JHA

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I.

Republic of the Philippines Polytechnic University of the Philippines Quezon City Campus

STUDENT TEACHING BTE 440

Jasmine T. Taylor

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TABLE OF CONTENTS I.

Dedication

II. Acknowledgement III. Prayer for Teachers IV. Introduction V. PUP and Lagro High School Polytechnic University of the Philippines -Philosophy -Goals -Mission/ Vision Lagro High School -Philosophy -Mission/ Vision -Belief Statement -Statement of Professional Commitment -History -Map -Organizational Structure VI. Final Demo Plan VII. Brief Synopsis of Professional Readings VIII. Professional Development Plan/ Career Plan IX. Narrative Report X. Current Issues in Education XI. Curriculum Vitae XII. Attachments A. Photos B. Lesson Plan C. Other important files

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I. DEDICATION I am gratefully dedicating this portfolio to the following persons who mean so much to me, Knowingly-andunknowingly. To my friends in school who have inspired me. Their joy in others and inability to see differences as something that is wrong along with their desire to love and be loved touches my heart. Thank you for not only being my friends, but also my brothers and sisters. To my family and love ones for their no ending support even though sometimes they really felt bad at me. To Lagro High School for letting me to teach under T.L.E department, and to be able to use my knowledge and skills in teaching to real world. And to all the students of Polytechnic University of the Philippines, as well as the future student teacher who will use this work as there guidance and reference. Above all, I humbly dedicate this work to the Lord. I still do not know why He chose to bring me to Lagro High School, but here I am. I am eager to see how He uses this work in my life and the lives of others to teach us to grow, to be open and learn to walk the line between cultures, deeply enjoying both sides. All glory and honor to Him.

-Jasmine T. Taylor

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II.

ACKNOWLEDGEMENT

This portfolio would not have been possible without the guidance and the help of several individuals who contributed and extended their valuable assistance in the preparation and completion of this piece of work. I would like to express my greatest appreciation for the following that have helped and inspired me to finish this portfolio: To our Professors Mrs. Marilyn Isip and Mrs. Sheryl Morales for their detailed and constructive comments, and for their important support throughout this work. I would like also to extend my gratitude to the T.L.E head of Lagro High School, Dr. Carina Ortiz-Luis for letting me to practice teach to her under department. I wish to express my warm and sincere thanks to my cooperating teacher Mrs. Marilyn Abrajano, who introduced me to the real world of teaching. Also to her great support, huge understanding, guidance and a mother like figure to me during the period of my practice teaching. To the second year students section maple, mahogany, guijo, ipil-ipil and eucalyptus batch 20102011 for the kindness, appreciation, cooperation, respect and love that I gained to them. To my Co-STs who remain always there in times of my happiness and loneliness. To my Family who’s always there, without their encouragement and understanding it would have been impossible for me to finish this portfolio. My special gratitude is due to my brother and their families for their loving support. To all my brothers’ like in PUPQC, who’s always cheering me up while doing this piece of work. During this work I have collaborated with many colleagues for whom I have great regard, and I wish to extend my warmest thanks to all those who have helped me with my work, to my friends up to family friends.

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III.

PRAYER FOR TEACHER

Heavenly father Please help me to strengthen their voices, bodies and minds, to express their feelings and control them sometimes, to explore what’s near and venture afar, but most important to love who they are. Lord, we ask that you would bless the youngest and littlest of learners, the most helpless and powerless of persons, with Your infinite and loving mercy, granting them the strength to learn, concentrate, and act appropriately towards their teachers and fellow students. We also ask that You would watch over them, at home and at school and grant them proper direction so that they may learn of Your wonderful virtues. We ask this in the name of Your Son, Jesus Christ. Amen

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IV.

INTRODUCTION

Welcome to student teaching! Student teaching isn't easy. Not only will you learn more during your internship than you've learned in all your other courses combined, but you walk a difficult path between being a full-fledged teacher and still being a student yourself. You'll find it alternately the most stressful and the most exciting time of your life--and sometimes both at once. It helps to know in advance what you can do to keep going during the hard times and to enjoy the good times to the fullest. You are entering the capstone experience of your preparation to teach. Your undergraduate course work has offered a variety of ideas and opportunities about teaching. Now, you are in position to apply, test, and refine these concepts. Student teaching is organized to gradually get you involved with teaching responsibilities. Your initiative in this process is especially important. From the beginning of your experience, talk with your clinical supervisor, seek opportunities to interact with students and begin readying instructional materials. Student teaching will place great demands on your energy and ability. It is especially important for you to have clearly established priorities for your semester of student teaching. Beyond daily time in assigned schools, many student teachers report that four to five additional hours of work each day is necessary to fulfill responsibilities. Simple addition, then, reveals that a significant amount of time each day will be necessary for you to accomplish all that is expected of you in the role of student teacher. A number of ingredients combine to provide the student teaching experience: teacher candidates, clinical supervisor, administration, faculty, general school atmosphere, university Supervisor... To some degree, these all contribute to your development and success. However, YOU are the decisive element. It is imperative that you assume responsibility for self and for development of the teacher self. Yes, there is a support system available; it will be a significant contributor.

In

the

final

analysis,

though,

you

are

in

charge

of

your

development.

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V. PUP AND LAGRO HIGH SCHOOL POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Philosophy As a state university, the Polytechnic University of the Philippines believes that: 

Education is an instrument for the development of the citizenry and for the enhancement of nation building;



Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

Goals

Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of quality and excellence; 2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and

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4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.

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

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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.

Vision

Towards a Total University

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LAGRO HIGH SCHOOL PHILOSOPHY:

The development of the young into an intelligent, morally upright, responsible and productive member of the society is the main focus of education. For this reason, Lagro High School believes that every Filipino high school age youth must be given the right to quality instruction in a compassionate and caring environment.

MISSION:

To ensure the maximum intellectual, social, emotional and physical growth of the child and strengthen moral foundations through relevant and adequate learning experiences in a nurturing and caring school environment.

VISION:

Lagro High School is an educational institution that produces academically competent, morally upright and vocationally prepared citizens of the society.

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BELIEF STATEMENT

In order to accomplish our mission, Largo High School believes: Learning is a shared responsibility among students, teachers, administrators and the community. With strong parental support, LHS will provide the best possible experiences for ALL students. Implementing a variety of curriculum options and instructional practices to accommodate different learning styles will allow students to apply their knowledge in meaningful contexts. Creating positive relationships between teachers and students maximizes learning.

Challenging expectations and

encouraging creativity, along with a safe and supportive environment, increase individual student performance and self-esteem.

Developing character traits that include honesty, respect, responsibility

and self-motivation are an integral part of our curriculum.

Graduating students prepared to positively

impact their community and successfully meet the demands of our rapidly changing society is paramount.

LARGO HIGH SCHOOL STATEMENT OF PROFESSIONAL COMMITMENT

• I am an educator who makes a difference at Largo High School. • I am proud of my school, my students, and myself. • I believe in the dignity and value of the teaching profession. I behave ethically and professionally at all times. • I have a profound influence upon student's lives. • I am comfortable and secure at Largo High School and contribute positively to its progress. • I am free to state my opinions of problems that exist and take part in forming and implementing solutions. • I am dedicated to a cooperative relationship with students, parents, and the community. • I believe fairness, consistency, and teamwork build the best school environment.

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• I believe student success in the classroom is effected by my success as an educator. • I believe that learning is a lifelong process. I accept this idea for myself and impart it to my students. • I support other members of the Largo High School family at all times in dealing with students, parents, and members of the community. I react positively toward other educators. • I recognize and respect cultural differences among people. • I create a comfortable atmosphere of success and work diligently to ensure student success through positive, yet realistic, expectations. I encourage all students to challenge themselves in the classroom and through extracurricular activities. • I believe the work I do is recognized and respected by my colleagues, and I, in turn, recognize their work. • I establish parental communication to enhance the learning process. • I promote the achievement of the Largo High School Five Year Plan and yearly goals.

HISTORY OF LARGO HIGH SCHOOL

Let us reminisce history…. In the early seventies, the growing number of people in the GSIS La Mesa Homeowners Association (GLAMEHA) triggered the need for a high school in Lagro Subdivision. The officers of GLAMEHA requested fervently for an establishment of a high school next to Lagro Elementary School. With the aid of the city government and the education bureau, Novaliches High School with Mr. Florencio Dumlao as principal started accepting students. This high school annex started on June 13, 1974 with 87 students and a facility, which were humbly two housing units in Block 59 and chairs the students provided themselves.

