Thesis 1,2 and 3 community awareness and learning environment.docx

Chapter 1 THE PROBLEM AND ITS SETTING Introduction People who live in a community often have common interests and values. This is why schools need to have adequate information about the community they serve. Understanding the school community enables school planners to identify educational needs and gaps as well as potentials and opportunities. It is also a way wherein they could extend their help not only in nurturing good values of school age children but also to all the members of the community. This could be done by letting them engage to any activity that geared towards community development. Community development as

describe by Hill (2000) is the best way

wherein family elders recognize their key role in the family, recognize their personal capabilities and strengths, appreciate their responsibilities in relation to their varied social role, and enhance their skills in promoting maternal and child health. Seminars, trainings, lectures conducted are also a form of education which enhances the social responsibility and self-image of men and women. Parents’ education has been found to have dramatic effects on their health and their families’ health as well. But we could not deny the fact that there are still parents or community exists without any background on education, worst some had never undergone training for proper child rearing as well as family development.

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The school is the important part of the community. The quality of the relationship between the school and the community depends heavily upon the ability of the teacher and the administrators of the school system. As such the more integrated it is in the life of the community, the more effective it will be. When the community members see that the children in their community are receiving quality education through the school they will be more enthusiastic about supporting the school (Sarason, 1982). School even today, turn to the other members of the community aside from the parents of the children enrolled in the school to support the school by providing additional and necessary resources. They serve as valuable school allies in promoting literacy within the community. Moreover, community serves as school partner in promoting quality education. BESRA Primer (2009) defines community partnership as any relationship established between and among educators, students, families, and the community at large to work together in bringing about better and improved school performance; or any collaboration within the community that formally blends together all the resources of at least one school, and any collaboration involving a group of entire school district with existing resources within a given neighborhood or in a larger community with the purpose of sustaining the partnership. In other words it requires the weaving of school and community resources together in ways that can only be achieved through formalized and institutionalized linkages. Groups and stakeholders may be formally represented in a governance structure in the school system.

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However, beyond providing material and financial resources as a form of support for the school, community members can also be involved as resource persons who can help enrich the curriculum by opening their places of to the children to expand their understanding of the life of the community, particularly the people and their work. Community members are valuable resources that can help concretize important concepts and enrich the curriculum significantly. The teacher can mobilize community involvement in the life of the pupils by interacting with the community members. Holt (1980) emphasized that much of the success of efforts involve the community depends upon the networking efforts of the teacher within the community. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao, 2001). According to Akande (1995), learning can occur through one’s interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. Tsavga (2011) maintains that the learning environment plays a vital role in determining how students perform or respond to circumstances and situations around them. This implies that no society is void of environmental influences. The learning environment determines to a large extent how a student behaves and interacts, that is to say that the environment in which we find ourselves tend to mould our behavior so as to meet the demands of life whether negatively or positively. The author opined that the desire for both qualitative and quantitative education has multiplied the problem of providing an effective and conducive learning environment for teaching and learning. Freiberg, Driscoll and Knights (1999) 3

observed that some of the notable factors that may influence students’’ academic achievement in secondary schools are; school climate, instructional materials, discipline, physical facilities, teacher quality, type of location of school and class size. This is because; schools with a good and conducive environment that has the best type of teachers, instructional materials and physical facilities will produce better school leavers with high achievement. Adzemba (2006) defines learning as a relatively permanent change in behavior due to practice and experience. This definition is a confirmation of Akoja (2006), who views learning as a relatively permanent change in behavior as a result of insight, practice, experience or stimuli in the environment. For learning to be meaningful and effective, Learning environment according to Zaria in Aliade (2008) is a place where teachers impact knowledge of the various subjects to students thereby bringing them up morally and guide them as regards to career choice. Awule cited in Aliade (2008) stated that learning environment should have good infrastructural development, adequate trained teachers, good leadership and adequate instructional materials among others. All these characteristics according to the author have positive impact on academic achievement of students. In the same vein Abenga (1995), opined that an improved environmental condition leads to higher intelligence scores while poor environmental conditions reduce these scores. Academic achievement in this context simply means the scores students have obtained in either examination or test which has led to their performance.

