2011

STUDENT TEACHING PORTFOLIO
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES, Quezon City Campus

“Justice Cecilia Muñoz Palma High School, Quezon City

Submitted to: Prof. Sheryl Morales

Submitted by: VALENZUELA, YSMAEL S.
3/1/2011

Table of contents:
Dedication Acknowledgement Prayer for teachers Introduction Pup Vision Mission Justice Cecilia Munoz Palma High School Vision Mission History Map Context Organizational Structure Final Demonstration Plan Synopsis of Reading and References Narrative Report Current Issues about Education Curriculum Vitae Attachment A – Photographs B – Lesson Plan C – Daily Time Record Evidence of Outreach Program

Dedication

The Student Teacher would like to dedicate this work to the Almighty God knowledge and wisdom that HE gave to be able to complete all the requirements needed in his Practicum II. To his Family For the moral and financial supports.

ACKNOWLEDGEMENT
I would like to extend my gratitude to the following individuals and institutions for helping me to pursue and finished this portfolio and practice teaching.

GOD ALMIGHTY For guiding and keeping me always safe and protected. MY FAMILY For the moral and financial support. PROF. SHERYL MORALES and PROF. MARILYN ISIP For being our Coordinating Teachers and Advisers POLYTECHNIC UNIVERSITY OF THE PHILIPPINES, QUEZON CITY For providing a program like this so that each of us will learn a lot of experiences. JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL PRINCIPAL AND STAFFS, QUEZON CITY For Accepting and accommodating us, as there student teacher. TLE HEAD AND COOPERATING TEACHERS FROM JCMPHS For sharing their knowledge and for guiding and teaching us on how to become a teacher. MY STUDENTS For giving respect and for listening in my class.

INTRODUCTION
Student teaching is a college-supervised instructional experience; usually the culminating course in a university/college undergraduate education or graduate school program leading to teacher education and certification. The student teacher will experience dual roles: as a student as well as a teacher. The student teacher gradually discards his student’s status and slowly transforms himself toward becoming a teacher. All learning obtained during the past four years will now be use. Effective teaching should not rely solely on the efforts of the teachers. Student teaching is required for students who are not yet certified to teach. It is different from a practicum, which is required when a student already holds certification to teach, yet wants a certificate extension to teach another area of specialization; they are both college-supervised field-based experiences. The student teaching experience lasts about the length of a semester; long enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the prospective teaching professional an opportunity to teach under the supervision of a permanently certified master teacher. The student teacher is usually placed in a neighboring or participating school district. The student teacher is monitored by the cooperating teacher from the district, as well as a supervisor through the college. The supervisor acts as a liaison between the cooperating teacher and the head of the college’s student teaching department. The student teacher essentially shadows the cooperating teacher for about one week, eventually gaining more responsibility in teaching the class as the days and weeks progress. Eventually, the student teacher will assume most of the teaching responsibilities for the class including class management, lesson planning, assessment, and grading. Thus, the student teacher is able to more fully experience the role of the

teacher as the classroom teacher takes on the observation role in the class. There is sometimes a "phasing out" week were the student teacher returns the teaching role back to the regular teacher.

PRAYER GOD ALMIGHTY, please help and guide me to teach my students the correct values that they must learn, guide them on the right path of true learning, to gain respect from them and let them to be independent, secure and strong, most of all to love you as our strength provider and father of all in the world. Thank you for the blessings. Thank you for the strength as I teach my students everyday. Thank you for the patience and let the Holy Spirit be with us always, now and forever. AMEN

Polytechnic University of the Philippines 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.

Justice Cecilia Muñoz Palma High School Quezon City

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.

HISTORY Cecilia Muñoz-Palma
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.

Background
The daughter of a congressman from Batangas, Muñoz-Palma earned her law degree from the University of the Philippines College of Law, and a Master of Laws degree from Yale University. She became the first woman prosecutor of Quezon City in 1947. Seven years later, she became the first female district judge when she was named a trial court judge for Negros Oriental. In the next few years, she was assigned as a judge to Laguna and Rizal until her appointment to the Court of Appeals in 1968, the second woman ever to be appointed to the appellate court. In 1973, she again made history, this time as the first female Supreme Court Associate Justice, preceding by eight years Sandra Day O'Connor, the first female justice of the Supreme Court of the United States.

