Polytechnic University of Philippines Quezon City Campus Don Fabian St.

Commonwealth Quezon city

In Partial fulfillment of Bachelor of Business Teacher Education in a subject Student Teaching Practicum 2:


Prepared by: Vanessa Fajardo Brimon 4-1 March 30, 2011

TABLE OF CONTENTS Dedication Acknowledgement Prayer for Teachers Introduction
         

PUP- Philosophy Goals Vision/ Mission Novaliches High School Vision/ Mission Novaliches High School History Map Final Demo Plan Brief Synopsis of Professionals readings (research) Student teaching guidelines, memo, journal, ICT Memo, learning Approaches Bibliography

Professional Development Plan/ Career Plan Narrative Report (weekly) Current Issues in Education (Foreign and Local) Curriculum Vitae Attachment  Photos  Lesson Plan  Certificate / DTR


I dedicate this work first to those who inspire to do this work my colleagues, family, to my students, cooperating teacher, to my family and to our Almighty God

Acknowledgments First warmest thanks must go to my parents, Jose and Consolacion Brimon and to my sisters , whose patience, support, and impeccable understanding allowed me to do this manual. To my Cooperating Teacher Mrs. Adriana D.L. Mabunga and to her husband, to our Coordinators Prof. Sheryl Morales and Prof. Marilyn Isip, gave an initial directions. To My classmates especially the True Friends, thanks for your support and giving a guide in doing this work. To my Co-Student Teacher in Novaliches High School, Ms. Gibelyn Agsoy, Ms. Hanelyn Feranco and Marie Carmelie Igon-igon. And to my students who participated.. And last to our ALMIGHTY GOD and HIS Son JESUS CHRIST that this work possible….

O, God, Grant us in all our duties your help; in all our perplexities, your guidance; in all our dangers, your protection; and in all our sorrows, your peace. Through Jesus Christ our Lord, our body, and our blood, our life and our nourishment.

Father, May everything we do begin with your inspiration and continue with your saving help. Let our work always find its origin in you and through you reach completion. We ask this through our Lord Jesus Christ, your Son, who lives and reigns with you and the Holy Spirit, one God, for ever and ever. Amen

Student teaching is a program requirement for students seeking for recommendation for initial license which is part of curriculum. The student teacher experience provides an opportunity to meld knowledge and also experience, student teaching is also the last major step before the students enters the teaching profession. Student teaching is a cooperative endeavor between the University and the public and private schools. The partnership is designed to exchange ideas, to plan cooperatively and to provide students with realistic an natural setting for culminating experience. Student teaching is the culminating phase of a teacher roles that a student as well as teacher, the student teacher gradually discards her students status and slowly the transform herself toward becoming a teacher. Teaching as a complex process, it is not only involves the teacher, but the learner as well. Although it emphasis is on the transmission of knowledge, without the learners full participation and cooperation in the learning process then all teacher’s effort will put into waste. Being an efficient teacher, therefore, also includes recognizing the learners ability to absorb that knowledge.

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. The supervisor, as well as cooperating teacher, are to monitor the progress of the student teacher throughout the experience, ensuring it’s satisfactory. A grade of Pass or Fail in student teaching, as well as satisfactory completion of a school's education program, is an indication as to whether the college recommends the student for certification to teach.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 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.

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. 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.

Novaliches High School is a learning institution that produces graduates who are economically self-sufficient, peace loving, emotionally, physically and mentally, healthy, morally upright, globally competitive and responsive to the demands of modern times.

Mission  STUDENTS - Equip the students with long life skills, and functional literary. - Instill moral values and promote physical and psychological state of health. - Provides avenues for continuous acquisition and training for have technology. - Continually provide opportunities for the discovery and development of talent. - Provide a child friendly environment for the students to have fun while learning.  PHILOSOPHY Moral leadership to attain excellence an a nurturing, caring, and loving learning environment.  BATTLE CRY - Forward Ever!!!!! - Go for Excellence!!!!

Community profile Novaliches High School lies nestled within an environment that is close to nature and far from the maddening crowd and pollution of the bustling metropolis. The school itself is situated along Lakandula and Diego Silang Streets at the heart of T.S Cruz Subdivision in Barangay San Agustin Novaliches Quezon City, Philippines. It occupies a 1.3 hectares lot which was donated to the city government by the owners of the T.S. Cruz Subdivision. It has 8 buildings, one of which was the old Practical Arts Building already demolished giving way to the newly constructed four storey 18-classroom building.