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For the forgoing reason, the researcher would like to find out and determine how community awareness and learning environment affects the academic performance of the pupils.

Statement of the Problem

The purpose of this study is to determine the community awareness, learning environment, and academic environment in order to design a community development program. 5

Specifically, it aims to answer the following questions: 1. What is the level of community awareness relative to: 1.1 Family Income 1.2 Educational Attainment 1.3 Hygiene and Sanitation 1.4 Literacy 1.5 School Participation 1.6 Family Involvement 2. What is the extent of learning environment relative to: 2.1 Students’ Management 2.2 Classroom Atmosphere 2.3 Family Support 2.4 Instruction 2.5 Discipline

3. What is the extent of correlation relative to: 3.1 Community Awareness and Academic Performance 3.2 Learning Environment and Academic Performance

4. Is there significant relationship between community awareness and learning environment to the academic performance of Grade VII B’laan Students?

Hypothesis

There is no significant relationship between community awareness and learning environment to academic performance of B’laan Grade VII students.

Scope and Delimitation 6

This research is delimited to community awareness, learning environment and academic performance of Grade VII B’laan Students of Maligaya High School. The students – respondents will be the 50 or 50% randomly selected out from the total population for the school year 2015 – 2016.

Significance of the Study

Schools provide an avenue for children to learn. It caters the needs of every student mentally, socially, spiritually, as well as emotionally. The result of this study will enlighten the mind of readers that community awareness and learning environment will be of great help in the academic performance of the students. It is very essential to the life of the learners experiencing difficulties in learning as being the center of the educative process.

Specifically, the result of this study will be of great help to the following: To the DepEd General Santos City Superintendent and Supervisors. This study will serve as benchmark particularly in conducting trainings and seminars for the benefit of both teachers and school – children in the Division of General Santos City. To the principals and teachers. The findings of this study will help and motivate them to work hard together as one to increase the level of performance of their pupils in school. It will help them improve their teaching competence,

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performance and commitment in the attainment of the instructional goals and objectives of the school. To the parents. The result of this study may help them discover and develop the potentials possessed by their children. To the students. This study will offers opportunities to discover, explore, experience and learn more in order to uplift their academic performances. To the community. This study will be conducted and being the recipients and beneficiaries of the future result, this study would be of help them see that the children in their community is receiving quality education through the school. They will be more enthusiastic about supporting and providing additional and necessary resources to the school for the academic improvements of their children. To the researcher. This will be of great help to her for the betterment of her teaching profession.

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Theoretical and Conceptual Framework

Intervening Variables

Independent Variables

Dependent Variables

A. Community Age,

Awareness

Gender,

1. Family Income 2. Parents’

Civil Status,

Involvement 3. Partnership 4. Hygiene and

Experiences, Values,

Sanitation 5. Literacy

Attitude, Livelihood,

B. Learning Environment

Socio Economic Status

1. Students’ Management 2. Classroom Atmosphere 3. Family Support 4. Instruction 5. Discipline

Grade VII B’laan Students

Figure1. Conceptual Framework

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Academic Performance

Definition of Terms To have a better understanding of this research the terms use is conceptually and operationally define as follows: B’laan. Operationally this pertains to a tribe and one of the eighteen nonMuslim/Lumad tribes in Mindanao. B’laan students. Operationally this refers to students whose parents belong to a B’laan tribe currently enrolled in Maligaya High School. Community Awareness.

