my practice teaching
TRANSCRIPT
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Rodriguez, Rizal
MY PRACTICE TEACHING
A Narrative Report
Presented to
The Faculty of College of Education
UNIVERSITY OF RIZAL SYSTEM
Rodriguez, Rizal
In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in Mathematics
JONALYN C. TIMBAL
2015
APPROVAL SHEET
This narrative report about the significant experiences of JONALYN C.
TIMBAL during his Practice Teaching at San Mateo National High School,
School Year 2015-2016, prepared and submitted in partial fulfillment of the
requirements for Bachelor of Secondary Education, Major in Mathematics is
hereby recommended for approval.
Mrs. May A. Cortez Supervising Professor
Approved and accepted in partial fulfillments of the requirements for the
degree Bachelor of Secondary Education, Major in Mathematics.
MR. FLORANTE J. MERCADO Dean, College of Education
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CLEARANCE
DEDICATION
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I dedicate this narrative report, first and
foremost to our God Almighty, the hero of my life,
the source of my knowledge and wisdom in
accomplishing my Practice Teaching.
To my beloved family who always there to support me in all of
my plans and goal accomplishment; my Mother and Father,
uncle Joel and uncle Jerry, my brothers and sister who motivates me, my
friends PAAAJJ, and Sir Leo Wang for making me strong in my weakest
point of this journey.
To my professors; especially Professor Graciella D. Inocentes and
Professor May A. Cortez, for supervising us in practice teaching.
To my Cooperating Teacher, Mrs. Loida A. Frigillana for giving her
support, advices and making the best in me.
To my Cooperating School, San Mateo National High School and
its entire staff from the Principal, its teachers and to all the
non- teaching staff for the opportunity to be around and to work
with them confidently.
To all my Cooperating classes, 8- Narra, 8- Newton
And 8- Gmelina for their sincere cooperation
and respect as their student teacher.
ACKNOWLEDGEMENT
I would like to express my whole - heartedly thanks to and deepest gratitude to
the following people who were able to give their willingness to help, for their
unwavering and undying support, motivation, and precious time for the completion of
this narrative report.
To Mrs. May A. Cortez, our supervising teacher for her untiring guidance,
concern, support, encouragement, understanding and most of all for the love that she
gave to all the practice teacher’s.
To Mr. Mr. Absalon C. Fernandez, Principal of San Mateo National High
School, for the very wholehearted welcome. Thank you for assenting to bear with us
for a quiet a number of weeks.
To Mrs. Loida A. Frigillana, my Cooperating Teacher in San Mateo National
High School, for painstakingly checking my lesson plans and guiding me with my
lessons and proposing suggestions for me to progress. Thank you for letting me be
myself and mentoring me all throughout my stay in the school.
To All the Faculty members and staff of San Mateo National High School, for
their guidance and support in making this teaching portfolio.
To all the students of San Mateo National High School, for their kindness,
cooperation and respect given to me as practice teacher that inspires me to continue
my chosen career. Also I would like to extend my appreciation to my Grade Eight
Students (8-Newton, 8-Narra and 8-Gmelina) that I had handled, for their cooperation
and for being not only a student but a “Friends and barkadas” that is always there in
my side in times of happiness and sorrow and also they are the one who gave hope
and strength to pursue my profession.
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To my “dearest and closest friends: Mary Mae, April Joy, Larda, Pauline, Joy,
Aya, Isabelo and SirLeo Wang, for their companionship, assistance, love and endless
encouragement and help which inspired me to complete and finish this teaching
portfolio.
To my loving and supportive guardians; My Uncle Joel and Jerry Camacho,
Mama and Papa, for their untiring support, financial assistance, for their love, care,
advice and encouragement to make this teaching portfolio. Thank you so much! And I
Love you.
And above all, to our Almighty God, for His unconditional love and for all the
blessing He is showering upon me each day of my life. With love and gratitude, I thank
Him for guiding me during my training and for making this On-the-Job Training a
possible one. For the provision and wisdom He has bestowed upon me, for keeping
me and my love ones always safe, for giving me enough knowledge and ability to
perform each task that was assigned to me. I thank Him for His comfort during the
times that I am about to give up. By His grace, I was able to finish this training without
any
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conflict.
TABLE OF CONTENTS
APPROVAL SHEET
CLEARANCE iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
INTRODUCTION 1
Teaching as a Profession
Teaching as a Vocation
TEACHER’S PRAYER 2
TEACHER’S CREED 3
PERSONAL EDUCATIONAL PHILOSOPHY 4
RESUME 5
A BRIEF DESCRIPTION OF THE SCHOOL 7
EXAMPLES OF LESSON PLAN
Detailed 11
Semi-Detailed 14
Brief Lesson Plan 16
EVIDENCES OF COMMUNITY OUTREACH 17
OBSERVATION AND EVALUATION FORMS 18
BEST LESSON PLAN USING CREATIVE STRATEGY 25
SAMPLES OF LEARNER WORKS AND FEEDBACK 29
NARRATIVE EXPERIENCES 30
My First Day in School How did I feel? How did students treat me?
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How did I deal with my learners on my first day? How did my cooperating teacher Introduce me to the students? What was/were the task given to me? How did I accomplish my task? What problems did I encounter? How did I deal with it/them?
MEETING WITH THE PRINCIPAL 34
MEETING WITH THE COOPERATING TEACHER 34
WORKING WITH MY COOPERATING TEACHER 35
MY UNFORGETTABLE EXPERIENCES EACH DAY 35
ESTABLISHING MY CLASSROOM ROUTINES 36
PREPARATION OF INSTRUCTIONAL MATERIALS 37
W AUTHENTIC ASSESSMENT I USED 37
STRUCTURING BULLETIN BOARD 37
PORTFOLIO, JOURNAL, GRAPHIC ORGANIZER 38
SCHOOL I ACTIVITIES PARTICIPATED IN 38
WHAT I LEARNED IN THOSE ACTIVITIES? 39
MY FINAL DEMONSTRATION DAY 40
What went well in my lesson? Why? What did not go well? Why? What did my students learn? What was I learned about planning? What was I learned about teaching? What improvements will I make to more
effective in my class?
414142424243
PICTURES
Sample Bulletin Board School Activities Snap Shots of Final Demo
ARTICLES RELATED TO EDUCATION
444548
Article 1 50
Article 2 54
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Article 3 60
Article 4 62
Article 5 65
PROFESSIONAL DEVELOPMENT PLAN 71
DAILY TIME RECORD 72
SCHOOL FORMS
FORM 138-E 74
FORM 1 75
FORM 2 76
FORM 3 77
FORM 4 78
FORM 5 79
FORM 6 80
FORM 7 81
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INTRODUCTION
There are many professions which man has adopted according to his
knowledge and ability. A person can adopt any profession depends upon his aptitudes
and capability. All profession is important for human development but teaching is the
profession which can lead people to its stairways of success. Teaching is a noble
profession because teachers must go beyond to the fullest of having a great effort to
deliver a good quality of education to educate their students. Teaching as profession
requires a great motivation and moral strength, it aims at enlightening and
contentment of mind in men broadens and illuminates the corners of human hearts
and mind. Through the guidance of teacher, man drinks from the sources of truth,
beauty and goodness and tries to incorporate them in the life. Let me say that the
teaching is the profession which shows man the road which leads him to God as the
teacher touches not only the mind of the learners but also their heart.If we have the jar
of heart to teach , a mission and vision in life to share our knowledge to our students
then it’s our vocation not just a job to earn salary but also to reap a good fruit through
students who gain knowledge and discover their own capabilities from our guidance.
“Teachers who inspire know that teaching is like cultivating a garden. Those who
would have nothing to do with thorns must never attempt to gather flower”- unknown author
Educators are like a gardener who cultivate and mold a student to be a great
individual with a good heart and a broad knowledge of what an education really
means to the world and society. As a gardener, I am held responsible for my garden. I
have to make sure that my plants are healthy and rich in nutrients from the sunlight
they get through. I will make sure that they have learned and get a good quality of
education as
gardener wants his plants to grow with quality.1
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TEACHER’S PRAYER
Dear Father, our God whom created the world,
the almighty source of knowledge and wisdom,
above all you are everything.
Thank you Lord God for giving me opportunity
to touch the lives and hearts of my students.
Bless us each day and guide us through your
loving presence in every journey of our lives.
Help me to be a fine teacher, to be merciful to
my students, to balance mercy and discipline
in the right measure for each students, to keep
my genuine love as much as possible, to keep
my lessons always interesting, to recognize
what motivates each of my students, to be fair
to all, to be a good role model, but most of all,
make me your instrument to show your great
love to all of my students.
Amen.
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TEACHER’S CREED
Dear students,
I promise….
To be nice and smile often. To care about each of you. To be
understanding.To help you when you are struggling.To be
patient with you.To be fair and consistent.To enjoy teaching
you.To be trustworthy. Never scream at you. That I will get to
know you.To believe you.To make learning interesting and
meaningful.That I will not embarrass you in front of your
peers.That I will challenge you to be your very best. To do
everything I can to help you succeed. And I promise that no
matter what….
I will never give up on you…
My Personal Educational Philosophy
“Educating the mind without educating the heartis no education at all”- Aristotle
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As future teacher, I am committed to bring the best
in my Students, teach them to be more responsible in
everything with passion and commitment to achieve their
dreams and float with strong desires to fulfill it by studying
and engaging in school activities; to teach values and give
respect individual differences and character. I will become
a facilitator through which students can form their own
belief and eventually develop their own character.
Education is broad in sense that it is important to consider
how learners develop character from which they can be
productive and competent with their own philosophies in
life. Therefore, educating the mind without educating the
heart of student is no longer an education at all. It is one of
the most powerful weapons for changing the world and
become an ideal society we wanted to have in this
generation and in future.
JCT
JONALYN C. TIMBAL
# 79 IBP roadFillinvest II Accibal CompoundPag-asaBrgy. Batasan Hills, Quezon CityCellphone No.: +639499865613Email Add: [email protected]: [email protected]
OBJECTIVETo use the skills, knowledge and experience I have gained through tertiary study and work experience to educate and provide students with the necessary learning they require to develop in today’s society. I have a strong interest in all areas of education and am passionately committed to promoting a positive and dynamic learning environment for secondary school students. And to obtain a teaching position in high school.
PERSONAL DATA
Date of Birth May 15, 1993Place of Birth Bianoan, AuroraAge 22Gender FemaleCivil Status SingleNationality FilipinoHeight 5’4Weight 40 kg.
EDUCATIONAL ATTAINMENT
Tertiary Level: University of Rizal System Rodriguez, Rizal, Laguna
Course: Bachelor of Secondary EducationMajor: Major in Mathematics
2012- Present
Secondary Level: Batasan Hills National High SchoolBatasan Hills, Quezon City2008 – 2012
Primary Level: Payatas A. Elementary SchoolPayatas A, Quezon City2002 – 2008
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SKILLS Ability to communicate both written and oral Can speak English and Tagalog fluently Computer literate (MS Word, MS Excel, MS PowerPoint, MS Publisher, Adobe
Photoshop, Adobe PageMaker, Software Installation, PC Hardware Servicing)
CHARACTER REFERENCES
Mrs. Loida A. FrigillanaMath teacher
San Mateo National High School 09399342933
Mr. Ferdinand GimenoProfessor
University of Rizal System
I hereby certify that the above information is true and correct to the best of my knowledge and belief.
