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POLYTECHNIC UNIVERSITY OF THE PHILIPPINESCollege of Office
Administration and Business Teacher Education
TEACHER EDUCATION
Quezon CitySTUDENT TEACHING
Portfolio
of
Kimberly A. Ugalde
Bachelor in Business Teacher Education
Assigned to:
Maligaya High School
Maligaya Sub., Ilang-ilang St. Pasong Putik, Quezon City
S.Y. 2010-2011
Submitted to:
Prof. Sheryl Morales and Prof. Marilyn Isip
Coordinator/Adviser
March 2011
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
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College of Office Administration and Business Teacher
Education
Teacher Education
Quezon City
Approval Sheet
In partial fulfillment of the requirement for the degree
of Bachelor in Business Teacher Education, this specialproject
is entitled; Practice Teaching Portfolio has been
prepared and submitted by Princess Tiffany E. Alvarado for
approval.
Prof. Sheryl Morales and Prof. Marilyn Isip
Adviser
Approved with the grade of _______
TABLE OF CONTENTS
Approval Sheet
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Acknowledgement
Dedication
Prayer for Teachers
CHAPTER I. Introduction
CHAPTER II. Polytechnic University of the Philippines (PUP)
Profile
PhilosophyMissionVision
CHAPTER III. Maligaya High School Profile
HistoryVision
MissionOrganizational Structure
CHAPTER IV. Educational Updates
CHAPTER V. Brief Synopsis of Professional Readings
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The Ethics and Politics of Values Education, by Ivan
Snook
Student Teaching Guidelines
Local Articles, Journals and Learning Approaches
CHAPTER VI. Professional Development Plan/Career Plan
CHAPTER VII. Narrative Report
CHAPTER VII. Current Issues in Education
CHAPTER IX. Curriculum Vitae
CHAPTER X. Attachments
A. Picture
B. Lesson Plan
C. Daily Time Record
D. Evaluation form and Clearance
ACKNOWLEDGEMENT
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I would like to extend my sincere gratitude and appreciation to
all the
people who helped and cooperated in the preparation and
completion of this
manual.
I would like to say thank you for giving me the strength and
health to
do this work until it is done.
To my respectable professors, Prof. Sheryl Morales and Prof.
Marilyn F.
Isip for their assistance and guidance in the preparation of the
content of this
manual.
To my family members for their support and understanding, not
only
emotionally but also for extending their financial help to
finish this manual,
this also serves as my inspiration.
To my dear students who give me a meaningful time every day I
went
to school to teach them.
To my classmates and friends most specially the S.I. PEKS who
also
expressed their support and advice. For sharing their ideas with
me to make
this manual.
And above all, to our Almighty God who guides and gives me
strength
to overcome different challenges while doing my practicum.
I extend my sincerest thank you and appreciation.
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DEDICATION
I dedicate this manual to all of the people who gives their full
support,
patience, understanding and most of all their love that give me
strength, to
finish this manual and be inspired everyday in my life.
To my loved ones, who served as my inspiration to do this manual
and
for extending their assistance to finish my work.
And to all Bachelors in Business Teacher Education students
of
Polytechnic University of the Philippines, who will use this
manual as their
guide and reference.
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PRAYER FOR TEACHERS
Teachers Prayer
Help me to be a fine teacher,
to keep peace in the classroom,
peace between my students and myself,
to be kind and gentle
to each and every one of my students.
Help me to be merciful to my students,
to balance mercy and discipline
in the right measure for each student,
to give genuine praise as much as possible,
to give constructive criticism
in a manner that is palatable to my students.
Help me to remain conscientious
enough to keep my lessons always interesting,
to recognize what motivates each of my students,
to accept my students' limitations
and not hold it against them.
Help me not to judge my students too harshly,
to be fair to all,
to be a good role model,
but most of all Lord help me
to show your love to all of my students.
Amen.
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INTRODUCTION
INTRODUCTIONEducation is a life-long process of learning and to
become an efficient
and effective educator, you must first understand of value of
continuous
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learning because this would be the teachers tool in molding
individuals into a
better and more competitive one.
The first major step in moving from amateur status toward
gaining
competencies that mark the real professional is the student
teaching
opportunities to the educational theories and methods into
practice. Student
teaching is the first and foremost a learning situation. This is
the craft before
he has to put his skills on the lime in his own classroom. This
is the student
teachers chance to learn from his mistakes without causing harm
to his
students. This is the time for him to find out the strategies,
tactics and
teaching styles that best suit him. It is the time of trial and
error and for
growing confidence and beginning expertise. It is not a time of
perfection but
of striving for competence.