It pertains to how knowledgeable and well

informed a group of people with common background and interest about the latest development, policies and issues in the entire school-community premises where they belong. Partnership. It refers to as any relationship established between and among educators, students, families, and the community at large to work together in bringing about better and improved school performance. Hygiene. It describes the personal hygiene among pupils applied as the principle of maintaining cleanliness and grooming of the external body. It can be controlled by sustaining high standards of personal care which will promote self – esteem as well as self-confidence. Sanitation. It refers as the hygienic means of promoting health through prevention of human contact with the hazards of wastes. Hazards which can be physical, microbiological, biological or chemical agents of disease; such as wastes that can cause health problems like human and animal feces, solid wastes, domestic wastewater (sewage, sullage, greywater), industrial wastes, and agricultural wastes. 10

Literacy. In this study, it refers to parent educational background as necessary in shaping or molding the lives of every child in improving homeschool relationship where in family is the main ingredient. Students Management. The core responsibility of teachers in imposing routinary manners inside the classroom. Activities that will be included in routine activity are: seating arrangement, checking of attendance, distributing and collecting papers and materials, and proper entrance and exit from the classroom, and engaging in individual and group activities. Classroom Atmosphere. This refers to classroom overall appearance, physical looks and condition, which involves lighting and ventilation, learning materials, furniture and equipment. Instruction. It is a process of facilitating learning to students which develop clear class rules and procedures, study habits and practices new concept or skill through activity. Discipline. It involves setting and defining clear expectations about student behavior and setting limits (e.g. rules, guidelines, instructions) that enable them to behave appropriately. It helps children achieve ideally internalized discipline and develop self- discipline. It helps maintains peace and order situation as well as discipline that would help pupils learn better.

School Academic Performance. This refers to the achievement of the students in an educational institution. As used in this study, it pertains to the school progress gain by the students in subject areas. 11

Chapter 2 RELATED LITERATURE AND STUDIES Review of Related Literature and Studies This chapter presents related literature and studies relevant in the development of the study. Following the presentation of related literature and studies as follows; Related Literature and Studies The B’laan Community Eventually, parents comprise a significant portion of the community. They are the most influential person in child’s life. In fact, some of them are already involved actively in community affairs, making them critical to “connecting” the classroom with the community. They will be important links between the classroom and the community, the teacher and the other community members. It is therefore noted that parent educational background is necessary in shaping or molding the lives of every child in improving home-school relationship with family as the main ingredient. 12

In Mindanao alone, there are about eighteen (18) out forty (40) different ethnic groups throughout the country. They remain in their ancient practices, ways of living, and beliefs comparable with how the ancestors lived centuries ago. Worshipping anito, is one among their belief that it will bring prosperity for the future, secured the well-being of the spirits of the dead, an obligation of the living descendants. (http://en.wikipedia.org/wiki/Lumad#B.27laan). They have their own unique patterns of behavior that often seen alien to people of other cultural backgrounds. These are the reasons why most of the pupils found difficulty in embracing the new culture once they entered in school especially in elementary grade level. Some were experiencing culture shock going along with the new transition in school because they are hooked to what they usually practice, believe and do at their family and community. As a result, they are not performing well inside their classroom. Thus, academic performance is place unsecured. On the other hand, understanding specific practices and beliefs is impossible unless we take into account the wider cultures of which they are part (Hostede, 1991). Therefore, it is now the responsibility of the school to refine the uniqueness of each pupil in light of the diverse minority cultures hat influence their identity and perspective. Teachers need to be aware of pupils’ ethnic and worldviews when selecting discussion and topics (Stuart, 2004). They must be sensitive enough to these alternative beliefs and perspective. Refining and transforming ones’ cultural practices and values upbringing does not need finding another abundance curriculum material. It does not mean 13

necessarily dropping the existing designed and required material but it requires inclusive education. It calls for teachers to modify the curriculum that will best suits pupils’ ethnicity needs. Curriculum modification and ethnicity inclusive education is a progressive approach for transforming education that holistically critiques and address shortcomings, failings, and discriminatory practices that historically entrenched in the institution (Gorski, 2004). Parents’ Educational Background In every culture, family is the primary carrier of values, behaviors and attitudes.