Dissenter from martial rule
By the time she retired from the Court in 1978, Muñoz-Palma had become identified, along with Claudio Teehankee, as a dissenter from rulings that affirmed the decrees and actions enforced by her appointer, President Marcos, during his martial law rule. As early as 1975, she had expressed skepticism that "a referendum under martial rule can be of no far-reaching significance as it is accomplished under an atmosphere or climate of fear." (Aquino v. COMELEC, G.R. No. L40004, January 31, 1975, J. Muñoz-Palma, Separate Opinion ) The following year, she voted against allowing Marcos the right to propose amendments to the Constitution by himself, and in doing so, ventured to call for the lifting of martial law itself. In a later dissent, she added that

"under a martial law regime there is, undeniably, repression of certain rights and freedoms, and any opinion expressed would not pass the test of a free and untrammeled expression of the will of the people. That "(M)artial law connotes power of the gun, meant coercion by the military, and compulsion and intimidation" was so stated by President Ferdinand E. Marcos upon proclamation of martial law in the country."

Opposition figure
After her retirement from the Court, Muñoz-Palma emerged as a prominent figure in the antiMarcos political opposition. In 1984, she was elected under the UNIDO banner to the Batasang Pambansa as an Assemblywoman, representing Quezon City. She headed for a time a National Unification Council that sought to unify all anti-Marcos opposition groups. She also became an early supporter of the attempt to draft the then-reluctant Corazon Aquino to run for the presidency against Marcos.

1986 Constitutional Commission and later life
After Aquino assumed the presidency in 1986, Muñoz-Palma called in vain for the retention of the Batasang Pambansa. When Aquino created the 1986 Constitutional Commission to draft the new Constitution, she appointed Muñoz-Palma as one of its members. The Commission would later elect her as its President. Following the ratification of the 1987 Constitution, Muñoz-Palma faded from the public eye. However, in 1998, she supported Joseph Estrada for the presidency. After his election, President Estrada appointed the 85-year old Muñoz-Palma as Chairperson of the Philippine Charity Sweepstakes Office. She served in this capacity until 2000. Muñoz-Palma strongly denounced the circumstances that led to Estrada's vacation of the presidency and the assumption into office of Gloria Macapagal-Arroyo.
Muñoz-Palma died on January 2, 2006, at the age of 92.

Justice Cecilia Muñoz Palma High School Quezon City

is located at Upper Molave St. Payatas B, Quezon City

Article: The Student-Teaching Experience.(creating effective teaching practices)

The student-teaching experience is often thought to be the most important part of teacher education programs (Cruickshank & Aramalin, 1986; Tannehill & Zakrajsek, 1988). Many teacher educators believe that preservice teachers begin to develop their values, beliefs, and teaching skills during this experience. Henry (1989) suggests that this may be due to: * the fact that student teaching gives novice teachers a chance to experience an "actual teaching setting"; * the "emotional involvement" of the student teaching experience; * the "growth-producing" outcomes that often occur as a result of student teaching; and * the opportunities for "one-to-one teaching encounters" (pp. 74-75). It has been suggested that teaching expertise is developed in distinguish able "stages" (Bell, 1997; Siedentop & Tannehill, 2000). Within each stage, teachers demonstrate distinct and predictable behaviors and characteristics. As when learning a new motor skill, beginning teachers progress through similar stages of pedagogical development. It is readily accepted that the beginning stage of learning is the most critical to motor-skill acquisition. One might also assert that the student teaching experience is the beginning stage of teaching development, and is thus most critical for acquiring expertise. In fact, some researchers have suggested that beginning teachers depend little on their undergraduate professional training to solve problems and make instructional decisions (Good lad, Soder, & Sirotnik, 1990; Smyth, 1995). Instead, many novice teachers rely largely on what they learned from their initial student-teaching experience and from observations of their own teachers (Bell; Smyth). The quality of the student-teaching experience depends on the collective efforts of three people--the university supervisor, the cooperating teacher, and the student teacher. Each of these individuals must be dedicated to working as a team in order to achieve a common goal. According to Schilling (1998), supervisors of student teachers should communicate this message up front, assuring student teachers that they are "not alone" and that "they are members of a winning team" (p. 52). For three or four months, the student teacher, the co-operating teacher, and the university supervisor will need to solve problems together if their partnership is to be successful. In order to help ensure such success, we have developed a framework of concepts and strategies that can serve to promote and develop true "TEAMWORK" (table 1) and make the studentteaching experience more positive and meaningful for everyone involved

Reinventing Student Teaching
Marilyn Cochran-Smith University of Pennsylvani

Innovative student teaching programs have proliferated during the last decade. The author distinguishes among reinvented student teaching programs by examining their underlying as sumptions about knowledge, power, and language in teaching and the various ways these are played out in school-university relationships and explores three contrasting school-university relationships—consonance, critical dissonance, and collaborative resonance—identifying the underlying assumptions of each and examining how problems are defined, goals established, and social and organizational structures for student teaching created. It is argued that collaborative resonance has unique potential to provide students with rich opportunities to learn to teach. This argument is illustrated with a description of the structures and effects of one innovative pro gram, Project START, based on resonance and designed to foster intellectual growth and commitment to reform in both students and cooperating teachers.

