My PRactice Teaching Portfolio

Practice Teaching Portfolio of

Jennelyn Tabut Peñas Bachelor in Business Teachers Education SY 2010-2011

Republic of the Philippines

Polytechnic University of the Philippines

Practice Teaching Portfolio of

Jennelyn Tabut Peñas Bachelor in Business Teachers Education SY 2010-2011 Assigned at: Sauyo High School 2nd Laguna St. NIA Village Sauyo, Q.C

Submitted to: Prof. Marilyn F. Isip Prof. Sheryl R. Morales Coordinator/Adviser

March 2011

Table of Contents Dedication Acknowledgement Teachers Prayer Introduction Course Description PUP Philosophy Mission Vision Sauyo High School School Context- Community Profile Programs Description History Organizational Structure Final Demonstration Plan

Brief Synopsis of Reading and Research Preferences

-Memo -Articles -Journals Professional Career Plan – 2 Years Narrative Report Lesson Plan Current Issues -Local -Foreign

Attachment A. Photos B. Lesson Plan C. Certificate/ Daily Time Record D. Evidence of Outreach Program E. Reflection

DEDICATION

This manual is dedicated to my family, who taught me that the best kind of knowledge to have is that which is learned for its own sake. It is also dedicated to my mentors, who taught me that even the largest task can be accomplished if it is done one step at a time. Without their patience, understanding, support, and most of all love, the completion of this work would not have been possible

ACKNOWLEDGEMENT

I am heartily thankful to my Alma Mater, Polytechnic University of the Philippines for the opportunity of experiencing Student Teaching, to Prof. Marilyn Isip and Prof. Sherilyn Morales for their supervision, to my Cooperating Teacher, Mrs. Elizabeth A. Lascoña, whose encouragement , guidance and support from initial to the final level enabled me to develop an understanding of being a good teacher, to Sauyo High School who warmly welcomed us in their School, to My Beloved Students- IExcellence, I- Commitment, I- Diligence,I-Efficiency, I- Prudence and I- Charity for love and respect during my stay in their school. Lastly, I offer my regards and blessings to all of those who supported me in any respect during the compilation of this manual.

TEACHERS PRAYER God grant me wisdom, creativity and love. With wisdom, I may look to the future and see the effect that my teaching will have on these children and thus adapt my methods to fit the needs of each one. With creativity, I can prepare new and interesting projects that can challenge my students and expand their minds to set higher goals and dream loftier dreams. With love, I can praise my students for jobs well done and encourage them to get up and go when they fall.

INTRODUCTION

Student teaching is a college-supervised instructional experience; usually the

culminating

education or graduate certification.

It

is

course

in

a

school program required

by

university/college undergraduate leading

those

to teacher

earning

either

education and a Bachelor

of

Education or Master of Education degree. Student teaching is required for students who are not yet certified to teach. It is different from a practicum, which is required when a student already holds certification to teach, yet wants a certificate extension to teach another area of specialization; they are both college-supervised field-based experiences. The student teaching experience lasts about the length of a semester; long enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the prospective teaching professional an opportunity to teach under the supervision of a permanently certified master teacher. The

student

teacher

is

usually

placed

in

a

neighboring

or

participating school district. The student teacher is monitored by the cooperating teacher from the district, as well as a supervisor through the college. The supervisor acts as a liaison between the cooperating teacher and the head of the college’s student teaching department. The student teacher essentially shadows the cooperating teacher for about one week, eventually gaining more responsibility in teaching the class as the days and weeks progress. Eventually, the student teacher will assume most of the teaching responsibilities for the class including class management, lesson planning, assessment, and grading. Thus, the student teacher is able to more fully experience the role of the teacher as the classroom teacher takes on the observation role in the class. There is sometimes a "phasing out" week were the student teacher returns the teaching role back to the regular teacher.

Polytechnic University of the Philippines Vision Towards a Total University 10-point Vision Towards a Total University. 1. Foster High Quality Campus Environment 2. Strategize and Institutionalize Income Generating Projects 3. Strengthen Research, Publications and Creative Works 4. Model Quality Management and Fiscal Responsibility 5. Improve Sense of Community Involvement and Linkages 6. Institutionalize

the

Principles

of

Academic

Freedom

and

Responsibility 7. Promote Academic Excellence in Student and Faculty Performance Nationally and Internationally 8. Nurture and Enrich Our Cultural Heritage 9. Integrate ICT with Instruction, Research, Service and Production 10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and Students

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 selfdiscipline, love of country and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual; 7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country; 8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization; 9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and 10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

Goals Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through: 1. Provision of undergraduate and graduate education which meet international standards of quality and excellence; 2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment; 3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and 4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.

Philosophy As a state university, the Polytechnic University of the Philippines believes that:  Education is an instrument for the development of the citizenry and for the enhancement of nation building; Meaningful growth and transformation of the country are best achieved in an atmosphere of b rotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit

Polytechnic University of the Philippines – Quezon City Politeknikong Unibersidad ng Pilipinas - Sangay Lungsod Quezon

Motto Established Type Officer in charge Academic staff Admin. staff Students Location University Hymn Colors Affiliations Website

Tanglaw ng Bayan 1997 Public University system Dir. Pascualito Gatan 30 14 est. 1920 as of 2007 Quezon City Imno ng PUP ██ ASAIHL, IAU www.pupqc.net

Polytechnic University of the Philippines Quezon City formerly called PUP Commonwealth, is an extension of the Polytechnic University of the Philippines, which caters student-residents of Quezon City, as well as the nearby cities and towns like Caloocan, Bulacan, and Rizal.

As a member of the PUP System, the University provides education to students. As of 2010, the campus offers six undergraduate programs providing the needs of the business world. Programs offered include:

•

Undergraduate Programs o o o o o

•

Bachelor of Science in Information Technology Bachelor of Science in Entrepreneurial Management Bachelor in Business Teacher Education Bachelor of Science in Business Administration major in Marketing Management Bachelor of Science in Business Administration major in Human Resources Development and Management

Graduate programs o Master in Educational Management, MEM (Distance Learning Mode) o Master in Public Administration, MPA o Master of Science in Information Technology, MSIT (Distance Learning Mode)

Brief History The PUP-Commonwealth Campus in Quezon City was established through the generosity and benevolence of Mr. Walter Rothlehner, a German church leader and an owner of a certain square building situated at the Sikhay Compound, Don Fabian Street, Brgy. Commonwealth, 1119 National Government Center, Quezon City. Mr. Rothlehner donated the said property to the Polytechnic University of the Philippines.

The 1.9 hectares of land presently occupied by the PUP-Open University, Commonwealth Campus is donated by the SIKHAY - an association duly registered with Securities and Exchange Commission represented by its President, Rev. Fr. Joel T. Tabora, S.J. PUP-Commonwealth is an establishment campus of Polytechnic University of the Philippines with the National Government Center in order to bring quality education to the urban poor communities especially the underprivileged families of Quezon City. The PUP-Commonwealth started as a two-building campus. These two existing buildings were donated by its owner to the Polytechnic University of the Philippines purposively used as classrooms, library and offices for students and faculty members. Hence, the PUP through its Open University committed to administer and maintain the described buildings and portion of land in the interest of its students in the locality and in the nearby the vicinity. The PUP-Commonwealth is an extension campus of PUP Sta. Mesa, Manila. It came to exist through its formal launching held at the Misereor Hall, last July 29, 1997. It was attended by the former PUP President, Dr. Zenaida A. Olonan, who presented the Plaque of Recognition to the donor of the PUP-Commonwealth Campus, Mr. Walter Rothlehner The said activity was graced by former Congressman of the 2nd District of Quezon City, Hon. Dante V. Liban and other special guests from the local government of Quezon City and the PUP Administration. At present, the PUP-Commonwealth Campus has still four (4) existing buildings namely , the Rothlehner Hall, Miseor Hall, New building through the courtesy of

Cong. Magsaysay , Susano and Villar and the Student Multi-Purpose Hall, library, two rooms for keyboarding and computer laboratory having more than 20 computers, administration offices and classroom serving almost 1600 students in the campus. Furthermore, PUP-Commonwealth is now on its 10th year of promoting quality education and nurturing her constituents toward a rich and meaningful life by providing them a highly technologically advance education, a continuing quest for academic excellence, and deep commitment to serve human kind. Finally, PUP-Commonwealth Campus is under the directorship of Director Pascualito B. Gatan.

SAUYO HIGH SCHOOL

LOGO

LOCATION

Sauyo High School Pantabangan St., Quezon Sauyo High School

Mission The school exists to provide quality education through competent teachers

with supportive community in a conductive learning environment.