Ideally,

the

family

provides

its

members

with

protection,

companionship, security, and socialization (Microsoft ® Encarta ® 2009. © 19932008). Family member, especially parents and elders bear the culture and values of their society or community. What they act, behave, think and make decisions is base according to their own value system. Growing children imitates every actuation, speech, mannerism, disposition, expression, habit, and behavior to those around them (Cole, 1989). Moreover, (Andres, 1981) stressed that parental responsibility is necessary in Filipino culture. It refers to the parents’ accountability for the proper upbringing, rearing up, nurturing, training, disciplining and educating children. This is the most important type of value in the hierarchy of human. If responsibility fails, family fails, the society also fails. It is therefore noted that parent educational background is necessary in shaping or molding the lives of every child in improving home-school relationship

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with family as the main ingredient. Parents can be involved in classroom life in several ways like: 1.) As partners in education of their own children, by keeping in close touch with them to keep them informed about their children’s progress in school; 2.) As parents who are concerned about supporting classroom in many ways. Both ways of involving parents will surely result in improvement of their children’s performance in school and will contribute greatly to nurturing a positive self - esteem and a child’s academic achievement (Miller, 1988). In addition to it, research and experience have both shown that the more parents are involved in their child’s education, the more likely that their children will succeed. If parents understand more about the expectations of the school and what kind of support their children will need, they will be in a better position to support their children and will also want to get more involved. Stevenson and Baker (1987) were able to demonstrate that family involvement (ranging from attending meetings to attending parents and teachers conferences) was related to success in school events. Parents’ Involvement Yell (2005) cited by Vaughn et al (2011) enumerated parents’ rights in the educational decision-making process which include the following: a) Parents should be notified and their permission should be obtained before identification, evaluation, or educational placement of the child; b) parents may request independent evaluation at public expense when they disagree with the educational evaluation of the school; and c) parents should be informed about their child’s progress. 15

Moreover, parents can be involved in classroom life in several ways like: 1.) As partners in education of their own children, by keeping in close touch with them to keep them informed about their children’s progress in school; 2.) As parents who are concerned about supporting classroom in many ways. Both ways of involving parents will surely result in improvement of their children’s performance in school and will contribute greatly to nurturing a positive self esteem and a child’s academic achievement (Miller, 1988). The rationale is that parent involvement is related to their child’s adjustment in the educational setting as well as to the academic achievement. Epstein (2008) presented a model of the parent involvement which includes the following: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. In addition to it, research and experience have both shown that the more parents were involved in their child’s education, the more likely that their children will succeed. If parents understand more about the expectations of the school and what kind of support their children will need, they will be in a better position to support their children and will also want to get more involved. Family Involvement Gelfer (1991) reported that numerous studies have found that when parents participate or are involved in their children’s learning’s at school, children have a greater chance of success. Parents who are involved in the school program become aware of the school operate, of classroom procedures, school experiences and how they can assist their child’s learning. We could not deny the 16

fact that family assistance strongly influences students’ achievement. Efforts have been made to increase involvement in school physical plant improvement and the academic improvement of the child. Researchers have found that the happiest and most successful teachers are those who regard parents as partners and friends in the program of educating young children. Stevenson and Baker (1987) were able to demonstrate that family involvement (ranging from attending meetings to attending parents and teachers conferences) was related to success in school events. Heward (2009) added that as educators, fostering ongoing collaboration and communication with families is extremely important. In order for us to facilitate this connection are constant giving of homework, parent conferences and multiple forms of home school communication. School provides an avenue for children to learn as well as accountable for providing and securing positive, learning environment which will be attain through good classroom management provided by teachers and administrators. Classroom management is one of the most challenging and difficult functions of the teacher. Garcia (1994) posited that effective classroom management helps children achieve discipline, ideally internalized discipline and develop selfdiscipline. Good classroom management maintains peace and order situation as well as discipline that would help pupils learn better. A well-managed classroom depends upon the mutual respect and cooperation between the teacher and the pupils. This can be obtained through the practices being done by teachers inside the classroom.