Supporting StudentTeachingThroughVirtual Classrooms
In the face of increasing difficulty placing teacher candidates in schools for their practicum, using a cyber practicum offers several advantages

By Jiyoon Yoon

All teacher education programs require teacher candidates to have in-school practicum experiences. Placing student teachers in schools is not always easy, however, and it is getting harder. Institutions must find local schools willing to participate in the student teacher program. According to the field experience office at the University of Minnesota, Duluth, it is getting more difficult to find schools where the teacher candidates can practice because of the limited number of local schools and the increasing competition for spaces from competing institutions. Even after schools agree to participate in the student teacher program, teachers at those schools must agree to work with the teacher candidates. These mentor teachers spend considerable time with the teacher candidates, helping them get oriented to the school and sharing what they have learned about teaching. They also supervise the student teachers in the classroom. Their participation in the practicum program requires teachers to invest additional effort and patience to work with student teachers. Because of these challenges, many school administrators and teachers do not want teacher candidates in their schools. It thus becomes more difficult to find proper schools for the teacher candidates to practice teaching. What to Do? To address these problems, I propose using a cyber practicum in the form of a threedimensional, online world adapted for student teaching. With the cyber practicum, the teacher candidates create their own classroom spaces rather than sharing a supervising teacher's classroom. (Alternatively, the program administrators could create generic and specialized classrooms before student teachers enter the system.) The teacher candidates would create avatars (an interactive representation of a human in a virtual reality environment), develop lesson plans, and teach in the virtual classrooms. The cyber practicum thus eliminates the need to place teacher candidates in practicum schools, although it does not eliminate the need for mentors and students willing to participate in the online classrooms, or the need for program administrators. Cooperative teachers and students could potentially live anywhere in the world as long as they had Internet access. The institution could create and administer its own cyber practicum or participate in a practicum created and administered by a consortium of institutions with similar program needs.

Continuing Education and Lifelong Learning Trends
CONTINUING EDUCATION
Continuing Education, professional development and lifelong learning are all terms used to describe an educational or training process that is a key component for successful organizations. The term Continuing Education often elicits several definitions, however one of the most comprehensive and applicable is Live right and Hay good’s 1969 version, "a process whereby persons who no longer attend school on a regular full-time basis … undertake sequential and organized activities with the conscious intention of bringing about changes in information, knowledge undertaking, skill appreciation and attitudes or for the purpose of identifying or solving personal or community problems" (Courtenay, 1990). Continuing Education and the adult education movement began with the twentieth century. As the world moved to an industrialized economy the need for continued education and improved access for adults challenged traditional educational venues and created opportunities for both professional and personal skill enhancement and enrichment. Several environmental factors are driving the demand for lifelong learning in the twenty-first century: abundant access to information, rapid technology changes, increased global interactions, industry shifts, as well as increasing entry level credentials and skill requirements. Employers depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce. Individuals use continuing education for upward career mobility, job enhancement and personal enrichment.

The Continuing education activity can take place at virtually any time or any place. The format for the continuing education learning should be driven by the content and learning goals. Internet and satellite technology allow employees to engage in educational coursework on the job or at home, which results in a tremendous savings of travel costs and time. Continuing Education courses are offered for academic or university level credit, as well as non-credit courses. Universities, community colleges, k-12 school districts, private consultants and corporations all participate in offering continuing education content and courses. Many organizations take advantage of "off-the shelf" or commission for customized content that is offered through their own employee training group.

LIFELONG LEARNING
Throughout the last decade the concept of life-long learning has continued to gain popularity. Organizations in the twenty-first century are challenged to quickly adapt to industry changes and rapidly identify solutions for obstacles or barriers that the organization encounters. Through the lifelong learning process, individuals develop the capacity for addressing this organizational need. Key characteristics of lifelong learning include duration, learnercentered perspective, multi-level and multi-subject learning, and open access. The core concept of lifelong learning is that individuals learn from cradle to grave and that each individual progresses from one learning level to the next throughout their lifetime. Each learning event is a continuous progression to the next learning event and never isolated or a means to an end in itself. Lifelong learning also focuses on the learner rather than an instructor or trainer. The learning process often involves a facilitator but the facilitator should be skilled at providing an educational environment that allows the

individual to enhance and engage in his or her own learning objectives. The learning format and content should be designed with the learner in mind. Lifelong learners require choices and educational experiences that fit within their lifestyle. The educational activity should balance the needs and convenience of the organization with individual learner's need in order to maximize the learning outcome. Lifelong learning activities are also designed for multiple learning styles. Experiential and applied learning as well as tutorials and self-directed content are often embraced by lifelong learners. Lifelong learning encompasses all levels of educational acquisition and in an infinite number of subjects. It includes skill training, credential requirements, as well as social interests. This education may be in the form of formal education or training that is offered both as credit and non-credit in a variety of venues. It also occurs through non-formal means such as libraries, museums, manuals and mentors. Lifelong learning should be accessible to all individuals regardless of age, race, ability, prior qualifications, workplace role or sociodemographics. Innovative delivery formats help to ensure that the learning activities are accessible to anyone that is interested in participating.