________________________Applicant’s Signature
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ACHIEVEMENTS TOP 4 in Pre board examination for teachers at University of Rizal System Champion in Flag Wizard Quiz Bee competition at University of Rizal System 3rd place in Declamation contest in English month at University of Rizal System 1st place in choir competition at University of Rizal System, 3rd Battalion major in CAT at Batasan Hills National High School 1st honorable mention in elementary for batch 2008
Certificate of ParticipationsTeam Building of SIGMASilidAralan, Inc.Student Teachers Enhancement Program Seminar 2015
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Brief Description of the Cooperating
INSIDE PRINCIPAL’S OFFICE
REGISTRAR’S OFFICE
HISTORY
The school started with 90 first year students with only 5 teachers through the
approval of a temporary permit #73. Soon, the exceedingly large enrollees in the next
school year, 1986-1987 paved the way for the hiring of more teachers and non-
teaching personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-Charge. Upon
his exit in 1986, Mrs. Leticia A. Bautista took office for two consecutive years until
1988.
San Mateo Municipal High School was converted to a National High School
under the management of Ms. Juana M. Garrovillas who served as the principal from
1988-2000. Apparently within her term, she was able to transpire physical
improvements of the school facilities to meet the demands of the growing population.
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SAN MATEO NATIONAL HIGH SCHOOL
VISION
San Mateo National High School
empowered with disciplined
students, committed teachers
and cooperative parents and
stakeholders to promote basic
quality education.
MISSION
To develop and produce well-
rounded and value-oriented
students with unlimited and
comprehensive access with
relevance to the basic quality
education.
SAN MATEO NATIONAL HIGH SCHOOL
Makeshifts and 2 Ynares Buildings were constructed through her consistent follow up
at the municipal and provincial offices. Until then, Computer Room, Science Building,
H.E. Room and Library were made possible for quality service.
The first annex was established in 1994 pursuant to R.A. # 6655 addressing the
growing need of the barangay for a public school in Barangay Silangan, San Mateo,
Rizal. The annex started with one section of first year. When the AFP Retirement and
Separation Benefit System granted the deed of donation on March 22, 1997, providing
their own school site, Silangan Annexwas separated from the main. It is therefore
renamed, Silangan National High School under the leadership of Mr. RemigioOlesco
as the former Teacher-In- Charge and presently managed by Mr. Ricardo C. Vergara,
Principal I. Later, another annex was founded, the Sto. Niño Annex which was headed
by Mrs. Carmelita G. Olesco followed by Mrs. Flora V. Caron as TIC’s, to address the
growing population of Barangay Sto. Niño. In 2006, this annex was declared as an
Independent School, presently known as Sto. Niño National High School.
Last January 2014, Dr. Vidal F. Mendoza Ph. D. was replaced by Ms. Juana M.
Garrovillas Principal IV of Francisco P. Felix Memorial National High School in order to
comeback in her Home School where served for more than 13 Years and plan her
retirement in July 2015, In her Administration, 2 Department Chairmen were promoted
into Principals. In January 2014, Mrs. Mila N. Ramirez, Chairman of Mathematics
Department was Promoted Principal in Guinayang Annex National High School. In
2015, Ms. Anagine E. Sindac, Chairman of Filipino Department was Promoted
Principal in Pintong Bukawe National High School. Their Occupied Positions in the
Department were occupied by Mrs. Lorna Naval in Mathematics and Mrs. Erlinda C.
Lariego in Filipino. In July 2015, In her 65th Birthday, Ms. Juana M. Garrovillas
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announced her retirement in the service, on the same month, Mr. Absalon Fernandez
was occupied the position of Ms. Juana M. Garrovillas as the Principal.
There were many extracurricular activities participated in for instance the school has
variety of clubs which are all run by student and were all very active in the school
community. These cubs include: (1) Supreme Student Government (2)Literary Club
(3) Book Lover's Club (4) Numbers Club (5) Interact Club (6) TUKLAS Club (Taking
Off to Unlock Knowledge in Lifelong Advances in Science) (7) YES-O (Youth for
Environment in Schools Organization) (8) KaMFIL Club (KapisananngmgaBatang
Mag-aaralsa Filipino) (9) AralingPanlipunan Club (10)M.A.P.E.H. Club (11) T.L.E. Club
(12) S.T.E.P. Club (Student Technologists and Entrepreneur of the Philippines) (13)
ESP Club (EdukasyonsaPagpapakatao) (15) The Salandra (The Official School
Publication of San Mateo National High School in English) (16) AngBunsamat
(AngOpisyalnaPahayaganng San Mateo National High School sa Filipino) (17) Boy
Scouts of The Philippines (18) Outfit 200/Circle 201 Girl Scouts of The Philippines and
(19)Red Cross Youth. In School Year 2014-2015 San Mateo National High School
commenced the Special Science Curriculum to the K-12 Basic Education Curriculum.
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DETAILED LESSON PLAN
I. ObjectivesAt the end of the lesson, the students will be able to:A. Find the factors of a polynomial by grouping of terms.
II. Subject Matter A. Topic: Special Products and Factors B. Subtopic: Factoring Polynomial by Grouping
C. References: G8 Learning Materials in Math Oronce, O. et al. E- Math
Custodio, S. et. al. Interactive Math
D. Materials: Board, chalk, strips, flashcards
III. ProcedureA. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)...say present...
“Please pick up the pieces of paper
under your chair”
Priming
A.Given the strips of cartolina with monomial terms, ask the students to find monomial with a common
factor and name them as group 1, 2 and 3.
Student’s Activity
“Good Morning Ma’am!”
(One Student will lead the Prayer)
(Students raise their hand and say present as the teacher
calls in their name)
(Students pick up the pieces of paper)
(Students follow the instruction of the teacher)
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5a
y
8ba2
3y
2
y2 ax
Discussion From the activity,The teacherwill
ask the students.
1. What is the first thing that you considered in grouping the expressions?
2. Did you experience difficulty in sorting out the expression for each set?If yes, why?
Activity
The teacher will give another set of activity
B. Analyze the given polynomials and determine the terms which can be grouped.
1. a3+3 a2+2a+6
2. y2+5 y+2 y+10
3. x2+4 x+xy+4 y
4. y3−5 y2+8 y−40
5. 25ab−15b+20ac−12c
The teacher will ask questions from the students ( an inquiry and discovery approach)1. How did you find the activity?2. Group the terms of the polynomials as many ways as you can.3. What did you consider in grouping the terms?
(Students will raise their hand to recite )
(Conduct a solving with their group)
(Students raise their hands, answer the questions and
define the terms)
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4. Consider what the students did in Activity B, factor it out.
AbstractionFrom the questions given by the
teacher, the students will come up with the topic abstraction that Some polynomials with four or more terms can be factored out
by grouping the terms into pairs in which each pair has a common factor. Factoring the common binomial factor from each term
results in the product of two binomials. The teacher will add
another information regarding the topic.
Application
The teacher will give another example then will ask a student to
answer it on board.
AssessmentDirection:
A mistake has been made in some of the steps in factoring the
polynomials below. Rewritethe steps correctly in if you
will see one.1.12 x2−9 xy+4 xy−3 y2=
(12 x2−9 xy )+(4 xy−3 y2 )
= 3 x ( 4 x−3 y )+ y (4 x−3 y )
=(3 x+ y)(4 x−3 y )
2. 2 x2−12x+8 x−48
=(2 x2−12x )+(8 x−48)
=2 x ( x−6 )+8(x−6)
= (2 x+8 ) (x−6 )
(Students listen attentively)
(Students will raise their hands)
(Students perform)
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IV. AssignmentAnswer page 24 Act.1 on your Mathematics Module
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SEMI-DETAILED LESSON PLAN
I. ObjectiveAt the end of the lesson, the students should be able to
II. Subject MatterSolving Word Problems Involving Special Products
III. MaterialsBoard, chalk, strips, flashcards
IV. ProcedureA. Preparation
Greet the students and then ask them to seat properly.B. Motivation
Let students translate a given verbal phrase into mathematical expression.
1. The sum of a number and four2. Five subtracted from twice a number3. Thrice a number increased by ten4. Sum of two squares5. Cube of a sum of three and a number6. Cube of a difference between a number and five7. Sum of eight and cube of y8. Square of a sum of two and a number
C. Lesson Proper Teacher will give Activity to the students.
Group activity: Solve each problem using your knowledge in special products.1. The height of a box is thrice the width and the length is four times the
width. a. If x represents the width, write the expressions for the height and length of the box.b. Write an expression for the volume of the box using your expressions from part a.
2. Jane has a square garden with sides of length x feet. If she increases the length by 5 feet and decreases the width by 4 feet.a. What expression in simplest form represents the area of the rectangular garden?b. Find the area if x is 25 feet.
3. The length of an aquarium is 15 inches more than its width. The height of the aquarium is 8 inches more than its width.
a. Let x represents the width.
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b. Write an expression for the volume of the aquariumin terms of x.4. A box is to be designed with a length that is twice the width and its
height is 3 feet more than the length. a. Let x represents the width.b. Write an expression for the volume of a box in terms of x.5. The length of a principal’s office is x+5 feet and the width is x feet. a. Write a polynomial that represents the area.b. Find the area if x=10 feet.
D. AnalysisThe teacher will ask a question in the students regarding on their activity.1. How did you find the activity? 2. What’s the first thing that you do in solving each problem?3. What are the special products applied in solving each problem?4. Enumerate the steps in solving word problems.
E. Generalization
This is how to solve word problems: first Read and analyze the problem. Second, represent the unknown then Rewrite the phrase/ statement into mathematical expression/ equation and lastly, Solve &Check the solution.
Math StrategiesC Circle key numbersU Underline the questionsB Box any math action wordsE Evaluate (what steps do I take)S Solve and check
F. EvaluationGet a one fourth sheet of yellow paper and solve each problem.1. Grandmother has an orchard with the sides of its length m feet. If she increases the length by 7 feet and decreases the width by 5 feet, then what expression in simplest form represents the area of the rectangular garden?2. The length of a room is 2 x+3 feet and the width is x feet. a. Write a polynomial that represents the area. b. Find the area if x=5 feet.
V. AssignmentOn a one whole sheet of yellow paper, answer page 130, Activity 4 on your mathematics module
References: G8 Learning Materials in Math; Oronce, O. et al. E- Math Custodio,S. et. al. Interactive Math
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BRIEF LESSON PLAN
I. ObjectivesAt the end of the Lesson the student, should able to:
oDefine rational algebraic expression.
oSimplify rational algebraic expression
II. Subject MatterMathematics: Simplifying Rational Algebraic Expression
Reference: G8 Learning Materials in Math; Oronce, O. et al. E- Math
III. Learning TaskA. Daily Routine
a. Task 1
Discuss what rational algebraic expression
b. Task 2
Perform on how to simplify rational algebraic expression
IV. AssessmentGet one whole sheet of paper. And answer the following.
Reduce each rational algebraic expression to its simplest form.
1. 9n4
12n2
2. 22m7
11m3n2
3.2x+14x2−49
4. 25 x3 y20 x2 y
5. 4m2+24m2m+12
V. Assignment
Simplify each rational algebraic expression.
1. 30mn3
12n2 3. 33m5n3
44m3n2 5. 3x−24x2−64
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2. 35 x3 y45 x2 y
4. 9m+18n
10m+20n 6. x2−81
5x+45
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EVIDENCE OF COMMUNITY OUTREACHED
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CRITERIAO
95-1001.0-1.2
VS89-941.3-1.5
S88-881.6-2.2
F78-842.3-2.7
I.TEACHER’S PERSONALITYA. The teacher is well neat and groomedB. The teacher is free from mannerism
that tends to disturb the student’s attention
C. The teacher ‘s personality is strong enough to command respect
D. The teacher shows dynamism and enthusiasm
E. The teacher has well modulated voice.II. LESSON PLANNINGA. Lesson plan is well preparedB.There is congruence between:
1. Objective and subject matter2. Objective and teaching procedure3. Objective and formative test4. Objective and assignments
III. CONTENTA. The teacher demonstrate in-depth
knowledge of the subjectB. He/She is able to relate the lesson on
actual life situationC. The teacher keep abreast of new ideas
and understanding in the fieldD. The teacher give sufficient and concrete
examples to create meaningful learning experience
Pre-Service Teacher’s Actual Teaching Observation and Rating SheetStudent Teacher: Cooperative Teacher:Subject Taught: Supervising Teacher:School: Date:Time started: Time Finished:
Republic of the PhilippinesUniversity of Rizal System
College of Education
OBSERVATION AND EVALUATION FORM
Comments/Suggestions:________________________________________________________________________________________________________________________________
Rating: _____________________
__________________________Designation Observer
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CRITERIAO
95-1001.0-1.2
VS89-94
1.3-1.5
S88-88
1.6-2.2
F78-842.3-2.7
IV. TEACHING METHODS A. Method/s used was/were suited to the needs
and capabilities of the students B. The teacher was creative enough to adapt
his/her method to the student’s capabilitiesC. Visual aids and other examples were used to
illustrate the lessonD. The teacher makes use of the formative test.