Novaliches High School started as an annex of Quezon City High School in the school year 1960-1961 with 88 students, 5 teacher-pioneers and a head teacher to blaze the trail. It reached its independent status in 1964 under Mrs. Isabel C. Tinga, who was initially Head Teacher-in-charge of the school (later promoted as its principal in the school year 1971-1972). In the school year 1966-1967, the Reservoir, Novaliches High School’s official Publication released its maiden issue. It was also during this year when Bienvenido E. Laguesma, once the Secretary of Labor during the Estrada Administration graduated as valedictorian and Most Outstanding Leader of the year. In 1969, the school was practically leveled to the ground by the calamitous visit of typhoon “Yoling”. But, like the phoenix that emerged young and invigorated when it rises from its ashes, Novaliches High School rose triumphantly from its ruins through the concerted effort of the city officials, the school administrators and civic-minded citizens, to once more meet the challenges of time with fervor and determination. It produced a new generation of student leaders in 1971 with Mr. Ricardo S. Reyes as the principal – an event that would later mark the beginning of what would later be a glorious decade in the history of the school. In the following years, beginning 1972-1973, with President Ferdinand E. Marcos declaring Martial Law in the country, these “New Youth of City Schools continued to emerged”.

Under the stewardship of Mr. Florencio B. Dumlao (October 1972-August 1982) ovaliches High School became a model community school with the following outstanding achievements:

National Winner – National Green Revolution Contest ● Winner – Regional Green Revolution Contest ● Division Winner – Model School ● District Winner – Model School These years, under the leadership of the late Mr. Florencio B. Dumlao were considered the “Golden Years” of Novaliches High School in the areas of academics, discipline, leadership, cleanliness and beautification, and this developed among the students a positive brand of activism.

With the influx of enrollees, the school was forced to open an annex at Lagro in 1974. Lagro High School headed by Mr. Pilar, was the first of Novaliches High School’s annexes. The second followed in 1980 Sta. Lucia High School, then led by Mr. Eliseo Cabangon as its head teacher-in-charge. In the year 1983-1984 Novaliches High School boasted a total of 4,239 students and 132 teachers under the leadership of Ms. Flor Sandoval as Secondary School Department Head and in-charge of the school. Novaliches High School continued to consistently produce winners in the different districts, divisions, regional and national level contests and was also the recipient of different awards in the “Tulungan sa Kalikasan”. These scores of awards distinctions and honors were added to the gallery of achievement of Novaliches High School student and alumni. The years 1986-1994 were replete with social awakenings, political turmoil, and economic setbacks. In Novaliches High School, Mrs. Consuelo Sison, Mr. Ernesto

Anunciacion, Mr. Alfredo L. Principe, Mrs. Corazon G. Magbaleta, Dr. Marcial Domingo, Dr. Thelma Cruz, Mrs. Angela Ferrer and Mrs. Norma Mapanao, as principals, carved a name in the hearts and minds of the Novaliches High School graduates. Those years were highlighted by the “Alay Linis” campaign where students were seen cleaning not just the school premises but also the community grounds. It also marked the inauguration of the SEDP building in 1992, which housed the science classes, as well as the blessing of the NHS Covered Court, all through the initiative of Mr. Alfredo L. Principe.

In the later part of 1995 Dr. Gil T. Magbanua, a progressive and revolutionary principal came to Novaliches High School. It was through his effort that the Mathay Hall was erected the early part of 1995 with Mayor Ismael Mathay Jr. as the guest of honor. Under Dr. Magbanua’s stewardship, for the benefit of NHS students, a massive rehabilitation of the school buildings and other principal facilities came into place. Students’ needs and staff development were concerns that were given top priority. And so, beset by the perennial problem of congested classroom, Novaliches High School open its third and fourth annexes - the San Bartolome in 1991 led by Mrs. Rosario Estrada and the Doña Rosario Annex under Mrs. Victoria Mangosong, which was

inaugurated on July 18, 2003 with Mayor Sonny “SB” Belmonte as the guest of honor. When Mrs. Sheridan Evangelista took over the reign as the principal in 2003, the school renovations continued and the students were pushed to further broaden their horizons and strive for excellence as they attended leadership trainings and competed in contests from the district to the national level. With Mrs. Evangelista supervising the main campus and Mrs. Lucia Herrera as the Officer-in-Charge of the Doña Rosario Annex, Novaliches High School’s classrooms teemed with learners and some of the teachers were given extra loads to assure that no student is neglected.

In April 2006, a vibrant, ICT-focused Principal in the person of Dr. Maria Noemi M. Moncada, Ed.,D,LIB, formerly of E. Rodriguez Jr. High School, assumed leadership of Novaliches High School. With the distinction of being an Outstanding Secondary School Principal since 2005, Dr. Moncada’s vision is to turn Novaliches High School into one of the Information and Communication Technology (ICT) Model Schools in Quezon City and Asia Pacific Region.