Through student teaching, a process whereby a potential
teachers
confirms to himself/herself and others that he/she as the
resourcefulness to
survive with an actual teaching situation, the prospect teacher
gain more
experiences that would serve as their credential in their path.
As we all know,
teaching is a noble profession. It requires a long preparation
and more
training sessions for them to be equipped in facing the real
environment that
awaits them in near future.
Student teaching serves as an internship in the profession
education
where theories, knowledge, attitudes and skills develop through
course work
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and observation are fused into more meaningful interpretation
through
practical experience in actual teaching situation.
PUP PHILOSOPHY
MISSIONVISION
GOALS
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THE PUP PHILOSOPHY
As a State University, the PUP believes that education is an
instrument
for the development of the citizenry and for the enhancement of
nation
building. It believes that the 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 of
humanist internationalism.
Mission
The mission of PUP in the 21st century is to provide the highest
quality
of comprehensive and global education and community services
accessible to
all students, Filipinos and foreigners alike.
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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 shall maintain its traditional mission based on its
founding
philosophy and at the same time propose additional changes that
will greatly
enhance the realization of this mission in the context of a
global society.
Therefore, on the strength of the PUP philosophy, the University
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
academic 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;
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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 field 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 excellence in a continually changing world; and
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10. Build 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 and facilities for active participation in the
creation
and use of information and knowledge on a global scale.
Vision
The Polytechnic University of the Philippines envisions itself
as a pre-
eminent national and international leader in higher education
and an
innovative global powerhouse of quality and relevant education,
dedicated to
educating tomorrows leaders and scholars through the highest
quality
learning experiences and growth in instruction, research and
service to our
country and the international community.
10-Point Vision Towards a Total University
1. Foster high quality campus environment;
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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 principles of academic freedom and
responsibility;
7. Promote academic excellence in student/faculty
performance
nationally and internationally;
8. Nurture and enrich cultural heritage;
9. Integrate Information and Communication Technology (ICT)
with
instruction, research, service and production; and
10. Evolve wholesome living and working environment for
faculty,
employees and students.
Goals
Reflective of the great emphasis being given by the countrys
leadership aimed at providing appropriate attention to the
alleviation of the
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plight of the poor, the development of the citizen and of the
national
economy to become globally competitive, the university shall
commits 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 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.
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MALIGAYA HIGH SCHOOL
MISSIONVISION
HISTORYRepublic of the Philippines
MALIGAYA HIGH SCHOOL
Maligaya Sub., Ilang-ilang St. Pasong Putik
Quezon City
VISION
Maligaya High School is committed to provide accessible and
quality
education to the deprived and underserved communities in order
to produce
upright, healthy, economically self-sufficient and peace-loving
citizen.
MISSION
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To be an institution which will produce highly skilled,
intellectually equipped
and values-oriented individuals who are united in a common
aspiration in the
service of God and Country.
A GLIMPSE ON MHS HISTORY
Maligaya High School, formerly Lagro High School Maligaya Park
Annex,
stands as a landmark of the governments concern for the welfare
and
progress of the people. It is a symbol of governments commitment
to make
education accessible to all.
Based on transfer Certificate of title Numbered RT (149905) and
RT
89086 (144907) issued by the Register of Deeds of Quezon City,
Metro Manila
Philippines, this parcel of the land where MHS rose was donated
by the
Biyaya Corporation represented by its General Manager, Mr. Paul
Sysip to the
Quezon City government represented by Hon. Ismael A. Matay,
Jr.
The said parcel of land consists of 19,169 sq. meters more or
less
and located at the heart of Maligaya Subdivision where a
two-story building
with six (6) classrooms caters to the students living within the
community
and its adjacent subdivisions.
The building was blessed and formally turned over to the
Division
of City Schools represented by Dr. Alma Bella O. Bautista,
Assistant Schools
Division Superintendent on July 3, 1992.
The people who worked hard for the construction of this
building
were the following: Congressman Dante Liban, Atty. Godofredo
Liban II,
Barangay Captain of Brgy. Pasong putik, and Mr. Romy
Mallari.
The school formally opened in June 1992 and was granted
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independence in 2003.