On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary School compound and occupied the sawali-walled makeshift building. The high school was

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then headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and Mrs. Greta Manlapig as pioneer teachers.

Two years after, the enrolment rose to 249 from the former 87 with three sections in first year, two in second year, and one in third year. They were all managed to stay in just four classrooms guided by nine teachers.

The first graduation from this high school happened two years after with an increased enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics Department in Novaliches High School, who replaced Mr. Pilar(who left for the United States).

The School Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With this problem on accommodation, Mr. Florencio Dumlao appealed to the national government for a Lagro Annex Building. Through the unrelenting efforts of the department head-incharge and with the PTA lobbying behind, the 1.3 hectare present school site, and building became a reality.

At the opening of classes on June 11, 1978, 923 students flocked the newly constructed building which was a two-story 18-room structure standing proudly with Mrs. Maglipon as head of the school. She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to continue with the challenge to manage 19 sections of students with just 32 teachers.

It was the significant day of September 1, 1978 that Lagro High School was inaugurated by Mrs. Commemoracion M. Concepcion, the former schools division superintendent. Thus, it has become its foundation day.

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Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase of student population. And to accommodate this increasing population, a six-room building on the southern site of the campus was constructed. The school then also improved with the completion of concrete fences surrounding the campus, construction of the stage and the new steel flagpole, all to house and educate the community.

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

Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building funded by the city government. The same year created the Lagro High School-Payatas Annex with 257 students. This annex was assigned to Mrs. Sheridan Evangelista, who was then the Social Studies Department Head of the Main School.

Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School. Mr. William S. Barcena took her place as the principal of Lagro High School on June 1991.

Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.

Mr. Gil T. Magbanua replaced Mrs. Monis on June 13, 1993 To accommodate the continuous increasing enrollees, the three-story building funded by the Quezon City Government was constructed. The third Annex in Fairview was finally opened with Mrs. Justina A. Farolan as the Teacher-In-Charge.

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

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Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in 1998 with improved facilities and technology advancements for the school.

The dawn of more improvements was realized when Dr. Fernando C. Javier became the principal in April 2003. The construction of the new building previously applied by Mrs. Sheridan Evangelista was built and inaugurated by the successor, Dr. Javier. The SB Building and the full renovation of the formerly called Social Hall was transformed into a multi-purpose conference room conveniently equipped with multimedia projectors and modern sound technology now being utilized for events, seminars, workshops by the whole division. The construction of the new gate, renovations of all facilities and the covered court; Lagro High School now boasts of not only its talents but it’s conducive learning ambience sure to provide every learner more motivation to pursue his dreams. Lagro High School reaped achievements in the district, division, regional and national competition under Dr. Javier. The Bureau of Alternative Learning System was established and soon after the Open High School. The Special Education Program was established accepting deaf and blind students. The Guidance Program was also enhanced and improved with the administration of Dr. Javier. International competitions, speech and debate contests sponsored by the government and private companies, Palarong Pambansa, National Schools Press Conference and the creation of the Special Program in the Arts which annually showcases talents in its culminating activities. Today, as we speak, Lagro High School does not only have a growing number of enrollees but also consistently develops as a community that consists of highly competitive and productive members.

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SCHOOL MAP

ORGANIZATIONAL CHART TECHNOLOGY AND LIVELIHOOD EDUCATION DEPARTMENT

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Lesson Plan in Technology and Livelihood Education Technology and Livelihood Education II

Name: Jasmine T. Taylor

Date/Time: February 24, 2011 (2:50-3:50)

School: Polytechnic University of the Philippines Cooperating Teacher: Mrs. Marilyn Abrajano Year and Section: 2nd year (II-Mahogany)

Learning Component

:

Technology and Livelihood Education II

Sub-learning Component:

I.

Entrepreneurship

Objectives: At the end of the lesson the student should be able to: 1. Identify the types of business ownership; 2. describe the characteristics of each business ownership; 3. show awareness of the the importance of business ownership.

II. Content A. Topic

:

Basic Patterns of Business Ownership

B. Materials :

T.L.E Textbook II, Power Point Presentation, Visual Aids

C. Reference:

Effective Technology and Home Economics II, pp. 219-220 http://bellus.clanteam.com/Lesson-3-Management

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III. Strategies A. Preparatory Activities 1. Routine Activities - Prayer, Greetings, Checking of Attendance, Assignment 2. Review Drill – “I am the one” There are names flashed on the screen and selected students will tell on what theory the person is involved. 3. Motivation – “Picture Parade” Show Picture of different business ownership and let them named it. “Guess me Please” Students try to guess what was the picture represented by the missing word. 4. Unlocking of Difficulties Sole – only Stockholders

-

One

who

owns

shares

of

stock

in

a

corporation.

Incorporators – Is a person in charge of setting up a corporation. Board of Directors – Group of individuals who charge with running the corporation. Assets - Any item of economic value owned by an individual or corporation. Liabilities - is a financial obligation, debt, claim, or potential loss.

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B. Presentation of the Lesson

Learning Tasks

Strategies

Evaluation

1. Types of business ownership

Discussion

Oral-response

2. Characteristics of each business ownership

Discussion

Oral-response

3. Appreciate the value of business ownership

Open-ended sentence

Oral-response

C. Closing Activities 1. Generalization There are four forms of business ownership in the Philippines namely: sole proprietorship, partnership, corporation, and cooperative. The structure of business ownership clearly shows who really owned the business. The form of business ownership described how a business is legally set up.

2. Valuing Honestly 3. Application Group Work

4. Evaluation Activity (10 points)

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Rubrics for group work

Score

Equivalent

10

Excellent

9-8

Very Good

7-5

Good

4-0

Poor

IV. Assignment 1. Review the different forms of ownership. 2. Cut out at least 5 examples of each business ownership and paste it on a short coupon bond.

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V. BRIEF SYNOPSIS OF PROFESSINAL READINGS Teaching Reading Strategies

Elementary School Students Need Support On What They Are Reading Dorit Sasson, Teaching Reading Strategies: Elementary School Students Need Support On What They Are Reading Teaching Reading Strategies in Elementary School -scol22, stock.xchng The best definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text. Types of Reading Strategies For the purposes of teaching reading, these are the main reading strategies students should learn. 1. Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references. 2. Skimming: reading a text quickly just to understand the main idea. 3. Reading for detail: students read a whole text very carefully for specific information. 4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text.

5. Inference. student goes beyond the written information and makes links.

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The challenge for teachers teaching these strategies in a heterogeneous classroom is that not all students employ the same strategies and many times the reading strategies employed in a student's second language depend on second language learning experience. In this respect, it is up to the teacher to learn this by observation and through a quick assessment from distributing questionnaires. Also a student needs different reading skills for different text types. Elementary School Teaching Tips 1. Students should experience all reading strategies. 2. It is important to emphasize those skills students are less familiar or do not cope with as well as they would like to. 3. Each of the pre-while-post stages of teaching a reading lesson plan should involve a variety of reading strategies

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UNION LEADERS SPEAK Report Calls for the Overhaul of Teacher Education Programs By Randi Weingarten

Teacher education programs should provide more clinical experiences for teacher candidates, forge stronger partnerships with school districts, focus on both content knowledge and pedagogy, and improve candidate selection and placement, according to a report released by a panel of experts. The panel was convened by the National Council for Accreditation of Teacher Education (NCATE). The following is a statement made by the president of the American Federation of Teachers, Randi Weingarten.

NCATE has used research, common sense and the experience of everyday educators to create a blueprint for thoughtful and dramatic improvements in the way America’s teachers are prepared for their careers. Rather than engage in a false choice about whether to continue the status quo or eliminate college-based teacher education programs altogether, NCATE wisely has focused on what is best for students.

The council’s call for prospective teachers to receive more clinical experience is a smart first step in a profession that sees nearly half of teachers exit in their first five years of teaching. The recommendation that teacher education programs work more collaboratively with school

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districts will help ensure that teacher preparation and hiring are more closely aligned to the needs of communities. Other recommendations — from establishing new research standards to revamping higher education staffing and instruction — also will help upgrade and update teacher education programs.

