HOLY CHILD COLLEGES OF BUTUAN

2nd St., Guingona Subd., Butuan City

A Portfolio

On

Student Teaching

In Partial Fulfillment of the Course Requirements in Educ. 14

Presented to:

Lolita P. Maragañas, Ed.D Supervising instructor/Associate Dean

Presented By:

Maryjia C. Relabo Student Teacher

HOLY CHILD COLLEGES OF BUTUAN 2nd St., Guingona Subd., Butuan City

APPROVAL SHEET

The documents attached herein entitled “A PORTFOLIO ON

STUDENT TEACHING” was wholeheartedly prepared and produced by

MARYJIA C. RELABO in partial fulfillment of the course requirements in

EDUC 14 is hereby approved.

Lolita P. Maragañas, Ed.D Supervising Instructor/Associate Dean

Dedication

The Student-Teacher would like to dedicate this portfolio to her family

that gave the tools and values necessary to be where she standing today, and

for giving all the inspiration and support she need.

Acknowledgment

The Student-Teacher would like to express her special thanks of gratitude to

the following persons:

To her family, for the financial assistance that help her successfully finished

her practice teaching and accomplished this portfolio.

To Dr. Lolita P. Maragañas, Ed.D, Supervising Instructor/ Associate Dean

for her untiring guidance, concern, support, encouragement, and most of all for the

love that she gave to all the practice teachers’.

To Mr. Felix G. Acebu, the principal of West Central Elementary School for

allowing us to conduct our practice teaching in the said school.

To her on-campus critic teacher, Ms. Dimemhor A. Cagape, and out-campus

critic teacher, Mrs. Gloria Botona, for their concern, encouragement, support,

understanding, and most of all their patient in checking the lesson plans.

To all the Kindergarten pupils of HCCB Posh Academy for their kindness,

cooperation and respect given to the student-teacher that inspires her to continue her

chosen career. Also she would like to extend her appreciation to her Grade IV pupils

of West Central Elementary School that she had handled, for their cooperation and

for being not only a pupils but a “Friends” that is always there in her side in times of

happiness and sorrow, and also they are the one who gave hope and strength to

pursue her profession.

And above all, to our Almighty God, for giving the strength, patience, guidance,

and for the continuous blessings and undying love.

TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………….i

APPROVAL SHEET………………………………………………………………ii

DEDICATION………………………………………………………………………iii

ACKNOWLEDGMENT……………………………………………………………iv

CHAPTER

1 DESCRIPTION OF THE COOPERATING SCHOOLS……….1

Brief History (HCCB)………………………………………

Vision, Mission, Goals, and CORE VALUES (HCCB)...

Vision, Mission, CORE VALUES (WCES)………………

2 NARRATIVE SUMMARY OF EXPERIENCES………………11

Student Teaching Experiences…………………………

Pictorials………………………………………………….

3 TEACHING INSTRUCTIONAL MATERIALS…………………29

Forms………………………………………………………

Lesson Plans……………………………………………..

4 EVALUATION AND ACHIEVEMENTS………………………..50

Student-Teaching Critiques by Cooperating Teacher..

Comments (Teachers and Pupils)……………………..

Certificate………………………………………………..

MAGNA CARTA AND CODE OF ETHICS………….……..61

PERSONAL VIEWS AND INFORMATION………………..79

Prayer of a Teacher……………………………………

Curriculum Vitae……………………………………….

DESCRIPTION OF THE COOPERATING SCHOOLS

Holy Child Colleges of Butuan

Early Beginnings of the HCCB

The Holy Child Colleges of Butuan was founded in 1998 to answer the

demand for special education in the CARAGA Region. It started as a special school

for the differently abed students with self-contained classes for the hearing impaired,

Down syndrome, autistic, slow learners and those with behavioral and learning

difficulties.

The founders shared their individual expertise to build the school on a solid

ground. Dr. Rodulfo P. Esteves, the visionary founder, an alumnus of the University

of the Philippines (Diliman, Quezon City) and University of Santo Tomas holds the

degree of Doctor of Philosophy in Development of Education. He has seven (7)

baccalaureate degrees and two (2) master’s degrees. He is a FELLOW of the

Psychological Association of the Philippines (PA), a member of Chi Sigma lota

Counseling Academic and Professional Honor Society International and a Diplomate

in Behavioral Medicine from the International Academy of Behavioral Medicine

Counseling and Psychotherapy (IABMCP) based in Colorado, U.S.A. He is great

achiever being a MEC-Philamlife Scholar of the University of the Philippines and a

“Benemeritus” (Magna Cum Laude) awardee in UST. He is a recipient of the

Outstanding Alumnus Award of the Agusan National High School, Professional

Excellence Awardee of the University of the Philippines, Lily Rosqueto Rosales

Awardee in the field of counseling and St. Antoninus of Florence Award as an

outstanding alumnus of the University of Santo Tomas.