Through the years, Novaliches High School, as a fountain of knowledge, has endeavored to encourage creativity, freedom of action and innovation among its faculty and students. It has produced graduates who have consistently qualified for entry into prestigious universities like the University of the Philippines, De La Salle University, Ateneo De Manila, University of Sto. Tomas, the Philippine Normal University and the like.

Indeed, after more than 40 years of existence, Novaliches High School stands proud of its greatness and of its successes amidst obscurity and innumerable setbacks. It stands as a symbol of an invulnerable educational institution that will continue to pave the way for the present generation and for the generations to come –- a refuge from ignorance, poverty and bigotry.

February 23, 2011 Learning Component: TLE Sub-Learning ICT I- Objectives: At the end of the lesson, the student should be able to: 1. Recognize the importance of titles or credits in creating a movie. 2. Develop the learner’s creativity 3. Apply the title animation accurately IIContent A. Topic: Adding Titles or Credits

B. Materials: Computer Units C. Reference: Windows Movie Maker 2000-2002 by Microsoft corp. pp.9-11 IIIProcedures A. Preparatory Activities 1. Daily Routine- Checking of Attendance, Uniform, ID 2. Drill/Review- Based on a discussion yesterday the student must” 1. identify the importance of video effect and transition 2. compare and differentiate the video effects to transition 3. recite at least 5 examples of effects and transitions 3. Motivation – showing a move entitled “ I got a Flower” B. Development of the Lesson

Microsoft Movie Maker in Adding titles or credits     Steps in adding to a movie Different options in choosing title location Categories of title animation Different icons in formatting title animation

C. Closing Activities 1. Generalization The titles or credits creates an interesting sequence of your title to 2. Valuing Develop creativity 3. Application Voluntary Recitation 2-3 students will add titles or credits and choose title location. IV. Evaluation QUIZ Assignment Topic: Saving a movie 1. Identify the different options 2. enumerate the steps 3. Explore the different options Reference: Windows Movie Maker 2000-2002 by Microsoft corp. pp11-13

 FOCUS ON STUDENT GUINDANCE Reading of the guidance in the teaching of reading Primary schools in clearly states: "reading to develop their thinking and inspire students to taste. Reading ability of students to gradually increase the understanding of the text content will gradually deepen." Thus, in Chinese teaching, proper and full use of reading means to help students understand the content of the text, the Development of language, development thinking and cultivate emotions. Also, can promote students understanding of knowledge and memory, and can help students to accumulate a lot of words and sentences, improve their comprehension and expression . Clearly, the emphasis on teaching reading in the reading guidance is the responsibility of each level of language teachers should do. First, the teacher read range, infection students For improving the reading levels of students, teachers, the scope is very important to read. Because the text needs to be read in some places, speaking on behalf of, some places do not read good content of the text can not be understood well. Sometimes reading can also create a climate in which the highest point of the classroom atmosphere . This requires teachers to read their own research, read a good text, attracted the attention of the students, the students can not help but look the part. Teachers should allow students to listen and when the norm would like to read, watched and painting, the right to listen to the rhythm, pause and speed, to enable students to enter the mood. teachers in guiding students to read, first read their own to be extremely rich. the only way to infected students to lay the foundation for understanding the text. Second, based on teaching materials, instruction reading Guidance should also pay attention to methods to read, pay attention to targeted training. Based materials based on the analysis in the text, to enable students to read, so that the students themselves to chew, taste. While also guiding students to read the text proper emotional, sense of language training. Emotionally speaking, reading in guiding the process, we must combine teaching reading in the understanding of the text fully Experience the thoughts and feelings of the article, the role and character cultivation. Like <<Prairie >>,<< Lin >>,<< cute grass Tong>> and other such artistic conception, strong emotion, beautifully written texts, but also to enable students to understand the thoughts and

feelings on the basis of the text, using appropriate tone, speed, and read with feeling.

On the style, the teacher in guiding reading, it is necessary to carry out according to the different read style guide. If feeling strong reading, language beautiful, lively style you will be taken along distinct rhythm, the circumflex tone, one go to read the language the potential to experience the beautiful landscape of Guilin scenery, mountains and rivers of the country to express the love of good feelings. Third, the key paragraph, focus on reading Key section of the text, some words are also very accurate, some very deep meaning of the sentence, on a larger role in the performance of the central idea. Guide the students read well these words, paragraphs, the article can help the student understand the thoughts and feelings. For example, when Reading "<unforgettable lesson>> in the" here are the original paintings of the great men of Japan, and now 'recovery', and put our own great men in China. "Phrase reading, teachers should first guide students to understand the sentence in a little word, and then read again and asked to read the Words a little stress, emotional to read, so that students truly understand: this hall are linked to the Japanese original great, and now recovery, and hanging on China's own great man, this is a matter how hard ah! Strong national spirit and deep patriotic feelings of the author's eyes moist. Teachers on the key sentences and paragraphs to read the guide, both to enhance the students of the texts central meaning of the master, but also can promote the key paragraph in the profound meaning of the statement of understanding, to achieve the training of language sense, genuine emotion reads the text and lay solid foundation. reposted elsewhere in the paper for free download IV into the chant familiar to stimulate interest