NCATE recognizes that improving teacher education programs will require a broad partnership that includes teachers unions, school districts and colleges of education. We urge all stakeholders to look past the ideological arguments and work collaboratively, as NCATE and the American Federation of Teachers have done, to improve public education. The AFT has taken this approach in our effort to revamp teacher development and evaluations, which is now moving forward in nearly 60 school districts.

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College Board Program Highlights Role of School Counselors By Joan Baum, Ph.D.

Own the Turf, the College Board’s new program aimed at strengthening the image and performance of the nation’s school counselors by way of offering strategic guidelines to help inspire and prepare youngsters for college and careers, is responding to a growing concern that teachers and parents and even guidance counselors themselves can’t do it all. Own the Turf can also trace its recent debut to data that show that school counselors play an increasingly critical role in getting students into college and staying in college. For Patricia Martin, vice president of the newly instituted National Office of School Counselor Advocacy (NOSCA) of the College Board, the campaign to give guidance counselors, particularly in middle schools and high schools (some districts already involve elementary schools), greater “voice” in the national dialogue, could not come a moment too soon. A nationally known leader in the reform of school counseling, as well as a former teacher, supervisor of counselors, high school principal and school administrator in Prince George’s County in Baltimore, Md., Martin (a B.A. in mathematics, an M.A. in School Counseling) comes to her position as VP of NOSCA with passion as well as experience.

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Certainly the fact that “one-quarter of U.S. high school students drop out or fail to graduate on time” and “almost one million students leave our schools for the streets each year,” as U.S. Commissioner of Education Arne Duncan recently reported, only reinforces the need to establish and enhance a “college-going culture” within the nation’s schools, districts and communities. As is, data show that school counselors in many districts of the country, particularly those in large urban areas, are burdened with a student-tocounselor ratio of 467:1, and that’s only the national average.

The idea, however, Ms. Martin notes, is not to advocate for hiring more counselors — although that would be desirable — but to provide a “comprehensive” program for counselors across the country that can serve as a “focused agenda” with “a road map” and “toolkit materials,” including best-practices strategies that can be shared in person or online. The goal is to make college and career preparedness more effective, especially for the growing number of youngsters who are the first in their family to be college bound. Many prospective college freshmen, often minority, immigrant, poor, do not understand the extra-curricular requirements of attending college — getting and paying for required health services, for example. Between the end of June and early September there’s a lot youngsters have to do

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after having been admitted to college. NOSCA, then, may be considered a professional development initiative for school counselors, K through 12.

We know how to assist kids with the admissions process, Ms. Martin says. What we don’t know is how to ensure that, once admitted to a two- or four-year school, the kids stay there — matters essentially involving academic preparedness (including proper sequencing of, say, algebra to calculus courses), and financial support. Are all counselors aware that much of this kind of information, though complex, can be accessed online?

After studying existing College Board programs, the newly formed NOSCA identified eight basic components, all of which, ideally, should be addressed by the time youngsters are graduated from the 12th grade. Some of the pieces are familiar to counselors, but the need is for all of them to be, as well as for implementation to start early, in elementary school.

The components are: College Aspirations; Academic Planning for College-Career Readiness; Enrichment and Extracurricular Engagement; College and Career Exploration and Selection Processes; College and Career Assessment; College Affordability Planning; College and Career Admissions Processes; Transition from High School Graduation to College Enrollment.

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Plans are to have all pieces of the initiative up and running by fall 2012 in at least 10 districts around the country (these have been selected because of their size, their diverse student populations and the fact that the College Board has been working with these districts over the years and can readily augment existing relationships between schools and various organizations, such as College Bound). Of course, Own the Turf is voluntary, and education is, constitutionally, a matter for the states, but as Ms. Martin points out, there is no reason to expect that district superintendents would not subscribe to NOSCA’s goals or appreciate why the initiative is being called a “campaign.”

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Teachers College Calls Attention to Nutrition Education By Judith Aquino

This year’s Dewey Circle Reception — a ceremony honoring donors to Teachers College, Columbia University — shined a spotlight on healthy eating and the value of nutrition awareness.

“Teachers College invented nutrition education a century ago,” said Susan Fuhrman, president of Teachers College. “In the 1970s and ’80s, long before the current food movement came to global consciousness, TC faculty members were sounding the cry for a sustainable food system that supported human health and local environments.”

Childhood obesity (a body mass index above the 95th percentile) has more than tripled in the past 30 years, according to the Centers for Disease Control and Prevention. The prevalence of obesity among children aged 6 to 11 increased from 6.5 percent in 1980 to 19.6 percent in 2008. The prevalence of obesity among adolescents aged 12 to 19 increased from 5 percent to 18.1 percent.

Surrounded by edible displays of carrots, celery, peppers and other vegetables, guests at the Dewey Circle Reception mingled on the rooftop garden of Tishman Speyer

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headquarters at Rockefeller Plaza. The event was hosted by Tishman Speyer Senior Managing Director, Steven Wechsler.

Guest speakers and Teachers College graduates Dr. Isobel Contento and Dr. Pamela Koch spoke about their efforts to encourage healthy eating during the evening’s program, “Eating Well: From Personal Health to Global Sustainability.”

Koch and Contento recently received a $1.5 million grant from the U.S. Department of Agriculture to develop a science education and nutrition curriculum and evaluate its effectiveness in preventing obesity in about 2,000 fifth-graders at 20 New York City public schools.

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Intercultural Open University: Alternative Education By Sandra Hurlong, Ph.D.,

President of the Intercultural Open University Foundation I am committed to Intercultural Open University Foundation. I am a product of traditional and non-traditional higher learning in the U.S. I received my B.A. and M.A. in anthropology from the University of Pennsylvania, and I received my Ph.D. in cultural anthropology from the Union Institute and University in Cincinnati, Ohio, the first university without walls in the U.S.

I met the IOU Foundation’s founders, Professor Dr. J.R. Hakemulder and Professor Dr. Fay A.C. Hakemulder, in 2005. Discovering that we shared a philosophy of education, we began a long discussion about alternative education, distance education, culturally and socially relevant education, and the role of IOU Foundation in global education.

IOU Foundation is one of a small number of alternative education institutions, which has its beginnings in the open education movement of the 1960s. This learner-centered, selfdirected orientation of education emerged in the U.S. and U.K. in the mid-1960s. Roy P. Fairfield, a Harvard University professor of education, was among the founders of the movement. His book, “Person Centered Graduate Education” (1977), chronicles his

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pioneering efforts at the Union Graduate School to create a self-directed graduate program and explores the paths and pitfalls of alternative modes of education. Much of the non-traditional educational philosophy in the 1960s incorporated the ideas of humanistic psychology, such as those of Carl Rogers’ client-centered therapy, Arnold Mindell’s process-oriented psychology, and Clark Moustakis’ transpersonal psychology.

The beliefs of the pioneers in non-traditional education were that study is more an attitude than a system. That attitude puts the learner first and the institution second. It concentrates more on the learner’s need than the convenience of the institution. It encourages individual opportunity rather than uniform prescriptive learning, and de-emphasizes time, space, and even course requirements in favor of competence and performance.

Among the most prominent U.S. graduate institutions founded on these principals were the Union Institute and Graduate School, Fielding Institute, Saybrook Institute, California Institute of Integral Studies, The New School in California, and Antioch University. Regional accrediting associations eventually accredited all of these institutions.

Accrediting bodies are generally capable of understanding the language of non-traditional education. Government bodies have more difficulty doing so. They prefer external

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evaluation, grades, and commonly accepted standards of progress. In the U.S., learners are forced to seek government grants to pay the high cost of university tuition. The need for government money has led to greater conformity among U.S. educational institutions and less emphasis on alternative education philosophy.

IOU Foundation remains one of the few global institutions still supporting self-directed, non-traditional adult graduate education. I believe the foundation is positioned to play an important role in contemporary adult education. Part of IOU Foundation’s philosophy is to maintain modest tuition fees and to have tuition fees from the developed world subsidize tuition fees for the developing world. By emphasizing adult education, concentrating on specific programs and continuing appropriate accreditation, IOU Foundation will continue to consolidate its role in alternative education.