Dr. Felomino A. Gargar is an alumnus of St. Francis Xavier College

Seminary, the Regional Major seminary of Mindanao and the University of Southern

Philippines. He is an eloquent speaker and prolific writer who became the

Outstanding Alumnus Awardee of the lone State University in Region XI, the USEP.

He is a FELLOW of the Psychological Association of the Philippines (PA), a member

of Chi Sigma lote Counseling Academic and Professional Honor Society

International and a Dimplomate in Behavioral Medicine, Counseling and

Psychotherapy (IABMCP) based in Colorado, U.S.A. He is an awardee of the Chi

Sigma lota for Professionlism and Integrity of the Counseling Profession. He is also

a recipient of the Diamond Cross Award.

Dr. Nietto L. Vitto is a scholar of Japanese University where he earned his

degree in Special Education. He is involved in many advocacies where he offered

his expertise as a “labor of love”.

Dr. Rogelio A.Gargar is a holder of the degree of Doctor in education at the

University of Southeastern Philippines and Mr. Jule Peter Esteves is the youngest

member of the Board with a degree in Business Administration and an international

certificate in Culinary Arts.

HCCB stands on a solid ground with the founders who committed educators

and who own brothers agencies, which support the school’s needs.

The pace of HCCB’s growth shows dynamism. After a wink of an eye, HCCB

now offers complete Elementary and complete Sunday High school (Distance

Secondary Education Program to provide education to those who cannot attend

formal education from Monday to Friday. Gasoline boys, yayas, farmers, vendors,

sales girls, and employees are provided with the opportunity to finish secondary

education utilizing the modular approach.

The first course offered under the Technical Education and Skills

Development Authority (TESDA) was the Two-Year Tourism Management in 2000.

The following year 2001, HCCB offered four (4) new courses registered under

UTPRAS, namely: Two-year Hotel Restaurant and Resort Management; Two-Year

Computer Secretarial; One-Year Caregiver. Another set of two (2) courses were

offered in 2003, that is, Two-Year Certificate in Practical Nursing (NCII) and Six-

Month Live-in Caregiver Course (NCII).

At the same year, HCCB took the lead in the offering of the Practical Nursing

Program in the Philippines. The Caregiver Program is designed to produce

professional caregivers to meet global needs.

CHED Programs offered include Bachelor of Science in Nursing; Bachelor of

Science in Criminology; Bachelor of Science in Elementary Education (BEEd) with

specializations in Special Education and Early Childhood Education; Bachelor of

Secondary Education (BSEd) with majors in Guidance and Counseling and

Business Technology; Bachelor of Science in Tourism (BST) and Bachelor of

Science in Hotel and Management (BSHRM).

Early in 2004, HCCB was granted permits to conduct and operate 150-hour

Security Guard Pre-Licensing Training and 52-hour Security Guard In-Service

Training, another pioneering achievement of HCCB.

In 2005, the Bachelor of Science in Guidance and Counseling and additional

majors in Bachelor in Secondary Education such as English, Mathematics, and

Biological Science were offered. A new curriculum under the Department of

Education was also offered: the Science and Technology High School (Day

Session) which is another innovation venture of the HCCB.

HCCB soars to greater heights with its noble pursuit to provide the most

relevant education to further social mobility among its graduates. Today, HCCB

continues to be the leader of global education at affordable cost. It now offers

Master of Arts in Guidance and Counseling.

The Holy Child Colleges of Butuan envisions to produce globally competitive

graduates who are developed on Christian virtues and guided by the precept

“Passion for Service and Excellence”, the Holy Child Colleges of Butuan is eager to

produce the following:

Educational leaders and implementers having pursued HCCB graduate

programs.

Educators/Teachers who are committed to community service.

Expert Criminologists or Criminal Justice Educators.

Trustworthy Security Guards.

Skilled technicians imbued with the value of nationhood,

Efficient and updated computer data encoders and office staff,

Excellent and globally competitive nurses,

Loving professionals caregivers,

Well-trained hotel stewards, resort and tourism managers,

Financial Managers, and

Experts in Business Economics

VISION

The Holy Child Colleges of Butuan provides an alternative educational

opportunity for the deserving but underserved sectors blending technology with

humanities in courses that will alleviate poverty and improve their quality of life while

at the same time responding to global needs and requirements for skilled human

resource with passion for service and excellence.

MISSION

The Holy Child Colleges of Butuan is committed to:

Provide a humanistic technological educational service to the deserving but

underserved sectors of the society.

Foster the value of excellence, integrity and leadership among students as

exemplars of Filipino culture and tradition.

GOALS

This Mission is translated into the following major Goals over the next ten

years:

1. To obtain Level II Accreditation of all undergraduate programs.

2. To establish a continuing professional education program in courses where

undergraduate programs are accredited.

3. To establish a strong research development and extension centers for the

continuing quest for knowledge to alleviate poverty and improve the quality of

life of the underserved sectors of the society.

4. To establish networks, locally and internationally, with other Research

Extension and Development facilities for responding to the dynamically

changing global trends.