FOCUS OF ICT Reflecting on the Readings in whether ICT raises student achievement From the reading I have done, there is very little research and data gathered in whether Computers in the classroom raise student achievement. Kirkpatrick & Cuban's (1998) article on Computers make kids smarter-right? critiques the flaws in the research on this subject and the mistakes researchers make with lack of aim /purpose, data gathering and effectiveness statements. The effectiveness statements from a lot of studies lack credibility and are of little use, unless there is elaboration on the childrens' ages, the subject, the software used, the kinds of outcomes that were sought, and how the study was done (Kirkpatrick & Cuban 1998). Over the years, I have been doing university study on this subject e.g. computers, technologies, pod casting, digital story telling etc, I have noticed that a lot of research articles that appear on the databases do not cover these aspects. * Type of study being conducted: Qualitative or Quantitative

* The aim / focus as to why the research is being conducted * Name of the school * Sample size * Participants - age, year group and number required * Methodology * Groupings:- experimental, control, random * Data Gathering e.g. interviews, test, survey, (frequency of this process) * Findings / Results * Data Analysis * Summary * Evaluation / Conclusion Kirkpatrick & Cuban (1998) highlights that a lot of material on the use of technologies in the classroom do not have a clear focus / purpose on what the technology is used for, why it is used and how it relates to the learning. Another area research falls down is when standardized tests are used for comparing student progress before and after the computer technologies are implemented (Kirpatrick & Cuban). This type of assessment does not measure what the computer has taught the students. This type of assessment is like comparing apples with bananas. There are so many other influences which may determine whether one group performs better than the other group. One of the interesting aspects I found out from Kirkpatrick & Cuban's article was how magazines, newspapers and policy briefs are very selective in which studies they cite and sometimes ignore the research findings. It makes me wonder whether to believe everything I read on this subject if the content is biased and not research driven. A lot of misinterpretations can easily occur, without the full facts. It makes us all gullible to misled information. Another article I've read was Schacter and Fagnano (1999) on Does Computer Technology Improve Student Learning and Achievement? How, When, and under what Conditions? In this article a range of software programmes were reviewed that fitted under Computer-Supported Collaborative Learning (CSCL), Intelligent Tutoring systems. The results from the implementation of these software programmes enabled these areas to be explored further inquiry learning, reflection, collaboration, co-operative learning, design and creativity. Learning improved more so than traditional classroom teaching methods. This was through ensuring computer technologies are designed according to different educational and psychological theories and principles. I believe the key to this success was making sure that the technology integrated with what the students were currently learning. Schacter & Fagnano (1999) argue meaningful learning computer technologies need to be designed to align with sound learning theory and pedagogy.

So overall as educators we need to have a clear purpose as to why we are using a particular technology to enhance student learning and we also need to relate it back to sound learning theory and pedagogy.

 FOCUS ON LEARNING APPROACH Research Regarding Direct Instruction One of the biggest problems in teaching phonics is that a substantial amount of drill is required. In poorly designed phonics programs, young children are expected to sit through hours of dull repetition. This is unfortunate, since it is possible to turn drill into a highly engaging, exciting group activity through the use of Direct Instruction (DI). Direct Instruction is a specific teaching style originally developed at the University of Illinois and later at the University of Oregon. It has the following attributes:

Homogeneous Skill Grouping: Children are grouped according to their levels of ability, rather than according to age or other factors. If you are going to teach the same material to a group of children, they clearly benefit most if they are all able to follow the material. Scripted Class Sessions: Teachers use pre-designed scripts when teaching. The scripts are based on extensive research regarding student retention, and every aspect of every script is based upon results that were demonstrated through research. The great advantage of this approach is that every teacher using the script becomes the beneficiary of that research and will probably teach much more effectively than if left to his or her own devices. Intense, Constant Student Interaction: The scripted sessions consist primarily of sequences of stimulus/response pairings, wherein the teacher stimulates the class with a description of a concept, an illustration of the concept through an example, and finally a request that the class repeat the example. The class responds orally, usually as a group. Teaching to Mastery: The group does not move on until everyone in the group understands the material.

There is a substantial body of research supporting the use of DI for early childhood instruction, although it is not nearly as voluminous as the research supporting phonics since DI is relatively new. If you are interested in more information about DI research, you can visit the web site of the Association for Direct Instruction. This web site and its associated University of Oregon ADI site together contain samples of DI materials, including a sample DI script, samples of the SRA Reading Mastery curriculum, an extensive bibliography of research supporting the use of both phonics and DI, and a summary of the results of the largest and longest educational research study ever conducted - the U.S. Department of Education's "Project Follow Through".