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International Education: On Location in Israel: Planting the Seeds for a Better World By Adam Wertheimer Sugerman

Upon landing at Ben Gurion Airport in the Tel Aviv suburbs, I was impressed by Israel’s efficient use of land. It seems that every vinkl, or nook, has been planted with a commercially viable crop, such as citrus and almonds. Along the roadsides, though, I felt a connection with both my zeide and suegro, both of whom love to work with the earth. Grandpa read about plants in his native shtetl Shershev (today in Belarus) and was able to procure an agricultural visa to Argentina before settling in Brooklyn with a small plot of land. In Florida, my fatherin-law has been experimenting with varieties of bougainvillea, which when left to grow on their own, become thorny and entangled, yet whose flowers delight the eyes with vibrant colors when the weather turns warm and sunny. Some of our bougainvillea, or veranera, flowers exhibit pentacolor hybrids having been created from cuttings spanning lilac, orange, pink, purple, burgundy, violet, white, and yellow hues.

The creation of modern Israel is synonymous with the veranera. Today the nation is interwoven with the experiences of sabras and immigrants, intersecting ethnicities and religions forever studied under the world’s microscope. Secular, religious, and ultra religious Jews—Sephardim, Ashkenazim, Mizrahim, Teimanim, and then broken down into subgroups,

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many of which overlap—live alongside secular and religious Sunni Muslims, Druze, Bedouins, Baha’i, and diverse Christians, among them Armenian Catholic, Greek Orthodox, Roman Catholic, Protestant, Maronite, Coptic, Syrian Catholic, Chaldean, Melkite Greek, and more recently, Mormons. There are now small communities of Buddhists and Hindus. Even more recently, a huge influx of Russian Jews and smaller waves of Ethiopian Jews arrived. Compelling stories emanate from refugees from Ethiopia, Eritrea, and the Sudan along with workers from the Philippines, Colombia, Nigeria, Sri Lanka and others.

But just as intertwined and complex, modern-day Israel also equates to practicality, directness, and the ability to focus on a problem and resolve it. Israel has no other choice. She is a nation that is small in territory — about the same acreage as New Jersey — and is able to support a large population despite the fact that it has fewer natural resources, especially lack of water, than most locales. Israel’s most important assets are its intellect and creativity. Just as important, it is a nation of laws, and has built a system that can criticize itself constructively without tearing itself apart, which is very uncommon as a society throughout human history.

A group of U.S. school superintendents witnessed this incredible human experiment from

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November 17 through November 23 first hand. The delegation, sponsored by the AmericaIsrael Friendship League (AIFL), met with students, faculty members and administrators of K-12 institutions and universities along with expert analysts in history, security and government. The group was led by Dr. Charlotte Frank, senior vice president of research and development at McGraw-Hill and chairperson of the executive committee of the superintendents listed above.

Here are a few of the participant’s perspectives:

Dr. Sichel: The thing I wanted to take back with me, more than anything, is that the friendliness, the openness of the culture and the blending of religion and cultures. It’s so diverse here. And when we talk about diversity in the United States, we really don’t have a finger on what the diversity is. I see here that it works really well. I hope that will continue. On an educational perspective, here the people are dealing with the same things we’re dealing with. We have high ability students, we have lower performing students, and we have students in-between. And we’re all trying to find ways to reach these students. It was good to see the cooperativeness that was just so special to me. We talked so much and we heard so much, and it is so important, especially now, to share ideas.

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Dr. Salmon: It was life-changing especially my perception of Israel. My views were so shallow. Now they’ve deepened and I have many things I need to think about, to read more about so I have more knowledge when I talk about Israel. I am very interested in sending students to the YASE program. I want to talk about culture shock, applications, and how to get the process initiated. I wish my own daughter had had this opportunity before she graduated high school.

Dr. and Mrs. Berg: We were impressed with the Holocaust Museum and the fact that history is repeating itself with the experiences of the refugees coming into Israel from Darfur via Egypt. The Center doesn’t let the collective voices of the Holocaust die.

Dr. Domenech: Superintendents make outstanding ambassadors. Through their exposure to programs such as the one AIFL offers, they are able to bring back new perspectives to their communities. [Ed: When Dr. Domenech was at the Kotel (the Wailing Wall) he saw that people were placing small folded pieces of paper with their hand-written messages. He wished peace and health for his grandson Robby, who was born during our week in Israel.

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MPs highlight impact of Education Bill on children with autism

Yesterday, the Education Bill was debated for the first time in Parliament. The Bill will implement some sections of the education white paper, published in December.

We briefed MPs on the Bill, before it was debated and as a result, the impact of the Bill on children with autism was raised a number of times during the debate.

Exclusions

In particular, we had expressed concerns about the replacement of Independent Appeal Panels for exclusions with Review Panels, which would not have the power to reinstate children who had been permanently excluded.

A number of MPs highlighted the disproportionate number of children with autism who have been excluded. Conservative MP Richard Fuller said that the high number of exclusions of children with autism needed more attention.

Shadow Education Secretary Andy Burnham said, “Parents of children with disabilities and special needs already face a battle to get them a good education. With changes to

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admissions and exclusions, which will see schools become judge and jury, the Bill stacks the odds against thosechildren even further”.

Education Minister Nick Gibb responded that parents would still have the right of appeal on exclusions.

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World-class ERP to Local Philippine Schools CLERYSYS Philippines, Inc. and DATAPACIFIC Corporation signed a technology partnership and joint-marketing collaboration to bring world-class educational institution ERP implementation to local colleges and universities in the Philippines.

CLERYSYS Philippines, Inc., a licensed channel partner of global “Enterprise Resource Planning” (ERP) software providers SAP, INFOR and Oracle, andDATAPACIFIC Corporation, the local developer of Campus++ School Management System, signed a technology partnership and joint-marketing collaboration to bring world-class educational institution ERP implementation to local colleges and universities. Dubbed as “Academia”, the Clerysys-Datapacific partnership’s flagship product will bring the best of breed back-end applications like enterprise financial accounting, planning, project management and procurement to the specialized domain of school operation and academic management customized to the local setting. This will result in a highly integrated school process that will ultimately benefit the students, their parents and the whole academic community. Financial and other school information will finally be at the touch of the finger tips.

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With five US offices and a development hub in India, the Clerysys office in the Philippines is the Asia-Pacific hub of their global operation. Their clients include the University of Ilinois, Barnes and Nobles, Comcast, and Sony Pictures.

Datapacific has been developing local software solutions for more than 19 years and it is currently automating enrollment, admission and other school functions in campuses nationwide, including Holy Angel University in Angeles, Pampanga, and Lyceum of the Philippines University in Batangas and Laguna.

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DEPED MEMO

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DEPED ORDER

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VI. PROFESSIONAL DEVELOPMENT PLAN/ CAREER PLAN

Way back in my childhood days, I was still remembered that my dream is to be a teacher-a great teacher someday. Even though I was not yet entering my elementary days in school that was my primary dream. When I was entered in elementary, I used to think twice, because, I was influenced by my sister. I thought that I would be a great physician and that’s what I plan until I graduated in elementary.

As I enter in secondary level, I plan to settle in only one option and that’s to be a good physician.

I thought after Four years, I will enroll in a medical school. But that dream was

failed, after my graduation there are so many offers blown out. The first option is to be a HRM student which is also I loved, but not to be a physician anymore, the second one is to be an i.t specialist, and the last one which is my greatest dream’t before is to be a teacher-a great teacher.

Well, nobody predict our future even i. This is me now, a graduating student of Polytechnic University of the Philippines Quezon City Campus taking up Bachelor in Business Education; I am now soon to be teacher-a great teacher.

After the graduation, I am planning to take the civil service examination this coming may 2011 so that if I will be able to pass that exam I have an edge among others. In myself, I really want to take a rest first to refreshin’ myself and my mind in everything. But still, I am planning to take a licensure examination for teachers this coming September to ensure that I will be

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having a licensed which indicate that I am already a professional individual here in our country. Though I don’t have any plan yet in teaching after graduation, I still want to ensure that I will be employed after I took a rest.

By the following years, after I helped my parents and having a stabled job I will now settled my own family. I will be get married in to a good and handsome guy in my eyes and plan to have 3 children’s (hopefully).

