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BTE 450 Student Teaching

Student Teaching
Manual
By:

Margielyn L. Mascariola

Bachelor in Business Teacher Education 4-1

To:

Professor Sheryl R. Morales


(Practicum II Adviser)

March 30, 2011


BTE 450 Student Teaching

Table of contents:

Dedication
Acknowledgement
Prayer for teachers
Introduction
PUP
 Vision
 Mission

Justice Cecilia Munoz Palma High School


 Vision
 Mission
 History
 Map
 Organizational Structure

Final Demonstration Plan


Synopsis of Reading and References
Research Articles
Narrative Report
Current Issues about Education
Curriculum Vitae
Attachments A – Photographs
B – Lesson Plan
C – Daily Time Record
Evidence of Outreach Program
BTE 450 Student Teaching

Dedication

The student Teacher

would like to dedicate this work

to the Almighty God

for He gave enough knowledge and wisdom

to be able to complete all the requirements

needed in her Practicum II.


BTE 450 Student Teaching

Acknowledgment
I would like to express my overwhelming appreciation and gratitude to the
Almighty God in giving me strength, knowledge and wisdom to complete my
practicum II.

I would like to thank the Polytechnic University of the Philippines Quezon


City for letting the students experience the actual teaching inside and outside the
Campus.

To the Justice Cecilia Muñoz Palma High School in giving me the


opportunity to teach their students.

To our advisers, Professor Sheryl Morales and Professor Marilyn Isip for
their guidance and support.

To my Cooperating Teacher Mrs. Agnes Annalie Sayon for entrusting me to


handle her class.

To the T.L.E. Head Mrs. Felicitas Victoriano for her constructive criticisms.

To my students who are always participating in my class discussions.

To my dearest family for supporting financially, motivating and continuously


loving me.

To my best of friends for their encouragement.


Lastly, to my special someone for inspiring and helping me overcome all the
challenges in my Practicum II.
BTE 450 Student Teaching

Prayer for Teachers


Almighty God, we glorify and give You thanks.

We, teachers are here to express our gratitude and appreciation in all
the blessing You’ve given us.

You share Your strength and wisdom for us to overcome all the
challenges and trials we encountered during our actual teaching.

Thank You for guiding and lighting up our minds to do right


decisions.

We are asking for Your acceptance in all our wrong deeds.

Continue to bless and guide us Heavenly Father.

These we cherish and pray AMEN.


BTE 450 Student Teaching

Introduction
I quoted Dr. Lily G. Mendoza, “Consider teaching as the noblest
Profession.”

For effective teaching to take place, a good method must be adopted by a


teacher. A teacher has many options when choosing a style by which to teach. The
teacher may write lesson plans of their own, borrow plans from other teachers, or
search online or within books for lesson plans. When deciding what teaching
method to use, a teacher needs to consider students' background knowledge,
environment, and learning goals. Teachers are aware that students learn in different
ways, but almost all children will respond well to praise. Students have different ways of
absorbing information and of demonstrating their knowledge. Teachers often use
techniques which cater to multiple learning styles to help students retain information
and strengthen understanding. A variety of strategies and methods are used to ensure
that all students have equal opportunities to learn. A lesson plan may be carried out in
several ways: Questioning, explaining, modeling, collaborating, and demonstrating.
(www.wikipedia.com)

Student Teaching is a major requirement before an education student may


enter the teaching profession. It is the culminating experience prior to certification.
The student teacher is given an experience and opportunity to mold her
knowledge, skills and theory with practice. During the actual teaching, the student
teacher utilizes the skills and methodologies learned in their coursework.

The student teacher is challenged in everyday tasks given by her Cooperating


Teacher. She has an initiative in doing her work/job. Student teaching is not limited
waiting for the Coordinating Teacher to tell what to do and how to do things. The
competent student teacher must enterprise and possesses the ability to take matters into
her own hands. She must consider the following to be able to attain teaching goals; 1.
Attitude about teaching; 2. Attitude towards students and; 3. Attitude towards self.
BTE 450 Student Teaching

Since the area given to the student teacher is not taken as one of the subjects in
their curriculum, she is able to adjust and learn the subject matter. Handling secondary
level students is very different among tertiary level. Everyday, you must come to
school geared with a long patience.

Consider the learning level of each student and their behavior towards
school/classroom. The student teacher uses several approaches and teaching
methodologies. These are enlightened viewpoint toward teaching. It is procedural for
it consist series of activities arranged logically.

The student teacher provides learning activities for the students. Learning
activities are the corresponding reinforcement to help the students achieve their
learning goal. Students are active in doing their activities; the only problem is the 30
minutes time allotted in the subject.

To motivate the student, the student teacher uses chips as their incentive
whenever they answer. Each chip has corresponding point/points. She also uses
graphic organizers in presenting her lesson to be able for her students to understand
the topic easily.

The Cooperating Teacher observes that her student teacher has a low modulated
voice and so she decided to let her ST use her lapel while discussing the lesson. The
student teacher shows progress in having well modulated voice. This helps the student
teacher on how to get attention of the class and to maintain discipline inside the
classroom.

The student is obliged to evaluate whether the students achieve the expected
learning outcomes. She uses various evaluative tools that can be used to assess the
students. Objective type test and performance test are examples of these evaluative
tools.
BTE 450 Student Teaching

Polytechnic University of the


Philippines
BTE 450 Student Teaching

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
BTE 450 Student Teaching

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.
BTE 450 Student Teaching

Justice Cecilia Muñoz Palma High


School
BTE 450 Student Teaching
BTE 450 Student Teaching
BTE 450 Student Teaching

Justice Cecilia Muñoz Palma High School Map


BTE 450 Student Teaching

HISTORY
The Justice Cecilia Muñoz Palma High School was named after Cecilia
Muñoz-Palma. Located at Molave Street Barangay Payatas, Quezon City

Cecilia Muñoz-Palma (November 22, 1913 — January 2, 2006) was a Filipino


jurist and the first woman appointed to the Supreme Court of the Philippines. She was
appointed to the Supreme Court by President Ferdinand Marcos on October 29, 1973,
and served until she reached the then-mandatory retirement age of 65.

