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Republic of the Philippines

Polytechnic University of the Philippines

Quezon City



Assigned at

Submitted by:
Leyda Amery T. Calesterio

Submitted to:
Prof. Sheryl Morales
Table of Contents



Prayers for teacher


PUP Philosophy, Goals, Vision and Mission

School Context (Community Profile, Location)

School History, Map and Organizational Structure

Final Demo Plan (Learning Modules)

Brief Synopsis of Professional

Professional Development Plan/ Career Plan

Narrative Reports

Current Issues in Education (Foreign and Local News)

Curriculum Vitae

Attachment A- Photos

B- Lesson Plan

C- Summary of Hours/ Daily Time Record


I would like to bestow this

to our dear Lord Almighty

for all the patience, strength, wisdom and knowledge

He gave me everyday.

More over,

I would like to dedicate

this work of art

to all future Student Teachers or Pre-Service Teachers

as their reference and guide to their chosen field.


I would like to give my extent and overflowing appreciation and gratitude to our

dear Lord Almighty for giving me lots of patience, strength, courage, knowledge and

wisdom regarding my Student Teaching in Lagro High School.

I would like to give thanks to Lagro High School, for accepting me and my

colleagues to become part of their school as their student teachers.

To the principal, Dr. Fernando Javier and T.L.E Department Head, Dr. Carina

Ortiz- Luis, for allowing us to become part of their teaching staffs and trusting on our

capabilities to handle LHS students.

To my beloved Cooperating Teacher, Mrs. Ma. Corazon P. Esguerra, for her

furthest guidance, constructive criticisms, effective student-teaching rapport and for all

the encouragement she gave me during my Practicum days and my Final Demonstration

that will help me to become an effective teacher in the future.

To all T.L.E Department teachers, particularly to all morning shift Cooperating

Teachers for their outmost support to all of us.

To my dear LHS students, I-Gardenia/ Doña Aurora; I-Everlasting/Petunia; I-

Gumamela/Daffodil; I-Heavenly Blue/Dahlia and I-Rose/Frangipani, who were my

inspirations during my Practicum days and for allowing me to share my knowledge and

skills to them.

To our supportive mentors, Prof. Marilyn Isip and Prof. Sheryl Morales, for being

present on our Final Demonstrations and for giving us the opportunities to hone our

teaching skills outside the campus.

To my co-Student Teachers particularly the morning shift, for all their support,

kindness and laughter we have shared.

To my dearest family, for the moral and financial support they gave me and

continuously encouraging, inspiring and loving me.

To my BBTE 4-1 A.Y 2010-2011 classmates, for all the teaching suggestions and

strategies they have shared to me for my improvement as a student teacher.

Prayers for the Teachers

Heavenly Father, You who bade the students come

And took them in Your gentle arms and smiled,

Grant me unfailing patience through the days

To understand, help and teach my students.

Lord Jesus, give me vision to discern my students

Behind whatever they may say

The wise humility to learn from them

The while I strive to effectively teach them day by day


“Teachers are the most influential persons in the world.

They touch hearts as well as they educate minds “


A Practicum or Student Teaching Practicum is designed to give students

supervised practical application of a previously or concurrently studied theory. It gives

opportunity for the future teacher to experiment of the strategies he learned, it serves as

his training background. The teaching practicum is not an independent teaching

experience; it is one that provides feedback and supervision by a faculty member who

oversees a guided teaching or learning experience. In this methodology in which student

teachers are purposefully engage with direct experience and focused reflection in order to

increase knowledge, develop skills and clarify values. Practicum can teach you more

about what you do and what you don’t want to do. No one’s career path is a straight line.

Everyone starts off with a vision of their ideal job, but this vision is really just a guess

based on purely on hypothetical. A funny thing often happens when someone starts

working at their ideal job, they realize it’s not so ideal for them after all.

The practicum can be completed in a faculty member’s course where the faculty

member remains the primary instructor for the course, or in a course for which the

graduate student is the primary instructor. In each case, evidence must be provided that

documents in-class instruction and a range of supervisory and reflective experiences.

The main purpose of this Practicum or Student Teaching is to give opportunities

for the student teacher to teach in an actual classroom set up. Student teacher should

learn how to teach the students in an effective manner, demonstrate different teaching

strategies and methods, guide their students in acquiring knowledge, practice the virtue

of patience and goodness to the students, help the students to excel in their academics,

assist the students to the right path towards their studying habits, aid them to adjust their

classroom behaviors and performances, inspire them to respect their selves, their mentors

and community, appreciate all the students efforts, marginalized their expectations to

their student and give plenty of motivations to their students. From this Practicum, the

student teacher also gains deeper understanding and development regarding effective

teaching. Student Teaching includes the enhancement of the student communication skill

since this will be useful throughout his studies and teaching.

Polytechnic University of the Philippines


As a State University, the PUP believes that education is an instrument for the

development of the citizenry and for the enhancement of nation building. It believes that

the meaningful growth and transformation of the country 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



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


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



The Polytechnic University of the Philippines envisions itself as a pre-eminent

national and international leader in higher education and an innovative global

powerhouse of quality and relevant education, dedicated to educating tomorrow’s leaders

and scholars through the highest quality learning experiences and growth in instruction,

research, and service to our country and the international community.

10- Point Vision Towards a Total University

1. Foster high quality campus environment;

2. Strategize and institutionalize income-generating projects;

3. Strengthen research, publications and creative words;

4. Model quality management and fiscal responsibility;

5. Improve sense of community involvement and linkages

6. Institutionalize principles of academic freedom and responsibility;

7. Promote academic excellence in student/ faculty performance nationally and


8. Nurture and enrich cultural heritage;

9. Integrate Information and Communication Technology (ICT) with instruction,

research, service and production; and

10. Evolve wholesome living and working environment for faculty, employees

and students.


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


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.

Lagro High School

Community Profile


Misa de Gallo St., Lagro Subdivision, Lagro, Novaliches, Quezon City, 1118

Quezon City, Philippines


The development of the young into an intelligent, morally upright, responsible

and productive member of the society is the main focus of education. For this reason,

Lagro High School believes that every Filipino high school age youth must be given the

right to quality instruction in a compassionate and caring environment.


Lagro High School is an educational institution that produces academically

competent, morally upright and vocationally prepared citizens of the society.


To ensure the maximum intellectual, social, emotional and physical growth of the

child and strengthen moral foundations through relevant and adequate learning

experiences in a nurturing and caring school environment.

Belief Statement

In order to accomplish our mission, Largo High School believes:

Learning is a shared responsibility among students, teachers, administrators and

the community. With strong parental support, LHS will provide the best possible

experiences for ALL students.

Implementing a variety of curriculum options and instructional practices to

accommodate different learning styles will allow students to apply their knowledge in

meaningful contexts.

Creating positive relationships between teachers and students maximizes learning.

Challenging expectations and encouraging creativity, along with a safe and supportive

environment, increase individual student performance and self-esteem.

Developing character traits that include honesty, respect, responsibility and self-

motivation are an integral part of our curriculum.

Graduating students prepared to positively impact their community and

successfully meet the demands of our rapidly changing society is paramount.

Lagro High School Statement of Professional Commitment

• I am an educator who makes a difference at Largo High School.

• I am proud of my school, my students, and myself.

• I believe in the dignity and value of the teaching profession. I behave ethically and

professionally at all times.

• I have a profound influence upon student's lives.

• I am comfortable and secure at Largo High School and contribute positively to its


• I am free to state my opinions of problems that exist and take part in forming and

implementing solutions.

• I am dedicated to a cooperative relationship with students, parents, and the community.

• I believe fairness, consistency, and teamwork build the best school environment.

• I believe student success in the classroom is affected by my success as an educator.

• I believe that learning is a lifelong process. I accept this idea for myself and impart it to

my students.

• I support other members of the Largo High School family at all times in dealing with

students, parents, and members of the community. I react positively toward other


• I recognize and respect cultural differences among people.

• I create a comfortable atmosphere of success and work diligently to ensure student

success through positive, yet realistic, expectations. I encourage all students to challenge

themselves in the classroom and through extracurricular activities.

• I believe the work I do is recognized and respected by my colleagues, and I, in turn,

recognize their work.

• I establish parental communication to enhance the learning process.

• I promote the achievement of the Largo High School Five Year Plan and yearly goals.

In the early seventies, the growing number of people in the GSIS La Mesa

Homeowners Association (GLAMEHA) triggered the need for a high school in Lagro

Subdivision. The officers of GLAMEHA requested fervently for an establishment of a

high school next to Lagro Elementary School. With the aid of the city government and

the education bureau, Novaliches High School with Mr. Florencio Dumlao as principal

started accepting students. This high school annex started on June 13, 1974 with 87

students and a facility, which were humbly two housing units in Block 59 and chairs the

students provided themselves.

On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary

School compound and occupied the sawali-walled makeshift building. The high school

was then headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C.

Caingat and Mrs. Greta Manlapig as pioneer teachers.

Two years after, the enrolment rose to 249 from the former 87 with three sections

in first year, two in second year, and one in third year. They were all managed to stay in

just four classrooms guided by nine teachers.

The first graduation from this high school happened two years after with an

increased enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics

Department in Novaliches High School, who replaced Mr. Pilar(who left for the United


The School Year 1977-1978 reached 774 with 15 sections occupying seven

classrooms. With this problem on accommodation, Mr. Florencio Dumlao appealed to the
national government for a Lagro Annex Building. Through the unrelenting efforts of the

department head-in-charge and with the PTA lobbying behind, the 1.3 hectare present

school site, and building became a reality.

At the opening of classes on June 11, 1978, 923 students flocked the newly

constructed building which was a two-story 18-room structure standing proudly with

Mrs. Maglipon as head of the school. She was replaced with Mr. Silverio Reinoso. Mr.

Reinoso had to continue with the challenge to manage 19 sections of students with just 32


It was the significant day of September 1, 1978 that Lagro High School was

inaugurated by Mrs. Commemoracion M. Concepcion, the former schools division

superintendent. Thus, it has become its foundation day.