Project Follow-Through
Project Follow-Through began in 1967 under president Lyndon Johnson. Its express purpose was to study instructional methods that would lead to a reduction in the disparity between low- and high-performing students by improving the performance of low-performing students. It was ultimately concluded in 1995 after consuming $1 billion and conducting research on over 20,000 students nationwide. The reading portion of this study involved over 15,000 students and was designed to test the effectiveness of three major models of reading instruction. Three specific reading programs were studied under each of the three major models. The major models (and their associated specific programs) are: 1. Basic Skills Model This model holds that the objective of education is to induce certain behaviors, all behaviors are learned, and that carefully designed instruction must be employed in order to induce those behaviors. The specific programs for this group were:

Behavior Reinforcement: Social praise and tokens are given to children for correct responses and tokens are traded for desired activities. Teachers use scripts, and instruction is provided incrementally. Sponsored by the University of Kansas. Direct Instruction: This program emphasizes the teaching of phonemic awareness and phonics, using the DI techniques described above. The reading curriculum here is essentially the same SRA Reading Mastery curriculum that we are using. Sponsored by the University of Oregon. Language Development: is an eclectic approach emphasizing language development rather than explicit reading skills. Sponsored by the Southwest Educational Developmental Laboratory.

2. Cognitive/Conceptual Skills Model This model holds that cognitive growth should be emphasized over the learning of specific content. A variety of instructional techniques are supported, with the common thread being an emphasis on self-guided activity and interaction with the environment. The specific programs for this group were:
• Cognitively-Oriented Curriculum: Based on Piaget's theories of underlying cognitive processes, this curriculum encourages children to schedule their own activities. Teaching emphasizes "labeling and explaining causal relationships". Sponsored by the High Scope Foundation.

• Parent Education: Parents of disadvantaged children are taught to teach their own children. Teaching emphasizes language instruction (precise nature not specified) and development of motor and cognitive skills. Sponsored by the University of Florida. • Self Directed Literature: Students are exposed to literature relating to their own experiences and interest. Child-directed choices are emphasized, based in part on the assumption that student choice would enhance enjoyment and facilitate learning through each child's individual learning style. The specific curriculum here was the Tucson Early Education Model (TEEM), sponsored by the University of Arizona.

3. Affective Skills Model The "psychodynamic approach" considers social and emotional goals to be essential for optimal development of the whole child. Learning presupposes the development of a healthy individual possessing a positive self-image, trust, emotional stability, and constructive peer relationships. Instruction emphasizes the quality of interpersonal relations and an environment which supports self-actualization, assuming that each child knows what is best for his personal growth. The specific programs for this group were:
•Learning Center: is based on the "Head Start" nursery school approach, extended into elementary school. Children select their own learning options at learning centers where they select their own options in a classroom structured to provide maximal learning opportunities. Sponsored by the Bank Street College of Education. • Open Education: is based on the British Infant School model, extended into elementary school. Learning centers were used here also, and children were further assumed to be entirely responsible for their own learning, with no teacher-directed instruction provided. Sponsored by the Education Development Center. • Self Esteem: is another program utilizing learning centers, but here the curriculum emphasis was on the development of self-esteem. The central philosophy is that the curriculum must respond dynamically to the individual needs of each child. The specific curriculum here was the Responsive Education Model, sponsored by the Far West Laboratory.

Evaluation Each program had four to eight sites, with children starting in either kindergarten or first grade. Each Follow-Through (FT) school district identified a non-Follow-Through (NFT) district to act as a control group. A total of 9,255 FT and 6,485 NFT children were in the final analysis group. Students in each school district were tested at entry and then each spring until third grade. Three types of assessments were conducted covering academic performance, cognitive development, and affective behavior. All FT program sponsors

agreed in advance upon the assessments. The following five tests were used:
•Metropolitan Achievement Test: an achievement test that assess basic skills and cognitive and

conceptual skills, including reading comprehension and math problem solving;

•Wide Range Achievement Test: measures number recognition, spelling, word reading, and oral and written math problems; •Raven's Colored Progressive Matrices: measures cognitive skills through the use of visually

oriented problems;

•Intellectual Achievement Responsibility Scale: measured affective skills by assessing whether children attribute their successes and failures to themselves or to external forces; •Coopersmith Self-Esteem Inventory: assesses how children feel about themselves, the way they think other people feel about them, and their feelings about school.


http://joypelearning.blogspot.com/2010/05/reflecting-on-readings-in-whetherict.html http://eng.hi138.com/?i290149_Reading-of-the-guidance-in-the-teaching-ofreading http://www.projectpro.com/ICR/Research/DI/Summary.htm

Bachelor of Business Teacher Education, that’s my course, I almost finish my four year course after so many requirements. After graduating in a course of Bachelor of Business
Teacher Education, like the other education students, I also have a plan to take and passed the Licensure Examination for teachers or LET. While preparing in

Examination, I plan to work in Private Schools to earned money and also to gained experienced and enrolled in Review Center for the Examination. If I passed or not

the LET I decided to take a Masters Degree in any Institutions and after I passed this degree I will work in University and Colleges as a par timer professor . After 3 years working in Private or Public school and being Par timer Professor I will buy house lot for my family and I will settle all their financial needs. And after that I will travel to Paris to live and to work in that wonderful city in France.