While on the Court, Muñoz-Palma penned several opinions adverse to the


martial law government of her appointer, President Marcos. After retiring from the
Court, she became a leading figure in the political opposition against Marcos, and was
elected to the Batasang Pambansa as an Assemblywoman from Quezon City. When
Corazon Aquino was installed as President following the 1986 People Power
Revolution, Muñoz-Palma was appointed president of the 1986 Constitutional
Commission that drafted the 1987 Constitution.

Vision
To provide relevant education for youth’s intellectual¸ physiological,
spiritual and environmental awareness through responsive approaches.

Mission

Justice Cecilia Muñoz Palma High School is an educational


institution developing well-rounded individual for the establishment of a
self-reliant and responsible community.
BTE 450 Student Teaching

Justice Cecilia Muñoz Palma High School


Organizational Chart
BTE 450 Student Teaching

Final Demonstration Plan


BTE 450 Student Teaching

Teaching Plan
Justice Cecilia Muñoz Palma High School
Technology and Livelihood Education I (Food and Food Service)

SALAD

I. Objectives:

At the end of the lesson, students are expected to:


• explain and identify what is Salad and its types;
• prepare different kinds of Salad using any kind of raw ingredients; and
• value the importance of serving different kinds of Salad in maintaining highly
delicious meal.

II. Content

A. Topic: What is Salad?


a. History of Salad
b. Uses of Salad in a Meal
Types of Salad
B. Materials: LCD Projector, PowerPoint Presentation, Pointer
C. References: www.wikipedia.com, Webster Dictionary

III. Procedure

A. Preparatory Activities
1. Routine Activities
• Prayer, Attendance, Greetings
2. Short Recapitulation about the previous lesson.
3. Unlock Difficulties
a. Sallets
b. Discourse
c. Palate-cleansing
d. Bound
4. Motivation (Explore)
Present pictures of different kinds of Salad dishes.
*Students are ask to describe and differentiate each picture.

B. Presentation of the Lesson (Firm-up)

1. Ask students how Describe Salad in their Students’


they define Salad own thoughts Collaboration
2. History of Salad Identifying the origin Discussion
of Salad
BTE 450 Student Teaching

3. Uses of Salad in a Classifying Salad according Discussion


Meal to use.

Appetizer

Uses
Dessert of Side Dish
Salad

Palate-cleansing Main Course

4. Show pictures of Distinguishing Types of Discussion


different Types of Salad Salad

Types of Salad
Green Salad
Vegetable Salad
Bound Salad
Main Course Salad
Fruit Salad
Dessert Salad

5. Socratic Method (Question and Answer)

C. Application (Deepen)
Conduct a group activity. Students are ask to draw the Type of Salad they want.
The ingredients should be seen and indicated in the illustration.

*Rubric for the Evaluation of the Learner’s Output

Criteria Very Effective (VE) Effective (E) Ineffective (IE)


3 2 1

a. Materials Material used are Materials used Materials


used complete are slightly are incomplete
complete
BTE 450 Student Teaching

b. Appropriateness Ingredients indicated Ingredients Ingredients


are correct indicated are indicated are
slightly correct incorrect

c. Output the result is appealing the result is the result is


slightly appealing not appealing

D. Closing Activity

1. Generalization
Salad has a wide variety of dishes. They may include different kinds of raw
ingredients most especially fruits and vegetables.

2. Valuing (Transfer)
Knowing the importance of Salad will help each student to produce highly
delicious Salad dishes and will enhance the presentation of one’s meal.

3. Evaluation
* Conduct a short quiz regarding the topic.

IV. Agreement
What are the parts of a salad?
BTE 450 Student Teaching

Brief Synopsis of
Professional Readings and
References on Student
Teaching
BTE 450 Student Teaching

Successful K-12 Student Teaching Experiences


Demonstrating a Professional Approach to Classroom Internships

Feb 26, 2009 Barbara Abromitis

The student teaching experience provides teacher candidates the opportunity to practice
what they have learned through education classes and previous clinical experiences.
Ideally, they should also have the chance to creatively experiment with instructional
ideas of their own. Unfortunately, not every classroom internship goes smoothly, and
some end with the teacher candidates unprepared to lead classrooms of their own.
Student teachers can make their classroom experiences more rewarding and productive
by using the professional approach described in the following guidelines:

Respect the Cooperating Teacher's Boundaries


The classroom is a temporary venue for student teachers, and it is important for teacher
candidates to respect the boundaries of the cooperating teacher or mentor. Follow
established classroom rules, and discuss classroom expectations and etiquette.
Apologize if boundaries are overstepped, and make the effort to correct any problems
that may occur.

Request Ongoing Feedback from the Cooperating Teacher


Cooperating teachers and university supervisors will provide formal feedback on lessons
at designated times, but successful student teachers know that establishing a rapport
with their mentors includes asking for feedback on other, more ongoing professional
areas such as classroom management, parent communication, instructional materials,
pacing, voice quality, etc. Focus on areas that need improvement; and if no specific areas
are indicated, ask for suggestions on the aspects of teaching that still need fine-tuning.

Accept Criticism on Lessons


For student teachers as well as professionals, lessons sometimes go poorly. Maybe they
are inappropriate for the age of the students, disorganized, dull, or confusing. By
looking at the lesson objectively, and accepting the criticism offered by the cooperating
teacher or university supervisor, student teachers can grow from a bad experience and
learn new ways to adjust lessons to prevent the situation from occurring again.
If a criticism seems personal or does not ring true, however, do not argue, but listen and
ask questions for clarification. If necessary, ask for an additional observation or for the
mediation of university faculty to preserve the working relationship.

Contribute Ideas and Materials to the Classroom


Cooperating teachers provide many ideas and materials for student teachers to use, but
student teachers should not depend solely on what is readily available for instruction.
Use other resources, such as the school’s professional library, professional journals,
teaching magazines, and the Internet to find new ideas and materials for lessons, and
then share these with the cooperating teacher as well.
The success of a student teaching experience depends largely on what the teacher
candidate brings to the classroom, not only in terms of knowledge and instructional
skill, but attitude and openness to learning. By behaving professionally and seeking
BTE 450 Student Teaching

opportunities for growth, student teachers can end their internship period ready to take
on the full responsibility of a K-12 classroom.