V. CLASSROOM MANAGEMENTA. The teacher has a systematic way of checking:
5. Attendance6. Assignment/homework/agreement7. Practice exercises8. Group works/ projects9. Passing in and out of the room10. Correcting, distribution and collecting
papersB. Order and discipline were present in the
classroomC. Visual aid were within easy reach of the teacher
during his/her teachingVI. QUESTIONING SKILLSA. The teacher’s questioning skill stimulates
discussion in different:1. Probing for learner’s understanding2. Helping student articulate their ideas and
thinking process3. Promote risk-taking and problem solving
4. Facilitate factual recall
5. Encourage convergent and divergent thinking
6. Stimulate curiosity
7. Help student to ask question
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Republic of the PhilippinesUniversity of Rizal System
College of Education
Evaluation Sheet for Cooperating Teacher
Student Teacher: _________________ Date: ____________School:________________________________________________Principal/Department Head: ________________________________Chairman/Teacher: _______________________________________
Direction: Indicate your judgment for each category by writing your rating in accordance with the following scale:
ATTENDANCEComes to class/school on time ____________Attends his/her class regularly ____________
PARTICIPATIONWorks independently ____________Shows creativity and resourcefulness ____________Shows positive attitude towards criticism ____________
LEADERSHIPRelates well with cooperating teachers and otherfaculty members ____________Attends his/her class regularly____________Has the ability to lead a group and can be a modelto his/her class ____________
LESSON PLANNINGRelates well with cooperating teachers and other faculty members ____________
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2.6 = 85 2.7 = 84 2.8 = 83 2.9 = 82 2.10 = 81 2.11 = 80
2.0 = 85 2.1 = 84 2.2 = 83 2.3 = 82 2.4 = 81 2.5 = 80
1.0= 1001.1 = 98-99 1.2 = 96-97 1.3 = 94-95 1.4 = 92-93 1.5 = 90-91 1.6 = 89 1.7 = 88
There is congruence between ____________ Objective and subject matter ____________ Objectives and teaching procedure ____________ Objectives and formative test ____________ Objective and assignments ____________ Considers time allotment for every assignments ____________ Provides enrichment activities that enhance learning. ____________
TEACHING METHODSMethods used are suited to the needs and capabilities of the learner’s ____________The teacher is creative enough to adapt his/her methodsto students’ capabilities ____________Visual aids and other examples are used it illustrate lesson
____________
The teacher uses formative test after teaching ____________Methods used are student centered ____________
CLASSROOM MANAGEMENTThe teacher has a systematic way of checkingAttendance ____________Assignments/homework ____________Practice Exercises ____________Group works/Projects ____________Passing in and out of the room ____________Correcting, distributing and collecting of papers ____________Order and discipline are present inside the classroom ____________Considers cleanliness/orderliness of the room before and after class ____________Check students/pupils uniform and ID’s ____________
INSTRUCTIONAL COMPETENCIESMotivates learners quickly, involvement of students in learning task is Immediate ____________Express self effectively ____________Ask logical questions____________Deals with the wrong answers of students tactfully ____________Demonstrate sense of humor, self-confidence and self-reliance ___________Provides varied interactive activities that facilitatesretention of concepts ___________Acts as a facilitator of learning ___________Maximizes students/pupils participation ___________Utilizes instructional materials that arouse students/pupils interest___________
COMMUNICATION SKILLSThe teacher speaks clearly with a well-modulated voice ___________
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The teacher uses correct grammar in speaking ____________Correct responses are given by the students through the teacher’s skillful questioning ____________Uses the language with competencies and confidence ____________He/she observes correct pronunciation ____________TEACHER’S PERSONALITYThe teacher is:Neat and well groomed ____________Shows patience in dealing with students/pupils negativebehavior ____________Shows wholesome relationships with students ____________Makes sound decision ____________Avoids mannerism that disturbs students/pupils attention ____________
Final Rating ____________
COMMENTS AND SUGGESTIONS__________________________________________________________________________________________________________________________________________________________________________________________
Rated by:
___________________________Cooperating Teacher
Noted by:_____________________________Practice Teaching Supervisor, URS Dean, College of Education
________________________Principal, Cooperating School
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MY BEST LESSON PLAN USING CREATIVE STRATEGYLesson Plan in Mathematics 8
I. ObjectivesTo define what is slope and its properties.To find equation of a line using slope-intercept form y=mx+b
II. Subject Matter A.Topic: Linear Equations B. Sub topic:Finding Equation of a line using slope-intercept form. C. Reference: Mathematics learner’s module G8 D. Materials:Flashcards, Pictures, Visual Aids, Powerpoint
III.ProcedureA. Priming1. Daily routine2. Checking of assignments3. Motivation/Review
Describe the following pictures
4. Drill
Determine the slope and y- intercept of the given linear equation
1. y=−x+4
2. y= x2 +
3. − y=2x−5
4.2 y=4 x+6
5. y=−8 x
B. Lesson ProperActivity: GIVE ME THE DIRECTIONS!!
TASKStudy the graph assigned to your group and read the directions
carefully.
1. Determine the slope of a line
m= riserun
2. Determine the y-intercept of the line.
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3. Substitute the slope and the y-intercept of a line to the y=mx+b
to obtain the equation of a line.
4. After substituting the slope (m) and the y- intercept (b) in the
equation y=mx+b, what did you obtained?
5. What can you conclude when you substitute the slope and y-
intercept of a line to the y=mx+b?
We conclude that
_____________________________________.
6. Clap 3x and recite your group yell when the task is done and
wait for the next task.
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m b y=mx+b m b y=mx+b
Analysis
1. How did you find the activity?
2. How did you get the slope and y-intercept of a line?
3. How did you obtain the equation of a line?
Abstraction
The equation of a line can be obtained using slope-intercept form
(y=mx+b).
Where m is the slope of a line and b is the y-intercept of the line.
Application
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m b y=mx+b m b y=mx+b
CRITERIA 15 pts. 10 pts. 5 pts.
Output
Finished on time, Correct and concise
conclusion, Clean output
Finished on time, few are correct and have a good conclusion , clean
output
Not finished on time, many
errors and don't have a
good conclusion, the output is
not clean
Presentation
Explained clearly and demonstrated a goodunderstanding about
theactivity.
.Explained some information and
demonstrated a few understanding about
the activity.
Can’t explain the
Information and did not
demonstrated understanding
about the activity.
Participation All members are active and well
disciplined
Some members are active and well
disciplined.
Almost of the members are not active and
not disciplined..
Let’s try this!!
1. Find the equation of a line if m= 3 and b= 6.
2.
Assessment
Find the equation of a line
1. m=1 b= -6 2.m= 2/3 b= 1 3. m= -8 b= 2
4. 5. . . 5.
Closure“Life is a long road of journey to a mountain top of success”
IV. Assignment
Page 194, exercise 12
Mathematics learner’s module G8
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Timberland Heights is topographically blessed to make an exciting destination for outdoor activities can enjoy a mountain suburban lifestyle. Timberland Heights is 677-hectare and 300 meters above the sea level and located at San Mateo, Rizal.
The distance from the wall 1 to the timberland main gate is approximately 2.2 kilometers. What is the slope of a line from wall 1 up to timberland main gate?
30
SAMPLES OF LEARNER WORKS AND FEEDBACK
It was Monday, July 27, 2015, my first day in my designated school, San
Mateo National High School. I woke up as early as 3 am since I have to prepare
myself for this internship. I was feeling excited at the same time nervous. I didn’t
know how exactly what to portray when I was in the school. As a student teacher,
I needed to act like a professional teacher and changed my way in dealing with
the students.
While entering San Mateo National High School, me and my co student
teacher gave courtesy and greeted all the personnel in the school as a sign of
respect. We stayed in Mathematics faculty room and waited for our assigned
cooperating teacher. Ma’am Aquino entertained and orientated us about the rules
and responsibilities of student teacher for us to be ready and capable to deal with
different kinds of learner and to apply all principles and strategies of teaching that
we learned in our campus.
While waiting for my cooperating teacher, I cannot help but to have a deep
thought on how I would become a good apprentice. Many questions were on my
mind. Was I really prepared to teach? I reflected on my three years of
preparation from my University and I thought it was enough. I gained a repertoire
31
NARRATIVE EXPERIENCES
of healthy knowledge, receptacles of good values and storehouse of useful skills
that I learned for almost a year.
It was 6 am when Ma’am Aquino introduced Ma’am Loida Frigillana as my
cooperating teacher. At first, I observed her that she was nice and very
approachable person. I was blessed to be her apprentice. We talk a lot of things
about her class schedules, daily routines, lesson planning and dealing with her
students. While she was discussing to me my responsibilities, I told myself that it
was the beginning of a thousand steps that I needed to take to achieve my vision
and passion in teaching.
I always telling myself just to get relax and be calm, don’t be too excited or
too nervous but I can’t help to feel both excitement and nervousness running to
my adrenaline. Knowing that practice teaching was not a game or an easy task. I
have to be responsible enough and eliminate laziness to my system, I need to
prepare a daily lesson plan and be creative on my methods, strategies and
instructional materials to capture the attention of my students. In this way, my
students will learn more in a meaningful way.
I was overwhelmed when students greeted and showed respect to me as
their student teacher. This encouraged me to perform better and do my best
during my stay in San Mateo National High School.
Before I meet my students, I already prepared myself for the possibilities
of dealing with different types of learners. I limit myself not to be too attached to
my students. I used to be firm on giving them task. I became an objective type of
student teacher with regard to my student’s ability and performance. From the
32
first day of our meetings, I thought that I was going to be a serious teacher but
later on I became jolly and enthusiastic student teacher. Every time I teach my
learners, I always observed their smiles and very attentive I n participating our
class discussion. For me, there’s a time for everything, my students knew me if I
am giving them a good time or I am serious. In front of the class, my strong
personality attracted my students to listen and to be attentive.
Grade 8- Newton, 8- Narra and 8- Gmelina were the sections assigned to
me. Ma’am Frigillana requested me to observe her in her class to prepare myself
to teach the next day.
We entered to her second class 8-gmelina. Students were excitedly
greeted her with smile drawn from their faces. Before Ma’am Frigillana started
her lesson, she gave me the floor to introduce myself to them. I greeted them
back and the students stared at me with encouraging smiles. I introduced myself
and gave my expectation from their class. I also set my rules to them and after
introducing myself the student gave me a sit at the back. Ma’am Frigillana
continue her lesson and I observed that the students were enjoying their math
class with my cooperating teacher. I was introduced by Ma’am Frigillana to other
sections and I felt very proud that I worked with them.
I asked my cooperating teacher for the task she wants me to accomplish
daily and she told me that as her apprentice I needed to come with prepared
daily lesson plan. I should have my class record and most importantly was I
needed to have mastery of the subject matter and used variety of strategies to
different learners so that I could be an effective teacher someday.
