Instructors

Henderson (1990) stated that faculty members of a college/university are

in some instances, in research. If the teacher is recruited to teach in an institution of

“Towards a Total University”

Filipinos and foreigners alike.

PUP commits itself to:

competence among all members of the academe, stressing their importance in

building a truly independent and sovereign Philippines;

well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

and social consciousness and the need to defend human rights;

and economic problems and encourage them to contribute to the realization of

nationalist industrialization and economic development of the country;

students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically

together to attain academic, research and service excellence in a continually

changing world; and

significant number of international students; and a community supported by new

and knowledge on a global scale.

development of the citizens, and of the national economy to become globally

achieve its goals through:

1. Provision of undergraduate and graduate education which meet international

standards of quality and excellence;

relevant and responsive to the dynamically changing domestic and international

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

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

enhancement of nation building;

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

education imbued with the spirit of humanist internationalism.

Kalayaan Natinal High School

Ph. 10- B Bagong Silang Caloocan City

by the school as a friendly learning environment.

maximum skills of every student.