Practice Teaching Portfolio

of

Jennelyn Tabut PeñasBachelor in Business Teachers Education

SY 2010-2011

Republic of the PhilippinesPolytechnic University of the Philippines

Practice Teaching Portfolioof

Jennelyn Tabut PeñasBachelor in Business Teachers Education

SY 2010-2011

Assigned at:Sauyo High School

2nd Laguna St. NIA Village Sauyo, Q.C

Submitted to:Prof. Marilyn F. Isip

Prof. Sheryl R. MoralesCoordinator/Adviser

March 2011

Table of ContentsDedication

AcknowledgementTeachers Prayer

Introduction

Course DescriptionPUP

PhilosophyMissionVision

Sauyo High SchoolSchool Context- Community Profile ProgramsDescriptionHistoryOrganizational Structure

Final Demonstration Plan

Brief Synopsis of Reading and Research Preferences-Memo-Articles

-Journals

Professional Career Plan – 2 Years

Narrative Report

Lesson Plan

Current Issues-Local -Foreign

AttachmentA. PhotosB. Lesson PlanC. Certificate/ Daily Time RecordD. Evidence of Outreach ProgramE. Reflection

DEDICATION

This manual is dedicated to my family, who taught me that the

best kind of knowledge to have is that which is learned for its own

sake. It is also dedicated to my mentors, who taught me that even

the largest task can be accomplished if it is done one step at a

time.

Without their patience, understanding, support, and most of all

love, the completion of this work would not have been possible

ACKNOWLEDGEMENT

I am heartily thankful to my Alma Mater, Polytechnic University of

the Philippines for the opportunity of experiencing Student

Teaching, to Prof. Marilyn Isip and Prof. Sherilyn Morales for their

supervision, to my Cooperating Teacher, Mrs. Elizabeth A.

Lascoña, whose encouragement , guidance and support from

initial to the final level enabled me to develop an understanding

of being a good teacher, to Sauyo High School who warmly

welcomed us in their School, to My Beloved Students- I-

Excellence, I- Commitment, I- Diligence,I-Efficiency, I- Prudence

and I- Charity for love and respect during my stay in their school.

Lastly, I offer my regards and blessings to all of those who

supported me in any respect during the compilation of this

manual.

 

TEACHERS PRAYER

God grant me wisdom, creativity and love.

With wisdom, I may look to the futureand see the effect that my teaching willhave on these children and thus adapt mymethods to fit the needs of each one.

With creativity, I can prepare new and interesting

projects that can challenge my students and expand

their minds to set higher goals and dream loftier dreams.

With love, I can praise my students for jobs well done

and encourage them to get up and go when they fall.

INTRODUCTION

Student teaching is a college-supervised instructional experience; usually the culminating course in a university/college undergraduate education or graduate school program leading to teacher education and certification. It is required by those earning either a Bachelor of Education or Master of Education degree.

Student teaching is required for students who are not yet certified to teach. It is different from a practicum, which is required when a student already holds certification to teach, yet wants a certificate extension to teach another area of specialization; they are both college-supervised field-based experiences.

The student teaching experience lasts about the length of a semester; long enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the prospective teaching professional an opportunity to teach under the supervision of a permanently certified master teacher.

The student teacher is usually placed in a neighboring or participating school district. The student teacher is monitored by the cooperating teacher from the district, as well as a supervisor through the college. The supervisor acts as a liaison between the cooperating teacher and the head of the college’s student teaching department.

The student teacher essentially shadows the cooperating teacher for about one week, eventually gaining more responsibility in teaching the class as the days and weeks progress. Eventually, the student teacher will assume most of the teaching responsibilities for the class including class management, lesson planning, assessment, and grading. Thus, the student teacher is able to more fully experience the role of the teacher as the classroom teacher takes on the observation role in the class. There is sometimes a "phasing out" week were the student teacher returns the teaching role back to the regular teacher.

Polytechnic University of the Philippines

Vision Towards a Total University

10-point Vision Towards a Total University.

1. Foster High Quality Campus Environment

2. Strategize and Institutionalize Income Generating Projects

3. Strengthen Research, Publications and Creative Works

4. Model Quality Management and Fiscal Responsibility

5. Improve Sense of Community Involvement and Linkages

6. Institutionalize the Principles of Academic Freedom and

Responsibility

7. Promote Academic Excellence in Student and Faculty Performance

Nationally and Internationally

8. Nurture and Enrich Our Cultural Heritage

9. Integrate ICT with Instruction, Research, Service and Production

10. Evolve Wholesome Living and Pleasant Working Environment for

Faculty, Employees and Students

MissionThe mission of PUP in the 21st Century is to provide the highest

quality of comprehensive and global education and community services

accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are

responsive to the changing needs of the students to enable them to lead

productive and meaningful lives.

PUP commits itself to:1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

Goals

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

1. Provision of undergraduate and graduate education which meet international standards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and

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

Philosophy

As a state university, the Polytechnic University of the Philippines believes that:

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

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

Polytechnic University of the Philippines – Quezon City

Politeknikong Unibersidad ng Pilipinas - Sangay Lungsod Quezon

Motto Tanglaw ng Bayan

Established 1997

Type Public University system

Officer in charge

Dir. Pascualito Gatan

Academic staff 30

Admin. staff 14

Students est. 1920 as of 2007

Location Quezon City

University Hymn

Imno ng PUP

Colors █ █

Affiliations ASAIHL, IAU

Website www.pupqc.net

Polytechnic University of the Philippines Quezon Cityformerly called PUP Commonwealth, is an extension of the Polytechnic

University of the Philippines, which caters student-residents of Quezon

City, as well as the nearby cities and towns like Caloocan, Bulacan, and

Rizal.

As a member of the PUP System, the University provides education to

students. As of 2010, the campus offers six undergraduate programs

providing the needs of the business world. Programs offered include:

Undergraduate Programso Bachelor of Science in Information Technologyo Bachelor of Science in Entrepreneurial Managemento Bachelor in Business Teacher Educationo Bachelor of Science in Business Administration major in

Marketing Managemento Bachelor of Science in Business Administration major in Human

Resources Development and Management

Graduate programso Master in Educational Management, MEM (Distance Learning

Mode)o Master in Public Administration, MPAo Master of Science in Information Technology, MSIT (Distance

Learning Mode)

Brief HistoryThe PUP-Commonwealth Campus in Quezon City was established through the

generosity and benevolence of Mr. Walter Rothlehner, a German church leader

and an owner of a certain square building situated at the Sikhay Compound, Don

Fabian Street, Brgy. Commonwealth, 1119 National Government Center, Quezon

City. Mr. Rothlehner donated the said property to the Polytechnic University of

the Philippines.

The 1.9 hectares of land presently occupied by the PUP-Open University,

Commonwealth Campus is donated by the SIKHAY - an association duly

registered with Securities and Exchange Commission represented by its

President, Rev. Fr. Joel T. Tabora, S.J. PUP-Commonwealth is an establishment

campus of Polytechnic University of the Philippines with the National

Government Center in order to bring quality education to the urban poor

communities especially the underprivileged families of Quezon City.

The PUP-Commonwealth started as a two-building campus. These two existing

buildings were donated by its owner to the Polytechnic University of the

Philippines purposively used as classrooms, library and offices for students and

faculty members. Hence, the PUP through its Open University committed to

administer and maintain the described buildings and portion of land in the

interest of its students in the locality and in the nearby the vicinity.

The PUP-Commonwealth is an extension campus of PUP Sta. Mesa, Manila. It

came to exist through its formal launching held at the Misereor Hall, last July 29,

1997. It was attended by the former PUP President, Dr. Zenaida A. Olonan, who

presented the Plaque of Recognition to the donor of the PUP-Commonwealth

Campus, Mr. Walter Rothlehner The said activity was graced by former

Congressman of the 2nd District of Quezon City, Hon. Dante V. Liban and other

special guests from the local government of Quezon City and the PUP

Administration.

At present, the PUP-Commonwealth Campus has still four (4) existing buildings

namely , the Rothlehner Hall, Miseor Hall, New building through the courtesy of

Cong. Magsaysay , Susano and Villar and the Student Multi-Purpose Hall, library,

two rooms for keyboarding and computer laboratory having more than 20

computers, administration offices and classroom serving almost 1600 students in

the campus. Furthermore, PUP-Commonwealth is now on its 10th year of

promoting quality education and nurturing her constituents toward a rich and

meaningful life by providing them a highly technologically advance education, a

continuing quest for academic excellence, and deep commitment to serve human

kind.

Finally, PUP-Commonwealth Campus is under the directorship of Director

Pascualito B. Gatan.

SAUYO HIGH

SCHOOL

LOGO

LOCATION

Sauyo High SchoolPantabangan St., Quezon

   Sauyo High School

MissionThe school exists to provide quality

education through competent teachers

with supportive community in a conductive learning environment.

Vision

The Sauyo High School envision to produce quality students who are

Maka-Diyos,Maka-tao,Maka-kalikasan at Makabayan

Sauyo High School History

History looking back at the history of Sauyo High School, one could not imagine that it

would metamorphose into a beautiful school as it is now, far from the Pasong Tamo

High School (its former name) which was regarded then as a “deprived, depressed, and

under served” school in the Division of Quezon City.