5. To recognize outstanding students and faculty through exchanges and

fellowships locally and abroad and to grant awards and recognition to

deserving individuals.

6. To establish branches and external study centers in all regions of Mindanao

where its presence is needed.

CORE VALUES

H - Honesty

C - Compassion

C - Conviction in Passion for Service and Excellence

B - Build a Noble Character

West Central Elementary School

VISION

We dream of Filipinos who passionately love their country and whose values

and competencies enable them to realize their full potential and contribute

meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-

based and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen. Family, community,

and other stakeholders are actively engaged and share responsibility for

developing life-long learners.

CORE VALUES

Maka- Diyos

Maka-tao

Makakalikasan

Makabansa

STUDENT TEACHING EXPERIENCES

Practice teaching is one of the most memorable moments in my whole

college years. In this time mixed emotion are felt, happiness, sadness,

nervousness and excitement. This is the time were all the learning in last

semesters is being applied; a time to prove something; a time to be stronger; a

time to act.

Last November 2015, we started our practice teaching, a 280-hour of class

practice was required. I was assigned to teach kindergarten pupils in our in-

campus practice teaching at Holy Child Colleges of Butuan. I taught all subjects in

Kindergarten; English, Mathematics, Science, and Filipino. A number of pupils

made me easy to memorize their names but it was not enough to catch their

attentions. It truly needs patience and diligence to make every lesson interesting.

Then last February 2016, we had our off-campus practice teaching in West

Central Elementary School. There’s a lot of question running in my mind. Does my

cooperating teacher is strict or not? What year level or classroom I’ll be in? Does

the pupils are disciplined or noisy and unruly? Can I handle if I’ll be having some

noisy pupils? Does the pupils’ attitude are the same in private schools? Can I

manage their different attitudes/behaviors? Can I address and provide all their

interests and needs?

On the first day of my duty, I told to myself, this is it! I can do this! I got so

nervous as Mrs. Duro conducted an orientation and she assigned us to teach all

grade levels.

In every day of my duty, I can say that, the environment from the private

school is very different in the public school. I met children with different attitudes

and behaviors, teachers also. My mind is struggling if how I will handle fifty (50)

pupils in the classroom with different backgrounds. But I always told to myself that

“I can”. Thanks to those teachers who encourage that it’s part of our profession to

discipline those type of pupils. Most of the teachers I observed were great as they

share to me the words of wisdom and techniques to become a good teacher in the

future.

The feeling of being excited yet so nervous, that was felt for the coming

Grand-teaching Demonstration. I was assigned in Grade four, lowest section,

under the advisory of Mrs. Gloria Botona. The pupils were too noisy, even in a

simple instruction cannot follow and obey. Haaaysss! Three days, I was there to

teach them, and I was afraid because of having a hardheaded pupils. I gave them

the rules but still they are not following, not listening, always playing even if their

adviser, Mrs. Botona is there. I can say that; they were the pupils who’s not

showing respect to their teacher. It’s not easy to handle pupils like them. When

ma’am Botona leave the classroom, “NANGASABA KO”. I said to myself, “I QUIT”,

“LORD, NGANONG DIRI KO NIMO GIBUTANG?” crying. But I realized it’s my

mission, to discipline, and to help young ones to become good and to share my

knowledge to them. I will not surrender, because I know God is always there for

me.

My biggest fear came, “THE GRAND-TEACHING DEMO”, March 07, 2016.

I prepared a lot that day, my Lesson Plan, and instructional materials. I’m very

grateful that I had a responsible cooperating teacher who helped me in my lesson

plan. The tiredness, pressure, stressed, and sleepless nights are being paid off.

I learned a lot from my experiences and I’ve realized that I am lucky that I

came across West Central Elementary School. It opened my eyes to the hardships

of being a teacher. The problems that students faced every day and how we get

by with barely enough energy left after dealing with the students. I still have a lot

to learn and the things I need to learn will be gathered when I apply for a teaching

job. To teach is to learn as they say. The students are not the only ones learning

in the process the good teacher also learns from her students that make her a

lifelong learner. Always interested to broaden his/her horizons and already ready

to take on what life has to offer. Whether it is a good or bad experience we learn

from it. We know what to do next time and improve on what we have to improve

on. I’m not perfect but I try hard and I hope that it will enough. I intend to go the

extra mile and improve even more as I immerse myself to the teaching profession.

Though it is not an easy job and anyone who hears about it may think twice before

taking up a course in education but once you get charmed by teaching there’s no

getting out of it. I remember one of my teachers from elementary when she became

principal she was still looking forward to teach again. It only goes to show that it is

not just a noble profession but an addicting one. It’s surely a good addiction. I

would like to thank God for getting me through this grand demo. I appreciate all

the people I’ve encountered especially my cooperating teacher who was very

helpful. I will never forget my experiences and I hope to fulfill all my plans in the

future. I have learned a lot and I am craving for more wisdom to be bestowed upon

me as I enter the world of education as a full-fledge teacher.