CONTINUING EDUCATION UNITS AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory continuing professional education (CPE) requirements for licensure or certification. For example, the American Institute of Certified Public Accountants (AICPA) has established mandatory continuing professional education (CPE) for all members. Most state boards of accountancy have also phased in mandatory CPE as prerequisites for licensure of accounting and auditing practice units. Research has supported this trend. In an empirical study of the Texas State Board of Public Accountancy, researchers found evidence of an association between results of an employee's quality review and levels of continuing professional

education in the profession (Thomas, Davis, and Seaman, 1998). Other organizations have established a certification process for their respective field such as the Society for Human Resource Management (SHRM), which has partnered with educational institutions to deliver the Professional Human Resource Management (PHRM) content and certification test nationally. Noncredit continuing education courses often carry state-board or association Continuing Education Units (CEU). Participants generally receive a certificate of completion and should maintain personal records of the units earned. Post-secondary higher education also falls within the sphere of Continuing Education. As entry-level requirements continue to increase such as the 150 hour accounting program and demand for graduate level credentials, employers and employees search for flexible degree programs. Many employers offer a tuition reimbursement program for employees enrolled in college level degree programs when applicable to the workplace. Colleges and Universities recognize the growing demand from adult learners for academic degree programs, and many offer academic courses off campus, on-line or at the workplace in accelerated and non-traditional formats.

CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training and development. "The first corporate colleges appeared almost 80 years ago, but their ranks have grown, relatively speaking by leaps and bounds" (Wilcox, 1987). Corporate colleges or universities are characterized as institutions that may grant degrees, academic credit or non-credit training and are chartered by a parent company whose primary mission is not education. Some corporate universities have evolved from a mission to serve the corporation's training and development needs to a full-service private higher education institution. Northrop University began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering undergraduate and postgraduate degrees. Kettering Institution (an independent university) grew out of

General Motors. Many corporations identify a university or college partner to customize training and academic degree programs specifically to the corporation's business practices. Corporations are using these customized programs as a source for developing future corporate leaders and a means to focus on content areas that are critical to the company's strategic business plans. Multinational companies are developing corporate universities that allow employees around the world to participate in training and educational programs with cost effective delivery methods. The American Council on Education (ACE) consistently evaluates corporate college or university credits that are offered independent of a regionally accredited institution. ACE establishes recommendations for transfer credit to regionally accredited universities and colleges. Most of the individuals participating in corporate college or university programs are employed fulltime which requires that the educational programs are offered in flexible formats. Generally, employees do not have the luxury of attending academic programs on a full-time basis or in a traditional fifteen to eighteen week semester format. Accelerated formats as well as weekend and distance education designs address the needs of working adult learners.

DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away from the traditional classroom. Distance Education may occur in synchronous (real) or asynchronous time which allows both employers and learners to determine the best time for participation. Distance Education began with correspondence study and has grown significantly as technology advancements create new opportunities for learning and content delivery. As computer technology became prevalent in business, the print based correspondence courses progressed to computer based training, which included simulations and ultimately interactive course content that provided participant feedback and enhanced learning. At the end of the twentieth century, educators and employers invested in

telecommunication equipment that distributed educational or training activities from one video conferencing site to another. These interactive television programs allow companies to synchronously connect employee groups regardless of their physical distance. The tremendous growth of internet technology has created the most recent version of distance learning which is online or eLearning. The internet is an information rich resource. Because the internet contains more information than any individual could ever process, it is important that individuals and organizations develop knowledge management strategies to sort, categorize and maximize the benefits the internet's wealth of information. Online learning is one component of knowledge management within the information technology environment. Online learning content ranges from one-hour courses to complete bachelor, master or doctorate degree programs. Internet delivered courses have the benefits of serving multiple groups at multiple locations without the expense of equipment infrastructure at each location, and the course material can be delivered either synchronously or asynchronously which affords multinational operations the opportunity to connect individuals regardless of time zone or geographical location. The online training and education market is very competitive offering many choices for organizations and learners. Colleges and Universities throughout the world are offering online courses as well as thousands of training and consulting groups. Organizations either select educational programs and courses ala carte or build a portfolio of eLearning options. Many large organizations have integrated eLearning into their corporate university entity. These groups generally have a planned web presence that includes a portal and learning management system (LMS) or course management system (CMS). Online learning has created many new products and support options. In