First Week (Dec. 2-10, 2010) I WAS NERVOURS….. After approving us in Novaliches High School, the TLE Head Mr. Maximo Ramos introduced us in our cooperating teacher, and explained if how many hours should we need to take in their electives. I was assigned at ICT Class, and my Cooperating Teacher is Mrs. Adriana Mabunga, I was nervous that time and while she explained and gave her schedule to me she look like a strict CT, I copied her scheduled and then she also gave her lesson plan to be a guide. In this week I observed her class, and I noticed that all of them are belong in a higher sections and handled only 1 lower section. Our scheduled is from 10:10-4:50, she doesn’t have a advisory class. She was very strict in terms of deadlines of their projects and portfolios. December 8, that was Wednesday, was the day of their third grading period unit test, and after that I record their exams and because she was not around on the next day I handled the next class, some of them was asking a questions about me and my course and what is my purpose why I stayed in Ma’m Mabunga. And they are very obedient maybe because they are belong in a higher section, that experienced was great and I enjoy my first week even though I was so nervous that time. Second Week (January 3-7, 2011) A NEW YEAR AND THE ADJUSTMENT PERIOD…. The first day of the class for 2011, I am very excited that time because I am the one who will facilitate the class for their hands-on activity in creating email address. I prepared my lesson plan because my cooperating teacher will check. The first class is the third year section one, they are very responsible enough and they know what to do during the hands-on activity. But

suddenly I was surprise on our next class the all boys class which never seen last year, they know how to search and everything but the real topic was hard enough for them. Then, my patience was test in their class and I feel very the pressure that I need to explained the lesson very well for them to easily catch up. The result was some of them didn’t passed because they are late, but generally that was a great experience for me, I conclude that even they are belong in one section their capability and capacity in understanding lessons was different in each students. Third Week ( January 11-14, 2011) CONTINUATION… The continuation of discussion on Microsoft Power point, in creating and inserting clipart or object inside the placeholder and designing the template using the Linux. For me, this is also the adjustment period, I need to execute my lesson plan properly and I need to feel that I am teacher this time. I feel that the class was feel comfortable while I’m in a front of the class that’s why I easily lessen my nervous. I also prepared to lecture method for the higher sections and the demonstration for the not so good students. Fourth Week (January 14-21 2011) A PREPARATION AND REVIEW The first 3 days is the preparation for their third periodical test, that’s why this was their review, review from the creating Email up to introduction to Microsoft PowerPoint. And then Thursday and Friday the day of their exam I was stayed at the ICT Room, because Ma’m Mabunga doesn’t have a advisory class to supervise. I just record and compute the grades of the students and were just waiting for their projects and portfolios. I think this was my rest days. Fifth Week (January 24-28, 2011) ENTERING TO FOURTH GRADING PERIOD The adjustment period to fourth grading period, were preparing the students for the final grading and also assessed the students if they can pass subject. The submission of the requirements and introduction to their lessons in fourth grading, and Ma’m Mabunga evaluated them about their periodical exams. Sixth week ( January 31- February 2, 2011) HANDS-ON ACTIVITY

The fourth grading formerly start this week, but the continuation of their lessons in PowerPoint presentation, the hands-on activity that composed 5 different topics, they are given 10 mins to do the activity. But before they go on their activity I need demonstrate first the activity one by one. The demonstration was done well in my first class and they finished the activity one very well, they are grouped into 4 with student number each. And after the class I need to check one by one their work and need to record on that day. Seventh and Eight Week (February 7-18, 2011) INTRODUCTION… The fourth grading period also included the Microsoft Movie Maker, the preparation of my lesson was not so hard for me because my cooperating teacher provides a hand outs for these topics, the seventh week, I discussed the environment of Movie Maker and also its parts. But I feel the difficulties because I never encountered the creating movies using movie maker, I need to have an additional research about it. This lesson also need a demonstration in every lesson ant make my own output to be presented in front of the class. I also feel the interest of the students and their willingness to learn for their new lessons they cooperate and participate in discussing these lessons. Ninth Week (February 21-25, 2011) EXAMINATIONS…and DEMONSTRATION…. I need to prepare the exam for the students such as Long test and Unit test and also two Quizzes, because they are all fourth year students they are advance on the other year level, the submission of their grades was early than the other. We’re rushed in doing those exams, we need to gave those exams for only just this week to easily have a tentative graduating students. While giving the exams, i feel the importance of time and the attending the class early as I can, I feel the difficulties is giving a special schedule of exam for the late and absent students during the day of examination. And aside from the pressure for the fourth year students, I also need to prepare my demonstration plan that will do this week Thursday. I was so happy after my demonstration, I feel so great because my unexpected demonstration class participated very well and they are very good in achieving my objectives.

