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Student Teaching Portfolio By: Sir Em's
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Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City
Student Teaching Portfolio Of
EMERSON RAY RODRIGUEZ AGUINALDO Bachelor in Business Teacher Education
(A.Y 2010-2011)
Assigned at:
Polytechnic University of the Philippines Quezon City Campus
Don Fabian St. Brgy. Commonwealth Quezon City
Submitted To:
Prof. Marilyn F. Isip Prof. Sheryl R. Morales
Coordinator
March 2011
Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Quezon City
Student Teaching Portfolio Of
EMERSON RAY RODRIGUEZ AGUINALDO Bachelor in Business Teacher Education
(A.Y 2010-2011)
Assigned at:
Polytechnic University of the Philippines Quezon City Campus
Don Fabian St. Brgy. Commonwealth Quezon City
Submitted To:
Prof. Marilyn F. Isip Prof. Sheryl R. Morales
Coordinator
March 2011
TABLE OF CONTENTS
Dedication
Acknowledgement
Introduction
A Teacher’s Prayer
PUP Vision and Mission
PUP Quezon City Background
COABTE General Objectives and Course Outline
The Student Teacher’s Code
Community Outreach Program
Professional Career Plan
Weekly Narrative Report
Current Issues in Education
Appendices
Curriculum Vitae
Photograph Collection
Daily Time Record
Student Teaching Schedule
DEDICATION
It is with great humility that I present and dedicate this writing to my family,
friends, and future educators to someone who stood by my side and giving me all the
inspiration and support that I need. And most especially to the one and only source of my
strength, courage, knowledge and everything to our Almighty God… Thank you for
allowing me to bask in your loving presence as I continue facing the world.
Thank you very much!
ACKNOWLEDGEMENT
I would like to express my heartfelt appreciation for the people who helped me for
enhancing my skills, developing my potentials and exploring my abilities and capacity of
becoming a teacher with regard to my journey in this beautiful field of teaching. I want to
thank the following:
• Ms. Nora Ferrer and Mr. Ferdinand Ferrer, when the time that I decided to
to take the PUPCET thank you for the financial and moral support that
you’ve given me that is why I have the chance to enter the tertiary level
education.
• Ms. Kristel Joyce Delos Santos and Mr. Ian Genesis Fernandez, up to this
moment I will never forget what we’ve been through just for me to enter
the university.
• Members of the church choir, Ka. Ramon and Adora Manga, Ka. Liberty
Nova, Tita Nancy Ambay, Nanay Sol Padilla. This people really
contribute a lot of help when I am in times of need especially when it
comes to financial aspect. Thank you so much for all the good things that
you’ve done to me.
• BFF (Best friends Forever) Daisy Escaño, Romelie Gado, Marvin
Valenzuela, Jhimlet Dela Peña and Family, thank you for being there
always on the times that I am stressed and pressured for the bonding,
nightlife at Dela Peña Mansion Ka. Lita thanks for all your support to us,
our friendship really matters to me I hope nothing will change.
• Administrative and Faculty staff of PUPQC, for giving me the chance to
have my practice teaching in the university, and for trusting me during
the time when I am still a Student Assistant thank you for the opportunity
that the university had given me.
• Prof. Norberto Caturay, Prof. Marilyn F. Isip, Prof. Sheryl R. Morales, Dr.
Lily G. Mendoza, Prof. Artemus Cruz, Prof. Cleotilde B. Servigon, Prof.
Doris B. Gatan, Prof. Rosalinda R. Madelo, I want to thank all these
professors for their valuable guidance and assistance all throughout my
practice teaching. They served as my mentors I am truly affected their
spontaneous acts of love, appreciation and support I have kept all your
advice in my heart thank you very much.
• My Students, BBTE 1-1, BBTE 2-1, BSEM 1-2, BSBA-HRDM 1-1,
BSBA-HRDM 2-N, and DOMT 1-1. I want to thank them because they
served as my training ground they helped me to modify and improve my
teaching career. I’ve also learned a lot from them the time that we spend
together inside and outside the classroom was such an experience I would
remember forever.
• My Classmates, Einjels and True Friends. In four years of being together
thank you for all the joy, laughter, good and bad memories for everything
that’s happen to us lately especially now that we are about to separate
ways remember that God has a reason and purpose for all of this. Thank
you so much, hope to see each other again after years of our graduation.
• My Family, who always served as my inspiration for me to continue and
pursue my dream my victory in this battle is lovingly dedicated them.
Finally, I owe all of these to our Almighty God who gave me strength, guidance
and wisdom. I want to thank him for giving me the knowledge and skills that I have used
to pursue my chosen career and for making me feel that the profession that I have chosen
is not a regretful one. Thank you for all the blessings that you continue showered to me.
It feels my heart with so much joy. To God be the glory!
INTRODUCTION
Student Teacher Training is the preparation of an individual to be a professional
teacher. This part of training is manifested after the complex nature of the teacher
learning process while taking up the pre service education.
Individuals who intend to become a teacher are required to fully understand and
appreciate the genuine definition of teaching. And as teaching implies, it is the
systematic presentation of facts, ideas, skills, and techniques to the students. Although
human beings have survived and evolved as a species partly because of the capacity to
share knowledge, teaching as a profession did not emerge until relatively recently in
which designated people assumed responsibility for educating the young ones.
Teachers are like leaves that flourish everywhere but effective teachers are like
fruits, they are rarely found. In view of that, more than knowledge and skills, an effective
teacher should be compassionate and understanding. This kind of training inside the pre
service education, you will learn the important factors which are part of the components
in searching the true meaning of teaching profession.
Student Teaching is the foremost and most important step in moving from
amateur status on the way to gain the competencies that mark the factual professional
status. The true existence of this certain part of the student teacher training is not to be
focus only to the perfection itself but of striving for competence.
Student teacher training is a time for growing confidence and beginning expertise
to get a chance to learn and put the skills on the line of his own classroom.
A TEACHER’S PRAYER
I want to teach my students how--
To live this life on earth,
To face its struggles and its strife
And to improve their worth.
Not just the lesson in a book,
Or how the rivers flow,
But to choose the proper path,
Wherever they may go.
To understand eternal truth,
And know right from wrong,
And gather all the beauty of
A flower and a song,
For if I help the world to grow
In wisdom and grace,
Then I feel that I have won
And I have filled my place.
And so I ask your guidance, God
That I may do my part,
For character and confidence
And happiness of heart.
A TEACHER’S 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.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Vision
Towards a Total University
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.
It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:
1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise
and competence among all members of the academe, stressing their importance in
building a truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
well as the advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of country
and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of the
individual;
7. Make the students and faculty aware of technological, social as well as political
and economic problems and encourage them to contribute to the realization of
nationalist industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and
develop proficiency in English and other foreign languages required by the
students’ fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically
advanced academic community where people of diverse ideologies work and
learn together to attain academic, research and service excellence in a continually
changing world; and
10. Build a learning community in touch with the main currents of political, economic
and cultural life throughout the world; a community enriched by the presence of a
significant number of international students; and a community supported by new
technologies that facilitate active participation in the creation and use of
information and knowledge on a global scale.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at
providing appropriate attention to the alleviation of the plight of the poor, the
development of the citizens, and of the national economy to become globally
competitive, the University shall commit its academic resources and manpower to
achieve its goals through:
1. Provision of undergraduate and graduate education which meet international
standards of quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines
relevant and responsive to the dynamically changing domestic and international
environment;
3. Provision of more equitable access to higher education opportunities to deserving
and qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and
individual returns and benefits derived from the utilization of higher education
resources.
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the
enhancement of nation building;
Meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.
PUP: The Total University Ten-Point Agenda
1. Foster High Quality Campus Environment
2. Strategize and Institutionalize Income Generating Projects
3. Strengthen Research, Publications and Creative Works
4. Model Quality Management and Fiscal Responsibility
5. Improve Sense of Community Involvement and Linkages
6. Institutionalize the Principles of Academic Freedom and Responsibility
7. Promote Academic Excellence in Student and Faculty Performance Nationally and Internationally
8. Nurture and Enrich Our Cultural Heritage
9. Integrate ICT with Instruction, Research, Service and Production
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and Students
1. Foster High Quality Campus Environment
• Expand state-of-the-art campus development programs
• Promote strong and vibrant life in the campus
• Improve campus site
• Complete ongoing and new infra projects
• Repair and rehabilitate existing structures
• Upgrade classroom facilities and laboratories
• Fast-track construction of on-campus residence infrastructures (Hasmin and Condotel)
• Put up centers for specific purposes like the centralized accreditation center, research center, student center, student/faculty/admin health and recreation centers
2. Strategize and Institutionalize Income Generating Projects
• Offer quality consultancy and training services
• Improve outsourcing services
• Promote industry-academe linkages
• Amplify networking with alumni and friends of the University
• Generate income through commercialization of research outputs
3. Strengthen Research, Publications and Creative Works
• Provide incentives and benefits to faculty members who engage in research, textbook writing, and other creative works
• Encourage faculty members to present papers in national as well as international research colloquia, fora and conferences of professional and scientific organizations
• Institutionalize a Center for Data and Statistical Analysis
• Encourage collaborative research in the biological, physical and mathematical sciences
• Develop applied research in biotechnology, environmental science, information technology, and alternative fuel
• Develop strategies to increase external research funding both from private and government funding agencies
• Publish refereed research journals
• Device mechanisms through which linkages, partnership and research tie ups with S&T agencies could be expanded, strengthened and institutionalized
4. Model Quality Management and Fiscal Responsibility
• Bring about change in traditional bureaucratic organizational climate and culture
• Professionalize the bureaucracy through improved interpersonal relations and organizational practices
• Deliver needed services to end-users (students, faculty, and staff) utilizing material resources wisely, effectively, and promptly—right at the time that these resources are needed the most
• Exhibit political will to serve different sectors of the academic community
5. Improve Sense of Community Involvement and Linkages
• Make its presence felt by meeting the needs of surrounding barangays and other nearby communities
• Enhance student and faculty participation in outreach programs
• Keep both internal and external communities informed about the developments in community outreach programs of the University
• Strengthen accountability to the communities being served by conducting needs assessment, impact studies, and public general meetings
• Establish mutually beneficial linkages with national and international organizations, businesses, alumni and associates of the university.