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After knowing the task given by Ma’am Frigillana, I made my time
management plan calendar. I always prepare my lesson plan and keep my
records on intact. I finished first my paper works before leaving the school so that
I could have my extra time for leisure and other household chores.
I prepared myself to encounter unexpected problems especially inside the
classroom daily. It cannot be avoided to have uninterested students for some
reason or maybe it’s about the classroom management. But being their teacher I
remain committed to my profession and I tried solving this problem.
Ma’am Frigillana assigned me to teach on the third day of my training. I
made my lesson plan as early as the day before my first class in 8- Gmelina.
Since this was my first day of teaching, I was excited and well prepared. My
topic was all about factoring by grouping. I decided to have an activity with my
students but I never thought that some of them did not participate in their group
works. I forgot to give them the instruction and the criteria of the activity. When
they presented their activity, some were not on the proper seats. That is why the
whole discussion went bad as I expected and I felt so embarrassed. I realized
that teaching is a crucial thing when there’s no proper classroom management it
would not be an effective source of knowledge. Ma’am Frigillana told me that I
should not be worried and gave up because it was part of my training to
encounter such problems on classroom routines. And it was a challenged to me
on how to deal with it. I learned from my first day of teaching about the problems
that I need to minimize and be a classroom manager when having a group
activity. After teaching 8-Gmelina, I internalized a new strategy to avoid problems
I encountered during my first class in 8-Gmelina. I applied what I have learned
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from my first class to my next class which is 8- Narra. Before starting our activity,
I discussed to them our rules and guidelines of the activity. I made sure that all
students participated with their group mates. I posted my criteria of grading on
the board so that students would be reminded to behave and be active in class.
Then afterwards, I called any representative from the group to present their work
as I gave them time to finish their activity. It was a big relief on my part that finally
I finished my discussion successfully. Aside from that, I learned from my students
to be a good classroom manager. For every failure, there’s a progress of
improvement as we kept on pursuing to make things perfect. Thanks to my
cooperating teacher and to my students for making the best in me.
MEETING WITH THE PRINCIPAL
I and my co-student teacher never had any meeting with our cooperating
principal the day of our deployment because that time Ms. Juana M. Garrovillas
already retired in service as their principal. So Ma’am Aquino (master teacher)
was the one to give us orientation about the school policies, rules and
regulations. She was also the one who entertained us while waiting for our
cooperating teacher.
MEETING WITH THE COOPERATING TEACHER
I felt good and I enjoyed my first meeting with my cooperating teacher
which was Ma’am Loida Frigillana. She was very nice and supportive cooperating
teacher. She discussed the things I need to familiarize with the teaching learning
process. She was assigned to grade 8 levels and I was lucky enough by getting
35
along with her. I saw her as responsible teacher and at the same time friendly
and a mother to all students under her care especially me as her apprentice.
WORKING WITH MY COOPERATING TEACHER
Thanks to Ma’am Frigillana who served as my guide throughout my whole
internship on San Mateo National High School. As a student teacher, I wanted to
learn more on how to develop my ability when it comes to my profession. Ma’am
Frigillana never lose her passion in correcting my apprehension and she never
forgot to give feedback on the things that I need to improve. She always gives
suggestions and collaborates with me about my lesson planning.
Working with Ma’am Frigillana was an unforgettable experience. She was
the one who gave color to my practice teaching. She was very straight to the
point in telling all my weaknesses in teaching. At the same, she was the first one
who encouraged me to improve my own self and make my teaching experiences
meaningful. She molded me and shared me a lot of things about teaching
strategies and methods and most of all to be a responsible teacher.
MY UNFORGETTABLE EXPERIENCES IN EACH DAY
Teacher’s Day. I could never forget the special day for teacher because I
was surprised when my students from 8- Newton and 8- Narra gave me a letters
of appreciation. I never thought that they would recognize me as their teacher.
Another thing was my students from 8- Gmelina gave me a letter without knowing
36
that it was in my lesson plan. I couldn’t help myself but to thank them with all of
my heart.
Grand Demonstration Day. My demonstration teaching turns to what I
expected. Every resource and effort was invested. Although my preparation was
not enough to say that it would be successful but still I refused my uneasy
feelings and filled myself with confidence. I made me lesson plan a day before
my demo. I was in a rush doing my instructional materials because of limited
amount of time. Finally, my final demonstration day came and it was suddenly my
creeps to do my IM’s. I was blessed to have my supportive Co- student teachers
and with the help of Ma’am Frigillana, over-all my special day of demonstration
teaching went well and ended up with flying colors.
HOW DID I ESTABLISH CLASSROOM ROUTINES?
When routines and procedures are carefully taught, modeled, and
established in the classroom, children know what’s expected of them and how to
do certain things on their own. Having these predictable patterns in place allows
teachers to spend more time in meaningful instruction - Linda Shalaway
Ma’am Frigillana already had her own routines on how to make her
instruction be very effective and make her students be more disciplined. As her
student teacher, I also set my routines and classroom procedures. I got
acquainted with routines and I ensured to be very organized, systematic and
orderly in my classes. I come to school daily as early as 5:45 am before my
cooperating teacher arrived, I already in our first class and I asked students to
maintain classroom cleanliness. When I was the one to teach, I made sure that
37
my daily routines was already established. I did not start my lesson unless all
students were listening. Before I dismissed my class, their classroom was
already clean and I gave them their assignments or home task.
PREPARATION OF INSTRUCTIONAL MATERIALS
I anchored my instructional materials to the objectives of my lesson plan. I
used to be creative and artistic in making my IM’s. Since my subject that I taught
was mathematics, I always make sure that students never got too harsh on
understanding my lesson. I used flash cards and let my students to solve every
problem on their own drill board. Of course, the discussion would not be exciting
if there was no game motivation and group work activity. In every activity, I
provided my class a Manila paper and pentel pen for each group and I let them to
study the assigned task with them. After the lesson, I assessed my students to
determine if they learned and understood the topic that I had discussed.
THE AUTHENTIC ASSESSMENTS I USED
Authentic assessment is very important in teaching learning process
among students and teachers. It determines the student’s performance
throughout the discussion. It measures the learning improvement of the students
and through assessment the quality of teaching performance of the teacher could
determine. Every end of discussion I gave my students an evaluation. I usually
use flashcards and give a limited time for the students to solve the problem.
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STRUCTURING BULLETIN BOARD
Bulletin board is important in reminding the students about school’s
important announcement, additional information on a particular subject matter,
school policies and important dates to remember. It also helps to reinforce
learning and interact with student’s attention.
In structuring bulletin board, I considered first the theme and the objective
of the bulletin board. Next, the content and the information posted on it should be
updated and students could relate based on real life situation that happened
daily.
PORTFOLIO, JOURNAL AND GRAPHIC ORGANIZER
I required my students to have their own portfolio and compiled quizzes
for them to see if there’s any progress on their performance and task. Portfolio is
important in linking the assessment to the instruction. It measures the quality of
teaching and reveals any weaknesses or strength in lesson strategy or method.
SCHOOL ACTIVITIES I PARTICIPATED IN
As part of being pre-service teacher, I was obliged to join in any school
activities for me to develop my social skills especially my responsibility to
cooperate with the school and also to be acquainted with my fellow co-student
teachers, learners, teachers and staff.
The Earthquake drills. Every 6 am when the bell rang, all students,
teachers including me and my co-student teachers conducted a drop procedure
of duck, cover and hold. We assisted the students while leaving the building in an 39
orderly manner until we reached the evacuation area beside the school.
Earthquake drills and exercises are extremely important part of preparedness
plan because it taught students and personnel on how to respond to the actual
earthquake, since the location of the school is prone to earthquake fault line.
Kakanin Festival. One of the exciting activities that San Mateo National
High School participated was the “Kakanin festival”. It was my first time to attend
such kind of festival. I enjoyed watching the Parada ng Kakanin which was
introduced by Monsigñor Manuel Balbago for the celebration of the foundation
day of Nuestra Señora de Aranzazu. One of the participants of the parade was
our cooperating school. There were also a pageant and a street dance
competition. Our representative won 2nd place in street dance. After the parade,
delicacies were given to all for free.
Quiz Bee Math. Ma’am Frigillana assigned me to facilitate interesting
grade 8- students who wanted to join in math quiz bee. She asked me to
photocopy the questionnaires and distributed them to the participants. While
students were having their quiz bee, I was tasked to take them photos for the
documentation of the said activity.
WHAT I LEARNED IN THOSE ACTIVITIES?
I learned how to be a multi-tasking pre-service teacher especially when it
comes to participating in school activities. It helped me to strengthen and develop
my sense of responsibility and on how to be more creative in preparing plan for
particular activity.
.
40
Finally, after three months of training here at San Mateo National High
School, my most awaited and special day came. October, 9 2015 was my
schedule for the demonstration teaching. I held my demo-teaching at the room of
grade 8- Narra. Instead of being nervous, I felt excitement jitters on my bones. I
was confident that I would make my demonstration successful and it happened
as I expected. With the encouragement and supports of my students and
cooperating teacher Ma’am Loida, I made my day more fun, I did my very best to
share my knowledge, to touch learner’s heart, to inspire and specially to make
them learn while enjoying my class.
I was so energetic that day. Without the help of my beloved cooperating
teacher, my final demonstration would not be successful. I came to school as
early as 7 am to have a little discussion with Ma’am Loida. She checked my
lesson plan and gave some feedback and suggestions to make it more
meaningful.
My observers were Professor Stephen Soliguen from our University, My
supportive cooperating teacher Ma’am Frigillana, I also invited Ma’am Naval
(Head, Mathematics Department), Sir Lerion and Ma’am Aquino. Before the time
41
MY FINAL DEMONSTRATION DAY
schedule, with the help of my co-student teachers namely Ivan Lagera (Math
major), Sarah Fernandez, Rowena Anastacio (Filipino majors) and Jonah Rañin
(English major) we prepared all the instructional materials that I used for my
demo - teaching.
My lesson plan as I expected seemed on smooth sailing. I did creative
discovery approach with integration of science, history and music subject.
Recognizing learners’ intelligences could be a great factor to have a good variety
of strategies in teaching. My students were very attentive and they never failed
me in executing my daily routines. I observed my students were also energetic
most of them raised their hands to answer my questions until the abstract topic
revealed by the students themselves. Suddenly there was a question on my mind
while I was executing my lesson as I saw my observers’ smiling face since the
beginning of my demonstration and it inspired me to be more energetic in my
teaching with a big wonder why.
42
WHAT WENT WELL TO MY LESSON? WHY?
My presentation was good enough and soothed to my learner’s
understanding and capability to get along with my lesson. My strategy was well
executed as I planned. My students discovered the core of the topic through
activity. My motivation, activity, and assessment were all anchored to the
objectives I made. I saw the outcomes from the result of my student’s
assessment based on what they learned from our discussion.
WHAT DID NOT GO WELL? WHY?
Since the classroom of grade 8- Narra located near beside the road, the noise
coming from the vehicles could be heard inside the class. The quality of sound I
used from the audio of my instructional materials was not good enough to be
heard by my students specially those at the back. Physical condition of the
classroom is important in effective teaching –learning process. It was a barrier to
WHAT WAS LEARNED ABOUT TEACHING?
43
WHAT DID NOT GO WELL? WHY?
Since the classroom of grade 8- Narra located near beside the road, the noise
coming from the vehicles could be heard inside the class. The quality of sound I
used from the audio of my instructional materials was not good enough to be
heard by my students specially those at the back. Physical condition of the
classroom is important in effective teaching –learning process. It was a barrier to
WHAT DID MY STUDENTS LEARN?
According to my students, they learned about finding the equation of a
slope and its application in real life situation. My students learned on how to
participate in a discussion and to value grouping activities. Because they are all
interested to my subject, with their eagerness to learn, they got all a high
scores in their quiz out of 5 items.
WHAT WAS LEARNED ABOUT PLANNING?