Now, MHS in gaining emerging success from increased
populations,
installed physical improvement, acquired active participation of
stakeholders
and marked academic progress.
With schools mission and vision, Maligaya High School embraces
a
strong commitment to offer best quality education for the
welfare of the
Filipino learners who shall meet common aspirations in the
service of God
and country.
CURRICULUM DESCRIPTION
Key reforms in basic education have been put in place in the
areas
of nation learning strategies, school-based management, teacher
education
and development, resource mobilization and management, and
quality
management system among others as a demonstration of the
DepEds
commitment to provide the learners the best education that they
deserve.
After a four-year try out in a number of schools nationwide,
the
2910 Secondary Education Curriculum (SEC) which focuses on
teaching and
learning for understanding and doing by design will now be
Implemented inthe First Year level and shall be progressively
mainstreamed.
So, for SY 2010-2011, students in the Second to Fourth Year
levels
shall continue to undertake the 2002 Basic Education Curriculum
incoming
First Year students only.
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Principal
Angelita G. Regis Principal IV
Assistants-to-the-Principal
Susana B. Dauigoy Supervision
Arnel M. Peralta Student Affairs
Arlene G. Sandoval Miscellaneous
Affairs
Department Heads and
Chairmen
Gemme T. Pesigan Filipino
Arlene G. Sandoval English
Teresita C. Sajorda Mathematics
Lourdes L. Ligutan Science
Arnel M. Peralta Social Studies
Susana B. Dauigoy MAPEH
Erna S. Akyol TLE
Corazon D. Atilares Values
Education
Year Level Chair
Erna S. Akyol Furst Year
Lourdes L. Ligutan Second Year
Ederlina D. Belana Third Year
Daisy M. Torcuator _ Fourth Year
School Registrar
Josephine C. Tavares
Guidance Teachers
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Rosario A. Yu
Antonia Nunez
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EDUCATIONAL UPDATES
EDUCATIONAL UPDATES
SOCIAL EDUCATION
First of all, academic freedom is an ongoing issue of importance
to us
all. As Jack L. Nelson and Carole Hahn point out, social studies
is the school
subject most likely to deal with controversial topics, and is
the most
vulnerable to external and self-censorship, political
restriction, and the
chilling effect of potential scrutiny.
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James Daly points out, however, that many teacher education
programs do not prepare future teachers properly to deal with
issues of
academic freedom. Nancy C. Patterson reports the results of a
survey she
conducted that shows that teachers often make up for a lack of
pre-service
training in the issue through in-service training, but their
uncertainty about
the extent of academic freedom and wariness of dealing with hot
button
issues can lead to self-censorship.
This makes it all the more important for teachers to have a
strong
grasp of the legal framework and protections that exist for
academic
freedom. Two articles in this edition, one on freedom for
teachers, and the
other on freedom for students, summarize the current situation.
In the first,
Michael D. Simpson, a legal expert at the National Education
Association,
warns that teachers should not presume that their legal rights
are protected
by the First Amendment rather than by legally enforceable
teacher
contracts.In the second, Robert M. ONeil, author of several
works on
academic freedom, reviews legal decisions related to student
freedom, noting
that many contemporary speech issues involving student use of
computers,
cellular phones and other available technologies are just
emerging.
How do teachers navigate the issue of academic freedom in this
legal
context? Diana Hess, in her special column for this issue, makes
the point
that social studies teachers have a professional
responsibilityto educate
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students, no matter what protections might or might not be
provided by the
law, and that as professionals, their expertise about content,
pedagogy, and
their students makes it not just acceptable, but mandatory, to
make
decisions about what and how to teach. This requires academic
freedom,
and she urges that teachers should act in accordance with
the
responsibilities that come with academic freedom rights, even if
the law
does not guarantee these rights. In her judgment and experience,
it is a
characteristic of highly effective schools for teachers who
assume these
responsibilities with professional care and dedication to be
accorded the
academic freedoms they seek.
Two former NCSS presidents offer supportive words for social
studies
teachers: Todd Clark, who edited an earlier edition of Social
Education on
academic freedom, and Anna Ochoa-Becker, who offers guidelines
for
teachers who come under challenge. This issue also provides a
list of
institutions that support teachers in cases of academic freedom,
and
reproduces the NCSS position statement on academic freedom.