6. Institutionalize Principles of Academic Freedom and Responsibility
• Advocate the practice of academic freedom in all aspects of academic life
• Recognize the importance of responsibility in practicing such freedom
• Foster mutual respect between and among members of the academic community—administrators, faculty, staff, alumni and family
• Develop control mechanisms that will check and monitor violations of such principles
7. Promote Academic Excellence in Student and Faculty Performance Nationally and Internationally
• Maintain an accreditation rate of at least 95% for all academic programs eligible for accreditation
• Increase recognition of centers of development/excellence
• Offer new programs such as Bachelor of Science in Biology, Bachelor of Science in Railway Engineering, Master in Engineering, etc.
• Pilot ladderized programs in HRM, Tourism, IT and other courses
• Increase student success in completing academic program as measured by high retention and graduation rates and high percentage of passing rate in different licensure board examinations
• Increase percentage of faculty with master’s and doctoral degrees
• Strengthen alliance with international institutions and agencies for student and faculty academic exchange and scholarships
• Upgrade academic programs and standards towards global competitiveness by developing learner-centered curricula that incorporate international and interdisciplinary components in the undergraduate, Graduate School and Open University
• Recognize outstanding students and student organizations, faculty and employees
• Pilot a “Tele-University” as an alternative delivery of instruction
• Increase recruitment, retention and graduation rates of foreign students
8. Nurture and Enrich Our Cultural Heritage
• Support worthy programs and projects that will nurture and enrich our cultural heritage
• Identify areas through which different cultural activities could be best nurtured and enriched
• Initiate and maintain partnership with the National Center for Culture and the Arts and other cultural organizations for future national and international productions/endeavors
• Strengthen degree programs in the Arts, Humanities, Languages and Linguistics and Communication
9. Integrate Information and Communication Technology (ICT) with Instruction, Research, Service and Production
• Technologize the campus
• Maximize application and utilization of ICT
• Strengthen web-enhanced and on-line teaching and learning in the Graduate School and Open University
• Computerize all campus operations
• Operationalize a University Management Information System (MIS)
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and Students
• Promote development and motivation of staff
• Provide incentives for faculty and staff
• Study possibilities for additional healthcare assistance to faculty and staff
• Invest in equipment and other capital development for efficient services
• Provide food courts and lounges to faculty members, staff and students
• Make the campus more attractive, healthy and safe
• Give members of the community a greater sense of participation and shared responsibilities in maintaining campus environment
PUP Quezon City Background
Polytechnic University of the Philippines Quezon City Campus (formerly known
as PUP Commonwealth) in Quezon City was established through the generosity and
benevolence of Mr. Walter Rothlehner, a German church leader and owner of a certain
square building situated at the Sikhay Compound Don Fabian Street Brgy.
Commonwealth Quezon City. 1119 National Government Center, Quezon City. Mr.
Rothlehner donated the said property to the Polytechnic University of the Philippines.
The PUP Quezon City is an established campus of Polytechnic University of the
Philippines with the National Government Center to bring quality education to the urban
poor communities especially the unprivileged families of Quezon City. PUPQC is one of
the branches of PUP Sta. Mesa Manila. It came to exist through its formal launching held
at the Misereor Hall, last July 29, 1997. Its commitment is to provide better education to
the youth of Quezon City and other localities. PUPQC continues to accept students
especially those who are less privileged class but deserving ones.
PUP Quezon City Campus is under the administration and supervision of the PUP
Open University through the directorship of Pro. Pascualito B. Gatan with the energetic
support of President Dr. Dante G. Guevarra.
PUP Quezon City is an extension of the Polytechnic University of the Philippines
which caters student residents of Quezon City, as well as the nearby cities and towns like
Caloocan, Bulacan, and Rizal.
As a member of the PUP system, the University provides education to students.
As of 2007, the campus offers six undergraduate programs providing the needs of the
business world. Programs offered include:
Undergraduate Programs
• Bachelor of Science in Information Technology
• Bachelor of Science in Entrepreneurial Management
• Bachelor in Business Teacher Education
• Bachelor of Science in Business Administration Major in Marketing
Management
• Bachelor of Science in Business Administration Major in Human
Resources Development and Management
Diploma Course
• Diploma in Office Management Technology
Graduate Programs
• Master in Educational Management (Distance Learning Mode)
• Master in Information Technology (Distance Learning Mode)
• Master in Public Administration
College of Office Administration and Business Teacher Education
GENERAL OBJECTIVES:
1. Realize the relevance of observation, Participation and Community Immersion to the
student’s preparation for a teaching career.
2. Share ideas on the objectives of the course and its contents.
3. Participate in determining the importance of the requirements of the course to the
teacher’s tasks.
4. Established effective working relationship with the teacher coordinator in the
attainment of the course objectives.
5. Appreciate the responsibilities of a student teacher.
COURSE OUTLINE:
Descriptions, objectives and requirements of the course (the students are given copies of
the course syllabus).
1. Familiarize student observers with their responsibilities to the prospective students and
teaching staff of the school where they will have their observation and ultimately
become their training institutions.
2. Integrate meaningfully classroom lecture to concepts, theories, principles and process
of teaching and learning.
3. Provide the student teachers opportunities to observe how principles of learning and
techniques of teaching are implemented in an actual classroom work.
4. Orient student teacher how to established good public and human relations with school
officials, staff and students.
5. Prepare the student teacher to acquire experiences through participation in classroom
work and special school assignments like participating in preparing test materials for
national competition in their field of expertise, training students for national
competition, room improvements, preparing bulletin boards, and other jobs related to
teaching which the school officials deem necessary.
THE STUDENT TEACHERS CODE (from Rivera and Sambrano)
A. Responsibility to the student
1. The student teacher is a professional practitioner in his relationships with his
students. All data concerning the school and the students must be kept
confidential.
2. The student teacher refrains from imposing his religion or political views upon
his students.
3. The student teacher recognizes his continuing need for understanding student
growth and development.
On the basis of understanding, he develops:
a. A learning program oriented to the individual capacities of his student.
b. A social climate which encourages personal integrity and social responsibility.
B. Responsibility to the Host School
1. The student teacher acts only though accepted channels of communication and
authority in the school system.
2. The student teacher recognizes his duties, responsibilities and privileges.
3. The supervising teacher is legally responsible for in control of the class;
therefore, the student teacher assumes only the authority which has been
delegated to him.
4. The student teacher respects the professional rights and personal dignity of the
supervising teacher, regular teacher, (critic or cooperating teacher) and other
staff members, the college supervisor and student observers in the classroom
situation.
5. The student teacher who encounters difficulty in a professional situation first
consults the supervising teacher. If he desires additional aid, he will take the
matter to the Department Head or Dean.
C. Responsibility to the Teacher Education Institution
1. The student teacher recognizes that any misconduct is a reflection upon the
teacher education institution. He upholds the standards of the institution in his
professional right.
2. The student teacher approaches his own learning institution with a positive
attitude.
3. The student teacher appreciates and makes constructive use of the assistance of
the student teaching or college supervisor in adjusting to professional practice.
D. Responsibility to the Profession
1. The student teacher shows pride in and considers himself a member of the
profession. He acts according to the established ethics in all matters.
2. The student teacher maintains membership in and supports professional
organizations.
3. The student teacher is a reader; he keeps up-to-date on professional matters
and current affairs.
4. It is the student teacher’s responsibility to obtain information about the legal
aspects of his professional practice and certification.
5. Placement
a. The student teacher, looking forward to placement, establishes a file in
the professional placement office.
b. Prior permission is obtained from people whose names are used as
professional references.
c. Applicants use only professional channels and do not employ political
pressure in obtaining a position.
d. The student teacher does not apply or underbid for a position held by a
qualified teacher.
e. In order that the administrator may best utilize the prospective teacher’s
ability the student teacher will be candid in the statement of his
competencies.
f. Upon acceptance of a contract, the student teacher withdraws all other
applications immediately.
COMMUNITY OUTREACH PROGRAM
REFLECTION
The Outreach Program that we held last December 11, 2010 at Rabosna Day Care Center
in North Fairview is really a heartwarming activity we did this activity not only because
of the Christmas Season, but also as a future professionals it is also our responsibility to
share something for the other members of our community. When we got there and the
programs are already started we can see the smile in every child that benefited with our
little gifts. When I witnessed that I’ve come to realize that I wanted to go back being a
child once more because as a child you are free from any problems you have nothing to
do but to play, eat, and sleep… I do hope that this child would have a better and brighter
future and be able to be a good citizen of our nations.
PROFESSIONAL CAREER PLAN
Presently I am a graduating student at the Polytechnic University of the Philippines
Quezon City Campus. At this point I am very happy that finally I almost finished my
tertiary level education. I have so many plans but my immediate plan after my
Bachelor’s Degree is to find a job right away weather be it a teaching or office career
upon having this I will save money because I want to take the LET exam not more than
one year after the graduation and after that I want to enroll immediately my Master’s
Degree I want to finished it five years below from the day I graduated from college. I
will not let myself to be stocked I want my career to move on I will not stop looking for
self improvement because that is one of the philosophy of the teacher to promote
continuous education. I know I can’t do all this without the helping hands of our
Almighty God so I always pray to him to continue shower me with all the graces and
blessings that I will be needing in my journey. All of this will be offered back to him. So
help me Lord.
Dream Big… Dream High… Do something to achieve it at the end of the day you will
end up Victorious…
Emerson Ray R. Aguinaldo
WEEKLY NARRATIVE REPORT
Week 1- November 8-12, 2010
After having my practicum 1 The Observation Participation and Community Immersion
here comes the practicum 2 The Student Teaching, this time I don’t feel much of the
nervous unlike the first day of my practicum 1 maybe it is because I am still in the
university and much of my students are all my students during my practicum 1 the BBTE
1-1, BBTE 2-1 and DOMT the new set of students I have now are the BSBA-HRDM 1-1
& 2-N and BSEM 1-2 so that I don’t have a major adjustment from the professor and to
the students. What I have to do is to know2 more my students especially the new class
that I have. It is the first week of the second semester I was just introduce by my
coordinating teacher to the class which I am going to take my student teaching they are
given an assignment for next meeting and for me this practicum 2 is just like a
continuation of practicum 1 but this time it is quite harder because I am really the one
who will handled the class.
