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Student Teaching Portfolio
Nieva, Haneylen O.
Bachelor in Business Teacher Education SY 2010-2011
Assigned at: SAN MATEO NATIONAL HIGH SCHOOL San Mateo, Rizal
Submitted to: Prof. Sheryl Morales Coordinator
I would like to dedicate this work to the people who contribute their time effort and support to be able for me to get through the ups and down and reach the success in the field of teaching education.
To our Almighty God who gave me the knowledge, intelligence, creativeness, courage and strength while pursuing this. To my beloved family and relatives who serve as my fortress beyond hardship and toughness of my life.
To all my friends and to the one I loved. Thank you for inspiring me always and showing me the beauty of every situation in my career
To our beloved mentor’s who do not hesitate to teach and share their knowledge and guide us to the way were we should be and show the good points that we as a Teacher’s must posses. To our dear Critic Teacher’s at San Mateo National High School, we would like to extend our heartfelt thanksgiving for letting us established a good rapport and letting us experienced the life of being an Student Teacher and true Teacher for our students.
To my dear students. Thank you for giving me a chance to give you knowledge and skills that I have. The time that I am with you is what I treasured most.
All of you serve as my wind beneath my wings to explore the reality of life in teaching career. May you all be bless by God !
The student teacher would like to extend her sincerest gratitude to the following persons who take part in making these things possible. To my parents, for their perseverance, and tender loving care. To my cooperating teachers: Prof. Marilyn F. Isip and Prof. Sheryl Morales; To my beautiful and always supportive Critic Teacher Mrs. Rowena V. Buñag and To all the teachers in Technology and Livelihood Education Department who mold me at my best. To my dearest students for taking the major part of our practice teaching. To San Mateo National High School and the whole management for accepting us, as their student teachers. And most especially, our father in heaven, who is always there to guide and protect us, leading our ways to success.
“Success is belonging to those who work for it.”
As I entire in the portal of Polytechnic University of the Philippines to pursue my college life at first I want to be an IT specialist. But I remembered what my Father’s said “ Always Acknowledge Good in the way you want to take and He shall direct your path”. I say a little prayer. “ Lord I want to be like this…But may your will be done unto me”. I was surprised that I was counted as a student of Bachelor in Business Teacher Education which I never dream to be. I started to ask question…”Why?”
As the time, days, week, months and years goes by I found the answer on my question. “I was chosen to educate people”. Not only to teach but to give what I have to those who are nothing less in education. “How lucky I was!”. I learned how o love my work and career and I’m glad to see the fruit of my perseverance.
This portfolio is the record of who I am as a student of PUPQC and Student Teacher of San Mateo National High School.
My dedication to get trough this career is within the every pages of this portfolio. The author hope that it will serve as inspiration to those students pursuing career like us in the field of education.
1. To develop professional educators who are competent in different area of teaching.
2. Establish and promote a christian environment by providing a broad progra of activities which is designed to foster respect for every indivual differences , the right of others and accountability for ones decisions and actions.
3. Instill every students conciousness his rigths, duties and responsibilities as filipino citizens and complexities and challenges and of an increasingly and constantly changing world through the different approaches in teaching.
4. Pursue the vision of quality and quality and excellence by providing a supporting atmostphere facilitated by a qualities faculty members who teach courses in their line of specialization.
5. Foster a reseach culture by developing awareness of development and discoveries that are useful in addressing issues and concerns in the context of education.
6. Develop professional educators who keep abreast which and responsible to the needs of the globally competitive nation; and
7. Instill in every student a deep respect for learning which is the teachers well spring of knowledge.
Objective of Student Teaching
1. Apply the theories, principles and techniques learned in the professional education courses whenever needs arise specially in actual classroom situations. 2. Acquire varied teaching competencies to be effective. 3. Develop ones personality. 4. Develop insight on the teaching learning situations and ways of evaluating them. 5. Orient oneself to school environment and promote school community relationship. 6. Acquire first hand experiences in dealing with children. 7. Develop a teaching philisophy. 8. Acquire a unified perspective of a teacher’s role; and 9. Experiment working with new principles and information.
The Student Teacher Code
(from Rivera and Sambrano)
I. Responsibility to the Student 1. The student teacher is a professional practitioner in his relationships with his students. All data concerning the school and the students must be kept confidential.
2. The student teacher refrains from imposing his religion or political views upon his students.
3. The student tescher recognizes his continuing need for understanding student growth ang development.
On the basis of understanding, he develops: 1. A learning program oriented to the individual capacities of his students. 2. A social climate which encourages personal integrity and social responsibility.