Objective, creativity and time management in planning were most
important factors in the success of every man’s craft.
One of my mistakes that I did was planning my lesson and preparing
instructional materials a day before my final demonstration. I never thought that
it would be better enough if I did the planning one week before the day of my
demonstration teaching so that I could see if there would be anything to be
change to improve my lesson plan. Through the guidance, help and
encouragement of Ma’am Loida, the level of my confidence went back on its
track that even though I prepared my lesson plan and IM’s with lack of time I
knew I could still make it well as a whole. But I have to make sure that being
unprepared would not be happen again.
Teaching is my passion as I thought that it’s easy to be in front of the class
and deliver what the topic is all about but I was totally wrong. Teaching is not an
easy job because there were a lot of things to be considered specially the
learner’s diversity. We all know that we cannot teach what we don’t have so it
would better to start disciplining ourselves as the students look up for us as the
apple of their eyes inside or outside of the classroom.
Students have their intelligences that are essential in teaching-learning
process. A productive teacher knows what is the best for his students to learn in
a meaningful ways. It is not enough just to spoon feed our learners with
knowledge without giving any value on it and relates every lesson in real life
situation. I learned to be responsible in everything, to be a role model, to be an
actress and specially to be students’ best friend but I set limit not to be so close
with them.
WHAT IMPROVEMENTS WILL I MAKE TO BE MORE EFFECTIVE IN MY
CLASS?
There is a room for improvement in everything we do. Practice teaching gives
way for me to know my strength and weaknesses when it comes to teaching.
Sometimes I speak very fast, sometimes very gradual that I never recognized
having lapses in my lesson. I have to practice the manner of speaking in a calm
way and I must be aware of every word that comes out from my mouth. The good
thing was I have well-modulated voice which is effective in delivering the subject
matter.
44
45
SAMPLE OF BULLETIN BOARD
EARTHQUAKE DRILLS
SAN MATEO NATIONAL HIGIH SCHOOL PARTICITAPED IN KAKANIN FESTIVAL
46
SCHOOL ACTIVITIES
SCIENCE FAIR
PARENT and TEACHER’S MEETING
47
MATHEMATICS QUIZZ BEE
QUIZ BEE
NEWTON’S RECOGNITON DAY
48
49
MY OBSERVERS MY INSTRUCTIONAL MATERIALS
MY LESSON PLAN
STUDENT’S MOTIVATION
SNOP SHOT PHOTO ON MY DEMO
50
STUDENT’S ACTIVITY
STUDENT’S OUTPUT
“The K to 12 challenges”
Now is not the time to hit the brakes on a national reform we desperately
need and have been working towards for the past years - Senator Paolo
Benigno 'Bam' Aquino IV
As we welcome a new school year, we are reminded of our need to
constantly improve the quality of education for Filipinos across the country.
Aligned with this goal is the Enhanced Basic Education Act of 2013 or Republic
Act No. 10533, which was signed into law on May 15, 2013 and resulted in the
implementation of the K-12 Basic Education Program.
The last country in Asia with a 10-year pre-university education, the Philippines is
one of the three, Angola and Djibouti that stuck to a 10-year basic education
curriculum.
Far from being a quick fix to our laggard status, the K to 12 program was
carefully studied and designed by both private and public education stakeholders
based on research from other countries and our own local successes and failures
in education.
Many would agree that actualizing the K-12 system in the Philippines
would result in more young Filipinos equipped with the necessary knowledge,
skills and attitudes to enter the workforce.
51
ARTICLES 1
And even though there are those that disagree and question whether or not there
should be transition to a K to 12 education system, this article is not about that.
The challenge we face now, in my view, is not whether we should or shouldn’t,
implement it but whether we can or can’t do it.
Are we ready to bring the K to 12 vision of progressive and transformative
education to reality? Are we ready with classrooms and infrastructure to accept 2
more grade levels? Are we ready with the curriculum to move our education
system to the world-class standard we have long been aspiring for?
To be fair to the Department of Education (DepEd), they have made progress in
terms of infrastructure and curriculum development.
The backlog of 66,800 classrooms in 2010 was addressed with DepEd building
over 86,478 classrooms from 2010 to 2014 with plans to build over 40,000 more
this year. The shortage of 145,827 teachers in 2010 was addressed with DepEd
hiring over 128,000 teachers from 2010 to 2014 with over 39,000 more to be
hired this year.
Increased budget
But what about the 25,000 or so teaching and non-teaching staff that will be
displaced once the K-12 program is completely implemented? DepEd reports
that there will be at least 30,000 teaching positions in public senior high schools
open for hiring, not to mention the need for principals and other non-teaching
staff. A P12-billion Tertiary Education Transition fund is also in the pipeline to
offer grants, scholarships, and financial assistance to displaced employees so
they may be qualified to continue working in the field of education.
With more classrooms and more teachers, congestion in our public schools has
gone down and this is evidenced by the big reduction in schools that employed a 52
two, three, even four-shift system. When in 2011, 21.24% of our elementary
schools resorted to shifting; only 3% utilized a shifting system in 2014.
(Writer’s Note: Most of the schools that fall under the 3% are located in the
National Capital Region (NCR) where DepEd has no more space or land to
expand schools and build new facilities.)
Looking at these figures, we can clearly say that tremendous improvements have
been made. But, to be frank, not a lot of our citizens know that DepEd has hit
these numbers in the last 5 years. In fact, when I go around schools, students
still ask me why the government keeps cutting the budget for education.
In truth, we’ve actually increased the budget by over 200% from 2010 to 2015,
from P174.75 billion to P364.66 billion.
These gains we have had in the past years put into perpective the ability
of DepEd and our education stakeholders to make necessary preparations and
improvements in the condition of education across the Philippines. These small
victories should give us reason to believe in our ability to overcome challenges in
improving the quality of Philippine education, or at least dispel any doubts about
our capability to perform.
But the truth of the matter is, even with these numbers facing us, there is
so little trust in the government’s ability to implement major reforms. And from the
feedback of some of our countrymen, a number of Filipinos don’t believe we can
get this done by 2017.
Definitely, there are legitimate concerns that demand solutions. Definitely, a lot of
work still needs to be done. Definitely, there will be unforeseen challenges along
the way. It will definitely not be easy. But the good news is, we still have time.
There is an entire year before the full nationwide implementation of the K-12 53
Program and the performance of DepEd thus far gives us enough reason to trust
that we can get this done together. Now is the time for our communities to get
involved. Now is the time for the private sector to offer their expertise and
resources. Now is the time for all of us to get behind a program that will empower
our youth with knowledge and skills that can propel them and their families to live
better, more comfortable, and more meaningful lives. Now is not the time to hit
the brakes on a national reform we desperately need and have been working
towards for the past years. Now is not the time to prematurely declare that we
cannot make it happen. We have a year to implement this major education
program and DepEd has asked for our help For those who believe that we need
to improve our educational system in the Philippines, this is our chance. We must
not miss another opportunity to raise the level of our education to one that is
world class. Let us support DepEd in creating a better, more robust, more
effective, and more progressive education system for our young Filipinos through
the K to 12 Basic Education Program.
Source/Reference:
http://www.rappler.com/thought-leaders/96459-k-12-challenge
Feedback:
Critics presented valid concerns regarding the K to 12 program. The government
must therefore continue to address such concerns to further develop the model.
Though the program is ready to take off this year, continuous monitoring,
evaluation, and program enhancement must be ensured. And foremost, it must
be made clear that a longer education cycle alone could be useless without
corresponding improvements in other aspects of the education system. Proper
training of teachers, additional classrooms and textbooks, better facilities such as 54
libraries and computer rooms must therefore be deemed as urgent as the
implementation of this program.
DISTANCE EDUCATION
Nowadays, a student can earn a college or master’s degree or a doctorate even
if he or she does not attend classes. One can also earn a degree in the
Philippines while the student is working abroad. This has been made possible by
distance education, which has been facilitated by the availability of Internet
services in many parts of the country.
Distance education offers several advantages. Unlike traditional education in
which one goes to school regularly to meet teachers and classmates, a student
availing himself or herself of distance learning can ?attend? classes while at
home or in the workplace with the use of e-mail, chat and video conference.
Assignments and announcements are posted online. Like the mainstream
learning experience, distance education follows a curriculum. Deadlines are set
but studying can be done at one?s pace. At the University of the Philippines
Open University (UPOU) face-to-face sessions between the teacher and student
are done four to five times per semester. At least 19 schools offer distance
learning in the country. At the moment, UPOU offers the biggest number of
courses among the schools. A total of 1,738 students are enrolled at the UPOU
this second semester, 129 of whom are abroad, according to Eden Salon of the
UP Learning Center Administration. Last semester, there were more than 2,000
students enrolled at the Open University. A study by the UPOU has found that
there is little difference in the quality of learning received by distance education
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ARTICLES 2
students and regular students. SHARON CUNETA was reported to have not only
passed in April 2006 but also placed second in the admission exam of the
University of the Philippines Open University (UPOU), which provides learning
through distance education. A year later, singer Sarah Geronimo followed in the
footsteps of the singer actress and passed the exam. Cuneta and Geronimo are
among the students availing themselves of distance education. Distance
education is unlike the usual classroom setup where students and teachers are
supposed to be present regularly for education to take place. In distance
education, learning normally occurs in a different place from teaching, with the
use of different forms of medium. With this system, it is easier for individuals,
who do not have the opportunity for a traditional learning experience, to still
pursue their studies. Students are left to learn in the comfort of their homes or
workplace. Distance education still follows a certain curriculum. While students
are usually left to study at their own pace, learning materials have deadlines. In
the Philippines, apart from the UPOU, 18 other universities and colleges offer
undergraduate and graduate programs using distance education through open
universities. All the 19 schools make use of the Internet, specifically e-mail, chat
(voice or via web cam) and/or video conferencing, to provide distance education.
The schools also require regular face-to-face interaction between teachers and
students at their respective learning centers. Others like the University of Santo
Tomas and the ABS-CBN use distance education to help the less privileged get a
high school diploma. UP Open University Established on Feb. 23, 1995, students
at UPOU follow a semestral schedule. Teacher-student interaction usually takes
place with the help of snail mail, telephone, electronic communication and
occasional face-to-face interaction. Face-to-face sessions are done at about four 56
to five times per semester under the supervision of a tutor. To ensure that the
exams are done by the students themselves, examinations are supervised,
whether face-to-face or online. Examinations and assignments are the bases for
the students?
Face-to-face examinations are done at the UPOU learning centers that may be
located on UP campuses in Diliman, Los Baños, Manila, Baguio, Cebu College,
Tacloban College, the Visayas and Mindanao or in other cooperating institutions
like Universidad de Sta. Isabel, Cagayan State University and the Department of
Education-Cagayan de Oro. The learning centers are also used for study
sessions.
The programs offered are Diploma in Science Teaching, Diploma in Mathematics
Teaching, Diploma in Research and Development Management, Diploma in
Computer Science, Diploma/Master in Environment and Natural Resources
Management, Diploma in Language Studies for Teachers, Diploma/Master in
Social Studies Education, Diploma/Master of Social Work, Master in Hospital
Administration, Master in Public Health, Master of Arts in Nursing, Master in
Public Management., Master of Professional Studies in Development
Communication, Ph.D in Education, and Associate in Arts.
Tuition for formal or diploma courses range from P300/unit to P600/unit while
nonformal or certificate programs cost P3,000/course. Although the Polytechnic
University of the Philippines Open University was officially launched in 1990, its
distance education project started in the 1970s. The project was intended to be
an extension of the PUP on its provincial campuses where it offered technical-
vocational courses to mostly out-of-school youth and the poor.
57
Starting with 360 beneficiaries, the PUP Open University’ student population has
grown to almost 2,000.Since 1970, PUP has been able to open other learning
centers in Manila, Quezon City, Taguig, Bulacan, Batangas, Quezon, Nueva
Ecija and Camarines Sur. hen Philippine Women?s University president, Dr.