addition to the organization's web presence, portal and LMS, the organization also needs to assess the technology infrastructure that supports the eLearning initiative. The fundamental needs in this area are servers that provide redundancy and acceptable uptime. This is often referred to as hosting in the eLearning environment as well as technology support in the form of a help desk. Organizations interested in growing their own portfolio of online learning options should first develop a vision for their eLearning initiative prior to making any financial investments in equipment or software. Once the vision is established the organization should assess their existing technology capabilities and determine if there is capacity to support the eLearning initiative, or is it more cost effective to outsource all or some of the technology infrastructure. When the technology infrastructure has been addressed the organization should determine how content will be developed for the eLearning environment. Quality online courses are developed so that the technology optimizes the content. Many vendors offer digitized content and others specialize in specific areas of content development such as simulations or multimedia graphics and enhancements. Having a clear vision for the course content and understanding the learning needs will help to ensure that courses are developed efficiently and effectively. Blended learning refers to online learning that is integrated with traditional classroom or training instruction. This blend provides the benefits of reduced travel costs and time with the positive relational aspects of face-to-face learning. Once an organization or an individual has established a clear vision for their educational needs they should consider all of the available online resources as tools to ensure that the "best fit" is created.

GLOBAL ECONOMY
The global economy has increased the need for organizations around the world to understand the culture and business practices of their peers, competitors and partners. Both foreign and domestic organizations abroad are implementing continuing education experiences in an effort to enhance

cultural understanding and address skill and knowledge gaps. U.S. universities are partnering with both U.S. and foreign companies around the world to deliver educational courses and programs that are critical to organizational competitiveness. A central ministry of education in collaboration with a ministry of commerce generally drives these programs. For instance, China has placed a high priority on the field of Human Resource Development and Entrepreneurship as well as encouraging Chinese organizations to partner with foreign organizations in an effort to implement vocational and applied skill training. India has created a new industry as an outsource venue for customer service which creates customer service training opportunities in India. Korean manufacturers have a solid history of identifying corporate and educational partners that satisfy their organizational educational needs. Continuing Education helps global companies to connect the workforce with the organizational vision.

THE FUTURE OF CONTINUING EDUCATION
The abundant access of information, rapid technology changes, increased global interactions, industry shifts as well as increasing entry level credentials and skill requirements ensures that Continuing Education will remain a valuable resource for managers in the future. Managers will continue to depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce. Individuals will engage in lifelong learning as a means for upward career mobility, job enhancements and enriched quality of life. The increased interest in lifelong learning coupled with rapid technology advancements and demands on individual personal time will guarantee that educational options will continue to be flexible and fit within the constraints of personal time and organizational priorities. The growing global economy will continue to drive the development of learning activities that span geographical regions and time zones allowing individuals around the world to

collaborate and learn together. Organizations around the world will depend on continuing education to maintain competitive positions and adopt current innovations. Managers will depend on lifelong learning to produce a workforce with the knowledge and solution based skill-set that is required for organizational growth. Dawn Malone Gaymer http://www.enotes.com/management-encyclopedia/continuing-education-lifelong-learningtrends

Bullies, the Bullied, and Bullying: A NYC Private School Sets an Example for Anti-Bullying Success
Bullying in both private and public schools is at epidemic proportions. Recent surveys show that about 50% of teens are bullied in school, while the other 50% are bullies. Advances in cyber technology have worsened the problem, extending the reach of bullies and providing an anonymity that defies anti-bullying efforts. These efforts, however, can still be successful – especially when students find themselves in the right sort of school. One such school in New York City, a small private institution with only 35 students, The Smith School recently celebrated its 20th anniversary. The celebration was not just about the age of the school, it was a celebration of 20 years without bullying. This achievement is made more remarkable by the school’s reputation for taking on kids who could not succeed at other schools. This group includes bullies and the bullied, but they find themselves in a place where bullying has no place. Are Any Schools Safe? Few would argue that every student deserves to attend school in a safe environment. Much has been made in recent years of problems with physical aggression, especially in high-profile cases regarding guns and knives. School shootings and waves of violence directed at both students and teachers are tragedies that may never entirely heal. Sadly, another type of abuse more common but in many ways equally destructive and heartbreaking is still essentially tolerated: bullying. Technology contributes to the problem. Adults may find it difficult to truly understand just how different life is today than for the teens in previous decades. Like the medical and military fields, bullying has kept pace with rapidly growing modern technology. Braids dipped in inkwells, schoolyard scuffles, and malicious whispering in the hallway have been replaced by ever more sophisticated and far-reaching methods. Good old-fashioned freeze-outs, rumor mills, and namecalling still have pride of place in the bullying repertoire. Increasingly, though, it doesn’t stop there. With the miracle of cyber connection, those same rumors and malicious whispers can travel a hundred times as fast and as far as they used to. Social networks meant to build friendships have become the new bathroom wall. While being bullied was never fun (and has always been potentially scarring), cyber bullying now has the capacity to reach into the far strata of a student’s existence. Gossip and scandal extend geographically and chronologically - beyond a school to the community; and beyond the present to future friends, colleagues and employers. Like traditionally bullying, cyber bullying can isolate and traumatize a student.

