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Student Manual Of Ms. Imee G. Mendoza At Cielito Zamora High School II
Submitted To: Prof. Marilyn Isip Prof. Sheryl Morales
Table of Contents
Dedication Acknowledgement Prayer for Teachers Introduction PUP Vision and Mission Cielito Zamora High School II Vision and Mission Organizational Structure Synopsis of Reading and references Narrative Report Current Issues about Education Curriculum Vitae Attachment Pictures Lesson plan Daily time Record
Dedication I simply dedicate this work to my parents for all the support they given to me. To all my students and friends who believe in my skills and ability.
Aknowledgement I thank Almighty God for giving me courage and determination as well as guidance in handling and teaching students despite of all difficulties. I thank my parents who always understand my situation and help me to handle stress I also extend my heartfelt gratitude to my professors Prof. Marilyn Isip and Prof. Sheryl Morales for the guidance and helping us to enhance my skills and talents I also thank to all my friends. Teachers Prayer Heavenly Father, Give all teachers love so the children can learn of love Give All teachers patience and stillness So they can see, hear and touch the children in their care. Give all teachers wisdom so they Can teach the FACTS and the magic and wonder Help them teach children how to learn And feel the joy in learning. Help teachers feel JOY in teaching Have the students and teachers be SAFE.
The first major step in moving from amateur status toward gaining the competencies that mark the real professional is the student-teaching opportunity to put educational theory and methods into practice. Student teaching is first and foremost a learning situation. This is the craft before he has to put his skills on the line in his own classroom. This is the student teacher’s chance to learn from his mistakes without causing harm to students. This is the time for him to find out the strategies, tactics, and teaching styles that best suit him, it is time of trial and error and for growing confidence and beginning expertise. It is not a time of perfection but of striving for competence
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-generation projects 3. Strengthen research, publications and creative works; 4. Model quality management and fiscal responsibility; 5. Improve sense of community involvement and linkages 6. Institutionalize principles of academic freedom and responsibility;
internationally; 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 individual;
7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country; 8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization; 9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and 10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.
CIELITO ZAMORA HIGH SCHOOL II
3 Major Thrust of the School (From GOOD to GREAT school)
1. Sound Study Habit Spell Sure Success 5’s 2. Every Cielitonian is an achiever 3. If you can speak English, why not?
CZHS II is an institution endowed with academic potentials nurtured by teachers who are instructionally skillful and intellectually capable. This learning institution primarily aims to develop students possessing the highest degree of human dignity and literacy competence responsive to the call of nation building. With this, I encourage all our students to take advantage of the opportunity given them that will surely lead to eventual success.
TO FOSTER CONTINUED GROWTH AND SENSE OF RESPONSIBILITY IN LEARNING
ENVIRONMENT CHARACTERIZED BY A SPIRIT OF ONENESS AND PURSUES ACADEMIC EXCELLENCE LEADING TOWARDS INTELLECTUAL INQUIRY REFLECTIVE JUDGMENT AND RESOLUTE ACTION.
CAMARIN HIGH SCHOOL ENVISIONS THE DEVELOPMENT OF PERSON’S GODGIVEN FACULTIES AND TALENTS TO THEIR HIGHEST UNFOLDING IN ORDER TO PREPARE THEM FOR ECONOMIC THEM FOR ECONOMIC PRODUCTIVITY AND SELF- RELIANCE.
Guidance and Counseling Programs EASE Program… making secondary education accessible, an opportunity to everyone another chance for the future. One of the programs used to help reach the
students who can’t afford to go to school because of different situations. Effective and Affordable Secondary Education (EASE) Program aims to give students another chance to finish their Secondary Education without going to school everyday. Make the study accessible and reach the disadvantage group by the help of the guidance counselor. Let’s find out how…
Reading Improvement in English I Target Beneficiaries: First Year Students who have Reading Problems.
Purpose: 1.To offer solutions to reading deficiency 2. To inculcate in the students the love for learning that is brought about by a well developed reading skill.