Vision The Sauyo High School envision to produce quality students who are Maka-Diyos,Maka-tao,Maka-kalikasan at Makabayan Sauyo High School History History looking back at the history of Sauyo High School, one could not imagine that it would metamorphose into a beautiful school as it is now, far from the Pasong Tamo High School (its former name) which was regarded then as a “deprived, depressed, and under served” school in the Division of Quezon City. Sauyo High School formerly Pasong Tamo High School started as an Annex of Novaliches High School in 1969, with one section of thirty students in the first year level on a pre-fab building at the back of Pasong Tamo Elementary School. This was in answer to a felt need in Barangay Pasong Tamo (where it got its name) through representations by barangay leaders led by Mr. Conrado Panlaque, Sr., to the City Mayor and City Superintendent of Schools. In 1972 to August 1978, it was made an Annex of Culiat High School. It became independent on September 1, 1978. Yet it had to live with a small campus that got muddy during rainy season inadequate classrooms

and school facilities and a number of squatters that dwelt in the vicinity. After twenty-one years at the back of Pasong Tamo Elementary School, the school moved to its new campus On October 26, 1989. This is on a 4,747 sq. meters lot donated by the National Irrigation Administration at the NIA Village, a middle-class subdivision in Sauyo , Novaliches. At present, the school has two sites. Site 1 situates the two-storey 12 classroom Gavaldon building built in school year 1988 – 1989 which was funded by the City Government, the two storey 4-classroom NCR building constructed in 1989 and rehabilitated last school year, and the two-room DPWH building. This site houses the Principal’s and Administrative Office, the school clinic, the Reading Center, a computer room and a mini-library. Site 2 situates the three-storey 12 room Mathay Building, the two-storey 9 room SEDP building which houses the Technology & Livelihood building, the school library, the Registrar’s Office, and two-storey Liban building. Both sites have guidance offices, airconditioned faculty rooms, and school canteens operated by the Sauyo High School Multi-Purpose Cooperative. Classes are held in morning and afternoon shifts. The third year and fourth year students hold classes in Site 1; the first year and second year students in site 2. The school caters to students from its catchment areas – Bagbag and Sauyo – as well as those coming from adjoining subdivisions.Since its establishment, the school had been headed by the following administrators, namely: Mr. Jose Aguilar (1969 – 1971); Mr. Ricardo Reyes (1971 – 1972, one month); Mrs. Basilia Jimenez (1972 – one month); Mrs. Elizabeth Olbina (Oct. 1972 – 1975); Mrs. Virginia Cerrudo (1975 – 1976); Mrs. Perla Verso (1976 – 1978); Mrs. Purificacion Cruz (1978 – August 14, 1984); Mrs. Elisa Lorenzana (August 15, 1984 – August 30 1989); Ms. Flor Sandoval (September 1, 1989 – June 18, 1990); Mr. Exequiel Calixtro (June 19, 1990 – January 1993); Mrs. Sheridan Evangelista (January 1993 – May 1993); Mr. Stevenson Damo (June 1993 – April 1994); Mr. Alfredo Dela Cruz (may 1994 – 1998); and Ms. Ofelia Millete (November 1998 – October 16, 2002); Dr. Josefina M. Pamplina (October 17, 2002 – August 10, 2004); Mrs. Erlinda M. Barreras (August 11, 2004 – October 28, 2005); Mrs. ANGELITA G. REGIS (November 8, 2005 – December 11, 2006); Dr. MODESTO G. VILLARIN (December 12, 2006 to 2008) . The present school head is Dr. Corazon Lomibao 9

(2008 – present) The new principal is much concerned on the improvement of the school buildings and its facilities to make the school conducive to learning. She also zeroes in on instructional competence among teachers and academic achievement among students. She hopes that with the concerted efforts of the school, the teachers and the students. Sauyo High School will become a better performing school in the Division of Quezon City. Her vision is to make Sauyo High School become the most improved school in terms of school achievement mean and special program for the arts, such as creative writing, choral group, dance troupe, theater arts, visual arts and drums and lyre.

SAUYO HIGH SCHOOL ORGANIZATIONAL STRUCTURE

FINAL DEMONSTRATIO N PLAN TECHNOLOGY AND LIVELIHOOD EDUCATION I

Date: February 23, 2011

Learning Competences: ENTREPRENEURSHIP

Time: 12:30 – 1:20 PM

Sub-Learning Competences: Retailing

Section: I- Excellence

I.TARGET: At the end of the lesson, the students should be able to: 1. Identify different kinds of retail stores and merchandising practices 2. Describe the characteristics of different retail stores 3. Differentiate each kind of retail store

4. Appreciate the Importance of Retail Stores II. CONCEPT: A. Topic: Kinds of Retail Stores

B. Materials: Visual Aids, Pictures of Different Kinds of Retail Stores C. Reference: Module in Entrepreneurial Retail Operation by Lorenzo Carriedo et.al. pp. 29-36

III.PROCEDURE: A.PREPARATION 1. Daily Routine * Greetings 2. Review of the Past Lesson B. PRESENTATION 1. Show with the class pictures of Different Kinds of Retail Store

General Merchandise Store

Department Stores

Grocery Stores

Kadiwa Centers

Specialty Stores

Supermarkets

Superstores

Kinds of Retail Stores 1. The General Merchandise Store 2. Grocery Store 3. Single Line or Specialty Store 4. Department Store 5. Supermarkets 6. Kadiwa Centers 7. Superstores IV. EVALUATION: • Group Activity: Each group will be assigned to make a collage of products that can be seen inside the retail stores. V. AGREEMENT: Topic: The Importance of Retailing 1. What is the importance of Retailing?

Checked By: Mrs. Elizabeth Lascoña Prepared By: Ms. Jennelyn Tabut Peñas

PROFESSIONAL CAREER PLAN – 2 YEARS

After two years, I want to be recognized as someone who made a positive difference in the lives of the people and in organization that I was associated with. I know I will have to work hard to get this recognition, and I am willing to put for the necessary effort. I intend to approach everything I do with a positive attitude, lots of enthusiasm, and a desire to ‘Make the Difference’. I know my Alma Matera prepared me for these objectives. But I also realize that to accomplish all that I want to, I will have to continue to learn new skills as I progress. In the next two years, I’d like to obtain a secure yet challenging job. By this time, I expect to know more specifics about the career path I want to take. Hopefully, as a result of a achieving my short-term goals, I will have an impressive combination of knowledge, skills, and experience to move ahead. I f my skills and knowledge are not sufficient to obtain this , I may consider getting my MEM degree at Polytechnic University of the Philippines. My Long tern goal would be to get to the top of the ladder. It would be nice to do this by climbing straight up one ladder, but most likely, I’ll jump laterally from ladder to ladder to continue my assent. Ideally, I would like to end my professional career as a Teacher of large, well known school. I would get enjoyment out of knowing that I make an impact on the day-today lives of my students. If I can achieve each of my goals to their fullest extent I should be able to accumulate a good deal of wealth by time I retire. I hope to live a long and comfortable life, giving back to the community making a lasting impression on each.

Narrative Report

1 st Week Well I’m back for more teaching practice. So far everything’s going smoothly but the challenge starts next week when I will start to teach. This week I will be doing some preparation for my teaching . I’m glad that I have here my co- student teacher. I’ve met a few new colleagues and there are also a couple of familiar faces. For now I only have one textbook that I would use for teaching. I have met my students and figured out the classrooms. I would be teaching five classes. I’d be teaching Entrepreneurship, which is a big relief because I know a lot in this subjects. I still need to do a few more things including giving my supervisor a copy of my timetable and the classrooms’ locations. Yep, this time there will be supervisor to well.. supervise my teaching. I would like to first express my gratitude and excitement at the opportunity to perform my student teaching at your school in Mrs. Lascoña’s classroom. I am excited to begin gaining the experience and lessons of becoming a better teacher for the students of today by teaching your classes. Much like your school is prepared to offer an education to all and stress the points of responsibly, goal driven schoolwork, planning and time management, and positive attitudes; I too offer those same ideals. I feel all who wish to gain an education are welcome to it and I am honored to have the chance to be your teacher. n my previous pre-student teaching observations, where I had the chance to watch experienced teachers conduct their classes and learn firsthand teaching strategies, I feel I have seen a small taste of the education world. I find myself excited and eager to be in front of the classroom where I have always wanted to be. While I have seen various forms of teaching I am feeling ready to begin my own. In my personal forms of teaching I value the student’s opinion and values on the topic of instruction. If a student is engaged in a lesson they are learning, and from this I formed various philosophies on the education process. While I am eager to teach many lessons and provide an education, I am also prepared and excited for lessons I will learn from the students, the school, and my cooperating teacher.