Sauyo High School formerly Pasong Tamo High School started as an Annex of

Novaliches High School in 1969, with one section of thirty students in the first year level

on a pre-fab building at the back of Pasong Tamo Elementary School. This was in

answer to a felt need in Barangay Pasong Tamo (where it got its name) through

representations by barangay leaders led by Mr. Conrado Panlaque, Sr., to the City

Mayor and City Superintendent of Schools. In 1972 to August 1978, it was made an

Annex of Culiat High School. It became independent on September 1, 1978. Yet it had

to live with a small campus that got muddy during rainy season inadequate classrooms

and school facilities and a number of squatters that dwelt in the vicinity.

After twenty-one years at the back of Pasong Tamo Elementary School, the school

moved to its new campus On October 26, 1989. This is on a 4,747 sq. meters lot

donated by the National Irrigation Administration at the NIA Village, a middle-class

subdivision in Sauyo , Novaliches. At present, the school has two sites. Site 1 situates

the two-storey 12 classroom Gavaldon building built in school year 1988 – 1989 which

was funded by the City Government, the two storey 4-classroom NCR building

constructed in 1989 and rehabilitated last school year, and the two-room DPWH

building. This site houses the Principal’s and Administrative Office, the school clinic, the

Reading Center, a computer room and a mini-library.

Site 2 situates the three-storey 12 room Mathay Building, the two-storey 9 room SEDP

building which houses the Technology & Livelihood building, the school library, the

Registrar’s Office, and two-storey Liban building.

Both sites have guidance offices, airconditioned faculty rooms, and school canteens

operated by the Sauyo High School Multi-Purpose Cooperative.

Classes are held in morning and afternoon shifts. The third year and fourth year

students hold classes in Site 1; the first year and second year students in site 2. The

school caters to students from its catchment areas – Bagbag and Sauyo – as well as

those coming from adjoining subdivisions.Since its establishment, the school had been

headed by the following administrators, namely: Mr. Jose Aguilar (1969 – 1971); Mr.

Ricardo Reyes (1971 – 1972, one month); Mrs. Basilia Jimenez (1972 – one month);

Mrs. Elizabeth Olbina (Oct. 1972 – 1975); Mrs. Virginia Cerrudo (1975 – 1976); Mrs.

Perla Verso (1976 – 1978); Mrs. Purificacion Cruz (1978 – August 14, 1984); Mrs. Elisa

Lorenzana (August 15, 1984 – August 30 1989); Ms. Flor Sandoval (September 1, 1989

– June 18, 1990); Mr. Exequiel Calixtro (June 19, 1990 – January 1993); Mrs. Sheridan

Evangelista (January 1993 – May 1993); Mr. Stevenson Damo (June 1993 – April

1994); Mr. Alfredo Dela Cruz (may 1994 – 1998); and Ms. Ofelia Millete (November

1998 – October 16, 2002); Dr. Josefina M. Pamplina (October 17, 2002 – August 10,

2004); Mrs. Erlinda M. Barreras (August 11, 2004 – October 28, 2005); Mrs. ANGELITA

G. REGIS (November 8, 2005 – December 11, 2006); Dr. MODESTO G. VILLARIN

(December 12, 2006 to 2008) . The present school head is Dr. Corazon Lomibao 9

(2008 – present)

The new principal is much concerned on the improvement of the school buildings and

its facilities to make the school conducive to learning. She also zeroes in on

instructional competence among teachers and academic achievement among students.

She hopes that with the concerted efforts of the school, the teachers and the students.

Sauyo High School will become a better performing school in the Division of Quezon

City. Her vision is to make Sauyo High School become the most improved school in

terms of school achievement mean and special program for the arts, such as creative

writing, choral group, dance troupe, theater arts, visual arts and drums and lyre.

SAUYO HIGH SCHOOL

ORGANIZATIONAL STRUCTURE

FINAL DEMONSTRATIO

N PLAN

TECHNOLOGY AND LIVELIHOOD EDUCATION I Date: February 23, 2011

Learning Competences: ENTREPRENEURSHIP Time: 12:30 – 1:20 PM

Sub-Learning Competences: Retailing Section: I- Excellence

I.TARGET:

At the end of the lesson, the students should be able to:

1. Identify different kinds of retail stores and merchandising practices

2. Describe the characteristics of different retail stores

3. Differentiate each kind of retail store

4. Appreciate the Importance of Retail Stores

II. CONCEPT:

A. Topic: Kinds of Retail Stores

B. Materials: Visual Aids, Pictures of Different Kinds of Retail Stores

C. Reference: Module in Entrepreneurial Retail Operation

by Lorenzo Carriedo et.al. pp. 29-36

III.PROCEDURE:

A.PREPARATION

1. Daily Routine

* Greetings

2. Review of the Past Lesson

B. PRESENTATION

1. Show with the class pictures of Different Kinds of Retail Store

General Merchandise Store Grocery Stores Specialty Stores

Department Stores Kadiwa Centers Supermarkets Superstores

Kinds of Retail Stores1. The General Merchandise Store2. Grocery Store3. Single Line or Specialty Store4. Department Store5. Supermarkets6. Kadiwa Centers7. Superstores

IV. EVALUATION: Group Activity:

Each group will be assigned to make a collage of products that can be seen inside the retail stores.

V. AGREEMENT:Topic: The Importance of Retailing1. What is the importance of Retailing?

Checked By:Mrs. Elizabeth Lascoña

Prepared By:Ms. Jennelyn Tabut Peñas

PROFESSIONAL CAREER PLAN – 2 YEARS

After two years, I want to be recognized as someone who made a positive difference in the lives of the people and in organization that I was

associated with. I know I will have to work hard to get this recognition, and I am willing to put for the necessary effort. I intend to approach everything I do with a positive attitude, lots of enthusiasm, and a desire to ‘Make the Difference’. I know my Alma Matera prepared me for these objectives. But I also realize that to accomplish all that I want to, I will have to continue to learn new skills as I progress. In the next two years, I’d like to obtain a secure yet challenging job. By this time, I expect to know more specifics about the career path I want to take. Hopefully, as a result of a achieving my short-term goals, I will have an impressive combination of knowledge, skills, and experience to move ahead. I f my skills and knowledge are not sufficient to obtain this , I may consider getting my MEM degree at Polytechnic University of the Philippines.

My Long tern goal would be to get to the top of the ladder. It would be nice to do this by climbing straight up one ladder, but most likely, I’ll jump laterally from ladder to ladder to continue my assent. Ideally, I would like to end my professional career as a Teacher of large, well known school. I would get enjoyment out of knowing that I make an impact on the day-to-day lives of my students.

If I can achieve each of my goals to their fullest extent I should be able to accumulate a good deal of wealth by time I retire. I hope to live a long and comfortable life, giving back to the community making a lasting impression on each.

Narrative Report

1 st Week

Well I’m back for more teaching practice. So far everything’s going smoothly but the

challenge starts next week when I will start to teach. This week I will be doing some

preparation for my teaching . I’m glad that I have here my co- student teacher. I’ve met

a few new colleagues and there are also a couple of familiar faces. For now I only have

one textbook that I would use for teaching. I have met my students and figured out the

classrooms. I would be teaching five classes. I’d be teaching Entrepreneurship, which is

a big relief because I know a lot in this subjects. I still need to do a few more things

including giving my supervisor a copy of my timetable and the classrooms’ locations.

Yep, this time there will be supervisor to well.. supervise my teaching.

 I would like to first express my gratitude and excitement at the opportunity to perform

my student teaching at your school in Mrs. Lascoña’s classroom. I am excited to begin

gaining the experience and lessons of becoming a better teacher for the students

of today by teaching your classes. Much like your school is prepared to offer an

education to all and stress the points of responsibly, goal driven schoolwork, planning

and time management, and positive attitudes; I too offer those same ideals. I feel all

who wish to gain an education are welcome to it and I am honored to have the chance

to be your teacher. n my previous pre-student teaching observations, where I had the

chance to watch experienced teachers conduct their classes and learn firsthand

teaching strategies, I feel I have seen a small taste of the education world. I find myself

excited and eager to be in front of the classroom where I have always wanted to be.

While I have seen various forms of teaching I am feeling ready to begin my own. In my

personal forms of teaching I value the student’s opinion and values on the topic of

instruction. If a student is engaged in a lesson they are learning, and from this I formed

various philosophies on the education process. While I am eager to teach many lessons

and provide an education, I am also prepared and excited for lessons I will learn from

the students, the school, and my cooperating teacher.

CURRENT ISSUES IN

PHILIPPINE EDUCATIONAL

SYSTEM

LOCALLiteracy rate in the Philippines has improved a lot over the last few years-

from 72 percent in 1960 to 94 percent in 1990. This is attributed to the

increase in both the number of schools built and the level of enrollment in

these schools.

The number of schools grew rapidly in all three levels - elementary,

secondary, and tertiary. From the mid-1960s up to the early 1990, there

was an increase of 58 percent in the elementary schools and 362 percent

in the tertiary schools. For the same period, enrollment in all three levels

also rose by 120 percent. More than 90 percent of the elementary schools

and 60 percent of the secondary schools are publicly owned. However,

only 28 percent of the tertiary schools are publicly owned.