Read more at Suite101: Successful K-12 Student Teaching Experiences: Demonstrating


a Professional Approach to Classroom Internships
http://www.suite101.com/content/successful-k12-student-teaching-experiences-
a95986#ixzz1Giud8q1e

Effective Mentoring of Student Teachers


Cooperating Teachers Can Teach and Learn From Education Internships

Jun 10, 2009 Barbara Abromitis

The quality of a student teacher’s experience rests with the cooperating teacher. As a
veteran educator, in service teachers know well how to run a classroom and teach their
content areas, but the act of mentoring another professional presents a new set of
challenges. By following these three principles, cooperating teachers will be able to
provide a quality intern experience, which does not compromise student learning and
can result in their own further professional development.

Establish Effective Communication


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

Build Professional Collegiality


Preservice teachers bring some experience to the classroom, and a great deal of learning
and background knowledge. It is the responsibility of the cooperating teacher to
structure the student teaching experience in a way that treats the teaching candidate as
a fellow professional, while ensuring the integrity of student learning.
Establishing the authority of the student teacher with pupils is essential. Student
teachers should begin immediately taking over teaching responsibilities, gradually but
quickly building to teaching the whole day. Encourage students to go directly to the
student teacher with questions, and intervene with decisions only in cases where safety
or learning are at risk. Include the student teacher in playground or other duties, faculty
meetings, professional development, and parent-teacher conferences.
BTE 450 Student Teaching

Encourage Classroom Creativity


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

Read more at Suite101: Effective Mentoring of Student Teachers: Cooperating Teachers


Can Teach and Learn From Education Internships
http://www.suite101.com/content/effective-mentoring-of-student-teachers-
a95990#ixzz1Gixfejew

ESL Strategies and the Demise of Chalk


Feb 3, 2011 Marlene de Wilde

There are many teachers who have very few teaching aids at their disposal and do very
well with a piece of chalk and their imagination. Teachers and students have a very long
history of both teaching and learning without the help of technology in the form of
video, radio, tape recorders, language laboratories or, the most recent innovation, the
computer.

However, technology has now invaded many classrooms and the trend looks to continue
and intensify. Studies have been done on whether these technological ESL strategies are
a good thing and so far the results have come back positive.

The study of foreign languages is increasing and so there is a need to make the learning
of languages as effective as possible. It has been found that when the whole brain is
involved in learning, then there is a long term retention of what has been learnt
compared to the more short term retention characterised by left brain activation only.

The use of multimedia interactive electronic teaching aids activate both sides of the
brain and so the learning is more effective. Traditional teaching with chalk and
blackboard means students have to work harder to retain the information and teachers
have to work harder to get the information across in an effective way.
BTE 450 Student Teaching

First Use of Technology in Classroom Activities

For many years, the grammar translation method of teaching focused on the endless
repetition of grammar rules for which the chalk and blackboard were sufficient teaching
tools. In the 1950s and 60s, the audio-lingual method argued that the mere learning of
rules was not enough to ensure effective communication and students had to hear and
speak the language to become proficient.

Thus, the first use of technology in the classroom came about with the installation of
language laboratories with tape recorders and headphones. This time, instead of endless
grammar rules, students were doomed to endless repetition of phrases and sentences in
the target language. The idea was that learning was basically habit formation. While it
could be argued that this was possibly a more interesting ESL strategy than the
learning of grammar, it was not enough to ensure meaningful communication.

A Whole New Language for Learning

Over time, teachers adapted their classroom strategies themselves when they saw what
worked and what did not. Tape recorders can be used to develop listening skills when
combined with comprehension exercises; speaking drills can be adapted into the
learning of basic phrases and then used in individual dialogue construction. Television,
radio and film can be used to improve listening and invite class discussion. Overhead
projectors cut down on the time required to write on the board and so the risk of losing
control of the class is decreased.

None of these devices could be said to be gimmicky when they are used effectively by a
competent teacher. They only become useless when weak teachers use them to babysit
the class and lazy educators use them to fill the time until the lesson finishes. Their
effective use requires teacher ESL strategies and class interaction.

Read more at Suite101: ESL Strategies and the Demise of Chalk


http://www.suite101.com/content/esl-strategies-and-the-demise-of-chalk-
a340173#ixzz1GizTA5pv

Classroom Management for Student Teachers


Creating an Effective Learning Environment in a Mentored Classroom

Good classroom management is essential to a successful student teaching experience.


Follow these guidelines to establish an orderly and respectful learning environment.
Student teachers must demonstrate excellent classroom management skills in order to
have a successful internship and be hired after graduation. While some classes are more
difficult to manage than others, certain principles, applied at any level, will ensure that
the K-12 students in a mentored classroom have the best opportunity to learn.
BTE 450 Student Teaching

Assume the Role of Teacher


From the first day in the classroom, student teachers should assume the authority that
comes with being in the role of teacher. Student teachers are understandably nervous
about how the class will respond to them, but unfortunately, many try to be a friend to
their students, rather than a teacher.
K-12 students expect the student teacher to be in charge of the classroom just as their
regular teacher is; if that does not happen, the class may become confused about
expectations and misbehave to test the student teacher and the new situation.

Have Clear, Consistent Expectations for Behavior


Before beginning the student teaching experience, discuss existing rules and
consequences with the cooperating teacher and ask before making changes. Make
expectations clear to the students, but even if they have been following the same rules
all year, do not be surprised if they choose to test the limits. Be firm and consistent in
following through on consequences, and look for opportunities to reinforce good
behavior whenever possible.

Prepare and Organize for Lessons and Transitions


Students tend to misbehave when they are idle or experience too much “down” time.
Student teachers can combat this tendency by being completely prepared with all
instructional materials in order and ready, and by having an organized plan for
transitioning students to and from special classes, or from one content area to another.
As a general rule, use as much time as possible for instruction or in-class assignments.
Plan enrichment instruction or practice for students who finish their work quickly. If
“down” time does occur, be prepared with alternative activities, such as playing “20
Questions”, discussing current events, or reading aloud.

Read more at Suite101: Classroom Management for Student Teachers: Creating an


Effective Learning Environment in a Mentored Classroom
http://www.suite101.com/content/classroom-management-for-student-teachers-
a95987#ixzz1I7CijrLa
BTE 450 Student Teaching

Narrative Report
1st Week ☺

In the first days of my actual teaching, my Cooperating Teacher asked me to


observe the way she teaches the class and the behavior of the students. She oriented me
on what to do and the things to be needed. She has introduced me in all of the classes she
was handling. My Cooperating Teacher asked me to research about characteristics of
fruits and vegetables. She also told me to prepare a Lesson Plan about the said topic to
be check next week.