A Detailed Lesson Plan

in Science for Preschool

I. Objectives

At the end of a 60-minute period, 75% of the pupils are able to:

A. identify matter and its phases,

B. give importance of matters through their shapes, size, weight, and texture,

C. classify the pictures of solids, liquids, and gases.

II. Subject Matter

Topic: Kinds of Matter

Reference: Science for Preschoolers, pp. 98-104

Materials: realias, pictures, laptop, food coloring, balloons

Values Integration: Appreciation

III. Procedure

Teacher’s Activity Pupil’s Activity

A. Preliminary Activities

a. Prayer

-Children, let us all stand for

the prayer. Queyan, will you

lead the prayer for us?

-Good morning children!

b. Checking of Attendance

-Say present if your name is

called.

Queyan

- In the name of the Father, the

Son, Holy spirit, Amen.

- Gentle Jesus, meek and mild.

Look upon each unfilled child.

Help us to be good, we pray

That we might follow in your

way. Amen.

- Good morning teacher Jia!

- Present!

VM

Alyka

Hannessa

c. Drill

“Solid, liquid, gas song”

-Solid (4x)

Liquid (4x)

And the gas (2x)

The 3 states of matter (2x)

Solid, liquid, gas(2x)

d. Review

-Last time, we tackled about

Caring for the Plants. What do

plants need in order for them

to live and grow?

-Yes! We should take care of

the plants for them to grow

healthy.

e. Motivation

-Let the children look around.

-Children, what have you seen

inside and outside the

classroom?

B. Developmental Activities

1. Presentation

- What have you observed

the song we sang a while

ago?

- Yes! Very good. And that’s

what our lesson for today.

The three (3) kinds of

matter.

- Present!

- Present!

- Present!

- Solid (4x)

Liquid (4x)

And the gas (2x)

The 3 states of matter (2x)

Solid, liquid, gas(2x)

- Plants need water, air,

sunlight, good soil, and proper

care in order for them to live

and grow.

- We have seen our bags, tables,

chairs, chalkboard, etc.

- Solid, liquid, gas teacher.

2. Discussion

-Everything you see around is

matter. Your tables and chairs,

and your bags are all matters.

Matter can be solid, liquid, or

gas.

-Solids are materials that

keeps its own shape even

when you move it. Hold your

tables and try to push it. Does

the table change its shape?

-Solids have different size,

shape, weight, and texture.

-Let them touch the objects;

rock, glass (without water),

and ask them its size, shape,

weight, and texture.

-Let’s move on to the second

kind of matter, which is liquid.

A liquid is anything that flows.

It does not have a shape of its

own.

-Look at the water in the

bottle, if I am going to pour it

on the floor, can we identify its

shape?

-Very good! It is because

liquids take the shape of its

container.

-Let them put a water into the

different containers and

observe. What have you

observed? Does the water

have its shape now?

-Very good! (Give them

different colors of food

- No, teacher. The table doesn’t

change.

- No, teacher we cannot.

- Yes, teacher! The water

become square, rectangle, and

circle because of its container.

coloring. Let them put it on the

water, and ask the changes).

-Show more examples like

perfume, alcohol, hair polish,

etc.

-We are done in liquids. Let us

proceed to gas. Gases are also

matter. A gas spreads out

easily to fill its container. It

does not have a shape of its

own. Now, put you palm

before your mouth. Blow

some air. Can you see the air?

Can you feel it?

-Show some examples; LPG,

floaters pool, tire, ball, smoke

of a car.

-Show to them the balloon.

Put its hole near in their face

to feel the air.

3. Generalization

-What are those three kinds of

matter?

-Very good! Can you give me

some examples of solids?

-Good! How about liquids?

-Very good! How about gases?

4. Values Integration:

Appreciate all the matters

around us.

5. Application

- Solid, liquid, and gas.

- Tables, chairs, books, pencils,

etc.

- Rain, water, juice, milk

- Air, balloons, ball.

Instruction: The teacher will

read to you the riddles and

you will guess the answer.

A solid, it is metal and

hard. You will use it

when you’re eating.

What is it?

It is a liquid. We can’t

live without this. It is

very important in our

body.

It is solid and has a

light color, smooth

texture. It can be

broken and you will be

using it when you

drink.

A matter that contains

gas. Many people have

this when they

celebrate their

birthdays. What is it?

It is liquid; you need it

in order for you to

grow. You will drink it

every time you wake

up in the morning, and

before you sleep at

night.

It is solid, rough in

texture, and its color is

red. You can see it

inside your classroom.

- Spoon and fork

- Water

- Glass

- Balloons

- Milk

- Table and chair

IV. Evaluation

Direction: Check (✅) the solids, cross out (❌) the liquids, and put a star ( ) for the

matters that contains gases

1. _______

2. _______

3. _______

4. _______

5. _______

6. _______

7. _______

8. _______

9. _______

10. _______

V. Assignment

Direction: Draw 1 solid object, 1 liquid, and 1 matter that contains gas.