Apart from the special theme of academic freedom, this issue
offers
articles by our regular columnists on some engaging subjects. In
our
Teaching with Documents feature, Lee Ann Potter examines the
practice of
the filibuster, using as the featured document the signed
cloture motion in
the Senate for an end to the filibuster to block the Civil
Rights Act of 1964.
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The accompanying teaching activities enable teachers to
introduce their
classes to the history and practice of the filibuster.
Our Looking at the Law feature focuses on contemporary piracy.
In an
interview conducted by Tiffany Willey Middleton, Douglas
Guilfoyle outlines
the legal issues surrounding the prosecution of pirates. He
notes that pirates
cannot be considered to be military combatants, and must be
tried under
criminal law. International law provides authorization and
powers for states to
combat piracy, but some countries do not have a clear or
effective national
law against piracy, so that unresolved questions remain.
In his Internet column, C. Frederick Risinger examines the
common
core standards movement, and recommends websites that will allow
readers
to identify the goals of the movement, as well as the objections
of its
detractors. Risinger, a former NCSS president, emphasizes his
support for
expanding this initiative to include social studies standards,
and expresses
his belief that the marginalization of social
studies/citizenship education in
the U.S. curriculum is not only a disaster for all social
studies educators, but
is also a danger to the future of American democracy. In support
of this
belief, he recently wrote an open letter to President Obama
urging a stronger
national commitment to citizenship education. That letter
concludes this
edition of Social Education.
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BRIEF SYNOPSIS OFPROFESSIONAL
READINGS
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THE ETHICS AND POLITICS OF VALUES EDUCATION
Ivan Snook
Emeritus Professor of Education
Massey University
THE POLITICS OF VALUES EDUCATION
It is well known that values education was an important theme in
the
1970s and I shall return to that later on. What is frequently
said (indeed I
think I have said it myself) is that in the 1980s and 1990s
values education
disappeared off the educational agenda to be put back on only
quite recently.
But, I am convinced that this is the wrong way to look at it. In
fact, I want to
say, the decade from the middle of the 1980s to the present is a
time of the
most obvious, cunning and effective values education ever seen
in our
country. The young boy in Christchurch, the respondents in Tui
Motu and the
statement of the Hillary Commission strongly suggest that what
has taken
place is a change of value system and outlook right through a
generation of
young people; and what else is values education but the
systematic change
of the attitudes and values of young people in accordance with
some version
of reality. The trouble is, of course, that the values which
have been pushed
are those which fly in the face of the lessons of the past and
the values of our
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secular and religious traditions. To those of us with humanistic
and/or
religious perspectives this is a tragic outcome. And I want to
suggest, as part
of my theme, that those who so consciously promoted this values
education
are themselves beginning to recognise the social and personal
monsters they
have created; and they want values education in the schools to
fix it up.There
is a major irony in this, of course, since these are the very
people who have
vilified teachers, tried to de-skill them and attacked their
professionalism at
every turn. The agenda of the 1990s was clearly stated for those
who had
ears to hear it. In introducing her 1991 Budget, Ruth Richardson
said:
Tonights announcements are not just about how much money the
government will spend this year and how much it will take in
tax. They are
about the sort of society we will become a generation into the
future.
(Richardson, 1991 p 5). Is this not an explicit declaration of a
new approach
to values education? One which would take place throughout all
the
institutions of the nation. As a result of the policies,
universities and
polytechnics were transformed from communities of scholars into
businesses;
academic leadership and collegiality were replaced by management
and
hierarchy; students with commitment to knowledge and service
were
changed into apprentices for industry, shackled with debt and
unable to think
outside themselves. We were all encouraged to look out for
ourselves and
idealism became a sick joke. The leadership in selfishness was
provided by
our business and community leaders as they sought ever
increasing financial
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rewards for themselves and for those who followed their lead.
The education
community was cynically divided by policies of choice and
competition and
by bulk funding in particular. That divisiveness is still being
fosteredjust
read recent letters to Education Review. So the agenda was
announced, it
was followed slavishly and, if the evidence from the Hillary
Commission and
others is believed it worked! A generation with selfish values
was deliberately
created. It is worth reminding ourselves of a little history. In
the 1970s there
was a strong demand that the schools do more for the moral
education of the
young.