The Following are the requirements for enrolment: Birth Certificate (Photo copy) Report Card (Form 138) Certificate of Good Moral Character The School Structure/ Organization chart Name of School: Cielito Zamora high School II Administrative Staff 2010-2011 Tirso R. Dela Cruz Principal Rizalina F. Bueno Teacher-In –Charge (AM) Fourth year Level Chair School Paper Adviser (Filipino) Secretary to the Principal Second Year Level Chair English Coordinator Teacher-In-Charge (PM) First year Level Chair Science Coordinator
Marilou M. Suriaga
Cynthia S. Pariñas
Raquel I. Dela Cruz School Auditor Third year Level Chair Math Coordinator Amelia J. Batalla Guidance Counselor Values Education Coordinator
Letecia J. Banico Roberto D. Sobrevilla
Finance Officer Property Custodian Supply officer CAT Commandant Registrar School Testing Coordinator Assistant Registrar SSG Adviser Activity Moderator Librarian Clinician Discipine Officer (AM) Discipine Officer (PM) School Paper Adviser (ENGLISH) Canteen Manager Feeding- In- Charge IT Coordinator Filipino Coordinator TLE Coordinator Office Clerk MAPEH Coordinator Social Studies Coordinator
Nenebeth I. Zafra Juvelyn Q. Salcedo Hernalyne M. Amabilis Enecita F. Arlos Myrna R. Laurente Jerry T. Guiang Ruben Dg. Garingarao Jose Moshe C. Villanueva Loly D. Mallari Maria Kristina T. Perez Izza A. Sarmiento Jeanne Young B. Barlaan Elenita P. Caducio Angelina C. Matic
TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES
How to Discipline Children and Help Them Develop Self-Control The foundations for discipline are laid down in the early years. Flexibility is the key to discipline as children grow. Parents must be prepared to modify their discipline approach over time, using different strategies as their child develops greater independence and capacity for selfregulation and responsibility. During adolescence, the individuals become responsible for their own behavior. Establishing self-control is a process which develops slowly, and the ultimate goal of discipline is to help children build their own self-control, not to have them merely obey adult commands. How do children raised by these types of parents grow up? Follow-up studies show that the moderate way, between extreme permissiveness and extreme strictness, is the most effective of the three styles. Children raised by authoritative/moderate parents tended to have a good selfconcept and to be responsible, cooperative, self-reliant and intellectually curious. Children raised by authoritarian/strict parents tended to be timid and withdrawn, less intellectually curious and dependent on the voice of authority. Children raised by permissive parents tended to be immature, reluctant to accept responsibility or to show independence. Following are some helpful discipline techniques: · · · · · · Use language to help solve problems Ignoring Rewards Natural consequences No more no – keep it positive Don't dictate: negotiate
· · · · ·
Pick your battles Prevention Dealing with unacceptable behavior What doesn't work When to seek help
1st week When we arrived At Cielito Zamora High School II we explain to the principal what the letters means and what are things we do to help our cooperating Teacher in handling the class manageable.
2nd week Mrs. Mallari the TLE head told us that their curriculum is UBD based she teach us and gave the copy of our topics. Explain the every detail in doing the UBD instead of lesson plan first year level used UBD.
3rd week My cooperating teache leave me in handling her 5 sections and at first it’s quite difficult to handle them because they thought we are Student Teacher. We don’t have the authority to punish them. But because of different strategies and techniques I made some suggestion to make my class manageable
I have a stress free week because CZHS II celebrating a Student week soo I have one week as adviser of the student teacher.
5th week Preparation for Christmas party and competition of every year level I help 1st year level teachers and charman to make a big Christmas tree made by recycling materials. We are the second place. 6th week I prepared a Monthly examination and to evaluate the students if they need special project.
7th week I prepared a third quarter examination and collecting their project which is different materials form by recycling materials
8th week I computed their grades for third grading.
Current Issues to Education
March28,2011 PRESSRELEASE DEPED CENTRAL OFFICE OPENS 2011 SPECIAL PROGRAM FOR THE EMPLOYMENT OFSTUDENTS(SPES)THISSUMMER
The Department of Education under Secretary Br. Armin A. Luistro FSC is participating in the implementation of the Special Program for the Employment of Students (SPES), a program led by the Department of Labor and Employment (DOLE).