2nd Week ☺

My first time of teaching in Justice Cecilia Muñoz Palma High School. I was so
nervous during my presentation. Mrs. Sayon checked the Lesson Plan that I have
prepared. After our discussion, my Cooperating Teacher gave me constructive criticisms.
She told me that I possessed a low modulated voice. She praised me for my colorful
visual aids☺. She told me to enhance my communication skills.

3rd Week ☺

There were so many things to do. The TLE Head Mrs. Felicitas Victoriano has a
meeting with the student teachers. She gave the requirements to be passed after the final
demonstration. Mrs. Victoriano asked the student teachers to tell something about our
actual teaching and our experiences.

4th Week

In my fifth week of actual teaching, I was able to prepare a teaching guide


patterned in Understanding by Design--the new curriculum implemented in the school for
the first year students. The topic was all about beverages. I let my Cooperating Teacher
checked my teaching guide. Again she praised me☺. I also prepared quizzes for my
students about our previous lessons.

5th Week

This was the last week of attending school before having the Christmas and New
Year’s Vacation. I was able to introduced a now topic about Types of Beverages. I also
gave a long quiz regarding the pass lesson.
The school prepared a Christmas program for the students. It was a joyful day,
my co-student teachers and I have a bonding moment.
BTE 450 Student Teaching

6th Week

As I expected, there were a large number of absentees since it was the first day of
attending school after the Christmas and New Year’s vacation. What we did was to ask
the students about their vacation. I told them to write an essay with the theme of “My
Christmas and New Year’s Vacation”. After writing the essay, we have a sharing.

7th Week

In preparation for the 3rd Periodical Examination, my Cooperating Teacher asked


me to have a new topic about Preservation and its methods. She told me to use graphic
organizer to present the topic to our students. After the discussion of the topic, I
conducted a short quiz.
BTE 450 Student Teaching

Current Trends and Issues in


Education
BTE 450 Student Teaching

Public School Exceptional Education Not So Exceptional


Oct 6, 2010 Dana Ogden

Some public schools are doing a disservice to exceptional education students in speech
pathology. There isn't a "one-size fits all" educational model.

Are you a struggling speech pathologist? You are not alone. Serving exceptional
education (ESE) students in speech and language is not an easy task. In fact, one of my
friends, a public school speech pathologist, shared some of her experiences with me over
dinner one evening, "For two straight weeks I have been practicing the word 'me,'
phonetically, with Maya; after saying it aloud over and over again, I ask her to read it to
me, and she can't. She only recognizes the letter 'a'. I can't help them. They're all at
different levels. What will one hour of speech therapy per week do? It's not rewarding.
I'm miserable!"
She, like thousands of teachers across America, is frustrated with the lack of academic
support from her principal and faculty at her elementary school, and the public school
system. Can you blame her? As a dedicated and passionate speech pathologist, my friend
fears that ESE students in speech pathology, especially, are not getting what they need
to grow into educated adults.
In fact, she fears that they will fail and/or resort to criminal behavior in the future if
they do not develop the academic skill set required to advance in their student career
and in the workforce.

Education Reform and the Realities of Teaching


By Michael Streich
Oct 10, 2010

Money may not be the ultimate answer in reforming American education as public
school students continue to graduate without basic skills and knowledge.

Everyone from the Obama White House to the local school districts across the nation is
calling for major reforms in the American education system. Every new poll shows
American students in every category and grade level falling behind students in other
nations. At the end of September 2010, Facebook founder Mark Zuckerberg donated
$100 million to the Newark, New Jersey school system. The Bill and Melinda Gates
Foundation have been funding educational programs for some time. President Obama
and Jill Biden hosted a Community College summit on October 5, 2010. But the times
are not changing.
College Freshman Still Can’t Spell, Write, and Hate to Read
I see basic deficiencies everyday in the college classroom. I grade two-page essays that
are hardly coherent. The essays are filled with misspellings, grammatical errors, and no
concept of paragraphing. Students do not know how to properly cite sources either
within the essay or paper, nor can they produce a bibliography or works’ cited page.
Students have also developed an intense hatred of reading. Their idea of “research” is to
turn on the computer and do a Google search. In most cases, they end up summarizing
spurious internet sites. Individual analysis never enters the picture. In one of the
BTE 450 Student Teaching

institutions that I teach, students are required to take a “basic skills” course. The very
fact that such courses are necessary points to the failure of American public education.
Don’t Blame the Public School Teachers
Unfortunately, teachers are the first casualties in the education wars. Student failure is
blamed on teacher incompetence. Foolish notions like merit pay tied to standardized
test results are supposed to motivate teachers and encourage stellar classroom
performances. Most classroom teachers are highly competent and entered the profession
because they had a passion. At one time it was referred to as a “call to teach.”
The real learning bandits lie elsewhere. Student failure can be blamed on the insipid
policy of end of course standardized tests. This creates a vicious cycle. Teachers must
teach to the test and in the process, put aside all other pedagogical superlatives. In the
humanities, that includes history and geography. Hardly any young students coming out of
any American high school, public or private, know geography.
Other bandits include parents who are simply too busy to become partners in their
children’s education. My experience with many parents is that they are as “clueless” as
their children. They rarely read anything of substance and keep up with current events
on computer news sites that usually offer scant coverage and tend to follow a politically
partisan line.