Tenth Week (February 28- March 4,2011) COMPLETION… and COMPUTATION… The completion, the students must pass all their requirement for the computation of their grades, Mam Mabunga require them to pass portfolio and their project their scrap book or the compilation of the fourth year life. While I’m reading their scrapbook, they are so happy creating and designing their projects and I’d seen that they enjoyed doing that project. And also I was glad that I am included in their scrapbook even though I’m just a student teacher, I am happy because they appreciate my efforts. Eleventh Week (March 7-11, 2011) MY LAST WEEK… The computation of time and my evaluation week, after almost 3 months teaching the students of Novaliches High School that was my last week. We’ve evaluated and gave our clearance to our TLE head and Cooperating teacher.

Student Teaching: Invaluable Classroom Experience for a Career in Education
by Natalie Pezzenti, staff writer For Xavier University graduate, Ashley Morgan, the student teaching experience was one she'll never forget. She received her Bachelor of Science degree in early childhood education and is currently working towards her master's in reading and reading endorsement. Morgan reflected on her time as a student teacher and the benefits it brought to her career as a kindergarten teacher at Shawnee Early Childhood School in West Chester, Ohio. Hobsons: Tell me about the student teaching process at your college. How does it work? Do you teach for a quarter/semester at a time? Morgan: I student taught for an entire semester during the fall. During the previous spring semester, we received our student teaching assignments. For Xavier, it is a prerequisite to spend ten hours in the assigned classroom before your technical"start date" to ensure that your cooperating teacher is a good fit for you. Hobsons: What was going through your mind before you student taught for the first time? Morgan: Before I began to student teach, it was really a mixture of emotions. It really is a foreign concept to teach every day, day after day, for months on end until you actually student teach. I had student teaching experiences before my"official" student teaching, but never for a full day (from start to finish) and never for every day for consecutive weeks. I was curious to see the dynamics of the classroom and excited to learn from my cooperating teacher. Hobsons: How many students were in your class? What grade did you teach and what subjects?

Morgan: I student taught in a first grade classroom at Shawnee Elementary in the Lakota Local School District. The subjects were reading workshop, writing workshop, unit study (which consisted of science and social studies), and investigations mathematics. Hobsons: What kind of planning does it take for one day of teaching? How many hours of prepwork? Morgan: Planning is always fairly time consuming. Counting planning and collaboration meetings with other teachers on your team, it usually takes at least two hours to plan for your entire week. As for prep work, teachers have a never-ending"to-do" list. You do the best you can with the hours you have, but it never seems like your list is quite empty. Hobsons: What was it like being in charge of your own classroom? Morgan: Exhausting! It worked out well, because it was a nice ease-in to what the"real" teaching world is like (having only one teacher in the room on most occasions). Keep in mind that although I was teaching the entire time, my cooperating teacher had to be in [the classroom as well]. Really, it was like teamteaching with two teachers in the classroom. Hobsons: Do you feel student teaching (in general) is beneficial to up-and-coming teachers? How so? Morgan: I do, because without student teaching, you really have no idea what the"real" teaching world is like. I found that I grew the most as an educator during this time. There is only so much educational theory you can learn and memorize before you need to jump into the field and learn what is practical to who you are as an educator and what is best for the children. During this time you pick up things you like and plan to do in the classroom and (in some cases), you decide on what NOT to do. Fortunately, I had a great experience and had a plethora of great management techniques to come away with.

 Local
What has become of education in the Philippines?
The state of the educational system in the Philippines is a great cause for worry. We used to produce students who were well-rounded and ready for the challenges of the real world. Today, for every 10 children who start their primary education, only 6 go on to continue with their secondary education, and 4 will manage to enter college. What happened? Other countries used to send their students to the Philippines to learn, now they've overtaken us and are the experts. Isn't that frustrating? I hope to be able to make some sense about the decline in the quality of education, and with the help of people as concerned as I, do something to change for the better.