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IX. NARRATIVE REPORTS FIRST WEEK OF STUDENT TEACHING This is it! I am so excited this week; perhaps I have still some anxiety. Now it’s here! This week, I begin translating my ideas into actions. On the first day, a good bit of my time will spent observing. I just observe my cooperating teacher and the response of students to her. Also, the teaching interaction of students with each other. Observing with many different areas: Watch carefully; listen attentively; consider what was done and why. I was look for opportunities to interact with the students. As they come into and leave the classroom, be in a position to establish eye contact, to verbally interact. As they work independently, I do move around the classroom. As i move, I’ll look carefully at student work. That was time I was beginning to collect data that I know will help in my teaching on the sooner days. One time, Mrs. Abrajano failed to come into her class because of her toothache. I, alone, will go to the class of II-Mahogany and that was my very first day of handling the class. I was so nervous that time and I don’t know what to do, whew! Very awkward feelings. Upon entering to the terrific room, all of them stop creating noise, they’re all pay attention to me, maybe they are surprise because they have thought that Mrs. Abrajano will come to their class. I introduced myself, sharing my thoughts about education, my likes and dislikes, some chosen personal information’s. I let them asked me questions but only for that time then, we started collaborate. We shared thoughts, getting to know each other and some stuffs. This week was so embarrassing, as I gone to arrange the sitting arrangement of my one

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section handled the security guard go upstairs and look for me. I was timid that time, because I don’t know what to say. My students are really noisy because they bully each other as I transfer one to another place.

SECOND WEEK OF STUDENT TEACHING We have nothing much to this week. Mrs. Abrajano demonstrates how to make their project, the electrical circuit and lamp shade. The rest of days were served as the payment day and we only let them copy some lectures. I was still assist Mrs. Abrajano in her class. While she was lecturing, I at the back was observing the class and sometimes sited only at the back and listen to her lecture like an typical high school student. As I observed the students, I noticed that most of them aren’t listening so I go to their place and just look and smile at them. There are one section that is really noisy though when there are ‘two’ teachers in front of them they are still doing what they want. Mrs. Abrajano get mad to them and instead of lecture about the lesson, Ma’am lectured about values. I hope on the following weeks that I will be handled all the sections alone, they will be good to me. Whoa! This week also is their ‘Christmas Party’ and I’m so excited. In our advisory class, we let them assigned themselves in bringing food. Their Christmas Party was really fun, I was also joined to their games and it makes me glad. I was also look to the other sections I was handled on what’s going on with their party. I am glad to see that most of the students are happy the same as I and Ma’am Abrajano.

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THIRD WEEK OF STUDENT TEACHING First week of schooling after a short vacation. This was my third week in lagro high school as student teacher. Starting the first day of January I’ll be the one who will handled alone the class. During the first day, our advisory class is my first subject. I only asked them to clean and map their classroom because there are many dust inside. On the remaining class I asked them to write their experiences during Christmas and/or new year. I am now familiarizing their names but unfortunately I can’t remembered all yet. In one section, we used a a.k.a to call them and it makes me laugh. This first day of January make me smile. On the other day Mrs. Abrajano told me that I was going to teach the lesson on the next day. I am so surprised yet happy that time, I don’t know if I’m nervous or excited. The day came, I taught the lesson, and it makes me feel like a teacher now. It was really hard to manage the class and in line with that same time with lecturing. I feel a fulfillment that time after teaching those students, it make me smile until I gone home. The last day of this week also I celebrated by 20 th birthday. I thought my student doesn’t know about my birthday. I was surprised and happy because every time I enter the classroom they greet me and I really count it a lot!

FOURTH WEEK OF STUDENT TEACHING This week was so weary but still enjoyable. I lectured for three consecutive days then review on the fourth day and on the fifth day we have an examination. I am very tired this whole week because aside from studying and making visual aids I also do my case studies at the

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same time. Aside from me that is camera addicted, my students also. On the fifth day we have a bonding picture after their exam and they’re all smiling and laughing. We’re enjoyed that moment. I am praying that I will be a good teacher to them, also as from them, to be a good students from me.

FIFTH WEEK OF STUDENT TEACHING Their examination week! After their chapter test last week, this week would be their unit test and periodical examinations. On the next day of this week, we only checked their chapter test and then recorded it. I was so surprised and shocked because my cooperating teaching Mrs. Abrajano for our students; and gladly I was made it. I am worried to their exam, I don’t know if all that I have lectured to them was included to their examination. But, after seeing the test papers I can now breathe well because everything was included. On the fourth day, Thursday, my students at II-Maple gone to SM and play at timezone. They’ve won prizes like pencils and paper clips. I am so happy because they have remembered me and this Friday they gave me that pencils and paper clips. What a good remembrance to keep.

SOPHOMORES’ INTRAMURAL The sophomores intramurals; I was there to give support to my students at II-Maple,

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Mahogany, Guijo, Eucaluptus and Ipil-ipil. Early in the morning at 6:00 a.m we’re already at the plaza near lagro. They are practicing badminton, volleyball, taekwondo, basketball and table tennis. I, also joined them playing those sports. The first game started and 8:00 a.m in lagro high school court. I and my students was there at the volleyball field making cheers to II-Mahogany and Ipil-ipil, so gladly because they won the game. By having a few minutes of rest, they are on the field again and played. We’re all happy and shouting because our team declared as the champion of sophomore volleyball girls. Every one of us is wearing a smile that time, we take a rest for about thirty minutes and then we gone out to eat some food. Their treat me lunch and meryenda at the same time. Well it’s my pleasure to accept that food came from my students, nice one! For the volleyball boys, I don’t know to whom I cheer. they I have both handled them but I think it was quiet bias because I have chosen my advisory class, perse, I compared the teamwork of the other team because they are 3 sections there and all of them are my handled sections. My advisory class won the game and they become the champion for volleyball boys. I am happy for them, After all the game-sports we’re playing a volleyball on the field with my students, whew! My muscles are aching and I’ve got sprain it which is sadly happened. The two other teachers there Mrs. Duran and Mr. Palacio treat those students who won. I and my 2 students was about to go home, but they are hunger so we go at SM to east and at the same time to treat them after eating we gone to timezone and karaoke hub, we plan to sing though our voice is not so inviting. We’re all happy singing and also I’m so glad the they are my students.

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DEMONSTRATION WEEK My demonstration teaching is getting near (on this Thursday) I am really excited to my demo and proudly say I never get nervous. Though my lesson plan doesn’t much good enough and still taking it’s everyday revision, I am excited. I am praying before I was scheduled this February 24 for final demo that our Lord God help me to turn my fears and anxiety into excitement. Gladly and blessed I am, god really helps me. Everyone is getting busy this week, preparing for demo, PPT, Visual Aids and Lesson Plan. And I, just taking it easy, I don’t know if that was good or bad. Whew! Continuously, until the moment of demonstration. I felt excited, happy and no bad feelings. Whew! All I wanna know that time is to discuss the lesson very clearly and made the class alive. When I am in front I never look to the teachers who are watching me just all by myself and y students. After my demonstration teaching we take a rest for 10 minutes and then meeting for the post conference. I am happy and proudly say that their comments are really pleasurable like I’m very confident in teaching, I have a loud and clear voice, I made maximum use of my hands (gestures) and lastly their final word is ‘Congratulation, you are an energetic teacher’ which I don’t know how to answer back but thanks and just a little smile.’

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X. CURRENT ISSUES IN EDUCATION

LOCAL EDUCATIONAL NEWS

LGUs, schools, education advocates target zero dropout in public schools (The Philippine Star) Updated March 10, 2011 12:00 AM MANILA, Philippines - Mayors and top level local government officials, school administrators, and other education advocates who attended Synergeia Foundation’s 8th National Education Summit have committed to hammer down to zero the dropout rates in public schools in their localities.

Synergeia trustee Washington Sycip encouraged the participants to focus on the reduction of dropout rates and not just improving public schoolchildren’s performance. He said good education would lift families across the country from poverty, as well as ensure that democracy would work.

“When people are hungry, they sell their votes. Only when poverty is reduced will democracy really work in this country,” Sycip said.

Over a hundred top level representatives (mayors, vice-mayors and other LGU officials) from almost 50 municipalities from Cagayan Province to the Autonomous Region for Muslim Mindanao attended the Summit. One provincial governor, Sarangani Gov. Miguel Rene Dominguez, headed the province’s contingent.

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There were also 114 educators from the Department of Education like teachers, principals, supervisors, and superintendents who supported the new target, as well as education advocates from the corporate sector like Metrobank Foundation and Team Energy.

Synergeia president and CEO Milwida Guevara said efforts to reduce dropout rates would complement measures to improve students’ achievement tests through trainings for teachers, administrators, and parents as well as getting community support.