A Detailed Lesson Plan

in English 4

I. Objectives

At the end of a 60-minute period, 75% of the pupils are able to:

A. identify prepositions in, on, under, beside, and above,

B. appreciate the importance of prepositions in the sentence;

C. supply the correct prepositions in the sentence.

II. Subject Matter

Topic: Prepositions: In, on, under, beside, and above

References: English 4, Learner’s Material, pp. 366-369

English for Global Communication, Grade 4, pp. 197-207

Materials: small house, pictures, projector/laptop, visual aids, marker

Values Integration: Appreciation, carefulness

III. Procedure

Teacher’s Activity Pupil’s Activity

A. Preparatory Activities

1. Prayer

- Everybody stand up please!

Rachelle, will you lead a

prayer for us?

- Good morning children!

- How are you today?

- I’m good too.

- Okay teacher.

Classmates, are you ready to

pray? Let us pray.

In the name of the father, son,

holy spirit. Amen.

Our Father, who art in heaven

Hallowed be Thy Name;

Thy kingdom come…

- Good morning teacher Jia.

- We’re good. How about you?

2. Checking of Attendance

- Who are absent today?

3. Drill

- Children, when I said In - you

are going to put your hands in

your pocket,

On – you are going to sit down

on your chairs,

Under- you are going to put your

hands on your head;

Above – you’re going to raise

your hands.

- Okay, is it clear?

- In, on, under, above

4. Review

- What was our lesson last

Friday? Did you still remember?

- Very good!

- What is a noun?

- Good!

- Who can give me examples of

nouns?

5. Motivation

- Action Song: In, on, under

One, two, three, four.

Where is the mouse?

The mouse is in the house.

Where is the cat?

The cat is in the hat.

Where is the fish?

- ____ and ____ are absent

today.

- Yes, teacher.

- The pupils’ will do the action.

- It’s all about Noun teacher.

- Noun is a name of persons,

place, animals, and things.

- Cat, dog, fish, etc.

The fish is in the dish.

Where are you?

I’m in the classroom.

In, on, under, in front of behind,

next to between….

- Class, did you enjoy the song?

- Okay, what have you observed

in the song we sang?

- Good!

B. Developmental Activities

1. Presentation

- Class, what have you observed

in the song we sang a while

ago?

- Very good! - And where does the animals

located, like the mouse in the song?

- How about the cat, etc.? - Good! - Now, look at the underlined

words.

The mouse is in the house.

The guitar is on the car. The train is under the airplane.

- What are the underlined words?

- Good! What do you call those underlined words?

2. Discussion

- Class, what do you think is the

meaning of prepositions? Look

back to the song we sang a

while ago.

- Yes, teacher.

- There are words like in, on,

under.

- There are animals teacher.

- In the house, teacher.

- In the hat,…

- In, on, under.

- Prepositions

- Connects to the other words

teacher.

- Okay, good!

- Prepositions connect nouns

and pronouns with other words.

- Prepositions tell where

something is placed or located.

(Show them the small house)

- Here are the prepositions that

we are going to study this

afternoon.

- Okay, let’s begin with the

preposition in.

- In – means inside

- Now class, observe the house.

Where is the ball?

- What is in the house?

- What preposition is used in the

sentence?

- Class, when can we use the

preposition in?

- Very good!

- Now, can you tell me where the

kite is?

- What is on the roof?

- Very good!

- Class, what preposition is used

in the sentence?

- The ball is in the house.

- The ball, teacher.

- The preposition in.

- We used the preposition in if

something is inside.

- The kite is on the roof?

- The kite.

- The preposition on, teacher.

- When can we use the

preposition on? Any idea?

- Let’s proceed to the preposition

under.

- Class, can you see a cat?

- Where is the cat?

- Very good.

- What preposition is being used

in the sentence?

- Very good! When to use the

preposition under? Who has an

idea?

- Good!

- Under – means below

something or lower than

something else.

- Let us go on with the

preposition above.

- Tell me where the bird is

located?

- What is above the roof?

- What preposition is used in the

sentence?

- Good. When can we use the

preposition above?

- Above – means higher than

something

- If something is on top.

- Yes, teacher.

- The cat is under the house.

- The preposition under, teacher.

- If an object is below something.

- The bird is above the roof.

- The bird, teacher.

- The preposition above,

teacher.

- If it’s higher than something.

- Class, I have here another set

of pictures. Look at the pictures

and fill in the blank with correct

preposition.

- Picture #1.

The dog is ___ the box.

- Class, what do you think is the

correct preposition to be use in

order to complete the

sentence? Who wants to

answer?

- Why in, not on, under, or

above?

- Very good! Everybody read.

- How about in picture #2? What

should be the correct

preposition? Is it in, on, under,

or above?

- The book is ___ the table.

- In picture #3?

- The cat is ___ the table.

- Preposition in.

- In because the dog is inside the box.

- The dog is in the box.

- The book is on the table.

- The cat is under the table.

- In picture #4?

- The balloon is ___ the boy.

- Very good!

- Did you understand class?

3. Generalization

- What is prepositions?