Can a School Address Cyber bullying? Many schools prohibit students from using cell phones in school, but not only is this extremely difficult to enforce, it does not address the cyber bullying that happens before and after school. Parents and teachers alike are powerless to prevent teens from texting whatever messages they want. The solution then, is to address what the teens ‘want’. Do they want to bully a schoolmate? Why? Is it simply immaturity, or a genuine desire to hurt the other student? In either case, the key is the relationship between students. The Smith School is all about relationships. Patrick Shattuck, Dean of Academics, notes that, “Every Smith School student feels that the administrators, teachers, and other students are a very tight family”. This is partly accomplished by keeping class sizes very small (5 students per class), but it is also fostered by an emphasis on mutual respect – a respect that leads to mutual care giving. Shattuck continues, “Our students genuinely care about each and embrace each other’s diversity”. The Smith School solution to bullying is really very simple – you don’t bully someone who you respect and care about. What Are The Consequences In Schools That Do Not Prevent Bullying? Emotionally, bullying reaps the same results as any physical mistreatment. As with other types of abuse and violation, the psychological effects echo deeply. In the bullied, helplessness and bewilderment give way to an acid bath of depression, anger and humiliation. Loss of self-esteem, even the loss of a fundamental sense of self, can trigger serious emotional damage. Students’ opportunities to learn, to grow, to attend school, and to socialize are constrained by the trauma. Increasing numbers of students are missing school days, not attending sports and other extracurricular activities, or dropping out of school altogether. Schools like The Smith School are providing safe havens for students driven out of other Manhattan prep schools. The majority of these schools do not follow through with (or are incapable of enforcing) their anti-bullying policies. Karen Smith, the founder and director of The Smith School notes, "Wonderful students - bright, talented, and academically motivated - have come to us from places where they were made very uncomfortable. They come to The Smith School, where the student body is incredibly tolerant and supportive of each other, and they do great things.” Who Stops the Bullies – Parents, Teachers, or School Administrators? More and more studies, from sources such as NIMH, The American Association of Pediatrics, and the American Psychiatric Association, identify bullying as psychologically harmful to the

bullied (certainly) but also identify significant harm to the bully. Magazine and newspaper articles, and even television shows such as MTV’s "If You Really Knew Me”, publically address the issue of bullying, including cyber bullying. Yet even with a new and growing national awareness about the dangers of bullying, both parents and schools seem strangely reluctant (or helpless) to put a stop to the practice. One factor is a prevalent parents’ attitude of laissez-faire (be-my-child’s-friend style of parenting). Most parents don’t want to get involved, and even defend their off-spring’s vicious attacks. Many schools are also culpable; they give lip service to character building and community ideals and may even require charity work as part of graduation requirements; yet they fail to do the work needed to stop bullying. Rather than enacting and enforcing strict zero-tolerance policies for abusive bullying, administrations cite lack of jurisdiction (especially with cyber-bullying). Rather than removing or limiting phone and computer privileges, or adopting the hard 'I-don’t-care-who-started-it-youfinish-it' line, parents and teachers alike dither and weaken in the face of modern cyber technology and teenage peer pressure. Who Will Stand Up For The Children? Neither parents, nor teachers, nor school administrators (whether in public schools or the most elite of private academies) have stood up and announced, "This will no longer be tolerated”. The continuation of this head-in-the-sand treatment of bullying is simply no longer acceptable and should not be tolerated. In the past, common wisdom dictated that if students ignored the bullying, it would go away. Nonsense! This outlook places the responsibility and the blame squarely on the victims and perpetuates a cycle of shame and fear. The outrages of bullying can no longer be portrayed as inevitable rites of passage, or romanticized as part of the fun of growing up, but they will not stop until entire communities, beginning with schools and parents, work actively to end them. The Smith School approach is unfortunately rare among both public and private schools, but it is an important example that every school should study. Twenty years free of bullying is remarkable and presents a stark contrast to the norm. Education can and should be a place of respect, safety, and nurturing – not a place where students are subject to the harm of bullying.
http://www.edarticle.com/character-education/bullying

SUNDAY, APRIL 25, 2010

Trends in Education: Connectivity and Heterogeneity
I am enrolled now in an Open Course in Education Futures taught by Dave Cormier and George Siemens. I'm interested in the course for several reasons:
1. I want the experience of taking an online, open course that connects educators from around the world. 2. I want to learn how to systematically think about the future, especially the future of education. 3. I want to work with Cormier and Siemens. I'm familiar with their work, and I like their takes on education. Cormier has some insight about rhizomes, and Siemens has developed a new pedagogy called connectivism. I want to know more about both. One of our first tasks in the class is to identify trends in education. To my mind, the emergence and success of rhizomatic structures is a key trend to watch, especially in education. In short, rhizomatic structures are network-like structures that have always existed, but that are becoming more explicit in human culture as we develop the technology, especially the Internet, to extend them and use them for our purposes. Rhizomatic structures subsume and replace hierarchical structures, which have formed the basis of human culture for the past five thousand years. A quick scan of the six features of the rhizome mentioned by Deleuze and Guattari (D&G) will outline my thoughts.