II. Responsibility to the Host School
1. The student teacher acts only through accepted channels of communication and authority in the school system. 2. The student teacherrecognizes his duties, responsibilities, and priveleges. 3. The supervising teacher is legally responsible for and in control of the class; therfore, the student teacher assumes only the authority which has been delegated to him. 4. The student teacher respects the professional rigths ang personal dignity of the supervising teacher, regular teacher ( critic or cooperating
teacher) and other staff members, the college supervisor and the student observers in the classroom situation.
5. The student teacher who encounters difficulty in a professional situation first consults the supervising teacher. If he desires additional aid, he will take the matter to the Departmant Head or Dean.
III. Responsibility to the Teacher Education Institution 1. The student teacher recognizes that eny misconduct is a reflection upon the teacher education institution. He upholds the standards of the institution in his professional right. 2. The student teacher approaches his own learning institution with a positive attitude. 3. The student teacher appreciates and makes constructive use of assistance of the student teaching or college supervisor in adjusting to professional practice.
IV. Responsibility to the Profession 1. The student teacher shows pride in and considers himself a member of the profession. He acts according to the established ethics in all matters. 2. The student teacher maintains membership in and supports professional organization. 3. The student teacher is a reader; he keeps up-to-date on professional matters and current affairs. 4. It is the student teachers responsibility to obtain information about the legal aspects of his professional practice and certification. 5. Placement A. The student teacher, looking forward to placement, establishes a file in the professional placement office B. Prior permission is obtained from people whose names are used as professional references. C. Applicants use only professional channels and do not employ political pressure in obtaining a position. D. The student teacher does not apply or underbid for a position held by a qualified teacher. E.In order that the administation may best utilize the prospective teachers ability the student teacher will be candid in the atatement of his competencies.
Code of Ethics for Professional Teachers Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers. Preamble Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values. Article I: Scope and Limitations Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis. Article II: The Teacher and the State Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
Article III: The Teacher and the Community Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of
the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.
‘Article VII: School Officials, Teachers, and Other Personnel Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions. Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner’s deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.
STUDENT TEACHER’S PRAYER
Help me to be a fine teacher, to keep peace in the classroom, peace between my students and myself, to be kind and gentle to each and every one of my students. Help me to be merciful to my students, to balance mercy and discipline in the right measure for each student, to give genuine praise as much as possible, to give constructive criticism in a manner that is palatable to my students. Help me to remain conscientious enough to keep my lessons always interesting, to recognize what motivates each of my students, to accept my students' limitations and not hold it against them. Help me not to judge my students too harshly, to be fair to all, to be a good role model, but most of all Lord help me to show your love to all of my students. Amen.
STUDENTS’ PRAYER Thomas Aquinas
Creator of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of my understanding. Take from me the double darkness in which I have been born, an obscurity of sin and ignorance. Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in the completion. I ask this through Christ our Lord. Amen.
Nieva, Haneylen O.
#50 Kasayahan Street, Batasan Hills, Quezon City 09487440049 -----------------------------------------------------------------------------------------PERSONAL INFORMATION:
Gender: Female Date of Birth: January 28, 1990 Father’s name: Salvador A. Nieva Mother’s name: Elizabeth O. Nieva Civil Status: Single Citizenship: Filipino Religion: Born Again Christian Email Add: firstname.lastname@example.org EDUCATIONAL ATTAINMENT:
Polytechnic University of the Philippines Bachelor in Business Teacher Education Don Fabian St. Commonwealth Ave. Quezon, City
Pioduran National High School Benodigahan, Pioduran, Albay
Agol Elemantary School Agol, Pioduran, Albay 21
WORK EXPERIENCES: November 2009 - March 2010 Student Teacher San Mateo National High School San Mateo, Rizal
April 6- May 25
Student Intern Kabataan 2010 Social Security System Commonwealth, Quezon City
On-The-Job Training Mary Chiles Gen. Hospital 667 Gastambide St. Sampaloc Manila
CHARACTER REFERENCES: Prof. Artemus Cruz Guidance Counselor Polytechnic University of the Philippines Quezon City 952-78-17
History The history of PUP may well parallel the nation's growth and development. As it met the needs of a fledgling Philippine civil service under American rule forged from anvil of Spanish colonialism, so will it serve the rising expectations of the people in the 21st century...desirous now of reclaiming their rightful place in the community of independent nations. As it has withstood the test of time, so will it continue to pace contemporary Philippine history. Here are the highlights of its growth from a mere business school with an itinerant existence to the country's largest state university. Click upon the timeline link provided below to proceed with the specific part of the PUP history timeline.
