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SUBMITTED BY:

ISLEY L. SOLOMON
BBTE 4-1

SUBMITTED TO :
PROF. SHERYL MORALES
Dedication

I dedicate this piece of work to the Almighty God, to my


family, to my Alma Mater, to my professors, to my
cooperating teacher, to my students and to my dearest
one, Mar.
ACKNOWLEDGEMENT

I would like to express my deepest gratitude to the


following people who were with me all through out my
practicum.
To Lagro High School, for giving us the chance to be
their student teachers for 12 weeks. To the whole TLE
department, Mrs.Carina Ortiz Luis, and to all the TLE
teachers who has been very nice to us.
To my cooperating teacher, Mrs. Luisa Casuyon, for
guiding me and helping me to be a better individual and
a teacher.
To my dearest students who have given me so much
memories to treasure and letting me be part of their lives
even just for a short while.
To my ever supportive parents who are always there
in my ups and downs. They’ve been very generous
enough to give me my daily necessities.
And above all, to our Almighty God for guiding me
and giving me favors and blessings in every single day of
my life. He also gave me the strength and knowledge I
need.
PRAYERS FOR TEACHERS

Lord God, we praise and glorify Your Name. We bless You. We thank

You for everything you have given to us. Thank You for everyday. Thank

You for the strength, wisdom, patience and absolute joy. We know we can

do nothing without You, but we can do anything only with You. We

apologize for the sins we have committed. Cleanse our soul, body, and

spirit in the name of Jesus. And Lord, we still ask for Your mercy,

protection, and guidance to be with us always. We thank You for

everything. Bless our family, co-teachers, and students in the name of

Jesus. We are careful in bringing back all the honor and praise in Jesus

mighty name we pray.

Amen.
Introduction
Life as a student has been good to me. It has been really challenging too. I gave

my so many years in studying. On this 15th year of my school life, I am almost there to

get my diploma. But before my journey as a student ends, my life as a teacher starts in

this semester, my practicum II.

As a student teacher, I’ve learned so many things. In my stay at Lagro High

School, I’ve seen and witness the individual differences of each student in a class and

the differences of each class to another. There are students who would always

participate and some would just rather sit and listen.

When I look at my students, I always tell myself, “I am like one of them before.”

You’ll see students who always talk no matter how often you tell them to stop. Students

who always stand, goes to the teacher and ask about stuffs and share their cute little

stories, students who just stare at you. And the funniest thing when looking at them is

when they are having a test and they think that I don’t catch them cheating.

Although my voice tires out, my feet hurts because of my heels, I still feel good

when I have shared something to them, whether it’s academic matter or personal

experience in life. They are really noisy, playful, and naughty at times, but still glad I’ve

met them and known them for some time.

I have realized that a teacher influence a student in a manner we least expect.

And I’m truly hoping I will be in the good part of their lives one day.
Polytechnic University Mission and Vision

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.


Lagro High School Profile

History:

In the early seventies, the growing number of people in the GSIS La Mesa Homeowners

Association (GLAMEHA) triggered the need for a high school in Lagro Subdivision. The

officers of GLAMEHA requested fervently for an establishment of a high school next to

Lagro Elementary School. With the aid of the city government and the education

bureau, Novaliches High School with Mr. Florencio Dumlao as principal started

accepting students. This high school annex started on June 13, 1974 with 87 students

and a facility, which were humbly two housing units in Block 59 and chairs the students

provided themselves.

On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary

School compound and occupied the sawali-walled makeshift building. The high school

was then headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C.

Caingat and Mrs. Greta Manlapig as pioneer teachers.

Two years after, the enrolment rose to 249 from the former 87 with three sections in first

year, two in second year, and one in third year. They were all managed to stay in just

four classrooms guided by nine teachers.

The first graduation from this high school happened two years after with an increased

enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics

Department in Novaliches High School, who replaced Mr. Pilar(who left for the United

States).

The School Year 1977-1978 reached 774 with 15 sections occupying seven

classrooms. With this problem on accommodation, Mr. Florencio Dumlao appealed to

the national government for a Lagro Annex Building. Through the unrelenting efforts of

the department head-in-charge and with the PTA lobbying behind, the 1.3 hectare

present school site, and building became a reality.


At the opening of classes on June 11, 1978, 923 students flocked the newly constructed

building which was a two-story 18-room structure standing proudly with Mrs. Maglipon

as head of the school. She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to

continue with the challenge to manage 19 sections of students with just 32 teachers.

It was the significant day of September 1, 1978 that Lagro High School was inaugurated

by Mrs. Commemoracion M. Concepcion, the former schools division superintendent.

Thus, it has become its foundation day.

Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase

of student population. And to accommodate this increasing population, a six-room

building on the southern site of the campus was constructed. The school then also

improved with the completion of concrete fences surrounding the campus, construction

of the stage and the new steel flagpole, all to house and educate the community.

Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981.

Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another

building funded by the city government. The same year created the Lagro High School-

Payatas Annex with 257 students. This annex was assigned to Mrs. Sheridan

Evangelista, who was then the Social Studies Department Head of the Main School.

Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High

School. Mr. William S. Barcena took her place as the principal of Lagro High School on

June 1991.

Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General

Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.

Mr. Gil T. Magbanua replaced Mrs. Monis on June 13, 1993

To accommodate the continuous increasing enrollees, the three-story building funded


by the Quezon City Government was constructed. The third Annex in Fairview was

finally opened with Mrs. Justina A. Farolan as the Teacher-In-Charge.

Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more

improvements.

Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in

1998 with improved facilities and technology advancements for the school.

The dawn of more improvements was realized when Dr. Fernando C. Javier became

the principal in April 2003. The construction of the new building previously applied by

Mrs. Sheridan Evangelista was built and inaugurated by the successor, Dr. Javier. The

SB Building and the full renovation of the formerly called Social Hall was transformed

into a multi-purpose conference room conveniently equipped with multimedia projectors

and modern sound technology now being utilized for events, seminars, workshops by

the whole division. The construction of the new gate, renovations of all facilities and the

covered court; Lagro High School now boasts of not only its talents but it’s conducive

learning ambience sure to provide every learner more motivation to pursue his dreams.

Lagro High School reaped achievements in the district, division, regional and national

competition under Dr. Javier. The Bureau of Alternative Learning System was

established and soon after the Open High School. The Special Education Program was

established accepting deaf and blind students. The Guidance Program was also

enhanced and improved with the administration of Dr. Javier. International competitions,

speech and debate contests sponsored by the government and private companies,

Palarong Pambansa, National Schools Press Conference and the creation of the

Special Program in the Arts which annually showcases talents in its culminating

activities.

Today, as we speak, Lagro High School does not only have a growing number of

enrollees but also consistently develops as a community that consists of highly

competitive and productive members.


PHILOSOPHY:

The development of the young into an intelligent, morally upright, responsible and

productive member of the society is the main focus of education. For this reason, Lagro

High School believes that every Filipino high school age youth must be given the right to

quality instruction in a compassionate and caring environment.

VISION:

Lagro High School is an educational institution that produces academically competent,

morally upright and vocationally prepared citizens of the society.

MISSION:

To ensure the maximum intellectual, social, emotional and physical growth of the child

and strengthen moral foundations through relevant and adequate learning experiences

in a nurturing and caring school environment.


School Map:

YECS
Mathay II building

SB
building
Stage
Mathay
Quadrangle II
I

Building SEDP
building

Admin
office
Covered Court School
Canteen
building

H2o

Quadrangle I station

Journalism
room Nalgo
Building
HE 1

HE 2

Faculty
SPED room
Simoun
room
Guard Building
house
Organizational Structure:

TLE DEPARTMENT
Dr. Fernando C. Javier
Principal

Dr. Carina A. Ortiz Luis


Department head

Master Teachers:
Factora, Elena
San Jose, Ma. Asuncion
Esguerra, Sotero
Estremera, Nestor
De Paz, Ma. Cristina
Ramirez, Melody

Teachers:
Abrajano, Marilyn
Alecha, Jennifer
Alvarez, Zaida
Belo, Beverly
Bico, Mar Anne
Castrom Roslyn
Casuyon, Ma. Luisa
Dayag, Elena
Endaya, Rosalinda
Esguerra, Ma. Corazon
Gonzales, Herminda
Laxamana, Rosalinda
Lat, Yolanda Ninfa
Mercader, Letecia
Vitug, Vilma
Bajao, Erwin
Delos Reyes, Rony
Felipe, Wilson
Jalipa, Luisito
Manabot, Jonathan
Millares, Norwin
Raon, Gerardo,
Tadeo, Alfredo Jr.
Senora, Dave

SPED Interpreters
Juan, Edna
Nano, Rowelda
San Antonio, Emma
Reyes, Benredy
Lagro High School
District II – Quezon City, Metro Manila

Name: Isley L. Solomon Date: February 22, 2011


Cooperating Teacher: Mrs. Luisa C. Casuyon Time: 1:55 PM – 2:50PM
Year and Section: II – Olive

Learning Component: Technology and Livelihood Education II


Sub-learning Component: Entrepreneurship

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


1.diffirentiate the basic business patterns;
2.analyze the factors that affect business ownership;
3.appreciate the importance of learning the four basic patterns of business
ownership.
II. Content:
A. Topic: Four Basic Patterns of Business Ownership
B. Materials: power point presentation, chalk and board
C. Reference: Effective technology and Home Economics by Luz Villanueva
Rojo, Julia Garcia Cruz, and Dr. Christina A. Villanueva, pp. 257-260;
wikipedia.com
III. Procedure:
A. Preparatory Activities:
1. Opening Prayer,, Checking of attendance, etc.
2. Review
“Help!”
Business problem situations will be presented to the class. They
will analyze what possible management theory the entrepreneur may
apply to solve the problem.
3. Motivation – Slide show presentation
4. Unlocking of Difficulties:
Direction: Arrange the jumbled letters to identify the word that is being
described.
a. Ownership - Legal right to the possession of a thing.
b. Proprietor - One who owns and manages a business or other such
establishment.
c. Stockholder - One who owns a share or shares of stock in a
company. Also called stockowner.
d. Shareholder – one who owns a share in a cooperative.
e. Incorporator - To admit as a member to a corporation or similar
organization

B. Lesson Proper
Learning Tasks Strategies Evaluation
The four basic patterns Brainstorming Oral
response/checklist
The factors that affect business Discussion Oral response
ownership
The lifespan and liabilities of Buzz session Oral response
different types of business
organization
Appreciation of learning the types Opinion sharing Oral response
of business organization
C. Closing Activities:
1. Generalization:
The choice of business ownership is determined by the nature of
the business, capital needed to start the business, people interested to
join the business, prevailing business climate, management know-how,
and business policies.