Jose Conrado Benitez, in his inaugural address on Feb. 19, 1993, formally
announced the university?s policy on distance education. ?It is the classroom
that will have to go to the students and not the students to the classrooms. It will
enter the homes through distance education; it will take place in the offices and
workplaces through various career development and continuing education
programs; it will situate itself in our communities through accredited experiential
learning activities designed for community immersion,? he said. In March 1994,
the PWU EDTV or educational television program was launched. It was the first
and only cable television channel exclusively dedicated for educational
programming. On July 15, 1996, the PWU College of Distance Education was
formally created.
The PWU College of Distance Education says its learning centers are on its
campus in Manila, and in participating schools in Makati, Las Piñas, Bataan,
Bulacan, Imus in Cavite, Camarines Norte, Kalinga, Lipa in Batangas,
Pampanga, Bacolod and Hong Kong.TheAteneo de Manila University?s (AdMU)
distance education program is focused on just one course: Journalism.
The Konrad Adenauer Center for Journalism, together with the university?s
Department of Education, ?designed [the program] primarily for working
journalists who seek excellence and advancement in their craft through a
comprehensive academic graduate-level training.?
58
The program offers three core courses: Advanced Reporting and Writing, Media
Ethics and Media Law.Electives consist of: Advanced Computer-assisted
Reporting, Creative Writing, Editorial and Opinion Writing, Investigative
Journalism, Issues in Broadcast Journalism, Leadership in the Newsroom, Media
Economics, Media and Politics, Newsroom Management, Online Journalism,
Photojournalism, Reporting Business, Reporting Conflict and Peace, Reporting
about the Environment, Reporting Information Technology, Reporting Social and
Development Issues, Science Reporting, Visual Literacy, Writing for Broadcast
and Writing about Culture. The program also lets students choose any three
graduate-level courses in Humanities, Social Sciences, Management, Natural
Sciences and Engineering, called cognate courses.
The core courses are taught online using on-campus methods while elective
courses are taken purely online. The cognate courses are held onsite on AdMU?
s Loyola campus.Students are required on campus for only two brief periods
during the two-year program: two weeks in August and the six-week summer
semester from April to May.
The University of Santo Tomas organized a distance education program to help
less privileged individuals who do not have the opportunity or the money to study.
USTs project began in 1999. Classes were conducted through a two-way radio
with a teacher supervising five sitios in Bamban, populated mostly by Aetas who
had never gone to school. Through distance education, the Aetas learn basic
literacy and functional skills? reading, writing and simple arithmetic.
Each radio set in every sitio runs on car batteries. The radio sets, including the
one in the radio room of the university, are licensed by the National
Telecommunications Commission. Its Distance Learning Center (DLC), 59
established in 1998, was intended to be a school for young actors and actresses
who have no time for regular schooling. Originally, DLC had only nine students,
all actors. The DLC now accepts students, regardless of age or stature. It also
gives much consideration to students with special needs like those who have to
undergo regular medication.The latter gives students the leeway to study at their
own pace, in the comfort of their homes. Still, a student under the home school
program is required to come to the learning center to take their periodic trimestral
exams, to submit projects, and to participate in special school activities.
Reference:
http://opinion.inquirer.net/inquireropinion/talkofthetown/view/20071111-100168/Distance_education
SchatziQuodala. “Distance education.” Inquirer.net. (Posted on Nov. 11, 2007).Retrieved on February 4, 2012
Feedback:
Learning using telecommunications and general school learning can be very
similar experiences. While distance learning as it is practiced in today’s virtual
schools uses technology that is less than ten years old and advances rapidly, the
literature has shown that a student’s education online can be as effective as it is
in a classroom, provided that a classroom with the appropriate course is
accessible to the student. As the power of communication technology and
educational technology grow, the skill of distance educators and designers will be
challenged to provide experiences that use that power to provide an experience
for students that improves on classroom instruction with its limits of time and
place. Research in K-12 distance education is maturing alongside the technology
and those who use it, but current web-based distance education systems have
60
only been studied for about the last five years at the K-12 level, a very short time
in which to build a body of literature.
DOST training math, science teachers for K-12 program
The Department of Science and Technology (DOST) has joined the preparations
for the implementation of the K to 12 curriculums in 2016, particularly in the
training of 250 trainers for science and mathematics teachers.DOST’s Science
and Education Institute (DOST-SEI) partnered with six universities for the training
of the 250 to prepare them for K to 12′s implementation. The agency said the
training is part of the effort to hasten the development of innovative teachers
nationwide. Headed by Director Dr. Josette Biyo, the SEI said the training project
was called Science Teacher Academy for the Regions (STAR), which aims “to
provide an organized scheme of innovative trainings in science, technology,
engineering and mathematics.” Biyo is optimistic of the STAR project’s role in
boosting the teaching of science and mathematics in the country, which is
presently on a transition to the K to 12 curriculum. “We know that one of the
goals of the science and math curriculum is to develop the critical and analytical
thinking skills of students. STAR, therefore, is our response to this curriculum
change by offering an organized scheme of innovative trainings in STEM
(science, technology, engineering, and math.) education to teachers around the
country,” said the SEI chief. In order to carry out the training, DOST-SEI signed a
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ARTICLES 3
Memorandum of Understanding (MOU) with Bicol University (BU), Central Luzon
State University (CLSU), Mariano Marcos State University (MMSU), Philippine
Normal University (PNU), Western Visayas State University (WVSU), and
Mindanao State University-Iligan Institute of Technology (MSU-IIT) for the
training of 50 in-service science and mathematics teacher trainers per university
on the latest innovations in teaching. The K to 12 Basic Education Program is the
Department of Education’s (DepEd) flagship program “in its desire to offer a
curriculum which is attuned to the 21st century.” Presently, the six universities
have already trained 250 mathematics teacher trainers on teaching elementary
mathematics through problem solving, the DOST-SEI said.
Reference:
www.mb.com.ph/dost-training-math-science-teachers-for-k-12-program/
byEdd K. UsmanFebruary 23, 2015
Feedback:
Education officials, especially those involved in science education, have a lot to
do to raise the quality of science and technology education in the country. It is
notable that government and non-government organizations have devised inter-
agency programs and projects to improve science and technology education.
Curricular review of the science and technology programs in both levels is on-
going. Summer teacher training programs are focused on science and
technology. The DECS registers its appreciation to the DOST, particularly the
Science Education Institute for its programs on science and technology
manpower development and for promoting science and technology culture.
Appreciation also goes to the University of the Philippines’ Institute for Science 62
and Mathematics Education Development for in service teacher and materials
development. They are DECS’ partners in the quest for quality science and
technology education.
K to12: Lessons to be taught in mother tongue to help students learn better and stay in school
Besides increasing the number of years in school, the K to12 program of
the Department of Education (DepEd) has introduced another change in the
country’s schooling system – using the mother tongue as medium of instruction.
The “Mother Tongue-based Multi-lingual education” (MTB-MLE) shall be applied
from kindergarten to Grade 3 in both public and private schools. It shall be part of
the new curriculum for incoming Grade 1 pupils. The 12 languages as mediums
of instruction are: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano,
Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. DepEd
Undersecretary Yolanda Quijano explains that the MTB-MLE will help students
understand their lessons better, at the same time infuse a sense of nationalism
that she adds is still lacking among the youth. “Etotalaga ay paranaman ma-
aware angbata kung saansiyagaling, ang roots niya, ang culture niya,
angsariliniyangkwento at songs, angpagka-Pilipino niya,” Quijano says. Studies
show that students learn better when taught in their native language than in a
foreign tongue. Diane Dekker and Walter Stephen of the Summer Institute
Linguistic International in 2007 studied 240 elementary students in Lubuagan,
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ARTICLES 4
Kalinga to gauge whether they learn better when taught in their native language
or in English. They found out that majority of the top 40 students performed
better after being taught in their first language – 32 of the top students in Grade
1, 30 in Grade 2, and 32 in Grade 3. Meanwhile, the bulk of the bottom 40
students performed relatively poorly when taught in a foreign language – 36
students in Grade 1, 40 in Grade 2, and 31 in Grade 3. Multi-language education,
however, does not mean English and Filipino will no longer be required. Quijano
says Filipino subjects will still be taught in the first semester, while English will be
taught in the second semester. Both language subjects shall focus on oral
fluency, she adds. The students shall also be taught the other components of
language – such as listening, oral development, speaking, reading and writing –
from Grades 2 to 4.
Addressing the dropout rate
More than improving the comprehension skills of students, the mother language
education also aims to address another long-standing problem in the country’s
educational system – the increasing dropout rate among the youth. According to
a 2000 United Nations report, the dropout rate in the Philippines at the public
school elementary level has remained high in a span of five decades since the
1960s – 28 to 34 percent of that student population fail to reach Grade 6 level.
Based on the 2008 data from the Commission on Higher Education, out of every
100 Grade 1 students, 66 finish Grade 6, 58 reach first year high school, and
only 43 finish high school. Of these high school graduates, only 23 enroll in
64
college, while 14 manage to even finish their degrees. Quijano explains that the
lack of students’ preparedness when they enter Grade 1 affects their learning,
thus forcing them to drop out of their classes.“Angisakasing reason kung bakit
nagda-drop out ang mga bata as early as grade 1, wala kasi tayong
preparedness for formal schooling,” Quijano says. She adds that multi-language
education – boosted by the universal kindergarten also under the K to12 program
– shall prepare these students to learn better in school so they wouldn’t have to
drop out of their classes. “Para pagpasok ng mga bata sa grade 1, hindi naman
sila mabigla na ito pala ang gagawin kung papasok na sila. Kasi 'yun ang isang
cause ng tinatawag nating dropout,” Quijano says.
Reference:
http://www.gmanetwork.com/.../k-to12-lessons-to-be-taught-in-mother-tongueRichelleSy-KhoJune 18, 2012 3:46pm
Feedback:
Mother tongue-based bilingual education not only increases access to skills
but also raises the quality of basic education by facilitating classroom interaction
and integration of prior knowledge and experiences with new learning; Theeffects
of bilingual schooling mentioned above depict the progress made by traditionally
marginalized students in the process of:
1. Becoming access to communication and literacy skills in the L2.
2. Having a language and culture that are valued by formal institutions like the
school.
3. Feeling good about the school and the teacher.
4. Being able and even encouraged to demonstrate what they know.
65
5. Participating in their own learning
6. Having the courage to ask questions in class(students) or ask the teacher
what is being done.(parents)
7. Attending school and having an improved chance of succeeding (all children
and especially girls)
8. Not being taken advantage of (all children and especially girls).
The challenges of basic education: dealing with K-12
An astonishing number of petitions have been presented to the Supreme
Court about a matter that, in the minds of many, should have been settled years
ago. I’m not referring to the Bangsamoro Basic Law here or some other equally
momentous piece of legislation. I’m referring to the implementation of the K-12
law mandated by the 2013 Enhanced Basic Education Act (RA 10533).And what
is the issue being brought before the nation’s highest court? The question:
should our country have the same number of years (12) of basic education as
virtually the rest of the entire world—except for Djibouti and Angola? For people
who love to roll their eyes and exclaim, “Only in the Philippines!” this puts basic
education right in there with divorce. And it would be bad enough if the situation
were merely an embarrassment.In fact, the downsides of our globally outmoded
10-year basic education program are all too real, dumping millions of underage
high school grads on our already bloated labor market, requiring three to four
effectively wasted semesters of remedial work on the part of our colleges and
universities, and, in the larger world, damaging the prospects of the nation’s
66
ARTICLES 5
youth both in foreign universities and foreign jobs.Though some of the points of
the less self-interested petitioners have genuine validity, trying to insist—by court
order—that our educational system should cling to its antiquated K-10 mode of
operation for even another day are understandable, they remain short-sighted.