Take a journey to the University's humble beginnings as it started being a Business School. 1952-1971 This period covers the time where the Business School became a College whose main thrust is in Commerce. 1972-1985 The Institution's transformation from a College into a University happened during these period. 1986-1990 This period brought about a dramatic change in the University firming its commitment to the role of education as an equalizing factor. 1991-1999 To keep pace with changing conditions, the University underwent continuous change in this period.
2000-present A transition point as the University heads for the future, grasps new and emerging technologies, and prepares itself to become globally competitive. Vision Towards a Total University Mission The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike. It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives. PUP commits itself to: 1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and
10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale. Goals Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through: 1. Provision of undergraduate and graduate education which meet international standards of quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and 4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns
and benefits derived from the utilization of higher education resources.
Philosophy As a state university, the Polytechnic University of the Philippines believes that: Education is an instrument for the development of the citizenry and for the enhancement of nation building; Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.
College of Office Administration and Business Teacher Education ( COABTE ) General Objectives _Realize the relevance of Observation, Participation and Community Immersion to the student’s preparation for a teaching career. _ Share ideas on the objectives of the course and its contents. _ Participate in determining the importance of the requirement of the course to the teacher’s tasks. _ Establish effective working relationship with the teacher coordinator in the attainment of the course objectives. _ Appreciate the responsibilities of a student teacher.
Description objectives and requirement of the course: Bachelor in Business Teacher Education provides practical teaching in the teaching entrepreneurship and other related technology course applying effective methods and techniques in teaching under the close guidance and supervision of the cooperating teachers and coordinator.
It affords the application of theoretical principles to classroom activities, instructional strategies, curriculum problem, lesson planning, classroom management, assignments, the out of questioning, and evaluation of students prformance.
1. Familiarize student observers with their responsibilities to the prospective students and teaching staff of the school where they will have their observation and ultimate become their training institution. 2. Integrate meaningfully classroom lecture to concepts, theories, principles and process of teaching and learning. 3. Provide the student teachers oppurtunities to observe how principles of learning and techniques of teaching are implemented in an actual classroom work. 4. Orient student teachers how to establish good public and human relations with the school officials, staff and students. 5. Prepare the student teachers to acquire experiences through participation in classroom work and special school assignments like participating in preparing test materials for national competition, room improvements, preparing bulletin boards, and othe jobs related to teaching which the school officials deem necessary.
Department of Education San Mateo National High School San Mateo, Rizal Technology and Livelihood Education I Observation and Off-Campus Demonstration Teaching February 25, 2011 I. Objectives At the end of the lesson, 75% of the students should be able to: 1. describe a computer, 2. identify the components of a personal computer correctly, 3. discuss the functions of each component; 4. perform the functions of each component. II. Subject Matter 1. Content Area: “Introduction to Computer.” 2. Topic: “Components of Computer and their Functions” 3. Reference: Villanueva, Cristina A. et.al, Effective Technology and Home Economics, p. 318-320 4. Instructional Materials: Chart, Visual Aids, Pictures, Actual Computer Units III. Procedure A. Preliminary Activities 1. Daily Routine 1.1 Prayer 1.2 Greetings 1.3 Checking of Attendance 1.4 Checking of Assignment 2. Review/Recall 2.1 What are the standards of typing? 2.2 What are the guidelines in taking care of a typewriter? B. Developmental Activities 1. Motivation • Show actual computers with different models.
2. Presentation 3. Generalization • • What are the different components of a personal computer and their functions? Why is it important to know the different components and functions of computer?
4. Application • With the guidance of the teacher, 3 students will perform functions of each component of a personal computer.
IV. Evaluation A. Identify the following.
_________1. It is a programmable machine that receives input, stores and manipulates data, and provides output in a useful format.
_________ 2. An output display device (looks similar to a TV) in a computer system. _________ 3. It is the brain of the computer. _________ 4. A hand-held input device you roll on your desk to point to and select items on your screen. _________ 5. Output device that produces sound and music when connected to the computer. A. True or False. _________6. Right mouse button occasionally use for special actions. _________7. You see information on a monitor’s screen. _________8. Printer is a device that produces a paper copy of the information on your screen. _________9. Keyboard is an input device use to choose letters, symbols, and actions by pressing keys. _________10. Monitor is the brain of the computer.