2. Values Integration:
Joy in learning the four basic patterns of business ownership.

D. Evaluation
Students will have a 10-item quiz
Identification.
Direction: identify the following statements.
1. It is a voluntary decision by two or more individuals to carry on a
business enterprise for profit as co-owners.
2. It is a business organization owned by one individual.
3. It is a factor that affects business ownership where in the knowledge
on how to run a business is considered.
4. It is formed when five or more people decide to go into business.
5. It is a factor that affects business ownership where in the availability of
people with capital who are interested to join a business.
6. It is the other term for stock holder.
7. It is owned by 25 or more individuals who buy shares in the business
on voluntary basis.
8. It is an individual who admit himself as a member of similar
corporation.
9. In this business organization, the owner may wish to expand,
reorganize, sell or discontinue anytime he or she wishes.
10. It is a factor that affects business ownership where the existing
business atmosphere is considered.

ANSWER KEYS:
1. Partnership 6. Stock owner
2. Sole proprietorship 7. Cooperative
3. Management on know how 8. Incorporator
4. Corporation 9. Sole proprietorship
5. Number of people who are 10. Prevailing business climate
interested to join the business

IV. Assignment:
Topic: Scope and importance of Retailing
Word study: retail, consumption, treasury, quantity, prospective
Guide questions:
1. What are the types of retail business?
2. Why retailing is important to our national economy?
3. How are retail outlets classified?
Reference: Any TLE, THE book.
Professional Readings

Wednesday, 30 March 2011 13:46

Literary festival ‘invaluable’ teaching tool for WCU professors, students

Written by: Quintin Ellison

Samantha “Sam” Gampel, a sophomore at Western Carolina University, wants to write

novels and earn her living as a professional writer.

So in Gampel’s book, there’s nothing quite like rubbing shoulders with real working-for-

a-living writers such as the ones headlining this year’s literary festival at the university.

This is learning in action for students such as Gampel, and the festival, she said, hugely

enriches her experience of attending school in Cullowhee.

“I think it is amazing to get all of these writers to come here,” Gampel said. “And it really

opens your eyes to some you hadn’t heard of before.”

WCU’s literary festival runs April 3-7. The Visiting Writers Series has 13 authors

featured this year, providing an opportunity to combine hands-on learning with

classroom teachings that excite not only students such as Gampel, but professors at

WCU, too.

ALSO: A meeting of the minds: Bringing together readers and writers

“It’s invaluable,” said Deidre Elliot, an associate professor in the university’s English

Department and director of the professional writing program.


That’s because professors can assign readings by authors, then — tah-dah — students

can meet and talk to the authors firsthand. They can ask questions, and learn directly

about both the craft of writing and how some writers successfully make livings practicing

their craft.

“It is totally enjoyable (for a student) to see the real person who was in a textbook,” Elliot

said.

Catherine Carter, a fellow associate professor of Elliot’s at WCU and director of English

education, said there are a variety of ways she and other faculty incorporate the festival

into teaching students.

“The most usual are that we assign students to read some of the authors’ works and

discuss them in class, and encourage — or, on a few occasions, beg, bribe or threaten

— students to come to readings,” Carter said. “This is good not only because there’s

something kind of cool about authors who are still alive and who are right there in the

flesh … but because the etiquette of reading itself is worth teaching.”

The etiquette being such niceties, Carter said, as refraining from texting or playing

games on cell phones while the authors read.

Carter also likes to encourage local teachers to bring students from the area high

schools. “We had a class down from Summit (charter school in Cashiers) last year, and

that was really nice,” she said.

In fact, WCU will reserve local classes and their teachers some seats at the readings,

particularly those held during the day, to encourage participation in the festival.
Mary Adams, a WCU associate professor who oversees the literary festival, said

whenever book orders for classes are due, she pins fellow professors down on which

attending festival authors’ books they’ll teach.

“Sometimes it’s just a matter of trying to find a theme that works,” she said.

This year, for example, an English class is focused on the figure of the vampire in

literature and popular culture — poetry, fiction, nonfiction, television, film and the

Internet. One of the books being read is Elizabeth Kostova’s “The Historian,” a tale of

three generations of historians on the track of the original Dracula. Kostova’s book was

the fastest-selling debut novel in American publishing history, and the author is set to

speak Sunday, April 3.

Meeting and hearing the authors they read in class, Adams said, “makes a huge

difference” for students, “and it is very moving to the authors.”

This is a big reason why the literary festival, which has a fairly small budget, is able to

attract well-known writers, she said. The authors can depend on the university to pack

in interested and engaged audiences.

SHS social media policy defines teachers' 'friends'

By EMILY DUPUIS / Sun Staff Writer | 5 comments

STONINGTON - A proposed policy calling for school staff members to retain

professional boundaries with students and their families on the Internet is expected to

go before the Board of Education next month.


On Thursday, the Board of Education's Policy Committee approved a draft policy that

bars school employees from using their personal social networking websites to have

"friend" relationships with students. The proposal also establishes guidelines for

employees to use social media like Facebook, Twitter and YouTube to comment on the

school district.

A first reading of the proposed policy has been scheduled for April 14 before the full

Board of Education. Policies must undergo at least two readings before being adopted.

The proposal sparked debate among committee members, seeking to balance the

protection of First Amendment rights.

"The policy has to err on the side of safety for kids," said Superintendent Leanne

Masterjoseph.

But, added Gail MacDonald, chairwoman of the Board of Education, "I don't want to be

in the speech-controlling business at all."

As recommended by the Shipman and Goodwin law firm, the proposed policy calls on

employees to "maintain appropriate professional boundaries with students, parents and

colleagues."

For example, the draft policy says, it is not appropriate for a teacher or administrator to

"friend" a student and his or her parent or guardian on the Facebook social networking

website.
Employees must clearly state that any comments made about the school district or

Board of Education are their personal views and do not represent the school district.

The draft also calls for employees to refrain from making harassing, threatening or other

defamatory comments on social media that could reflect poorly on the district, and they

must comply with the Board of Educations' policies concerning the confidentiality of

student information.

Masterjoseph said she also would not want a school employee posting photographs of

students on their personal social media pages.

"I would be very leery of that," she said.

The proposal does allow employees to use social media to educate students or for

extracurricular activities, if they have administrative permission and if the membership is

"closed and moderated."

The policy committee plans to begin work on a social networking policy for students at a

future meeting; the committee next meets on April 27.


Guidelines, Policies and References of Student Teaching

Successful K-12 Student Teaching Experiences

Demonstrating a Professional Approach to Classroom Internships

Feb 26, 2009 Barbara Abromitis

By displaying the right attitude and being open to others' expertise, student teachers

can grow professionally and personally through their final mentored experience.

The student teaching experience provides teacher candidates the opportunity to

practice what they have learned through education classes and previous clinical

experiences. Ideally, they should also have the chance to creatively experiment with

instructional ideas of their own. Unfortunately, not every classroom internship goes

smoothly, and some end with the teacher candidates unprepared to lead classrooms of

their own.

Student teachers can make their classroom experiences more rewarding and productive

by using the professional approach described in the following guidelines:

Respect the Cooperating Teacher's Boundaries

The classroom is a temporary venue for student teachers, and it is important for teacher

candidates to respect the boundaries of the cooperating teacher or mentor. Follow

established classroom rules, and discuss classroom expectations and etiquette.

Apologize if boundaries are overstepped, and make the effort to correct any problems

that may occur.


Show Initiative in the Classroom and the School

It is the responsibility of the student teacher to demonstrate professional growth. Show

initiative by taking advantage of as many professional opportunities as possible, and

accepting additional responsibilities when able. Volunteer to help supervise an after-

school club or to assist with playground duties. Attend professional development and

faculty meetings, discussing the topics with the cooperating teacher when appropriate.

Participate in parent teacher conferences and interact with classroom volunteers. Read

professional journals and magazines and try new instructional ideas or projects with the

class.

Request Ongoing Feedback from the Cooperating Teacher

Cooperating teachers and university supervisors will provide formal feedback on

lessons at designated times, but successful student teachers know that establishing a

rapport with their mentors includes asking for feedback on other, more ongoing

professional areas such as classroom management, parent communication,

instructional materials, pacing, voice quality, etc. Focus on areas that need

improvement; and if no specific areas are indicated, ask for suggestions on the aspects

of teaching that still need fine-tuning.