Hand in hand with the influx of residents in Lagro Subdivision is the continuous

increase of student population. And to accommodate this increasing population, a six-

room building on the southern site of the campus was constructed. The school then also

improved with the completion of concrete fences surrounding the campus, construction of

the stage and the new steel flagpole, all to house and educate the community.

Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981.

Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing

another building funded by the city government. The same year created the Lagro High

School-Payatas Annex with 257 students. This annex was assigned to Mrs. Sheridan

Evangelista, who was then the Social Studies Department Head of the Main School.
Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School.

Mr. William S. Barcena took her place as the principal of Lagro High School on June


Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the

General Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.

Mr. Gil T. Magbanua replaced Mrs. Monis on June 13, 1993 to accommodate the

continuous increasing enrollees, the three-story building funded by the Quezon City

Government was constructed. The third Annex in Fairview was finally opened with Mrs.

Justina A. Farolan as the Teacher-In-Charge.

Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more


Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High

School in 1998 with improved facilities and technology advancements for the school.

The dawn of more improvements was realized when Dr. Fernando C. Javier

became the principal in April 2003. The construction of the new building previously

applied by Mrs. Sheridan Evangelista was built and inaugurated by the successor, Dr.

Javier. The SB Building and the full renovation of the formerly called Social Hall was

transformed into a multi-purpose conference room conveniently equipped with

multimedia projectors and modern sound technology now being utilized for events,

seminars, workshops by the whole division. The construction of the new gate,

renovations of all facilities and the covered court; Lagro High School now boasts of not
only its talents but it’s conducive learning ambience sure to provide every learner more

motivation to pursue his dreams.

Lagro High School reaped achievements in the district, division, regional and

national competition under Dr. Javier. The Bureau of Alternative Learning System was

established and soon after the Open High School. The Special Education Program was

established accepting deaf and blind students. The Guidance Program was also enhanced

and improved with the administration of Dr. Javier. International competitions, speech

and debate contests sponsored by the government and private companies, Palarong

Pambansa, National Schools Press Conference and the creation of the Special Program in

the Arts which annually showcases talents in its culminating activities.

Today, as we speak, Lagro High School does not only have a growing number of

enrollees but also consistently develops as a community that consists of highly

competitive and productive members.

School Map
Organizational Chart
Final Demonstration Plan

Lesson Plan in Technology and Livelihood Education

Health Care and Support Services I

Name: Leyda Amery T. Calesterio Date/Time: Feb.16, 2011/ 8:45-9:45 a.m.

School: Polytechnic University of the Philippines

Cooperating Teacher: Mrs. Ma. Corazon P. Esguerra

Year and Section: 1st Year (Gardenia and Doña Aurora)

Learning Component : Health Care and Support Services I

Sub – learning Component : Health and Nutrition of a Preschooler

I. Objectives:

At the end of the lesson the student should be able to:

1. understand the importance of giving nutritious foods to preschoolers;

2. prepare a one day menu for preschoolers;

3. appreciate the value of giving nutritious food for preschoolers.

II. Content:

A. Topic : The Nutritional Foods for Preschool Children

B. Materials : Power Point Presentation, realia, cartolina paper

C. Reference : Child Care by Elaine S. Cruz and C. G Paterno, pp. 106-107 Nutritional-Foods-for-Preschoolers
III. Procedures:

A. Preparatory Activities

1. Routine Activities – Greetings, prayer and checking of attendance

2. Drill – “Flash Forward”

Pictures of foods will be flashed on screen and selected students

will tell the nutrients found on the given food.

3. Review – “Jumbled Phrases”

There are six essentials nutrients needed by the body: water,

carbohydrates, protein, fats, vitamins and minerals.

4. Motivation – “Word Twists”

Selected students will form new set of words from the word


5. Unlocking difficulties

• Preschooler- ages 3-6 years old

• Foods- a substance that taken by the body and absorbs to be

healthy and strong

• Nutrition- the science that studies how food relates to health

• Health-It is the state of physical, mental, and emotional well-


• Servings- an individual portion

B. Development/ Presentation of Lesson

Learning Tasks Strategies Evaluation

Identify the importance of

nutritious food for the Brainstorming Recitation


Plan a one day menu for

preschoolers using the Food Lecture Discussion Question and Answer

Pyramid/ feeding guide


Nutritional value of foods Buzz Session Oral Response

C. Closing Activities

1. Generalization

Nutritious foods are given to preschoolers to promote good health.

2. Valuing

Eat healthy foods to keep your body fit and strong.

3. Application

The food pyramid chart can be used for planning meals for family.

4. Evaluation

Short quiz (10 points)

V. Assignment

1. Topic: Good food Habits for Preschoolers

2. Words for study

a. appetite

b. anxiety

c. bribes

3. Guide Questions

a. What are the different food habits that should be practiced by


b. How will you make mealtime, an enjoyable time for preschoolers?

4. Reference: Child Care by Elaine S. Cruz and C. G. Paterno, pp 109-111

Brief Synopsis of Professional Readings

Student Teaching Guidelines

This page provides information on the Student Teaching experience in Science



To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.2

2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2

3. Have completed undergraduate science courses, including advanced electives, in

the topic areas covered by the senior high school curriculum in the subject in

which you will do your student teaching

4. Have maintained close to a "B" average in science and related courses

5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in

Biology, Chemistry, Geology, or Physics. You should have most of the 36 science credits

needed for New York State teacher certification. You must apply in advance for

admission to student teaching courses, submit your transcripts, and be approved by the

Secondary Education program and the course instructor.


All students approved for student teaching in science are assigned to a senior high school,

normally one near the college campus. Student teachers are grouped together at particular

schools to facilitate supervision and evaluation of your work; special requests for

placement in particular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the

department and department head (usually an Assistant Principal) to whom you should

report at the start of the public school semester. You should normally report to the school

before the first class at the College. It is a good idea to telephone the school a day ahead

and speak with the department head.


1. Be on time for all work at the school. Call in if you must be late or absent, just as

a teacher would do.

2. Follow the directions of your Co-operating Teacher regarding all school


3. Your conduct and dress should be appropriate and meet the school's standards

4. You should be well-prepared for all lessons, tutorials, or other formal work with


5. You should refer all problems to your Co-operating Teacher, department head, or

college instructor

1. Observing teachers and their classes, particularly your Co-operating

Teacher; Guidelines

2. Teaching whole-class lessons or portions of lessons

3. Assisting your Co-operating Teacher in class and/or team teaching

4. Helping or tutoring students individually and in small groups

5. Assisting with laboratory work, field trips, demonstrations, work in the science

preparation room

6. Learning and carrying out routine classroom and school duties of a teacher, as


NOTE that normally you will mainly observe and assist in the first few weeks of the

semester, teach the class for all or part of a period about once a week during the middle

of the term, and teach whole lessons once a week or more often in the final weeks of the

term. You should teach your first lesson to the class no later than early March. You will

normally do most of your teaching in one class of your Co-operating Teacher's program,

but may also teach occasionally in other classes.


Your teaching will be observed during the term by a supervisor from Brooklyn College,

either the course instructor or another faculty member. You will also get advice on your

teaching from your Co-operating Teacher and perhaps from the department head. In the

early part of the semester you should model your teaching after the routines and
procedures of your Co-operating Teacher. Later you can try out various methods

discussed in the seminar or original ideas of your own, with the Co-operating Teacher's

approval. Your first official observation will mainly be diagnostic and count least toward

your final evaluation. The last two observations of the term will normally count more and

will look for progress and attention to recommendations made to you after the first


Co-operating Teachers

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the

College for working with you. You should regard the C.T. as a primary source of

information, advice, and guidance as you learn how to perform the role of a teacher. The

classes in which you may teach are the responsibility of the C.T., and so you should defer

to the C.T.'s policies with regard to the class. If you want to try something different,

discuss it in advance. Co-operating Teachers know that you are there to learn and to try

out teaching methods of various kinds and will generally be willing to let you use

methods presented in the college seminar. Remember that students get used to particular

policies and procedures and teaching methods and that while they like variety, they may

find new approaches confusing at first. Accept the guidance of your C.T. in general, but

also show some initiative in proposing teaching ideas.

Help for Student Teachers

By Melissa Kelly, Guide

October 1, 2010

Many student teachers are in the middle of their teaching internships. In my

experience, the student teaching experience varies from one person to another. You might

have a great group of students or a challenging group. You might have a wonderful

cooperating teacher or one who doesn't provide you with enough guidance. Hopefully

these top ten tips for student teachers can help make the student teaching experience more

successful in the short and long term. Student teachers and their instructors can use these

top ten tips to help them be more effective in their initial teaching assignments.

Student teachers are often placed into an awkward and stressful situation, not

really sure of their authority and sometimes not even placed with veteran teachers who

are much help. These tips can aid student teachers as they begin their first teaching

assignments. Please note: these are not suggestions for how to approach the students but

instead for how to most effectively succeed in your new teaching environment.

1. Be On Time

Punctuality is very important in the 'real world'. If you are late, you will definitely NOT

start out on the right foot with your cooperating teacher. Even worse, if you arrive after a

class has begun which you are supposed to be teaching, you are placing that teacher and

yourself in an awkward situation.

2. Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly. There is

nothing wrong with over dressing during your student teaching assignments. The clothes

do help lend you an air of authority, especially if you look awfully young. Further, your

dress lets the coordinating teacher know of your professionalism and dedication to your


3. Be Flexible

Remember that the coordinating teacher has pressures placed upon them just as you have

your own pressures to deal with. If you normally teach only 3 classes and the

coordinating teacher asks that you take on extra classes one day because he has an

important meeting to attend, look at this as your chance to get even further experience

while impressing your dedication to your coordinating teacher.

Flexibility is the one the top six keys to being a successful teacher.

4. Follow the School Rules

This might seem obvious to some but it is important that you do not break school rules.

For example, if it is against the rules to chew gum in class, then do not chew it yourself.

If the campus is 'smoke-free', do not light up during your lunch period. This is definitely

not professional and would be a mark against you when it comes time for your

coordinating teacher and school to report on your abilities and actions.

In addition, follow your own classroom rules.

5. Plan Ahead

If you know you will need copies for a lesson, do not wait until the morning of the lesson

to get them completed. Many schools have procedures that MUST be followed for

copying to occur. If you fail to follow these procedures you will be stuck without copies

and will probably look unprofessional at the same time.

6. Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and

possibly trying for a job at the school where you are teaching. These people's opinions of

you will have an impact on whether or not you are hired. They can also make your time

during student teaching much easier to handle. Don't underestimate their worth.

7. Maintain Confidentiality

Remember that if you are taking notes about students or classroom experiences to turn in

for grades, you should either not use their names or change them to protect their

identities. You never know who you are teaching or what their relationship might be to

your instructors and coordinators.

8. Don't Gossip

It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow

teachers. However, as a student teacher this would be a very risky choice. You might say

something you could regret later. You might find out information that is untrue and
clouds your judgement. You might even offend someone without realizing it. Remember,

these are teachers you could be working with again some day in the future.

9. Be Professional With Fellow Teachers

Do not interrupt other teachers' classes without an absolutely good reason. When you are

speaking with your coordinating teacher or other teachers on campus, treat them with

respect. You can learn a lot from these teachers, and they will be much more likely to

share with you if they feel that you are genuinely interested in them and their


10. Don't Wait to the Last Minute to Call in Sick

You will probably get sick at some point during your student teaching and will need stay

home for the day. You must remember that the regular teacher will have to take over the

class during your absence. If you wait until the last minute to call in, this could leave

them in an awkward bind making them look bad to the students. Call as soon as you

believe you will not be able to make it to class.

How to Be a Good Student Teacher

by eHow Contributor

updated: February 04, 2011

Be a Good Student Teacher

Your student teaching year can be physically and emotionally exhausting. A good student

teacher will still manage to be responsible, independent, committed to education, and

keep a good sense of humor.

1 Consult at length with your master teacher at the start of the term. Be sure you know

what his or her philosophy of teaching and classroom objectives are before you make

large plans for classroom activities.

2 Make arrangements with your master teacher to take a few minutes each day to discuss

classroom events, possible future activities, and procedure.

3 Inform yourself about any particular school regulations that you and your students must

abide by. Know the rules by heart so you can give definite answers to your students, who

will be testing your authority.

4 Familiarize yourself with relevant legal issues, such as those concerning child abuse,

substance abuse and sexual harassment among students.

5 Show genuine interest in your students' schoolwork and progress, and leave personal

relationships with students to the school counselors.

6 Show initiative and independence by assuming responsibility for the preparation of

individual lessons or entire learning units.

7 Show resourcefulness by gathering materials and introducing educational methods you

are learning in your graduate studies.

Professional Development Plan/ Career Plan

According to the thesaurus of the Educational Resources Information Center

(ERIC) database, professional development refers to "activities to enhance professional

career growth." Such activities may include individual development, continuing

education, and inservice education, as well as curriculum writing, peer collaboration,

study groups, and peer coaching or mentoring.

Fullan (1991) expands the definition to include "the sum total of formal and

informal learning experiences throughout one's career from preservice teacher education

to retirement" (p. 326).

Considering the meaning of professional development in the technological age, Grant

(n.d.) suggests a broader definition of professional development that includes the use of

technology to foster teacher growth:

"Professional development ... goes beyond the term 'training' with its implications

of learning skills, and encompasses a definition that includes formal and informal means

of helping teachers not only learn new skills but also develop new insights into pedagogy

and their own practice, and explore new or advanced understandings of content and

resources. [This] definition of professional development includes support for teachers as

they encounter the challenges that come with putting into practice their evolving

understandings about the use of technology to support inquiry-based learning.... Current

technologies offer resources to meet these challenges and provide teachers with a cluster
of supports that help them continue to grow in their professional skills, understandings,

and interests."

Narrative Report

Week 1

December 6- 10, 2010

It’s or first week of Practicum. I’m so excited because finally, we will be able to

start our Practicum after are one month of waiting. We know that was a rough start for

us; there are many things we needed to patch up and proved to our Cooperating Teachers,

most especially to our T.L.E Department Head that in spite, we don’t have any written

memorandum of agreement, we’re definitely worthy to accept.

During our first week, I didn’t expect a huge number of students in one class.

Actually, I handle five classes of freshmen students. Every Monday, I have five class

periods; Tuesday, 4 class periods; Wednesday, 4 class periods; Thursday, 3 class periods;

and Friday, 4 class periods. In each class I have maximum of 55 students with different

perspective in studying.

I just realized that for this Practicum, I need to impose different approaches to

every one of them.

Week 2

December 13- 17, 2010

For this week, my Cooperating Teacher asked me to create a Block Plan for the

Third Grading period. Block Plan is like a guide or somewhat like a Lesson Plan. The

difference is that in block plan, there are specific activities for the whole grading period

and the discussion is continuous until a respective lesson finished. It is the new approach

in today’s curriculum, UBD or Understanding by Design in which the learners are the

main focus rather than the subject matter. It gives students wider opportunities to acquire

knowledge and more time to do their lessons.

Anyway, my students were all excited for their upcoming Christmas Party; they

didn’t pay much attention to our lessons and activities. I’ve got irritated to their attitudes

towards studying. I wish they would realize that in this coming New Year.

Week 3

January 3- 7, 2011

All is refreshed. I have many things to look forward to for this year. I’ve greeted

my students with a positive outlook regarding their performances and thoughts in

studying. Everything was fine, well except for some of my misbehaved students in one

particular section. These students have poor attitudes and studying habits. They were

this group of high school students who bullies their classmates, even their student

teachers and make fun of their teachers. They tried to frighten me with their rough deeds
and unwanted rants, but sad to say, they will never pull me off, excuse me--- a PUPian,

they will try to scare me of? As if, I would give up to them. Never.

Week 4

January 10- 14, 2011

My students and I were now finish on our adjustment and getting-to-know- each

other period. I want them to feel comfortable with me, on the way I teach them and my

requirements for them. On my five sections, section Gardenia/ Doña Aurora really stood

out. They were the kind of students who never hesitate to do activities and they do really

work hard. I really appreciate them because they always obey me and they are respectful

to me.

Week 5

January 17- 21, 2011

For this week, I gave them different activities to do for the completion of their 3rd

Grading activities. They have a week to comply on those activities for their grades. In

addition, I gave them their Unit Test. Unfortunately, almost half of them didn’t get high

scores as I expected—even just half of the perfect score. I’m frustrated and sad to know

that they didn’t study hard for their examinations despite our everyday discussions and

deeper understanding on each topics.

Week 6

January 24- 28, 2011

Before I begin this week, I talked to my students about their last week’s

performance. I mentioned to them our very first agreement that they are the one who’s

doing their grades not me. My responsibilities are to teach them and make sure that they

fully understand all our discussions and assist them in their studying and they are obliged

to work for their grades. It’s just a simple agreement and yet they neglected it. I hope

they perceive our conversations and used it to the following weeks.

For this week also, I gave them their 3rd Grading Examination and it was a relief

because they passed on that exam! Wew!

Week 7

January 31- February 4, 2011

This week is the official start of their Fourth Grading Period. It is quarter for

another strategies and ways of teaching my students. I also created Block Plan—Pre

School Care. Before the week ends, I scheduled them for their individual reports and

explained them their different activities and project to be passed before the grading

period finished.
Week 8

February 7- 11, 2011

I have to get ready for my Final Demonstration for next week. I gave them

activities for next week because I know that next week will be a busy week for me and

my co-student teachers. Reporting started this week.

Week 9

February 14- 18, 2011

Yay! It’s the Final Demonstration week for all the morning shifts Student

Teachers. And much to my dismay, I’m the very first to demonstrate in front. My Final

Demonstration went really very good. My participating class, section Gardenia/ Doña

Aurora participated very well and I’m really thankful for them. It’s a nerve- wracking

experience but I might say that all’s well, ends well. It’s a breathtaking moment for me

but the most memorable experience in my life.

Week 10

February 21- 25, 2011

Three weeks more. I have to work really hard for their examinations and added

requirements. For this week also, we started their project-making. Their project is to

create and design their own pre school toys like teddy bear and ball made out of cloth. I

provided cut out patterns for them so that it will be easy to them to make drafts on their

And for the nth time, I’ve been angry to my misbehaved students because of the

ungrateful things they have done to my Cooperating Teacher while I was absent on their

time. This is the day that they need to have a wake up call for their attitudes.

Week 11

February 28 – March 4, 2011

Two weeks more. I’ve started to have a picture taking with my students. They

eventually asked me if I will be leaving them soon. I didn’t say yes but I didn’t say no. I

want to be a mystery to them. They continue their project making week.

Week 12

March 7- 12, 2011

It’s my last week of duty. It’s been a memorable and awesome experience for

me. The most unforgettable part? My students gave me tons of letters and gifts as their

remembrance for me. We have lots of picture taking and they promised me that they will

excel more on our subject and that they will never forget me.
Current Issues in Education

Foreign Issues

Barack Obama on Education


August 1, 2008

Americans voted in Barack Hussein Obama as president of the United States in an

election weighted down with the harsh realities of a down-turning economy and two

costly wars. Now that the dust is beginning to settle, many Americans are wondering

what the new president will do to improve their children's education.

Throughout his campaign, Barack Obama has said he plans to take a fresh, objective look

at the age-old debate over education issues. “A truly historic commitment to education –

a real commitment will require new resources and new reforms,” Obama says. “It will

require a willingness to break free from the same debates that Washington has been

engaged in for decades – Democrat versus Republican; vouchers versus the status quo;

more money versus moreaccountability. And most of all, it will take a President who is

honest about the challenges we face – who doesn’t just tell everyone what they want to

hear, but what they need to hear.” Where does Obama stand specifically on the most

pressing education issues? Here’s our cheat sheet on education according to Obama:
Standardized Testing

Standardized testing is stuck in the crossfire in the debate over accountability, and

Obama has stepped up to take aim. He says that too often standardized tests fail to

provide valuable or timely feedback. Meanwhile, “creativity has been drained from

classrooms, as too many teachers are forced to teach to fill-in-the-bubble tests,” Obama

says. He doesn’t go so far as to say he’ll drop testing completely; it should be one of the

“tools that we use to make sure our children are learning. It just can’t dominate the

curriculum to an extent where we are pushing aside those things that will actually allow

children to improve and accurately assess the quality of the teaching that is taking place

in the classroom.” How does he plan to revamp testing? “I will provide funds for states to

implement a broader range of assessments that can evaluate higher-order skills, including

students’ abilities to use technology, conduct research, engage in scientific investigation,

solve problems, present and defend their ideas,” says Obama.