Key to Correction: 1. Computer 2. Monitor
3. CPU/ Central Processing Unit
4. Mouse 5. Speaker 6. True 7. True 8. True 9. True 10. False
First week November 24-30
This was the second timer I meet my students. I already finished my OP 1 that’s why I felt confidence to face them all. They great me so nice and I am glad to say that this whole week, my students and I had a greet bonding and discussion.
Second week December. 3-8 “All is Well” I went inside the classroom and everybody seems so noisy and I don’t know if they are just bothering at their first teacher in English…I stay quiet while looking at them. Suddenly one of my students shout. .”Hey! Everybody Can’t you see Ma’am is already here!”. They stop and said, “We’re very sorry ma’am”, I nod and I said “
Everybody you have to fixed everything first before you sit down!” Then they follow. I think all is well to the teacher who knew how to understand the situation of his students.
Third week December 10-15
“I CAN DO IT!”
So much busy days are coming. Activities arouse. They are preparing for the Christmas, all of the teachers, students and student teachers are busy with the decorations and of course preparing for the periodical tests for the third grading because next year is the start of a new grading. Everybody are busy many guests from the other schools are coming. My CT told me to do some review for our students and after our review I did a lot of paper works.
Fourth week December 18
Sad to say that I failed to come on their Christmas party. Ma’am told me that its ok to her if I don’t attend the said party because she’s not obliging me. I have also to go in Bicol to attend my sister’s wedding and also to have my vacation.
Fifth week January 18-26
“Clean you’re Nails!”
I was so surprised on the faces of my boy’s students when I told them that our next topic in TLE was about Manicuring and Pedicuring. They are all laughing and asking questions. My girl students are all exited to do cleaning and applying colored enamel on their nails and after they cleaned their nails they have to approach me to check their works. Sixth week January 27-Feb 4
“ LEVEL UP”
My critic teacher said “ Ba, iba ka na ngayon ah…Kaw na hinahanap ng mga students natin, di na ako”. I smiled then I said” Mga nangungulit lang po sila”. Then she replied.” Di ganun talaga pag nag-level upka”…
Seventh week Feb.7-14
My critic gave me a lot to look after the another. “My God I have to be open – minded so I won’t get lost of what I’m doing…hehehe All my student are looking at me to sign their practicum in cleaning!
Eight week Feb 15-March 7
“STUDY HARD! LONG TEST!”
I said to my students”Class 95% of you failed to get the possible grade to pass so you have to study harder than before !
Ninth week March 8-16
“WHERE ARE THEY?”
I asked my CT. Ma’am are our students?” My CT replied “they are all at gymnasium they have to attend seminars for their career so we have no class today so you can relax
Tenth week March 16-25
“MISS NIEVA...PREPARE FOR DEMO!”
This week is the preparation for our demonstration day. So I have to prepare for my demo. I feel so nervous.
Eleventh week March 25-31
“stay until your students graduated!”
My CT said you have to attend until our students graduated. So That’s why I have too
“ COMPLETE ALL YOUR REQUIREMENTS!”
CURRENT TRENDS IN EDUCATION
Principles and general objectives of education
In the Philippines the education system aims to: Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group; Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen; Train the nation’s manpower in the middle-level skills required for national development; 36
Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life; Respond effectively to changing needs and conditions through a system of educational planning and evaluation.