CURRENT ISSUES IN PHILIPPINE EDUCATIONAL SYSTEM

LOCAL Literacy rate in the Philippines has improved a lot over the last few yearsfrom 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools. The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned. A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small - 29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses. On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the

secondary and tertiary levels . Also, boys have higher rates of failures, dropouts, and repetition in both elementary and secondary levels. Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch. 1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score. 2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families. 3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries. 4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also

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

Woes of a FIlipino Teacher Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school. Imagine yourself handling a class of 60 to 70 students. Imagine yourself handling two shifts of classes with 60 to 70 students. Yes, it is a nightmare. And yes it happens in real life within the public school system. It is a manifestation of the two most prevalent problems in the educational system: lack of classrooms and lack of teachers. In fairness, most private school teachers, especially those in small private schools, will admit that public school mentors earn more than they do. But even with the relatively higher wages, it does not seem to compensate for the daily travails of public school teachers. The ideal ratio of teacher to student is 1:25. The less number of children handled by one mentor, the more attention can be given to each individual, especially if their learning competencies are not equal. With 25 students in a class, the teacher is likely to know each of her students, not only by face but by name and how they are actually performing in class. But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every single day. They hardly know their pupils, save for the excellent ones or unfortunately, the notorious. She does not even bother to remember them. How can she? Classrooms are cramped, if there are any at all. Many classes are held in makeshift rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are merely separated by thin plywood walls. With 60 kids north, east, south and west, it's a wonder

teachers can hear themselves over the din. And how do you tailor lessons with so many competencies to consider? Often, the result is children are left to cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to pass at the end of the year. Yes, students are still divided into sections and they are grouped into the level of their academic skills. Which leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience, resources and dedication to addressing the need of her students. Resources are another matter. Many public school classrooms are equipped with the most basic of equipment: a blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated or purchased by the school. But many times, a teacher will not only have to be creative, but will dig into her own pocket to produce the kind of materials she needs and wants to teach class. It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But this can get to be very expensive, especially if the lessons are long. And with a class so huge, children are barely able to see small handwriting from the back, so you need to write bigger, and use more paper. Children always welcome additional and unique visual aids, and woe to the teacher who has to create them if she wants her subject or lesson to be more interesting.

Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out on your own. Teachers still have to make ends meet. And often, their pay is simply not enough to cover their needs, as well as their families. The Department of Education just announced that so many millions of pesos have been released for the construction and repair of classrooms around the country. I believe this will only cover those included in a priority list. But there are many more schools which lack classrooms, and more communities that lack schools. When additional classrooms are built, will there be additional teachers? If new teachers will be hired, will there be a budget to support their wages? It's a never-ending cycle, because the government has yet to come up with a plan that will finally address these problems. In the meantime, Ma'm or Sir will have to suffer through their public school experience.

Blast from the Past My paternal grandparents were teachers. My father's sister was also a teacher, and in fact, worked her way up the ranks to later become a public school principal. Since my grandparents have both passed on, my aunt and dad never fail to regale us with stories of how it was in public schools during their time. If I remember correctly, everything was simplified. The curriculum was the basics or the 3 Rs -- Reading, wRiting and aRithmetic. By the time children completed each year level, they would at least know how to read, write and do simple math, and progress a bit more after every grade level. I say great! To my mind, armed with these skills, you can fend for yourself even at a young age because you'd understand simple written instructions, you can jot down important things, and you'd be a little savvy about simple trade. Back then, they had simple books -- ones that really honed a student's skill by familiarizing him with the alphabet, phonetics and simple definitions. Unless you've mastered the addition table, you were nowhere near progressing to multiplication. And even if teachers ended up "terrorizing" their students or resorting to punishment, the bottomline was to inculcate in them the necessary skills to make them competent individuals in the future. Sure they had books and notebooks but not enough to break a child's back or dislocate the shoulders. They were the essentials. A pencil, some writing paper and a notebook or two were all they needed to come to class.

Boys were not exempt from home economics classes, which included learning to cook, sew, and keep house. Neither were girls excluded from practical arts classes which had them gardening, doing basic carpentry or even learning handyman skills. It's been quite some time since I, too, was in school. But I do recall that things weren't as complicated as they are now -- especially in the public school system here in the Philippines. Yet, the graduates that were produced could go toe-to-toe with children who were products of private schools. In fact, public school educated children were often better than their private school counterparts. The only difference is their economic status and the opportunities available to them. So what went wrong? When had things become different? Why did they suddenly change a system that was working?

The 3 Rs How come the 3 Rs (Reading, wRiting and aRithmetic) were good enough in the old days to ensure that kids learned in school?

An Insider's View The problems according to a public school teacher The problems besetting the Philippine educational system are not lost among those who are in the system themselves. Mr. Gilbert M. Forbes is a Head Teacher in elementary based in the Pitogo District Division of Quezon province. I don't know the man, but I think he is truly an educator because he is willing to face the problems, and even better, help find ways to address them. Based from his experience, he lists the most pressing concerns in the public school system that must be addressed if people are serious about putting things in order: 1)Development of Instructional Materials particularly in core subjects. Teachers not only need training in the preparation and development of instructional materials, but they must also be given financial support to produce these. Instructional Materials include modules, standardized validated rating, achievement and diagnostic tests viz qualitative one's. I'm not a school teacher, but I do know the difficulties faced by mentors just to prepare lesson plans, visual aids and examinations for their students. More often than not, they are forced to use their own resources (money and otherwise) just to have these available to better teach their classes. How can we actually expect them to come up with instructional materials that will truly be of help to students if they are not properly equipped to develop them, and worse, not have the necessary resources to create these?

The backlog in books has been reduced tremendously but textbooks still don't contain enough exercises and testing materials that teachers can use for their daily instruction. As a result, most of the time, the teacher is required to write all the exercises on the board that eat up class hours. Otherwise, they opt not to give exercises at all. If the teacher isn't going to provide exercises, how can students practice what is taught them? The education department continues to receive an increase in the yearly allocation. Unfortunately, the ratio of books to students remains insufficient to this day. Many pupils have to share books, how can they be expected to do exercises and hone their skills? 2) The system of promotion within the ranks needs to be overhauled. To date, what is prevalent is the "Palakasan System, Utang na Loob and Pakikisama System." Generally, this refers to a system where what matters are the people you know, especially the powers-that-be, the people who owe you favors, and the clique you belong to. If you meet any one of these criteria, you are almost assured of getting a promotion, never mind if you are not qualified for it. In Mr. Forbes' opinion, it is high time that the teachers' ranks be professionalized from top-to-bottom akin to the corporate world. Promotions should be solely based on merit. Because with the present system, many of those who rise in rank "don't necessarily have the guts to become an educational leader."

Many are just after the salary increase and most of all of the prestige that goes with being a school manager! The worst is, these mentors are not really concerned and dedicated enough to initiate reforms to improve the system. While it is true that a teacher's salary is not commensurate to the workload, a real educator will still lead by example and exert 101% effort in everything he or she does. It has been said time and again that teaching is a noble profession, and it certainly is. But this nobility is lost if there is no commitment and dedication to go with the job. There is great responsibility in being a teacher because in their hands lie the future of young people. 3) Teacher Training and Development. In spite the number of people pursuing a degree in education, very few are actually equipped with the necessary competence in specific learning areas that they are supposed to excel in. According to Mr. Forbes, observations are that except for education graduates from CHED designated centers of excellence, many would be teachers are deficient in subject matters. And this results in overworking some mentors who are well-trained and educated because they are forced to take up the shortcomings of their peers.

EDUCATIONAL ARTICLES

Issues in Philippine Education: In Retrospect By Engr. Herman M. Lagon

They say that education is the best social leveler. They say that it is the very answer to poverty, corruption, hate, and ignorance. If it really is like many people believe it is, then the study of the key educational, ergo curricular, issues in the Philippines is a significant endeavor that needs serious pair of eyes, ears and hands. According to the IBON Facts and Figures, the literacy rate in the Philippines has regressed a lot over the last ten years. This is attributed to the dwindling quality, relevance and accessibility of education—the very basic rights of the Filipino youth as etched vividly in the Constitution. Despite the good things that Department of Education has reported such as the increased number of classrooms and students, the fact remains that the crowding 1:70 classroom ratio, the decreasing aptitude of students and the decadence of the values of the young, among hundreds others, hamper the progress of the state of education of the country. From http://www.ph.net/htdocs/education/issue.htm, education in the Philippines may be summarized into the following four issues: 1. Quality of education, 2. Affordability of Education, 3. Government budget for education, and 4. Education mismatch. 1. Quality–There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the NCAE and Board Exams for college students, were way below the target mean score. 2. Affordability–There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.