Does our educational system have problems? Many. Are there rough spots
ahead in the implementation of K-12? Without a doubt. Is the transition going to
cost money and cause personal and institutional discomfort? You can count on it.
But does the preponderance of all these issues combined in any way call for a
continuation of the presently inferior K-10 rather than proceeding—even in haste
—to the globally accepted K-12 system? Not for a minute.We can return to some
of these issues below, but first we should get an idea of what’s about to happen:
Students in Grade 10 are on their final year in Junior High School as they are set
to enter Senior High in 2016 upon the full implementation of RA 10533. That
makes them the first batch to embark on the additional two years of basic
education made compulsory by the new law.Despite five petitions having been
filed at the Supreme Court to prevent the implementation of K-12, the
Department of Education (DepEd) is certain that the new curriculum—which
covers Kindergarten, six years of Primary Education, four years of Junior High
School, and two years of Senior High School—will enhance the quality of
education in the Philippines, and they are equally confident that they are
prepared for the pioneering batch of Senior High School students in June 2016.
So what exactly is the nature of the K-12 curriculum and how does it differ
from the previous 10-year basic education curriculum?
67
Aside from the additional two years of Senior High School (SHS), the K-12
program totally restructures the basic education system in the country, aiming to
provide some solutions to the widespread unemployment of the youth. As Isagani
Cruz put it, “The whole point of the entire K to 12 reform is to answer the needs
of about 30 million young people (those below 24 years of age) who have not
finished Fourth Year High School. Of the out-of-school youth of employable age,
more than six million are unemployed, primarily because they do not have the
skills that employers want.”
The two years of SHS consists of two parts: Track Subjects—covering the
development of skills for immediate employment or entrepreneurship, and Core
Subjects—to ensure college readiness of K-12 graduates. It also facilitates four
career tracks for students to choose from: Academic, Technical-Vocational-
Livelihood, Sports, and Art & Design.
The four different career tracks provide flexibility. Depending on the goals
of the student, as well as the community and industry requirements in a particular
region, the Track Subject Curriculum enhances the value and relevance of the
high school diploma. Equally important, the Core Subject Curriculum,remaining
invariable for all schools,provides an opportunity for everyone to be equally well-
prepared for a college education academically.By integrating the awarding of
TESDA National Certificates at the high school level, K-12 students—now of
employable age upon graduation—would already qualify for decent entry-level
jobs. This also increases the financial capabilities of high school graduates who
desire to pursue advancement through higher education.Moreover, the SHS
curriculum also addresses the redundancy of college-level general education 68
programs, which presently cover material that should have already been
mastered at the pre-university level. This can result in higher education
institutions being more focused on the specifics of various degrees, rather that
consuming so much of the first two years remedying the inadequate
competencies of the old 10-year program.The K-12 curriculum is the present
world standard and would be too difficult, if not impossible, to compress into only
10 years. Globally, the Philippines remains far behind, the only Asian country—
and one of only three countries in the world—providing only 10 years of basic
education. Inevitably, there are also downside implications resulting from this
shift in the education system. With the introduction of K-12, there will be an
increase in student population, translating into a requirement for 20,000 to
28,000 additional classrooms for each additional year-level; 40,000 to 56,000
classrooms for the two years of SHS. Another pressing issue is the retrenchment
of teaching and non-teaching college personnel. An estimated 25,000 are being
held at bay. DepEd, however, says that it has closed the gap of 66,800
classroom shortage in 2010 and has built 86,478 classrooms between 2010 to
2014. This year, an additional 27,499 classrooms are on line to be constructed to
cover the SHS implementation in 2016.DepEd has announced that it will be
hiring 39,000 additional teachers in 2016 to meet the personnel requirements of
the program. This demand for SHS teachers is proposed as mitigation for the
faculty lay-offs in higher education institutions. This is an important point, since
many junior faculty look to their teaching careers for funding to pursue higher
academic degrees. Thus, the roughly 50 percent cut in pay that comes from the
move from college to SHS teaching is particularly bad news. But, besides student
and teacher concerns, there is a third factor: the additional cost to parents for 69
food and transportation expenses to send their children for two more years of
high school. Worsening parental expenses, well over half—5800 out of 7,976—of
the nation’s public high schools are set to implement SHS.As a result, DepEd is
in talks with 2,000 private education institutions to accommodate incoming
seniors that would not be able to attend public SHS schools. The current plan is
for DepEd to subsidize the cost of private tuition—but this is one of the most
controversial issues around RA 10533’s implementation. Many parents—and
others—complain that the proposed subsidizes are too low and will constitute
their child’s high school diploma being held hostage to costs they might find
impossible to meet. Still others object to giving a taxpayer financed windfall to
private schools. All these complaints are valid. Until recently, our school system
has suffered much neglect in many areas, including a chronic shortage of
classrooms. Likewise, the almost criminally low pay our public schoolteachers
receive is scandalous. There is a very serious loss of junior college teachers as
well—many of whom are pursuing higher degrees that will benefit the nation.
That they should be forced into lower paying jobs even as they struggle to
advance needs to be dealt with—it is an all-too-typical example of how neoliberal
pressures such as privatization can gut the aspirations of a developing country
and force it into the “race to the bottom” that has become a linchpin of
globalization. Among teachers, there are deep-seated anxieties about the new
duties expected of them. DepEd has been conducting numerous teacher
trainings to address these concerns, but there is a sense that things remain
confused and unsettled. Most likely, uneasiness and suspicion among teachers
will linger until the new system is in place and they have a chance to actually
work through it and make the needed adjustments. In addition, there still remains 70
the problem of language: what to do with Filipino, how to sustain its place in the
curriculum, and what will the changes mean for teaching the language in colleges
and universities? For that matter, has the English curriculum been chosen in
haste, as some critics allege? What of the adequacy and quality of some of our
textbooks and instructional materials? Can schools coordinate better to
strengthen job placement for their students? Likewise, tuition costs for parents
whose children have no public SHS available should not hold those students
hostage to the financial capabilities of the parents. That is not what we mean
when we talk about “public education” as a constitutional right. All that said, I still
tend toward proceeding with K-12. The K-10 approach is as problematic as—
indeed, is part of—the continued neglect our public educational system has
suffered since the Marcos years. It is time and past time to begin making
amends.
Reference:http://www.philstar.com/opinion/2015/06/15/1466151/challenges-
basic-education-dealing-k-12CONJUGATIONS By Lila Ramos Shahani (philstar.com) |
Updated June 15, 2015Feedback:
We should not ignore the serious challenges of shifting to a K-12 program. At the
same time, we should seize upon its very real potential to improve the lives of
everyone. K-12 is obviously a work in progress that will go through many
changes as it is implemented. Top-down planning will invariably be reshaped and
modified by bottom-up concerns and existing practices of teaching and
learning.What remains imperative is that we provide our youth with all the skills
they need, especially education, to prepare them to live meaningful and
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Jeremiah 29: 11
For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to
give you hope and a future.
I believe in my life verse that God’s plan for me still the best more than I plan for my own. But God gave as free will to dream
and make goals in life so that we can have reason to improve ourselves, to discern his promise and provision into the
stairways of success.
productive lives. This means, among other things, preparing for the constantly
changing demands of the workplace. But they should also be able to question
those changes and craft alternatives for a better world. There are many problems
to be fixed in education and we should pursue these solutions with zeal. To do
someans dealing with the many challenges of K-12 rather than simply putting
them on hold.
PROFESSIONAL DEVELOPMENT PLAN
72
Doctorate Degree
Career on Abroad
Master’s Degree
Career on Public School
Under God’s provision
Own Business and a Private School
2018-2023
2023-2028
2023
DAILY TIME RECORD
73
Passing my LET
Career on Private School (2 years)
Bachelor’s Degree 2016
2016-2018
74
FORM 138-E
75
Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Total
Name:Age: Sex: LRN:Grade & Section:
Dear Parent:This report card shows the ability and progress your child has made
in the different learning areas as well as his/her core values.The school welcomes you should you desire to know more about
your child's progress.
2nd QUARTERAdmitted to Grade: Section:3rd QUARTER Eligibility for Admission to Grade:
4th QUARTER
Admitted in:Date:
Principal
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Principal
Certificate of Transfer
PARENT'S/GUARDIAN'S SIGNATURE
Teacher
No. of school daysNo. of days presentNo. of days absent
REPORT ON ATTENDANCE DEPED TAMBAYAN NATIONAL HIGH SCHOOL
1st QUARTER
SY: 2015-2016
PrincipalTeacher
Republic of the PhilippinesDepartment of Education
Region IDivision of DepED Tambayan
DepED Tambayan District
Final1 2 3 4 Grade 1 2 3 4
Diyos
MAPEH Music Arts PE
REPORT ON LEARNER'S OBSERVED VALUES
Araling Panlipunan (AP)
REPORT ON LEARNING PROGRESS AND ACHIEVEMENT
English 1. Maka-
QUARTERCore Values Behavior Statements
Mathematics
Learning Areas QUARTER Remarks
Science
Filipino
Edukasyon sa Pagpapakatao (EsP)
2. Makatao
Expresses one's spiritual beliefs while respecting the spiritual beliefs of others.
Shows adherence to ethical principles by upholding truth
Is sensitive to individual, social and cultural differences
Demonstrates constributions toward solidarity
REPORT CARD- FACE
REPORT CARD- INSIDE
76
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NameRelation-ship
(Please refer to the legend on last page)
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Required InformationREGISTERED
BoSYEoSY
Transferred OutT/O
CCTMALE
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B/AName of school last attended & Year
FEMALE
DroppedDRP
LWDSpecify
Late EnrollmentLE
ACLSpecify Level & Effectivity Data
BoSY Date: EoSYDate:BoSY Date: EoSYDate:
Certified Correct: List and Code of Indicators under REMARKS column
Prepared by:
Reason and Effectivity DateReason (Enrollment beyond 1st Friday of June)
CCT Control/reference number & Effectivity Date
(Signature of Adviser over Printed Name)(Signature of School Head over Printed Name)
Name of Public (P) Private (PR) School & Effectivity Date
Name of Public (P) Private (PR) School & Effectivity Date
TOTAL
Contact Number of Parent or
Guardian
School Form 1 (SF 1) School Register(This replaces Form 1, Master List & STS Form 2-Family Background and Profile)
LRNSex
(M/F)BIRTH DATE
(mm/dd/ yyyy)MOTHER TONGUE
IP (Ethnic Group)
NAME(Last Name, First Name, Middle Name)
School Name
School IDRegion VIII
DivisionDistrict
School Year
RELIGION
ADDRESSPARENTS
Grade Level
Father's Name (Last Name, First Name, Middle
Name)
Mother's Maiden Name (Last Name, First Name, Middle
Name)
GUARDIAN (If not Parent)
AGE as of 1st Friday
JuneProvince
Final1 2 3 4 Grade 1 2 3 4
Diyos
MAPEH Music Arts PE
REPORT ON LEARNER'S OBSERVED VALUES
Araling Panlipunan (AP)
REPORT ON LEARNING PROGRESS AND ACHIEVEMENT
English 1. Maka-
QUARTERCore Values Behavior Statements
Mathematics
Learning Areas QUARTER Remarks
Science
Filipino
Edukasyon sa Pagpapakatao (EsP)
2. Makatao
Expresses one's spiritual beliefs while respecting the spiritual beliefs of others.