The SPES is an annual work-appreciation program that encourages young ones to turn their idle time into productive hours and needed income for school-related expenses. SPES is being implemented pursuant to the amendatory law referred to as Republic Act 9547 entitled “An Act Strengthening and Expanding the Coverage of the Special Program for the Employment of Students, Amending for the Purpose Provisions of Republic Act No. 7323 otherwise knowns as "An Act to Help Poor But Deserving Students Pursue Their Education By Encouraging Their Employment During Summer and/or Christmas Vacations”. Those who are qualified and selected will be employed for forty (40) days and will be paid minimum daily wage, 60% of which will be shouldered by DepEd and the remaining 40% by DOLE.
To qualify, interested applicants must be at least 15 years old but not more than 25 years old; combined annual net income after tax of parents, including the applicants’ income, if any, should not exceed the latest annual regional poverty threshold level for a family of six as determined and provided by the National Economic and Development Authority (NEDA) which is at PhP143,000.00; and has an average passing grade during the last school/term attended. Applicants should possess skills necessary in office setting.
For purposes of the SPES application, those interested must bring with them their resume with picture (preferably 2x2); photocopy of birth certificate; photocopy of certification by the School Registrar as to the applicants’ last enrolment and average passing grade or a copy of the original class cards or Form 138;
photocopy of the latest Income Tax Return (ITR) of both parents or, if non-fillers, photocopy of BIR certification that both parents are exempted from payment of tax; and for Out-of-School-Youth (OSY), a photocopy of the certificate of good moral character issued by the authorized barangay official where the OSY resides.
Application is during office hours starting March 28, 2011 to April 9, 2011 everyday, including Saturdays, at the Office of Executive Director Joey G. Pelaez of the DepEd – Center for Students and Co-Curricular Affairs (CSCA), Ground Floor, Mabini Building, DepEd Complex, Pasig City. Interview will follow immediately after submission of complete requirements.
For inquiries and additional information, log on to www.deped-csca.com or like the DepEd CSCA Facebook Fan Page (http://www.facebook.com/csca.deped) or call telephone number 636-3603.
OSEC COMMUNICATIONS DEPED COMPLEX, MERALCO AVENUE, PASIG CITY 1600 T (02) 6316033 F (02) 6364876 WEBSITE www.deped.gov.ph EMAIL
email@example.com DEPARTMENT OF EDUCATION | OFFICE OF THE SECRETARY PRESS RELEASE K+12 to integrate best features of basic education The Department of Education continues to pursue its key basic education programs even as the groundwork for the eventual roll out of the enhanced curriculum under the K+12 program is underway. Education Secretary Armin A. Luistro said all the current programs being implemented by the department are now carefully studied for integration in the K+12 curriculum being drafted by experts from DepEd, CHED, TESDA and
educators from public and private schools. “What we want is a seamless transition from the current to the enhanced curriculum that is more responsive to learning needs of students and the community,” added Luistro. This is why we are seriously considering the inclusion of all the best features of our current programs.” K+12 is a major education reform program which extends basic education from 10 to 12 years to better prepare students for the world of work, higher education and global employment. K+12 also calls for the declogging of the curriculum and the inclusion of various career tracks that students can choose from depending on their inclination. K+12 starts with kindergarten which becomes mandatory for all 5-year olds in public schools starting June this year. This will be followed by 6 years of elementary school, four years of junior or regular high school and two years of senior high school where students will be given various career/livelihood tracks for their mastery. Following closely the intent of the Basic Education Reform Program (BESRA) which is another flagship program of DepEd, Luistro explained that one of the recommendations under BESRA is the expansion of the basic education curriculum from a 10 to a 12-year cycle. “The same holds true under School-Based Management which gives school heads greater elbow room to provide for the needs of their schools and be answerable for the educational outcomes,” Luistro pointed out. He added that SBM and BESRA will become even more relevant when K+12 is implemented.