3. Budget–The Philippine Constitution has mandated the government to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations among the ASEAN countries. This, not to mention the corruption component in the same institution that must abhor such act. 4. Mismatch–There is a large proportion of “mismatch” between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. Here, also to consider is the degenerating educational mindset of working abroad or of working for employment no matter what it takes, with no regard to other more valuable intentions like social work, inventiveness and entrepreneurship leading to public service and better self-actualization. The following are some of the reforms proposed: 1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings. 2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions. 3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor but deserving, maybe more equitable. 4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. 5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.

The macro-level educational issues and concerns above can be better understood when the micro-level concerns—mainly curriculum issues—are put into the equation. This way, people can understand the state of education more and eventually face and nip the problems in the bud. Curriculum managers and educational experts are always looking for better ways to achieve better learning through teaching. However, since curriculum innovations seemed to be difficult for many, issues and concerns have been raised about curricular innovations. The newness of the idea to the users raises issues which need to be addressed. Certain aspects need to be clarified in order to overcome the attitude and feelings that create some concerns. Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum issues. These are 1. Academic Area Initiatives, 2. Alternative Schools, 3. Bilingual/Bicultural Education, 4. Censorship, 5. Gender, 6. Health Education, 7. Diversity, 8. Privatization, 9. Provision for Exceptionalities, 10. Religion in Public Education, 11. Scheduling Arrangements, and 12. Standards and Assessment Clearly, there is no discrete separation in these twelve categories. On one sense, they are all interrelated and bear close relationship with each other. Some items enumerated, however may not be fit for the Filipino audience. In the Curriculum Development book of Purita Bilbao et al., it enumerates a number of fitter and more relevant Curricular Issues and Concerns. 1. Poor Academic Performance of Learners. How does he performance of learners relate to the curriculum? Our basic education curriculum was prepared by experts in the field of curriculum making and the subject specialization. The written or intended curriculum is well crafted and all elements of the curriculum are considered. But why are Filipino learners lagging behind from their counterparts the southeast in the TIMMS? Why can’t our schools significantly raise the level of performance of the learners’ vis-à-vis national standards? Issues on the varied implementation of the curriculum among schools and teachers seem to be one of the reasons for the prevailing low performance of schools all over the country. There is perennial complaint about books and other instructional materials. Overcrowded classrooms do not provide a good learning

environment. In addition, the teacher has been identified as one of the influencing factors in the varied implementation of the curriculum. Issues like ill prepared teachers, poor attitude towards change and low morale have been thrown to teachers. Leadership support to an effective implementation of the curriculum. Perhaps if these are not addressed, then the outcome of the curriculum which is academic performance if schools will be low. 2. No Sense of Ownership. Most of the curricular innovations are handed down from the top management. Those who are going to implement simply tow the line or follow blindly. Sometimes the implementers lack full understanding of the change or modifications that they are doing. The goal is unclear, thus there are a lot of questions in the implementation as well as evaluation from the concerned persons. Because of this concern, there is little support that comes from the stakeholders. They just leave the school to do it on their own, thus giving the classroom teacher a burden. 3. Curricular Bandwagons Only. In the desire of some schools to be part of the global

educational

scenario,

changes

and

innovations

are

drastically

implemented even if the school is not ready. Some schools for example implement a curriculum that is technology-dependent when there is not enough computers in the classroom. There are no internet connections either. How can correct and apt scientific experimentations happen if there are no laboratory tools, equipment or chemicals in the first place? But they have to show that they are also keeping abreast of the development even if their equipment are insufficient.

DepEd to schools: Keep graduation rites austere, politics-free Thu, Feb 25, 2010

Manila (23 February) — The Department of Education (DepEd), in Order No. 13, ordered all public and private schools to keep graduation rites for Batch 2010 politicsfree. It also ordered the schools to keep their graduation rites solemn yet simple and austere especially

due

to

difficulties

brought

about

by

recent

natural

calamities.

DepEd Secretary Jesli Lapus said in the order that the graduating rites should be conducted in an appropriate solemn ceremony befitting the graduating students and their parents and shall not in any way be used as a venue for political forum. Lapus reiterated the department’s policy on the conduct and collection of fees for graduation rites, where public schools are not allowed to collect graduation fees or any contribution for graduation rites. While the Parents Teachers Association (PTA), however, may solicit minimal voluntary contributions from members for graduation ceremonies and celebration, teachers and principals should not be involved in it. On the other hand, Lapus said there should be no extravagance in graduation rites, adding holding the graduation in school premises is encouraged. Also, Lapus said there should be no special attire for the ceremonies. While wearing togas are allowed, only the actual cost of rental of togas (will be shouldered) by the graduating class. Lapus also stressed contributions for the annual yearbook will be on a voluntary basis only.

Source: Philippine Information Agency

DepEd, DPWH team up to fast-track titling of public schools Mon, Dec 21, 2009 MANILA, Dec. 20 (PNA) — The Department of Education has entered into an agreement with the Department of Public Works and Highways (DPWH) to hasten the titling of school sites continuously occupied by public elementary and secondary schools nationwide but have yet to be registered and titled to DepEd. Education Secretary Jesli Lapus and DPWH Secretary Victor Domingo signed recently an agreement to facilitate the prompt issuance of clearances required for the titling process. “We need to address this issue on school titling urgently to ensure that school operations are not disrupted and our children will not be displaced,” Lapus said on Sunday. The titling of public schools will protect public schools from encroachment, segregation, illegal occupation, and adverse claims of ownership by other individuals or parties. “It will contribute to further improvement of the public school system,” Lapus added. In 2007, DepEd signed an agreement with the Department of Environment and Natural Resources (DENR) and the Department of Agrarian Reform (DAR) on the titling of school sites. The agreement stipulated that DENR shall be responsible for the technical output which includes the survey of public and privately owned lands covered by Deeds and Donation, field validation, and preparation of draft proclamations for approval by the President. DAR, for its part, shall facilitate the issuance of the Deeds of Transfer of school sites that are located in Resettlement Areas and Landed Estates, which it administers. DPWH endorsement/clearance is among the prerequisites to DENR’s preparation of presidential proclamations reserving lands for public purposes. DepEd will provide DPWH the profiles of 5,000 school sites that will require DPWH clearances. Selected regions in Luzon have been prioritized for this initial phase, with other regions soon to follow.

Lapus noted that cooperation from other government agencies is crucial in order to resolve this perennial problem. DPWH, along with other government agencies, has given DepEd its assurance of full support in the local, regional and central office levels to speed up the issuance of suitability clearances. DepEd earlier identified some 8,000 sites that have been continuously occupied by public elementary and secondary schools, which were donated by private individuals as well as government entities, but have not been transferred, registered or titled under DepEd. Lapus said that the DPWH earlier had allocated another P2 billion for the construction of new classrooms and repairs of existing ones.

Source: Philippines News Agency

FOREIGN Ten education issues the new government should address After 30 years of fiddling with the education system, whoever gets into power should now focus on the big issues Assessment should be restored to its vital role in teaching and learning, and league tables outlawed. Photograph: Jeff J Mitchell/Getty Images The general election is dominating our news. From nurseries to lifelong learning, the three main parties' education policies have been thoroughly scrutinised and commented upon. Each manifesto has a few progressive ideas: Labour's trial of free school lunches for all primary children; the Conservatives' support for the provision of free nursery care for preschool children – although Michael Gove's equivocation about top-up fees is worrying; and the Liberal Democrats' plans to phase out university tuition fees. The three manifestos also have some silly ideas. Labour wants to teach Mandarin in primary schools even though we have patently failed to teach any foreign language to more than a minority. Is anyone in the Department for Children, Schools and Families aware of the negative findings of the 1975 National Foundation for Educational Research's study, French in the Primary School? The Conservatives will encourage new schools to be opened and run by parents – at least until their children leave. The overprovision that will be created is bound to deplete the resources of existing schools, and the potential for the sharp-elbowed to benefit at the cost of everyone else will add to the fragmentation of the system. The Liberal Democrats have promised priority funding for small classes, despite research showing that schools need flexibility in how they make the most of teachers and that small groups benefit the youngest but not necessarily other older pupils.