Accept Criticism on Lessons

For student teachers as well as professionals, lessons sometimes go poorly. Maybe

they are inappropriate for the age of the students, disorganized, dull, or confusing. By

looking at the lesson objectively, and accepting the criticism offered by the cooperating
teacher or university supervisor, student teachers can grow from a bad experience and

learn new ways to adjust lessons to prevent the situation from occurring again.

Effective Mentoring of Student Teachers

Cooperating Teachers Can Teach and Learn From Education Internships

Jun 10, 2009 Barbara Abromitis

The effective mentoring of student teachers should include establishing strong

communication, building professional collegiality, and encouraging classroom creativity.

The quality of a student teacher’s experience rests with the cooperating teacher. As a

veteran educator, inservice teachers know well how to run a classroom and teach their

content areas, but the act of mentoring another professional presents a new set of

challenges. By following these three principles, cooperating teachers will be able to

provide a quality intern experience, which does not compromise student learning and

can result in their own further professional development.

Establish Effective Communication

The key to any working relationship is communication. As a mentor, the cooperating

teacher must establish clear systems of communication at the start of the experience,

and encourage the student teacher to gradually assume more responsibility for leading

these conversations. Mentors should also communicate regularly with the university
supervisor to share concerns, or areas of progress, as this will prevent small issues

from becoming big problems that could affect student learning.

Areas that should be discussed before the experience begins include classroom

expectations (what has to be done certain ways and what can be changed to suit the

student teacher’s style); frequency and type of feedback and evaluation (both informal

and formal feedback should be given on a regular basis, regardless and in addition to

the formal system used by the university); and ways in which the student teacher should

present the experience to parents.

Build Professional Collegiality

Preservice teachers bring some experience to the classroom, and a great deal of

learning and background knowledge. It is the responsibility of the cooperating teacher to

structure the student teaching experience in a way that treats the teaching candidate as

a fellow professional, while ensuring the integrity of student learning.

Establishing the authority of the student teacher with pupils is essential. Student

teachers should begin immediately taking over teaching responsibilities, gradually but

quickly building to teaching the whole day. Encourage students to go directly to the

student teacher with questions, and intervene with decisions only in cases where safety

or learning are at risk. Include the student teacher in playground or other duties, faculty

meetings, professional development, and parent-teacher conferences.


Encourage Classroom Creativity

One of the most exciting aspects of mentoring a student teacher is the opportunity to

learn new ideas from them. Though sharing materials, resources, and teaching methods

is part of the mentoring process, cooperating teachers must also allow student teachers

to try their own ideas to see what works and what doesn’t. Many cooperating teachers

find new resources through their student teachers and their own teaching becomes

revitalized.

Top 10 Tips for Student Teachers

By Melissa Kelly, About.com Guide

Student teachers are often placed into an awkward and stressful situation, not really

sure of their authority and sometimes not even placed with veteran teachers who are

much help. These tips can aid student teachers as they begin their first teaching

assignments. Please note: these are not suggestions for how to approach the students

but instead for how to most effectively succeed in your new teaching environment.

1. Be On Time

Punctuality is very important in the 'real world'. If you are late, you will definitely NOT

start out on the right foot with your cooperating teacher. Even worse, if you arrive after a

class has begun which you are supposed to be teaching, you are placing that teacher

and yourself in an awkward situation.

2. Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly.

There is nothing wrong with over dressing during your student teaching assignments.
The clothes do help lend you an air of authority, especially if you look awfully young.

Further, your dress lets the coordinating teacher know of your professionalism and

dedication to your assignment.

3. Be Flexible

Remember that the coordinating teacher has pressures placed upon them just as you

have your own pressures to deal with. If you normally teach only 3 classes and the

coordinating teacher asks that you take on extra classes one day because he has an

important meeting to attend, look at this as your chance to get even further experience

while impressing your dedication to your coordinating teacher.

4. Follow the School Rules

This might seem obvious to some but it is important that you do not break school rules.

For example, if it is against the rules to chew gum in class, then do not chew it yourself.

If the campus is 'smoke-free', do not light up during your lunch period. This is definitely

not professional and would be a mark against you when it comes time for your

coordinating teacher and school to report on your abilities and actions.

5. Plan Ahead

If you know you will need copies for a lesson, do not wait until the morning of the lesson

to get them completed. Many schools have procedures that MUST be followed for

copying to occur. If you fail to follow these procedures you will be stuck without copies

and will probably look unprofessional at the same time.

6. Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and

possibly trying for a job at the school where you are teaching. These people's opinions
of you will have an impact on whether or not you are hired. They can also make your

time during student teaching much easier to handle. Don't underestimate their worth.

7. Maintain Confidentiality

Remember that if you are taking notes about students or classroom experiences to turn

in for grades, you should either not use their names or change them to protect their

identities. You never know who you are teaching or what their relationship might be to

your instructors and coordinators.

8. Don't Gossip

It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow

teachers. However, as a student teacher this would be a very risky choice. You might

say something you could regret later. You might find out information that is untrue and

clouds your judgement.


ICT Articles

ICT in Society – Advantages of ICT

By: Administrator; Date Added: Jul 3, 2010; Category: ICT

ICT refers to the devices used to communicate between computers (full definition

here).

Information communication technology (ICT) has greatly impacted and enhanced

global socialisation and interactions.

In fact information technology has taken over nearly every aspect of our daily lives

from commerce (buying and selling) to leisure and even culture.

Today, mobile phones, desktopcomputers, hand held devices, emails and the use

of Internet has become a central part of our culture and society.

These technologies play a vital role in our day to day operations.

ICT has made global social and cultural interaction very easy. We now live in an

interdependent global society, where people can interact and communicate swiftly and

efficiently. News and information can now be transmitted in minutes. Individuals can

easily stay in contact with members of their families who reside in other countries or

make new friends across the world.

Examples of information and communication technology (ICT) tools used for these

purposes are emails, instant messaging (IM), Chat rooms and social networking

websites, such asFacebook and Twitter, Skype, iPhones, cellular phones and

similar applications.
ICT made a major contribution towards the elimination of language barriers - people

speaking different languages can connect and socialise or trade in real time via

the Internet. This is made possible with the use of language translators.

In as much as the advantages of IT are numerous, it is important to mention some of its

major disadvantages to the society.

A significant disadvantage is that older generations find it difficult to catch up with the

ever changing and numerous technologies available to day. Fear of change, resistance

to change and inability to catch up with rapid technology evolution are areas to note.

The issue of digital divide can not be ignored. In the world today, there are people in

the society who are not in the position to take advantage of available technology. This

may be due to poverty or geographical location. For example, access to technology can

be said to be limited in many developing countries and these may result in lesser

opportunities for economical and social development.

The Importance Of Mobile Phones In Education

BY TERRY FREEDMAN | TUESDAY, JULY 20, 2010 AT 8:00AM | PERMALINK

From listening to music, to taking and editing pictures of teachers, the young community

have found various ways to misuse the new technology being made available to them in

such small and compact mobile phones. Obviously, anything that can disrupt learning,

or teaching, cannot be accepted in a classroom environment and should be dealt with

accordingly. It is my opinion that as technology advances at such a blistering pace,


policies such as ‘mobile phones should be switched off and in your bag’, can be

modified to benefit not only students, but teachers and schools alike.

As a student who has experienced some very rowdy and distracting classes, I know that

mobile phones can cause huge distractions for not only students, but teachers as well. I

am also aware that mobile phones can be a danger to the school environment; however

I believe they can still have their benefits in the classroom.

As a very proud owner of an Apple iPhone 3G, I could rave all day about the importance

of my mobile phone. It keeps me in contact wherever I go, which not only gives me

peace of mind, but also my parents! An argument I have never understood is that

youngsters have become too reliant on their mobiles. Nowadays mobile phones can be

as useful to people as a pencil and paper, and I have never come across an argument

that adults have become too reliant on those!

The ability to download ‘apps’ to phones such as the iPhone can also make it not only

personalised, but useful for people in most situations. From word processing software to

a program that keeps an eye on the stock market, the range of potential uses can just

not be argued with. For example, instead of waking up tired and grumpy, I use an

advanced alarm clock to measure my sleeping patterns which also wakes me up when I

am sleeping at my lightest. Not entirely necessary, but this could still be beneficial to

anybody!

So if this level of technology can benefit from city workers to journalists, why can it not

be taken advantage of at school? I have numerously thought to myself in lessons such

as Spanish and English that if it was accepted for me to use my phone, my learning
could be improved. Instead of taking out a dictionary, I could simply use my translator,

and instead of trawling through books for a piece of literature, I could find the book

online and be directed to a specific word, and so on. The fact is that these phones are

really just computers, yet I am unaware of a school that is reluctant to allow the use of

these.

I'm not naïve; firstly not everybody has such an advanced phone and secondly, there

are bound to be people who will take advantage. But as technology becomes cheaper,

more people will invest in this equipment, and surely the people who take advantage of

the leniency would use their phone regardless of new measures?

Schools themselves are modernising greatly. My present school, for instance, is in the

process of becoming an academy. This means that from September 2010 it will no

longer be classed as a ‘school’, and by 2013 it hopes to have established completely

new buildings. I am part of a group of students who have listened to the new plans, and

I was impressed with the new technology being considered. Ideas such as giving each

student a laptop and registering attendance online are being planned already. I think it

is fantastic that schools are finally ‘getting with the times’ and are understanding the

importance of ICT in education! Eventually I hope mobile phones will be looked upon in

a much more reasonable way and take a more important role in education. After all,

there’s only so much fun you can have with editing teachers’ faces!