A big percentage of tertiary-level students enroll in and finish commerce

and business management courses. Table 1 shows the distribution of

courses taken, based on School Year 1990-1991. Note that the difference

between the number of enrollees in the commerce and business courses

and in the engineering and technology courses may be small - 29.2 percent

for commerce and business and 20.3 percent for engineering and

technology. However, the gap widens in terms of the number of graduates

for the said courses.

On gender distribution, female students have very high representation in all

three levels. At the elementary level, male and female students are almost

equally represented. But female enrollment exceeds that of the male at the

secondary and tertiary levels . Also, boys have higher rates of failures,

dropouts, and repetition in both elementary and secondary levels.

Aside from the numbers presented above, which are impressive, there is

also a need to look closely and resolve the following important issues: 1)

quality of education 2) affordability of education 3) goverment budget for

education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine education,

especially at the elementary and secondary levels. For example, the results

of standard tests conducted among elementary and high school students,

as well as in the National College of Entrance Examination for college

students, were way below the target mean score.

2. Affordability - There is also a big disparity in educational achievements

across social groups. For example, the socioeconomically disadvantaged

students have higher dropout rates, especially in the elementary level. And

most of the freshmen students at the tertiary level come from relatively

well-off families.

3. Budget - The Philippine Constitution has mandated the goverment to

allocate the highest proportion of its budget to education. However, the

Philippines still has one of the lowest budget allocations to education

among the ASEAN countries.

4. Mismatch - There is a large proportion of "mismatch" between training

and actual jobs. This is the major problem at the tertiary level and it is also

the cause of the existence of a large group of educated unemployed or

underemployed.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus

there is very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions,

which is based on participation rates and units costs. This clearly favors the

more developed regions. There is a need to provide more allocation to

lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to

enhance access. This may not be the best way to promote equity. An

expanded scholarship program, giving more focus and priority to the poor,

maybe more equitable.

4. Get all the leaders in business and industry to become actively involved

in higher education; this is aimed at addressing the mismatch problem. In

addition, carry out a selective admission policy, i.e., installing mechanisms

to reduce enrollment in oversubscribed courses and promoting enrollment

in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from

the private sector. Furthermore, transfer the control of technical training to

industry groups which are more attuned to the needs of business and

industry.

Woes of a FIlipino Teacher Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public

school. Imagine yourself handling a class of 60 to 70 students. Imagine

yourself handling two shifts of classes with 60 to 70 students.

Yes, it is a nightmare. And yes it happens in real life within the public

school system. It is a manifestation of the two most prevalent problems in

the educational system: lack of classrooms and lack of teachers.

In fairness, most private school teachers, especially those in small private

schools, will admit that public school mentors earn more than they do. But

even with the relatively higher wages, it does not seem to compensate for

the daily travails of public school teachers.

The ideal ratio of teacher to student is 1:25. The less number of children

handled by one mentor, the more attention can be given to each individual,

especially if their learning competencies are not equal. With 25 students in

a class, the teacher is likely to know each of her students, not only by face

but by name and how they are actually performing in class.

But with 60 children in a classroom, it is a miracle how teachers are able to

stay sane every single day. They hardly know their pupils, save for the

excellent ones or unfortunately, the notorious. She does not even bother to

remember them. How can she? Classrooms are cramped, if there are any

at all. Many classes are held in makeshift rooms meaning a multi-purpose

covered court with partitions where 4 or 5 classes are merely separated by

thin plywood walls. With 60 kids north, east, south and west, it's a wonder

teachers can hear themselves over the din.

And how do you tailor lessons with so many competencies to consider?

Often, the result is children are left to cope on their own. If they get the

lesson, well and good. Otherwise, they are lucky to pass at the end of the

year.

Yes, students are still divided into sections and they are grouped into the

level of their academic skills. Which leaves those who are academically

challenged lumped together and their teacher to stretch her skills, patience,

resources and dedication to addressing the need of her students.

Resources are another matter. Many public school classrooms are

equipped with the most basic of equipment: a blackboard, chalk and

eraser. Some are fortunate to have visual aids, either donated or

purchased by the school. But many times, a teacher will not only have to be

creative, but will dig into her own pocket to produce the kind of materials

she needs and wants to teach class.

It used to be that rolls of Manila paper were adequate to write down the

lesson for the day. But this can get to be very expensive, especially if the

lessons are long. And with a class so huge, children are barely able to see

small handwriting from the back, so you need to write bigger, and use more

paper. Children always welcome additional and unique visual aids, and

woe to the teacher who has to create them if she wants her subject or

lesson to be more interesting.

Which brings us to the budget for visual aids. It is non-existent, except if

you choose to shell out on your own. Teachers still have to make ends

meet. And often, their pay is simply not enough to cover their needs, as

well as their families.

The Department of Education just announced that so many millions of

pesos have been released for the construction and repair of classrooms

around the country. I believe this will only cover those included in a priority

list. But there are many more schools which lack classrooms, and more

communities that lack schools.

When additional classrooms are built, will there be additional teachers? If

new teachers will be hired, will there be a budget to support their wages?

It's a never-ending cycle, because the government has yet to come up with

a plan that will finally address these problems.

In the meantime, Ma'm or Sir will have to suffer through their public school

experience.

Blast from the Past My paternal grandparents were teachers. My father's sister was also a

teacher, and in fact, worked her way up the ranks to later become a public

school principal. Since my grandparents have both passed on, my aunt and

dad never fail to regale us with stories of how it was in public schools

during their time.

If I remember correctly, everything was simplified. The curriculum was the

basics or the 3 Rs -- Reading, wRiting and aRithmetic. By the time children

completed each year level, they would at least know how to read, write and

do simple math, and progress a bit more after every grade level.

I say great! To my mind, armed with these skills, you can fend for yourself

even at a young age because you'd understand simple written instructions,

you can jot down important things, and you'd be a little savvy about simple

trade.

Back then, they had simple books -- ones that really honed a student's skill

by familiarizing him with the alphabet, phonetics and simple definitions.

Unless you've mastered the addition table, you were nowhere near

progressing to multiplication. And even if teachers ended up "terrorizing"

their students or resorting to punishment, the bottomline was to inculcate in

them the necessary skills to make them competent individuals in the future.

Sure they had books and notebooks but not enough to break a child's back

or dislocate the shoulders. They were the essentials. A pencil, some writing

paper and a notebook or two were all they needed to come to class.

Boys were not exempt from home economics classes, which included

learning to cook, sew, and keep house. Neither were girls excluded from

practical arts classes which had them gardening, doing basic carpentry or

even learning handyman skills.

It's been quite some time since I, too, was in school. But I do recall that

things weren't as complicated as they are now -- especially in the public

school system here in the Philippines. Yet, the graduates that were

produced could go toe-to-toe with children who were products of private

schools. In fact, public school educated children were often better than their

private school counterparts. The only difference is their economic status

and the opportunities available to them.

So what went wrong? When had things become different? Why did they

suddenly change a system that was working?

The 3 RsHow come the 3 Rs (Reading, wRiting and aRithmetic) were good enough

in the old days to ensure that kids learned in school?

An Insider's View The problems according to a public school teacherThe problems besetting the Philippine educational system are not lost

among those who are in the system themselves. Mr. Gilbert M. Forbes is a

Head Teacher in elementary based in the Pitogo District Division of

Quezon province. I don't know the man, but I think he is truly an educator

because he is willing to face the problems, and even better, help find ways

to address them.

Based from his experience, he lists the most pressing concerns in the

public school system that must be addressed if people are serious about

putting things in order:

1)Development of Instructional Materials particularly in core subjects.

Teachers not only need training in the preparation and development of

instructional materials, but they must also be given financial support to

produce these. Instructional Materials include modules, standardized

validated rating, achievement and diagnostic tests viz qualitative one's.

I'm not a school teacher, but I do know the difficulties faced by mentors just

to prepare lesson plans, visual aids and examinations for their students.

More often than not, they are forced to use their own resources (money

and otherwise) just to have these available to better teach their classes.

How can we actually expect them to come up with instructional materials

that will truly be of help to students if they are not properly equipped to

develop them, and worse, not have the necessary resources to create

these?

The backlog in books has been reduced tremendously but textbooks still

don't contain enough exercises and testing materials that teachers can use

for their daily instruction. As a result, most of the time, the teacher is

required to write all the exercises on the board that eat up class hours.

Otherwise, they opt not to give exercises at all.

If the teacher isn't going to provide exercises, how can students practice

what is taught them? The education department continues to receive an

increase in the yearly allocation. Unfortunately, the ratio of books to

students remains insufficient to this day. Many pupils have to share books,

how can they be expected to do exercises and hone their skills?

2) The system of promotion within the ranks needs to be overhauled. To

date, what is prevalent is the "Palakasan System, Utang na Loob and

Pakikisama System."

Generally, this refers to a system where what matters are the people you

know, especially the powers-that-be, the people who owe you favors, and

the clique you belong to. If you meet any one of these criteria, you are

almost assured of getting a promotion, never mind if you are not qualified

for it.