School Choice

Obama says his focus is on providing good schools for all kids, and that's why he

does not support vouchers that allow parents to usepublic school money for private

school. “We need to invest in our public schools and strengthen them, not drain their

fiscal support,” he says. “In the end, vouchers would reduce the options available to

children in need. I fear these children would truly be left behind in a private market

system.” Obama is more open to charter schools working within the public school

system, calling them “important innovators” which improve healthy competition among
public schools. However, Obama says there need to be strong accountability measures in


Obama's catch phrase for this topic is, “No Child Left Behind left the money

behind,” meaning that unfulfilled funding promises have limited the program's

effectiveness in improving public education. He says while the goals of No Child Left

Behind are right, the way they’ve been implemented is wrong: there needs to be better

assessment and a greater effort to ensure that every child has a successful teacher.

“Particularly at a time when our nation is facing a shortage in teachers due to retirement

and retention problems, it is important to ensure that we can attract, support, and retain

high-quality teachers,” he says. How does Obama propose we do this? By experimenting

with alternative preparation, mentoring and professional development programs, in

addition to providing fresh incentives for serving high-need schools. Specifically, he

plans to provide funding for 200 new Teacher Residency Programs, an idea he introduced

in the Senate last year. In these programs, individuals completing coursework for teacher

certification could serve as apprentices in the classrooms of veteran teachers, as long as

they pledged at least three years of service in the sponsoring district.

College Funding and Affordability

America lags behind many nations in the world when it comes tomaking college

affordable. How does Obama plan to get us caught up with the rest of the world? The

solution, he says, lies in his American Opportunity Tax Credit. “This universal and fully

refundable credit will ensure that the first $4,000 of a college education is completely
free for most Americans, and will cover two-thirds the cost of tuition at the average

public college or university,” he says. “And by making the tax credit fully refundable, my

credit will help low-income families that need it the most.” Obama says he also plans to

free up more money for aid by using public instead of privately funded loan providers.

Universal Preschool

The first step in closing the achievement gap is to make sure that children are

prepared when they start school, according to Obama. And that, he says, means providing

funding for voluntary, universal preschool programs. “Research shows that early

experiences shape whether a child's brain develops strong skills for future learning,

behavior and success. Without a strong base on which to build, children, particularly

disadvantaged children, will be behind long before they reach kindergarten,” he says,

adding that investing in early learning makes economic sense, as it can reduce the need

for costly services, such as special education.

Improvements to Science, Math and Technology Education

Obama says he wants to make math and science education a national priority, noting

that 80 percent of the fastest growing occupations are dependent upon a knowledge base

in science and math, yet studies show American students do not graduate with the skills

needed for these fields. Obama’s plan to align supply and demand is three-fold:
• Recruit High Quality Math and Science Teachers: “Obama will recruit math and

science degree graduates to the teaching profession and will support efforts to help

these teachers learn from professionals in the field,” his plan states online.

• Focus on Science Instruction: As part of his plan to double investment in early

education, Obama wants to research the development of science, math and

technology curriculum. He also wants to ensure that curriculum is accessible for all

grade levels. His campaign states, “Barack Obama will work with governors to create

flexible and workable systems for the states to achieve the goal of ensuring all

children have access to strong science curriculum at all grade levels. Obama will also

support state efforts to make science education a priority at the pre-K level.”

• Test Skills, Not Facts: The way students are tested in the areas of math and

science needs to be changed, Obama says, adding that he is committed to working

with governors and educators to test “inquiry and higher order thinking

skills including inference, logic, data analysis and interpretation, forming questions,

and communication.”

Merit Pay

One of Obama’s main crusades in the education arena is increasing teacher salaries.

“I don’t want to just talk about how great teachers are, I want to reward them for their

greatness when I’m President,” he says. And, despite the fact that many teachers unions

are opposed to it, he has suggested doing this through a type of pay for performance

system, or merit pay. Most merit pay systems reward teachers for their students’
performance on standardized tests. In Obama’s system, teachers would be rewarded if


• Serve districts as mentors to new teachers.

• Teach in underserved areas or take on added responsibility.

• Learn new skills to serve students better.

• Consistently excel in the classroom.

Obama has tallied the expenses for his education plan at a cool $18 billion.

Wondering where he’ll get the money? According to his campaign web site, he plans to

delay a NASA project for five years, auction surplus federal property, close tax loopholes

for executives, and use “a small portion of the savings associated with fighting the war in

Iraq,” among other sources.

This is all part and parcel of Obama’s “historic commitment” to education. The president-

elect will need to address many challenging issues, education chief among them, when he

steps into office next January. Whether Americans will see Obama's education platform

promises become realties, only time will tell.

Current Issues in Education Today

Throughout our nation, public education today is failing our children at every

level, from kindergarten to college. Test scores are lower than that of many other

industrialized countries. Violence erupts at a moments notice. Drugs are pervasive.

Children can't read or write when they graduate. Students are not motivated to learn.

They are not accountable for their actions. What went wrong? Our education

system used to be the best in the world!

The problem stems from 30+ years of liberal, iron-fisted rule over our education

system. During that time, many tried and true foundational principles and teaching

techniques used for over 200 years that made this country great have been erased. Our

educational system has been led down an unproven and harmful path of liberal

indoctrination from which it will take at least a generation to recover. There are many

problems this politically-correct agenda has caused, including feel-good classes where

children learn little or nothing; lowered standards of excellence; social promotions of

students from grade to grade even when they don't pass and can't read or write; lack of

student discipline; little or no respect for teachers; situational morality; no standard of

right and wrong; condoms given to children in schools; unmotivated students; etc.

The list of failed practices and resulting consequences goes on and on. This has

been one big experiment for the last 30 years, and the education establishment and the

National Education Association (NEA) has reaped what it has sown.

Children are the prize to the winners of the cultural war. Those who control what young

people are taught and what they experience will determine the future course for this

nation. The last few decades have clearly shown how the predominant value system of an

entire culture can be overhauled by those with unlimited access to children.

Abraham Lincoln said, "The philosophy of the school room in one generation will be the

philosophy of the government in the next." We see that today, and it will only get worse

until our education system is wrested from the liberal establishment so that we can get it

back on the right track for our children. The purpose of education is to prepare our

children to succeed in life, and we are failing miserably. Their future, and ultimately our

country's future, depends on how well and how quickly we remove our failing school

system from the incompetence of liberals who have taken a generation captive.

Current Issues in Education

A number of issues and controversies now face educators and communities.

Among them are discipline and security; race, ethnicity, and equality;
mainstreaming; and public versus private education.

Discipline and security

Expressions of violence have increased in the culture, and so has violence in the

schools. In the past, only urban or poor inner-city schools worried about serious violence.

With recent school shootings in small towns from Kentucky to Oregon, all U.S. schools
and districts, however small, must now directly address the increased incidence of school

violence. Teachers have found children as young as kindergarten coming to school


Schools have reacted decisively. To reduce the threat from strangers or

unauthorized persons, many have closed campuses. Others require all persons on campus

to wear identification at all times. When the students themselves come to school armed,

however, the schools have been forced to take more drastic measures. Many have

installed metal detectors or conduct random searches. Although some people question

whether the searches constitute illegal search and seizure, most parents, students,

administrators, and teachers feel that, given the risk involved, the infringement on civil

liberties is slight.

Educators recognize that metal detectors alone will not solve the problem. Society

must address the underlying issues that make children carry weapons. Many schools

include anger management and conflict resolution as part of the regular curriculum. They

also make counseling more available, and hold open forums to air differences and resolve


School uniforms constitute another strategy for reducing violence, and public

schools across the country—large and small—are beginning to require them. Many

violent outbursts relate to gangs. Gang members usually wear identifying clothing, such

as a particular color, style, or garment. By requiring uniforms and banning gang colors

and markers, administrators can prevent much of the violence in the schools. Advocates

point out, too, that uniforms reduce social class distinctions and cost less than buying

designer wardrobes or standard school clothes.

Race, ethnicity, and equality

The first major examination of race, ethnicity, and equality in education came as

part of the civil rights movement. Ordered by Congress, the Commissioner of Education

appointed sociologistJames Coleman to assess educational opportunities for people with

diverse backgrounds. His team amassed information from 4,000 schools, 60,000 teachers,

and about 570,000 students. The subsequent Coleman Report produced unexpected—

and controversial—results, unforeseen even by researchers. The report concluded that the

key predictors of student performance were social class, family background and

education, and family attitudes toward education. The Coleman Report pointed out that

children coming from poor, predominantly non-white communities began school with

serious deficits and many could not overcome them. According to the report, school

facilities, funding, and curriculum played only minimal roles.

Some studies supported the Coleman Report's findings, while others disputed

them. Studies by Rist and Rosenthal-Jacobson demonstrated that specific classroom

practices, such as teacher attention, did affect student performance. Sociologists reconcile

the opposite findings by pointing out that Coleman's large-scale study reveals broad

cultural patterns, while classroom studies are more sensitive to specific interactions.

Sociologists conclude, then, that all of the factors named by the divergent studies do play

a role in student success. No matter how different the study results, all researchers agree

that a measurable difference exists between the performance of affluent white students

and their poorer, non-white counterparts.

Even though researchers widely disputed the Coleman Report, the report did bring

about two major changes:

• First was the development of Head Start, a federal program for providing

academically focused preschool to low-income children. This program is

specifically designed to compensate for the disadvantages that low-income

students face. Head Start has proven successful, and most students who go

through the program as 4- or 5-year-olds continue to perform better than

students not enrolled in Head Start, at least through the sixth grade.

• The other consequence of the Coleman Report proved to be less successful

and far more controversial than the Head Start program. In an effort to

desegregate education, courts ordered some districts to institute busing—a

program of transporting students to schools outside their neighborhoods, that

they normally would not attend, in order to achieve racial balance. This

generally meant busing white students to inner-city schools and busing

minority students to suburban schools. Public opposition to busing programs

remains high, and the program has achieved only modest results.