Ethan is a Year 11 (17 years old) student who is currently preparing for his final GCSE

(High School graduation) exams. He is a huge lover of football, and Manchester United.
He hopes to carry on his education to university where he hopes to study Law and

French.

This is a slightly amended version of an article which first appeared in Computers in

Classrooms, the free e-newsletter. The next issue is a games-based learning special,

and we're running a prize draw to give away 2 marvellous prizes. More on that later

today.

Games In Education

BY TERRY FREEDMAN | WEDNESDAY, OCTOBER 20, 2010 AT

8:12AM | PERMALINK

How can games be used in the pursuit of learning? Computers in Classrooms – a free

e-newsletter – is currently featuring a host of articles and reviews on this very subject.

Last night I attended the Essex Teachmeet, organised by Danny

Nicholson, @dannynic, at which Dawn Hallybone gave a 7-minute race through

examples of games she has been using with her primary school children, and how. In

the Q & A session afterwards I was impressed by Dawn’s description of the process of

using games. It’s not just a matter of getting a box out of the cupboard and letting the

kids get on with it. You have to think about the learning outcomes you want, the

pedagogy involved organising the children and so on. And as for teaching to the test,

because Dawn uses the games as vehicles for reading, writing and ‘rithmetic, and has

them doing activities in strictly timed sessions, they’re prepared for the test anyway. The
only difference is that the children haven’t had the joy or learning drummed out of them

by the time they take the tests.

So, back to the newsletter. When I decided to focus on games-based learning, I

assumed, naively as it turns out, that one issue of the newsletter would suffice. Well, it

would, had I wished to produce something so long that nobody would have the time to

read it. What I’ve done instead is publish a series of special games-based issues. Tow

have been published so far, which include the following articles:

It’s not about the game! Dawn Hallybone discusses activities surrounding games to

maximise the benefits of games-based learning.

Red Mist, the prison-based video game. Jude Ower tells us about a game which is

won or lost by the state of your emotions!

Creating a game – a positive impact on learning? David Luke reports on research he

and colleagues undertook to determine, amongst other things, whether games-based

learning disadvantages girls.

Games-based learning: a personal view. Mother and computing graduate Amanda

Wilson gives her opinion of games-based learning.

Battling the barriers of games-based learning. John McLear explains how he set

about developing a search engine for educational games.

Could Co-operation and Collaboration lead to Greater Achievement than

Autonomous Learning?
Do we mistakenly evaluate games-based learning from our perspective as adult

learners, asks Doug Woods.

In What2Learn: Helping students play their way to exam success, John Rutherford

describes a free bank o resources for playing and even creating games for the

classroom.

Action research: In Enhancing mental maths in the primary setting through games-

based learning, Emma Barker summarises her MA research findings.

What’s Next?

Articles coming up include a review of BESA’s ICT use by primary pupils 2010, reports

from FutureLab and the LSN, plus more articles, including original research, and

reviews. More of that soon.

So what’s the cost of all this? Well, nothing really, apart from a few minutes of your time.

You fill in a form online and click OK. Then you check your email and click the link. You

won’t be spammed, your details won’t be sold on or given away, and if you don’t like the

newsletter all you have to do is click on a link at the bottom of it which says

“Unsubscribe”.
Learning approach

Learning Styles

There are many different learning styles. This article has information on auditory, visual,

and tactile learners as well as the concept of multiple intelligences. Keep reading for

more on learning styles.

There are a variety of different proposals for categories of learning styles, which are the

favored approaches different people have for interacting with whatever they’re trying to

add to their understanding or repertoire. A good understanding of learning style can

help the learner to adjust his or her own approaches in order to achieve the best results,

and can help teachers be aware of the types of instructional methods that may be of

most value to their students. This article gives an overview of learning styles.

And Then There Were Three . . . or Maybe Four

One way that learning styles are frequently categorized is auditory, visual, and

kinesthetic/tactile. This is how these types of learning styles are characterized:

• Auditory learners prefer to take in information through listening activities.

• Visual learners prefer to see demonstrations, pictures, and visual aides.

• Kinesthetic/Tactile learners do best with activities that involve movement and

touch.
If this were the complete package, we would have to wonder a lot about our schools

employing so many textbooks that seemingly fit nobody’s learning style, but actually,

four part division has also been suggested:

• Visual/Verbal

• Visual/Nonverbal

• Tactile/Kinesthetic

• Auditory/Verbal

with the Visual/Verbal learner showing a preference for reading and writing as learning

approaches.

Or Maybe There Were Seven

Another proposal for learning styles is Howard Gardner’s concept of multiple

intelligences, which proposes a broader spectrum of important types of interactive

preferences exercised by people in coming to terms with the world. They are:

• Linguistic Intelligence, which revolves around words and language, allowing for

skilled speech and critical analysis of word craft;

• Musical Intelligence, which revolves around sound and sound patterns, allowing

for skilled production of and appreciation of music;

• Logical-Mathematical Intelligence, which revolves around logic, reason, and

numbers, allowing for an ability to conceptualize;

• Spatial Intelligence, which revolves around visual perception, allowing for a

strong ability to visualize;


• Bodily-Kinesthetic Intelligence, which revolves around experiences of movement

and touch, allowing for skillful athletic performances and manipulation of objects;

• Intrapersonal Intelligence, which revolves around a clear sense of one’s own

inner states and emotional life allowing for well-developed self-knowledge; and

• Interpersonal Intelligence, which revolves around a clear window into the

emotional lives of others, allowing for strong interpersonal connections

Learning Style Inventories

If you Google “learning styles,” you will find a number of inventories that profess to

reveal your learning style to you. Be aware that they are posted by people with different

levels of expertise, and that some of them are pretty blunt tools. Questions that are

framed “would you rather a or b?” for example, may not take into account your

preference to do a on certain occasions, but b in other circumstances. Thus, the result

may be less than perfectly clear (or accurate).

The fact is that not everyone has a very strong leaning towards only one style, and

some particular areas or topics may lend themselves more by their nature to one

particular style than another. This may mean both that learners whose style is a good

match with the material being learned may have an easier time, but also that learners

may learn to adjust their preferred style to adapt to the material placed before them.

Despite the limitations of the quick tests that you find online, an analysis of your learning

style by a professional who can help you gain insight into strategies that will make your
efforts more productive can be a very useful thing. It can help you to take steps that will

make your studying time and learning more productive, and this is why guidance

counselors will sometimes guide students towards this type of analysis.

Language Learning Approaches: Better Approaches For Faster Learning

Submitted By: Jacob Coroner | Word Count: 580 | Views: 208

he language learning approach refers to the approaches that need to be applied to view

the nature of the language, its beliefs and the ideas about how these can be applied

practically so as to ease the language learning and teaching process.

There are different approaches as applied by different people for language learning

process but the approach that you take to learning a language largely depends on the

beliefs that have for language learning, your personality and learning style and the

approach or program that you find most suitable. Some of these approaches are

discussed as below:

1. The Grammar � Translation approach: formerly being used to teaching Latin and

Greek this approach has now been generalized for learning modern languages. Here

the importance is given to grammar and elaborate explanations are given. Reading of

difficult texts is started quite early in the course of study.

2. Direct approach: here more importance is given to the integration of more use of the

target language. Here the native language is not used but the target language is used

directly. There is no translation and grammar is taught with the rules generalized. A little

culture associate with the target language is also taught.


3. The Reading Approach: this approach is very helpful for those who do not travel to

other countries and for them reading is the skill by which they learn a second language.

Here the priority is to study the language first and being able to read and then move on

to the study of the country where the language is spoken. Great importance is given to

reading and attention to pronunciation and conversational skill is minimal.

4. The audiolingual Method: this approach is related to the principles of behavior

psychology. Many principles and procedures of the direct method are adapted in this

approach. This approach is based on the fact that language learning is a habit and

therefore it depends on mimicry, learning of the set phrases and structures. Grammar is

taught inductively in this approach and vocabulary is limited and learned in the text.

There is abundant use of aids like tapes, visual aids and language laboratories.

5. The Community Language Learning: this approach uses the counseling techniques to

ease the anxiety of learning a second language, in addition to helping the learner learn

the language. The counselor maintains a cordial and healthy relationship with the client,

here the student to ease him of the threat or confusion regarding the language.

6. The Silent Approach: this language learning approach makes use of verbal

commands and set of colored rods in order to avoid the use of the vernacular, create

simple linguistic situations, generate a game-like situation, provide support of perception

and action and provide spontaneous speech over some duration.

7. The Functional-Notional Approach: in this language learning approach the emphasis

is on breaking the global concept of the language in terms of communicative situations


as per their usage. It also stresses on the organizing of a language syllabus and finding

means to do so.

8. Total Physical Response Approach: this approach is defined as the approach that

combines the information and skill by the use of the kinesthetic sensory system. By this

method learning is accentuated at a rapid rate. Learning is motivated because the

learner is given adequate time to speak the language as per his readiness and comfort.

Therefore these are the various language learning approaches that can be used.

However the best approach is the one that best suits you.
Professional Career Plan:

I just finished my on the job training as a student teacher. It was hard and

stressful. But at the same time, I feel joy during those times. The students have given

me enough memories to make me miss them.

But after graduation, I doubt if I’ll be really start my journey as a teacher. Yes I’ll

take the Licensure Examination for Teachers but I just don’t know yet if I’ll be a teacher.

I plan to work in a call center. This has been my plan right after graduation. But

ofcourse, I know that I will not be treating this as a career. I just want to earn more.