Current educational priorities and concerns
The growing awareness of the benefits of education, the constitutional provision (a new constitution was adopted in 1987) for free and compulsory elementary education, the demand for education relevance and responsiveness to changing societal needs and the alarming rate of increase in the country’s population have contributed to the problem of providing education for all, a problem which becomes more serious each year. The Department of Education, Culture and Sports (now the Department of Education, DepED) has attempted to implement educational reforms, programmes and projects to address the key issues of access and quality of basic education, relevance and efficiency of the education system. However, many problems are besetting education in the Philippines. Among the school-related causes are the unqualified and poorly trained teachers, inadequate facilities and equipment, and lack of instructional materials (textbooks and teacher’s manuals). Non-school factors include poverty, low educational attainment and illiteracy of parents, and poor health and nutrition. In recent years, the DepEd has pursued several development programmes and projects through government funding and overseas economic co-operation both multilateral and bilateral. The strategies to improve education include overall review of elementary and secondary education, universal access to and quality of education (notably by emphasizing teaching of English, science, technology and mathematics), provision of alternative delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents, community and teachers in disaster areas), management training for principals and school administrators, development of research, improvement of school libraries and teachers’ welfare. Technical and vocational education was also revised in an effort to cope with rapid technological advancements and to provide young people with more meaningful preparation for their future employment. The 37
strategies include curriculum development, improvement of pre- and in-service education of teachers in both public and private schools, updated instructional materials in various fields, and upgrading of equipment for both public and private institutions. At the higher education level, the strategies include improving access of the poor and disadvantaged, improving quality––notably by focusing on pre-service and in-service training of teachers––, liberalizing policies for private schools, rationalizing state colleges and universities (SUCs), and strengthening linkages with government professional boards for evaluation. Among the development programmes implemented in recent years, the following should be mentioned: The Elementary and Secondary Education Project: the aim of the project has been to meet the sector’s requirement for essential physical resources (facilities and equipment), especially in educationally and economically disadvantaged areas; improve the professional competence of teachers and school administrators; expand the population’s basic knowledge and the skills of children at risk of dropping out of school as well as illiterate out-of-school youth and adults; and further develop DepEd institutional capacities in planning and management of the education system. Implementing the New Secondary Education Curriculum (1992-93): mass training of Grade IV teachers was undertaken, and complemented with the production and delivery of textbooks and teachers’ manuals to fully support the implementation of the new curriculum. The physical facilities component of the programme also provided for the construction of 673 packages of equipped and furnished academic classrooms, workshops and science laboratories to augment the accommodations problem in the secondary level. The School Building Programme: this programme provides for the construction of classrooms, science laboratories and multi-purpose workshops, and the provision of equipment for instruction for selected elementary and secondary schools within the typhoon belt of the country and in remote and rural areas. Science Teaching Improvement Project: this project aims to develop science equipment through research, prototype production, standards setting and tests, and expertise within the educational 38
sector through workshops, seminars, and training of teachers and staff locally and abroad. Science Equipment Project: this project addresses the pressing need of the public school system for instructional materials and equipment. The National Science Equipment Centre and three Regional Distribution/Service Centres were developed and institutionalized for the purpose of developing, testing, producing, and distributing science equipment to the public secondary schools. Rationalizing programme offerings of state colleges and universities on a regional basis: this programme aims at encourage specialization in each SUC and intra-regionally among SUCs with special emphasis on capital and land-intensive courses such as agriculture, technology and engineering, and technical education. It encourages regional co-ordination among SUCs to minimize duplication of programme offerings. Among the achievements, benefits and performance of the education system over a ten-year period (1986-95), the following should be mentioned: Education has been given the highest budgetary priority in the national government budget. The New Elementary School Curriculum (NESC) and the New Secondary School Curriculum (NSSC) have been fully implemented. Free public secondary education has been implemented. The programme of assistance for low-income students and faculty in private schools has been expanded. The Values Education Framework has been formulated and implemented. Centres of excellence in teacher education have been established. Professionalization of the teaching profession has been achieved through the Philippine Teachers Professionalization Act of 1994.
The National Elementary Achievement Test for Grade VI pupils and the National Secondary Achievement Test for Form IV high school students have been administered. Student contact time has increased through a lengthened school calendar and additional time for English, science and mathematics. Science education has been strengthened through the establishment of regional science high schools, the formulation and implementation of the Science and Technology Education Plan, the establishment of the Regional Science Teaching Centres, and the organization of the National Science Teaching Instrumentation Centre. Policies governing private education have been liberalized––notably as regards curriculum requirements and tuition fee policy––to promote efficiency, autonomy and responsiveness. Educational performance during the period has improved, as indicated by the literacy rate, the improved enrolment rate at the primary and secondary levels, the decrease of repetition rates, and the provision of textbooks and instructional materials.