P-Noy's K-12 plan must first overcome BEC deficiencies


A POINT OF AWARENESS By Preciosa S. Soliven (The
Philippine Star) October 14, 2010
While the new DepEd Secretary, Brother Luistro is getting acquainted with UNESCO
during the ongoing Autumn Executive Board meeting in Paris, former DepEd
undersecretary to Brother Andrew, Isagani Cruz was tasked to inform the media and
the public how President Noy Aquino’s K-12 education plan would work out. Expecting
an avalanche of arguments to follow, a series of consultations regarding the conversion
of the existing 10-year program (six elementary school years and four years secondary
education) is supposed to take place.
The most prominent opposition comes from Ateneo de Manila University president Fr.
Bienvenido Nebres and former chairman of the Presidential Taskforce on Education,
who insisted that the current 10-year Basic Education plan must be made relevant first,
to meet the UN Millennium Development Goal for quality education before DepEd
adds two more years to it.
BEC timetables in prosperous countries lead to voc-tech
The “K” in K-12 stands for Kindergarten, while 12 signifies twelve years which
President Noy has decided as the timeframe to match Philippine Basic Education to
international standards, so that the Filipino youth would ultimately be employable. By
the time America bequeathed independence to the Philippines in 1946, the Department
of Education became acquainted and attached to the US educational system during 70
years of American governance. Our public school system was developed first with the
help of 800 American school teachers, the Thomasites, who were assigned all over the
Philippines. Many of them even gave their lives as they succumbed to tropical diseases.
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American missionaries too, reinforced the new system of learning as far as the remote
Mountain Province.
There was barely any opportunity to get acquainted with other school systems
practiced in advanced countries in Europe, Canada or Australia.
As early as 1964 when I received Italian study grants (borsa di studio) to master the
Montessori system from pre-school to professional high school, I was privileged to
observe the school systems in Italy, England, and Denmark. Between 1966 to 1986,
while training teachers in all levels of the O.B. Montessori Center, Mr. Soliven and I
would travel together on invitation of various governments to Spain, France, Germany,
Australia and Japan. Usually I would request to observe their basic educational system
up to their vocational schools.
Preschoolers in Italy, England, France and Germany attended school between the ages
of three to six years. Between six to 11 years old, they take up five years of elementary
schooling.
In general, European high schools last six to seven years, starting with lower secondary
(junior high school), higher secondary (senior high school), and one final year to get a
professional diploma eligible for well paid technical job. In Germany, on the last year in
an academic high school (Gymnasium), the student must pass the abitur to get to a
university. These professional skills are provided in the so called Community College in
the US.
In Italy, 11- to 14-year-olds are in the “scuola media” (junior); the 14- to 18-year-olds
are in the “scuola superiore” (senior). To get licensed, an extra year course for diploma
is taken between 18 to 19 years. It’s similar to France. The French senior high school or
Lycee for 15 to 18 years old, is also known as “baccalaureate professional”. It has four
streams: scientifique, economique, litteraire and technological.
care of all their own needs, whether it be getting a meal to eat or to hand in a paper on
time. The widely accepted use of prescription drugs to treat "anxiety" or "depression"
seems to be impeding the changeover.
According to Linda Bips (Professor of Psychology) in the October 11, 2010, New York
Times article "Students Are Different Now," freshman college students are unprepared
for the challenges that face them and "many of today's students lack resilience and at the
first sign of difficulty are unable to summon strategies to cope." Teens today are more
likely to give up and immediately look for help. They have a hard time, dealing with the
situation at hand and building a method to conquer the problem.

Students Must be Ready to Learn


Oct 2, 2010 Diane Tatum

Educational legislation has assumed that lack of student success is a result of teacher
failure. Teachers have been certified, highly-qualified, professionally developed, and
untenured and/or fired as a result of No Child Left Behind and standardized test scores.
A new study out of Vanderbilt University showed that merit pay made no
significant difference in test scores. If teachers are not the cause of poor student scores,
then the question must be: How can students come into the classroom ready to learn?
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Pre-school
Students who attend preschool are better prepared to learn. In Tennessee, Gov. Phil
Bredesen put educational dollars into Pre-K. Montgomery County, Maryland, is reaping
big results by using educational funds for Pre-K. Pre-K teaches classroom behavior,
early letters and number recognition, social appropriateness, and listening skills. Pre-K
also introduces the school environment and reduces separation anxiety to both the child
and the parent.
Preparation
Students need to be ready to go to school each morning. This preparation includes
school supplies being replenished regularly. Homework should be done, checked, and
packed in the backpack the night before. Lunch money, projects, library books, and gym
clothing should be in or with the backpack. Clothes could be laid out. The more
preparation that is completed the night before means less to forget or fuss over on the
school day morning.
How much technology does a student need to have at home? Basic technology at home
for a student today is a relatively new computer (desktop or laptop) with a high speed
Internet connection and a reliable printer. Often being prepared for school may also
require a graphing calculator by 7th grade. The cost of technology can be prohibitive
for some families, however. Students can use computers at a library or at school but do
not have the luxury of time that they may have at home.

AAP UPDATES GUIDANCE TO HELP FAMILIES MAKE


POSITIVE MEDIA CHOICES
An updated policy statement from the American Academy of Pediatrics (AAP), “Media
Education,” published in the November print issue of Pediatrics, reflects the dramatic
changes in the media landscape over the past decade. When the statement was last
issued in 1999, statistics showed children and adolescents spent more than 3 hours per
day on average viewing television. Today, with the ubiquitous nature of media in
multiple formats, the definition of media use has been expanded, and kids are now
spending more than 7 hours per day on average using televisions, computers, phones
and other electronic devices for entertainment. The increasing availability of media,
including access to inappropriate content that is not easily supervised, creates an urgent
need for parents, pediatricians and educators to understand the various ways that media
use affects children and teens.

First, excessive media time takes away from other creative, active or social activities. In
addition, the content of media must be considered, including entertainment, news and
advertising. Particularly important are the effects of violent or sexual content, and
movies or shows that glamorize alcohol and tobacco use. Studies have associated high
levels of media use with school problems, attention difficulties, sleep and eating
disorders, and obesity. And the Internet and cell phones have become important new
sources and platforms for illicit and risky behaviors.
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But media education has the potential to reduce harmful media effects, and careful
selection of media can help children to learn. In addition to longstanding AAP advice
about limiting, planning and supervising media use, new recommendations include:

• Pediatricians should ask at least two media-related questions at each visit: How
much entertainment media per day is the child or adolescent watching? (The
AAP recommends that children have less than two hours of screen time per day,
and viewing should be avoided for children under 2.) Is there a TV set or
Internet access in the child or teen’s bedroom?
• Parents should be good media role models; emphasize alternate activities; and
create an “electronic media-free” environment in children’s bedrooms.
• Schools should begin to implement media education in their curricula, and
Congress should consider funding universal media education in schools.
• The federal government and private foundations should dramatically increase
their funding for media research.

The authors conclude that a media-educated person will be able to limit his or her media
use, make positive media choices, develop critical thinking and viewing skills, and be
less vulnerable to negative effects of media content and advertising. In addition, simply
reducing children’s and adolescents’ screen media use has been shown conclusively to
have beneficial health effects.