I could be a teacher though. Maybe I could be a teacher of pre schoolers or

Korean students who wants to learn English. It could be here in the Philippines or in

Singapore.
Narrative report

First week ( December 6-9)

It’s my first week as a practice teacher at Lagro High School. Well I was surprised

because it’s youth week here and during this week, every teacher will have a student

counterpart. My critic teacher, Mrs. Luisa Casuyon has chosen a student counter part

who will teach TLE for a week. And I felt like I have my own student teacher. ☺ I’ve

been just facilitating the student while Ivan teaches since Mrs. Casuyon is not around.

She’s sick. My first week was not so stressful. Had a great time though. ☺ I met all of

the sections.

Second week (December 13-15)

For my second week, no more student teachers around. Mrs. Casuyon is back. We jus

had project making week. I just facilitated and checked their works and guide them in

making an extension cord and lampshade. I’ve tried it and it is not that hard at all. I wish

I could learn more. The students are really noisy. But thank God are still manageable. ☺

Third week (January 3 – 7)

First week for the year 211. Ma’am Casuyon let me do the lesson plan and handle the

class. She’s not leaving me alone though. She gives me pointers and I’m learning. I’ve

prepared chapter test as well but she told me I got to be strict somehow. This has been

stressful week for me. Maybe because I just ad my vecation. It is sad I got colds and

cough. L

Fourth week (January 10-14)

For my fourth week. I’m feeling better now. I had my discussion and lectures for the

whole week. I prepared some activities too. This week felt like just a review week or
should I say lecture week. Most of the time, I just let the students copy the lesson since

it was discussed last week. Just making sure they have lectures.

Fifth week (January 17-21)

For the fifth week. I had much on lecturing since the periodical examination is on

Thursday and Friday. I also took charge of 3 classes of an absent co-teacher. When I

was there, they were just quiet. I missed my original students. I felt that a day in school

without them is dull. Then we had the periodical exam. For the first day, Mrs. Casuyon

and I took charge. I really made sure there’s no cheating. But at the end of the day, the

students wanted and early out. When I dismissed them, they all shouted like wild

animals. Unfortunately, the teacher at the next room got mad. I felt responsible about

that. I wont let that happen again. On the second day of exam, I took charge alone. I re

arranged their seats and became more stric. I let them clean the room before leaving. I

was alone that day. Sad.

Sixth week (January 24-28)

This week, we checked their examinations. Not all of them passed. We had discussion

and lecture too. I have been absent for two days since we need to submit our case

study. During discussions, I prepared activities for the students so that they’ll be

motivated with the discussion. This week has been stressful for me.

Seventh week (Januray 31 – February 4)

This week, I lectured and gave chapter tests to my students. They were asking if I

prepared an easy one. Ive been reply that it is and when they have taken the test, they

said, “ Ma’am, yung madali mo ang hirap naman po eh.” . Mrs. Casuyon won’t let me
give them easy exams because she said I’m handling higher sections, they should be

given tougher examinations than the rest.

Eighth week (February 7-11)

This week, we had discussion. Im really getting used to the classroom situation, the

discussion, me giving them examination, asking them questions, and hearing their loud

unstoppable mouths. They are really noisy. But I love those kids.

Ninth week (February 14-18)

This week, I met my students just to check their chapter test. The following days, they

had their National Achievement Test. Mrs. Casuyon and I facilitated II – Persimon. We

stayed there till 5pm. Then that Thursday, we checked the examination of II – Banaba.

Friday, we had an early dismissal since it is the promenade of the third year students.

Tenth week (February 21-25)

This week was supposed to be my last week, but it’s not. Also, this is the week, I’ll have

my final demo. I’ve been very busy preparing my lesson, mastering it, finishing my

lesson plan and when that day came, it went well! We prepared food too to our

observers and I felt relieved. After that day, I had my usual discussions.

Eleventh week (February 28 – March 4)

This week is the second to the last weeks I’ll be having here at Lagro High School. We

weren’t here Thursday and Friday. It was just project week this week. The students

enjoyed doing the ice cream. I wish I was able to make one on my own. I stayed in the

room while Ma’am managed each group who makes the ice cream.
Twelfth week (March 7-11)

This is our last week. We still continued doing their ice cream. We prepared food to the

TLE department as our farewell party for them. I will surely miss my students.
Local current issues

Wanted still: a revolution in education

By Butch Hernandez

Philippine Daily Inquirer

First Posted 19:42:00 12/31/2010

Filed Under: Education

FOR THE past decade, the Foundation for Worldwide People Power (FWWPP)—to the

best of its ability—has endeavored to foster genuine and deep-seated changes in

Philippine education. For the record, in 2002 our founder Ms. Eggie Apostol called for

no less than a revolution—People Power style—to inspire entire communities to bring

their talents and resources together to turn public schools into providers of quality

education.

Sir Ken Robinson, the world-renowned creativity expert and an electrifying speaker,

once delivered a lecture titled “Bring on the Learning Revolution.” In it, Sir Ken says that

“every education system in the world is being reformed at the moment and it is not

enough. Reform is no use anymore because that is simply improving a broken model.

What we need is a revolution in education. This has to be transformed into something

else,” Sir Ken argues.

This lecture is one of two hugely popular education-themed presentations delivered at

the TED (Technology, Entertainment and Design) conferences. The second one is titled

“Changing Education Paradigms.” Both talks have been posted online at TED.com and
at YouTube and have now been seen by millions. (If you are an education-reform

advocate and you haven’t yet seen these presentations, I urge you to do so now. As an

added incentive, you’ll find them highly entertaining at the very least.)

On his profile page at the TED website, Sir Ken Robinson is described as “a visionary

cultural leader, (who has) led the British government’s 1998 advisory committee on

creative and cultural education, a massive inquiry into the significance of creativity in the

educational system and the economy, and was knighted in 2003 for his achievements.”

“There now exists a crisis in human resources, as we have made very poor use of our

talents,” says Sir Ken. He points out that education should naturally be the vehicle to

create the circumstances that would draw out these human resources, which are often

buried deep. He, however, avers that current education systems in a way dislocate very

many people from their natural talents.

Sir Ken emphasizes that “[w]e have built our education system on the model of fast

food, where everything is standardized. We have sold ourselves into the fast-food

model of education, and it is impoverishing our spirits and our energies, as much as fast

food is depleting our physical bodies.”

How then do we achieve the change that we seek?

Sir Ken and Ms Apostol both agree—along with perhaps the entire education reform

community—that this kind of change can be difficult. For her part, Ms. Apostol has said

often enough that two things are essential for change to take place. First, people must

be made fully aware of the problem in all its complexity, and second they must be
moved enough to bring their talents and resources together for the cause of quality

education. Both tasks are obviously easier said than done, but the FWWPP’s

experience is that change is quite easier and more consistently achieved at the

community level.

Sir Ken, on the other hand, believes that fundamental innovation is hard because it

means we have to challenge what we take for granted. “The great problem for reform or

transformation is the tyranny of common sense,” says Sir Ken.

In the FWWPP’s Mentoring the Mentors seminars, we’ve had occasion to see this rather

inexplicable resistance to change especially when our expert resource, Dr. Celia

Adriano—AVP for academic affairs at UP—starts discussing ways to make really

effective lesson plans. For Dr. Adriano, a carefully considered lesson plan is the key to

ensuring that learning takes place for the entire classroom. As such, she insists that

teachers should really take more time to get this task right. However, many public

school teachers we’ve met invariably find it hard to deviate from the process that they’ve

grown accustomed to, which is to defer to the district supervisor with regard to matters

like this. As such, it is common to see lesson plans drawn up from de facto templates,

with little thought given as to what students in a particular class really need to meet their

learning goals.

This closely reflects Sir Ken’s assertion that human talent is “tremendously diverse and

that individuals have different aptitudes.” As such Sir Ken says, we should “customize

education to our own circumstances and personalize it for the people we are actually

teaching.”
To spearhead the education revolution, Sir Ken proposes something truly radical: that

we “change metaphors” from an industrial or manufacturing model of education based

on linearity, conformity and batching people, to one that is based on principles of

agriculture.

Sir Ken explains the notion of linearity in education as like starting on a track where if

one does everything right, one is set for life.

“In truth, life is not linear, it is organic. We have to recognize that human flourishing is

not a mechanical process, it is an organic process. You cannot predict the outcome of

human development. All you can do is, like a farmer, create the conditions under which

they will begin to flourish,” says Sir Ken.

(Butch Hernandez (butchhernandez@gmail.com) is the executive director of the

Foundation for Worldwide People Power.)

ARMM lawmaker protests pilot-testing of sex education

By Charlie Señase

Inquirer Mindanao

First Posted 15:05:00 06/20/2010

Filed Under: Health, Education

COTABATO CITY, Philippines – A member of the legislative assembly in the

Autonomous Region in Muslim Mindanao (ARMM) rejected a proposal of the


Department of Education to use ARMM province as a pilot area for its sex education

module in elementary and secondary schools.

Assemblyman Ziaurrahman Adiong said the planned inclusion of ARMM by DepEd in

the United Nations Population Fund project that would initially tap the services of 159

public schools (80 in the elementary and high school, 79), only showed “Imperial

Manila’s unilateral imposition of the UNFPA without regard to the sensitivity of the

Muslim culture and practices.”

Adiong said his other Muslim colleagues in the Assembly have been contemplating filing

a resolution to exclude ARMM provinces from the new sex curriculum which would be

compulsory for Grades V and VI and high school students in public schools.