The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education, the programme commitment has the following components: (a) establishment of a school in every barangay not having an elementary school and in every town without a high school (a barangay is the basic governmental unit in the country’s political structure, consisting of a number of families within the same geographic area); (b) organization of multigrade classrooms; (c) completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the elementary and high school levels. In addition, the Master Plan for Basic Education (1996-2005) has the mandate of modernizing education. The programme is being pursued through the introduction of modern instructional materials––such as computers and Internet, videos, well equipped science laboratories and machine shops as well as libraries––to enrich instruction through training programmes and further 40
studies, including staff development abroad, teaching techniques and teachers’ mastery of subject matter. Training programmes will also be provided for the upgrading of managerial skills in planning, project and fund management as well as resource management and community mobilization. Information and telecommunication systems will serve as basic tools for carrying out educational administration and supervision. Laws and other basic regulations concerning education
In the Philippines, education is a public or state function. Public elementary and secondary education is supported by the national government, the former as mandated by the Constitution (1987), which states that “the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”, and the latter by Republic Act No. 6655 (Free Secondary Education Act). Specific provisions on education upon which all decrees, policies, regulations, and rules on education are based, are provided in the Constitution. These are expressly stated by way of the constitutional mandate, Presidential decree, and other legal provisions. The objectives of formal education at the elementary, secondary, and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. The Republic Act No. 6728 deals with private education, notably by setting common minimum physical facilities and curricular requirements for all schools and by liberalizing the subject content of values education. The creation of the Commission on Higher Education by Republic Act No. 7722 and of the Technical Education and Skills Development Authority separated these entities from the Department of Education where they originally belonged. The Philippine Teachers Professionalization Act, Republic Act No. 7836, was issued in 1994. The Literacy Co-ordination Council, an interagency body administratively attached to DECS, was created by Republic Act No. 7165 to carry out State policy to eradicate illiteracy. The House Bill No. 1875 entitled “An Act to Strengthen Teacher Education in the Philippines by Establishing Lead Teacher Training Institutions, Appropriating Funds Therefore and for Other Purposes” deals with the improvement of teacher education. 41
The Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. In August 2001, Republic Act No. 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). This Act provides the overall framework for: (i) school heads empowerment by strengthening their leadership roles; and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. According to legislation, primary education is free and compulsory for children aged 7-12. Secondary education is free but not compulsory.
Administration and management of the education system
The Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The mission of the Department is to provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and co-ordination of the policies, standards, regulations, plans, programmes and projects in areas of formal and non-formal education. It also supervises all basic education institutions, both public and private, and provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development. The current Department structure consists of two parts: the Central Office and the field offices which consist of regional and sub-regional levels. The Department proper consists of: the Office of the Secretary; five Services (Office of Planning Service, Financial and Management Service, Administrative Service, Human Resource Development Service, and Technical Service); four 42
Bureaus (Elementary Education, Secondary Education, Non-Formal Education, and Physical Education and School Sports); and Centres (such as Health and Nutrition, and National Education Testing and Research). There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ in-service training. The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999. Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The
main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the Technical Education and Skills Development Act of 1994. This Act aims to encourage the full participation of and mobilize the industry, labour, local government units and technical-vocational education and training (TVET) institutions in the skills development of the country's human resources. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. The Commission on Higher Education (CHED) is independent and separate from the DepEd. The Commission is responsible for formulating and implementing policies, plans and programmes for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degreegranting programmes in all post-secondary educational institutions. The creation of CHED was part of a broad agenda for reforms in the country's education system, outlined by the Congressional Commission on Education in 1992. Part of the reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate education, the DepEd for basic education, and the TESDA for TVET and middle level education. There is an imperative need to strengthen and streamline the internal management of educational institutions in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. This could notably be done through decentralizing decision-making authority, reviewing staffing and personnel policies, developing the school as initiator of innovation and improvement, liberalizing policies to ensure competitiveness, autonomy and responsiveness, and streamlining processes for delivery of inputs and services. A recent policy thrust of the DepEd is the empowerment of school principals. The principal shall assume more administrative authority and the corresponding accountability for improving teaching competencies and pupils’ achievement. The policy gives principals the authority to: 44
manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement programme in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. The Decentralization Programme is being implemented by transferring substantive decision-making powers to the school level.
Key Issues in Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small - 29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses.
On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher rates of failures, dropouts, and repetition in both elementary and secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch.
1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries.
4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed.
The following are some of the reforms proposed:
1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor, maybe more equitable.
4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones.
5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.
Woes of a FIlipino Teacher
Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school. Imagine yourself handling a class of 60 to 70 students. Imagine yourself handling two shifts of classes with 60 to 70 students.
Yes, it is a nightmare. And yes it happens in real life within the public school system. It is a manifestation of the two most prevalent problems in the educational system: lack of classrooms and lack of teachers.
In fairness, most private school teachers, especially those in small private schools, will admit that public school mentors earn more than they do. But even with the relatively higher wages, it does not seem to compensate for the daily travails of public school teachers.
The ideal ratio of teacher to student is 1:25. The less number of children handled by onementor, the more attention can be given to each individual, especially if their learning competencies are not equal. With 25 students in a class, the teacher is likely to know each of her students, not only by face but by name and how they are actually performing in class.
But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every single day. They hardly know their pupils, save for the excellent ones or unfortunately, the notorious. She does not even bother to remember them. How can she? Classrooms are cramped, if there are any at all. Many classes are held in makeshift rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are merely separated by thin plywood walls. With 60 kids north, east, south and
west, it's a wonder teachers can hear themselves over the din.