Technology in the Classroom


The ISTE Classroom Observation Tool (ICOT) is an observation tool developed
by the International Society for Technology in Education (ISTE). The ISTE is a
membership association for educators and education leaders. The association’s purpose
is to engage in advancing excellence in learning and teaching through technology. The
association is also responsible for developing the National Educational Technology
Standards (NETS) for students, teachers, and administrators. The classroom
observation tool was designed to evaluate the amount of technology being used in the
classroom as well as its effective use based on the NETS.
Educators can download the ICOT application by registering free online. Once the
educator is has registered and downloaded the application, classroom observations of
both teachers and students can be conducted using a lap top computer off line, upload
the data to a secure online account, where the data can be aggregated to generate
reports.

Gender-based issues and trends in ICT applications in education in


Asia and the Pacific
Gender is a factor in every aspect of formal, non-formal and informal education, and has
an impact on all participants: learners, teachers and administrators. The issues
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examined in this study are drawn from all facets of the educational system and the
strategies have relevance across sectors. In particular, formal education has a great deal
to learn from strategies being used in the non-formal sector, and some of the initiatives
being undertaken in the Asia-Pacific region, as described in the study, are leading the
way in putting information and communication technologies (ICTs) to work for gender
equality.The emphasis is on ICT applications and models that hold promise in assisting
with the achievement of Education for All (EFA) goals, specifically Goal 3, to “promote
gender equality and empower women.” The focus is on Asia and the Pacific; however,
examples are included from other regions where they suggest models that lend
themselves to broader application. One of the strongest messages that emerge from
research on the effective use of ICTs in the education of women is the need to use
appropriate technology. The examples outlined in the report look at the newer ICTs,
computers and related services such as e-mail and the web, and also include the use of
broadcast technologies, such as radio and television, as well as audio and
videotapes.Along with an endorsement for the more traditional ICTs, there is an
equally strong message that women and girls must not be left behind in the digital
revolution. The digital divide includes a gender divide, especially for rural and
marginalised women, and the newer ICTs have the capacity to allow us to benefit from
the full contribution of women.

Globalization of Higher Education in Nursing: Trends and Future


Directions in Harmonizing Nursing Education Internationally

Nurses have existed in many cultures since ancient times (Sapountzi-Krepia, 2004). In
Europe and North America, modern nursing developed in the mid 19th century and
spread to much of the world through the globalizing mechanisms of warfare,
colonialism, and missionary activities (Basuray, 1997; Nestell, 1998). The roots of
nursing in the Middle East, however, can be traced even further back, to the Islamic
Period (570-632 AD) and to Rufaida Al-Asalmiya, the first Muslim nurse (Miller-
Rosser, Chapman, & Francis, 2000). From its foundation in 1899, the International
Council of Nurses (ICN) has envisioned an international federation of national nursing
organizations that would ensure high standards of nursing education and practice
globally. Its founders reasoned that principles governing nursing education and practice
should be the same in every country (ICN, n.d.).

Unfortunately in the early 20th century, as nursing established itself as a profession,


globalization waned. Two world wars and the Cold War meant that the profession
diversified. This resulted in a great deal of variation in the way nurses were educated.
For example, until recent years, all nursing education in the Soviet Union and the
Eastern Bloc occurred exclusively at the secondary school level and was subordinate to
medicine (Jones, 1997). In other countries, professional education was increasingly
taught at the tertiary level, but curricula content and program length varied.
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Three Reasons Obama's Education Vision Fails

President Barack Obama is making his bid to be "the education president," yet Obama's
education vision deserves an F, says Nick Gillespie, editor in chief of Reason.tv and
Reason.com.

In a new video, Gillespie gives three reasons for Obama's failing grade:

Money talks.

Obama says that the educational system needs new ideas and more money.

Despite a doubling in inflation-adjusted per-pupil spending since the early 1970s,


student achievement is flat at best.

While he brags constantly about his Race to the Top initiative, in which states
competed for $4 billion to fund innovative programs, he's spent more than $80 billion in
no-strings-attached stimulus funds to maintain the educational status quo.

Choice cuts.

Candidate Obama said that he'd try any reform idea regardless of ideology.

Yet one of his first education-related moves after taking office was to aid his Senate
mentor, Dick Durbin (D-Ill.), in killing a successful and popular D.C. voucher program
that let low-income residents exercise the same choice Obama did in sending his
daughters to private school.

The unions forever.

The two largest teachers unions, the American Federation of Teachers and the National
Education Association (NEA), overwhelmingly supported Obama with their votes and
their contributions.

Some 95 percent of the groups' campaign contributions go to Democratic candidates


and the NEA spends more money on elections than Microsoft, ExxonMobil, Walmart
and the AFL-CIO combined.

No wonder Obama's big talking point is that he wants to add 10,000 more teachers to
public payrolls despite the fact that there are already more teachers per student than
ever.

Education Department's "Gainful Employment" Proposed


Regulations Gone Awry
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The Department of Education's proposed "gainful employment" regulations aimed


almost exclusively at for-profit private colleges would most hurt lower income people
and minority groups, says Lanny J. Davis, former Special Counsel to President Bill
Clinton.

So how to explain the paradox that these proposed regulations are being proposed by a
progressive Democratic administration and its strongest proponents are liberal
members of Congress?

The first explanation is a simple misunderstanding of the facts.

For example, liberals supporting these proposed regulations rightly complain about
marketing and other abuses.

But the fact is, such abuses occur at nonprofits and public institutions as well as at for-
profits and, in any event, the gainful employment regulation doesn't even address the
issue of these abuses.

Moreover, those who cite the excess "cost" of student loan defaults among the lower
income and minority students ignore two inconvenient, indisputable facts, says Davis.

Billions of dollars of taxpayer subsidies that go to nonprofits and public colleges are not
available to for-profits.

And for-profits cost taxpayers substantially less per-student each year than nonprofits
and public colleges.

The second explanation is that this is a classic example of overly broad regulations
confirming the law of unintended consequences. How broad? According to the
Department of Education's own data released last month, its proposed "gainful
employment" regulations are so poorly crafted that if applied to nonprofits too (which
they currently are not), Harvard Medical School and 93 of 100 Historic Black Colleges
in the United States would all fail the so-called loan repayment test.

The third explanation appears a classic example of ideology trumping facts: the
instinctive negative reaction of many liberals to the word "profit" when associated with
providing education. The fact is, it is precisely the profit motive that causes for-profits
to offer more flexible, consumer-responsive schedules and courses, such as night classes,
online courses and new curricula that are directly responsive to recent changes in the
job market.