- Very good! What are the

prepositions that we discussed

this day?

- Good! What preposition to be

use if it is inside?

- Very good! How about if it is on

top of something?

- What about the preposition that

is below or lower than

something else?

- Very good! How about the

preposition that is higher than

something?

*Values Integration:

- Why is preposition important in

our life?

- The balloon is above the boy.

- Yes, teacher.

- Prepositions connect nouns and pronouns with other words. It tells where the object is located.

- The prepositions in, on, under,

and above.

- The preposition in.

- The preposition on.

- The preposition under.

- The preposition above.

- The importance of preposition in our life is, it tells us where does a thing located and when does a thing happened.

4. Application

(Group Activity)

Instruction: Put the correct

preposition in the blank to

complete the sentence.

Group 1

The clock is ____ the door.

The ball is ____ the table.

The books are ___ the table.

The shoes are ___ the box.

Group 2

The boy is ___ the tree.

The sailboat ___ the chair.

The dog is ___ the chair.

The birds are ___ the tree.

Group 3

The clock is above the door.

The ball is under the table.

The books are on the table.

The shoes are in the box.

The boy is under the tree.

The sailboat on the chair.

The dog is under the chair.

The birds are above the tree.

The clock is ___ the picture

frame.

The book, lamp shade, and

flower vase are ___ the table.

The ball is ___ the table.

Group 4

The clothes are ___ the cabinet.

The clock is ___ the picture

frame.

The pillows are ___ the bed.

The clock is above the picture

frame.

The book, lamp shade, and

flower vase are on the table.

The ball is under the table.

The clothes are in the cabinet.

The clock is above the picture

frame.

The pillows are on the bed.

IV. Evaluation

Direction: Identify which preposition is to be used in each sentence. Encircle it.

1. The ball is ( in, on ) the box.

2. The food ( in, on ) the plate is my favorite.

3. The pupils are ( in, on ) the classroom.

4. The cat is ( in, under ) the round table.

5. The balloon is ( under, above ) the boy.

V. Assignment

Direction: Make sentences using prepositions in, on, under, and above. Three

(3) sentences each prepositions.

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act

to promote and improve the social and economic status of public school

teachers, their living and working conditions, their terms of employment and

career prospects in order that they may compare favorably with existing

opportunities in other walks of life, attract and retain in the teaching profession

more people with the proper qualifications, it being recognized that advance in

education depends on the qualifications and ability of the teaching staff and

that education is an essential factor in the economic growth of the nation as a

productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for

Public School Teachers" and shall apply to all public school teachers except

those in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in

classroom teaching, in any level of instruction, on full-time basis, including

guidance counselors, school librarians, industrial arts or vocational instructors,

and all other persons performing supervisory and/or administrative functions

in all schools, colleges and universities operated by the Government or its

political subdivisions; but shall not include school nurses, school physicians,

school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to

the selection and appointment of teachers shall be clearly defined by the

Department of Education: Provided, however, That effective upon the approval

of this Act, the following shall constitute the minimum educational qualifications

for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree

in Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or

its equivalent with a major and a minor; or a Bachelor's degree in Arts or

Science with at least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses,

Bachelor's degree in the field of specialization with at least eighteen

professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational,

master's degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum

educational qualifications as hereinabove provided, the school superintendent

may appoint, under a temporary status, applicants who do not meet the

minimum qualifications: Provided, further, That should teacher-applicants,

whether they possess the minimum educational qualifications or not, be

required to take competitive examinations, preference in making appointments

shall be in the order of their respective ranks in said competitive examinations:

And provided, finally, That the results of the examinations shall be made public

and every applicant shall be furnished with his score and rank in said

examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the

Government, no probationary period preceding regular appointment shall be

imposed if the teacher possesses the appropriate civil service

eligibility: Provided, however, That where, due to the exigencies of the service,

it is necessary to employ as teacher a person who possesses the minimum

educational qualifications herein above set forth but lacks the appropriate civil

service eligibility, such person shall be appointed on a provisional status and

shall undergo a period of probation for not less than one year from and after

the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall

be assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended

permanent appointment for the position he is holding after having rendered at

least ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause

and as herein otherwise provided, no teacher shall be transferred without his

consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one

station to another, such transfer may be effected by the school superintendent

who shall previously notify the teacher concerned of the transfer and the

reason or reasons therefor. If the teacher believes there is no justification for

the transfer, he may appeal his case to the Director of Public Schools or the

Director of Vocational Education, as the case may be. Pending his appeal and

the decision thereon, his transfer shall be held in

abeyance: Provided, however, That no transfers whatever shall be made three

months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by

the Government if his transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from