In Mr. Forbes' opinion, it is high time that the teachers' ranks be

professionalized from top-to-bottom akin to the corporate world. Promotions

should be solely based on merit. Because with the present system, many of

those who rise in rank "don't necessarily have the guts to become an

educational leader."

Many are just after the salary increase and most of all of the prestige that

goes with being a school manager! The worst is, these mentors are not

really concerned and dedicated enough to initiate reforms to improve the

system.

While it is true that a teacher's salary is not commensurate to the workload,

a real educator will still lead by example and exert 101% effort in everything

he or she does.

It has been said time and again that teaching is a noble profession, and it

certainly is. But this nobility is lost if there is no commitment and dedication

to go with the job. There is great responsibility in being a teacher because

in their hands lie the future of young people.

3) Teacher Training and Development. In spite the number of people

pursuing a degree in education, very few are actually equipped with the

necessary competence in specific learning areas that they are supposed to

excel in. According to Mr. Forbes, observations are that except for

education graduates from CHED designated centers of excellence, many

would be teachers are deficient in subject matters.

And this results in overworking some mentors who are well-trained and

educated because they are forced to take up the shortcomings of their

peers.

EDUCATIONAL ARTICLES

Issues in Philippine Education: In RetrospectBy Engr. Herman M. Lagon

They say that education is the best social leveler. They say that it is the very answer to

poverty, corruption, hate, and ignorance. If it really is like many people believe it is, then

the study of the key educational, ergo curricular, issues in the Philippines is a significant

endeavor that needs serious pair of eyes, ears and hands.

According to the IBON Facts and Figures, the literacy rate in the Philippines has

regressed a lot over the last ten years. This is attributed to the dwindling quality,

relevance and accessibility of education—the very basic rights of the Filipino youth as

etched vividly in the Constitution.

Despite the good things that Department of Education has reported such as the

increased number of classrooms and students, the fact remains that the crowding 1:70

classroom ratio,  the decreasing aptitude of students and the decadence of the values

of the young, among hundreds others, hamper the progress of the state of education of

the country.

From http://www.ph.net/htdocs/education/issue.htm, education in the Philippines may

be summarized into the following four issues: 1. Quality of education, 2. Affordability of

Education, 3. Government budget for education, and 4. Education mismatch.

1. Quality–There was a decline in the quality of the Philippine education, especially

at the elementary and secondary levels. For example, the results of standard

tests conducted among elementary and high school students, as well as in the

NCAE and Board Exams for college students, were way below the target mean

score.

2. Affordability–There is also a big disparity in educational achievements across

social groups. For example, the socioeconomically disadvantaged students have

higher dropout rates, especially in the elementary level. And most of the

freshmen students at the tertiary level come from relatively well-off families.

3. Budget–The Philippine Constitution has mandated the government to allocate the

highest proportion of its budget to education. However, the Philippines still has

one of the lowest budget allocations among the ASEAN countries. This, not to

mention the corruption component in the same institution that must abhor such

act.

4. Mismatch–There is a large proportion of “mismatch” between training and actual

jobs. This is the major problem at the tertiary level and it is also the cause of the

existence of a large group of educated unemployed or underemployed. Here,

also to consider is the degenerating educational mindset of working abroad or of

working for employment no matter what it takes, with no regard to other more

valuable intentions like social work, inventiveness and entrepreneurship leading

to public service and better self-actualization.

The following are some of the reforms proposed:

1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus there is

very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is

based on participation rates and units costs. This clearly favors the more

developed regions. There is a need to provide more allocation to lagging regions

to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to

enhance access. This may not be the best way to promote equity. An expanded

scholarship program, giving more focus and priority to the poor but deserving,

maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher

education; this is aimed at addressing the mismatch problem. In addition, carry

out a selective admission policy, i.e., installing mechanisms to reduce enrollment

in oversubscribed courses and promoting enrollment in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the private

sector. Furthermore, transfer the control of technical training to industry groups

which are more attuned to the needs of business and industry.

The macro-level educational issues and concerns above can be better understood

when the micro-level concerns—mainly curriculum issues—are put into the equation.

This way, people can understand the state of education more and eventually face and

nip the problems in the bud.

Curriculum managers and educational experts are always looking for better ways to

achieve better learning through teaching. However, since curriculum innovations

seemed to be difficult for many, issues and concerns have been raised about curricular

innovations. The newness of the idea to the users raises issues which need to be

addressed. Certain aspects need to be clarified in order to overcome the attitude and

feelings that create some concerns.

Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum

issues. These are 1. Academic Area Initiatives, 2. Alternative Schools, 3.

Bilingual/Bicultural Education, 4. Censorship, 5. Gender, 6. Health Education, 7.

Diversity, 8. Privatization, 9. Provision for Exceptionalities, 10. Religion in Public

Education, 11. Scheduling Arrangements, and 12. Standards and Assessment

Clearly, there is no discrete separation in these twelve categories. On one sense, they

are all interrelated and bear close relationship with each other. Some items

enumerated, however may not be fit for the Filipino audience.

In the Curriculum Development book of Purita Bilbao et al., it enumerates a number of

fitter and more relevant Curricular Issues and Concerns.

1. Poor Academic Performance of Learners. How does he performance of learners

relate to the curriculum? Our basic education curriculum was prepared by

experts in the field of curriculum making and the subject specialization. The

written or intended curriculum is well crafted and all elements of the curriculum

are considered. But why are Filipino learners lagging behind from their

counterparts the southeast in the TIMMS? Why can’t our schools significantly

raise the level of performance of the learners’ vis-à-vis national standards?

Issues on the varied implementation of the curriculum among schools and

teachers seem to be one of the reasons for the prevailing low performance of

schools all over the country. There is perennial complaint about books and other

instructional materials. Overcrowded classrooms do not provide a good learning

environment. In addition, the teacher has been identified as one of the

influencing factors in the varied implementation of the curriculum. Issues like ill

prepared teachers, poor attitude towards change and low morale have been

thrown to teachers. Leadership support to an effective implementation of the

curriculum. Perhaps if these are not addressed, then the outcome of the

curriculum which is academic performance if schools will be low.

2. No Sense of Ownership. Most of the curricular innovations are handed down

from the top management. Those who are going to implement simply tow the line

or follow blindly. Sometimes the implementers lack full understanding of the

change or modifications that they are doing. The goal is unclear, thus there are a

lot of questions in the implementation as well as evaluation from the concerned

persons. Because of this concern, there is little support that comes from the

stakeholders. They just leave the school to do it on their own, thus giving the

classroom teacher a burden.

3. Curricular Bandwagons Only.  In the desire of some schools to be part of the

global educational scenario, changes and innovations are drastically

implemented even if the school is not ready. Some schools for example

implement a curriculum that is technology-dependent when there is not enough

computers in the classroom. There are no internet connections either. How can

correct and apt scientific experimentations happen if there are no laboratory

tools, equipment or chemicals in the first place? But they have to show that they

are also keeping abreast of the development even if their equipment are

insufficient.

DepEd to schools: Keep graduation rites austere, politics-free

Thu, Feb 25, 2010

Manila (23 February) — The Department of Education (DepEd), in Order No. 13,

ordered all public and private schools to keep graduation rites for Batch 2010 politics-

free.

It also ordered the schools to keep their graduation rites solemn yet simple and austere

especially due to difficulties brought about by recent natural calamities.

DepEd Secretary Jesli Lapus said in the order that the graduating rites should be

conducted in an appropriate solemn ceremony befitting the graduating students and

their parents and shall not in any way be used as a venue for political forum.

Lapus reiterated the department’s policy on the conduct and collection of fees for

graduation rites, where public schools are not allowed to collect graduation fees or any

contribution for graduation rites.

While the Parents Teachers Association (PTA), however, may solicit minimal voluntary

contributions from members for graduation ceremonies and celebration, teachers and

principals should not be involved in it.

On the other hand, Lapus said there should be no extravagance in graduation rites,

adding holding the graduation in school premises is encouraged.

Also, Lapus said there should be no special attire for the ceremonies. While wearing

togas are allowed, only the actual cost of rental of togas (will be shouldered) by the

graduating class.

Lapus also stressed contributions for the annual yearbook will be on a voluntary basis

only.

Source: Philippine Information Agency

DepEd, DPWH team up to fast-track titling of public schoolsMon, Dec 21, 2009

MANILA, Dec. 20 (PNA) — The Department of Education has entered into an

agreement with the Department of Public Works and Highways (DPWH) to hasten the

titling of school sites continuously occupied by public elementary and secondary

schools nationwide but have yet to be registered and titled to DepEd.

Education Secretary Jesli Lapus and DPWH Secretary Victor Domingo signed recently

an agreement to facilitate the prompt issuance of clearances required for the titling

process. “We need to address this issue on school titling urgently to ensure that school

operations are not disrupted and our children will not be displaced,” Lapus said on

Sunday.

The titling of public schools will protect public schools from encroachment, segregation,

illegal occupation, and adverse claims of ownership by other individuals or parties.

“It will contribute to further improvement of the public school system,” Lapus added.

In 2007, DepEd signed an agreement with the Department of Environment and Natural

Resources (DENR) and the Department of Agrarian Reform (DAR) on the titling of

school sites.