Bilingual education, which means offering instruction in a language other than English,

constitutes another attempt to equalize education for minority students. Federally

mandated in 1968, bilingual education has generated considerable debate. Supporters

argue that students whose first language is not English deserve an equal educational

opportunity unavailable to them unless they can receive instruction in their first language.

Opponents counter that students not taught in English will lack the fluency needed to

function in daily life. Numerous studies support conclusions on both sides of the issue,

and, as funding becomes scarce, the debate will intensify.


Mainstreaming is the practice of placing physically, emotionally, or mentally

challenged students in a regular classroom instead of a special education classroom.

Educators continue to debate the merits and problems of mainstreaming. In general, the

practice seems to work best for students who can still keep pace with their peers in the

classroom, and less well for students with more severe challenges. Experts note that

exceptions do occur on both accounts and recommend careful consideration on a case-by-

case basis.

Public versus private

Most of the public-versus-private discussion centers on public education. One

cannot ignore the effect of private education and home schooling on American education,

however. Many parents who are dissatisfied with the quality of public education, who are

afraid of rising violence in the schools, or who want specific personal or religious values

integrated into the curriculum, turn to private and parochial schools. The majority of

private schools are religious, with the majority of those being Catholic.

Studies have found that private schools maintain higher expectations and that students in

these schools generally outperform their public school peers. These findings support the

Rist and Rosenthal-Jacobson studies.

Because of the success of private schools in educating at-risk students, more

parents are seeking ways to afford these institutions, which have been largely available

only to affluent white families who can pay the tuition costs. One proposed solution is

a voucher system. The government would issue parents credit worth a dollar amount to
take to the school of their choice, public or private. Advocates argue that this program

would make private schooling more available to poorer families and create more equal

opportunities. Critics charge that such a policy would drain public schools of needed

funding and further erode public schools. The vouchers would not cover the entire cost of

private school, and therefore still would not put private schooling within the reach of

poorer families. The program would result, opponents argue, in further segregation of

schooling. Other public school solutions include magnet schoolsthat provide a selective

academically demanding education and superior facilities for qualified students, charter

schools that offer flexible and innovative education independent of the traditional rules

and regulations governing public schools, and interdistrict and intradistrict

enrollments that permit any eligible student in one school district to apply for enrollment

in any district school or program.

Local Issues

Marginalization in education

By Butch Hernandez
Philippine Daily Inquirer
First Posted 22:25:00 03/18/2011

THE PHILIPPINES is a signatory to two international declarations: the Jomtien

World Declaration on Education For All in 1990 and the 2000 Dakar EFA.

These global commitments both stress that education is “a fundamental human right and

pushes the signatories to strengthen their efforts to improve education in order to ensure

the basic learning needs for all are met by 2015.”

Along with 154 countries and 150 organizations, we committed to “universalize

primary education and massively reduce illiteracy by the end of the decade.”

In 1999, it seemed that meeting at least some of the EFA targets, notably Universal

Primary Education for all, was a mere formality for the Philippines given where we were

and in the light of the education initiatives we were undertaking then.

Today, how close are we to meeting our EFA commitments?

In his presentation of the 2010 Education for All Global Monitoring Report held

last March 16, Dr. Anwar Al Said, head of the Education Unit of Unesco Jakarta, found it

unfortunate that the Philippines “provides a particularly striking example of


“There is now a real danger that, without decisive political leadership, the Philippines

will miss the UPE goal by 2015,” he said during the Round Table discussion on the 2010
EFA GMR jointly organized by the Department of Education, the Asian Institute of

Journalism and Communications and Unesco Jakarta.

What does this really mean?

Very simply, it is in a country’s best interest to have a high quality education

system. That’s actually what the Jomtien and Dakar World Declarations on EFA are all


The 2010 EFA GMR, entitled “Reaching The Marginalized,” points out that

“most governments are systematically failing to address the extreme and persistent

education disadvantages that leave large sections of their populations marginalized.”

Said found it laudable that the Philippines has begun serious efforts to implement two key

education reform initiatives, namely the K+12 Basic Education Cycle and Mother

Tongue Based Multilingual Education.

The present 10-year cycle actually marginalizes our graduates from the rest of the

world. Shifting to a 12-year cycle is the logical first step toward remedying this situation.

The 2010 EFA GMR however points out that “achieving EFA hinges not just on

delivering more years in school, but also on ensuring that children acquire the necessary

skills to shape their future life-chances.”

This is where Mother Tongue Based Multilingual Education comes into play.

There is overwhelming global evidence that strengthening a child’s oral competency in

the language that he speaks at home during the early years of schooling is the best way

toward acquiring true reading competency (i.e., reading with full comprehension) in a

language of wider usage, such as English.

In the same forum, Dr. Mario Taguiwalo commented that “our families,

communities and schools where our many mother tongues are spoken are the true

nurseries of the educated Filipino. In these mother tongue communities, foundational

learning is being acquired without much attention and support from education

professionals and other educated Filipinos. It is important that disciplinary learning in the

mother tongue be improved so that habits, emotions, feelings, images narratives and

frames acquired by Filipinos in their mother tongues provide them with strong

foundations for future learning in other languages. Cultural and literary output,

journalistic and media coverage, and scientific knowledge and information all in mother

tongues are important to support mother tongue education.”

Taguiwalo likewise strongly urged: “We should begin by conceiving our nation’s

education enterprise as something beyond our schools and universities to include our

families, communities, media, churches, arts and culture and workplaces. The leadership

of the education secretary in matters concerning the formation and enhancement of

Filipino human capacities should reach beyond our schools to include all institutions and

enterprises that provide knowledge, influence attitudes and create skills.”

“It is critical that the Department of Education educate parents to focus on

competencies rather than credentials. Most parents do not understand what is the

difference between someone with a high school diploma and someone with the

competencies expected of a high school graduate. Efforts must be exerted to demonstrate

to Filipino parents the social and economic value of competencies actually acquired
independent of the credentials that are supposed to signal for the presence of those


Dr. Cielito Habito, on the other hand, identified two critical characteristics of

Philippine education that prevent it from being truly inclusive: our education system is

focused on employment rather than job creation and on knowledge and information,

rather than wisdom. Habito explained that our schools tend to prepare students to work

for others, rather than to create work for others, to earn incomes, rather than create

wealth. He noted that Filipino students commonly dream of working for a multinational

company or overseas.

Said meanwhile feels that we really don’t have to spend too much time discussing

the whys and wherefores of our reform goals because research evidence that attest to their

correctness already exist. “Just go ahead resolutely, and the rest of society will follow” he

ReImagining Philippine Education

By Ching Jorge

Philippine Daily Inquirer

First Posted 22:51:00 03/04/2011

THE RECENTLY concluded “ReImagine—Pilipinas Bukas” forum brought

together artists, entrepreneurs, business leaders, politicians and youth leaders in a three-

day event that was an exercise in re-imagining the Philippines 25 years from now.

It was also an opportunity to look back and see the strengths and weaknesses of our

nation given the 25th anniversary of the Edsa People Power Revolution. How far have we

gone and where do we want to go? What is our vision for our country and how do we

achieve that vision? How do we take part in making that vision a reality?

Again, the answer lies in each and every one of us and the way by which we can

empower our communities—and our society in its entirety—to actively take part in

creating and bringing to life a ReImagined Philippines.

When the participants were asked to identify three issues that the country needed to focus

on, the majority answer of course was quality education that was accessible and

affordable for all Filipinos.

One common solution envisioned by the participants is for individuals to get

involved in more programs that aim to fully engage the community and the local

governments. Specifically this establishes mechanisms that would enable the community

to actively and consistently participate in crafting policies and making recommendations

to raise the standards for quality education. In effect, the vision of the participants is the

building of education communities.

This scenario made itself very evident during Synergeia Foundation’s

National Educators Summit where government leaders from different LGUs nationwide

gathered to share best practices and challenges in improving education in their respective


Of particular interest was the case of Upi, Maguindanao, which shared strategies

in reinventing their Local School Board. To start the process of generating sustained

community support, the local government convened an education summit where

concerned members of the community and education stakeholders discussed and aired

their views on Upi’s schools, teachers and the education system as a whole. To no one’s

surprise, the perceived stumbling blocks that the Upi community needed to hurdle toward

quality education included inadequate education funds, a lack of instructional materials,

poor academicperformance and low participation in education governance. The next step

was to transform Upi’s school board’s character from a static, administrative entity into a

progressive, empowered school board.

The participants said that they drew a lot of inspiration from Naga City’s

transformation of their own school board, under former Mayor and now Local

Government Secretary Jesse Robredo. A key feature of the Naga school board’s

transformation involved the inclusion of community representatives from the women’s

sector, religious sector, business sector, private schools and their people’s council. From

the traditional role of budgeting and performing administrative functions, the transformed
school board expanded to capacity building, performance measurement, resource

mobilization and policymaking. They also made sure to include a home tutoring program

for parents. This is truly an example of an empowered community working together to

improve their schools.

By getting the LGUs together to share best practices in education through

Synergeia Foundation, excellent programs are now being implemented from one city to


The Association of Foundations’ Leadership for Nation Building, also a three-day

workshop, comes at a critical time when individuals and organizations are looking within

themselves for citizenship renewal. The role of an empowered civil society, as manifested

by a vigorous NGO community, is a vital component to push reforms and make the voice

of the people heard.

I cannot emphasize enough the importance of enabling our leaders through

programs such as ReImagine Pilipinas and Leadership for Nation Building.

Programs like these underscore the supreme necessity of discussions to articulate and

clarify and redefine social goals and objectives. Moreover, activities like ReImagine

Pilipinas also serve to rekindle and renew the passion and commitment toward a

heightened sense of citizenship.

We now have to bring back this passion and the reforms closer to the people along with a

vision and defined goals and enable all members of society to contribute to making this

vision a reality.
As we celebrate the 25th anniversary of the Edsa People Power Revolution, where

democracy was restored to the people by the people, we must remember that that same

power remains within each and every one of us. That collectively, with the same vision

and the same goals, we will be able to gain back the rights of every Filipino: the right to

quality education, the right to due justice and the full benefit of the law, the right to a

society free from corruption and political oppression. When we focus our efforts on

building better communities and when we empower our citizens with knowledge that is

gained from quality education, we provide opportunities and open doors to progress.