Week 2- November 15-19, 2010
This week is really a start of being a student teacher, wanna know why? Because I enter
the class throughout the period all by myself I was kinda shock when the time I am
having a discussion as based on the assignment that was given to them I almost lost my
patience when there are students who seems like not interested to the lesson and when
they are having too much noise. But as much as I can I employ techniques and strategies I
have learned to catch their attention and I know to myself that I should have to exert
more effort and energy because it is just the beginning the worst has not yet to come.
On the other hand, I am sad because I miss my classmates and friends because they are
all having their students teaching outside the campus and we will only see each other
every Saturday. I missed our bonding the sharing of stories and experiences with our
handled class.
Week 3- November 22-26, 2010
Well, this is an unexpected week for me I only teach my Monday class after my second
period class I lost my voice, but the reason of losing my voice is not my teaching load
somewhat yes it is, it triggers my bad feeling until I totally got sick I had fever, cough
and colds so that the next day up to the end of the week I was absent in the school. I’ll
texted my coordinating teacher about what happen to me so they will know the reason of
my absences.
If possible I really don’t want this to happen because I want to go on with each lesson
especially the one that I really prepared and to be practical I missed 12 hours of my
students teaching but it’s ok because I am ahead compared to my other classmates
because some of them up to this time are not yet start taking their student teaching.
Week 4- November 29- December 3, 2010
This week is purely a classroom discussion in all my class all of us are already acquainted
with each other since this is the fourth week we had to go on with our lesson. I started the
class by checking their attendance before I go on with our discussion and every after
discussion I’ll give them a short examination just to let me know if they understand our
lesson.
Week 5- December 6-10, 2010
This week is exactly like the routine what we had last week the continuation and opening
of a new discussion in every class and sometimes it depends upon the class situation if I
am going to give them an assignment or a quiz just like the normal thing that I used to do
just to make sure if they really catch the lesson that we had.
Week 6- December 13-17, 2010
Well, this week is the last school week for this year we can now have our Christmas
vacation for the students I’ll give them their Christmas gift hahaha….. their vacation
assignments. I can’t stop myself from laughing when I see their reaction they are all
making angal but I need to do this vacation should not be an excuse for them not to study
they need to work on it so that it will serve as start of our topic when we meet next year.
Good luck to all and may we have a prosperous year to come yahoo…..
Week 7- January 3-7, 2011
This is the first school week for 2011, the students are still in the mood of the vacation
days but this should not be the reason not to start and continue the class. I collected their
assignments and have a discussion right away and I notice that there are some of them
who did not submit assignments and study their lesson maybe because they really enjoy
the season and they are not expecting me to start the class as early as first meeting of the
New Year.
Week 8- January 10-14, 2011
This week seems to be the busiest week for all the class that I have, we need to finish
discussing all the topics that are already discussed so that it can be included to their
pointers to review for their upcoming midterm examination. I used to fixed their schedule
as base on their usual class schedule what I tend to do is to have a batch examination so
that the classroom will be overcrowded and also to avoid cheating at the same time they
can answer and think well and on my part I want everything to be organized.
Week 9- January 17-21, 2011
This the week for Midterm Examination it is the second time that I have witnessed the
said activity but this time not as an ordinary student but as a student teacher. It is a great
pleasure for me because I am the one who made the exam I really feel that I am a teacher,
feel my authority within the class. As I watched the students taking up their exams it
flashback memories during the time when I was the one taking exam I saw one of the
most complicated scenarios on the life of a college student. On the other hand I am
looking forward to know the result of their exams for me to see how they have learned on
my subjects, Good lick to everyone!
Week 10- January 24-28, 2011
The midterm exams are over now the burden of checking their test papers (essay type and
worksheet) and recording of grades is on my hand I started to sleep very late at night at
around 2:00 a.m just to finish everything because it is a part of my duty as a student
teacher. It is not so good for me because some of the students failed in the exam but I
believed that it is normal for a student who does not pay attention to his lesson. But all in
all most of the student got a good grade in the exam which I can say that my passion for
teaching will not be wasted.
Week 11- January 31- February 4, 2011
It is a start of a new beginning, start of the second part of the semester new sets of lesson
is about to start so again I put extra effort by reading books and preparing some of the
materials that I will be needing in my class. And also I am continuing to think of a new
and other strategy that I can employ to my class because it seems that the students get
bored in the traditional kind of teaching strategy which is the normal classroom
discussion so I think of something to be added with what I used to have and I find it
effective because the students get focus on the lesson and it is very important that the
teacher should know when to change and employ other methodology to cater the needs of
the learner.
Week 12- February 7-11, 2011
Nothing new for this week continuation of the topics that needs to be discuss except the
fact that this week is the campus field trip I observe in every class they are all excited
about the event they are all talking what to bring and prepare until one class was asking
me not to have a class before the day of their field trip off course they not won because
my reason is its their choice to attend in the activity our class should not be compromise
and then they were saying “si sir para naman kayong hindi naging estudyante ” I just
smile at them.
Week 13- February 14-18, 2011
This week was a very busy days for me because aside from my regular teaching loads one
of my coordinating teacher ask me to handle one of her class and I did not notice that
there is a problem with the time schedule Thursday 7:30 – 10:30 and my class is 9:00 -
12:00 and so what I did since the classroom is just a step away I minimize the time to the
extent that the two classes will suffering with the situation. I started the class on time
before 9 O’clock comes I’ll give them something to worked on so that I can go to other
room. On the lighter side of the story I am happy because this week is the Valentine’s
Day and the students are very appreciative they give something to me greetings,
chocolate, that’s all hehehe…
Week 14- February 21-25, 2011
My schedule for this week is exactly what I have last week even if I get tired of it, It is
fine with me because I know it is a calling of the profession I was enjoying every class
because few weeks left the semester is about to end.
Week 15- February 28 – March 4, 2011
Weeks to go before my last day as a student teacher. I feel so sad for that because I am
so attached with my students. Since last week is the I.T week one of my class are being
excuse so we need to have a make up class to finish everything especially now that the
final examination is about to come. I find it also as an opportunity to extend our time
together with the students so far same scenes were done just like before but it seems that
its more dramatic because will going to say goodbye to one another.
Week 16- March 7-11, 2011
I am so exhausted with all the things that I’ve been doing as a student teacher but I am
enjoying it despite of the workloads that I have because of that even if the final exam is
about to happen next week I to my class I’ll give it to them this week yes off course they
are informed about that they’re exam is one week ahead with the rest of the students in
the university I’ll do it for my own convenience I’ll be stated to them the reason behind
all this and they are all agree with it for them to prepare to their social dance activity
good luck to all of us.
Week 17- March 14–18, 2011
This week was so very busy for me because the deadlines of different things were coming
on my way. But I am sure after all of this I’ve learned my lesson and that would be the
best treasure that I will bear forever. After the final examination lots of paper works are
waiting for at home test papers, final projects, practice set oh no… and so again I started
not sleep just to finished everything and to meet all my deadlines.
Week 18- March 21-25, 2011
This is my final week as a student teacher in PUPQC. I feel blessed to have my mentors
and my student’s thank you for being part of my student teaching training as I have told
you the last time we are gathered in a classroom for helping me to improve my
knowledge and ability so that I am here now.
Again thank you, I love you all and I will miss you a lot!
It’s time for me to take a rest yahoo… I’ve already submitted all the grade sheets to my
coordinating teacher 2 requirements left the OJT Dialogue Forum and the Teaching
Portfolio.
Happy it’s so nice to be happy….
CURRENT TRENDS AND ISSUES
STUDENTS PROTEST SLASH ON EDUCATION BUDGET By: Ryan Cristopher J. Sorote
November 09, 2010
CEBU, Philippines – Student activists protested in front of Commission on Higher
Education regional office yesterday to show their opposition to the cut on next year's
education budget that they believe would affect the funding for scholarships.
Over 30 students from different student organizations gathered in front of the CHED
office bringing with them placards and shouting to air their sentiments against the
government's move to slash by 33 percent or by P1.69 billion the education department's
original budget of P2.54 billion.
They said this would only further aggravate the problems that the commission is already
facing.
The protesters also fear that their will be more college dropouts because many students
will no longer be able to avail of scholarships.
Akbayan-Cebu chairperson, Lex Lucas said the government should help students to
achieve their dreams by building classrooms and improving facilities.
He is disappointed over government's "unjust actions" like giving more funds to the
Armed Forces instead of giving it to the education department which needs it most.
LFS-UP Cebu secretary general Melanie Montaño also said the government is putting
more importance on global demands instead of prioritizing the country's immediate
needs.
"Clearly, the budget cut in all state colleges and universities (SUCs) around the
archipelago sets ground for pursuing priorities basing on the demand of the world
market," said Montaño.
ASEAN RACE TO MEET UN MILLENNIUM DEVELOPMENT GOAL 2015 VIA SUSTAINABLE VOC-TECH
By: Preciosa S. Soliven November 18, 2010
To meet the UNMDG for national sustainability the Indonesian government is making
sure that 60 percent of their secondary schools will have the technical vocational
program. Only 28 percent are expected to enroll in the universities. The Thai Ministry of
Education is following suit to make sure 50 percent of their secondary schools will “go
TVET.” Acknowledging weakness in their current curriculum, Thailand is determined to
develop performance indicators for excellence. This is part of the report delivered at the
16th IVETA-CPSC international conference by Dr. Paryono, Deputy Director and
research specialist of SEAMEO VOCTECH center at Brunei Darussalam.
ESD in TVET 2010
Prof. Shyamal Majumdar, Director General of CPSC Colombo Plan Staff College for
Technician Education and Klaus Sodemann, president of IVET (International Vocational
Education and Training) Association together with the new TESDA Secretary, Joel
Villanueva co-sponsored the international conference with the theme “ESD in TVET”
last Nov. 3 to 5 at EDSA Shangri-La.
With just five years for UN member states to reach the UN Millennium Development
Goal of sustainability they stated that global efforts are on the rise in establishing
economic development strategies to enrich quality of life while taking care of the
environment. The mid-decade assessment of Decade of Education for Sustainable
Development (DESD 2005-2014) in Bonn Germany last year pointed out how high
global consumption together with the human destruction of the cosmic biodiversity have
caused resources to run out and therefore nothing would be left for our future
generations.
This poses a critical challenge to reorient education sector in rising ESD awareness.
Technical and Vocational Education and Training (TVET), as a major sub-sector and
being the largest producer and consumer of natural resources, has to play a vital role in
addressing sustainability. Therefore ESD principles are high on the agenda of TVET
institutions around the world.