Value of College Degree Is Growing, Study Says

Despite rising tuition and student loan debt levels, the long-term payoff from earning a
college degree is growing, according to a report by the College Board.
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Workers with a college degree earned much more and were much less likely to be
unemployed than those with only a high school diploma, according to the report,
"Education Pays: the Benefits of Higher Education for Individuals and Society."

According to the report, the median earnings of full-time workers with bachelor's
degrees were $55,700 in 2008 -- $21,900 more than those of workers who finished only
high school.

Among those ages 25 to 34, women with college degrees earned 79 percent more than
those with high school diplomas, and men, 74 percent more.

A decade ago, women with college degrees had a 60 percent pay premium and men 54
percent.

The report found that after about 11 years of work, college graduates' higher earnings
compensated for four years out of the labor force and for student loans, at 6.8 percent
interest, to cover the average tuition and fees at a public four-year university.

Even during the recession, a degree offered protection from unemployment. The 2009
unemployment rate of college graduates 25 and older was 4.6 percent, compared with
9.7 percent for high school graduates.

The debate over whether college is worthwhile has grown more spirited as tuition
spirals higher, faster than inflation. Among economists, though, even those who
emphasize alternative approaches to skill development agree that for most people, a
college degree pays off, says the New York Times.

Scores Stagnate At High Schools


New data show that fewer than 25 percent of 2010 graduates who took the ACT college
entrance exam possessed the academic skills necessary to pass entry-level courses. The
results raise questions about how well the nation's high schools are preparing students
for college, and show the challenge facing the Obama administration in its effort to raise
educational standards, says the Wall Street Journal.

A recent study found the United States ranks only 12th in the percentage of adults aged
25 to 34 who hold college degrees, though President Obama has set a goal of becoming
No. 1. To accomplish its aims, the administration will need to finesse the cooperation of
the powerful teachers unions, Congress, parents and local school officials -- groups that
aren't always on the same page when it comes to education reform, says the Journal.

In the recent results, only 24 percent of the graduating class of 2010 scored high
enough on the ACT in math, reading, English and science to ensure they would pass
entry-level college courses.
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This is a slight uptick from last year, when 23 percent were ready for college, and from
2008, when 22 percent were ready.

Still, 28 percent of students didn't score high enough on even one subject-matter exam
to ensure college readiness.

The average ACT composite score has actually fallen since 2007, after increasing
during the five year period before that. This year, the average composite was 21.0,
compared with 21.1 last year and 21.2 in 2007. The test is scored on a 1-36 point scale.
ACT officials say a more diverse test-taking population partly explains the less-than-
stellar results:

African-American and Hispanic students made up 24 percent of the test-taking pool this
year, compared with about 19 percent four years ago.

African-American and Hispanic students generally post lower scores than their white
and Asian counterparts.

A weakened high school curriculum is also at fault; the testing data show that even
when students take a core curriculum -- defined as four years of English and three years
each of math, science and social studies -- they aren't likely to be college-ready.

Cheating Charter Schools


The new $10 billion federal teacher bailout will be dispensed in a way that discriminates
against charter school, says the Wall Street Journal.

The Department of Education initially said money from the Education Jobs Fund could
go only to teachers and others employed by a local education agency or school district,
but following complaints, the administration said it will allow charters with employees
not hired by school districts to get the federal funds. Many charter school teachers are
employees of management firms rather than the school district, so the guidelines would
have excluded more than 1,000 charters nationwide (serving around 400,000 students).

But this workaround still interferes with the autonomy of these schools, upends their
hiring models and undermines state laws that allow charters to contract with education
management organizations.

To take one example, National Heritage Academies (NHA) operates 67 schools in eight
states.

Charter schools in Michigan that hire through NHA can offer instructors 401(k) plans.
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Under the administration's guidelines, charters that want the bailout money would have
to do their own hiring and contribute to a public pension that takes nearly 20 cents of
every dollar.

Administration officials say their hands are tied because the legislation stipulates that
the money go to the school districts. In fact, the law is silent on contracting with
outside management organizations, says the Journal.

Many charter operators suspect that the real problem is that most charter school
teachers aren't unionized.

Merit Pay Study: Teacher Bonuses Don't Raise Student Test Scores
Offering middle school math teachers bonuses up to $15,000 did not produce gains in
student test scores, Vanderbilt University researchers reported Tuesday.

The report's authors, of the National Center on Performance Incentives (NCPI) at


Vanderbilt University's Peabody College of Education, stress that theirs is just one
approach, says USA Today.

Some 296 middle-school math teachers -- two-thirds of the district's middle school math
teachers -- volunteered to participate in the experiment.

Half were placed randomly in a control group, while the rest were eligible for bonuses
of $5,000, $10,000 or $15,000 if their pupils scored significantly higher than expected
on the statewide exam known as the Tennessee Comprehensive Assessment Program.

One third of the eligible teachers -- 51 of 152, or 34 percent -- got bonuses at least once;
18 teachers received bonuses all three years.

Except for some temporary gains for fifth graders, students with teachers in the
treatment group progressed no faster than those in classes taught by teachers in the
control group.

The study did not shake the faith of U.S. Secretary of Education Arne Duncan in merit
pay.

"While this is a good study, it only looked at the narrow question of whether more pay
motivates teachers to try harder," said Sandra Abrevaya, a spokeswoman for Duncan. It
did not address the Obama administration's push to "change the culture of teaching by
giving all educators the feedback they need to get better."
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MARGIELYN LAPPAY MASCARIOLA


0733 Kapalaran St. Brgy. Commonwealth, Quezon City
Contact #: 09482761479
margiemascariola@gmail.com

SKILLS SUMMARY
• A future leader pursuing Bachelor in Business Teacher in Education (BBTE)
major in Technology and Livelihood Education (T.L.E)
• Good communication skills
• Proficient in MS Office application
• Basic HTML
• Machine Shorthand

WORK EXPERIENCES

Justice Cecilia Muñoz Palma High School (Practicum II)


Molave St., Brgy Payatas, Quezon City

Observation, Participation and Community Immersion (OB)


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

Social Security System Main Branch-Quezon City


Records Department
Filing and Sorting Records

United Coconut Planters Bank (UCPB) Diliman Branch


Customer Service Department
• Data Encoder
• Answering incoming calls
• Recording documents
• Filing and Sorting records
• Fax Machine