Through quality education we can rise again.

Six ways to capitalize on your own learning style


March 24, 2011, 8:45am

MANILA, Philippines -- Researchers have developed reliable assessment tools to

identify and characterize learning styles. Educational literature is burgeoning with a

growing body of research documenting the extraordinary effectiveness of this approach

in helping engineers, teachers, medical and law students, and nurses improve their

success with complex cognitive tasks.

This proves that understanding one’s own learning style is critical to personal

growth and achievement.

1) Recognize that each person is uniquely different, has different strengths, and learns

different. Research suggests that you are most effective when you use your strengths.

However, without taking stock of our own learning style, many of us try to produce

through our weaknesses. This leads to less productivity at work and wasted time at home.

2) Identify your own learning style. While some differences among people are readily

apparent, others are not. Therefore, it is important to use a reliable and valid standardized


3) Once you know your style, use it to teach yourself anything that seems difficult or

challenging. This may be any complex task that requires concentration like outwitting the

government or writing notes to your child’s teacher. When there is greater harmony

between how you learn and you work, things will seem easier and move more rapidly.

4) Determine whether you are a step-by-step analytic processor or global learner who

needs to see the big picture before you can concentrate on details. Each of these learners

is equally intelligent, but functions differently.

Global learners often hum, speak, or sing to themselves to provide the sound they crave

while thinking. They tend to become hyperactive or tense in brightly-lit rooms. They

can’t sit at desks or tables for more than 15 or 20 minutes without sprawling, squirming

or moving. They snack, whisper, crouch, and lose interest in whatever they are exposed

to when taught analytically.

Conversely, analytics think best in a formal, quiet, brightly lit area with minimum food or

snacks. 5) Arrange or re-arrange your environment to take advantage of your own

learning style strengths. For example, if you like to hum while working, find a quiet place
where you won’t be bothering anyone else. If you need space, don’t work at the desk

where you keep your computer. If you need to take breaks, structure your time to allow

them but make sure you return to the task after a set interval.

6) Forget about the age-old wisdom, “What you don’t know won’t hurt you.” What you

don’t know about your own learning-style strengths can hurt you. Although people can be

productive in the wrong style (for them), they are significantly more so when they work

with their learning style.

In our competitive world in which we are all being asked to do more with less time and

fewer resources, it only makes sense to find ways to work more efficiently and to take

advantage of our innate styles of learning.


439 33-C Camp Grezar St. Brgy. Bagbag

Novaliches, Quezon City

Job Objective: To be a student teacher in a competitive school wherein I could apply

my skills and knowledge, grow as an individual, and help my students in the best way I



● Computer Literate

● Effective Interpersonal Skills

● Good Communication Skills



Bachelor in Business Teacher Education


Sinforosa St. Brgy. San Bartolome, Novaliches Quezon City



Quirino Highway Brgy. Talipapa, Novaliches Quezon City

Seminars Attended:
Jobstreet Career Congress-2010
SMX – Mall of Asia

Enhancing Teaching Skills toward Professionalism

Polytechnic University of the Philippines- Quezon City

Empowering the Youth Toward Sustainable Environment

Polytechnic University of the Philippines- Quezon City

Personal Background
Birthday: October 4, 1990
Religion: Roman Catholic
Mother: Luzviminda Calesterio
Father: Reynaldo Calesterio
A .Photos



I. Gardenia/ Doña Aurora

I- Petunia/ Everlasting
I- Heavenly Blue/ Dahlia
I- Rose/ Frangipani
B. Block Plan, Unit Test, Examination Test

Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2 Day 3 Day 4 Day 5
1. Make an inventory 4. Let the students 8. Make the students 1. Lead the students 1. Show pictures
of one’s discuss a good analyze the into detailing and make them
entrepreneurial caregiver. consumers’ needs their experience analyze the
characteristics 5. Make students and wants in caring for characteristics of
(PECS) compare with an 9. Let the students infants. a new born.
2. Lead the students ideal caregiver. name some services 2. Let the students’ Physical:
into a discussion 6. Ask students of the that sustain the role play their Head skin
on one’s PECS ff: needs and wants of understanding lay height/weight
3. Justify the a. Why do you target market out the duties of Eyes ears
assessment of think these 10. Make the students nannies. Navel Abdomen
themselves. Let characteristic do the SWOT 3. Make students 2. Guide the
them evaluate their are important/ analysis regarding tell stories about students in
characteristics. essential? infant care successful analyzing the
7. Do you think you nannies. care needed by
have these the newborn.
a. Support your
Day 6 Day 7 Day 8 Day 9 Day 10
3. Present and discuss 6. Let the students 1. Present lesson on 1. Prepare the chart 1. Present and
the contents of birth distinguished facts and the development of on the stages of discuss the
registration form fallacies of infant care? a baby. motor correct way of
4. Let the students fill 7. Make the students 2. Let the students development of handling the
up birth registration realize the effects of watch a video the child baby.
form fallacies to the health “Baby and You” 2. Let the students 2. Make the
5. Make students and safety of the 3. Make the students compare the students realize
assess their forms newborn assess the development and how handling the
using Criteria: significant changes progress of the baby provides
-Clean in: child in each sense of security
-Accurate -height/weigh stage. and comfort to
-Legible -motor ability 3. Make the the baby.
-Complete -emotions/moods students realize 3. Let the students
4. Guide students in the need for handle the baby
pointing out the skilful and correctly.
development, competent 4. Guide students in
achievement and nannies in caring handling the baby
progress of a child. for a child
undergoing the
stages of motor
Day 11 Day 12 Day 13 Day 14 Day 15
1. Show pictures and 1. Ask students how 1. Present and discuss 1. Ask students how 1. Present and
make students many among them the health care for they put babies to discuss the
analyze the prepare baby’s babies. good sleep and correct way of
different infant formula. 2. Conduct group rest. bathing the baby.
needs: 2. Let students activities in taking 2. Make students 2. Guide students in
-nutrition narrates their the vital signs: share their bathing the baby.
-clothing procedure in -taking body temp. experiences in 3. Let the students
-heath care preparing the -taking pulse rate putting the baby evaluate their
-sleep and rest baby’s formula. -taking the respiration to sleep and rest. activity with the
-play and exercise 3. Guide students in rates 3. Make the aid of Rubrics.
-sunshine preparing baby’s -taking blood pressure students analyze
2. Guide students in formula correctly. 3. Guide students in the importance of
analyzing how infant 4. Make students taking the vital signs a good bath in
needs will be met. understand the need of infants. putting the baby
to clean and into a sound sleep
sanitize tools and and rest.
bottles before
preparing the

Day 16 Day 17 Day 18 Day 19 Day 20

1. Begin with an 4. Assess the personal 1. Have the students 4. Let the students Characteristics of a
entry question (Do qualities of the gather data cut clippings of New Born
you love taking students. Let them (statistics) of the applicants for 1. Present lesson
care of babies? analyze their monetary or local and abroad- on the ff topics:
And have you strengths and financial gain of works needs for a. Process of
experienced taking weakness as a persons under the caregivers of conception
care of babies?) person. profession nanny. infants and its -Show
2. Introduce essential 5. Ask students to list 2. Let the students prospective picture/video of the
questions: down their basic present the research financial income. different stages of
a. Do you think you knowledge are and analyze the 5. Present child development
can manage taking already enough for market opportunity successful stories b. Importance
care of infants? them to be effective of this type of job. of this nanny that of regular check up
b. Do you possess caregiver for 3. Let the students becomes before and after
the qualities or infants. prepare matrix of successful in the child delivery
skills to be an 6. Have the students different aspects of field. (show video on
effective nanny? discuss the social, physical child delivery)
3. Have students different ways of financial reward for
answer the improving oneself this job
checklist of the to be an effective
qualities of good caregiver.
Day 21 Day 22 Day 23 Day 24 Day 25
C. Characteristics of D. Taking care of a 4. Conduct a group 1. Practical test Summative Test:
a New born newborn review on the (transfer) 1. Provide
1. Physical 1. bath the baby procedure taught A. Ask the summative test
characteristics 2. prepare baby formula and demonstrated students to be for Lesson 7
2. emotional/ social 3. Clean baby’s bottle by the teacher ready for the using the 6
3. stages of and sanitized baby’s 5. Give formative practical test facets of
development of a new things. assessment to of the skills learning
born baby 1. Teacher check the presented on (Graded oral
2. Group Discussion demonstrate the ff. understanding of Day 7. recitation) and
on the Skills to the students the students like B. Review the paper and pen
characteristics of a 2. Let students (quiz, essay, standard assessment
newborn participate during the symbols) rubrics
3. Prepare matrix demonstration so 6. Present the C. Actual
(talk) for different active interaction can standard rubrics for performance
aspects of be achieved. the different skills of the skills
development 3. Return 7. Let the students (group,
4. Presentation of demonstration of the practice performing individual)
group work different skills taught the skills for D. Assessment
to the students tomorrow’s of
practical test. performance
using the

Day 26 Day 27 Day 28 Day 29 Day 30

1. Practical test part Facts and Fallacies 4. With the same 6. Through video, 1. Group the class
2 about Child Care group, have the preset different into two.
2. For these students 1. Group students. Let students research ways on how Debate
who were not able them list down the on facts that may different culture (Compare/Cont
to master the skills myths observed and contradict these raised their rast) on:
can be given practiced at home fallacies or myths children. Facts and Fallacies
another trial this with regards to 5. Present again their 7. Analyze its in taking care of
day until such time taking care of the group work and let relevance on how children which is
that they achieve baby. the students assess each individual which:
outstanding 2. Presentation of which among the was raised by -Teacher will guide
performance on group work. two is reliable to their parents. students in coming
these skills. 3. Assess the common use as guide in 8. Integration of up with coming
myths for each taking care of value conclusions to be
group. Ask students infants. stated by the
to comment on students.
each myth if it’s
true or not
according on their
Block Plan: Toddler Care