Global ESD enablers in TVET
More than 60 world experts, senior administrators, decision makers and educators from
America, Europe, Africa and Asia Pacific presented their papers in four tracks: TVET
Curriculum for ESD, Green Technology approaches for Industry and Education,
Sustainable TVET Institutions through Partnerships and Alliance, Research, Monitoring
and Evaluation.
“Greening TVET” as a framework for providing enabling environment to learn skills,
learn and re-learn habit forming practices in the world of work was advocated by Prof.
Shyamal. With his lengthy experience in TVET Teacher training, ICT and Total Quality
Management he referred to the five dimensions of “Greening TVET” – First, the GREEN
CAMPUS means managing campus resources such as energy, water and fuel, to reduce
the carbon footprints of students, teachers and staff within TVET institutions; Second, the
GREEN TECHNOLOGY PROGRAM touches on projects to meet upcoming skills for
clean and green jobs; Third, to enhance daily life through GREEN COMMUNITY
extending ESD practice at the community level to extend the TVET movement to
society; Fourth, GREEN RESEARCH to foster the development of a research culture in
relevant areas of sustainable development; Fifth, promoting GREEN CULTURE to
strengthen ethical standards, attitudes and behavior that respect ecological resources and
values the requirements of the future generation.
Green jobs and skills
Dr. Sandra Rothboeck, Skills and Employability specialist of ILO Bangkok reported that
Climate Change adaptation and mitigation have become major drivers of change for
societies, economies, enterprise and workers to shift to a low carbon economy during the
last decades. A profound transformation in modes of production and consumption can be
expected. There will be a redefinition of job profiles. The global market for
environmental products and services is projected to double from $1370 billion per year at
present to $2740 billion by 2020. Half of this market is based in energy efficiency and the
balance in sustainable transport, water supply, sanitation and waste management.
Dr. Harry Stolte, head of the InWEnt, Capacity Building International spoke of trends in
work demands which are environment driven due to climate change. In building
construction there will be more need for assistant managers for sanitation, heating or
cooling systems, experts for alternative energy (thermal, wind, solar and water). Dr.
Stolte also announced the establishment of the new UNEVOC Center for Sustainable
Development.
Barriers in TVET
The Euro-Mediterranean Partnership allowed Turkey to promote her entrepreneurship to
enable her to join the EU (European Union) market. Funding SVET (Strengthen
Vocational Education and Training) project to the cost of 51 million euro between 2002-
2007 parallel to the MVET (Modernization of Vocational Education and Training
institutes which ran from 2003-2007 costing Turkey 4.5 million euro and EU 14 million
euro). Yet it fell short of the ideal target of 65 percent share of total secondary
enrollments while the enrollment in the past decade remains a constant at 35 percent.
According to Dr. Ilhan Gunbayi of Akdeniz University Faculty of Education in Turkey,
the main reason is that the Turkish students still consider technical professions least
prestigious and easy to enter compared to graduating from a university. Does that sound
familiar?
Dr. Gunbayi’s paper included a table comparing the distribution of enrollment in
VocTech secondary schools of European and OECD countries: Austria, 77.3; Belgium,
69.6; Finland, 66.7; Germany, 57.4; Italy, 59.8; Netherlands, 67.6; Norway, 57.5;
Switzerland, 64.8. Lower than 50 percent enrollees are France, 43.8; Japan, 24.3; Mexico,
9.4 and Turkey, 36.7.
Some professions like catering, real estate, surveying, etc. have been performed by
people without attending vocational schools in Turkey. Some of those jobs are still
performed by unqualified people. But in the near time, these professions will be
performed by technicians who graduated from vocational schools. A student who studies
in a vocational school must know that he will have a good job, earn more money, and get
good life conditions after finishing the vocational school successfully.
Thus, the enrollment rate to the VET in Turkey has not reached the target yet of 9th
Development Plan (2007-2013). However, if policies to increase the quality and
attractiveness of VET are put into action and new projects like SVET orienting VET
closer to the requirements of the employment system and the corresponding labor market
needs are started, it is expected that VET in Turkey will be preferred by 65 percent of the
students at high school level.
Other barriers to enhancing the quality of VocTech training are the lack of training
standards in the Turkish system. They merely serve administrative purpose. The content
is often a list of topics to be taught and without indication of levels required at the start
and the level to be achieved upon completion. Guidelines for assessing the student are
lacking and the technology is often outdated. Being teacher oriented it lacks flexibility to
meet local demands.
Many countries stress the need to place greater emphasis on TVET in the years to
come
Vocational Education has recently been one of the primary policy areas of governments,
industrialized or developing alike. Globalization of the economy, increasing international
competition, changes in demographic development and the labor market, are giving rise
to a need for new strategies on education and training policy. Economic development
depends a great deal on adapting TVET systems to meet social and economic demands.
For this reason many countries place a greater emphasis on highlighting the importance
of providing attractive qualified training programs and continuing training opportunities
in order to enhance employability and occupational mobility.
SINGAPORE TRAINING ADVANCES SUC’S OFFICIALS, FACULTYS
TECHNOLOGY EDUCATION. By: Rainier Allan Ronda
November 25, 2010
MANILA, Philippines – One hundred seventy-six faculty members and officials of 31
state universities and colleges (SUCs) have received training to boost their capacity to
teach engineering and other technology-focused college degree programs from experts of
the prestigious Singaporean educational institution, the Nanyang Polytechnic
International (NYP).
Dr. Patricia Licuanan, chairman of the Commission on Higher Education (CHED), hailed
Singapore’s Temasek Foundation, a non-profit philanthropic organization, for stepping
forward with the S$1.12 million grant that made the training program of SUC professors
and officials on technology education possible.
The beneficiaries included 96 specialist teachers in industrial electronics and
mechatronics engineering, 70 senior officials from the 31 participating SUCs, and ten
senior officials of CHED which included Commissioner William Medrano.
The training were held in eight batches conducted from January until this month.
Under a partnership forged late last year between CHED, Temasek Foundation and NYP,
the beneficiaries were trained in technical manpower development by their counterparts
from the Singaporean polytechnic institution known for its top-rate international faculty
and state-of-the-art facilities.
NYP is a training partner of the Singapore Ministry of Foreign Affairs as well as other
government agencies. It also supports the Singapore Government’s technical assistance
initiatives to help developing countries meet their manpower development needs.
Benedict Cheong, chief executive officer of Temasek Foundation, expressed hope that
the beneficiaries will spread the knowledge they have gained in the training program to
their peers in other SUCs.
“This capacity-building program complements the efforts of Philippine authorities to
develop its technical and technological manpower. After completing their initial training,
participants will continue to share their learning with their peers to facilitate
improvements in systems and processes that will enhance the standards of higher
education in the Philippines,” Cheong said.
DAGDAG NA 2 YEARS SA BASIC EDUCATION NAKALATAG NA Ni Malou Escudero December 05, 2010
MANILA, Philippines – Nakalatag na ang plano para sa pagbuo ng isang ad hoc board
na magsasagawa ng konsultasyon tungkol sa implementasyon ng karagdagang 2 taon sa
Basic Education o K12 program.
Ayon kay Senator Edgardo Angara, bagaman at hindi pa kasama sa budget ng
Department of Education para sa 2011 ang implementasyon ng karagdagang 2 taon, nasa
planning at assessment stage na ito.
Sinabi pa ni Angara na ang ad hoc committee board ang magrerekomenda ng
karagdagang taon sa school system at kung idadagdag ito sa tertiary level, ang gastos o
financial burden ay sasagutin ng mga magulang.
Pero kung ang karagdagang taon umano ay ilalagay sa primary at secondary levels, ang
pondo ay dapat manggaling sa gobyerno.
Suportado ni Angara, chair ng Senate Committee on Education, Arts and Culture, ang
karagdagang dalawang taon sa basic education curriculum.
Dapat umanong ipantay sa international norm ang bilang ng taon na ginugugol ng mga
estudyante sa eskuwelahan dahil kabilang ang Pilipinas sa iilang bansa sa mundo na 10
taon lamang ang basic education.
P 271. 6B 2011 EDUCATION BUDGET BIGGEST IN PHILIPPINE HISTORY P-NOY
By: Ding Cervantes December 09, 2010
CLARK FREEPORT, Pampanga, Philippines — President Aquino said here that the
P271.67 billion education appropriation in the 2011 budget, already passed in the Senate,
surpasses the education allocations of any of his predecessors.
“We have committed more resources to primary and secondary education to ensure that
the children of the 4.6 million (poorest of the poor) families have schools to go and then
be provided with skills for sustainable livelihood,” Aquino said in his speech after
leading groundbreaking rites for a P200-million Medical City here last Monday.
“This is the reason why we have increased the education budget in 2011 by 16 percent or
to P271.67 billion,” he added. Last Dec. 2, the Senate passed the proposed budget of P1.6
trillion for 2010.
He stressed that “no other administration has spent this much on education.”
This, even as the President also said that the 2010 budget as already passed in the Senate,
also provides an 11 percent increase in the budget for state universities and colleges
(SUCs), contrary to claims that funds for government tertiary schools have been slashed
lower.
“Despite the claims of some elements that we have cut the budget for state universities
and colleges, we have actually increased the total appropriations that they will receive by
more than 11 percent,” the President said. Budget already approved by the Senate “can
confirm this,” he added.
SUCs held recently a series of protest rallies directed at the President and Congress over
alleged big cuts in state funding for the tertiary education institutions. At least 87 SUCs
held various forms of protests. Even the conservative Philippine Association of State
Universities and Colleges (PASUC) joined the protest actions.
The protesters had quoted the President himself announcing 1.7 percent slash of budget
for 112 SUCs nationwide. The President was quoted as having said: “We are gradually
reducing the subsidy to SUCs to push them toward becoming self-sufficient and
financially independent, given their ability to raise their income and to utilize it for their
programs and projects.”
In an interview with the STAR, Budget Secretary Florencio Abad said “we are concerned
about SUC’s but there’s just too many of them.”
“Just because they are not getting enough does not mean the government has already
abandoned them. We are in a discussion with the Commission on Higher as we look at
rationalizing SUCs so we can truly have worthy centers of tertiary excellence,” said
Abad.
SMARTS SCHOOL CONFERENCE PROMOTES NEW TECHNOLOGIES FOR EDUCATION
The Philippine Star December 16, 2010
MANILA, Philippines - Leading wireless services provider Smart Communications, Inc.