“There should have been public consultation first before launching the sex education

project, especially conservative areas where inhabitants are so sensitive to matters

concerning population control,” said Adiong, a native of Lanao del Sur that happens to

be DepEd’s pilot-testing area on sex education.

The other affected ARMM provinces are Maguindanao, Sulu and Tawi-Tawi while the

rest of the pilot areas include Sultan Kudarat in Central Mindanao; Olongapo City,

Mountain Province, Ifugao and Masbate in Luzon; Bohol and Eastern Samar in the

Visayas.

The Regional Legislative Assembly’s initial opposition to the sex-education, according to

Adiong, borders on the absence of teaching modules, which when introduced might

touch Muslims’ culture and religious practices.


“Proponents of the sex-education program should be rational and considerate to the

Islamic conservative look at sex being introduced among the young,” said Adiong,

whose brother Ansarrudin, acting ARMM governor, appears mum on the issue.

Education officials have assured that the program would not be coercive as it tries to

introduce lessons on reproductive health, personal hygiene, proper peer behavior and

unwanted pregnancy.

Techtutor seminar to show role of ICT in Education

INQUIRER.net

First Posted 11:16:00 09/16/2010

Filed Under: Computing & Information Technology, Technology

(general), Education, Children, Internet

MANILA, Philippines – Every child deserves quality education. Technology gives

teachers new resources for engaging an effective education. It sparks the joy of

discovery, provides students with a wider world, and develops skills that build the future.

Technology has entered all aspects of the workplace, including education. As our

schools evolve and continually embrace educational technologies into the classroom, it

only makes sense that information technology be incorporated into teaching and

learning. The tools are there, how to maximize it is the challenge.


TechTutor 2, an annual seminar conducted by the country's premier I.T. personality,

Jerry Liao, is dedicated to explore the role of technology in enhancing all facets of

education and personal andprofessional development.

Last 2009, more than 5,000 people attended the first TechTutor seminar. This coming

September 28 and 29, 2010, people are again expected to troop to SM Megatrade Hall

3 to witness the annual TechTutor seminar which aims to provide the opportunity for

educators, school leaders, and policy makers to interact with and learn from education

researchers, thought leaders and expert practitioners from around the country.

The objective of the seminar is to equip students, educators and future entrepreneurs

with the skills for turning their ideas and ambition into action and to generate new ideas,

and practices for integrating technical tools to improve education. Thus making

technology use more effective in instruction, encourage an open dialogue between

experts and parents on how these technological advancements be utilized for the

betterment of the community.

The seminar will focus on collaborative web environments focused on wikis,

microblogging, and other social media applications. The cloud computing solutions like

the new Microsoft Office 2010 has evolved to a point where traditional IT processes &

job duties are no longer required and less time is needed to support our learners and

educators.
Moreover, the web 2.0 environment has evolved to make it easier for non-tech savvy

users to integrate technology with little tech support. Threats and dangers that surround

the web and the entry of Web 3.0 will also be discussed during the seminar.

The latest products and solutions will be showcased by companies like Acer,

Blackberry, Canon, Dell, HP, Lenovo, LG, Microsoft, Samsung, Powermac, RedFox,

Western Digital and WSI. Other partners include Apple, ASI, Asiantech, Belkin, BenQ,

Lacie, NEO Computers, PC Gilmore, Philips Go Gear, STI, Suzuki andViewsonic will

also show their wares during the event.

Education Managers/Directors, Technology specialists, Teachers, Academic Advisors,

Education researchers, ICT experts, IT Managers and parents are all encourage to

attend this once a year seminar by Jerry Liao.

Attendees will also get the chance to win raffle prizes like laptop computers, printers,

mobile phones, and a lot more. Tickets are available at Ticketnet outlets and SM

Cinemas. For more information, visit www.infochat.com.ph/powertips.

UN: RP trails Tanzania, Zambia in education

By Philip Tubeza

Philippine Daily Inquirer

First Posted 03:48:00 01/20/2010

Filed Under: Education, Poverty, Annual Reports

MANILA, Philippines—The United Nations has warned that the Philippines is in


danger of leaving the poor behind when it comes to their education.

Noting an “absence of decisive political leadership,” a major UN report on education

on Tuesday said the Philippines was in “real danger” of missing its target of providing

universal primary education by 2015.

The 2010 Education For All (EFA) Global Monitoring Report, which was launched by

UN Secretary General Ban Ki-Moon at UN headquarters in New York cited the

Philippines as a “particularly striking example of under-performance” in educational

reforms as its current polices were failing to make a difference in improving the

education of the poorest Filipinos.

“Education indicators for the Philippines are below what might be expected for a

country of its income level … With an average income four times that of [African

countries] Tanzania and Zambia, it has a lower net enrollment ratio,” the report said.

“The unfavorable comparison does not end there. Whereas Tanzania and Zambia

have steadily increasing net enrollment ratios, the Philippines has stagnated,” it said.

RP could miss its goal

“Given the country’s starting point in 1999, achieving universal primary education by

2015 should have been a formality. There is now a real danger that, in the absence of

decisive political leadership, the country will miss the goal,” the report added.

The Global Monitoring Report (GMR) is produced annually by an independent team of


UN experts and is published by the United Nations Educational, Scientific and

Cultural Organization (UNESCO). The report assesses the global progress towards

the six EFA goals to which over 160 countries committed themselves in 2000.

These goals include expanding early childhood care and education, providing free

and compulsory primary education for all, providing learning and life skills to young

people and adults, increasing adult literacy by 50 percent, achieving gender equality

by 2015, and improving the quality of education.

In the portion “The Philippines—leaving the marginalized behind,” the 2010 report

said “extreme poverty and regional disparities were at the heart” of the mismatch

between the Philippines’ income level and its poor educational outcomes.

It noted that, in 2007, the number of out-of-school youth aged 6 to 11 “broke through”

the one-million mark and “there were over 100,000 more children out of school then

than in 1999.” It added that around one-quarter of those entering school drop out

before Grade 5.

Deeply marginalized

“The net enrollment ratio was 92 percent in 2007, which is comparable with countries

at far lower levels of average income, such as Zambia, and below the levels attained

by other countries in the (East Asia) region, such as Indonesia,” the GMR said.

“Why have countries that were so close to universal net enrollment at the end of the

1990s failed to go the extra mile? One factor is the difficulty in extending opportunities
to certain regions and parts of society,” it added.

The report said that this happened to countries like the Philippines and Turkey that

faced “problems of deeply entrenched marginalization.”

“In the Philippines, marginalization is strongly associated with poverty and location,

with the Autonomous Region in Muslim Mindanao (ARMM) and some outlying islands

falling far behind,” the GMR said.

Low investment

“It is evident in the cases of the Philippines and Turkey that current policies are not

breaking down inherited disadvantage. One contributory factor is the low share of

national income invested in education,” it added.

The report noted that the gap separating the poorest 20 percent of Filipinos from the

rest of society was “far wider than in most countries in the region.”

“Those aged 17 to 22 in the poorest quintile average about seven years of

education—more than four years fewer than in the wealthiest 20 percent. Data on

school attendance provide evidence that current policies are not reaching the

poorest,” the GMR said.

“Around six percent of 7- to 16-year-olds from the poorest households are reported as

not attending school or to have ever attended. Extreme economic inequalities fuel

education inequalities, notably by pushing many children out of school and into
employment,” it added.

Deep fault lines

The report said regional data also reveal “deep fault lines” in educational opportunities

within the country.

“Nationally, about six percent of those aged 17 to 22 have fewer than four years of

education. In the best-performing regions—Ilocos and the National Capital Region—

the share falls to one percent to two percent. At the other extreme, in the ARMM and

Zamboanga Peninsula over 10 percent fall below this threshold,” the GMR said.

“The disparities are driven by a wide array of factors. The impact of high levels of

poverty is exacerbated by conflict in Mindanao, and by the remoteness and wider

disadvantage experienced by indigenous people in the Eastern Visayas and

Zamboanga,” it added.

The sound of howitzers

To give a “human face” to the conflict in Central Mindanao and its ill effects on

education in the region, the report included the story of 13-year-old Muhammed, a

refugee living in a tent on the grounds of Datu Gumbay Piang Elementary School in

Maguindanao.

“Most of the children come to class to escape the dismal living conditions in their
tents. But there is no immediate escape from the destruction and violence they have

witnessed,” the report said.

“When the children are in class, they are either lethargic or very nervous because

[evacuees] often hear howitzers being fired not far from [them],” it added.

Quoting an evacuee who works in the school, the report said: “‘Students are often

absent because they spend hours lining up for rations and water at the pump or

because they’re sick.”

Shortages

Given these problems, the GMR said Filipino authorities faced “difficult policy choices

if the Philippines is to achieve universal primary education by 2015.”

“Far more weight has to be attached to reaching marginalized populations and

providing them with good quality education. Social protection and conditional cash

transfer programs, such as those in Brazil and Mexico, could play a vital role in

combating child labor and extending educational opportunities to the poor,” the GMR

said.

The report added that another urgent priority was the use of local language when it

comes to teaching in indigenous areas.


“The diversity of the challenges sets limits to what the central government can do.

Regional and sub-regional authorities need to develop and implement policies that

respond to local needs. However, the central government could do more to create an

enabling environment,” the GMR said.

“The education system suffers from chronic shortages of teachers and classrooms,

rising class sizes and low levels of learning achievement. Addressing these problems

will require an increase in the 2.1 percent share of national income directed towards

education in 2005—one of the lowest levels in the world,” it added.