Day 1 Day 2 Day 3 Day 4

1. Let the students 1. Let the students 1. Show 1. Presentation
demonstrates discuss their diagrams/pictures of and
understanding of strengths and a toddler and let the discussion
PECs underlying weaknesses as a students interpret of toddler
the process of person the illustrations care.
toddler care 2. Essay. according to: 2. Let the
services. Ask the students: a. Physical students
2. Discussion of the a. What do you think characteristics realize the
student’s individual are your essential 2. Discussion of the importance
PECs or career characteristics to be term “toddler” and of toddler
pathways on which a potential nanny, differences between care.
they can use with baby sitter and toddler and infant 3. Ask students
the knowledge of nurse aide according to: the
toddler care Justify their answers. a. Definition importance
services. 3. Let the students b. Age for the needs
3. Evaluation of their analyze some c. Physical of services
assessments. services that sustain characteristics of a nanny,
Criteria: the needs of the 3. Activity. baby sitter
• Clarity target market. Let the students list and nurse
• Comprehen down the significant aide.
siveness changes of toddler by: 4. Evaluation.
Height and weight Preparation of
Ability and habits quiz to be
Emotions/ moods answered by the
Day 5 Day 6 Day 7 Day 8
1. Presentation of 1. Group Activity. 1. Homework. 1. Evaluation.
illustrations of a Conduct a group Have the students Preparation of quiz to be
nanny, baby activity showing the gather data of the answered by the students.
sitter and nurse duties and financial gain of 2. Essay.
aide. responsibilities of a persons under the 3 Write an essay with the
2. Activity. good: profession. question of “What do you
Let the students a. Nanny 2. Let the students think is your best quality
write the good b. Baby Sitter present their that makes you a
qualities they think c. Nurse Aide research and potential nanny, baby
of a potential nanny, 2. Evaluation of their analyze the market sitter and nurse aide in
baby sitter and nurse activity opportunity of the future?”
aide. Criteria: these types of jobs
3. Guide the • Appropriat or the possible
students in the eness careers of toddler
discussion of • Effectivene care.
duties and ss 3. Identify if the
responsibilities students have the
and good capabilities of a
requirements of potential nanny,
a nanny, baby baby sitter or nurse
sitter and nurse aide by listing
aide down their good
qualities and how it
is essential for their
possible career.
4. Make the students
realize the need for
skillful nanny, baby
sitter and nurse
aide in caring a
Day 9 Day 10 Day 11 Day 12 Day 13
1. Show pictures and 1. Discussion of 1. Discussion of 1. Discussion of 1. Discussion of
let the students nutrition and its bathing and clothing and its rest and sleep
analyze the different importance. elimination and importance. and its
toddler needs: 2. Guide the its importance. 2. Let the students show importance.
• Nutrition students in 2. Show pictures of their clippings of 2. Guide the
• Bathing/ discussing good the needed pictures and identify students in
Elimination food habits and materials in the following clothes. putting a
• Clothing foods needs by bathing and 3. Guide the students in toddler to good
• Rest and toddlers. elimination. methods of clothing sleep and rest.
Sleep 3. Group Activity. 3. Guide the toddlers. 3. Make students
• Play and Let the students students to the 4. Make the student share their
Exercise prepare a meal for proper guidelines realize the experiences in
2. Discussion of the toddlers. of bathing a importance of good putting a baby
toddler needs and toddler and clothing habits. to sleep and
how it will be met in proper methods 5. Evaluation. rest.
the future. of training a Preparation of 4. Make the
3. Let the students toddler in quiz to be students realize
analyze the possible eliminating. answered by the the importance
market opportunity 4. Group Activity. students. of a well-
for the following Let the students do established
toddler needs. role playing on the sleep and rest
proper methods of in a toddler.
toddler’s bathing and 5. Homework.
elimination. Let the students
5. Homework. bring materials in
Students must gathers toy making.
clippings of pictures
used by toddlers.
Day 14 Day 15 Day 16 Day 17 Day 18
1. Discussion of play 1. Conduct anoral 1. Let the students 1. Let the students share 1. Presentation of
and exercises and its examinations on enumerate the their experiences with the students’
importance. And the the topics different jobs/ toddlers. research.
classification of discussed. careers they 2. Essay. 2. Let the
toys. 2. Activity. gathered and Write an essay with the student’s share
2. Make the students Ask the students to make the students question of: their ideas/
realize the value of create a one day analyze their a. Do you love taking feelings while
play and exercise. schedule of activities good potentials care of a toddler? they are
3. Evaluation. of a toddler on having that Prove. hearing the
Preparation of quiz to be assumed that they career. b. Do you possess the stories of their
answered by the are working as a 2. Group Activity. good qualities of an research.
students. nanny, baby sitter Students must effective nanny, baby 3. Make the
4. Activity. and nurse aide. conduct a role sitter or nurse aide? students
Let the students create 3. Homework. playing regarding Justify your answer. analyze the
their own version of toys Gather data/ these jobs. 3. Homework. opportunities
that are appropriate for research of possible Criteria: Let the students interview for this kind of
toddlers. careers/ jobs for the • Effectiveness a nanny, baby sitter and job.
different toddler • Appropriaten nursing aide and how
needs. ess these jobs change their
way of life.
Day 19 Day 20
1. Conduct a unit test. 1. Conduct a class
2. Provide an oral

Block Plan: Pre-School Care

Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
1. Let the students 4. Let the students 1. Show diagrams 4. Discuss the 1. Presentation
demonstrates discuss their or pictures of pre- significant changes of and
understanding of strengths and schoolers and let the pre-schoolers by: discussion f
PEC’s weaknesses as a the students a. Height and weight pre-school
underlying the person. interpret the b. Ability and habits care.
process of pre- 5. Essay. illustrations c. Emotions and 2. Let the
school care Ask the students to according to moods students
services. write an essay with physical 4. Activity realize the
2. Discussion of the the question: characteristics. Students must importance of
students “What is your most 2. Discussion of illustrate/draw the pre-school
individual PEC memorable the term “pre- changes of a pre- care.
or career experience during schoolers” and schoolers by the his/her 3. Ask the
pathways on your pre-school differences to previous stages (infant students what
which they can years?” the infant and and toddler). are the
use with the 6. Let the students toddlers services
knowledge of analyze some according to: needed on
pre-school care services that a. Definition raising pre-
services sustain the b. Age schoolers.
3. Evaluation of needs of the c. Physical 4. Evaluation
their target market. characteristics Preparation of
assessments. 7. Homework 3. Homework quiz to be
Criteria: Bring cut out Bring art materials. answered by the
-Clarity pictures of pre- -short bond papers students.
-Comprehensiveness schoolers to be -pencils and ball
passed on the next pen
day. -colouring materials
Day 6 Day 7 Day 8 Day 9 Day 10
1. Presentation of 1. Group Activity 4. Show pictures 4. Group 1 will 5. Evaluation
illustrations of a Conduct a role and let the discuss their report Prepare a quiz
nanny, baby sitter, playing showing students analyze about nutrition and to be answered
nurse aide and pre- the duties and the different health by the students
school teachers. responsibilities of a pre-school 5. Guide the students 6. Homework
2. Guide the students good pre-school needs in discussing good Bring materials
in the discussion of teachers or good -nutrition/health food habits and for the next
duties and parents/guardians. -bathing and food needs by the group work
responsibilities of 2. Evaluation of elimination pre-schoolers. regarding
a good nanny, their activity. -clothing 6. Group Activity bathing and
baby sitter, nurse Criteria: -rest and sleep Let the students prepare elimination
aide an pre-school -appropriateness -play and exercise a one day meal for pre-
teachers or tutors. -effectiveness -education and schoolers:
3. Activity. 3. Homework discipline Breakfast, snacks,
Let the students an Let the students 5. Discussion of lunch and dinner
essay regarding their gather data of the the toddler
experiences with their financial gain needs and how
parents/guarding on of pre-school it will be met in
their pre-school years. teachers/tutors. the future.
6. Group the
students in 6
groups and let
them discuss
their respective
Day 11 Day 12 Day 13 Day 14 Day 15
1. Group 2 will 1. Group 3 will 1. Group 4 will 1. Evaluation 1. Group 5
discuss their report discuss their discuss their Preparation of quiz to will discuss
about bathing and report about report about rest be answered by the their report
elimination clothing. and sleep students about play
2. Guide the students 2. Guide the 2. Guide the 2. Homework and
to the proper students in students in Compile in a short exercises
methods of bathing giving putting a bond paper different 2. Guide the
and toilet training suggestions and toddler into kinds of toys suited for students in
of pre-school. guidelines in good sleep. pre-schooler to be giving
3. Group activity choosing right 3. Activity submitted on the next suggestions
Let the students kind of clothing Write an anecdote day or guidelines
prepare a skill of pre-school or essay regarding in
regarding the proper boys and girls their experiences in introducing
methods of according to the putting them in child friendly
preschool’s bathing weather. sleep during their games for
and elimination 3. Activity pre-school years. pre-schooler
4. Homework Draw different 3. Activity
Bring art materials kinds of clothing of Draw an
pre-school boys and educational
girls. games for pre-
schoolers and
explain why.
Day 16 Day 17 Day 18 Day 19 Day 20
1. Group 6 will 1. Activity 1. Conduct a unit 1. Students must work 1. Conduct an
discuss their Ask the students to test on their activity oral
report about create a 7 day 2. Homework regarding different examination
education and schedule of activities Bring art materials kinds of for the
discipline of a pre-schoolers for activity making educational board students.
2. Guide the assuming that they games 2. Homework
students in are working as a Research about
preparing pre- nanny or raising a the difference
schoolers for pre-schoolers as their between
school guardian handicapped
3. Group activity 2. Homework and gifted
Let the students do a Be prepared for a unit children. Write
skit regarding the test in a 1 whole
right values of sheet of paper
raising a pre-
4. Homework
Bring short bond