(SMART) recently gathered more than a hundred key officials from academic institutions
based in Luzon and NCR for the first ever Schools Conference held at the Mandarin
Oriental Hotel, Makati City.
With the theme “Shaping Communities for the Future: Empowering Schools through
Mobile Solutions”, the event was spearheaded by Smart’s Community Solutions
department, which partnered with the academic community to develop breakthrough
applications that benefit both the school administration and thestudent body.
One of the conference highlights was the recognition ceremony for partner schools of
Smart’s Infoboard information system (Infoboard). A two-way web-based information
system that allows schools to send and receive real-time announcements via SMS
broadcasts, Infoboard has become a preferred information tool of schools all over the
Philippines. Infoboard facilitates the effective dissemination of relevant updates and
information, and likewise gathers feedback from among members of the school
community through a customized SIM card. The innovation has earned a nomination in
the 2009 GSMA Global Mobile Awards held in Barcelona, Spain.
To date, there are more than 200 partner campuses across the country that have been
distributing to their students customized SIM cards powered by Smart’s Infoboard
technology. SMART recognized several partner schools during the conference based on
four Infoboard categories.
1. Highest registered Infoboard users: Arellano University, Malayan Colleges, Mapua
Institute of Technology, Pamantasan ng Lungsod ng Maynila, Philippine Women’s
University, Systems Technology Institute (STI)
2. Highest number of broadcasted Infoboard messages: Far Eastern University
FERN College, Philippine Women’s University, Polytechnic University of the
Philippines
3. Highest Infoboard downloads (Multimedia content): Batangas State University,
Malayan Colleges, University of Baguio
4. Best practices in the use of Infoboard: University of Baguio, Ateneo De Manila
University, Our Lady of Fatima University, Mapua Institute of Technology
The Schools Conference also featured resource speakers who expounded on how new
technologies are impacting education in the Philippines.
Professor Michael Tan, UP dean for College of Social Sciences and Philosophy, spoke
about challenges of educational institutions that are related to social media;
UP Open University chancellor Dr. Grace Javier Alfonso shared the benefits of online
learning; Michelle Casio of Microsoft Philippines, Inc. presented their group’s new
innovations that are specific for schools and educators. Prof. Brad Geiser, co-founder of
Geiser Maclang Marketing Communications, Inc., discussed social media’s impact on
students.
Representatives from Smart who presented the company’s future plans included Dr.
Rodolfo Alberto Villarica, department head for Network and Platform Services; Tricia
Dizon, department head for Buddy and International Services; Giovanni Bacareza,
Department Head for Broadband, Internet, and Data Services; Joy Y. Sanchez,
Department Head for Customer Care; and Direk Carlos “Bong” Agustin, Media
Consultant for Smart.
SPED SEMINAR ON INDIVIDUALIZED EDUCATION PLAN The Philippine Star January 05, 2011
MANILA, Philippines - Patricia Muñoz, a fully credentialed special education teacher in
California, will hold a SPED seminar on Preparing an Effective Individualized Education
Plan (IEP), a Vital Tool in the SPED Program on Jan. 9. She will also conduct seminars
on Implementing an Effective Inclusion Program for Children with Special Needs on Jan.
16; How to Cope When Your Child or Student is Special, Jan. 23; Utilizing Instructional
& Curricular Modifications for Special Needs Students in an Inclusion Program, Jan. 30;
Utilizing Effective Strategies to Serve the Needs of Special Chidren, Feb. 6; and Creative
Music, a Powerful Therapy Intervention for Children with Special Needs, Feb. 27.
Seminars and classes will be held at Protégé SPED Center, Unit F, third floor, 732 N.S.
Amoranto St. (formerly Retiro) near cor. Sto. Domingo Ave, Sta. Mesa Heights, Quezon
City, with tel. nos.: 0918-3588855; 576-0869; 434-6064. Seminar hours are 9 a.m. to
5p.m. Registration starts 8 a.m. Weekday classes on the above modules and Basic Sign
Language may be conducted as per arrangement. Protégé offers tutorial lessons, therapy
services, educational assessments and consultancy on setting up special education schools
and programs.
ONE CHILD POLICY AND EARLY CHILDHOOD EDUCATION IN SOUTH CHINA
By: Preciosa S. Soliven January 13, 2011
NANCHANG, Jiangxi, China — Flight to Nanchang was delayed since our plane was
caught in the snow blizzard from Tibet, a highland province of China. Overnight stay in
the airport hotel required our getting up at four in the morning to catch the earliest flight
the next morning. Our tight schedule could not dislocate the programs already set by the
host’s months ahead with Mr. Jimmy Po, president and board vice chairman of the
Chinese Montessori Foundation of Taipei, a non-profit educational organization. This
included the formal induction ceremony of our hosts’ school into the Chinese Montessori
Foundation where local government officials with educators, parents and media people
were guests.
Parent-teacher forum at Nanchang University
Planes, train rides and first class hotel accommodations have been carefully pre-booked
months ahead. Our Chinese Sta. Ana Montessori branch coordinator, Kathy Chua and
one of our teacher trainors, Cecile Azurin accompanied me. Young lady receptionists and
teachers would greet us “Huan ying” from an attractive green reception counter with the
logo of the Chinese Montessori Foundation. The pictorial history of Dotoressa Maria
Montessori are displayed on the adjacent walls. A magazine stand with articles for
parents and the bimonthly Chinese Montessori Journals published by the Taipei
Montessori Association helped answer the new parents’ and grandparents’ questions.
Nanchang is filled with historical sights associated with the Communist Party. Before
holding the ECE forum at the Nanchang University, we were toured at the Teng Wang
Pavilion, which features a very huge and elegant ancient architecture with a three-tiered
pagoda tile roof. Our hosts, Mesdames Li Quiong and Ms. Wang are in-charge of the
university preschool that would be inducted into the Chinese Montessori Foundation
then.
Branded at first “capitalist roader” for offering commonsense corrective solution to the
excesses Deng Xiaoping went on to become China’s leader. His economic reform carried
his famous remark “to get rich is glorious.” From the mid ’70s Zhou Enlai (who groomed
Deng Xiaoping as his successor) did much to restore balance and China found a seat in
the United Nations in 1971.
The Nanchang University hall was filled with educators, students and parents. They were
very eager to learn the Montessori psychology, which promotes the full potential of
children from birth in contrast to the traditional pedagogy of educating children through
memorization. The video presentation of how the Montessori system replicated itself
yearly for 45 years producing the new Filipino children from infancy to adolescence
intrigued them. At the moment China is not inclined to use the system beyond preschool.
Hong Kong’s Ralph Yau and Daisy Lau talked about the “New Parenthood and the New
Children.” The parents posed several questions on their role in transforming the home
environ to condition their children to love work and order in lieu of mere play.
One fifth of humanity
Everyone knows that China is the most populous nation on earth. Even a richer country
might despair when faced with the necessity to feed, house, clothe and educate one fifth
of humanity. The official figure of the population now stands at 1. 328 billion. Half of the
population is under 21 years of age. Translated in terms of total population of the planet,
almost one person in every four is Chinese. For every 24 hours there are about 33,000
additional mouths to feed in China. In one year, China’s population increases more than
enough to replace the whole population of vast metropolis of Tokyo or New York.
China’s official goal of 1.2 billion by the year 2000 has been surpassed. A vigorous
campaign has been mounted based on the assumption that if 65 percent of the population
under 30 agrees to limit their families to one child the objective can be achieved. Since
the mid ’50s authorities have encouraged family planning through delayed marriages and
distribution of free contraceptives, but these policies were not effectively implemented
until the ’70s and then mainly in the cities.
Chinese experts said China could only support a population of 800 million. This is a
major reason for the great emphasis China has placed on birth control. Thus the reward
system for parents who raise only one child has guaranteed income bonus, more health
care subsidy, better retirement pension as well as being given priority in housing
allocation. Their only child also gets preferential consideration for day care enrollment
and even future job allocation.
ANALYZING GENERAL EDUCATION By: Isagani Cruz January 20, 2011
According to CHED Memorandum Order 59, series of 1996, general education demands
“an interdisciplinary approach which would help the students see the human being as an
integral person living in both a national and a global community.”
Let me continue to explain the key words in that sentence through examples.
First, the word “human.” In the film Patch Adams, the main character (played by Robin
Williams) protests when a doctor refers to a patient by number rather than by name.
Patients are human beings that have names and personalities.
Similarly, teachers that look at students as mere names in a class list are not doing their
job. A good teacher knows every single student, not just by name, but by attitude and
capability. When I observe a class, I have a simple measure for finding out if a teacher is
good or not: a teacher who divides a class into buzz groups by simply asking everyone to
count off is too lazy to sit down and figure out who can work best together.
Now, the word “integral.” Students know very well that they cannot shut off the world
when they sit down for a test. Their latest encounter with their classmates or their parents
necessarily affects their concentration. One of the problems with so-called standard
multiple-item tests is that they assume that everybody thinks exactly in the same way at
exactly the same pace. A student, like everybody else, is an integral person, which means
that he or she always thinks with the heart and feels with the brain.
The word “national” appears simple, but it is not. Look at newspapers. Last Sunday, only
one newspaper (Philippine STAR) thought of putting on its front page the news about 47
people dead because of floods in southern Luzon, the Visayas, and Mindanao. The other
newspapers thought that it was not of national importance, even if the rains affected most
of the country. Other newspapers routinely put things that occur in Metro Manila on its
front pages (even heavy traffic, for heaven’s sake!) and ignore major events happening
outside the center of government.
General education must make students aware that the country is much bigger than Metro
Manila. The Philippine Literature course (for which I did the syllabus) in the GE
curriculum makes this explicit: “The student must have written a term paper of at least
five pages analyzing one literary text written in the language of the region or by someone
born in the region where the school is located.” It is wrong to assume that Metro Manila
writers are superior to writers in other regions just because they live or work in the
capital. Literature in Cebuano or Capampangan is as “national” as literature written in
Tagalog or English. Literature in Tagalog or English is as “regional” as literature in Bikol
or Ilocano.
Finally, the term “global.” As early as 1996, it was already clear to CHED that the fate of
our country is closely tied to the fate of the whole world. We cannot say that climate
change, the knowledge economy, and the war on terror do not concern us. Like it or not,
even if we want to be nationalistic and think only about ourselves, Filipinos are dying
from floods during what should be the dry season, many of our best intellectuals are
working abroad, and somebody throws a grenade somewhere near us every so often.