This plea was supported by the then Department of Education,
by
thoughtful members of the community, and by academics in
Education
departments. Older people here will remember the Ross Report and
the
Johnson Report, both of which suggested a strong values approach
to
education in our schools. They were strongly opposed by many
(but not all)
churches, by business people (such as the Employers Federation)
and by
groups (like the Concerned Parents Association) which claimed to
speak for
parents. In the early 1980s while the Labour Government was
beginning the
economic and social revolution which Ms Richardson was to
further, Russell
Marshall tried again to make the schools more receptive to the
values
dimension. Once again the same sort of groups gathered to oppose
it. On the
face of it, it is
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quite puzzling to notice that at the end of their social reforms
some of
thevery people who so bitterly opposed values education are now
to thefore
in promoting it. There are, I believe three interconnected
explanations for this
change of heart.
1. The first is a genuine recognition, though no full
acknowledgement,
that the reforms of the past ten or so years have wrought havoc
in the sphere
of social morality. It is indeed a belated recognition of the
other strand in
Adam Smith. We are familiar with his economic view that each
entrepreneur
acts and must act selfishly but because of the Hidden Hand this
in fact
benefits all. Through each pursuing her or his own ends, all of
us are made
better off. Unnoticed however is Smiths moral position: that
this is possible
and sustainable only against a common background of shared
community
values and mutual trust. Without that, said Smith, wealth might
grow but so
would violence and anti social behaviour. It is clear to all
that over the past
15 years, life in our society has become for many much nastier;
the income
gap has opened faster than in any other developed country;
crime,
delinquency and youth suicide have increased enormously. No one
can prove
any causal connection between social policies and social ills.
But in the light
of Smiths careful analysis, made a long time before our society
existed, it is
highly plausible. The Code of Social Responsibility proposed by
the previous
government and Mr Bolgers rather obscure talk of Social Capital
can be
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taken as a sign that, despite the reforms, they thought that all
was not well in
our society.
2. The second, and less flattering, interpretation is that among
these
people there is the growing awareness that a revolution cannot
be sustained
unless it is constantly renewed in the hearts of the young. On
this account,
the new support for values education is a call for a politically
biased school
system which will reinforce the revolution. On the face of it
values such as
loyalty, responsibility, duty, obedience and honesty are
domesticatingvalues.
They serve to reinforce the status quo and the power structures
which serve
the interests of the dominant group. We need only reflect for a
moment on
how the values of loyalty and submission and even love have
served the
oppression of women by men while generations of South Africans
and African
Americans were schooled to know their place and be loyal to
their exploiters.
3. The third and most cynical interpretation is that the
campaign for
values education comes from those whose personal and ideological
interests
lie in the denigration of state schools and the promotion of
private schools
which (it is alleged without evidence) do a better job of values
education.
Thus it is a continuation of the privatisation drive for which
recent
governments have been noted. It is important to recognise that
in the
ideology which has ruled our lives since 1984 there is no place
for the state in
education. Roger Douglas and Ruth Richardson, ideological
architects of the
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revolution, both make this clear in their books. Richardson sees
the end point
of the policies: the state will divest itself of all the schools
it owns. I ask
today if some of these extreme views lie beneath the current
promotion of
values education by private schools, the Catholic Education
Office, and the
world of business. What I am arguing is that all programmes of
values
education are dependent on political judgements. The ideas being
promoted
in the 1970s and 1980s presumed an open, democratic, pluralistic
society,
which was to be non racist and non sexist. Those opposed to such
a society
were consistent in opposing the values education which
pre-supposed it. For
them the immediate task was not the creation of communal values;
on the
contrary, schools had to be won over to individualism and
selfishness by
policies which set parents against teachers, schools against
schools, teachers
against teachers and principal against staff. Not for nothing
did the
Employers federation savagely attack the Johnson Report for
neglecting the
real world of work as they put it. Not for nothing were the
reforms
heralded by an attack on the standards of state schools. Not for
nothing were
the Picot safeguards of community participation such as
Education Forums
and the Parents Advocacy Council, cut off in their prime. We
meet today in
an institution in which a huge percentage of staff are alienated
from the
administrators and from the true role of the university. This is
not an
unwelcome side effect; such alienation and destruction of the
university ideal
was fully intended in the reforms themselves.
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Student Teaching Guidelines
This page provides information on the Student Teaching
experience in
Science Education.