After 30 years of endless fiddling with our education system, oh that a new government – whether a single party or a coalition – would turn its attention to regulating big business and the banks, providing an up-to-date infrastructure and protecting the liberties and welfare of its citizens. It would be excellent if whoever grasps power after Thursday's election drops all gimmicks and focuses on the big issues that only government can change. Here are the top 10 points from my personal wishlist. 1 Accept that the country needs a high-quality education "system" rather than a pecking order of schools and colleges. Local authorities have a vital role. Links and transitions between the phases are crucially important. Competition works for sports and some cultural events, but learners are often better served by collaboration. 2 Realise that, if the desire to reduce the achievement gap between the advantaged and the disadvantaged is genuine, those who currently gain the least from education need to receive the most resources and have the best teachers. 3 Learn from Sure Start and from the excellent longitudinal research on preschooling that universal, high-quality, free nursery provision makes sound educational, social and economic sense. 4 Grasp that teachers are the solution not the problem. This means the profession attracting, and keeping, the most talented and the best-motivated people (Teach First has gone some way towards this). It also means the government allowing teachers reasonable autonomy in how they teach. 5 Limit the national curriculum to core subjects and those topics deemed essential to preserving our heritage, maintaining our national culture, and extending our international understanding. 6 Restore assessment to its vital role in teaching and learning, and outlaw the disastrous and divisive league tables. 7 Restrict inspection to ensuring that failing institutions are identified and improved rather than attempting the impossible task of sorting all schools and colleges into finely graded categories.

8 Extend pedagogical expertise by encouraging well-planned pilot experiments in teaching and learning, monitoring and professionally evaluating their outcomes, and disseminating emerging innovatory good practice. 9 Ensure that further education emerges from its Cinderella role and that part-time university students are given the support they deserve. 10 Establish a democratically elected standing commission – accessible to all citizens online – to consider and recommend future changes to the education system, thereby easing the strangulation of educational thinking by party politics. Such changes will not be easy to make, as successive governments have created groups with vested interests in controlling schools, making money from servicing them or enjoying privileged access to the best provision. These 10 points cannot, by themselves, ensure a high-quality system in a fairer, less greedy society – that would require lots more pressure from us citizens – but they should make such an outcome more likely. Peter Mortimore is former director of the Institute of Education

Staffordshire University teaches degree course in prison Dovegate prison in Staffordshire runs first workplace foundation degree in offender management HMP Dovegate deputy director Trish Mitchell, right, with staff and students on the offender management foundation degree. Photograph: John Snowdon In a lecture theatre in Staffordshire, 15 students are at an induction session for a new foundation degree. They talk about their upcoming modules, which include law, crime and criminal psychology, while nearby all the usual campus facilities – library, medical centre, gym, football pitches – are filled with people. But this is a far cry from the UK's other seats of higher education: the residents at this site include murderers, rapists and thieves. This is Dovegate prison in Staffordshire, and the undergraduates are prison officers embarking on Britain's first workplace foundation degree in offender management, run by Staffordshire University and Stafford College. The group includes prison custody officers and an assistant director. Some are bosses, others junior members of staff, but all are having to switch from barking orders all day to listening to instructions in the classroom. "It's going to be a bit of a challenge," admits Gillian Curtis, 29, a custodial officer at Dovegate. "Switching from organising prisoners, being in charge and running their lives, to going back to school will be difficult. I'm going to be the one who has to listen and produce the work demanded of me, plus ask for support and advice, rather than giving it out to prisoners all day, as I'm used to." Yet Curtis is filled with excitement at the prospect of starting the degree. "I left school at 16 and worked as an administrator at a car finance firm, but always regretted missing out on university," she says. "I've done NVQs in custodial management while working at the prison, but it's something completely different to get a degree. I'm a bit scared but mostly can't wait to start studying."

The officers attend lectures at the prison's learning suite during working hours. And with all their course fees and textbooks paid for by Serco, the private company that runs Dovegate on the government's behalf, the students hope they can use the degree to ultimately boost their own earnings. Damian Holdcroft, 34, a unit manager at the prison, explains: "I hope [the degree] will give me a better understanding of how we and external agencies like the probation service might work together. The government is very keen on performance-related pay – and if we can work together to better rehabilitate offenders, then everyone benefits." The new tuition-fee regime for undergraduates to be introduced next year means universities are increasingly focused on developing workplace degrees in conjunction with businesses, according to Michelle Hammond, a law lecturer at Staffordshire University, who wrote a module on the offender's journey through the criminal justice system for the Dovegate degree. "This is definitely a developing area for our sector," she says. "Working with employers and organisations to develop courses also widens access to education for people who would not automatically consider going into higher education, and helps students who haven't been involved in education for a long time." Alex Benton, 35, one of the Dovegate undergraduates, joined the prison in September after being made redundant from his job in sales. "I come from a normal working-class family, and going on to college when I was 16 just wasn't an option," he says. "I needed to bring in money for the house. I started working in sales aged 16, and worked my way up for the next 18 years. But my world crashed around my feet during the recession when I was made redundant. I've got two children and a mortgage. I was desperate." Benton got a job as a security officer at Dovegate and worked his way up to prison custody officer. He now looks after up to 96 prisoners, unlocking their cells in the morning, organising their meals, work and exercise, and locking them up at night. But he hopes for more career progression with the help of his degree. "As soon as I arrived at Dovegate I was presented with training opportunities and NVQs," says Benton. "It was great – I never dreamed of a job where people would actually be willing to work with you and help you improve yourself. This degree is a huge deal for me. I always wanted to go on to higher education but never had the opportunity before. Now, I'm going to work so hard on this degree. As much as the

lecturers are willing to give me, I'm willing to give back. I'm putting all my hopes in it to better my prospects."

BRIEF SYNOPSIS OF READING AND RESEARCH PREFERENCES

Introduction: On Being a Student Teacher

The aim of the book is to help you make the student-teaching experience a rich and successful one. When deciding what to include from the vast literature on education, teaching, and learning, we examined studies in which student teachers reported their concerns. We also reviewed journal entries of our own student teachers, and we drew on our own experiences as student teachers, teachers, cooperating teachers, and university supervisors.

SOME KEYS TO SUCCESS Student teachers say they know they are taking on a responsible job. They feel the pressure of having to teach 20 to 30 students in elementary school, 100+ students in middle and high school, to do it well, and especially to do it in the presence of the cooperating teacher and the college/university supervisor. They have to contend with the pressure. Our experience suggests that the student teacher's comfort on the job is one of the keys to success. By "comfort" we mean that the individual is able to manage the inevitable worries and stresses and to enjoy the challenges of preparing for and

Preparing For Student Teaching TOPICS • Expectations about your class • Self-expectations • Preparing for your assignment • Becoming part of the school community • Common concerns of student teachers • The CONTROL-C method of problem solving • Four stages to student-teaching success Stage 1: The early days Stage 2: Becoming a member of the teaching team Stage 3: Soloing as a teacher Stage 4: Feeling like a teacher • Critical issues "When I think about teaching my own classes, I'm excited, anxious, and a little scared. Especially I wonder if I can be a real teacher to them, someone they will accept as the equal of their own teacher. I also wonder if the teachers at the school will respect me." Those were James' feelings a few days before beginning his student teaching. His feelings were normal. It is normal to feel some anxiety in anticipation of a new experience, especially when you are going to be observed and evaluated and when your career hinges on success. Do you remember other first experiences--the first date, the first time you drove a car, or, earlier yet, the first time you gave an oral report in class? Chances are you showed the normal human reaction of anxiety of one kind or another: "butterflies" in the stomach, a bit of sleeplessness, a lowered appetite or its opposite, overeating and some digestive problems, or a combination of these. And chances are, moments after the new experience got under way, your anxiety level dropped considerably.

That is what you can expect about the "firsts" that are coming up: when you first report as a student teacher, when you first lunch in the teachers' room, when you first take over the class for a lesson, when you first teach a whole day.

Building a Good Relationship With Your Cooperating Teacher TOPICS • The first meeting • The first day • Stages in your relationship with your cooperating teacher Stage 1: The early days Stage 2: Becoming a member of the teaching team Stage 3: Soloing as a teacher Stage 4: Feeling like a teacher • How you and your cooperating teacher may differ in assessing your performance • Relating to substitute teachers • Your student-teaching assignment and the realities of school life • Critical issues

Success in student teaching begins with a good relationship with your cooperating teacher. With that, you will put yourself in a strong position to learn and to become an effective teacher. It will also lay the groundwork for a supportive letter of reference that will aid you in securing your first position. We start with a step-by-step discussion on building an effective bond, followed by discussion of how to avoid potential relationship problems and how to deal with such problems when they arise. The last section in the chapter deals briefly with substitute teachers, whom you may encounter during your student-teaching assignment.