12-year basic education: a quality imperative

By Chito B. Salazar

Philippine Daily Inquirer

First Posted 00:16:00 08/28/2010

Filed Under: Education, Schools, Government

THE MOVE to expand our basic education to 12 years from the present 10 is not about

quantity versus quality. It is about quality, period; or, more accurately, it is about the low

quality of our education system. Philippine education is plagued by two major ills—the

high attrition rate of our students and their low achievement rates. Simply put, too many

of students leave school early, around a third before graduating elementary school, the

largest chunk dropping out before Grade 4.


However, those who stay in school are only just a bit better off, receiving a substandard

education with more than 90 percent failing our own National Achievement Tests. The

majority of students are reading below their age and grade levels; and our high school

graduates proceed to college with barely a Grade 6 reading competency.

What accounts for this low quality? Years of neglect; much, much lower than needed

budget allocations; teaching quality; incentives and performance measures; the lack of

classrooms, textbooks and desks; and, a short basic education cycle. The problems are

complex and the causes are interconnected.

While teacher quality is central to the solution, our teachers, no matter how good,

cannot teach well in a crowded classroom, without the proper books, or even a proper

room. Similarly, our teachers, no matter how good, cannot teach well, with an

overcrowded curriculum, when they are being required to teach more than their

counterparts anywhere in the world, in a significantly shorter period of time. Nor can our

students learn properly, when we are asking them to learn too much, too soon. What

students in other countries are expected to learn in 12 years, we are asking our

students to learn in 10. Consequently, more often than not, our students are being

forced to learn concepts more complex than their developmental profile permits. It is

then no wonder that our students cannot read properly nor pass our own diagnostic

exams.

Just as the causes are interconnected, so too are the solutions. We must address

teacher quality to improve the education of our children. We must likewise address the

resource gaps. But we must also increase the number of years in basic education. The
lack of years in our basic education cycle is an inherent cause of the low quality of

education, just as are all the others. The additional years will unclog the curriculum and

will allow the teachers to teach better. More importantly, the students learn more. While

each of these solutions is necessary, none of them, on their own, are sufficient; and, we

will not be able to address the quality issue without expanding the number of years.

There really is no silver bullet.

This brings us to the problem of government resources. It is true that there are limited

funds and we must prioritize. However, the difficulty is the opponents of the move to a

12-year system are making this a choice among education goods—better teaching

quality versus the expansion or more classrooms versus more years. However, should

this not be about quality education versus losing more revenues to smuggling or

uncollected taxes; or about education quality versus special education funds being

spent on basketball courts, boy scout jamborees or sports fests; or should this not be

about education quality versus expensive meals abroad, pork barrel or the intelligence

funds of GOCC executives? The families of our children graduating with minimal

learning are paying a very expensive price for an underfunded education system.

Ultimately, the beneficiaries of the improvement of our education quality are the poor.

For logistical reasons, public school students with low achievement rates or who have

not mastered the prescribed competencies still manage to graduate, but they are

grossly unprepared to land good jobs and improve their lives. The true social costs

accrue not from the additional years of education but from the false hopes arising from a

high school diploma that essentially represents little.


The proponents of the 12-year basic education cycle insist that the additional two years

be added to the elementary and/or high school levels; not to tertiary education, nor

purely as a pre-university requirement. The addition must be to basic education

because that’s precisely what it is and where it needs to be. A 12-year basic education

is the minimum, fundamental education everyone must receive to have a decent

opportunity for a good life. As such, as the Constitution declares, it must be a right, and

it must be free.

Finally, ironically, despite all the opposition, the best basic education schools in the

country (e.g., Ateneo and La Salle) already follow an 11-year system at least. These are

the premier schools that parents would want to send their children to if they could afford

the tuition. Children who attend schools like these usually have had three years of pre-

school before they even step into the first grade. Yet, for whatever good reason, some

would rather deprive the majority of Filipinos of these additional years—please note, a

total of 14 to 15 years of basic education—that a fortunate minority already receives. So

which program is truly anti-poor?

Chito B. Salazar, Ph.D. (pbedmail@yahoo.com) is the president of Philippine Business

for Education.
Foreign current issues in education

Are High Schools Failing Their Students?

The Need

Does earning a diploma guarantee that a high school graduate is ready for work and

college? It should, for very practical reasons. Entrance requirements for colleges have

increased. Employers expect more. Students must be able to communicate effectively,

think critically, analyze and interpret data, and evaluate a variety of materials. Sixty-

seven percent of new jobs in the market today require some postsecondary education

(Achieve Inc., 2006).

Yet despite these demands, many high school graduates are inadequately prepared to

continue their education or to enter the workforce. According to the National Center for

Education Statistics (NCES), at least 28 percent of students entering four-year public

colleges in the fall of 2000 were required to take remedial courses when they started,

especially in mathematics and language arts, as did 42 percent of those enrolled in two-

year public colleges (NCES, 2004). Employers also have noted that many recent high

school graduates do not possess the basic reading, writing, and mathematics skills

they need to function on the job; and providing remedial training to address this problem

costs employers millions of dollars each year (The American Diploma Project [ADP],

2004).

Growing concern about the academic proficiency of high school graduates has placed

high school reform at the forefront of the education policy agenda. Critics have begun
to question the degree of academic rigor in our nation’s high schools, and many states

and school districts are looking for ways to address this issue. This month’s newsletter

explores the issue of academic rigor and highlights current efforts to challenge and

support high school students.

Rigorous Curriculum for All

It is no secret that a challenging curriculum has a positive effect on student performance

after high school. A study released by the U.S. Department of Education (Adelman,

1999), for example, found that “the academic intensity and quality” of a student’s course

of study was a far more powerful predictor of bachelor’s degree attainment than class

rank, grade point average, or test scores. And this impact is “far more pronounced” for

African-American and Latino students than for any other group. A rigorous curriculum

also predicts greater skill in the workforce and greater wage-earning potential. An

extensive study conducted by ETS found that 84 percent of highly paid professionals

and 61 percent of “well-paid, white-collar” professionals had taken Algebra II or higher

level mathematics courses while only 30 percent of low-to-moderately skilled and low-

paid workers had done so (ADP, 2004). These findings make a strong case for high

schools nationwide to provide all students—not just those enrolled in “college prep”—

with a challenging academic program.


ISLEY L. SOLOMON
12 Naguilian St. New Haven Village Novaliches, Quezon City
09331713575
solomon.isley@gmail.com

Job Objective: Be able to be a student teacher with enthusiasm, discipline, passion for teaching
and be able to bring out the best in me and of the students.

Skills:

• Strong values orientation • Fluent in English and Filipino languages


• Effective communication skills • Computer literate

Education:

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City Campus


Bachelor in Business Teacher Education
2007-present

SACRED HEART ACADEMY OF NOVALICHES


1155 Quirino Highway, Zabarte Road, Novaliches, Quezon City

DELFIN M. GERALDEZ ELEMENTARY SCHOOL


St. Dominic
Seminars attended:

• Jobstreet Career Congress 2010


SMX Mall of Asia
• Enhancing Teaching Skills Towards Professionalism
Polytechnic University of the Philippines, Quezon City
• Empowering the Youth Towards a Sustainable Environment
Polytechnic University of the Philippines, Quezon City
• Education on the Wheels Program
Polytechnic University of the Philippines, Quezon City
• Strengthening and building a learning community
Eurotel, SM North Edsa

Personal Background:

Birthday: September 2, 1991


Religion: Roman Catholic
Mother: Emily L. Solomon
Father: Eduardo R. Solomon
Lesson Plan No. ___
Date: January 11, 2011

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


1. Define capacitors and identify it’s different classifications.
2. Draw the different capacitors used in electronics.
3. Appreciate the importance of learning more about capacitors.
VI. Content:
D. Topic: Capacitors
E. Materials: visual aids and actual capacitors
F. Reference: TLE pp 173-174
VII. Procedure:
E. Preparatory Activities:
5. Opening Prayer
6. Checking of Assignment
7. Review – What is resistor?
8. Motivation – Show a real capacitor
9. Unlocking of Difficulties:
f. Capacitor – is an electronic component that has the ability to store electrical
charges on voltage.
g. Fixed capacitor – these capacitors are either be polarized or non polarized.
h. Variable Capacitor – these capacitors are polarized and their capacitance may
be varied.
i. Capacitance - is the ability of a body to hold an electrical charge
j. Farad – unit of capacitance
F. Development/Presentation of Lesson
Learning task Strategies Evaluation
1. Define capacitors and identify discussion oral response
Its different classifications.
2. Draw the different capacitors discussion oral response
Used in electronics.
3. Appreciate the importance of discussion oral response
Learning capacitors.
G. Closing Activities:
1. Generalization: Knowledge about capacitors will help them further understand
capacitor and it’s importance.
2. Values integration: Joy in learning more about capacitors.
3. Application: students will identify the different kind of capacitors and its functions.
4. Evaluation: Scoring Rubrics
Dimension Very Satisfactory Satisfactory Needs improvement
Accuracy All capacitors are 1 incorrect 2-3 incorrect answers
Drawn and labelled answer
Properly.
Neatness No erasures. Slightly more than 3 erasures.
Not crampled. Crampled crampled.
Work habits With complete some are most materials are
Materials. Borrowed. Borrowed.
VIII. Assignment:
Topic: Types of metal
A. Word Study: Ferrous metals, Nonferrous metals, elasticity, ductility, malleability,
brittleness, conductivity, hardness.
B. Guide Questions:
1. What are the different types of metals?
2. What are the metals under ferrous metals?
3. What are the metals under nonferrous metals?
C. Reference: TLE book p 184-185
Isley L. Solomon
Summary of Daily Time Record:
MONTH: December