Meanwhile, DepEd Undersecretary for Programs and Projects Yolanda Quijano stressed that DepEd’s alternative delivery modes such as the Drop-out Rate Reduction Program (DORP) and Alternative Learning System (ALS) will also be pursued earnestly as these programs target learners who have unique needs not provided by the formal school system. “K+12 is inclusive, which means it will reach out to all kinds of learners regardless of age, gender, ethnicity and social status which is in keeping also with the goals of United Nations - initiated Education For All,” Quijano said. OSEC
COMMUNICATIONS DEPED COMPLEX, MERALCO AVENUE, PASIG CITY 1600 T (02) 6316033 F (02) 6364876 WEBSITE www.deped.gov.ph EMAIL
firstname.lastname@example.org DEPARTMENT OF EDUCATION | OFFICE OF THE SECRETARY DepEd will also push for the strengthening of technical-vocational schools which currently number more than 250 nationwide. Tech-voc education is one of the tracks to be included during the 11th and 12th under K+12. DepEd also believes that by putting equal emphasis on the skills and talents of students, the stigma of non-degree courses being inferior to a college diploma will be demolished. “Magandang pagkakataon ang K+12 upang bigyan ng pantay na importansiya ang mga kumukuha ng tech-voc, music, arts, entreprenuership na dati-rati ay mababa ang pagtingin kumpara sa mga college graduates,” Quijano stressed. Quijano also explained that multi-lingual education will be continued saying that children learn better if the mother tongue or the langauge used at home is used
from pre-school up to the third grade. “Pati multi-lingual education may puwang sa K+12,” Luistro, on the other hand, added that while DepEd fine-tunes the proposed curriculum, the department continues to address the resource gaps in basic education such as teacher shortage, classroom backlogs, quality textbooks, ICT equipment and other learning supplement, among others. “It’s a two-pronged approach to address what ails the country’s public school system,” Luistro said. PRESS RELEASE DepEd offers students more foreign languages for global arena Priming Filipino students for the global arena, the Department of Education is set to introduce more foreign languages in pilot schools as the department aims to produce more internationally competitive graduates. Aside from English which is the first foreign language to be mastered by selected secondary students, other foreign languages being taught among third and fourth year students are Spanish, French Japanese and German. Mandarin, which is widely used in world economic power China and Arabic which is spoken in the vast Middle East market, are set to debut this school year. Deped’s Bureau of Secondary Education chief Director Lolita Andrada said the Special Program in Foreign Language is designed for schools whose students have demonstrated competence first in English before they start to learn another foreign language.
“Studies have shown that facility in just one foreign language is now perceived as a disadvantage in a global market that is culturally and linguistically diverse,” added Andrada. She explained that while English is a major language, it only accounts for around 30% of the world gross domestic product and is likely to account for less in the future. DepEd piloted foreign languages in selected high schools starting with Spanish, Japanese and French in school year 2009-2010. The following year, German was introduced. Mandarin and Arabic are set to be introduced beginning school year 2011-2012. Currently, Spanish is being taught in 54 high schools across the country, Japanese in 13 high schools, French in 12 high schools and German in 9 high schools. The program is piloted in public secondary schools (preferably with speech laboratory) for students who are in the last two year levels of high school where they are allotted four hours weekly to learn the language. “We believe the last two years of high school is the most appropriate time to learn a second foreign language because that is the time they are most ready,” Andrada explained. To prepare the teachers in teaching the foreign languages, DepEd has made an arrangement with the Instituto Cervantes for the teaching of Spanish, with the Japan Foundation Manila for Japanese, the Alliance Francais for French and Goethe Institute for German.