THE FIRST MEETING That first meeting with your cooperating teacher is important. You can do much in advance to make it a successful one. Here are some suggestions:

Building a Good Relationship With Students TOPICS •Learning about the students in your class •Recognizing the diversity in your class •Dealing with troubling and troubled students •Preventing problems •How students and student teachers feel about each other bull;How friendly should you be? bull;Analyzing your classroom work •Critical issues The first day. Ms. V. introduced me to the class. I looked them over . . . like a sea of faces. I smiled and they did too. I just hoped I'd be able to be a good teacher and that I would have some beneficial impact on their lives. These were the thoughts of one of us authors during the first day of student teaching. In fact, by the end of the term this student teacher did have "some beneficial impact on their lives." As a student teacher you, too, can have a positive impact on your students and make significant contributions to their development. Students are the central characters in the classroom. Your objective is to give them the best possible opportunities for learning. As we have said, because you are a guest in your cooperating teacher's classroom, you must work within limits set by her or him. Nevertheless, you are still free to do meaningful things. Most importantly, you are free to develop a relationship of trust with the students. You

can do this with the class as a whole by acquiring a reputation for fairness, and with individual youngsters by helping them learn. You are free to strengthen these relationships

by

establishing the practice of

making comments to individual students that give them recognition and a feeling.

Pre-Service and In-Service Teacher Education in the Philippines By Fabian C. Pontiveros, Jr. (Philippine Normal University) Technology has played an important role in education. If wisely use, it reducesoperational cost while increasing access to quality education. In the Philippines various agencies or institutions employed technology in planning, implementing, andevaluating

educational

programs.

The

use

of

technology

ranges

from

simpletraditional approach to the more sophisticated one-way teleteaching and the moreinnovative-interactive two-way approaches like teletutorial, online Teaching, and telematics.The object of this paper is to present the system and mechanism of preservice andin-service teacher education in the Philippine - with emphasis on the technologyemployed by the various education institutions.Education Institutions in the Philippines. To be able to understand the present system and mechanism of teacher education inthe Philippines, it is desirable that the reader be acquainted with the differenteducation institutions - their roles and contributions -in promoting teacher educationin the Philippines.These education institutions, which are considered the pillars of teacher education, areworking singly and collaboratively to upgrade the standard of teacher education in the Philippines.The Philippine Normal University (PNU) . A state university that is dedicated to teacher education, PNU was founded in 1901 during the American occupation in the Philippines. Its mission is "to provide professional, technical, and special instructionfor special purposes; and progressive leadership in education." Considered as thepremier teacher education institution in the Philippines,

PNU

is

active

in

bothpre-service

and

in-

service teacher education.University of the Philippines. National Institute of Science and MathematicsEducation (UPNISMED). One of the institutes of the University of the Philippines,UPNISMED is dedicated to science and mathematics education.

UPNISMED, likePNU, is also active in both pre-service and in-service training of teachers but its scopeis limited only to science and mathematics educations. University of the Philippines Open University (UPOU). Formerly called the School ofDistance Education (SDE) of the University of the Philippines, UPOU is the pioneerof distance education and online teaching in the Philippines. UPOU is active inpostbaccalaureate or life long learning. With the installation of the Integrated VirtualLearning Environment (IVLE, under licensed from National University of Singapore),interactive online teaching has become more "real" and practical way of reachinglearners in distant places.Department of Education, Culture and Sports (DECS). DECS is an agency that is taskby the Government of the Philippines (GOP) to provide basic education to Filipinos.It employs about a million elementary and high school teachers throughout thecountry. Although its primary role is "to provide basic education", it is however, veryactive in in-service training of its teachers.Commission on Higher Education (CHED). Formerly called the Bureau of HigherEducation, CHED is task by the government to set up policy and standards forBaccalaureate and postBaccalaureate degrees. It evaluates curricular programs of allhigher education institutions and issue Permit to Operate to private schools thatsatisfies the standard. CHED has also the power to cancel permits and effect closureof private schools that violate policy, rules, and guidelines for quality education. Incontrast with the DECS that is active in in-service training of teachers, the CHED isactive in pre-service teacher education by way of setting up expectations, conductingconferences, consultations, and encouraging linkages or consortium among highereducation institutions.Department of Science & Technology (DOST). This agency is mandated by thegovernment to "provide central direction, leadership and coordination of scientificand technological efforts and ensure that the results are geared and utilized in areas ofmaximum economic and social benefits for the people." As education is one of theareas of concern of the DOST, this agency created a unit called Science EducationInstitutes (SEI), which is popularly referred to as SEI-DOST . This unit is in charge ofpromoting increase awareness in science and technology education. To achieve thistask, SEI-DOST maintains 14 regional centers (one center per region) throughout thecountry. The leading teacher education college or university in the region, whetherprivate or public, is usually chosen

as the Learning Center of the SEI-DOST. Theselearning centers, officially called the Regional Science Teaching Center ( RSTC ), is incharge of conducting In-service training to science and math teachers in both theelementary and secondary levels. Inservice trainings conducted by RSTCsthroughout the country are done during summer vacations (April to May) to enablethe teacher to attend a continuous training session. Funding from SEI-DOST that isintended for teacher training is channeled to these learning centers. Books and otherinstructional materials form part of the training package given by the RSTCs. Inaddition, SEI-DOST supports elementary and high schools all over the country byway of constructing science laboratories, and donating books and science equipment. Private

Colleges

and

Universities. Private teacher

education

colleges

and

universities,like the Ateneo system ( Ateneo De Manila , Ateneo de Davao , Ateneo de Zamboanga,Xavier University of Cagayan de Oro City), De la Salle University (DLSU), CentroEscolar

University (CEU), Silliman

University

(SU) of

Dumaguete

City, St. PaulUniversity, University of San Carlos (USC) of Cebu City also conduct preservice andin-service training of teachers. In-service training of teachers done by these privateinstitutions are usually funded by the government through its agencies like CHED,DECS, and DOST.Non-Government Organizations (NGOs) . Private foundations and companies, like theFoundation for the Upgrading of Standard in Education (FUSE) , the ABS-CBNFoundation , IBM

Corporation , Educ

Quest , People's

Television

Network (PTV ) andsome other NGOs are active in helping promote quality education. Their involvementranges from passive (cash or equipment donation) to the more active present roles ofcollaborating with government institutions in producing quality learning materials.One case in point is the Continuing Science Education for Teachers via Television( CONSTEL ) project, which is a joint project of the PTV, FUSE, SEI-DOST, DECS,UPNISMED, and PNU. Another example is the Educational Television (ETV) projectof the ABS-CBN Foundation and the DECS. ETV, which is owned and operated bythe

ABS-CBN

inelementary

Corporation,

science

regularly

(SINE'SKWELA),

broadcast

educational

elementary

TV

programs

mathematics

(MATH-

TINIK),elementary history (BAYANI), values education (HIRAYAMANAWARI) , andelementary English (EPOL/APPLE). Schedules for airing these educational

programsfor the elementary grades coincided with school hours. Thus, school principals orhead teachers can prepare class schedules that match the airing schedules of ETVprogram.Television monitor has now become a commonplace in many elementary schoolsthroughout the country because of the ETV program of the ABS-CBN and the DECS.Local government units help the school in procuring TV sets. In Mandaluyong City,for

example,

the

city

government

provided

each

classroom

of

the

MandaluyongElementary School with a TV set. Teacher Training Programs Conducted and their Mechanismsa. PNU Programs.In the pre-service component, PNU recently revised its teacher education curriculumand added two more courses: IT 1 and IT 2. IT 1 focuses on basic computeroperations (DOS, WINDOWS, MSOffice programs) while IT 2 focuses oncomputer-assisted instructions (CAI). Also included in IT 2 is introduction toeducational software programming (Visual Basic, Netscape Composer). CAI was usedas an alternative mode in teaching some courses like Math, Science, Language, Arts,and History. Computer Assisted Science Experiments (CASE) was also employed inselected biology, physics and chemistry topics. In the in-service component, PNU conducted seminars, workshops, short term andlongterm trainings (leading to a master or doctoral degree). Being one of the RSTCidentified by the SEI-DOST, PNU is regularly conducting summer training in Scienceand Mathematics

(Project

RISE)

-in

addition

to

its

regular

in-service

onTeaching Reading, Literature, and Special Education. Regional

trainings

trainors in

science,math, language, early childhood education, nonformal education, and other areas inbasic education are trained at PNU. Educational training projects that are funded byCHED, DECS, SEI-DOST are usually channeled to PNU.In implementing inservice trainings, various modes were used. The traditionalface-to-face classroom interaction, the modular type (distance education), telemovie,and the ComputerAssisted Instruction (in CD-ROM format, not Online) are usedeither singly or in combinations.b. UPNISMED Programs.Like PNU, UPNISMED also uses alternative delivery modes in pre-service andin-service training programs. An example is the CONSTEL project. CONSTEL is anacronym for Continuing Science Education for Teachers via Television . It is a jointproject of DECS, DOST, UPNISMED, PNU, FUSE, and Channel 13(People'sTelevision Channel). This program is aired through television