EDUCATIONAL ATTAINMENT

Tertiary: Polytechnic University of the Philippines Quezon City


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

Secondary: North Fairview High School


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Auburn St. North Fairview, Quezon City


2003-2007

Elementary: Commonwealth Elementary School


Barangay Commonwealth, Quezon City
2001-2003

PERSONAL DATA

20 years old
Female
81 lbs
5’0
Roman Catholic
July 12, 1990
Quezon City

OTHER SKILLS

Keyboarding Skills
Basic HTML
Adobe Photoshop
Leadership Skills

ACHIEVEMENTS

• Different Learning Styles Applied by PUPQC in Teaching General Subjects


Faculty in Achieving Their Efficiency in Classroom Management (University
Study)
• Webpage Tutorial (marinap.zymichost.com)

SEMINARS ATTENDED

“Strengthening and Building a Learning Community”


March 26, 2011

“Enhancing Teaching Skills toward Professionalism”


October 20, 2010

“Building Leaders: Developing Future Leaders in the Workplace”


September 03, 2010

“Empowering the Youth towards a Sustainable Environment”


February 26, 2006

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


December 11, 2007
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Attachments
BTE 450 Student Teaching

Student Teacher TLE Head


Margielyn L. Mascariola Mrs. Felicitas Victoriano

My Cooperating Teacher
Mrs. Agnes Annalie D. Sayon
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My Co-Student Teachers
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My Students
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Teaching Plan
Justice Cecilia Muñoz Palma High School
Technology and Livelihood Education I (Food and Food Service)

SALAD

I. Objectives:

At the end of the lesson, students are expected to:


• explain and identify what is Salad and its types;
• prepare different kinds of Salad using any kind of raw ingredients; and
• value the importance of serving different kinds of Salad in maintaining highly
delicious meal.

II. Content

A. Topic: What is Salad?


a. History of Salad
b. Uses of Salad in a Meal
Types of Salad
B. Materials: LCD Projector, PowerPoint Presentation, Pointer
C. References: www.wikipedia.com, Webster Dictionary

III. Procedure

C. Preparatory Activities
1. Routine Activities
• Prayer, Attendance, Greetings
2. Short Recapitulation about the previous lesson.
3. Unlock Difficulties
a. Sallets
b. Discourse
c. Palate-cleansing
d. Bound
4. Motivation (Explore)
Present pictures of different kinds of Salad dishes.
*Students are ask to describe and differentiate each picture.

D. Presentation of the Lesson (Firm-up)

1. Ask students how Describe Salad in their Students’


they define Salad own thoughts Collaboration
2. History of Salad Identifying the origin Discussion
of Salad
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3. Uses of Salad in a Classifying Salad according Discussion


Meal to use.

Appetizer

Uses
Dessert of Side Dish
Salad

Palate-cleansing Main Course

4. Show pictures of Distinguishing Types of Discussion


different Types of Salad Salad

Types of Salad
Green Salad
Vegetable Salad
Bound Salad
Main Course Salad
Fruit Salad
Dessert Salad

5. Socratic Method (Question and Answer)

C. Application (Deepen)
Conduct a group activity. Students are ask to draw the Type of Salad they want.
The ingredients should be seen and indicated in the illustration.

*Rubric for the Evaluation of the Learner’s Output

Criteria Very Effective (VE) Effective (E) Ineffective (IE)


3 2 1

a. Materials Material used are Materials used Materials


used complete are slightly are incomplete
complete
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b. Appropriateness Ingredients indicated Ingredients Ingredients


are correct indicated are indicated are
slightly correct incorrect

c. Output the result is appealing the result is the result is


slightly appealing not appealing

D. Closing Activity

1. Generalization
Salad has a wide variety of dishes. They may include different kinds of raw
ingredients most especially fruits and vegetables.

2. Valuing (Transfer)
Knowing the importance of Salad will help each student to produce highly
delicious Salad dishes and will enhance the presentation of one’s meal.

3. Evaluation
* Conduct a short quiz regarding the topic.

IV. Agreement
What are the parts of a salad?
BTE 450 Student Teaching

My Daily Time Record

Month of November Month of December

Date In Out Total


Date In Out Total
8 12:00 6:52 6:00

3 11:29 6:35 6:00


9 11:50 6:37 6:00
6 11:28 6:59 6:00
10 11:51 6;20 6:00

11 11:26 6:58 6:00 7 11:15 6:57 6:00

12 11:31 7:07 6:00


8 11:26 6:51 6:00
15 11:47 3;48 6:00
9 11:26 6:54 6:00
17 11:59 6:58 6:00

18 11:58 6:58 6:00 13 11:45 6:56 6:00

22 11:17 6:25 6:00


14 11:50 6:48 6:00
23 11:41 6:59 6:00

24 11:33 6:51 6:00 15 11:59 6:20 6:00

25 11:58 6:51 6:00


16 10:38 2:07 4:30

26 11:05 6:55 6:00


17 11:06 2:48 3:30
30 11:38 6:54 6:00

Total Hours: 84 Total Hours: 56


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Month of January
Month of February
Date In Out Total
Date In Out Total
3 11:43 6:33 6:00
1 11:42 6:50 6:00
4 11:30 6:44 6:00

5 11:39 6;42 6:00 2 11;36 6:53 6:00

6 11:54 6:26 6:00 3 11;34 6;50 6:00

7 11;52 6:26 6:00 4 12:26 6;43 6:00


10 11:19 6:54 6:00
7 12:08 6;53 6:00
11 11:31 6:54 6:00
8 11;48 6:46 6:00
12 11:33 6:54 6:00
10 12:01 6:40 6:00
14 11:55 6:40 6:00

17 11:33 6:47 6:00 11 11:58 6:57 6:00

18 11:49 6:42 6:00 14 11:37 6:17 6:00

19 11:31 6:43 6:00


16 11:50 6;33 6:00
24 11:24 6:53 6:00
18 12:00 6:30 6:00
25 9:40 4:30 6:00
21 11:51 6:9 6:00
27 11:46 6:48 6:00
22 12:21 7:09 6:00
28 11:35 6;55 6:00

Total Hours: 96 Total Hours: 78


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BTE 450 Student Teaching

Evidences
of
Outreach Program
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Outreach Program in Rabosna Daycare


Center
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