The agreement stipulated that DENR shall be responsible for the technical output which

includes the survey of public and privately owned lands covered by Deeds and

Donation, field validation, and preparation of draft proclamations for approval by the

President.

DAR, for its part, shall facilitate the issuance of the Deeds of Transfer of school sites

that are located in Resettlement Areas and Landed Estates, which it administers.

DPWH endorsement/clearance is among the prerequisites to DENR’s preparation of

presidential proclamations reserving lands for public purposes.

DepEd will provide DPWH the profiles of 5,000 school sites that will require DPWH

clearances. Selected regions in Luzon have been prioritized for this initial phase, with

other regions soon to follow.

Lapus noted that cooperation from other government agencies is crucial in order to

resolve this perennial problem.

DPWH, along with other government agencies, has given DepEd its assurance of full

support in the local, regional and central office levels to speed up the issuance of

suitability clearances.

DepEd earlier identified some 8,000 sites that have been continuously occupied by

public elementary and secondary schools, which were donated by private individuals as

well as government entities, but have not been transferred, registered or titled under

DepEd.

Lapus said that the DPWH earlier had allocated another P2 billion for the construction of

new classrooms and repairs of existing ones.

Source: Philippines News Agency

FOREIGN

Ten education issues the new government should address

After 30 years of fiddling with the education system, whoever gets into power should

now focus on the big issues

Assessment should be restored to its vital role in teaching and learning, and league

tables outlawed. Photograph: Jeff J Mitchell/Getty Images

The general election is dominating our news. From nurseries to lifelong learning, the

three main parties' education policies have been thoroughly scrutinised and commented

upon.

Each manifesto has a few progressive ideas: Labour's trial of free school lunches for all

primary children; the Conservatives' support for the provision of free nursery care for

preschool children – although Michael Gove's equivocation about top-up fees is

worrying; and the Liberal Democrats' plans to phase out university tuition fees.

The three manifestos also have some silly ideas. Labour wants to teach Mandarin in

primary schools even though we have patently failed to teach any foreign language to

more than a minority. Is anyone in the Department for Children, Schools and Families

aware of the negative findings of the 1975 National Foundation for Educational

Research's study, French in the Primary School?

The Conservatives will encourage new schools to be opened and run by parents – at

least until their children leave. The overprovision that will be created is bound to deplete

the resources of existing schools, and the potential for the sharp-elbowed to benefit at

the cost of everyone else will add to the fragmentation of the system.

The Liberal Democrats have promised priority funding for small classes, despite

research showing that schools need flexibility in how they make the most of teachers

and that small groups benefit the youngest but not necessarily other older pupils.

After 30 years of endless fiddling with our education system, oh that a new government

– whether a single party or a coalition – would turn its attention to regulating big

business and the banks, providing an up-to-date infrastructure and protecting the

liberties and welfare of its citizens.

It would be excellent if whoever grasps power after Thursday's election drops all

gimmicks and focuses on the big issues that only government can change. Here are the

top 10 points from my personal wishlist.

1 Accept that the country needs a high-quality education "system" rather than a pecking

order of schools and colleges. Local authorities have a vital role. Links and transitions

between the phases are crucially important. Competition works for sports and some

cultural events, but learners are often better served by collaboration.

2 Realise that, if the desire to reduce the achievement gap between the advantaged

and the disadvantaged is genuine, those who currently gain the least from education

need to receive the most resources and have the best teachers.

3 Learn from Sure Start and from the excellent longitudinal research on preschooling

that universal, high-quality, free nursery provision makes sound educational, social and

economic sense.

4 Grasp that teachers are the solution not the problem. This means the profession

attracting, and keeping, the most talented and the best-motivated people (Teach First

has gone some way towards this). It also means the government allowing teachers

reasonable autonomy in how they teach.

5 Limit the national curriculum to core subjects and those topics deemed essential to

preserving our heritage, maintaining our national culture, and extending our

international understanding.

6 Restore assessment to its vital role in teaching and learning, and outlaw the

disastrous and divisive league tables.

7 Restrict inspection to ensuring that failing institutions are identified and improved

rather than attempting the impossible task of sorting all schools and colleges into finely

graded categories.

8 Extend pedagogical expertise by encouraging well-planned pilot experiments in

teaching and learning, monitoring and professionally evaluating their outcomes, and

disseminating emerging innovatory good practice.

9 Ensure that further education emerges from its Cinderella role and that part-time

university students are given the support they deserve.

10 Establish a democratically elected standing commission – accessible to all citizens

online – to consider and recommend future changes to the education system, thereby

easing the strangulation of educational thinking by party politics.

Such changes will not be easy to make, as successive governments have created

groups with vested interests in controlling schools, making money from servicing them

or enjoying privileged access to the best provision. These 10 points cannot, by

themselves, ensure a high-quality system in a fairer, less greedy society – that would

require lots more pressure from us citizens – but they should make such an outcome

more likely.

Peter Mortimore is former director of the Institute of Education

Staffordshire University teaches degree course in prison

Dovegate prison in Staffordshire runs first workplace foundation degree in offender

management

HMP Dovegate deputy director Trish Mitchell, right, with staff and students on the

offender management foundation degree. Photograph: John Snowdon

In a lecture theatre in Staffordshire, 15 students are at an induction session for a new

foundation degree. They talk about their upcoming modules, which include law, crime

and criminal psychology, while nearby all the usual campus facilities – library, medical

centre, gym, football pitches – are filled with people. But this is a far cry from the UK's

other seats of higher education: the residents at this site include murderers, rapists and

thieves. This is Dovegate prison in Staffordshire, and the undergraduates are prison

officers embarking on Britain's first workplace foundation degree in offender

management, run by Staffordshire University and Stafford College.

The group includes prison custody officers and an assistant director. Some are bosses,

others junior members of staff, but all are having to switch from barking orders all day to

listening to instructions in the classroom.

"It's going to be a bit of a challenge," admits Gillian Curtis, 29, a custodial officer at

Dovegate. "Switching from organising prisoners, being in charge and running their lives,

to going back to school will be difficult. I'm going to be the one who has to listen and

produce the work demanded of me, plus ask for support and advice, rather than giving it

out to prisoners all day, as I'm used to."

Yet Curtis is filled with excitement at the prospect of starting the degree. "I left school at

16 and worked as an administrator at a car finance firm, but always regretted missing

out on university," she says. "I've done NVQs in custodial management while working at

the prison, but it's something completely different to get a degree. I'm a bit scared but

mostly can't wait to start studying."

The officers attend lectures at the prison's learning suite during working hours. And with

all their course fees and textbooks paid for by Serco, the private company that runs

Dovegate on the government's behalf, the students hope they can use the degree to

ultimately boost their own earnings. Damian Holdcroft, 34, a unit manager at the prison,

explains: "I hope [the degree] will give me a better understanding of how we and

external agencies like the probation service might work together. The government is

very keen on performance-related pay – and if we can work together to better

rehabilitate offenders, then everyone benefits."

The new tuition-fee regime for undergraduates to be introduced next year means

universities are increasingly focused on developing workplace degrees in conjunction

with businesses, according to Michelle Hammond, a law lecturer at Staffordshire

University, who wrote a module on the offender's journey through the criminal justice

system for the Dovegate degree. "This is definitely a developing area for our sector,"

she says. "Working with employers and organisations to develop courses also widens

access to education for people who would not automatically consider going into higher

education, and helps students who haven't been involved in education for a long time."

Alex Benton, 35, one of the Dovegate undergraduates, joined the prison in September

after being made redundant from his job in sales. "I come from a normal working-class

family, and going on to college when I was 16 just wasn't an option," he says. "I needed

to bring in money for the house. I started working in sales aged 16, and worked my way

up for the next 18 years. But my world crashed around my feet during the recession

when I was made redundant. I've got two children and a mortgage. I was desperate."

Benton got a job as a security officer at Dovegate and worked his way up to prison

custody officer. He now looks after up to 96 prisoners, unlocking their cells in the

morning, organising their meals, work and exercise, and locking them up at night. But

he hopes for more career progression with the help of his degree.

"As soon as I arrived at Dovegate I was presented with training opportunities and

NVQs," says Benton. "It was great – I never dreamed of a job where people would

actually be willing to work with you and help you improve yourself. This degree is a

huge deal for me. I always wanted to go on to higher education but never had the

opportunity before. Now, I'm going to work so hard on this degree. As much as the

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

better my prospects."

BRIEF SYNOPSIS OF READING

AND RESEARCH PREFERENCES

Introduction:On Being a Student Teacher

The aim of the book is to help you make the student-teaching experience a rich and

successful one. When deciding what to include from the vast literature on education,

teaching, and learning, we examined studies in which student teachers reported

their concerns. We also reviewed journal entries of our own student teachers, and

we drew on our own experiences as student teachers, teachers, cooperating teachers,

and university supervisors.

SOME KEYS TO SUCCESS

Student teachers say they know they are taking on a responsible job. They feel the

pressure of having to teach 20 to 30 students in elementary school, 100+ students

in middle and high school, to do it well, and especially to do it in the presence of

the cooperating teacher and the college/university supervisor. They have to contend

with the pressure.