Key Issues in Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools. The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned. A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small - 29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses. On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher rates of failures, dropouts, and repetition in both elementary and secondary levels. Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch. 1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score. 2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families. 3. Budget - The Philippine Constitution has mandated the goverment to allocate the

highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries. 4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. The following are some of the reforms proposed: 1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings. 2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions. 3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor, maybe more equitable. 4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. 5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry

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

The ideal ratio of teacher to student is 1:25. The less number of children handled by one mentor, the more attention can be given to each individual, especially if their learning competencies are not equal. With 25 students in a class, the teacher is likely to know each of her students, not only by face but by name and how they are actually performing in class. But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every single day. They hardly know their pupils, save for the excellent ones or unfortunately, the notorious. She does not even bother to remember them. How can she? Classrooms are cramped, if there are any at all. Many classes are held in makeshift rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are merely separated by thin plywood walls. With 60 kids north, east, south and west, it's a wonder teachers can hear themselves over the din. And how do you tailor lessons with so many competencies to consider? Often, the result is children are left to cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to pass at the end of the year. Yes, students are still divided into sections and they are grouped into the level of their academic skills. Which leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience, resources and dedication to addressing the need of her students. Resources are another matter. Many public school classrooms are equipped with the most basic of equipment: a blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated or purchased by the school. But many times, a teacher will not only have to be creative, but will dig into her own pocket to produce the kind of materials she needs and wants to teach class. It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But this can get to be very expensive, especially if the lessons are long. And with a class so huge, children are barely able to see small handwriting from the back, so you need to write bigger, and use more paper. Children always welcome additional and unique visual aids, and woe to the teacher who has to create them if she wants her subject or lesson to be more interesting. Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out on your own. Teachers still have to make ends meet. And often, their pay is simply not enough to cover their needs, as well as their families.

The Department of Education just announced that so many millions of pesos have been released for the construction and repair of classrooms around the country. I believe this will only cover those included in a priority list. But there are many more schools which lack classrooms, and more communities that lack schools. When additional classrooms are built, will there be additional teachers? If new teachers will be hired, will there be a budget to support their wages? It's a never-ending cycle, because the government has yet to come up with a plan that will finally address these problems.

Vanessa Fajardo Brimon
Ph. 10A Pkg. 2 Blk. 2 Lot 20 Bagong Silang, Caloocan City Contact No.: 09124906028 vanessa.brimon@yahoo.com/brimonvanessa@gmailcom

JOB OBJECTIVE: Be able to be a Student Teacher to enhance and develop my skills and knowledge. SKILLS:   Computer literate Basic Stenography ( English, Filipino and Machine Shorthand

EDUCATIONAL BACKGROUND Polytechnic University of the Philippines Commonwealth, Quezon City Bachelor in Business Teacher Education (BBTE) 2007-Present Kalayaan National High School Ph. 10 B. Bagong Silang, Caloocan City 2003-2007 Kalayaan Elementary School

Ph. 10 B. Bagong Silang, Caloocan City 1996-2003 SEMINARS ATTENDED • • PUPQC: Building and Strengthening a Learning Community Enhancing Teaching Skills towards Professionalism Environmental Management: Social Responsibility Job street Career Congress March 26, 2011 October 2010 October 2010 September 2010

PERSONAL DATA Age: 20years old Religion: Roman Catholic Date of Birth : October 13, 1990

January 5, 2011


Objectives: At the end of the lesson, the student should be able to:
1. define the MS PowerPoint and its function, differentiate to MS Word. 2. Listen and Participate

3. Manipulate and practice the 3 types of presentations. IVContent A. Topic: Introduction to Microsoft PowerPoint

B. Materials: Computer Units C. Reference: Simple PowerPoint by Antonio Andes pp.3-5 VProcedures A. Preparatory Activities 1. Daily Routine- Checking of Attendance, Uniform, ID 2. Drill/Review- Differentiate Ms Word to Ms PowerPoint 3. Motivation – Based on their knowledge about Opening MS Word and Ms Excel the students will try to open up Ms PowerPoint. B. Development of the Lesson Microsoft PowerPoint tool to create professional presentations   Ways in starting up the office Types of Presentations

C. Closing Activities 1. Generalization Microsoft PowerPoint is a powerful tool to create a professional looking presentations and slide shows. There are two ways in open up the office, and there are 3 types of presentations; the Auto content wizard, Design Template and Blank presentation 2. Valuing

Be Patience in creating different presentations and follow the steps correctly. 3. Application Voluntary Recitation Each student will try to use the 3 Presentations and differentiate each. VI. Evaluation Recitation 1. Define the Microsoft PowerPoint 2. State the ways of Starting up the Office 3. Recognize the 3 types of presentation Assignment Topic: Opening existing Presentation and the PowerPoint Screen 1. What is the steps in opening an existing presentations 2. what are the different PowerPoint Screen 3. Identify the functions of the PowerPoint Screen (each) Reference: Simple PowerPoint by Antonio Andes pp 6-10