Students must be made to realize that what we do affects everybody else, and what other
people do affects us.
Since I wrote the final draft of CMO 59, I can tell you where I got that definition of
general education. I plagiarized it from the description of general education in the old
manuals of the Department of Education, Culture and Sports. Education is education, and
its nature, purpose, and outcome have not changed since the time Confucius and Socrates
convened what today would be called classes.
Recently, the CHED Technical Panel on General Education came up with a definition of
general education that keeps the same centuries-old concept but uses words more
comprehensible to students and teachers in the 21st century:
“The objective of Philippine education on the tertiary level is the holistic education of
Filipinos who contribute humanely and professionally to the development of a just and
economically-robust society in an environmentally-sustainable world through competent
and innovative leadership, as well as productive and responsible citizenship. General
Education (GE) on the tertiary level addresses the development of the human being.
Some of the outcomes expected of students finishing GE are: an appreciation of the
human condition, the ability to personally interpret human experience, the ability to view
the contemporary world from both Philippine and global perspectives, the ability to
reflectively and critically discern right and wrong in today’s world (beyond compliance
to rules, laws, and expectations in traditional culture), the ability to tackle problems
methodically and scientifically, the ability to appreciate and to contribute to artistic
beauty, and the ability to contribute personally and meaningfully to the development of
the Philippines.”
TEACHING TIP OF THE WEEK. From South Africa comes this sensible tip for veteran
college teachers: Take a one-year leave from teaching and work full-time in a
corporation. In this way, you bring current real-world experience into the classroom.
AQUINO HAILS UST’S HUMANIZING EDUCATION CONTRIBUTION ON THE PHILIPPINE WORLD
By: Aurea Calica January 27, 2011
MANILA, Philippines - President Aquino hailed yesterday the contribution of
the University of Santo Tomasin providing not just quality but “humanizing” education in
the country, noting that “principles” and not just education set UST graduates apart as
they became professionals.
The President congratulated UST during the quadricentennial celebration as keynote
speaker during the 10th Biennial Conference of the International Council of Universities
of St. Thomas Aquinas and said quality must be able to develop not only competitive
citizens but also people exposed to the realities of the world.
“For four centuries, you have upheld the traditions of excellence and integrity, known to
many as the Thomasian spirit, which now resides in the hearts and minds of our leaders
and professionals,” the President said.
“For four centuries, the University of Santo Tomas has educated the best this country has
to offer. But when we look back at the long list of distinguished individuals this
institution has produced, it is not merely education that sets them apart, but principles.
This university has made it its noble mission to instill Catholic principles to each of its
students, while at the same time, giving them a high quality of education,” Aquino noted.
The President said it was no surprise that among those who served the country at the
highest levels presidents, senators, Supreme Court chief justices, saints, martyrs, and
even artists “many are Thomasians people who have learned to balance their intellect on
an unshakable foundation of morality.”
“I think this is what Thomasians around the world share in common – the ability to excel
in their chosen field and contribute to the welfare, not just of their country, but of the
world,” Aquino said.
The President said quality education was a vital tool for national development and social
change and this was exemplified by UST and which the government would
want educational institutions to follow.
“The formation of the human mind requires a curriculum that is not merely empirical,
contingent and relative, but one that is humanizing,” Aquino said.
He said the Philippines was facing the gargantuan task of rehabilitating itself from years
of turmoil, which sparked an attitude of disillusionment among the Filipino people and
many had unwillingly resigned themselves to live abroad due to the lack of opportunities
here.
“The duty to give back to the country is not forgotten, but it is largely overshadowed by
the pressures of mere survival,” he said.
“The 21st century has brought with it a changing cultural, social, and spiritual
environment. Thus, Catholic institutions must work harder to develop in their students the
necessary knowledge, attitudes, and skills required not only to produce competitive
citizens, but also to expose them to the realities of the world; and UST has always been
an exemplar of what we ask of our educational institutions. Through your efforts, we are
hoping that Filipinos across the archipelago can all exhibit the qualities of your
graduates,” Aquino said.
The President said the CHED had also started to take action to review and fix
the higher education systems in the country to make them more efficient.
“We remember (national hero Jose) Rizal’s famous challenge: ‘Where are the youth who
will consecrate their golden hours and enthusiasm for the welfare of the country?’ And
we must hold ourselves to this standard that our national hero has set for us and act upon
it with vigor and initiative. We should therefore remember that one’s financial state is but
an instrument for the common good which will then influence one’s sense of satisfaction
with life,” Aquino said.
Aquino assured the “daylight is upon us” and “we have restored the all-important trust
between government, private institutions, and the Filipino people.”
Founded in 1611, UST is the oldest university in the Philippines and the largest Catholic
university in the world in terms of student population located in one campus. UST also
enjoys the singular privilege of being the only pontifical university in Asia.
I.T EDUCATION FOR ELEMENTARY STUDENTS PUSHED By: Christina M. Mendez
February 03, 2011
MANILA, Philippines - Sen. Edgardo Angara called on his colleagues in the Senate to
help him in pursuing legislation to integrate computer education into the curriculum of
students as early as the elementary level.
“In our efforts to recover from lost economic grounds, our people need to be updated on
the latest advances in technology. The youth must be scientifically and technically
prepared to fully tap their inner talents and contribute to national development,” said
Angara, who chairs the Senate committee on education.
To demonstrate how backward the country has been in terms of information technology,
Angara cited the 2009 Global I.T. Report released by the World Economic Forum in
Davos, Switzerland, wherein the Philippines has further slipped from its 2008 ranking of
81st in terms of Network Readiness to 85th.
In 2007, the country ranked 69th.
In a bid to enable the country to keep up with other countries in terms of global
technology, Angara has filed Senate Bill 2012 which seeks to promote computer literacy
by including basic computer applications and programs in primary schools, to produce
highly-skilled workers in programming, digitally-aided design, hardware, networking and
software development.
SB 2012 will allow the creation of the Board of Computer Education, which will assess,
supervise and monitor the accreditation of schools; provide the curriculum for computer-
aided logic, math and science education in the elementary level; and monitor over all
performances of the schools and the students.
The bill will promote the Build-Operate-Transfer scheme of the program, which will
include facilitating the training of teachers on computer literacy and maintenance and
provide apprenticeships to qualified students into the facilities maintenance component of
their education.
This is pursuant to Republic Act 6957, the act authorizing the private sector to build and
operate infrastructure facilities and later on transfer ownership to the (local) government.
Finally, the bill will put in place a voucher system for specialized computer education in
19 of the poorest provinces of the country.
Under this provision, qualified students who completed secondary school will be allowed
to take competitive aptitude tests. Upon passing the test, they can avail of vouchers from
the partner agency or through the local unit of the Board to enroll in a computer school of
their choice.
“This bill is intended to prepare the Filipino youth to meet the technological challenges of
the new century,” Angara said.
INNOVATION, TECHNOLOGY KEYS IN WORLD CLASS EDUCATION The Philippine Star February 10, 2011
MANILA, Philippines - Educating children in the new millennium poses new challenges.
We now live in an increasingly diverse, globalized, and complex society, requiring each
of us to keep pace with rapid technological advancements. Thus, the need for an
educational institution that equips students with the necessary knowledge and skills and
develops them to become globally competitive achievers is paramount.
Established 25 years ago, TRACE College provides world-class education from
preschool and grade school to high school and college, featuring an advanced curriculum,
outstanding teachers, and state-of-the-art facilities. All of these aspects enable students in
the Los Baños-based school to discover their potentials, aim for their goals, and achieve
success in their chosen career.
Here are some of what TRACE offers:
• The TRACE System of Education, a comprehensive and holistic system benchmarked
among top educational institutions in the world
• Comprehensive and intensified training in Math, Science and English across all levels.
• Chinese and Japanese language lessons to boost children’s linguistic skills and develop
a greater appreciation for multi-cultural diversity.
• Recreational to competitive sports, an innovative sports development program
cultivating discipline and values.
• State-of-the-art facilities, the only school in the Philippines that has two virtual
laboratories equipped with an emergency care simulator and a baby simulator, which
mimic the actual responses of a real human being to clinical intervention and drug
administration.
OBAMA PROMOTES JOBS BY WAY OF EDUCATION The Philippine Star February 19, 2011
WASHINGTON (AP) President Barack Obama says better education in math and
science is critical to pushing the US forward in the global competition for innovation and
jobs, and he wants the private sector to get involved in making it happen.
Obama recorded his weekly radio and Internet address during a visit this week to Intel
Corp. outside of Portland, Ore. He praised the company Saturday for making a 10-year,
$200 million commitment to promote math and science education and held it up as an
example of how corporate America can make money at the same time it builds the
country.
"Companies like Intel are proving that we can compete that instead of just being a nation
that buys what's made overseas, we can make things in America and sell them around the
globe," Obama said. "Winning this competition depends on the ingenuity and creativity
of our private sector. But it's also going to depend on what we do as a nation to make
America the best place on earth to do business."
Obama's West Coast swing, which also included a dinner with big names in California's
Silicon Valley including Apple's Steve Jobs and Facebook's Mark Zuckerberg, was part
of his push to promote a budget proposal that increases spending in targeted areas like
education, research and development and high-speed Internet, while cutting in other
areas. Republicans newly in control of the House are pushing much deeper cuts and
resisting new spending.
The GOP is also taking Obama to task for avoiding significant changes to the biggest
budget busters: Social Security, Medicare and Medicaid. In the
Republicans' weekly radio address, Rep. Tom Price, R-Ga., trumpeted the GOP's push to
cut $60 billion from the current fiscal year budget and promised a 2012 budget proposal
that, unlike Obama's, offers "real entitlement reform."
"Our reforms will focus both on saving these programs for current and future generations
of Americans and on getting our debt under control and our economy growing," Price
said. "By taking critical steps forward now, we can fulfill the mission of health and
retirement security for all Americans without making changes for those in or near
retirement."
THE RH BILL AND EDUCATION By: Eladio Dioko
February 24, 2011
In the midst of the controversy on RH bill, one congressman has come out with a
statement that this proposed measure is not necessary since population management has
long been a government policy. We are referring to Congressman Karlo Alexei Nograles
of Davao City who is one of the sensible legislators who oppose the enactment of this
anti-life bill. Indeed, why craft a law that would divide the nation and arm-twist a people
to control birth?