(Channel 13) everySaturdays and Sundays.DOST and DECS Regional trainors in the area of secondary science (Biology,Chemistry, and Physics) are also trained at UPISMED.c. UPOU Programs.At present UPOU offers 17 post baccalaureate programs and 6 non-formal courses. In teacher education, the following programs are offered:oDiploma

in

Science TeachingoDiploma

in

Mathematics TeachingoDiploma/Master in Social Studies EducationoDiploma/Master in Language Studies EducationoDoctor of Philosophy in Science EducationFour delivery modes were used. These are (1) Online, (2) Teletutorial, (3) Online withFace to Face, and (4) Face to Face.In Online mode- student and faculty meet in a virtual classroom and discuss themodules via e-mails, discussion board or chat rooms.In Teletutorial mode - students go to a learning center with a facility that allows manypeople to use a telephone line at the same time. Discussions are done through thisaudio link between students and tutor. In Online with face-to-face mode - student and faculty meet in a virtual classroom andthe student meet an assigned tutor once a month on a Saturday.In face-to-face mode- students meet a tutor once a month on a Saturday to discusscourse modules in a UPOU learning center.In enrolling at the program, the following mechanisms were used:1. Applicant obtains an Application form from any of the Six Learning Centers (LC)or the Office of the University Registrar (OUR). Application form can be downloadedfrom UPOU web site.2. Fill out the form and mail or submit to the OUR or any LC, together with requirements listedin the application form. If qualified, applicant will receive admission notice.3. Once admitted, applicant registers in the assigned Learning

Center

(instructionsare

given

together

with

the

admission

notice)a). Student can register online following this procedure;i. Open the Course Web and choose a course. (Thereare 71 courses available for online learning).ii. Choose a course by clicking on the button (circle)beside the listed course.iii. Choose a tutorial arrangement

(i.e.

Online,teletutorial,

Online

with

Face-to-Face,

andFace-to-

Face.iv.Choose how the materials will be sent. There aretwo available options.Option 1 Pick up the materials at the nearestUPOU Learning Centers. These are (1) UP OpenUniversity Headquarter, Los Banos, Laguna, (2)Colegio de Sta. Isabel, Naga City, (3) UPCollege Baguio, Baguio City, (4) UP CebuCollege, Lahug, Cebu City, (5) UP

Mindanao,Tereza Milesa Bldg., Inigo, Davao City.Option 2- Send materials through post or courier(shipping cost will be paid by the student)v. Student fill up basic information and submit to theOUR or any nearest LC. a. DECS Programs.To update its teachers in the recent trends of teaching and learning, the DECSinitiated several in-service training activities. The Third Elementary EducationProject (TEEP) is a mass training for elementary school teachers nationwide. It isintended to enrich elementary teachers knowledge in both the content and strategies.The Secondary Education Development Improvement Program (SEDIP) is a masstraining

for

high

schools

teachers

in

Science,

Math,

Technology

and

HomeEconomics (THE), English, Filipino, Physical Education (PE), and Values Education(VE). SEDIP is the successor of the Secondary Education Development Program(SEDP) , which was launched in 1990 and ended in 1995. This SEDIP project, whichwas launched in 1999, is the high school version of the TEEP.In updating the teachers on the latest trends of teaching using computers and othertelecommunication devices, the DECS launched the Modernization Program. Thisprogram consists of two phases. The first phase is the acquisition and distribution ofhardware component (computers, TV sets, VHS players) and software (EducationalCD and Tapes) and the second phase is the training of teachers. This program ishandled by the Center for Education Technology of the DECS.Another project, the Project in Basic Education (PROBE) is aimed at improving thelearning proficiency in science, mathematics, and English of pupils in Grades 5 and 6in the elementary level, and first year & second year in the high school level. ThisAUSAID funded project is considered the most successful in the Philippines as newand innovative training approaches were used. The PROBE program consists of fourcomponents: (1) Pre-service, (2) In-service, (3) Material development, and (4)Evaluation. In the pre-service component, 70 college instructors or professors from 14 eacher Education Institutions (TEI) were identified and sent to QueenslandUniversity of Technology (QUT) in Australia for a six-month training on the latesttrend in teaching Science, Math, and English. This core group of college professors isexpected to influence their colleagues and thereby change the traditional lecturemethod with alternative strategies that are consistent with the Constructivist view ofknowledge.The second component (the In-service component) consists of

selected elementaryand high school teachers in science, math, and English. Like the first component, thisgroup of teachers was also sent to Australia to learn alternative strategies in teaching.The third component is geared on producing curriculum support materials (CSM) andin-service training package (INSET). Instead of buying foreign books for distributionto other schools, PROBE fellows (i.e. professors in the First Component) andIn-Service Facilitators (ISFs, i.e. teachers who belong to the second component)produce the learning materials in a form that is easily understood and practicallyapplicable in the local setting. Regional Learning Material Resource Center (RLMC)mass produce these CSMs and INSETs and distribute them to PROBE satellite schools during in-service trainings conducted either by the PROBE fellows or theISFs.The fourth component is about the evaluation of the entire project. Australian expertson evaluating training programs came to the Philippines to evaluate the entireprogram. DECS officials, teachers, and students were interviewed. Written evaluation(checklist) was also used. The result showed that the project is successful. Because ofthis positive result, the project received additional funding from the AUSAID and atwo and a half year extension was granted.The PROBE project does not heavily employ high tech equipment, like computersand Internet, in training teachers. It is the innovative approach of "empowering" theteacher by asking them to develop their own resources and in localizing the materialthat made the project successful. As an output of the project, teachers now think ofthemselves not merely as classroom teachers, who used textbooks prescribed by theDECS as their bible, but as curriculum planners, agents of change, and facilitators oflearning.b. DOST Program.As already mentioned, DOST collaborated with government institutions (PNU,UPNISMED, UPOU, DECS, CHED) and non-government institutions (PTV,ABS-CBN, FUSE, IBM) in facilitating inservice trainings of teachers. TheCONSTEL project, mentioned earlier is a DOST funded project.The yearly summer trainings in math and science via the RSTC in each of the 14regions of the country is an initiative of the SEI-DOST. This yearly summer trainingsmade a great impact on the effectiveness of basic education teachers.The Project Rescue Initiative in Science Education (Project RISE) - a project thataims to equip non-science major Science teachers (teachers who are forced to teachscience but not prepared to teach the subject) in teaching science is an initiative of theSEI-

DOST. This project, which was managed by the RSTCs in their respective region,started in 1998 and ended in 2000.A relatively new project of the SEI-DOST, which was first piloted in Region 13(Caraga Region), is the Mobile Information Technology Classroom (MITC) . MITC isactually an air-conditioned bus that is equipped with laptop computers, LCD projector,audio devices, and TV-VHS set. The MITC project aims to bring InformationTechnology to teachers and pupils in the far-flung rural areas. Teacher-trainor aboardthe MITC bus teaches both the elementary teachers and pupils the basic computeroperations . Sets of Educational software package were introduced to both the teachersand pupils (in separate sessions). This project also aims to allay teacher's fear aboutcomputers and to encourage her to consider it as an alternative teaching device. Parents-Teachers

Association

(PTA)

officials

were

encouraged

to

initiate

theprocurement of computers through voluntary contributions.On Innovative Aspect of the Teaching/Learning

Package.Technology-wise,

innovation

in teacher training

comes with the introduction of IVLE.IVLE is an enterprise wide e-learning management system specifically design toempower lecturers, teachers, and trainers to manage and support teaching and learningover the web. The rich set of easy to use tools brings teachers and students even closerwith constructive communication in a virtual world, IVLE, designed and developedby the National University of Singapore (NUS), was shared to UPOU and DLSU inthe Philippines. It is an innovative program as it provides a wide variety of tools andresources that can be added to a course in addition to its ability to facilitate theorganization of course materials on the web. It provides tools for discussion forum,online chat, automated quizzes, class distribution lists, electronic mail, lesson

plans,automatic

index

generation,

staff

homepages,

course

calendar,

subscription services,assignment repositories, templates, and much more (see IVLE).Strategy-wise,

innovations

in

the

in-service

training

of

teachers

in

the Philippinescome with the use of constructivist approach in training. This strategy may be outlineas follows:Step 1. Needs Assessment. Staff members (College Professors) from the TeacherEducation Institution (TEI) conduct consultation with the target clientele (e.g.teachers from DECS) on their training needs. Clienteles are encouraged to suggestpossible training program they think answers their need.Step 2.