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Requirements
To do student teaching in science you must:
1. Be registered for Education 65.04 or 613.2
2. Satisfy all pre-requisites and any co-requisites for 65.04 or
613.2
3. Have completed undergraduate science courses, including
advanced
electives, in the topic areas covered by the senior high
school
curriculum in the subject in which you will do your student
teaching
4. Have maintained close to a "B" average in science and related
courses
5. Be able to communicate effectively with students in a high
school
classroom
Normally you should be a science major or have completed a B.A.
or B.S.
degree in Biology, Chemistry, Geology, or Physics. You should
have most of
the 36 science credits needed for New York State teacher
certification. You
must apply in advance for admission to student teaching courses,
submit
your transcripts, and be approved by the Secondary Education
program and
the course instructor.
Placement
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5. You should refer all problems to your Co-operating
Teacher,
department head, or college instructor
Activities
1. Observing teachers and their classes, particularly your
Co-operating
Teacher; Guidelines
2. Teaching whole-class lessons or portions of lessons
3. Assisting your Co-operating Teacher in class and/or team
teaching
4. Helping or tutoring students individually and in small
groups
5. Assisting with laboratory work, field trips, demonstrations,
work in the
science preparation room
6. Learning and carrying out routine classroom and school duties
of a
teacher, as appropriate
NOTE that normally you will mainly observe and assist in the
first few weeks
of the semester, teach the class for all or part of a period
about once a week
during the middle of the term, and teach whole lessons once a
week or more
often in the final weeks of the term. You should teach your
first lesson to the
class no later than early March. You will normally do most of
your teaching in
one class of your Co-operating Teacher's program, but may also
teach
occasionally in other classes.
Observations
http://academic.brooklyn.cuny.edu/education/jlemke/courses/obs-guid.htmhttp://academic.brooklyn.cuny.edu/education/jlemke/courses/obs-guid.htm
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Your teaching will be observed during the term by a supervisor
from Brooklyn
College, either the course instructor or another faculty member.
You will also
get advice on your teaching from your Co-operating Teacher and
perhaps
from the department head. In the early part of the semester you
should
model your teaching after the routines and procedures of your
Co-operating
Teacher. Later you can try out various methods discussed in the
seminar or
original ideas of your own, with the Co-operating Teacher's
approval. Your
first official observation will mainly be diagnostic and count
least toward your
final evaluation. The last two observations of the term will
normally count
more and will look for progress and attention to recommendations
made to
you after the first observation.
Co-operating Teachers
Your Co-operating Teacher, also known as a Mentor Teacher,
receives credit
from the College for working with you. You should regard the
C.T. as a
primary source of information, advice, and guidance as you learn
how to
perform the role of a teacher. The classes in which you may
teach are the
responsibility of the C.T., and so you should defer to the
C.T.'s policies with
regard to the class. If you want to try something different,
discuss it in
advance. Co-operating Teachers know that you are there to learn
and to try
out teaching methods of various kinds and will generally be
willing to let you
use methods presented in the college seminar. Remember that
students get
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used to particular policies and procedures and teaching methods
and that
while they like variety, they may find new approaches confusing
at first.
Accept the guidance of your C.T. in general, but also show some
initiative in
proposing teaching ideas.
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PROFESSIONAL DEVELOPMENTPLAN
A PROFESSIONAL DEVELOPMENT PLAN OF CAREERPLAN
To gain skills and knowledge related to teaching strategies.
To develop a better knowledge and understanding of Arts
Learning
Area and develop a range of complementary teaching
strategies.
To increase understanding of how targeted strategies can
engage
students in learning and improved educational outcomes.
To integrate and apply new skills and knowledge to current
teaching
practices.
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NARRATIVE REPORT
NARRATIVE REPORT
Mixed emotions, I felt nervous but at the same time so happy
that at
last Im about to enter the next level of my practice teaching
career. It was
not for me to adjust, since it is not my first time in MHS
because Ive already
took my observation at the same school the difference is that I
am not
handling the second year anymore but the senior year instead.
One more
thing is that all of the people there are approachable and
willing to lend you
some help whenever you need some.
First week of my practicum, my critic teacher, Mrs. Lily
Palisoc, whose
handling five sections from fourth year level, let me see and
feel the
environment inside her classroom and whenever we get inside
each
classroom I let her introduce me in front of the class. The
following days she
let me handle her class without her giving assistance to me.
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The following weeks, most of the time we were doing projects,
since
my area is in line with related craft. In doing our projects we
are using, most
of the time, recycled materials like old magazine and alike. We
have different
categories in doing a project so different materials are
required to make one.