Condom, which is the popular means of controlling birth, would be freely distributed by
government health workers because huge funds would the earmarked for the purpose
once the bill is passed. In fact, this year, even with the bill still pending enactment, the
government is setting aside – hold your breath – P3 billion for information campaign on
contraceptive use.
In its premise the RH initiative purports to encourage the use of natural and artificial
means of birth control. Yet there are provisions which mandate the government to shell
out millions of pesos for buying anti-pregnancy materials for distribution to the general
public. Once passed, this legislation would therefore abet the use of artificial means of
spacing birth, a position the Catholic Church vehemently opposes. The reason is by now
clear to most Filipinos who have followed this issue: Using contraceptives aborts life in
the mother’s womb. It’s murder pure and simple. If this is encouraged by the state,
where’s the constitutional declaration that we are “imploring the aid of Almighty God” in
governing this country?
There is no question on the need to control population growth. But the answer, like the
answer to almost all of our social problems, lies in education, general education including
an expertly managed sex education. Raise the level of the educational attainment of the
92 million Filipinos and population growth tapers off. But leave tens of millions of these
under the “scratch and dig” state they now endure and babies would continue to tumble
out by the dozen from many households.
The trouble is there is no money for education. True, we have a compulsory basic
education. But how many manage to finish high school? Not even half of the school age
youth. This means that only about 50 percent of Filipinos are functionally literate. Yet
even this state is not yet a guarantee for gainful employment because in today’s world a
higher level of schooling is a must. Hence, there’s a huge mass of poverty stricken warm
bodies whose urgent concern is survival and to whom family planning is a meaningless
thing. If only we have a no-nonsense anti-poverty program. If only we can better educate
our people there would be no need to spend billions for birth control.
But there’s no money for education, for good education, that is. For years we have run
our school system on a “puwede na” mentality –puwede na even if one classroom is used
by two or three classes, puwede na even if only one textbook is available for three or four
students, puwede na even if many high schools are manned by “casual” teachers, puwede
na even if mere pictures of equipment are used in science classes, etc.
The irony is that there’s money for other less critical purposes. Pork for legislators, to
name one, gets billions from the national coffer. Superfluous infrastructures, to name
another, drain the same coffer of more billions. And of course, corruption has leeched
this nation into its current anemic state.
Education? It’s the boast of politicians that this program gets the lion’s share of the
budget, but this happens because it has the most number of personnel. The bitter truth,
however, is that only a meager 15 to 16 percent of our GNP is shelled out for education.
Compared to other Asian countries, most of which spend 20 to 25 percent of their budget
for education, we are the miser in this regard.
Our failure to spend enough for our school system could be the reason why we have
remained the economic poor boy of Asia. Years were when we were the envy in this part
of the world for education and progress. But we must have been asleep (like Rip Van
Winkle?) all these years because many of our neighbors like Indonesia, Vietnam, India
and others, which used to be in the backwaters of development, are now looking down at
us.
What will wake us up? Education, of course, because education is the engine of growth
and development. But as long as we treat our schooling system like decrepit barangay
schools we will remain half awake and problems such as poverty and its companion
goblin of high population growth rate will always haunt us.
AUTISM EDUCATION IN PHILIPPINE SCHOOL GOES HI-TECH By: Tam Noda March 04, 2011
MANILA, Philippines Globe Telecom and the Autism Society of the Philippines (ASP)
are bringing in both technology and training to support the special education of public
school children diagnosed with autismspectrum disorder (ASD).
The two organizations signed a memorandum of agreement with the Department of
Education today to push for the undertaking in the country’s public schools.
Held at DepEd’s main office in Ortigas Center in Pasig City, the signing was represented
by Yolanda Quijano (DepEd’s undersecretary for programs and projects), Jeffrey
Tarayao (head of corporate social responsibility of Globe); and Erlinda Koe (chairman
emeritus of ASP).
Under the agreement, two public schools in Metro Manila were chosen as pilot test
centers, tapping the use of information and communications technology (ICT) for
education of children with special needs.
Globe and ASP have chosen P. Gomez Elementary School in Sta. Cruz Manila and P.
Villanueva Elementary School in Pasay City. The schools will receive free one-year
Internet connectivity from Globe, while ASP will provide visual-learning software and
some related training for teachers and parents.
Cristina Estampador, board of trustees of ASP, identified the visual software as Vizzle, a
visual learning software introduced in 2007 and is now being used
for special education abroad.
“Autistics are visual-thinkers and they are very specific about things, they have fixations
and Vizzle would be a very good help,” she said.
Estampador said teachers can also incorporate speech lessons using Vizzle. It can also be
used for teaching deaf students.
“One can also modify the lessons in Vizzle according to Pinoy culture, such as our very
own ‘balarila’ which goes like Lanie, Lenny and Bantay,’ and many more,” she added.
Tarayao said Globe is closely working with DepEd, and is now completing the
connectivity.
“What technology can do is make people inclusive in society. We hope that this will be
the start and that others will follow as well,” he cited.
According to ASP, there are about one million people diagnosed with ASD’s in the
Philippines and 45 certified pediatricians for this.
“Studies show that one percent of the work population in the world has autism and that’s
why there are still a lot of people with ASD’s are left undiagnosed or hidden from
society,” Koe said
LGU’S SCHOOLS EDUCATION ADVOCATES TARGET ZERO DROPOUT IN PUBLIC SCHOOLS The Philippines Star
March 10, 2010
MANILA, Philippines - Mayors and top level local government
officials, school administrators, and other education advocates who attended Synergeia
Foundation’s 8th National Education Summit have committed to hammer down to zero
the dropout rates in public schools in their localities.
Synergeia trustee Washington Sycip encouraged the participants to focus on the reduction
of dropout rates and not just improving public schoolchildren’s performance. He said
good education would lift families across the country from poverty, as well as ensure that
democracy would work.
“When people are hungry, they sell their votes. Only when poverty is reduced will
democracy really work in this country,” Sycip said.
Over a hundred top level representatives (mayors, vice-mayors and other LGU officials)
from almost 50 municipalities from Cagayan Province to the Autonomous Region for
Muslim Mindanao attended the Summit. One provincial governor, Sarangani Gov.
Miguel Rene Dominguez, headed the province’s contingent.
There were also 114 educators from the Department of Education like teachers,
principals, supervisors, and superintendents who supported the new target, as well as
education advocates from the corporate sector like Metrobank Foundation and Team
Energy.
Synergeia president and CEO Milwida Guevara said efforts to reduce dropout rates
would complement measures to improve students’ achievement tests through trainings for
teachers, administrators, and parents as well as getting community support.
During the workshop sessions, participants agreed that supporting the DepEd’s
Alternative Learning System (ALS) that targets out-of-school youth is the country’s hope
for bringing children back to school. In ARMM where the USAID-
funded Education Quality and Access to Learning and Livelihood Skills Project invested
heavily on hiring instructors specifically for out-of-school youth, the ALS program has
started to bring children back to school.
The 8th National Education Summit was organized with the assistance of the DepEd,
DILG, USAID, World Bank, Ford Foundation and Ateneo de Manila University. It was
held last Feb. 18-19, at the Ateneo Professional Schools in Makati City.
NEW CURRICULUM TO IMPROVE MATH SCIENCE EDUCATION The Philippines Star
March 17, 2011
MANILA, Philippines - Why has science and mathematics education in the Philippines
deteriorated?
According to a University of the Philippines (UP) expert, this is because local education
persisted in using an obsolete discipline-based curriculum in math and science (which is
mostly by rote and without much inquiry and high level of thinking) already rejected as
early as 1993 by the UNESCO (United Nations Educational, Scientific and Cultural
Organization).
Dr. Merle Tan, UP NISMED (National Institute for Science and Mathematics Education
Development) director, said the present math and science curriculum has produced
questionable results in the performance of students in the yearly achievement tests which
are below those in other countries.
Also, Tan said, the present curriculum does not consider the high drop-out rate in local
education and is not responsive to the needs of students who might leave school at a
particular grade level.
“There seems to be a serious gap between science and mathematics education as it is
practiced and the science and math education knowledge and skills needed for day-to-day
living,” she said, citing a 2007 UP NISMED study as basis for her observation.
Tan said a review of the math and science curricula in elementary and high school
showed that topics are compartmentalized, inquiry is not encouraged, contents are
overcrowded, concepts are by rote, and topics are repetitive.
She said students in other countries are performing better because: concepts are dealt
with in more depth, ideas and skills are introduced with increasing levels of complexity
and in real-life situation, and connections across topics and disciplines and development
of scientific literacy are emphasized.
Tan, in a speech before the 170th general assembly of the Foundation for Upgrading the
Standard of Education, Inc. (FUSE), proposed to replace the curriculum with spiralling
and integrated one which has long been adopted by other countries outperforming the
Philippines in assessment tests.
She said the spiralling and integrated curriculum will: avoid major disjunctions between
stages of schooling, provide the basis for continuity and consistency in basic education,
allow students to learn appropriate to their developmental and cognitive stages, show the
interrelatedness of the topics with each and their connections across topics, strengthen
retention and mastery of topics and skills, and benchmark Filipino students with their
foreign counterparts.
“In this world increasingly shaped by science and technology, they will not be alienated
from the society where they live , they will not be overwhelmed and demoralized by
change, and they can make political, environment, and ethical choices in the face of
issues confronting us all,” Tan quoted UNESCO
BETTER EDUCATION FOR A BETTER COMMUNITY
By: Donnabelle Gatdula March 21, 2011
MANILA, Philippines - Massive poverty remains a primary concern in the Philippines
where more than 23 million Filipinos are still living below the poverty line. Because of
poverty, many children do not even have the chance of getting into school. Some children
even have to work at an early age to eke out a meager income to help in their family’s
needs.
While the government is doing its part in providing free elementary
and secondary education, other costs such as school supplies, food and transportation
allowances, uniforms and projects bore a heavy load on impoverished families whose
main concern is to at least eat a decent meal three times a day.
As a good corporate citizen, oil player Flying V has expanded its corporate social
responsibility (CSR) program through its foundation, the Academe Foundation Inc.
which provides scholarship grants to poor but deserving students.
Since its inception in 1999, the Academe Foundation has granted more than 1,200
scholarships to underprivileged children nationwide from grade school to college.