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Hygiene and Sanitation Personal hygiene may be described as the principle of maintaining cleanliness and grooming of the external body. Personal hygiene can be controlled by sustaining high standards of personal care and humans have been aware of the importance of hygiene for thousands of years. In fact, hygiene is actually a scientific study. Maintaining a high level of personal hygiene will help to increase self-esteem and confidence while minimizing the chances of developing imperfections. Failure to keep up a standard of hygiene can have many implications. Not only is there an increased risk of getting an infection or illness, but there are many social and psychological aspects that can be affected. Poor personal hygiene, in relation to preventing the spread of disease is paramount in preventing epidemic or even pandemic outbreaks. To engage in some very basic measures could help prevent many coughs and colds from being passed from person to person. Social aspects can be affected, as many people would rather alienate themselves from someone who has bad personal hygiene than to tell them how they could improve (http://www. hygieneexpert.co.uk/WhatIsPersonalHygiene.html). Children should be taught the importance of hygiene as early as possible, with oral care, washing, and toilet hygiene and hair care being taught as part of everyday routines. Singing songs or making a game out of the activities will help to ensure that they enjoy looking after themselves. Bath time can provide an ideal opportunity for spending quality time together, and for teaching about the importance of cleanliness.

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(http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygien e?opendocument) . Sanitation Sanitation is the hygienic means of promoting health through prevention of human contact with the hazards of wastes. Hazards can be physical, microbiological, biological or chemical agents of disease. Wastes that can cause health problems are human and animal feces, solid wastes, domestic wastewater (sewage, sullage, greywater), industrial wastes, and agricultural wastes. Hygienic means of prevention can be by using engineering solutions (e.g. sewerage and wastewater treatment), simple technologies (e.g. latrines, septic tanks), or even by personal hygiene practices (e.g. simple hand washing with soap). The term "sanitation" can be applied to a specific aspect, concept, location, or strategy, such as: 1) Basic sanitation refers to the management of human feces at the household level. This terminology is the indicator used to describe the target of the Millennium Development Goal on sanitation. 2) On-site sanitation is the collection and treatment of waste is done where it is deposited. Examples are the use of pit latrines, septic tanks, and in off tanks. 3) Food sanitation refers to the hygienic measures for ensuring food safety. 4) Environmental sanitation is the control of environmental factors that form links in disease transmission. Subsets of this category are solid waste management, water and wastewater treatment, industrial waste treatment and noise and pollution control. 5) Ecological sanitation a concept and an approach of

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recycling

to

nature

the

nutrients

from

human

and

animal

wastes

(http://en.wikipedia.org/wiki/Sanitation).

Classroom Atmosphere Favorable classroom condition sets the mind of children in the teaching and learning process. This was affirmed by Marsh (1989) when she emphasized that organization of classroom management would add ability to a group for varying instructional intervention as well as creating good atmosphere in the classroom activities. A good classroom management practice requires a lot of preparations and planning on the part of the teacher. The teacher is the primary transmitter or the source of knowledge, and knows the content she or he must pass on to pupils therefore there must be a rich and variety of activities available to teach concepts and skills that are part of the curriculum, which are appropriate to meet pupils’ needs and interests. A teacher who sets and invests in setting-up an interesting classroom with a lot of interesting activities before the children arrive can be more relaxed once the children are in the classroom. Teacher will then be free to interact fully with the children, observing them more closely, listen and answering their questions and comments that will deepen and broaden their understanding of specifics topics. Furthermore, Gines (1998) claimed that teachers should adopt different types of management practices and techniques. Considering individual differences in combination classes, pupils possess certain characteristics entirely 20