Participation of the Target Clientele in Preparing Training Design. With theassistance of the staff members from the teacher Education Institution (TEI),clienteles are encouraged to draft a training program that they believed would answertheir need. (This strategy is based on the philosophy that target clientele knows whatthey need. They just don't know how to address their need. This strategy is a way ofteaching them how to "solve their own problem". This strategy is anchored on theprinciple of life long learning which can be summarized by the maxim: "If you gave aman a kilo of rice, you feed him for one day. If you teach him how to plant rice, youfeed him for the rest of his life." Learning how to address ones own problem is lifelong learning.)Step 3. Designing the In-service Training (INSET) Package. Curriculum experts fromTEI review the proposed training program prepared by the target clientele and, after aseries of brainstorming activities, comes up with a customized INSET package . Thenature of the clientele, their prior knowledge and experience, school resources, andthe primacy of the need are given due consideration in planning customized trainingprogram.Step 4. Validating the Proposed Customized INSET Package. Another group ofcurriculum experts review the proposed customized INSET package for validation. Length (in number of days or hours) and proposed training dates are included in thereview. Clienteles' preferred training dates is given due consideration. This secondgroup of curriculum experts may propose amendments to the original plan.Step 5.

Implementation

of

the

INSET

Package. In-service

training

program

is

thenimplemented on dates and venue convenient to both the trainors and the trainees.During the entire training course, face-to-face interactive is the usual delivery mode.Traditional Lecture method is avoided. Instead, trainees are encouraged to engage incollaborative work and act as a team in solving problems or in preparing outputs. ForIn-service training where the trainees are expected to become trainors in theirrespective region, division or school, INSET materials prepared by the trainorsusually contains the following features: (1) Facilitator's Guide, (2) Presentation Planfor

Facilitators,

and

(3)

Master

Set

of

Resources.Facilitator's

Guide

contains Description , Rationale, Target Audience, Duration,Objectives, Preparation, Evaluation,

Resource

List, and Materials

and

EquipmentNeeded as

key

features.Presentation Plan contains (in matrix form) the sequence of activities, the

timeallotment for each activity, and author's guide for the facilitators.Master Set of Resources contains all the learning materials or inputs that will serve asthe bases for participants' construction of new knowledge.ConclusionAlthough a few universities, like UPOU and DLSU, are at the forefront of educationaltechnology with the implementation of online teaching with IVLE, a greater number(95%) of eacher Education Institutions (TEIs) in the Philippines are still using theface-to-face interactive mode of delivering INSET programs. Aside from financialconstraints experienced by these TEIs, one main reason for negative or hesitantbehavior of some college professors is their lack of adequate knowledge ininformation technology. A greater number of college instructors, especially the olderones, can barely use a word processor. Many administrators and college deans are notaware of the tremendous potential of online teaching in bringing quality education toremote areas. Thus, there is a need for a country-wide campaign on ONLINE

TEACHING as alternative to face-to-face interactive mode in bringing

qualityeducation to the less fortunate learners in the less accessible areas.

DepED MEMOS

Guidelines on the deployment of student teachers Role of the Teacher Education Institutions (TEI) The role of the TEI shall determine the readiness and ability of the student teacher to go on off-campus. It shall also request the Division Office to designate cooperating schools in the province/ city. Role of the Schools Division Superintendent The SDS, in collaboration with the TEI and school principals, shall review and approve requests for cooperating schools; and. conduct orientation on student teaching with the TEIs inclusive of the Dean, College Student Teaching Supervisors, and the school principals / head teachers. Selection of Cooperating Schools Cooperating schools provide the real-life setting for the student teacher to develop his/ her professional competence that is necessary to assume the role of an effective teacher.

Selection of Mentor/Cooperating Teachers To ensure that the student teachers will derive maximum benefits from student teaching experience, only the most capable teachers, preferably master teachers, should be chosen as mentors/ cooperating teachers. Cooperating teachers are selected by the cooperating school principal in collaboration with the University/College Student Teaching Supervisor/ Director

Duties and Responsibilities of the School Principal The role of the Cooperating School Principal is to collaborate with the University/College Student Teaching Supervisor/Director as a resource and facilitator of placements of student teachers and provides the social and professional aspects of administering practice teaching. Duties and Responsibilities of the Mentor/Cooperating Teachers

Cooperating teachers, because of their experience, have the skills and the perspective necessary to help students study the art and science of teaching in a classroom setting. The mentor teachers serve as role models and advocates and stimulate the mentees to develop an individual teaching style and personal talents in regard to educational training.

Duties and Responsibilities of Students Teachers As the final phase of teacher-pre-service, internship provides the teaching intern the necessary experiences to gradually assume the role of a teacher under the guidance of a cooperating teacher. The student teacher shall be trained to develop the habit of reflecting on, and process one’s experience and learn from it.

Duties and Responsibilities of the University /College Supervisor/ Director of Student Teaching/ Teaching Internship The primary role of the University / College Supervisor / Director of Student Teaching is to provide support for the teaching interns and the cooperating teachers, clarify requirements and assist teaching interns in organization, planning, reviewing teaching and non-teaching plans and scheduling class / non-class observations.

Top 10 Tips for Student Teacher s By Melissa Kelly, About.com Guide Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment. 1. Be On Time Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. Flexibility is the one the top six keys to being a successful teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitelynot professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. In addition, follow your own classroom rules. 5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth. • Coworkers and Teaching

7. Maintain Confidentiality Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future. 9. Be Professional With Fellow Teachers Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences. 10. Don't Wait to the Last Minute to Call in Sick You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you will not be able to make it to class.

How to Be a Good Student Teacher Updated: February 04, 2011

Your student teaching year can be physically and emotionally exhausting. A good student teacher will still manage to be responsible, independent, committed to education, and keep a good sense of humor.

Things you'll need: • • •

Electronic Personal Organizers Calendars Personal Organizers 1 .Consult at length with your master teacher at the start of the term. Be sure you know what his or her philosophy of teaching and classroom objectives are before you make large plans for classroom activities. 2 .Make arrangements with your master teacher to take a few minutes each day to discuss classroom events, possible future activities, and procedure. 3 .Inform yourself about any particular school regulations that you and your students must abide by. Know the rules by heart so you can give definite answers to your students, who will be testing your authority. 4 Familiarize yourself with relevant legal issues, such as those concerning child abuse, substance abuse and sexual harassment among students. 5 .Show genuine interest in your students' schoolwork and progress, and leave personal relationships with students to the school counselors. 6 .Show initiative and independence by assuming responsibility for the preparation of individual lessons or entire learning units. 7 .Show resourcefulness by gathering materials and introducing educational methods you are learning in your graduate studies.

Attachmen ts

Photos

Sauyo High School

Sauyo High School Organizational Chart

My Cooperating Teacher

Mrs. Elizabeth A. Lascoña

My Students

1-Prudence

1- Diligence

Evidence of Community Outreach Program At

Rabosna Daycare Center

JENNELYN TABUT PEñAS 184 Chestnut St. Fairview, Quezon City Contact No. 09266711141 [email protected] ______________________________________________________________________ SKILLS SUMMARY •A future teacher pursuing Bachelor in Business Teacher in Education major in Technology and Livelihood Education •Good communication skills •Proficient in MS Office application and Internet Research •Basic Stenography and Machine Shorthand WORK EXPERIENCES Jollibee SM Fairview 1 Counter Crew December 2009- June 2010 Department of Environment and Natural Resources Office of the Secretary (Head Executive Assistance) November 2008- February 2009 •Data Encoder •Telephoning •Filing and Sorting records •Messenger work •Running errands Observation, Participation and Community Immersion (OB) Sauyo High School 2nd Laguna St. NIA Village Sauyo, Quezon City Student Teaching (Practicum 2) Sauyo High School 2nd Laguna St. NIA Village Sauyo, Quezon City

EDUCATIONAL ATTAINMENT Tertiary: Polytechnic University of the Philippines Quezon City Campus Don Fabian St., Brgy. Commonwealth, Quezon City Bachelor in Business Teacher Education2007-present Secondary: Sta. Lucia High School J.P Rizal S. Brgy. Sta. Lucia Novaliches, Quezon City 2002-2006 Primary: Fairview Elementary School Fairlane St. Fairview, Quezon City 1997-2002 PERSONAL DATA 21 years old Female 90 lbs 5’1 Christian (Methodist) October 20, 1989 Quezon City OTHER SKILLS Keyboarding Skills Basic HTML Leadership Skills SEMINARS ATTENDED “Enhancing Teaching Skills toward Professionalism” October 20, 2010 “Building Leaders: Developing Future Leaders in the Workplace” September 03, 2010 “Empowering the Youth towards a Sustainable Environment” February 26, 2006 “Functional Literacy: To Live and Love Well in a Healthy Philippines” December 11, 2007

References:

Source: http://gauge.u-gakugei.ac.jp/ 09/2001 http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan011545.pdf http://www.yahoo.com/ http://www.google.com.ph/