Every time I help my students in doing their project, I feel so
fulfilled because
I was able to help them giving my best and in my own way.
When my last week came, thats the time I felt so sad, in a way
that I
will not be able to help them anymore in making their projects.
And I will not
be their student teacher anymore. But I just take it positively,
that it is not
the end but it was just about the start of my career as a
Teacher.
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CURRENT ISSUES IN
EDUCATION
CURRENT ISSUES IN EDUCATION
Key Issues in the Philippine Education
Literacy 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
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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; and4) education mismatch.
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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:
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The Learning Objective
by Melissa Kelly
When a teacher takes the time to determine what he wants his
students to learn from a lesson, he is creating a learning
objective. These
objectives help shape the curriculum and daily lessons of the
course. Often,
the learning objectives for a course are mandated by your
district or state.
The federal government publishes guidelines, which some schools
ask their
teachers to follow. Further, outside forces such as high-stakes
testing can
affect the learning objectives of classroom teachers. Overall,
it is important
for you as a teacher to combine these elements and add your own
personal
vision to create an effective learning environment.
State and National Standards
Each state has its own system for developing standards, and
methods
vary from district to district. While there are some national
curriculum
standards developed by different councils and groups, there are
no official
national standards that all teachers and schools must follow.
Today, there are
arguments both for and against the creation of national
standards.
By allowing states to define their own standards and not
mandating
national standards, the federal government lets states determine
what to
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teach. For example, Texas social studies standards deal more
specifically
with state history than Florida social studies standards do. If
the national
government created standards, this type of individual focus
would be
impossible to maintain.
On the flip side, if national standards were mandated,
proponents
claim that curricula would be standardized across the nation. It
would
become much more likely that the information learned in American
history
class would not vary from state to state. This issue of state
versus national
standards will continue to be debated for quite some time.
High-Stakes Testing
Teachers across the nation are increasingly faced with the need
to
prepare their students for high-stakes testing. For example, at
this time all
students in Florida must pass the Florida Comprehensive
Assessment Test
(FCAT) in order to graduate from high school. Further, funding
and school
grades are based in part on the results of this test.
The goal of tests such as the FCAT is to ensure that students
meet
minimum levels of achievement at different grades throughout
their school
careers. There is also a desire to create educational
accountability. In a
perfect world, teachers would not have to change what they were
teaching in
order to fully prepare students for tests like the FCAT.
However, many times
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spend an inordinate part of your lesson on something that you
feel is not that
important for your students to learn, you are wasting precious
educational
time.
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A hardworking college student pursuing a degree in
BusinessEducation
Proficient in internet and MS Office applications
Basic HTML, Adobe Photoshop and Multimedia application
EDUCATIONAL ATTAINMENT
TertiaryPolytechnic University of the PhilippinesQuezon City
CampusBachelor in Business Teachers Education2007-2011 ( expected
)
SecondaryNorth Fairview High SchoolAurburn St. North Fairview
Subd., North FairviewQuezon City
2003-2007
PrimaryFairview Elementary SchoolFairlane St. Fairview Quezon
City1997-2003
FIELD EXPERIENCES
Maligaya High SchoolTeaching PracticumNovember 2010-February
2011
Land Bank of the Philippines (Quezon City Hall Branch)On-the-Job
TrainingNovember 2008 - February 2009
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SEMINARS ATTENDED
1st Dialogue Forum of Bachelor in Business Teacher
EducationPUPQC: Building and Strengthening a Learning
CommunityMarch 26, 2011
Polytechnic University of the Philippines, Quezon CityEnhancing
Teaching Skills towards ProfessionalismOctober 20, 2010
REFERENCES
Prof. Marilyn IsipCoordinator / AdviserPolytechnic University of
the PhilippinesQuezon City Campus
Prof. Sheryl MoralesCoordinator / AdviserPolytechnic University
of the PhilippinesQuezon City Campus
I, hereby certify that the above information is true and
correct
according to the best of my knowledge and belief.
Kimberly A. Ugalde
Applicant
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ATTACHMENTS:
DAILY TIME CARD
EVALUATION FORM AND
CLEARANCE
EVALUATION FORM AND CLEARANCE
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DAILY TIME CARD
For the month of November
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For the month of December
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For the month of January
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For the month of January
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For the month of February
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