from those of others. She further stated that classroom management is a means of establishing a routine that enables effective learning and prevent unnecessary discipline among pupils. In view of the above facts, the researcher will design a community development program address the needs of parents especially those who belongs to indigenous group of people to help them enhance their learning experiences as school partner in the learning process of their own children. School Performance Performance shows how much the pupils learn in different subjects or areas of concern. Usually, performance targets concern the outcomes of learning activities in terms acquiring knowledge and skills, interest, values, appreciations, and desirable habits, attitudes, practices and behaviors which maybe indicated by grades or grade point average (Lardizabal, 1988). School performance can be shown by scores particularly the mean of scores on test, homework and projects that are administered and given to pupils to gauge achievement. Achievement test in whatever types when approximately administered can tell how the pupils are learning and how they have learned and mastered skills and abilities, so claimed (Gronlund, 1985). He also assumed that pupils’ performance could be viewed in terms of performance scores in specific test in discipline. The above literature and studies gave significant ideas that help the researchers in the development of this study.

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Chapter 3

METHODOLOGY

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This chapter will describe the research methodology that will be used in conducting the study. It will present the research design, the respondents of the study, the instruments and procedures used in gathering data and statistical methods for data analysis.

Research Design

This study will employ the descriptive – correlative method since it aims to describe the community awareness and learning environment of Grade VII students. Likewise the two variables will be correlated to students’ academic performance. Research Locale

This study is to be conducted at Maligaya High School at Barangay San Jose General Santos City.

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INPUT

A. Community Awareness  Family Income  Parent’s  

Involvement Partnership Hygiene and



Sanitation Literacy

B. Learning Environment  Student’s 

Management Classroom



Atmosphere Family

 

Support Instruction Discipline

Dependent Variables 

Descriptive – Evaluative – Correlation Method

Independent Variables

PROCESS



Questionnairs



Documentary Analysis



Analysis interpretation



Presentation of Data

Figure 2. Research Desig

Academic Performance

Figure 2. Research Design Respondents of the study

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OUTPUT

To describe B’laan students participation in community awareness and Learning Environment.

To determine the factors influencing the participation of B’laan students involvement in Academic Performance

The respondents of this study are the Grade VII B’laan Students enrolled in Maligaya High School located at San Jose General Santos City, School year 2016 – 2017. Research Instrument

The instrument of this study consists of two parts. The first part is a questionnaire on the community awareness which will be answered by teachers and students – respondents.

Each item in the questionnaire will be answered using 5-point scale describes as follows: 5 – Strongly Agree 4 – Agree 3 – Moderately Agree 2 – Disagree 1 – Strongly Disagree The second part will deal on the learning environment of pupils wherein each item will be answered using 5-point scale describes as follows: 5 – Very Strongly Agree 4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Data Gathering Procedures

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A letter of permission to conduct a research will be submitted first to the GFI School Administration, The President for approval. Upon receiving the approval, the researcher will coordinate to the school principal of the school regarding the distribution of the questionnaire to the pupils and teachers respondent.

The researcher will personally facilitate the distribution and retrieval of the test papers. The gathered data will be treated and analyzed accordingly.

Statistical Treatment

To determine the level of community awareness the researcher will use mean percentage score.

To determine the extent of learning environment the researcher will use weighted mean analysis. To determine the significant relationships between community awareness and learning environment to the academic performance of Grade VII students the researcher will use multiple regression analysis.

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Bibliography Andres, Tomas D. (1981). Understanding Filipino Values. Quezon City: New Day publishers. Basic Education Reform Agenda. (2009). A Primer on School-Community Partnership. DepEd: Philippines, January 2009 Cole, Michael L. cole, Sheila R. (1989) The Development of Children. New York: Scientific American Books Inc. Epstein, J. L. (1996). Partnership-2000 School Manual. Baltimore, MD. Johns Hopkins University.