Number of high school drop-outs drops The effort of the Department of Education to significantly reduce drop-out rates among high school students is paying off as 56 secondary schools across the country have reported zero incidence of students quitting school. Public schools that achieved 0 and less than 1% simple dropout rate are in the Division of Romblon in MIMAROPA, Agusan del Sur, Butuan City and Surigao City in CARAGA, Urdaneta City and San Carlos City in region 1, Guimaras and Antique in Region 6, Leyte and Southern Leyte in Region 8. Deped is continuously collating data which tend to show that measures to address drop-out rates are bearing positive results. Education Secretary Armin Luistro said DepEd’s Dropout Reduction Program (DORP) offers alternative delivery programs that aim to keep students in school and finish their basic education. “Our end-goal is to retain the poorly schooled and those who are in danger of dropping out because of difficult social and economic situations and provide them quality education,” said Luistro. DepEd records show that the DORP have posted remarkable accomplishment, reducing the high school dropout rate from 12.51% in 2005-2006 to 8.55% in SY 06-07 and even a lower 7.45% in SYs 07-08 and 08-09. At present, DepEd is implementing drop-out rate reduction programs in 1,117 secondary schools nationwide with 56 schools posting a zero simple dropout. Moreover, some 40,000 students-at-risk of dropping out (SARDOs) were saved. “Imagine if there was no intervention, where would they be now?,” added
Luistro. DORP intervention programs were designed to address the problems faced by students which prevent them from completing their elementary and high school education. Many students cannot report to class regularly because of various reasons such as work, financial problems, physical handicap, family and health issues, among others. The Open High School Program (OHSP) under DORP is a distance education program that allows working students or previously out-of-school-youth (OSY) to continue studying using specialized learning modules. The Effective Alternative Secondary Education (EASE), meanwhile, provides an innovative learning tool that allows students to pursue lessons outside school using modules. Some children may have to be temporarily absent from class because of justifiable reasons such as natural calamity, farm harvest time, seasonal work or an illness. EASE which evolved from OHSP is recommended for learners whose absence in school is temporary while OHSP is for those who cannot really attend regular high school.Since the school itself fits the kind of help a student needs according to his unique circumstances. The SII has enabled schools to determine, based on interview, specific problems of students or the real causes for dropping out. “We first assess the situation of students based on the result of family, individual, community, or school assessment and design a learning intervention that best respond to their needs,” said Prudencia Martinez-Sanoy, DepEd education program specialist and DORP coordinator.
Meanwhile, Luistro has appealed to private high schools to also adopt the program and help further reduce the drop-out rate. Speaking before the members of Private Secondary School Administrators Association of the Philippines in Region 6, Luistro said: “Our experience show that it can be done. But we have to do more. We need partners from private high schools so that this program can be scaled up and every learner can be given a chance to be properly educated.” DedEd has committed its full assistance to private high schools which would adopt DORP. “We will provide you the technologies, best practices and technical support you will need so that, together, we can reach out to learners who need intervention,” added Luistro. DepEd is confident that it is well on track in meeting its Education For All (EFA) commitment to bring all learners to school by 2015.
IMEE G. MENDOZA 31 JUNJI ST. ROLLING HILLS BRGY. KALIGAYAHAN
NOVALICHES QUEZON CITY CEL #: 0909-3186518
e-mail: email@example.com OBJECTIVE: To obtain a position that will enable me to use my strong organizational skill, educational background, and ability to work well with people.
Date of Birth: Place of Birth: Height: Weight Citizenship: Religion:
August 01, 1988 Novaliches, Quezon City 5’2 110 lbs. Filipino Baptist
TERTIARY: Address: Course: Date: SECONDARY: Address: Date: PRIMARY: Address: Date:
Polytechnic University of the Philippines Quezon City Campus Don Fabian Commonwealth Quezon City Bachelor of Business Teacher Education April 29, 2011
Camarin High School Area B, Camarin Caloocan City April 2005 Delfin M. Geraldez Elementary School
Bo. Pasong Putik Novaliches Quezon City March 2000
Good in oral and written communication, computer literate.
Ms. Shiela Mae Bartolome Admin Specialist MAYNILAD 0919-8993665 Ms. Melanie Ang Teacher Cielito Zamora High School II 0948-4913259 Ma. Wildes Magtulis Jr. Assistant 1 Philipine Canine Club Inc.
iday, January 7, 2011
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