Connectivity & Heterogeneity These first two features of the rhizome, which D&G group together, tie closely to technology, especially to the Internet. D&G say that "any point of a rhizome can be connected to anything other, and must be" (7). This simple statement has profound consequences, especially in light of traditional hierarchical structures. Hierarchies are command-and-control structures that define

clear, enforced boundaries between inside and outside the group (a vetted, verified member of this class or not),

clear, enforced, discrete roles and positions for all those within the group (teacher or student), and

clear, enforced homogenous identities for those in the group (Education 101 students).

Connect-and-collaborate rhizomatic structures ignore those boundaries, roles, and positions. Anyone can and must connect to anything or anyone else. This is incredibly disruptive to orderly hierarchical structures and disorienting to those who are accustomed to functioning within hierarchical organizations.

This class could be a fine example, I think, of the effects of connectivity and heterogeneity. The boundaries between who is in the group and who is not are quite fluid, and the barriers for entry are extremely low. Anyone with Internet access can join (though Siemens and Cormier have perhaps done some gate keeping, it certainly is not the gate keeping of traditional universities). The roles between teacher/student are quite blurred. We have almost no homogenous identity other than being educationists, and I'm not sure about that. The course content is supposed to be the futures of education, but I think we can already see that 500 curious people can quickly sheer off into different directions In short, this class is free to connect to anything or anyone else, and we do not have to be the same or have the same goals and aspirations.

And as we've already seen, this disruption of normal, hierarchical structure is stressful to people who want to know who is in and out, what content is in and out, what roles we are to play, what tasks we are to perform, and who is going to tell us that we've done it correctly. These familiar signposts are gone, and we are not sure how to proceed. This can be invigorating, or terrifying. Most of us are still not quite convinced that groups of people really

can connect and collaborate on their own—self-select and self-organize—to accomplish anything of value, despite the evidence of Wikipedia and Linux and, perhaps, of this Education Futures class.

This trend, of course, is not limited to education. We can see expressions of connectivity and heterogeneity in discussions about inclusion, the Commons, privacy, wikinomics, digital piracy, the flat earth, immigration policy, information overload, and more. But education is grievously stressed by the emergence of connectivity and heterogeneity. We simply do not yet know how to work with the ability of students to connect to whomever, whenever, whatever, and wherever they want. As the technology director in a public school system in the United States, I spent way too much time keeping students away from YouTube and Facebook, and not enough time connecting them to their imaginations.

To my mind, then, connectivity and heterogeneity form one of the most potent trends in education. They have the potential for disrupting everything we do and enabling everything we want to do. Schools and their societies will hate and resist the disruptions, while at the same time yearning for the possibilities. This will not prove easy, but I think—I hope— connectivity and heterogeneity win out.

I realize that this is a trend in and of itself. I will discuss the other features of rhizomatic structures as separate trends.

http://idst-2215.blogspot.com/2010/04/trends-in-education-connectivity-and.html

Ysmael SyValenzuela
Madja-as Street, Group 2, Area B, Payatas, QC ysmael.valenzuela@gmail.com (+63948) 437-63-36; (+6312) 580-82-50 Personal Information: Birthday: 26 March 1991 Birthplace: Tagkawayan, Quezon Height: 5 ft 4 inches Weight: 50 kgs Languages Used: Tagalog; English Educational Background: College: Bachelors of Business Teachers Education Polytechnic University of the Philippines- Commonwealth Campus Don Fabian Street, Brgy Commonwealth, QC High School: Commonwealth High School Commonwealth, Quezon Date Finished: March 2006 Elementary: Caybiga Elementary School Caybiga, Caloocan Cit

Special Skills:
Computer Literacy (MS Word, MS Excel, MS PowerPoint and Windows Movie Maker ) Operating Copier Machine, Data Controlling, E-Records Management,
Reads at above average speed

Organisational Affiliations:

Future Business Teachers’ Organisation PUP – Quezon City Brgy Commonwealth, QC

Seminars Attended:

X-Files’ Youth Leaders’ Camp – c/o Baptist Bible College Asia Various Youth Environment Programme – under the Department of Environment & Natural Resources Human Rights Forum – c/o The Commission on Human Rights Bible Forum – c/o the PUP QC Campus Ministry Transformers’ Youth Leaders’ Camp – c/o Baptist Bible College Asia “May They Be One” I’m not ashamed of the Gospel– c/o the PUP QC Campus Ministry “Functional Literacy: To live and love Well in a Healthy Philippines” – c/o the PUP QC Campus Ministry “AVON Make-Over and Business Opportunities” – c/o the PUP QC Campus Ministry

References

Jocelyn B. De Layola Administrative Officer V Department of Environment and Natural Resources Visayas Avenue, Diliman, Quezon City 09165665388 / 929-6626 loc. 2222

Marietta Igon-igon Administrative Assistant Philippine Science High School Diliman, Quezon City 09299561162 / 433-5818

I hereby certify that the above given information are true and correct.

Ysmael Valenzuela BBTE 4-1

1st WEEK

My Cooperating Teacher introduced me to her handled seven section that I will handled during my practicum II. She introduced me as Future Teacher not as student teacher so that the students will respect me as a normal teacher.

2nd WEEK This is my first teaching week, our topic for this week is all about the history of computer, after discussing a particular topic I was able to facilitate a short quiz.

3rd WEEK This week our topic is all about the three main parts of the computer, which are the software, hardware and the processing devices. I facilitated an activity about our topic and I grouped my students into 3 groups then each groups are assigned to present a pictures of the 3 parts of the computer.

4th WEEK After the three weeks of studying the history and parts of computer, this week our topic is all about the proper keyboarding technics. Every one of my student is assigned to bring their own keyboard so that when I discussed the different finger positioning.

5th WEEK This week my cooperating teacher asked ne to encode all the results of quizess from the past 4 weeks.

6th WEEK After finishing the proper finger positioning practice, now our lesson is all about Microsoft Office Word 2007, the students are group into to batches, the each day there are batch is assigned to do their hands-on while the other batch are listening on the discussion.

7th WEEK After the christmas, the classes is now officially resumes but most of my students is not yet ready to face the reality that the class for 2011 is now open. Our lesson for this week is all about Microsoft office Excel 2007, I discussed the different parts of Excel environment as an introduction.

8th WEEK Our lesson for this week is all about computation using Excel, I discussed the different basic formula and steps on how it will function properly, I give different problem solving for them to solve that will serves as their excerses.

9th WEEK On the first day of this week I facilaitated a unit test, for this week I introduced oru new topic and its all about Microsoft Movie Maker. I discussed the Movie Maker environment and the different tasks when using it.

10th WEEK This week my students are assigned to create a three video using Movie Maker with different theme.

11th WEEK

This week I was assigned to encode all quizess and test results of ny students.

12th WEEK

This week I was able to facilitate a long test. This week is the last submission of final project for fourth grading.

13th WEEK

This week is my final week and I was able to prepare all of my materials to be used for my final and re-demo.

Mrs. Ma. Emely Lumpas My Cooperating Teacher

http://www.proprofs.com/quizschool/story.php?title=1st-online-quiz-ictjcmphsqc

Microsoft Office Word 2007 (JCMPHSQC)
Print This Quiz

Q.1) To create a table the we need to click first the ________ tab. A. B. C. A. B. C. A. B. home insert

view Q.2) We can create tables in how many ways? 4 8

2 Q.3) Landscape and portraits are samples of orientation True

False Q.4) To move the picture around the document we need to select the _________ on the text wrapping menu. A. B. C. A. B. C. A. B. C. behind text tight

drag Q.5) This is the part of the table wherein you can type your data. cell boarder

shade Q.6) To create a table you need to ________ the numbers of rows and columns. drag click highlight

Q.7) CTRL + E, stands for EXIT. A. B. True

False Q.8) To re-size a picture we need to ______________ the corners. A. B. C. A. B. C. click and drag click and highlight

click and rotate Q.9) The tables composed of rows and _________. columns symbols

clip art Q.10) The shortcut keys for REDO is CTRL + Y. A. B. True False

http://www.proprofs.com/quiz-school/story.php?title=1stonline-quiz-ict-jcmphsqc

Month of November Date 8 9 10 11 12 15 17 18 19 22 23 24 25 26 30 In 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 Out 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 Total 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 90:00

Total Hours:

Month of December Date 2 3 6 7 8 9 13 14 15 17 In 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 Out 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 Total 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 60:00

Total Hours:

Month of January Date 3 4 5 6 7 10 11 12 14 17 18 19 20 21 24 25 27 28 31 In 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 Out 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 Total 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 114:00

Total Hours:

Month of February Date 1 2 7 8 10 11 14 16 17 18 21 22 In 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 Out 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 12:00 Total 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 6:00 72:00

Total Hours:

Total : 336 TEACHING HOURS

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