Day 21 Day 22 Day 23 Day 24 Day 25

1. Discuss about 1. Discuss mental 1. Present the group 1. Activity 1. Evaluation
helping deficiency researches Ask the students to Preparation of
handicapped 2. Discuss 2. Homework draw a scene regarding quiz to be
children children of low Bring art their experiences on answered by the
2. Discuss the vitality materials helping a handicapped students
different cases of 3. Homework child or a scene on how 2. Homework
handicapped By group, interview they can help a Research about
children one handicapped handicapped child gifted child
3. Discuss the children they know 2. Homework
causes of and ask their life or Be prepared for a quiz
crippling how they are living
4. Activity and they should be
Write an essay able to present their
regarding the work on the next
appropriate day
approaches in
helping handicapped
Day 26 Day 27 Day 28 Day 29 Day 30
1. Discuss about 1. Discuss school 1. Students must 1. Activity 1. Conduct a
developing a policies for the present their Write an essay unit test.
gifted child welfare of the research about the regarding the question:
2. Discuss the gifted child. popular gifted “if you will be given a
classification of 2. Group activity child chance to take care a
the gifted child Assuming that they 2. Evaluation gifted child, in what
and adjustments will be Preparation of a quiz way will you help them
of problems of administering a to be answered by the develop their full
gifted child school for gifted students potential or their gift?”
3. Activity children, enumerate 2. Be prepared for a
Write an essay different policies quiz
regarding the regarding the
appropriate method welfare of a gifted
in developing a children
gifted child 3. Homework
Research clippings
about the popular
gifted children
locally or
Lagro High School
Unit Test in Technology and Livelihood Education
Health Care and Support Services I

Name: __________________________________ Date: ______________________

Year and Section: ________________________ Teacher: Mrs. M.C. Esguerra

Directions: Write the correct answer by selecting the needed word or words on the box

preschoolers language fears skills toddlers

imaginary friends wash and dry face rules 37 inches 33 inches
35-37 lbs 41.8 lbs patience responsible multi task
early childhood education nutrition health malnutrition bathing
elimination dressing weather 11-13 hours well-ventilated room
7-9 hours play and exercise social development truthfulness deafness
practice or repetition blame and punishments low physical vitality mental retardation
specifically talented intellectually gifted creativeness blindness jealousy
decorated room careless emotions reality

_________ 1. 3-5 year’s old children are often called

_________ 2. They can easily express their needs because they have greater command of
_________ 3. These are often developed during preschool years.
_________ 4. Because of their developing imaginations, they may also talk about
_________ 5. At the age of 4, preschoolers can
_________ 6. At the age of 5, preschoolers likes to follow the
_________ 7. At the age of 4, the average height of girls is
_________ 8. At the age of 5, the average weight of boys is
_________ 9. Being a nanny, taking care of children requires a lot of
_________ 10. At the time, a baby sitter needs to be
_________ 11. Nurse aide should be able to
_________ 12. Preschool teacher should have specialized training in
_________ 13. It is the provision to cells and organisms of the materials necessary to
support life.
_________ 14. It is the condition that results from taking an unbalanced diet in which
nutrients are lacking, in excess or in wrong proportion.
_________ 15. It is the total wellness of a person. It is the general condition of a person
in all aspects.
_________ 16. It is the washing or cleansing of the body in a fluid, usually on water.
_________ 17. An act; process of discharging or excreting waste products from the body.
_________ 18. It is a slow process for a child, allowing plenty of time in selecting
_________ 19. In selecting clothes, parents should first consider the
_________ 20. Preschoolers needs, how many hours of sleep?
_________ 21. It helps preschoolers to sleep better.
_________ 22. These are also synonymous in early childhood, and they help to build up
physical, mental and moral health of the child.
_________ 23. An example of these are toy village, dishes, sand box and fish pond
games that aims to acquire, what?
_________ 24. It is a trait that has to be learned and cultivated, never inherited.
_________ 25. It makes the act in perfection, eventually, making it almost automatic in
most cases
_________ 26. It is necessary to teach the child the right from wrong and to make him
assume responsibility for the consequences of his own acts.
_________ 27. A case of a handicapped children in which there is deficiency in acquires
sounds and hearing.
_________ 28. It is due to a number of causes like malnutrition, tuberculosis, heart
disease and chronic fatigue conditions.
_________ 29. A classification of gifted children in which those whose superiority is
marked and outstanding in are special field.
_________ 30. A classification of gifted children in which those whose superiority
covers a wider range of intellectual activities.

“Honesty is the first chapter of the book of wisdom”

God bless ☺
Lagro High School
3rd Periodical Test
Health Care and Support Services

Name: _____________________________________ Date: _________________

Year and Section:____________________________ Score: ________________

I. True or False. Write T if the statement is true and F if the statement is false.
________1. One essential characteristic that a nurse aide should possess is the ability
to multi-task.
________2. A nanny should protect the well-being of a child.
________3. A baby sitter should have an over-all weak health.
________4. Toddler is a term comes from a way that children walks which is at first
unsteady and more like a toddle than actual walking.
________5. By 12 months, the toddlers’ arms and legs were now long and hard.
________6. The average weight of a girl during 15 months is 24.5 pounds.
________7. During the 24th months of a toddler, the jaw lines are better defined.
________8. Toddler should acquire toilet-training.
________9 Toddlers experience emotions such as jealousy, affection, pride and
________10. By these years, toddler still needs their parents/guardians to control
their body functions.
________11. Temper tantrums are common on toddlers.
________12. A nurse aide is a person whose primary and sometimes only functions is
limited to caring for the children.
________13. One good quality of a baby sitter is being immature.
________14. A baby sitter should do the simple laundry of a toddler.
________15. Nurse aide should have the knowledge to take vital signs.
II. Identification. Write the needed word or words for the following statements.
(2pts each)
_________1. A source of materials to nourish the body.
_________2. A condition that’s result of someone not receiving enough nutrients.
_________3. A body part of a toddler that should be brushed at least twice a day.
_________4. Bedwetting beyond these years is called ______.
_________5. It refers to any coverings from human body.
_________6. In a toddlers clothing, it should be simple and easy to manipulate.
_________7. Primary activity of a brain during early development.
_________8. It is important to growth development and health as nutrition and
playful activity.
_________9. It is an important and serious matter in a child’s life.
_________10. These are ride on toys that he/she can push or pull.

III. Enumeration.
1-3 Duties and responsibilities of a nurse aide
4-7 How to take care a toddler
8-10 The 3 basic food groups
11-15 Five toddler needs

“Honesty is the first chapter of the book of wisdom”

God bless ☺

Prepared by:
Ma’am Leyda

12/06/2010 6:00 12:35 6 hrs. 35 mins.
12/07/2010 6:00 12:30 6 hrs. 30 mins.
12/08/2010 5:55 1:00 7 hrs. 5 mins.
12/09/2010 5:55 12:30 7 hrs. 35 mins.
12/10/2010 6:15 12:30 6 hrs. 15 mins
12/13/2010 6:00 12:45 6 hrs. 50 mins.
12/14/2010 6:00 12:30 6 hrs. 30 mins.
12/15/2010 6:00 12:30 6 hrs. 30 mins.
12/16/2010 6:15 12:10 5 hrs. 55 mins.
TOTAL 60 hrs. 15 mins.
01/03/2011 5:30 1:00 7 hrs. 30 mins
01/04/2011 5:30 1:00 7 hrs. 30 mins.
01/05/2011 6:00 1:00 7 hrs.
01/06/2011 6:00 1:00 7 hrs.
01/07/2011 5:30 1:00 7 hrs. 30 mins.
01/10/2011 5:45 1:00 7 hrs. 15 mins.
01/11/2011 6:00 1:00 7
01/12/2011 6:00 1:00 7
01/13/2011 6:00 1:00 7
01/14/2011 6:30 1:00 6 hrs. 30 mins
01/17/2011 6:00 1:00 7
01/18/2011 5:50 12:15 6 hrs. 25 mins.
01/19/2011 5:30 12:00 6 hrs. 30 mins.
01/20/2011 6:00 12:20 6 hrs.
01/21/2011 6:00 2:00 8 hrs.
01/24/2011 6:00 1:00 7 hrs.
01/25/2011 5:45 1:00 7 hrs. 15 mins.
01/27/2011 5:45 1:00 7 hrs. 15 mins.
01/28/2011 5:45 1:00 7 hrs. 15 mins.
01/31/2011 6:00 2:30 8 hrs. 30 mins.
TOTAL 142 hrs. 41 mins.
02/01/2011 6:00 1:30 7 hrs. 30 mins.
02/02/2011 5:45 12:30 6 hrs. 45 mins.
02/03/2011 5:50 1:00 7 hrs. 10 mins.
02/04/2011 6:00 1:00 7 hrs.
02/07/2011 5:50 1:00 7 hrs. 10 mins
02/08/2011 5:45 2:30 9 hrs. 45 mins.
02/09/2011 5:45 12:30 6 hrs. 45 mins.
02/10/2011 5:57 2:0 8 hrs. 3 mins.
02/11/2011 6:00 1:30 7 hrs. 30 mins
02/14/2011 6:00 12:00 6
02/15/2011 6:00 12:30 6 hrs. 30 mins.
02/16/2011 6:15 4:00 10 hrs. 45 mins.
02/17/2011 6:00 3:30 10 hrs. 30 mins.
02/18/2011 6:25 12:00 5 hrs. 35 mins.
02/21/2011 5:50 12:15 6 hrs. 25 mins.
02/22/2011 6:00 4:30 11 hrs. 35 mins.
02/23/2011 5:55 4:30 11 hrs. 35 mins.
02/24/2011 6:15 1:00 6 hrs. 45 mins.
TOTAL 143 hrs. 3mins.
03/01/2011 6:10 1:00 6 hrs. 50 mins
03/022011 6:00 1:00 7 hrs.
03/07/2011 6:00 1:00 7 hrs.
03/08/2011 6:15 12:00 5 hrs.45 mins.
03/09/2011 6:00 1:00 7 hrs.
TOTAL 33 hrs. 35 mins

Month of December, 2010 = 60 hrs. 15 mins.

Month of January, 2011 = 142 hrs. 41 mins.
Month of February, 2011 = 143 hrs. 3mins.
Month of March, 2011 = 33 hrs. 35 mins
379 hrs. 34 mins.

Prepared by
Ms. Leyda Amery T. Calesterio

Noted by:

Dr. Carina A. Ortiz – Luis Mrs. Ma. Corazon P. Esguerra

TLE Department Head Cooperating Teacher
Daily Time Record