And how do you tailor lessons with so many competencies to consider? Often, the result is children are left to cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to pass at the end of the year.
Yes, students are still divided into sections and they are grouped into the level of their academic skills. Which leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience, resources and dedication to addressing the need of her students.
Resources are another matter. Many public school classrooms are equipped with the most basic of equipment: a blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated or purchased by the school. But many times, a teacher will not only have to be creative, but will dig into her own pocket to produce the kind of materials she needs and wants to teach class.
It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But this can get to be very expensive, especially if the lessons are long. And with a class so huge, children are barely able to see small handwriting from the back, so you need to write bigger, and use more paper. Children always welcome additional and unique visual aids, and woe to the teacher who has to create them if she wants her subject or lesson to be more interesting.
Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out on your own. Teachers still have to make ends meet. And often, their pay is simply not enough to cover their needs, as well as their families.
The Department of Education just announced that so many millions of pesos have been released for the construction and repair of classrooms around the country. I believe this will only cover those included in a priority list. But there are many more schools which lack classrooms, and more communities that lack schools.
When additional classrooms are built, will there be additional teachers? If new teachers will be hired, will there be a budget to support their wages?
It's a never-ending cycle, because the government has yet to come up with a plan that will finally address these problems.
In the meantime, Ma'm or Sir will have to suffer through their public school experience.
Blast from the Past
My paternal grandparents were teachers. My father's sister was also a teacher, and in fact, worked her way up the ranks to later become a public school principal. Since my grandparents have both passed on, my aunt and dad never fail to regale us with stories of how it was in public schools during their time.
If I remember correctly, everything was simplified. The curriculum was the basics or the 3 Rs -Reading, wRiting and aRithmetic. By the time children completed each year level, they would at least know how to read, write and do simple math, and progress a bit more after every grade level.
I say great! To my mind, armed with these skills, you can fend for yourself even at a young age because you'd understand simple written instructions, you can jot down important things, and you'd be a little savvy about simple trade.
Back then, they had simple books -- ones that really honed a student's skill by familiarizing him with the alphabet, phonetics and simple definitions. Unless you've mastered the addition table, you were nowhere near progressing to multiplication. And even if teachers ended up "terrorizing" their students or resorting to punishment, the bottomline was to inculcate in them the necessary skills to make them competent individuals in the future.
Sure they had books and notebooks but not enough to break a child's back or dislocate the shoulders. They were the essentials. A pencil, some writing paper and a notebook or two were all they needed to come to class.
Boys were not exempt from home economics classes, which included learning to cook, sew, and keep house. Neither were girls excluded from practical arts classes which had them gardening, doing basic carpentry or even learning handyman skills.
It's been quite some time since I, too, was in school. But I do recall that things weren't as complicated as they are now -- especially in the public school system here in the Philippines. Yet, the graduates
that were produced could go toe-to-toe with children who were products of private schools. In fact, public school educated children were often better than their private school counterparts. The only difference is their economic status and the opportunities available to them.
So what went wrong? When had things become different? Why did they suddenly change a system that was working?
PROFESSIONAL DEVELPOMENT PLAN
As a future Business Teacher Educator I want to develop the skills in my profession after I graduated. I want to apply in a company to be able to contribute to them my knowledge in salesmanship, management, entrepreneurial management and all the skills that our mentors inculcate to us in four years that we arte here in this institution. Second choice is to teach in a private school while preparing for the coming board exam. I don’t want to waste all the opportunities that may come on my way since I have to let my other siblings to pursue their college career and also to payback all the perseverance that my parents and relatives spent for me just to reach who I am today. Third after getting experiences through working…after I passed the LET examination I will apply in the public schools where my dreams started, because, I am proud to say that I was a product of Public Schools. If Gods plan, I want to go abroad to work there and experience the life outside the country.