Aside from its scholarship program, the Academe Foundation operates five learning
centers nationwide that provide free values formation classes to indigent children
between three and six years old. These Learning Centers has benefitted 871 children and
is operating at five locations, namely: Taal, Batangas; Barangays Poro and Canaoay in
San Fernando, La Union; Marahan West in Davao City and in Barangay Pinugas in
Baras, Rizal.
“Through our learning center program we are able to teach Filipino values to children as
young as 2 ½ to six years old. In our learning centers we give indigent children the
opportunity to thrive in an environment where learning is fun and exciting. They are also
taught essential basic skills to prepare them for formal school,” Natasha Reyes, the
foundation’s executive director said.
The learning centers are fully operated by the Academe Foundation. However, the
Foundation partners with local government units and the Department of Education to
provide the learning structure and ensure a conducive learning environment for the
children.
“We do not charge any tuition fees in whatever form or kind and all materials and
equipment, including books and school supplies are free,” Reyes said. Through this
program, Flying V hope to help these children lead better lives by teaching them not only
skills but more importantly, values which will help shape them as responsible adults.
“We will soon be opening our doors in Morong Rizal and in Porac Pampanga. Our
Scholarship Program, on the other hand, has benefitted more than 1,000 children
nationwide and will be granting an additional 35 scholarships for the coming school year
to underprivileged but deserving College students,” Reyes said.
Through the foundation’s scholarship program, qualified youths were taken off the streets
into classrooms for a chance at a brighter future. Such an opportunity has been given to
the transport sector through scholarship grants and employment opportunities for children
of jeepney drivers.
The coverage of the scholarship program include “assistance for tuition, books, school
supplies, uniforms, and other allowances which they need to finish tertiary education at
a college or university and course of their choice, ” Reyes said.
The application process for the scholarship program begins when a certain group or
sector of society has been identified as beneficiaries. The would-be beneficiaries are
admitted in the scholarship program based on their scholastic standing and their family‘s
financial condition.
196 Tabigo St., Brgy. Commonwealth, Manggahan, Quezon City Mobile# 09289520553/09174403487/09306463927 E-mail: [email protected]/ [email protected]
EMERSON RAY RODRIGUEZ AGUINALDO
PERSONAL INFORMATION
Age: 25 yrs. old
Sex: Male
Birthdate: October 14, 1985
Birthplace: Quezon City
Name of Father: Edwin Arn L. Aguinaldo
Occupation: Driver
Name of Mother: Rosalia R. Aguinaldo
Occupation: Housewife
EDUCATION
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Bachelor in Business Teacher Education Major in Business Technology Minor in Technology and Livelihood Education 2011– Tertiary COMMONWEALTH HIGH SCHOOL 2002 – Secondary COMMONWEALTH ELEMENTARY SCHOOL 1998 – Primary
PROFESSIONAL EXPERIENCE
DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES. Visayas Avenue, Diliman Quezon City.
• Administrative Staff (Summer Job April 01- June 15, 2009)
• Office Practicum (Student Trainee November 2008- March 2009) POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Commonwealth, Quezon City Campus
• Student Assistant (June- October 2008)
GOKING MERCHANDISING. Ever Gotesco Commonwealth
• Merchandiser 2006 NETWORK FASHION INC. Robinson’s Galleria Edsa Ortigas
• Salesclerk 2005 AWARDS RECEIVED
‘’Certificate of Completion Office Practicum’’ Department of Environment and Natural Resources Quezon City March 17, 2009 “Certificate of Appreciation Choral Festival 2008’’ New Era University Hall May 30, 2008 ‘’Certificate of Appreciation Volunteer Teacher/ Para Teacher’’ Summer Kindergarten Program New Era University May 28, 2007 SEMINARS ATTENDED
“OJT Dialogue Forum: Keys towards Office Professionalism” PUPQC Multi- Purpose Hall March 5, 2011 “PUPQC: Building and Strengthening a Learning Community” Eurotel North Edsa, Quezon City March 26, 2011 “Technology the Application of Arts and Science in Production and Rendering Services” Future Business Teacher Organization February 05, 2010 “Current Trends and Issues in Basic Education and Magna Carta for Public School Teachers”
Future Business Teacher Organization February 15, 2010 “Environmental Management: A Social Responsibility” PUPQC Audio Visual Room October 8, 2010 “Enhancing Teaching Skills towards Professionalism” PUPQC Multi- Purpose Hall October 20, 2010 “May They Be One I’m Not Ashamed of the Gospel” An Ecumenical Bible Forum Organizer Chairman of the Documentation Committee January 29, 2009 “Human Rights Forum, Dangal at Katarungan Para sa Lahat: May “K” Ako! Organizer Chairman of the Documentation Committee December 11, 2008 “Empowering the Youth towards A Sustainable Environment” NSTP-CWTS February 26, 2008 “Proper Decorum, Office Procedures, Personality Development and Personal Hygiene” PUP Quezon City Campus July 22, 2008 “Maximizing Students Employability” JobStreet.com Career Congress August 29, 2008 “Functional Literacy: To Live and Love Well in a Healthy Philippines” Future Business Teacher Organization December 11, 2007 REFERENCES
Dr. Lily G. Mendoza Professor, Polytechnic University of the Philippines Quezon City, Campus. 4289144 Prof. Artemus G. Cruz Head, Guidance and Counseling Office Polytechnic University of the Philippines Quezon City, Campus. 9527817-18 Eng. Ramon F. Manga Professor, New Era University Technical Trainer FUJIXEROX Philippines 3798159
PHOTOGRAPH COLLECTION
DAILY TIME RECORD
MONTH OF NOVEMBER
DAY TIME IN/OUT A.M
TIME IN/OUT P.M
TOTAL HOURS
8 7:30 – 1:30 2:00 – 5:00 9 9 2:00 – 5:00 3 10 10:30 – 1:30 2:00 – 5:00 6 11 9:00 – 12: 00 3 15 7:30 – 1:30 2:00 – 5:00 9 17 10:30 – 1:30 2:00 – 5:00 6 18 9:00 – 12: 00 3 22 7:30 – 1:30 6 30 2:00 – 5:00 3 48
MONTH OF DECEMBER
DAY TIME IN/OUT A.M
TIME IN/OUT P.M
TOTAL HOURS
1 10:30 – 1:30 2:00 – 5:00 6 2 9:00 – 12: 00 3 6 7:30 – 1:30 2:00 – 5:00 9 7 2:00 – 5:00 3 8 10:30 – 1:30 2:00 – 5:00 6 9 9:00 – 12: 00 3 13 7:30 – 1:30 2:00 – 5:00 9 14 2:00 – 5:00 3 15 10:30 – 1:30 2:00 – 5:00 6 16 9:00 – 12: 00 3 51
MONTH OF JANUARY
DAY TIME IN/OUT A.M
TIME IN/OUT P.M
TOTAL HOURS
3 7:30 – 1:30 2:00 – 5:00 9 4 2:00 – 5:00 3 5 10:30 – 1:30 2:00 – 5:00 6 6 9:00 – 12: 00 3 10 7:30 – 1:30 2:00 – 5:00 9 11 2:00 – 5:00 3 12 10:30 – 1:30 2:00 – 5:00 6 13 9:00 – 12: 00 3 17 7:30 – 1:30 2:00 – 5:00 9 18 2:00 – 5:00 3 19 10:30 – 1:30 2:00 – 5:00 6 20 9:00 – 12: 00 3 25 2:00 – 5:00 3 26 10:30 – 1:30 2:00 – 5:00 6 27 9:00 – 12: 00 3 31 7:30 – 1:30 2:00 – 5:00 9 84
MONTH OF FEBRUARY
DAY TIME IN/OUT A.M
TIME IN/OUT P.M
TOTAL HOURS
1 2:00 – 5:00 3 2 10:30 – 1:30 2:00 – 5:00 6 3 9:00 – 12: 00 3 7 7:30 – 1:30 2:00 – 5:00 9 8 2:00 – 5:00 3 9 10:30 – 1:30 2:00 – 5:00 6 14 7:30 – 1:30 2:00 – 5:00 9 15 2:00 – 5:00 3 16 10:30 – 1:30 2:00 – 5:00 6 17 7:30 – 1:30 9:00 – 12: 00 6 21 7:30 – 1:30 2:00 – 5:00 9 22 2:00 – 5:00 3 23 10:30 – 1:30 2:00 – 5:00 6 24 7:30 – 1:30 9:00 – 12: 00 6 28 7:30 – 1:30 2:00 – 5:00 9 87
MONTH OF MARCH
DAY TIME IN/OUT A.M
TIME IN/OUT P.M
TOTAL HOURS
1 2:00 – 5:00 3 2 10:30 – 1:30 2:00 – 5:00 6 3 9:00 – 12: 00 3 4 11:00 – 1:00 2:00 – 5:00 6 7 7:30 – 1:30 2:00 – 5:00 9 8 2:00 – 5:00 3 9 10:30 – 1:30 2:00 – 5:00 6 10 9:00 – 12: 00 3 15 11:00 – 1:00 2:00 – 5:00 6 16 2:00 – 5:00 3 48
MONTHLY COMPUTATION
MONTHS NO. OF DAYS TOTAL HOURS November 9 48 December 10 51 January 16 84 February 15 87 March 10 48
60 318
Prepared by:
______________________ Emerson Ray R. Aguinaldo PRACTICE TEACHER
Noted by: COORDINATING TEACHER
____________________ ________________________ Prof. Marilyn F. Isip Prof. Cleotilde B. Servigon _____________________ ________________________ Prof. Rosalinda R. Madelo Prof. Doris B. Gatan
STUDENT TEACHING SCHEDULE
MONDAY
7:30 - 10:30 10:30 - 1:30 2:00 – 5:00
Office Practicum ( BBTE 2-1 ) Keyboarding 2 ( DOMT 1-1 ) Bookkeeping 2 ( DOMT 1-1 )
TUESDAY
2:00 – 5:00
Software Packages ( BSEM 1-2 )
WEDNESDAY
11: 00 – 2:00 2:00 – 5: 00
Heograpiya Kasaysayan ng Pilipinas (BSBA-HRDM 2-N)
Intro. To Word Processing and Presentation with Laboratory (BBTE 1-1)
THURSDAY
9:00 – 12:00
Applications of Marketing
SATURDAY
10:30 – 1:30
Student Teaching Class
EVALUATION FORMS