During the workshop sessions, participants agreed that supporting the DepEd’s Alternative Learning System (ALS) that targets out-of-school youth is the country’s hope for bringing children back to school. In ARMM where the USAID-funded Education Quality and Access to Learning and Livelihood Skills Project invested heavily on hiring instructors specifically for outof-school youth, the ALS program has started to bring children back to school.

The 8th National Education Summit was organized with the assistance of the DepEd, DILG, USAID, World Bank, Ford Foundation and Ateneo de Manila University. It was held last Feb. 1819, at the Ateneo Professional Schools in Makati City.

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The RH bill and education STRAWS IN THE WIND By Eladio Dioko (The Freeman) Updated February 24, 2011 12:00

In the midst of the controversy on RH bill, one congressman has come out with a statement that this proposed measure is not necessary since population management has long been a government policy. We are referring to Congressman Karlo Alexei Nograles of Davao City who is one of the sensible legislators who oppose the enactment of this anti-life bill. Indeed, why craft a law that would divide the nation and arm-twist a people to control birth?

Condom, which is the popular means of controlling birth, would be freely distributed by government health workers because huge funds would the earmarked for the purpose once the bill is passed. In fact, this year, even with the bill still pending enactment, the government is setting aside – hold your breath – P3 billion for information campaign on contraceptive use.

In its premise the RH initiative purports to encourage the use of natural and artificial means of birth control. Yet there are provisions which mandate the government to shell out millions of pesos for buying anti-pregnancy materials for distribution to the general public. Once passed, this legislation would therefore abet the use of artificial means of spacing birth, a position the Catholic Church vehemently opposes. The reason is by now clear to most Filipinos who have followed this issue: Using contraceptives aborts life in the mother’s womb. It’s murder pure and simple. If this is encouraged by the state, where’s the constitutional declaration that we are “imploring the aid of Almighty God” in governing this country?

There is no question on the need to control population growth. But the answer, like the answer

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to almost all of our social problems, lies in education, general education including an expertly managed sex education. Raise the level of the educational attainment of the 92 million Filipinos and population growth tapers off. But leave tens of millions of these under the “scratch and dig” state they now endure and babies would continue to tumble out by the dozen from many households.

The trouble is there is no money for education. True, we have a compulsory basic education. But how many manage to finish high school? Not even half of the school age youth. This means that only about 50 percent of Filipinos are functionally literate. Yet even this state is not yet a guarantee for gainful employment because in today’s world a higher level of schooling is a must. Hence, there’s a huge mass of poverty stricken warm bodies whose urgent concern is survival and to whom family planning is a meaningless thing. If only we have a no-nonsense anti-poverty program. If only we can better educate our people there would be no need to spend billions for birth control.

But there’s no money for education, for good education, that is. For years we have run our school system on a “puwede na” mentality –puwede na even if one classroom is used by two or three classes, puwede na even if only one textbook is available for three or four students, puwede na even if many high schools are manned by “casual” teachers, puwede na even if mere pictures of equipment are used in science classes, etc.

The irony is that there’s money for other less critical purposes. Pork for legislators, to name one, gets billions from the national coffer. Superfluous infrastructures, to name another, drain

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the same coffer of more billions. And of course, corruption has leeched this nation into its current anemic state.

Education? It’s the boast of politicians that this program gets the lion’s share of the budget, but this happens because it has the most number of personnel. The bitter truth, however, is that only a meager 15 to 16 percent of our GNP is shelled out for education. Compared to other Asian countries, most of which spend 20 to 25 percent of their budget for education, we are the miser in this regard.

Our failure to spend enough for our school system could be the reason why we have remained the economic poor boy of Asia. Years were when we were the envy in this part of the world for education and progress. But we must have been asleep (like Rip Van Winkle?) all these years because many of our neighbors like Indonesia, Vietnam, India and others, which used to be in the backwaters of development, are now looking down at us.

What will wake us up? Education, of course, because education is the engine of growth and development. But as long as we treat our schooling system like decrepit barangay schools we will remain half awake and problems such as poverty and its companion goblin of high population growth rate will always haunt us.

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IT education for elementary students pushed By Christina M. Mendez (The Philippine Star) Updated February 03, 2011 12:00 AM

MANILA, Philippines - Sen. Edgardo Angara called on his colleagues in the Senate to help him in pursuing legislation to integrate computer education into the curriculum of students as early as the elementary level.

“In our efforts to recover from lost economic grounds, our people need to be updated on the latest advances in technology. The youth must be scientifically and technically prepared to fully tap their inner talents and contribute to national development,” said Angara, who chairs the Senate committee on education.

To demonstrate how backward the country has been in terms of information technology, Angara cited the 2009 Global I.T. Report released by the World Economic Forum in Davos, Switzerland, wherein the Philippines has further slipped from its 2008 ranking of 81st in terms of Network Readiness to 85th.

In 2007, the country ranked 69th.

In a bid to enable the country to keep up with other countries in terms of global technology, Angara has filed Senate Bill 2012 which seeks to promote computer literacy by including basic computer applications and programs in primary schools, to produce highly-skilled workers in programming, digitally-aided design, hardware, networking and software development.

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SB 2012 will allow the creation of the Board of Computer Education, which will assess, supervise and monitor the accreditation of schools; provide the curriculum for computer-aided logic, math and science education in the elementary level; and monitor over all performances of the schools and the students.

The bill will promote the Build-Operate-Transfer scheme of the program, which will include facilitating the training of teachers on computer literacy and maintenance and provide apprenticeships to qualified students into the facilities maintenance component of their education.

This is pursuant to Republic Act 6957, the act authorizing the private sector to build and operate infrastructure facilities and later on transfer ownership to the (local) government.

inally, the bill will put in place a voucher system for specialized computer education in 19 of the poorest provinces of the country.

Under this provision, qualified students who completed secondary school will be allowed to take competitive aptitude tests. Upon passing the test, they can avail of vouchers from the partner agency or through the local unit of the Board to enroll in a computer school of their choice.

“This bill is intended to prepare the Filipino youth to meet the technological challenges of the new century,” Angara said.

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Irony in education By Eduardo "Edu" Manzano, Makati City (philstar.com) Updated December 23, 2010 12:00 AM

I was listening to a news report on the radio yesterday noon (Dec. 2) about students protesting at the UP-Ayala Hub along Commonwealth Avenue. The site was chosen as venue of the protest action since Pres. Noynoy Aquino was on his way there to inaugurate some Business Process Outsourcing (BPO) companies.

The sight of students marching in protest over the reduced allocation for education, right across the UP-Ayala Hub where offices of major BPOs are located, cannot but be the best (worst?) metaphor for the state of our education today.

Here we are, producing so many graduates of biology, nursing, accounting, law, political science, etc. who, for lack of work opportunities here in their chosen fields, eventually become telephone operators, taking calls, inquiries and complaints from angry and at times, abusive people from other countries. This seems to be the fate of graduates who take on the work of call center agents to service corporations from all over the world that reduce costs of doing business by outsourcing their services to low-income countries like ours.

It is education that provides the best possible investment as it pays the biggest return. It has been proven many times that investment in human capital produces not only a well-learned society but also an empowered and innovative populace that can effectively compete with their counterparts anywhere in the world.

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Much reform is necessary, not just in extending the school years as in the DepEd’s K+12 proposal but also in improving what is probably the most critical factor that accounts for effective learning, which is the mastery of the subject matter by the teacher.

We need to pay attention to the inordinate expenditures for GOCCs or the pork barrel of nearly 300 legislators and compare these with the paltry amount given to education that affects 2/3 of our people, now nearing 100 million.

If we do not adequately invest in human capital now, we must be prepared for the consequences that will inevitably follow.

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How important is education? PERSPECTIVE By Cherry Ballescas (The Freeman) Updated December 04, 2010 12:00 AM

Gratefully, some people back in early 1916 saw the need to establish a University of the Philippines in the south. Thus was born the University of the Philippines Cebu College eight years after UP in Manila.

Dr. Ambeth Ocampo’s reminder about the meaning of the historical marker that was unveiled at UP Cebu should be heard seriously especially by those who can truly make education a top priority not only for the Visayas but for Mindanao as well.

The historical marker serves not only to formally seal the transfer of ownership of the marker to UP Cebu from the National Historical Commission.

Ocampo stressed that the marker not only locates the historical value of UP Cebu. The marker should also serve as a constant reminder to all those genuinely interested in educating our people to persevere and continue the legacy of providing quality education to our youth.