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Epstein J. L. (2008). Reducing Behavior Problems in the Secondary Classroom. Washington DC: Institute of Education Sciences National Center for Education and Evaluation and Regional Assistance Gelfer, J.I. (1991) Teacher-Parent Partnership: Enhancing Communication,” Childhood Education. Gorski, Petter (2004). Multicultural Education and the Internet. Retrieved March 3, 2005, from http://www. Mhhe.com/socscience/education/multi_new/ Heward, W. L. (2009). Exceptional Children: An introduction to special Education (9th Ed.). Upper Saddle River, New Jersey: Merill Hill, Terrel M. (2000). Female Functional Literacy (A Learners Primer). UNICEF:Philippines Holt, John. (1980). How children learn. New York: Penguin Books Lardizabal, Amparo (1988). Principles and Methods of Teaching. Quezon City. Phoenix Publishing House, Inc. Miller, Bruce A. (1988). The Multigrade Classroom: A Resource handbook for Small, Rural Schools. Portland, Oregon. Northwest Regional Laboratory. Sarason, Seymour B. (1982). The culture of the school and the Problem of change (2nd Ed.). Boston, MA: Allyn and Bacon Stevenson, D. and D. Baker (1987). “The family-School Relationship and the child Performance”. Child Development. Stevenson, D. and D. Baker (1987). “The family-School Relationship and the child Performance”. Child Development. Stuart, Raymund B. (2004). Twelve Practical Suggestions for Achieving Multicultural Compretence. Professional Psychology: Research and Practice, 35 (1), 3-9. Yell, M. L. (2005). The Law of Special Education. Upper Saddle River, New Jersey: Merill Vaughn, Sharon, Bos, Candace and Schumm, Jeanne Shay. (2011). Teaching Students Who are Exceptional, Diverse, and at Risk in the General

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Education Classroom (5th Ed.) . New Incorporated.

Jersey:

Pearson

Educational,

Internet Sources http://en.wikipilipinas.org/index.php?title=B’laan http://www.skyscrapercity.com/showthread.php?t=248878&page=1045 http://www.everyculture.com/No-Sa/The-Philippines.html http://www. hygieneexpert.co.uk/WhatIsPersonalHygiene.html http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygiene http://en.wikipedia.org/wiki/Sanitation http://www.termpapers.com/dbs/f1/sxg180.shtml http://www.Atozteacherstuff.com/pages/226.shtml http://www.qcda.gov.uk/1848.aspx// http://www.nlm.mh.gov/childbehaviordisorders.html.2009

CURRICULUM VITAE

MICHAEL A. TENAJEROS Malok, Labangal General Santos City +63946 – 224 - 5344 [email protected] ________________________________________________________________________________————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————--————————–——————————————————————————————————————————————————————————————————————————

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Objective: To obtain a challenging position that will utilize my skills and experiences and which will also provide me with the opportunity for growth and advancement. Personal Information N - Name

: Mike

Address

: Malok, Labangal, General Santos City

Date of Birth

: September 1, 1977

Place of Birth

: Bugak, Ma-a, Davao City

Age

: 38 yrs. Old

Citizenship

: Filipino

Status

: Married

Religion

: Roman Catholic

Language Spoken

: Filipino, English, Cebuano

Hobbies

: Surfing the net, texting,Singing

Talent

: Cooking

Educational Background School

School Year

Elementary

Irineo Santiago Elementary School

1991-1992

Secondary

Mindanao State University CETD

1995-1996

Tertiary

Gensantos Foundation College, Inc.

2013 - Present

Course: Bachelor of Science in Secondary Education Major: English Motto in Life: “Do not compare yourself to others unless to the previous you.” Teaching Philosophy: “All students can learn when they are accepted for whom and where they are in their educational journey.” Teaching belief:

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“I believe learning takes place best in a positive safe environment filled with laughter.”

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