Our experience suggests that the student teacher's comfort on the job is one of

the keys to success. By "comfort" we mean that the individual is able to manage

the inevitable worries and stresses and to enjoy the challenges of preparing for and

Preparing For Student TeachingTOPICS• Expectations about your class• Self-expectations• Preparing for your assignment

TOPICS• Becoming part of the school community• Common concerns of student teachers• The CONTROL-C method of problem solving• Four stages to student-teaching successStage 1: The early daysStage 2: Becoming a member of the teaching teamStage 3: Soloing as a teacherStage 4: Feeling like a teacher• Critical issues

"When I think about teaching my own classes, I'm excited, anxious, and a little scared.

Especially I wonder if I can be a real teacher to them, someone they will accept as the

equal of their own teacher. I also wonder if the teachers at the school will respect me."

Those were James' feelings a few days before beginning his student teaching.

His feelings were normal. It is normal to feel some anxiety in anticipation of a

new experience, especially when you are going to be observed and evaluated and

when your career hinges on success. Do you remember other first experiences--the

first date, the first time you drove a car, or, earlier yet, the first time you gave an

oral report in class? Chances are you showed the normal human reaction of anxiety

of one kind or another: "butterflies" in the stomach, a bit of sleeplessness, a lowered

appetite or its opposite, overeating and some digestive problems, or a combination

of these. And chances are, moments after the new experience got under way, your

anxiety level dropped considerably.

That is what you can expect about the "firsts" that are coming up: when you first

report as a student teacher, when you first lunch in the teachers' room, when you

first take over the class for a lesson, when you first teach a whole day.

Building a Good RelationshipWith Your Cooperating Teacher

TOPICS• The first meeting• The first day

• Stages in your relationship with your cooperating teacherStage 1: The early daysStage 2: Becoming a member of the teaching teamStage 3: Soloing as a teacherStage 4: Feeling like a teacher• How you and your cooperating teacher may differ in assessing your performance

• Relating to substitute teachers• Your student-teaching assignment and the realities of school life• Critical issues

Success in student teaching begins with a good relationship with your cooperating

teacher. With that, you will put yourself in a strong position to learn and to become

an effective teacher. It will also lay the groundwork for a supportive letter of

reference that will aid you in securing your first position.

We start with a step-by-step discussion on building an effective bond, followed by

discussion of how to avoid potential relationship problems and how to deal with such

problems when they arise. The last section in the chapter deals briefly with substitute

teachers, whom you may encounter during your student-teaching assignment.

THE FIRST MEETING

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

Building a Good Relationship With Students

TOPICS•Learning about the students in your class•Recognizing the diversity in your class•Dealing with troubling and troubled students•Preventing problems•How students and student teachers feel about each otherbull;How friendly should you be?bull;Analyzing your classroom work•Critical issues

The first day. Ms. V. introduced me to the class. I looked them over . . . like a sea of

faces. I smiled and they did too. I just hoped I'd be able to be a good teacher and that

I would have some beneficial impact on their lives.

These were the thoughts of one of us authors during the first day of student teaching.

In fact, by the end of the term this student teacher did have "some beneficial impact

on their lives." As a student teacher you, too, can have a positive impact on your

students and make significant contributions to their development.

Students are the central characters in the classroom. Your objective is to give

them the best possible opportunities for learning. As we have said, because you are

a guest in your cooperating teacher's classroom, you must work within limits set

by her or him. Nevertheless, you are still free to do meaningful things. Most

importantly, you are free to develop a relationship of trust with the students. You

can do this with the class as a whole by acquiring a reputation for fairness, and with

individual youngsters by helping them learn.

You are free to strengthen these relationships by establishing the practice of

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

Pre-Service and In-Service Teacher Education in the PhilippinesBy Fabian C. Pontiveros, Jr. (Philippine Normal University)

Technology has played an important role in education. If wisely use, it

reducesoperational cost while increasing access to quality education. In the Philippines

various agencies or institutions employed technology in planning, implementing,

andevaluating educational programs. The use of technology ranges from

simpletraditional approach to the more sophisticated one-way teleteaching and the

moreinnovative-interactive two-way approaches like teletutorial, online Teaching, and

telematics.The object of this paper is to present the system and mechanism of pre-

service andin-service teacher education in the Philippine - with emphasis on the

technologyemployed by the various education institutions.Education Institutions in the Philippines. To be able to understand the present system and mechanism

of teacher education inthe Philippines, it is desirable that the reader be acquainted with

the differenteducation institutions - their roles and contributions -in promoting teacher

educationin the Philippines.These education institutions, which are considered the

pillars of teacher education, areworking singly and collaboratively to upgrade the

standard of teacher education in the Philippines.The Philippine Normal University

(PNU) . A state university that is dedicated to teacher education, PNU was founded in

1901 during the American occupation in the Philippines. Its mission is "to provide

professional, technical, and special instructionfor special purposes; and progressive

leadership in education." Considered as thepremier teacher education institution in the

Philippines, PNU is active in bothpre-service and in-

service teacher education.University of the Philippines. National Institute of Science and

MathematicsEducation (UPNISMED). One of the institutes of the University of

the Philippines,UPNISMED is dedicated to science and mathematics education.

UPNISMED, likePNU, is also active in both pre-service and in-service training of

teachers but its scopeis limited only to science and mathematics educations.

University of the Philippines Open University (UPOU). Formerly called the School

ofDistance Education (SDE) of the University of the Philippines, UPOU is the pioneerof

distance education and online teaching in the Philippines. UPOU is active inpost-

baccalaureate or life long learning. With the installation of the Integrated VirtualLearning

Environment (IVLE, under licensed from National University of Singapore),interactive

online teaching has become more "real" and practical way of reachinglearners in

distant places.Department of Education, Culture and Sports (DECS). DECS is an

agency that is taskby the Government of the Philippines (GOP) to provide basic

education to Filipinos.It employs about a million elementary and high school teachers

throughout thecountry. Although its primary role is "to provide basic education", it is

however, veryactive in in-service training of its teachers.Commission on Higher

Education (CHED). Formerly called the Bureau of HigherEducation, CHED is task by

the government to set up policy and standards forBaccalaureate and post-

Baccalaureate degrees. It evaluates curricular programs of allhigher education

institutions and issue Permit to Operate to private schools thatsatisfies the standard.

CHED has also the power to cancel permits and effect closureof private schools that

violate policy, rules, and guidelines for quality education. Incontrast with the DECS that

is active in in-service training of teachers, the CHED isactive in pre-service teacher

education by way of setting up expectations, conductingconferences, consultations, and

encouraging linkages or consortium among highereducation institutions.Department of

Science & Technology (DOST). This agency is mandated by thegovernment to "provide

central direction, leadership and coordination of scientificand technological efforts and

ensure that the results are geared and utilized in areas ofmaximum economic and social

benefits for the people." As education is one of theareas of concern of the DOST, this

agency created a unit called Science EducationInstitutes (SEI), which is popularly

referred to as SEI-DOST . This unit is in charge ofpromoting increase awareness in

science and technology education. To achieve thistask, SEI-DOST maintains 14

regional centers (one center per region) throughout thecountry. The leading teacher

education college or university in the region, whetherprivate or public, is usually chosen

as the Learning Center of the SEI-DOST. Theselearning centers, officially called

the Regional Science Teaching Center ( RSTC ), is incharge of conducting In-service

training to science and math teachers in both theelementary and secondary levels. In-

service trainings conducted by RSTCsthroughout the country are done during summer

vacations (April to May) to enablethe teacher to attend a continuous training session.

Funding from SEI-DOST that isintended for teacher training is channeled to these

learning centers. Books and otherinstructional materials form part of the training

package given by the RSTCs. Inaddition, SEI-DOST supports elementary and high

schools all over the country byway of constructing science laboratories, and donating

books and science equipment.

Private Colleges and Universities. Private teacher education colleges and

universities,like the Ateneo system ( Ateneo De Manila , Ateneo de Davao , Ateneo de

Zamboanga,Xavier University of Cagayan de Oro City), De la Salle University

(DLSU), CentroEscolar University (CEU), Silliman University (SU) of Dumaguete

City, St. PaulUniversity, University of San Carlos (USC) of Cebu City also conduct pre-

service andin-service training of teachers. In-service training of teachers done by these

privateinstitutions are usually funded by the government through its agencies like

CHED,DECS, and DOST.Non-Government Organizations (NGOs) . Private foundations

and companies, like theFoundation for the Upgrading of Standard in Education (FUSE) ,

the ABS-CBNFoundation , IBM Corporation , Educ Quest , People's Television

Network (PTV ) andsome other NGOs are active in helping promote quality education.