Sadly, UP Cebu’s strategic location and importance has never been fully recognized. For that matter, the value of education has not been genuinely appreciated and supported, especially by the government.

Scholars are expected to serve the nation but until they graduate, they are expected to fend for themselves, to study hard and finish in 4 years, without any support given to most of them even

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in terms of lodging or tuition assistance. Roads,bridges and basketball courts seem to have been given more importance than schools and universities.

The presence of public universities in any region, on face value, is a witness about the concern and importance given by the government to constituents and their education. However, just like many white elephant structures left unfinished or abandoned, public schools and universities, beyond their inauguration, have been left literally on their own to stay alive and survive.

Year in and year out, state universities and colleges (SUCs) have had to struggle to convince legislators and government to provide adequate budget to continue to educate our youth, to continue to nurture the brains badly needed for nation-building, to continue to exist.

Year in, year out, their budget requests have been ignored, sliced, cut, reduced. Instead, legislators and government have preferred to fill their own belly with undeserved pork barrel!

Who do you think can be expected to make full use of the limited budget to promote the interests of our people, of our country? The academe or Congress?

The SUCs have their sterling performance of expertise and service to our people and our country to show as clear evidence of their responsible management of public funds. Do the legislators and other government officials have similar transparent records of public service and performance?

Senator Drilon’s demand for SUCs to open their books so the public will know that SUCs have

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their own savings and income to use even with less budget from Congress should be matched with public outcry for legislators themselves to immediately show our people where the huge pork barrel for them have gone. The same public demand should be directed as well to all government officials at all levels!

Secretary Abad should also explain why the budget of the state universities and colleges did not receive the same priority as the pork barrel of those in Congress! Did not this government run, during the last elections, on the promise to scrap the pork barrel? What happened? Why did Abad et al decide instead to slash the budget for SUCs?

P.Noy himself should see the genuine cry of the youth and the SUCs for him to realize as a historical reminder for him to fulfill his promise of change, for him to honor the youth that believed in him, for him to remember that it was the people that got him elected, not the Liberal Party that seems to be controlling his decisions nor Congress that seems to be controlling the decisions of the LP.

Education or pork barrel? Perhaps, those with pork barrel can be persuaded to annually provide a set percentage of their P70M pork barrel to support education and SUCs?

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FOREIGN EDUCATIONAL NEWS

Empowering Innovation in Education: a TED x NY Education Event By Vicki Cobb

About two hundred educators and other interested people met recently to share ideas about education. The setting was the NY Academy of Sciences on the fortieth floor overlooking ground zero—the perfect place to discuss rebuilding dreams. TED, which stands for Technology, Entertainment, Design (www.TED.com), is an annual event where leading thinkers share what they are most passionate about. A TEDx event, such as this one, is independently organized and licensed by TED, but still exclusive. Attendees had to fill out an application with their background, interests, and three conversation starters just to purchase a ticket.

The program was four sessions of speakers (19 in all) with time in between for networking. Alan November, an expert on using technology in education, emphasized that the key to joy in work is purpose and this message is not lost on kids. Gary Stager, a constructionist teacher in the mold of long-ago progressive education pioneers, said, “We can have high standards without standardization.” His emphasis: project based learning.

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recommends rethinking everything we do in schools, from scheduling to how we group students to assessments. “We can do dumb things with a smart board,” she quipped. She was particularly adamant about the negative effect of the assessment tests on both teaching and learning, symbolically breaking a #2 pencil at the end of her talk. Patrick Corman, a children’s fiction author, talked about his multimedia approach (text + videos) to story-telling that gets

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kids involved with reading.

The possibilities for innovation in education are generated by the newly available power of the web for unlimited access to information and global connections. Children no longer want to wait until they grow up to participate in the world. They want to do it now and they are already doing it electronically. Teachers are more important than ever in guiding and shaping this new empowerment and must begin focusing on a new set of twenty-first century skills to help students find their way and their voice.

The event seemed to energize the participants to effect change in education. (Many of the attendees were from independent schools that are already on the cutting edge of educational innovation.) The people who need to hear the message most were not in attendance. Policy makers were not there, nor were the administrators who are focused on raising test scores.

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Good Teacher Training Equals Heightened Student Learning By Sandra Priest Rose

Classroom teachers are being penalized for their students’ poor test scores. We must recognize that teachers face different students every year with different abilities, and the factory model of manufacturing cannot apply to educating human beings.

We must also recognize that we give new teachers none of the training they need in preparation for their job. Schools of education teach about educational theories; they do not teach how to teach actual subjects. Education students read about Freud, Pestalozzi, Maria Montessori, whole language reading, phonics. They never learn how to teach reading, writing, spelling, comprehension, history, science, arithmetic, history of music and art. They have to learn through painful experimenting. Teachers only learn how to teach after years of experience, trial and error, and a few years of failing to give students what they need. The fault lies in the lack of training they received.

A model of training teachers in the teaching of reading, writing and spelling has been developed by Reading Reform Foundation over a 30-year period that has proven to be successful for the teachers and their students. It requires hard work and dedication on the part of the mentors as well as teachers being trained, but it works.

The classroom teachers take a 40-hour course in one of the Orton-Gillingham approaches to teaching reading, writing, and spelling. These are systematic methods that teach in step-by-step ways an analysis of the English language that make its spelling and pronunciation logical. The

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teachers, and subsequently their students, learn that 87 percent of English is logical and subject to phonetic rules. Careful handwriting and accurate spelling precede reading. Everything is taught by using all the senses: seeing, hearing, speaking (muscles of the mouth) and writing (muscles of the arm and hand). This multisensory teaching helps fix learning on the brain and makes learning and remembering easier.

The course is then followed up by twice-a-week visits to the classroom teacher by a highly trained, sympathetic mentor. Together they plan lessons to be used in the classroom. The mentor first demonstrates and models, then gradually lets the classroom teacher take over more and more. This program of 160 hours of training (40 hours in the course, 120 hours of classroom visits) results in well-trained teachers who are secure in teaching the subjects for which they have been trained.

Meanwhile, the students benefit from the logical teaching they are receiving as well. Their enthusiasm as they recite the sounds together, put them into words, and read aloud with confidence is palpable. These classes are alive with full participation and excitement. Solid gains in test scores provide additional proof of how much the students have learned.

The confidence engendered in the children by acquiring real skills also is bolstered by reading exciting or instructive stories and literature. Legends and myths can be read to the students in first and second grade until they can read on their own.

Some of the third-graders in a bilingual class read a child’s version of “The Odyssey” in English this past year. When asked to write to thank the donor of the books, one child said, “Why? He

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didn’t write the Odyssey. Homer did!”

Thus, the true purpose of good training for the teacher comes full circle in the intellectual ferment that can be created in the minds of the students in an inner-city school.

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College Board Program Highlights Role of School Counselors By Joan Baum, Ph.D.

Own the Turf, the College Board’s new program aimed at strengthening the image and performance of the nation’s school counselors by way of offering strategic guidelines to help inspire and prepare youngsters for college and careers, is responding to a growing concern that teachers and parents and even guidance counselors themselves can’t do it all. Own the Turf can also trace its recent debut to data that show that school counselors play an increasingly critical role in getting students into college and staying in college. For Patricia Martin, vice president of the newly instituted National Office of School Counselor Advocacy (NOSCA) of the College Board, the campaign to give guidance counselors, particularly in middle schools and high schools (some districts already involve elementary schools), greater “voice” in the national dialogue, could not come a moment too soon. A nationally known leader in the reform of school counseling, as well as a former teacher, supervisor of counselors, high school principal and school administrator in Prince George’s County in Baltimore, Md., Martin (a B.A. in mathematics, an M.A. in School Counseling) comes to her position as VP of NOSCA with passion as well as experience.

Certainly the fact that “one-quarter of U.S. high school students drop out or fail to graduate on time” and “almost one million students leave our schools for the streets each year,” as U.S. Commissioner of Education Arne Duncan recently reported, only reinforces the need to establish and enhance a “college-going culture” within the nation’s schools, districts and communities. As is, data show that school counselors in many districts of the country,

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particularly those in large urban areas, are burdened with a student-to-counselor ratio of 467:1, and that’s only the national average.