the approval of this Act, the Secretary of Education shall formulate and prepare

a Code of Professional Conduct for Public School Teachers. A copy of the

Code shall be furnished each teacher: Provided, however, That where this is

not possible by reason of inadequate fiscal resources of the Department of

Education, at least three copies of the same Code shall be deposited with the

office of the school principal or head teacher where they may be accessible

for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy

equitable safeguards at each stage of any disciplinary procedure and shall

have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of

his choice and/or by his organization, adequate time being given to the

teacher for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher

shall be heard initially by a committee composed of the corresponding School

Superintendent of the Division or a duly authorized representative who should

at least have the rank of a division supervisor, where the teacher belongs, as

chairman, a representative of the local or, in its absence, any existing

provincial or national teacher's organization and a supervisor of the Division,

the last two to be designated by the Director of Public Schools. The committee

shall submit its findings and recommendations to the Director of Public Schools

within thirty days from the termination of the hearings:Provided, however, That

where the school superintendent is the complainant or an interested party, all

the members of the committee shall be appointed by the Secretary of

Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination

of services, based on other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall

take all steps to enable married couples, both of whom are public school

teachers, to be employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the

discharge of their professional duties, particularly with regard to teaching and

classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom

instruction shall not be required to render more than six hours of actual

classroom teaching a day, which shall be so scheduled as to give him time for

the preparation and correction of exercises and other work incidental to his

normal teaching duties: Provided, however, That where the exigencies of the

service so require, any teacher may be required to render more than six hours

but not exceeding eight hours of actual classroom teaching a day upon

payment of additional compensation at the same rate as his regular

remuneration plus at least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing

law to the contrary, co-curricula and out of school activities and any other

activities outside of what is defined as normal duties of any teacher shall be

paid an additional compensation of at least twenty-five per cent of his regular

remuneration after the teacher has completed at least six hours of actual

classroom teaching a day.

In the case of other teachers or school officials not engaged in actual

classroom instruction, any work performed in excess of eight hours a day shall

be paid an additional compensation of at least twenty-five per cent of their

regular remuneration.

The agencies utilizing the services of teachers shall pay the additional

compensation required under this section. Education authorities shall refuse

to allow the rendition of services of teachers for other government agencies

without the assurance that the teachers shall be paid the remuneration

provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the

following criteria:

(a) they shall compare favorably with those paid in other occupations requiring

equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for

themselves and their families; and

(c) they shall be properly graded so as to recognize the fact that certain

positions require higher qualifications and greater responsibility than

others: Provided, however, That the general salary scale shall be such that the

relation between the lowest and highest salaries paid in the profession will be

of reasonable order. Narrowing of the salary scale shall be achieved by raising

the lower end of the salary scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual

progression from a minimum to a maximum salary by means of regular

increments, granted automatically after three years: Provided, that the

efficiency rating of the teacher concerned is at least satisfactory. The

progression from the minimum to the maximum of the salary scale shall not

extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose

salaries are appropriated by a city, municipal, municipal district, or provincial

government, shall not be less than those provided for teachers of the National

Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least,

keep pace with the rise in the cost of living by the payment of a cost-of-living

allowance which shall automatically follow changes in a cost-of-living index.

The Secretary of Education shall, in consultation with the proper government

entities, recommend to Congress, at least annually, the appropriation of the

necessary funds for the cost-of-living allowances of teachers employed by the

National Government. The determination of the cost-of-living allowances by

the Secretary of Education shall, upon approval of the President of the

Philippines, be binding on the city, municipal or provincial government, for the

purposes of calculating the cost-of-living allowances of teachers under its

employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are

exposed to hardship such as difficulty in commuting to the place of work or

other hazards peculiar to the place of employment, as determined by the

Secretary of Education, they shall be compensated special hardship

allowances equivalent to at least twenty-five per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be

paid in legal tender of the Philippines or its equivalent in checks or treasury

warrants. Provided, however, that such checks or treasury warrants shall be

cashable in any national, provincial, city or municipal treasurer's office or any

banking institutions operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction

whatsoever from the salaries of teachers except under specific authority of law

authorizing such deductions: Provided, however, That upon written authority

executed by the teacher concerned, (1) lawful dues and fees owing to the

Philippine Public School Teachers Association, and (2) premiums properly due

on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical

examination shall be provided free of charge for all teachers before they take

up teaching, and shall be repeated not less than once a year during the

teacher's professional life. Where medical examination show that medical

treatment and/or hospitalization is necessary, same shall be provided free by

the government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their

traveling expenses by the government entity concerned in the first paragraph

of this Section.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the

consequences of employment injuries in accordance with existing laws. The

effects of the physical and nervous strain on the teacher's health shall be

recognized as a compensable occupational disease in accordance with

existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by

teachers in the public schools, they shall be entitled to study leave not

exceeding one school year after seven years of service. Such leave shall be

granted in accordance with a schedule set by the Department of Education.