Shows adherence to ethical principles by upholding truth
Is sensitive to individual, social and cultural differences
Demonstrates constributions toward solidarity
77
School IDSchool Year
Name of School
MT
WTH
FM
TW
THF
MT
WTH
FM
TW
THF
MT
WTH
FABSENT
TARDY
GUIDELINES:1. CODES FOR CHECKING ATTENDANCE
Month:M
FTOTAL
2. REASONS/CAUSES FOR DROPPING OUTa. Dom
estic-Related Factorsa.1. Had to take care of siblingsa.2. Early m
arriage/pregnancya.3. Parents' attitude toward schoolinga.4. Fam
ily problems
b. Individual-Related Factorsb.1. Illnessb.2. O
verageb.3. Deathb.4. Drug Abuseb.5. Poor academ
ic performance
6. Attendance performance of learners will be reflected in Form
137 and Form 138 every grading period.
b.6. Lack of interest/Distractions
*b.7. Hunger/M
alnutrition
c. School-Related Factorsc.1. Teacher Factorc.2. Physical condition of classroom
c.3. Peer influence
d. Geographic/Environmental
d.1. Distance between home and school
d.2. Armed conflict (incl. Tribal wars & clanfeuds)
I certify that this is a true and correct report.d.3. Calam
ities/Disasters
e. Financial-Related
e.1. Child labor, work (Signature of Teacher over Printed Nam
e)f. Others (Specify)
Attested by:
(Signature of School Head over Printed Name)
Transferred in
Percentage of Enrolment as of end of the month
Late Enrollment during the m
onth (beyond cut-off)
Number of students absent for 5 consecutive days:
Percentage of Attendance for the month
Drop out
Transferred out
Registered Learners as of end of the month
b.
x 100
4. Every end of the month, the class adviser will subm
it this form to the office of the principal for recording of sum
mary table into School Form
4. Once
signed by the principal, this form should be returned to the adviser.
c.
Total Daily AttendanceNum
ber of School Days in reporting month
Registered Learners as of end of the month
Registered Learners as of end of the month
x 100
5. The adviser will provide neccessary interventions including but not limited to hom
e visitation to learner/s who were absent for 5 consecutive days and/or those at risk of dropping out.
Average Daily Attendance
a.
FEMALE | TOTAL Per Day
* Enrolment as of (1st Friday of June)
Enrolment as of 1st Friday of the school year
Average Daily Attendance =
Percentage of Enrolment =
1. The attendance shall be accomplished daily. Refer to the codes for checking learners' attendance.
2. Dates shall be written in the columns after Learner's Nam
e.3. To com
pute the following:
Average daily attendance
Beginning of School Year cut-off report is every 1st Friday of the School Year
Percentage of Attendance for the month =
School Form 2 (SF2) Daily Attendance Report of Learners
(1st row for date)
(This replaces Form 1, Form
2 & STS Form 4 - Absenteeism and Dropout Profile)
LEARNER'S NAME
(Last Name, First Nam
e, Middle Nam
e)
Total for the Month
Report for the Month of
School Form 2 : Page ___ of ________
SectionG
rade Level
REMARKS (If DROPPED OUT, state reason, please refer
to legend number 2.
If TRANSFERRED IN/OUT, write the name of School.)
MALE | TOTAL Per Day
(blank) - Present; (x)- Absent; Tardy (half shaded= Upper for Late Com
mer, Lower for Cutting Classes)
Combined TOTAL PER DAY
Summ
aryNo. of Days of
Classes:
School IDSchool Year
School Name
IssuedReturned
IssuedReturned
IssuedReturned
IssuedReturned
IssuedReturned
IssuedReturned
IssuedReturned
IssuedReturned
TOTAL FOR MALE | TOTAL COPIES
TOTAL FOR FEMALE | TOTAL COPIES
TOTAL LEARNERS | TOTAL COPIES
GUIDELINES:In case of lost/unreturned books, please provide information with the following code:
Prepared By:
Date BoSY:____________ Date EoSY: ___________5. All textbooks being used must be included. Additional copies of this form may be used if needed.
School Form 3: Page ___ of ________
REMARKS/ACTION TAKEN (Please refer to the legend on last
page)Date
(Signature over printed name)
2. The Date of Issuance and the Date of Return shall be reflected in the form.3. The Total Num
ber of Copies issued at BoSY shall be reflected in the form.
4. The Total Number of Copies of Books Returned at the EoSYshall be reflected in the form.
A. In Column Date Returned, codes are: FM=Force Majeure, TDO: Transferred/Dropout, NEG=Negligence
1. Title of Books Issued to each learner must be recorded by the class adviser.
B. In Column Rem
ark/Action Taken, codes are: LLTR=Secured Letter from Learner duly signed by parent/guardian (for code FM), TLTR=Teacher prepared letter/report duly noted by School Head for subm
ission to School Property Custodian (for code TDO), PTL=Paid by the Learner (for code NEG). References: DO#23, s.2001, DO#25, s.2003, DO#14, 2.2012.
(This replaces Form 1 & Inventory of Textbooks)School Form 3 (SF3) Books Issued and Returned
Date
Section
NO.Date
DateDate
DateDate
Date
Subject Area & TitleSubject Area & Title
Subject Area & Title
Grade Level
Subject Area & Title
LEARNER'S NAME (Last Name, First Name, Middle Name)
Subject Area & TitleSubject Area & Title
Subject Area & TitleSubject Area & Title
78
79
School ID
MF
TM
FT
MF
TM
FT
MF
TM
FT
MF
TM
FT
MF
TM
FT
MF
TM
FT
ELEMENTARY/SECONDARY:
GUIDELINES:
Prepared and Submitted by:
2. Furnish the Division Office with a copy a week after June 30, O
ctober 30 & March 31
(Signature of School Head over Printed Name)Page _____ of _____ pages
TOTAL
1. This form shall be accom
plished every end of the month using the sum
mary box of SF2 subm
itted by the teachers/advisers to update figures for the month.
GRADE 2/G
RADE 8
GRADE 3/G
RADE 9
GRADE 4/G
RADE 10
GRADE 5/G
RADE 11
GRADE 6/G
RADE 12
TOTAL FO
R NON-G
RADED
GRADE 1/G
RADE 7
KINDER
(A+B) Cumulative
as of End of the M
onth
(A) Cumulative as
of Previous Month
(B) For the Month
(A+B) Cum
ulative as of End of the M
onth(B) For the M
onth
Report for the Month of
School Form 4 (SF4) Monthly Learner's Movem
ent and Attendance
DROPPED OUTTRANSFERRED OUT
TRANSFERRED INREG
ISTERED LEARNERS
(As of End of the M
onth)
ATTENDANCE
GRADE/ YEAR LEVEL
SECTION
NAME O
F ADVISERDaily Average
Percentage for the M
onth(A) Cum
ulative as of Previous M
onth(B) For the M
onth (A+B) Cum
ulative as of End of the M
onth(A) Cum
ulative as of Previous M
onth
(This replaces Form 3 & STS Form 4-Absenteeism and Dropout Profile)
School Name
RegionDivision
District
School Year
80
RegionDivision
District
Curriculum
Grade LevelSection
STATUS MALE
FEMALETOTAL
IRREGULAR
TOTAL FEMALE
COMBINEDSchool Form 5: Page ____ of ________
PREPARED BY:
5. Protocols of validation & submission is under the discretion of the Schools Division Superintendent
3. On the summary table, reflect the total number of learners promoted, retained and *irregular (*for grade 7 onwards only) and the level of proficiency according to the individual General Average.
PROMOTED
School Form 5 (SF 5) Report on Promotion & Level of Proficiency(This replaces Forms 18-E1, 18-E2, 18A and List of Graduates)
LRN
GENERAL AVERAGE
(Numerical Value in 2 decimal places and 3 decimal places for honor learners, and Descriptive Letter)
ACTION TAKEN: PROMOTED,
IRREGULAR or RETAINED
School Name
School ID
LEARNER'S NAME (Last Name, First Name, Middle Name)
School Year
SUMMARY TABLE
INCOMPLETE SUBJECT/S (This column is for K to 12 Curriculum and remaining RBEC in High School. Elementary
grades level that are still implementing RBEC need not to fill up these columns)
From previous school years completed as of end of current School Year
As of end of current School Year
TOTAL MALE
81
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
MALE
FEMALE
TOTAL
LEVEL OF PROFICIENCY M
ALEFEM
ALETOTAL
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
MALE
FEMALE
TOTALM
ALEFEM
ALETOTAL
Prepared and Submitted by:
Reviewed & Validated by:Noted by:
SCHOOL HEADDIVISION REPRESENTATIVE
SCHOOLS DIVISION SUPERINTENDENTGUIDELINES:
2. This report together with the copy of Report for Promotion subm
itted by the class adviser shall be forwarded to the Division Office by the end of the school year.3. The Report on Prom
otion per grade level is reflected in the End of School Year Report of GESP/GSSP.4. Protocols of validation & subm
ission is under the discretion of the Schools Division Superintendent.
1. After receiving and validating the Report for Promotion subm
itted by the class adviser, the School Head shall compute the grade level total and school total.
ADVANCED (A: 90%
and above)
PROFICIENT (P: 85%
-89%)
Summ
arized Report on Promotion and Level of Proficiency
GRADE 1 /GRADE 7
APPROACHING PROFICIENCY (AP: 80%
-84%)
TOTAL
BEGINNNING (B: 74%
and below)
DEVELOPING (D: 75%
-79%)
PROMOTED
RETAINED
TOTALSUMMARY TABLE
School ID
School Form 6 (SF6)
(This replaces Form 20)
District
GRADE 2 / GRADE 8
IRREGULAR
School YearSchool Nam
e
RegionDivision
GRADE 3 / GRADE 9GRADE 4 / GRADE 10
GRADE 5 / GRADE 11GRADE 6 / GRADE 12
82
Region
TeachingNon-
Teaching
Degree / Post Graduate
DAY (M
/T/W/TH
/F)
From
(00:00)To (00:00)
Total Actual
Teaching M
inutes per W
eek
GUIDELINES:Subm
itted by:
(Signature of School Head over Printed Name)3. Please reflect subjects being taught and if teacher handling advisory class or Ancillary Assignm
ent. Other administrative duties m
ust also reported.Updated as of: ___________________________
Ave. Minutes per Day
School Form 7, Page ___ of ________
Ave. Minutes per Day
2. All school personnel, regardless of position/nature of appointment should be included in this form
and should be listed from the highest rank down to the lowest.
4. Daily Program Colum
n is for teaching personnel only.
1. This form shall be accom
plished at the beginning of the school year by the school head. In case of movem
ent of teachers and other personnel during the school year, an updated Form
19 must be subm
itted to the Division Office .
Nature of Appointm
ent/ Em
ployment
Status
Subject Taught (include Grade &
Section), Advisory Class & Other
Ancillary Assignm
ents
Remarks (For
Detailed Items,
Indicate name of
school/office, For IP's -Ethnicity)
Daily Program (tim
e duration)
Major/
Specialization
Position/ Designation
Employee No. (or Tax
Identification Number -T.I.N.)
Name of School Personnel
(Arrange by Position, Descending)
Sex
Fund Sourc
School Form 7 (SF7) School Personnel Assignm
ent List and Basic Profile(This replaces Form 12-Monthly Status Report for Teachers, Form 19-Assignment List,
Form 29-Teacher Program and Form 31-Summary Information of Teachers)
School Year
School ID
School Name
Division
District
(A) Nationally-Funded Teaching & Teaching Related Items
Number of
Incumbent
Title of Plantilla Position (as it appears in the appointm
ent docum
ent/PSIPOP)
(C ) Other Appointments and Funding Sources
Fund Source (SEF, PTA, NGO's
etc.)
(B) Nationally-Funded Non Teaching Items
Title of Designation (as it appears in the
contract/document: Teacher,
Clerk, Security Guard, Driver etc.)
Number of Incum
bent Appointm
ent: (Contractual, Substitute,
Volunteer, others specify)
Number of Incum
bentTitle of Plantilla Position (as it
appears in the appointment docum
ent/PSIPOP)
Minor
EDUCATIONAL QUALIFICATION
83