The idea, however, Ms. Martin notes, is not to advocate for hiring more counselors — although that would be desirable — but to provide a “comprehensive” program for counselors across the country that can serve as a “focused agenda” with “a road map” and “toolkit materials,” including best-practices strategies that can be shared in person or online. The goal is to make college and career preparedness more effective, especially for the growing number of youngsters who are the first in their family to be college bound. Many prospective college freshmen, often minority, immigrant, poor, do not understand the extra-curricular requirements of attending college — getting and paying for required health services, for example. Between the end of June and early September there’s a lot youngsters have to do after having been admitted to college. NOSCA, then, may be considered a professional development initiative for school counselors, K through 12.

We know how to assist kids with the admissions process, Ms. Martin says. What we don’t know is how to ensure that, once admitted to a two- or four-year school, the kids stay there — matters essentially involving academic preparedness (including proper sequencing of, say, algebra to calculus courses), and financial support. Are all counselors aware that much of this kind of information, though complex, can be accessed online?

After studying existing College Board programs, the newly formed NOSCA identified eight basic components, all of which, ideally, should be addressed by the time youngsters are graduated

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from the 12th grade. Some of the pieces are familiar to counselors, but the need is for all of them to be, as well as for implementation to start early, in elementary school.

The components are: College Aspirations; Academic Planning for College-Career Readiness; Enrichment and Extracurricular Engagement; College and Career Exploration and Selection Processes; College and Career Assessment; College Affordability Planning; College and Career Admissions Processes; Transition from High School Graduation to College Enrollment.

Plans are to have all pieces of the initiative up and running by fall 2012 in at least 10 districts around the country (these have been selected because of their size, their diverse student populations and the fact that the College Board has been working with these districts over the years and can readily augment existing relationships between schools and various organizations, such as College Bound). Of course, Own the Turf is voluntary, and education is, constitutionally, a matter for the states, but as Ms. Martin points out, there is no reason to expect that district superintendents would not subscribe to NOSCA’s goals or appreciate why the initiative is being called a “campaign.”

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JASMINE T. TAYLOR 34 Republic Avenue, Lilac Street, Fairview Quezon City +639098836347 [email protected] Job Objective: To be a student teacher where I utilize my knowledge in teaching Technology and Livelihood Education and to enhance and bring out the best in me as a student. _____________________________________________________________________________________ Skills:    

Computer Literate Effective Communication Skills Values Oriented Fluent in English and Filipino Language

Education: POLYTECHINIC UNIVERSITY OF THE PHILIPPINES – QUEZON CITY 2007-present NORTH FAIRVIEW HIGH SCHOOL Auburn Street North Fairview Subdivision, North Fairview Quezon City FAIRVIEW ELEMENTARY SCHOOL Fairlane Street, Fairview Park Quezon City Seminars Attended: Jobstreet Career Congress-2010 SMX – Mall of Asia Enhancing Teaching Skills toward Professionalism Polytechnic University of the Philippines- Quezon City

Empowering the Youth Sustainable Environment

toward

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Personal Information: Birthday: January 7, 1991

Religion: Born Again Christian

Mother: Linda T. Taylor

Father: William B. Taylor

Height: 5’2

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XI. ATTACHMENTS A. PHOTOS PHOTOS OF MY COOPERATING SCHOOL

A side view shot at lagro high school

Photo in front of technology and livelihood education faculty room

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PHOTOS TOGETHER WITH MY COOPERATING TEACHER

I and my cooperating teacher Mrs. Marilyn M. Abrajano

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PHOTOS TOGETHER WITH MY CO-STUDENT TEACHERS

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PHOTOS TOGETHER WITH MY PRECIOUS STUDENTS

Together with S.K team from II-Eucalyptus

Together with my guijofam from II-Guijo

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Together with the II-Maple, my advisory class

Together with my loving and sweet students from II-Mahogany

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PHOTOS DURING FREE TIME (PLAYTIME SHOTS)

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PHOTOS WHILE DOING THEIR ACTIVITIES AND TAKING THEIR EXAMS

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FINAL DEMO SHOTS

I together with my cooperating teacher and the two master teachers

The section II-Mahogany (my demo section)

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PHOTOS DURING MY LAST DAYS IN LAGRO HIGH SCHOOL

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STUDENT LETTERS

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MESSAGES OF MY STUDENTS IN MY SOUVENIR T-SHIRT

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B. LESSON PLAN Learning Component: T.L.E II Sub-learning Component: Entrepreneurship

I. Objective: At the end of the lesson the students should be able to: a. Familiarize the different successful entrepreneurs in the Philippines; b. Give the different qualities possess by entrepreneurs; c. Develop the good qualities of an entrepreneur by the students. II. Content: a. Topic: Personal Competencies of an Entrepreneur b. Materials: workbook, textbook, notebook, visual aids c. Reference: Effective Technology and Home Economics pp. 207-208 III. Procedure A. Preparatory Activities 1. Routine Activities Prayer, Checking of attendance and assignment 2. Drill Successful Entrepreneurs – jumbled letters 3. Motivation Pictures of successful entrepreneurs in the Philippines 4. Unlocking of Difficulties Entrepreneur- individuals who are highly enterprising

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Entrepreneurship- process by which individual produces goods and services to improve mans quality of life. Competency- Ability B. Lesson Proper D. Presentation of the Lesson

Learning Tasks 1. Different successful entrepreneurs in the Philippines 2. Personal competencies of an entrepreneur 3. Self-checking exercise

Strategies

Evaluation

Brainstorming

Question-Answer

Discussion

Oral-response

Individual Work

Oral-response

C. Closing Activities 1. Generalization Entrepreneurs are people who are willing to take risks in order to build a business. They are resourceful and inventive people who have many ideas and they have the courage and determination to turn those ideas into reality. 2. Valuing Cooperation 3. Application Quiz 4. Evaluation Self checking exercise (10 points) V. Assignment 3. Review the different forms of ownership.

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4. Cut out at least 5 examples of each business ownership and paste it on a short coupon bond.

C. TEST Lagro High School Technology and Livelihood Education Entrepreneurship 4TH Grading Chapter Test Name: Year and Section: I.

Score: Date:

TRUE OR FALSE Direction: Write T if the statement is correct and F if the statement is incorrect. Write your answer on the space provided. _____1. Inadequate capital is one of the main problems common to business enterprises. _____2. Products or methods of production may become obsolete because of the constant stream of new products. _____3. Creativity requires imagination and critical thinking. _____4. All businesses are not subject to business risks. _____5. Peso devaluation can be risky to business because the higher cost of imported goods may not be easily passed on to the consumer due to insufficient demand for the good or because of government regulations. _____6. Successful entrepreneurs are risk-takers. _____7. Effectiveness described as ‘doing things right’ and Efficiency as ‘doing the right

thing’. _____8. Effectiveness and Efficiency goes hand in hand in order to attain a success business. opportunities

_____9. An effective and efficient businessman is one who is a goal-setter, committed to and resources, risk-taker, persistent and visionary leader. _____10. We need to assess the strength of the company periodically because it helps to

identify Problems and possible solutions to these. II.

IDENTIFICATION A. Direction: Identify the following. Write your answer on the space provided. __________1. Describes as the process by which an individual produces goods and services to improve man’s quality of life. __________2. These are the people who are willing to take risk in order to build a business. __________3. A behavior in which he has a strong belief in self and own abilities. __________4. A behavior in which he sets clear specific short-term or long term goals. __________5. A behavior which looks for new business opportunities to respond to

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the needs of consumers. __________6. A behavior when they make promises, they do all possible means to keep this. __________7. A behavior when they keep on trying various alternatives to improve their services to people. __________8. Described as ‘ doing the right thing’ __________9. Described as ‘ doing things right’ __________10. The one who undertakes a business. B. Direction: Tell whether the statement described is EFFECTIVE or EFFICIENT entrepreneur. Write your answer on the space provided. __________1. Do an environmental scanning of business opportunities. __________2. Do proper planning __________3. Be resourceful to finance and sustain the enterprises. __________4. Use all resources to attain goals and objectives. __________5. Follow a step by step procedure in putting-up an enterprise activity. __________6. Choose the best entrepreneurial activity and work on your plans. __________7. Give elaborate instruction. __________8. Lead in attaining the instructions __________9. Monitor results __________10. Evaluate results III.

ENUMERATION 1-10 Enumerate the (10) personal competencies of entrepreneurs 11-15 Enumerate the (5) problems face by entrepreneurs 16-17 List the (2) persons who brought the meaning for ‘effectiveness and efficiency’ 18-20 Give at lease (3) qualities of creative entrepreneurs