Their involvementranges from passive (cash or equipment donation) to the more active

present roles ofcollaborating with government institutions in producing quality learning

materials.One case in point is the Continuing Science Education for Teachers via

Television( CONSTEL ) project, which is a joint project of the PTV, FUSE, SEI-DOST,

DECS,UPNISMED, and PNU. Another example is the Educational Television (ETV)

projectof the ABS-CBN Foundation and the DECS. ETV, which is owned and operated

bythe ABS-CBN Corporation, regularly broadcast educational TV programs

inelementary science (SINE'SKWELA), elementary mathematics (MATH-

TINIK),elementary history (BAYANI), values education (HIRAYAMANAWARI) ,

andelementary English (EPOL/APPLE). Schedules for airing these educational

programsfor the elementary grades coincided with school hours. Thus, school principals

orhead teachers can prepare class schedules that match the airing schedules of

ETVprogram.Television monitor has now become a commonplace in many elementary

schoolsthroughout the country because of the ETV program of the ABS-CBN and the

DECS.Local government units help the school in procuring TV sets. In Mandaluyong

City,for example, the city government provided each classroom of the

MandaluyongElementary School with a TV set. Teacher Training Programs Conducted and their Mechanismsa. PNU Programs.In the pre-service component,

PNU recently revised its teacher education curriculumand added two more courses: IT 1

and IT 2. IT 1 focuses on basic computeroperations (DOS, WINDOWS, MSOffice

programs) while IT 2 focuses oncomputer-assisted instructions (CAI). Also included in

IT 2 is introduction toeducational software programming (Visual Basic, Netscape

Composer). CAI was usedas an alternative mode in teaching some courses like Math,

Science, Language, Arts,and History. Computer Assisted Science Experiments (CASE)

was also employed inselected biology, physics and chemistry topics.

In the in-service component, PNU conducted seminars, workshops, short term andlong-

term trainings (leading to a master or doctoral degree). Being one of the RSTCidentified

by the SEI-DOST, PNU is regularly conducting summer training in Scienceand

Mathematics (Project RISE) -in addition to its regular in-service trainings

onTeaching Reading, Literature, and Special Education. Regional trainors in

science,math, language, early childhood education, nonformal education, and other

areas inbasic education are trained at PNU. Educational training projects that are

funded byCHED, DECS, SEI-DOST are usually channeled to PNU.In implementing in-

service trainings, various modes were used. The traditionalface-to-face classroom

interaction, the modular type (distance education), telemovie,and the Computer-

Assisted Instruction (in CD-ROM format, not Online) are usedeither singly or in

combinations.b. UPNISMED Programs.Like PNU, UPNISMED also uses alternative

delivery modes in pre-service andin-service training programs. An example is the

CONSTEL project. CONSTEL is anacronym for Continuing Science Education for

Teachers via Television . It is a jointproject of DECS, DOST, UPNISMED, PNU, FUSE,

and Channel 13(People'sTelevision Channel). This program is aired through television

(Channel 13) everySaturdays and Sundays.DOST and DECS Regional trainors in the

area of secondary science (Biology,Chemistry, and Physics) are also trained at

UPISMED.c. UPOU Programs.At present UPOU offers 17 post baccalaureate programs

and 6 non-formal courses. In teacher education, the following programs are

offered:oDiploma in Science TeachingoDiploma in

Mathematics TeachingoDiploma/Master in Social Studies EducationoDiploma/Master in

Language Studies EducationoDoctor of Philosophy in Science EducationFour delivery

modes were used. These are (1) Online, (2) Teletutorial, (3) Online withFace to Face,

and (4) Face to Face.In Online mode- student and faculty meet in a virtual classroom

and discuss themodules via e-mails, discussion board or chat rooms.In Teletutorial

mode - students go to a learning center with a facility that allows manypeople to use a

telephone line at the same time. Discussions are done through thisaudio link

between students and tutor.

In Online with face-to-face mode - student and faculty meet in a virtual classroom

andthe student meet an assigned tutor once a month on a Saturday.In face-to-face

mode- students meet a tutor once a month on a Saturday to discusscourse modules in

a UPOU learning center.In enrolling at the program, the following mechanisms were

used:1. Applicant obtains an Application form from any of the Six Learning Centers

(LC)or the Office of the University Registrar (OUR). Application form can be

downloadedfrom UPOU web site.2. Fill out the form and mail or submit to the OUR or

any LC, together with requirements listedin the application form.  If qualified, applicant

will receive admission notice.3. Once admitted, applicant registers in the assigned

Learning Center (instructionsare given together with the admission

notice)a). Student can register online following this procedure;i. Open the Course Web

and choose a course. (Thereare 71 courses available for online learning).ii. Choose a

course by clicking on the button (circle)beside the listed course.iii. Choose a tutorial

arrangement (i.e. Online,teletutorial, Online with Face-to-Face, andFace-to-

Face.iv.Choose how the materials will be sent. There aretwo available options.Option 1

Pick up the materials at the nearestUPOU Learning Centers. These are (1) UP

OpenUniversity Headquarter, Los Banos, Laguna, (2)Colegio de Sta. Isabel, Naga City,

(3) UPCollege Baguio, Baguio City, (4) UP CebuCollege, Lahug, Cebu City, (5) UP

Mindanao,Tereza Milesa Bldg., Inigo, Davao City.Option 2- Send materials through post

or courier(shipping cost will be paid by the student)v. Student fill up basic information

and submit to theOUR or any nearest LC.

a. DECS Programs.To update its teachers in the recent trends of teaching and

learning, the DECSinitiated several in-service training activities. The Third Elementary

EducationProject (TEEP) is a mass training for elementary school teachers nationwide.

It isintended to enrich elementary teachers knowledge in both the content and

strategies.The Secondary Education Development Improvement Program (SEDIP) is a

masstraining for high schools teachers in Science, Math, Technology and

HomeEconomics (THE), English, Filipino, Physical Education (PE), and Values

Education(VE). SEDIP is the successor of the Secondary Education Development

Program(SEDP) , which was launched in 1990 and ended in 1995. This SEDIP project,

whichwas launched in 1999, is the high school version of the TEEP.In updating the

teachers on the latest trends of teaching using computers and othertelecommunication

devices, the DECS launched the Modernization Program. Thisprogram consists of two

phases. The first phase is the acquisition and distribution ofhardware component

(computers, TV sets, VHS players) and software (EducationalCD and Tapes) and the

second phase is the training of teachers. This program ishandled by the Center for

Education Technology of the DECS.Another project, the Project in Basic Education

(PROBE) is aimed at improving thelearning proficiency in science, mathematics, and

English of pupils in Grades 5 and 6in the elementary level, and first year & second year

in the high school level. ThisAUSAID funded project is considered the most successful

in the Philippines as newand innovative training approaches were used. The PROBE

program consists of fourcomponents: (1) Pre-service, (2) In-service, (3) Material

development, and (4)Evaluation. In the pre-service component, 70 college instructors or

professors from 14 eacher Education Institutions (TEI) were identified and sent to

QueenslandUniversity of Technology (QUT) in Australia for a six-month training on the

latesttrend in teaching Science, Math, and English. This core group of college

professors isexpected to influence their colleagues and thereby change the traditional

lecturemethod with alternative strategies that are consistent with the Constructivist

view ofknowledge.The second component (the In-service component) consists of

selected elementaryand high school teachers in science, math, and English. Like the

first component, thisgroup of teachers was also sent to Australia to learn alternative

strategies in teaching.The third component is geared on producing curriculum support

materials (CSM) andin-service training package (INSET). Instead of buying foreign

books for distributionto other schools, PROBE fellows (i.e. professors in the First

Component) andIn-Service Facilitators (ISFs, i.e. teachers who belong to the second

component)produce the learning materials in a form that is easily understood and

practicallyapplicable in the local setting. Regional Learning Material Resource Center

(RLMC)mass produce these CSMs and INSETs and distribute them to PROBE satellite

schools during in-service trainings conducted either by the PROBE fellows or

theISFs.The fourth component is about the evaluation of the entire project. Australian

expertson evaluating training programs came to the Philippines to evaluate the

entireprogram. DECS officials, teachers, and students were interviewed. Written

evaluation(checklist) was also used. The result showed that the project is successful.

Because ofthis positive result, the project received additional funding from the AUSAID

and atwo and a half year extension was granted.The PROBE project does not heavily

employ high tech equipment, like computersand Internet, in training teachers. It is the

innovative approach of "empowering" theteacher by asking them to develop their own

resources and in localizing the materialthat made the project successful. As an output of

the project, teachers now think ofthemselves not merely as classroom teachers, who

used textbooks prescribed by theDECS as their bible, but as curriculum planners,

agents of change, and facilitators oflearning.b. DOST Program.As already mentioned,

DOST collaborated with government institutions (PNU,UPNISMED, UPOU, DECS,

CHED) and non-government institutions (PTV,ABS-CBN, FUSE, IBM) in facilitating in-

service trainings of teachers. TheCONSTEL project, mentioned earlier is a DOST

funded project.The yearly summer trainings in math and science via the RSTC in each

of the 14regions of the country is an initiative of the SEI-DOST. This yearly summer

trainingsmade a great impact on the effectiveness of basic education teachers.The

Project Rescue Initiative in Science Education (Project RISE) - a project thataims to

equip non-science major Science teachers (teachers who are forced to teachscience

but not prepared to teach the subject) in teaching science is an initiative of theSEI-

DOST. This project, which was managed by the RSTCs in their respective

region,started in 1998 and ended in 2000.A relatively new project of the SEI-DOST,

which was first piloted in Region 13(Caraga Region), is the Mobile Information

Technology Classroom (MITC) . MITC isactually an air-conditioned bus that is equipped

with laptop computers, LCD projector,audio devices, and TV-VHS set. The MITC project

aims to bring InformationTechnology to teachers and pupils in the far-flung rural

areas. Teacher-trainor aboardthe MITC bus teaches both the elementary teachers and

pupils the basic computeroperations . Sets of Educational software package were

introduced to both the teachersand pupils (in separate sessions). This project also aims

to allay teacher's fear aboutcomputers and to encourage her to consider it as an

alternative teaching device.