HISTORY OF SAN MATEO NATIONAL HIGH SCHOOL
The school was established in 1985 through the leadership of the former Municipal Mayor Nemesio Roxas. The school started with 90 first year students with only 5 teachers through the approval of a temporary permit #73. Soon, the exceedingly large enrollees in the next school year, 1986-1987 paved the way for the hiring of more teachers and non-teaching personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for two consecutive years until 1988. Later, San Mateo Municipal High School was converted to a National High School under the management of Ms. Juana M. Garrovillas who served as the principal from 19882000. Apparently within her term, she was able to transpire physical improvements of the school facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings were constructed through her consistent follow up at the municipal and provincial offices. Until then, Computer Room, Science Building, H.E. Room and Library were made possible for quality service. Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing the growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal. The annex started with one section of first year. When the AFP Retirement and Separation Benefit System granted the deed of donation on March 22, 1997, providing their own school site, Silangan Annex was separated from the main. It is therefore renamed, Silangan National High School under the leadership of Mr. Remigio Olesco as the former Teacher-In-Charge and presently managed by Mr. Ricardo C. Vergara,
Principal I. Later, another annex was founded, the Sto. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V. Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex was declared as an Independent School, presently known as Sto. Niño National High School. Vision San Mateo National High School is a center of excellence in Basic Education. Mission San Mateo National High School shall produce academically excellent students who are God-loving, productive and well-rounded citizens. Objectives To increase students’ level of performance in the eight subject areas To design an effective intervention program To strengthen teacher’s commitment towards moral obligations To promote students and teachers participation in special programs & projects To produce result oriented testing instructions To construct additional classrooms & facilities To increase the community and parents’ concern & involvement Faculty Learning Areas Master Teacher Teacher Teacher Teacher Total III II I
Clubs and Organization Literary Club Math Club Science Club Filipino Club Araling Panlipunan Club M.A.P.E.H. Club T.L.E. Club Values Education Club Special Projects and Programs Project ALS (Alternative Learning System) Project Share (Student’s Hour for Acquiring Reading Experiences) Speech Mo, Improve Natin! Project MATHULUNGAN Project ACE (Actual Competition for Excellence) Remediation Program in English, Science & Mathematics Rated K: Kasaysayan, Kultura at Kabuhayan SSG: Serbisyong Totoo
SSG: AT YUR SERBIS (Student Power) Project TM-IM (Talento Mo, Ipakita Mo!) Project OSA (One Step Ahead) Sagip Bata / Lingap Bata Project IMD: In-service, Masteral and Demofest 0% Backlog (Absenteeism of Faculty) Project TENT (Teachers Enhancement in Mathematics) TGIS (Thank God It’s Saturday for Teacher’s Pursuing Post-Graduate Studies Project SOS’s (Sharing Oneself, Strategies and Style) Project BOW (Budget of Work) Project M & M (Modules in Math) Book Shower/Book Hunting Projcet CID (Curriculum Development) Tapat Ko, Linis Ko! Project PDCC (Promote and Develop Concern to Classroom) Operation KALMA: Kailangan Laging Malinis Skul Mo, Pakilala Mo! SMNHS Foundation Inc. Project Ligtas (Disaster Preparedness) Project TUKLAS (Taking Off to Unlock Knowledge for Life-long Advances in Science)
DTR Name: Nieva, Haneylen O. Dept. TLE Dept Date 24 25 26 30 In 6:00 6:54 6:32 6:55 Month November 2010 Out 14:00 14:36 14:36 13:52
Month December 2010
Month January 2011 Date 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31 In 6:16 6:23 6:22 6:41 6:20 6:34 6:46 6:52 6:42 6:37 6:40 6:12 5:53 6:34 6:43 7:01 7:06 6:41 6:32 6:37 Out 14:30 14:10 14:52 14:46 14:49 14:16 14:26 14:07 14:10 14:38 15:33 14:36 15:00 14:40 14:38 14:02 13:09 14:57 14:31 15:16
Month February 2011 Date 1 2 3 4 7 In 7:01 6:54 6:56 6:40 6:33
Out 16:12 14:27 14:45 16:37 15:11
8 9 10 11 14 15 16 17 18 21 22 23 24 28
6:22 6:47 6:30 6:42 7:02 6:30 6:52 6:36 7:05 6:26 6:34 6:38 6:38 6:32
16:34 11:04 16:43 14:43 15:34 16:37 15:46 16:08 15:46 14:08 16:55 14:22 14:59 16:17
Month March 2011 Date 1 2 3 4 7 8 9 10 11 14 15 16 17 18 23 24 25 28 29 31 In 7:52 8:25 8:17 6:25 8:02 8:20 7:06 7:13 8:52 7:31 7:40 9:15 8:39 8:04 7:44 6:54 7:27 8:00 8:11 9:13 Out 16:47 17:28 16:42 14:58 16:37 17:32 14:00 14:05 16:37 16:04 16:48 16:53 16:17 16:18 15:36 15:06 14:52 14:26 15:39 16:20
SAN MATEO HIGH SCHOOL LAYOUT
THE TLE DEPARTMENT TEACHERS
ME & MY STUDENTS
COMMUNITY OUTREACH PROGRAM