DAY TIME IN TIME OUT NO. OF HOURS

6 12:47pm 8:00pm 7 hrs 13 min


7 12:40pm 8:00pm 7 hrs 20 min
8 1:00pm 7:45pm 6 hrs 45 min
9 12:42pm 8:00pm 7 hrs 18 min
13 12:55pm 8:00pm 7 hrs 15 min
14 11:20am 8:00pm 8 hrs 40 min
15 12:55pm 7:50pm 6 hrs 55 min

TOTAL NO. OF HOURS: 51 HRS 26 MIN


MONTH: January
DAY TIME IN TIME OUT NO. OF HOURS
3 12:47pm 8:00pm 7 hrs 13 min
4 12:50pm 8:00pm 7 hrs 10 min
5 12:48pm 7:05pm 6 hrs 17 min
6 12:50pm 8:00pm 7 hrs 10 min
7 12:50pm 8:00pm 7 hrs 10 min
10 1:17pm 8:00pm 6 hrs 43 min
11 1:00pm 8:00pm 7 hrs
12 12:58pm 8:00pm 7 hrs 2 min
14 12:50pm 8:00pm 7 hrs 10 min
17 12:50pm 8:00pm 7 hrs 10 min
18 1:00pm 8:00pm 7 hrs
19 12:54pm 8:00pm 7 hrs 6 min
20 12:45pm 6:00pm 5 hrs 15 min
21 1:00pm 6:00pm 5 hrs
24 12:30pm 8:00pm 7 hrs 30 min
27 12:40pm 8:00pm 7 hrs 20 min
28 12:30pm 8:00pm 7 hrs 30 min
31 12:30pm 8:00pm 7 hrs 30 min

TOTAL NO. OF HOURS: 124 HRS 16 MIN


MONTH: February
DAY TIME IN TIME OUT NO. OF HOURS
1 12:30pm 8:00pm 7 hrs 30 min
2 12:30pm 8:00pm 7 hrs 30 min
3 12:25pm 8:00pm 7 hrs 35 min
4 12:35pm 8:00pm 7 hrs 25 min
7 12:25pm 8:00pm 7 hrs 35 min
8 12:25pm 8:00pm 7 hrs 35 min
10 12:30pm 8:00pm 7 hrs 30 min
11 12:30pm 8:00pm 7 hrs 30 min
14 12:30pm 8:00pm 7 hrs 30 min
15 12:30pm 8:00pm 7 hrs 30 min
16 12:30pm 8:00pm 7 hrs 30 min
17 12:45pm 8:00pm 7 hrs 15 min
18 1:00pm 6:30pm 5 hrs 30 min
21 12:35pm 8:00pm 7 hrs 25 min
22 11:00am 8:00pm 9 hrs
23 12:50pm 8:00pm 7 hrs 10 min
24 12:30pm 8:00pm 7 hrs 30 min
28 12:50pm 8:00pm 7 hrs 20 min

TOTAL NO. OF HOURS: 133 HRS 50 MIN


MONTH: March
DAY TIME IN TIME OUT NO. OF HOURS
1 12:45pm 8:00pm 7 hrs 15 min
2 12:37pm 8:00pm 7 hrs 23 min
7 1:00pm 8:00pm 7 hrs
8 1:00pm 8:00pm 7 hrs
11 1:32 pm 5:00pm 3 hrs 28 min

TOTAL NO. OF HOURS: 32 HRS 6 MIN

OVER ALL TOTAL NUMBER OF HOURS: 341 HOURS 36 MIN


December

January
February

March
REPUBLIC OF THE PHILIPPINES
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
QUEZON CITY

GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING

Name of demonstration teacher: Isley L. Solomon


Subject demonstration: TLE II
Place/School: Lagro High School
Date:February 22, 2011

100-95 94-89 88-83 82-79 77-72


Excellent VS S Fair Unsatisfactory
I. LESSON PLANNING
A. Objectives were stated in
behavioural terms
B. There was congruency between:
1. Objective and subject matter.
2. Objective and teaching procedure.
3.Objective and formative
4.Objective and assignment
II. TEACHING METHODS
A. Methods/used was/were suited to
the needs of the students.
B. The teacher was creative enough to
adapt his/her method to the
students.
C. Visual aids and other examples
were to illustrate the lesson.
D. The teacher made effective use of
the formative test after teaching.
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way
of checking:
1.Attendance
2.Assignment
3.Practice Exercise
4.Group work/projects
5.Passing in and out of the room
6.Collecting, distributing and collecting
paper.
B. Order and discipline were present
in the classroom.
C. Visual aids were within easy reach
during his or her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a
well-modulated voice.
B. The teacher used correct grammar
speaking
C. Correct responses were given by
the students through the teachers
skilful questioning.
D. He/she observed correct
punctuation.
E. The board work of teacher was free
from errors.
V. THE TEACHER’S PERSONALITY
A. The teacher is neat and well-
groomed.
B. The teacher is free from mannerism
or physical defects that tend to
disturb the student’s attention.
C. The teacher’s personality is strong
enough to command respects and
attention.

COMMENTS/SUGGESTION:
You have shown more about the lesson. Always remember that you are the master in the classroom.
There should be no dull moment.

RATING: 94.15

OBSERVER:

Luisa C. Casuyon
_____________________
DESIGNATION
REPUBLIC OF THE PHILIPPINES
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
QUEZON CITY

GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING

Name of demonstration teacher: Isley L. Solomon


Subject demonstration: TLE II
Place/School: Lagro High School
Date:February 22, 2011

100-95 94-89 88-83 82-79 77-72


Excellent VS S Fair Unsatisfactory
I. LESSON PLANNING
A. Objectives were stated in
behavioural terms
B. There was congruency between:
3. Objective and subject matter.
4. Objective and teaching procedure.
3.Objective and formative
4.Objective and assignment
VI. TEACHING METHODS
E. Methods/used was/were suited to
the needs of the students.
F. The teacher was creative enough to
adapt his/her method to the
students.
G. Visual aids and other examples
were to illustrate the lesson.
H. The teacher made effective use of
the formative test after teaching.
VII. CLASSROOM MANAGEMENT
D. The teacher had a systematic way
of checking:
1.Attendance
2.Assignment
3.Practice Exercise
4.Group work/projects
5.Passing in and out of the room
6.Collecting, distributing and collecting
paper.
E. Order and discipline were present
in the classroom.
F. Visual aids were within easy reach
during his or her teaching
VIII. COMMUNICATION SKILLS
F. The teacher spoke clearly with a
well-modulated voice.
G. The teacher used correct grammar
speaking
H. Correct responses were given by
the students through the teachers
skilful questioning.
I. He/she observed correct
punctuation.
J. The board work of teacher was free
from errors.
IX. THE TEACHER’S PERSONALITY
C. The teacher is neat and well-
groomed.
D. The teacher is free from mannerism
or physical defects that tend to
disturb the student’s attention.
E. The teacher’s personality is strong
enough to command respects and
attention.

COMMENTS/SUGGESTION:
You have the mastery of the subject matter. In the size of your class, make and walk in the center aisles
to reach to the students at the back. Be energetic in your discussion. Create vibrant action. Avoid
clipping of your hands. Keep up the good work. Congrats.

RATING: 93.84

OBSERVER:

Sotero E. Esguerra MT I
_____________________
DESIGNATION
REPUBLIC OF THE PHILIPPINES
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
QUEZON CITY

GUIDE TO OBSERVATION OF GENERAL DEMONSTRATION TEACHING

Name of demonstration teacher: Isley L. Solomon


Subject demonstration: TLE II
Place/School: Lagro High School
Date:February 22, 2011

100-95 94-89 88-83 82-79 77-72


Excellent VS S Fair Unsatisfactory
X. LESSON PLANNING
C. Objectives were stated in
behavioural terms
D. There was congruency between:
5. Objective and subject matter.
6. Objective and teaching procedure.
3.Objective and formative
4.Objective and assignment
XI. TEACHING METHODS
I. Methods/used was/were suited to
the needs of the students.
J. The teacher was creative enough to
adapt his/her method to the
students.
K. Visual aids and other examples
were to illustrate the lesson.
L. The teacher made effective use of
the formative test after teaching.
XII. CLASSROOM MANAGEMENT
G. The teacher had a systematic way
of checking:
1.Attendance
2.Assignment
3.Practice Exercise
4.Group work/projects
5.Passing in and out of the room
6.Collecting, distributing and collecting
paper.
H. Order and discipline were present
in the classroom.
I. Visual aids were within easy reach
during his or her teaching
XIII. COMMUNICATION SKILLS
K. The teacher spoke clearly with a
well-modulated voice.
L. The teacher used correct grammar
speaking
M. Correct responses were given by
the students through the teachers
skilful questioning.
N. He/she observed correct
punctuation.
O. The board work of teacher was free
from errors.
XIV. THE TEACHER’S PERSONALITY
D. The teacher is neat and well-
groomed.
E. The teacher is free from mannerism
or physical defects that tend to
disturb the student’s attention.
F. The teacher’s personality is strong
enough to command respects and
attention.

COMMENTS/SUGGESTION:
You showed mastery of the lesson. Don’t be too serious. Inject humor in the discussion. Think of other
strategies.

RATING: 94

OBSERVER:

Ma. Cristina N. De Paz


_____________________
DESIGNATION
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