Parents-Teachers Association (PTA) officials were encouraged to initiate

theprocurement of computers through voluntary contributions.On Innovative Aspect of

the Teaching/Learning Package.Technology-wise,  innovation in teacher training

comes with the introduction of IVLE.IVLE is an enterprise wide e-learning management

system specifically design toempower lecturers, teachers, and trainers to manage and

support teaching and learningover the web. The rich set of easy to use tools brings

teachers and students even closerwith constructive communication in a virtual world,

IVLE, designed and developedby the National University of Singapore (NUS), was

shared to UPOU and DLSU inthe Philippines. It is an innovative program as it provides

a wide variety of tools andresources that can be added to a course in addition to its

ability to facilitate theorganization of course materials on the web. It provides tools for

discussion forum,online chat, automated quizzes, class distribution lists, electronic mail,

lesson plans,automatic index generation, staff homepages, course calendar,

subscription services,assignment repositories, templates, and much more (see

IVLE).Strategy-wise, innovations in the in-service training of teachers in

the Philippinescome with the use of constructivist approach in training. This strategy

may be outlineas follows:Step 1. Needs Assessment. Staff members (College

Professors) from the TeacherEducation Institution (TEI) conduct consultation with the

target clientele (e.g.teachers from DECS) on their training needs. Clienteles are

encouraged to suggestpossible training program they think answers their need.Step 2.

Participation of the Target Clientele in Preparing Training Design. With theassistance of

the staff members from the teacher Education Institution (TEI),clienteles are

encouraged to draft a training program that they believed would answertheir need. (This

strategy is based on the philosophy that target clientele knows whatthey need. They just

don't know how to address their need. This strategy is a way ofteaching them how to

"solve their own problem". This strategy is anchored on theprinciple of life long learning

which can be summarized by the maxim: "If you gave aman a kilo of rice, you feed him

for one day. If you teach him how to plant rice, youfeed him for the rest of his life."

Learning how to address ones own problem is lifelong learning.)Step 3. Designing the

In-service Training (INSET) Package. Curriculum experts fromTEI review the proposed

training program prepared by the target clientele and, after aseries of brainstorming

activities, comes up with a customized INSET package . Thenature of the clientele, their

prior knowledge and experience, school resources, andthe primacy of the need are

given due consideration in planning customized trainingprogram.Step 4. Validating the

Proposed Customized INSET Package. Another group ofcurriculum experts review the

proposed customized INSET package for validation.

Length (in number of days or hours) and proposed training dates are included in

thereview. Clienteles' preferred training dates is given due consideration. This

secondgroup of curriculum experts may propose amendments to the original plan.Step

5. Implementation of the INSET Package. In-service training program is

thenimplemented on dates and venue convenient to both the trainors and the

trainees.During the entire training course, face-to-face interactive is the usual delivery

mode.Traditional Lecture method is avoided. Instead, trainees are encouraged to

engage incollaborative work and act as a team in solving problems or in preparing

outputs. ForIn-service training where the trainees are expected to become trainors in

theirrespective region, division or school, INSET materials prepared by the

trainorsusually contains the following features: (1) Facilitator's Guide, (2) Presentation

Planfor Facilitators, and (3) Master Set of Resources.Facilitator's Guide

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

Evaluation, Resource List, and Materials and EquipmentNeeded as key

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

timeallotment for each activity, and author's guide for the facilitators.Master Set of

Resources contains all the learning materials or inputs that will serve asthe bases for

participants' construction of new knowledge.ConclusionAlthough a few universities, like

UPOU and DLSU, are at the forefront of educationaltechnology with the implementation

of online teaching with IVLE, a greater number(95%) of eacher Education Institutions

(TEIs) in the Philippines are still using theface-to-face interactive mode of delivering

INSET programs. Aside from financialconstraints experienced by these TEIs, one main

reason for negative or hesitantbehavior of some college professors is their lack of

adequate knowledge ininformation technology. A greater number of college instructors,

especially the olderones, can barely use a word processor. Many administrators and

college deans are notaware of the tremendous potential of online teaching in bringing

quality education toremote areas. Thus, there is a need for a country-wide campaign on

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

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

DepED MEMOS

Guidelines on the deployment of student teachers

Role of the Teacher Education Institutions (TEI)

The role of the TEI shall determine the readiness and   ability of the student teacher to go on off-campus.  It shall also request the Division Office to designate cooperating schools in the province/ city.Role of the Schools Division Superintendent

The SDS, in collaboration with the TEI and school principals, shall review and  approve  requests for cooperating schools; and. conduct orientation on  student - teaching with the TEIs inclusive of the Dean, College Student Teaching Supervisors, and the school principals / head teachers.Selection  of Cooperating Schools 

Cooperating schools provide the real-life setting for the student teacher to develop his/ her professional competence that is necessary to assume the role of an effective teacher.

Selection of Mentor/Cooperating Teachers

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

Duties and Responsibilities of the School Principal

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

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

Duties and Responsibilities of Students Teachers  

As the final phase of teacher-pre-service, internship provides the teaching intern the necessary experiences to gradually assume the role of a teacher under the guidance of a cooperating teacher. The student teacher shall be trained to develop the

habit of reflecting on, and process one’s experience and learn from it.  

Duties and Responsibilities of the University /College Supervisor/ Director of Student Teaching/ Teaching Internship

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

Top 10 Tips for Student Teachers By Melissa Kelly, About.com Guide

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

6. Befriend the Office StaffThis is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.

Coworkers and Teaching

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

How to Be a Good Student Teacher

Updated: February 04, 2011

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

Things you'll need: Electronic Personal Organizers Calendars Personal Organizers

1 .Consult at length with your master teacher at the start of the term. Be

sure you know what his or her philosophy of teaching and classroom

objectives are before you make large plans for classroom activities.

2 .Make arrangements with your master teacher to take a few minutes

each day to discuss classroom events, possible future activities, and

procedure.

3 .Inform yourself about any particular school regulations that you and

your students must abide by. Know the rules by heart so you can give

definite answers to your students, who will be testing your authority.

4 Familiarize yourself with relevant legal issues, such as those concerning

child abuse, substance abuse and sexual harassment among students.

5 .Show genuine interest in your students' schoolwork and progress, and

leave personal relationships with students to the school counselors.

6 .Show initiative and independence by assuming responsibility for the

preparation of individual lessons or entire learning units.

7 .Show resourcefulness by gathering materials and introducing

educational methods you are learning in your graduate studies.

Attachments

Photos

Sauyo High School

Sauyo High SchoolOrganizational Chart

 

My Cooperating Teacher

Mrs. Elizabeth A. Lascoña

My Students

1-Prudence

1- Diligence

Evidence of Community Outreach Program

At Rabosna Daycare Center

JENNELYN TABUT PEñAS184 Chestnut St. Fairview, Quezon City

Contact No. 09266711141jeenneeleenpenas@yahoo.com

______________________________________________________________________

SKILLS SUMMARY

•A future teacher pursuing Bachelor in Business Teacher in Education major in Technology and Livelihood Education

•Good communication skills•Proficient in MS Office application and Internet Research•Basic Stenography and Machine Shorthand

WORK EXPERIENCES

Jollibee SM Fairview 1Counter CrewDecember 2009- June 2010

Department of Environment and Natural ResourcesOffice of the Secretary (Head Executive Assistance)November 2008- February 2009

 •Data Encoder•Telephoning•Filing and Sorting records•Messenger work •Running errands

Observation, Participation and Community Immersion (OB)Sauyo High School2nd Laguna St. NIA Village Sauyo, Quezon City

Student Teaching (Practicum 2)Sauyo High School2nd Laguna St. NIA Village Sauyo, Quezon City

EDUCATIONAL ATTAINMENT

Tertiary:Polytechnic University of the Philippines Quezon City CampusDon Fabian St., Brgy. Commonwealth, Quezon CityBachelor in Business Teacher Education2007-present

Secondary:Sta. Lucia High SchoolJ.P Rizal S. Brgy. Sta. Lucia Novaliches, Quezon City2002-2006

Primary:Fairview Elementary SchoolFairlane St. Fairview, Quezon City1997-2002

PERSONAL DATA

21 years oldFemale90 lbs5’1Christian (Methodist)October 20, 1989Quezon City

OTHER SKILLSKeyboarding SkillsBasic HTMLLeadership Skills

SEMINARS ATTENDED“Enhancing Teaching Skills toward Professionalism” October 20, 2010

“Building Leaders: Developing Future Leaders in the Workplace” September 03, 2010

“Empowering the Youth towards a Sustainable Environment” February 26, 2006

“Functional Literacy: To Live and Love Well in a Healthy Philippines” December 11, 2007

References:

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

http://www.yahoo.com/http://www.google.com.ph/