During the period of such leave, the teachers shall be entitled to at least sixty

per cent of their monthly salary: Provided, however, That no teacher shall be

allowed to accumulate more than one year study leave, unless he needs an

additional semester to finish his thesis for a graduate study in education or

allied courses: Provided, further, That no compensation shall be due the

teacher after the first year of such leave. In all cases, the study leave period

shall be counted for seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall

be subject to the condition that the teacher takes the regular study load and

passes at least seventy-five per cent of his courses. Study leave of more than

one year may be permitted by the Secretary of Education but without

compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted

to teachers when the nature of the illness demands a long treatment that will

exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having

fulfilled the age and service requirements of the applicable retirement laws

shall be given one range salary raise upon retirement, which shall be the basis

of the computation of the lump sum of the retirement pay and the monthly

benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to

freely and without previous authorization both to establish and to join

organizations of their choosing, whether local or national to further and defend

their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights

established in the immediately preceding Section shall be exercised without

any interference or coercion. It shall be unlawful for any person to commit any

acts of discrimination against teachers which are calculated to (a) make the

employment of a teacher subject to the condition that he shall not join an

organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization

activities outside school hours, or with the consent of the proper school

authorities, within school hours, and (c) to prevent him from carrying out the

duties laid upon him by his position in the organization, or to penalize him for

an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations

shall be consulted in the formulation of national educational policies and

professional standards, and in the formulation of national policies governing

the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate

and prepare the necessary rules and regulations to implement the provisions

of this Act. Rules and regulations issued pursuant to this Section shall take

effect thirty days after publication in a newspaper of general circulation and by

such other means as the Secretary of Education deems reasonably sufficient

to give interested parties general notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the

provisions of the Act concerning the benefits herein granted to public school

teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain

or coerce any teacher in the exercise of his rights guaranteed by this Act or

who shall in any other manner commit any act to defeat any of the provisions

of this Act shall, upon conviction, be punished by a fine of not less than one

hundred pesos nor more than one thousand pesos, or by imprisonment, in the

discretion of the court.

If the offender is a public official, the court shall order his dismissal from the

Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and

their implementing rules inconsistent with the provisions of this Act are hereby

repealed, amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid,

the remainder of this Act or any provisions not affected thereby shall remain in

force and in effect.

Sec. 35. This Act shall take effect upon its approval.

Approved: June 18, 1966

The Lawphil Project - Arellano Law Foundation

Code of Ethics

Preamble

The National Education Association believes that the education profession

consists of one education workforce serving the needs of all students and that the term

‘educator’ includes education support professionals.

The educator, believing in the worth and dignity of each human being, recognizes

the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of

the democratic principles. Essential to these goals is the protection of freedom to learn

and to teach and the guarantee of equal educational opportunity for all. The educator

accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the

teaching process. The desire for the respect and confidence of one's colleagues, of

students, of parents, and of the members of the community provides the incentive to attain

and maintain the highest possible degree of ethical conduct. The Code of Ethics of the

Education Profession indicates the aspiration of all educators and provides standards by

which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any

provision of this Code shall be exclusive and no such provision shall be enforceable in

any form other than the one specifically designated by the NEA or its affiliates.

PRINCIPLE I

COMMITMENT TO THE STUDENT

The educator strives to help each student realize his or her potential as a worthy

and effective member of society. The educator therefore works to stimulate the spirit of

inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation

of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the

pursuit of learning.

2. Shall not unreasonably deny the student's access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to the student's

progress.

4. Shall make reasonable effort to protect the student from conditions harmful to

learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status,

political or religious beliefs, family, social or cultural background, or sexual

orientation, unfairly--

7. Exclude any student from participation in any program

8. Deny benefits to any student

9. Grant any advantage to any student

10. Shall not use professional relationships with students for private advantage.

11. Shall not disclose information about students obtained in the course of

professional service unless disclosure serves a compelling professional purpose

or is required by law.

PRINCIPLE II

COMMITMENT TO THE PROFESSION

The education profession is vested by the public with a trust and responsibility

requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly

influences the nation and its citizens, the educator shall exert every effort to raise

professional standards, to promote a climate that encourages the exercise of professional

judgment, to achieve conditions that attract persons worthy of the trust to careers in

education, and to assist in preventing the practice of the profession by unqualified

persons.

In fulfillment of the obligation to the profession, the educator--

1. Shall not in an application for a professional position deliberately make a false

statement or fail to disclose a material fact related to competency and

qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified

in respect to character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a

candidate for a professional position.

5. Shall not assist a noneducator in the unauthorized practice of teaching.

6. Shall not disclose information about colleagues obtained in the course of

professional service unless disclosure serves a compelling professional purpose

or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence

professional decisions or action.

Adopted by the NEA 1975 Representative Assembly

CURRICULUM VITAE

Personal Details

Name: Maryjia C. Relabo

Gender: Female

Age: 22

Birth Date: December 24, 1993

Birth Place: Vinapor Carmen, Agusan del Norte

Civil Status: Single

Parents Name

Father: Estilito C. Relabo

Mother: Fidelina L. Cabuenas

Educational Background

Elementary: Cervantina Elementary School (2006-2007)

Secondary: Vinapor National High School (2010-2011)

College: Holy Child Colleges of Butuan (2015-2016)

Course: Bachelor of Science in Elementary Education

Major in Early Childhood Education