Documente Academic
Documente Profesional
Documente Cultură
ISLEY L. SOLOMON
BBTE 4-1
SUBMITTED TO :
PROF. SHERYL MORALES
Dedication
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
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,
Jesus. We are careful in bringing back all the honor and praise in Jesus
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
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
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
And I’m truly hoping I will be in the good part of their lives one day.
Polytechnic University Mission and Vision
Vision
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,
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.
and competence among all members of the academe, stressing their importance
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
5. Develop in the students and faculty the values of self-discipline, love of country
the individual;
7. Make the students and faculty aware of technological, social as well as political
8. Use and propagate the national language and other Philippine languages 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
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
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.
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
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
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
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
Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase
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.
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
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
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
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
VISION:
MISSION:
To ensure the maximum intellectual, social, emotional and physical growth of the child
and strengthen moral foundations through relevant and adequate learning experiences
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
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
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
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
“I think it is amazing to get all of these writers to come here,” Gampel said. “And it really
WCU’s literary festival runs April 3-7. The Visiting Writers Series has 13 authors
classroom teachings that excite not only students such as Gampel, but professors at
WCU, too.
“It’s invaluable,” said Deidre Elliot, an associate professor in the university’s English
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
“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
The etiquette being such niceties, Carter said, as refraining from texting or playing
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
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
“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
Meeting and hearing the authors they read in class, Adams said, “makes a huge
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
professional boundaries with students and their families on the Internet is expected to
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
"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
As recommended by the Shipman and Goodwin law firm, the proposed policy calls on
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
The proposal does allow employees to use social media to educate students or for
The policy committee plans to begin work on a social networking policy for students at a
By displaying the right attitude and being open to others' expertise, student teachers
can grow professionally and personally through their final mentored experience.
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
The classroom is a temporary venue for student teachers, and it is important for teacher
Apologize if boundaries are overstepped, and make the effort to correct any problems
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.
lessons at designated times, but successful student teachers know that establishing a
rapport with their mentors includes asking for feedback on other, more ongoing
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
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.
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
provide a quality intern experience, which does not compromise student learning and
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
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
Preservice teachers bring some experience to the classroom, and a great deal of
structure the student teaching experience in a way that treats the teaching candidate as
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
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.
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
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
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
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
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
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
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
ICT refers to the devices used to communicate between computers (full definition
here).
In fact information technology has taken over nearly every aspect of our daily lives
Today, mobile phones, desktopcomputers, hand held devices, emails and the use
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
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.
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
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,
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
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
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
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
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
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.
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
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.
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
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
It’s not about the game! Dawn Hallybone discusses activities surrounding games to
Red Mist, the prison-based video game. Jude Ower tells us about a game which is
Battling the barriers of games-based learning. John McLear explains how he set
Autonomous Learning?
Do we mistakenly evaluate games-based learning from our perspective as adult
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-
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
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
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
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.
One way that learning styles are frequently categorized is auditory, visual, 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,
• Visual/Verbal
• Visual/Nonverbal
• Tactile/Kinesthetic
• Auditory/Verbal
with the Visual/Verbal learner showing a preference for reading and writing as learning
approaches.
preferences exercised by people in coming to terms with the world. They are:
• Linguistic Intelligence, which revolves around words and language, allowing for
• Musical Intelligence, which revolves around sound and sound patterns, allowing
and touch, allowing for skillful athletic performances and manipulation of objects;
inner states and emotional life allowing for well-developed self-knowledge; and
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
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
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
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
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
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
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
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
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
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.
Korean students who wants to learn English. It could be here in the Philippines or in
Singapore.
Narrative report
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.
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. ☺
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
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.
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
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.
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
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.
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.
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.
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
By Butch Hernandez
FOR THE past decade, the Foundation for Worldwide People Power (FWWPP)—to the
Philippine education. For the record, in 2002 our founder Ms. Eggie Apostol called for
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.
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
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
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
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
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
agriculture.
Sir Ken explains the notion of linearity in education as like starting on a track where if
“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
By Charlie Señase
Inquirer Mindanao
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
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
concerning population control,” said Adiong, a native of Lanao del Sur that happens to
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.
Adiong, borders on the absence of teaching modules, which when introduced might
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.
INQUIRER.net
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
Jerry Liao, is dedicated to explore the role of technology in enhancing all facets of
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
experts and parents on how these technological advancements be utilized for the
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
Education researchers, ICT experts, IT Managers and parents are all encourage to
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
By Philip Tubeza
on Tuesday said the Philippines was in “real danger” of missing its target of providing
The 2010 Education For All (EFA) Global Monitoring Report, which was launched by
reforms as its current polices were failing to make a difference in improving the
“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.
“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.
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
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
“In the Philippines, marginalization is strongly associated with poverty and location,
with the Autonomous Region in Muslim Mindanao (ARMM) and some outlying islands
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
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.”
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
“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.
The report said regional data also reveal “deep fault lines” in educational opportunities
“Nationally, about six percent of those aged 17 to 22 have fewer than four years of
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
Zamboanga,” it added.
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
“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
Shortages
Given these problems, the GMR said Filipino authorities faced “difficult policy choices
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
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
“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
By Chito B. Salazar
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
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
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
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.
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
be added to the elementary and/or high school levels; not to tertiary education, nor
because that’s precisely what it is and where it needs to be. A 12-year basic education
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
for Education.
Foreign current issues in education
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
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
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
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
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
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”—
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:
Education:
Personal Background:
January
February
March
REPUBLIC OF THE PHILIPPINES
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
QUEZON CITY
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
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
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:
http://lagrohighschool.blogspot.com/
http://www.pup.edu.ph/profile/mvo.asp
http://opinion.inquirer.net/inquireropinion/colu
mns/view/20101231-311940/Wanted-still-a-
revolution-in-education
http://newsinfo.inquirer.net/breakingnews/region
s/view/20100620-276619/ARMM-lawmaker-protests-
pilot-testing-of-sex-education
http://newsinfo.inquirer.net/breakingnews/infote
ch/view/20100916-292600/Techtutor-seminar-to-
show-role-of-ICT-in-Education
http://newsinfo.inquirer.net/inquirerheadlines/n
ation/view/20100120-248349/UN-RP-trails-
Tanzania-Zambia-in-education
http://opinion.inquirer.net/inquireropinion/colu
mns/view/20100828-289168/12-year-basic-
education-a-quality-imperative
http://www.smokymountainnews.com/news/item/3603
-literary-festival-%e2%80%98invaluable%e2%80%99
-teaching-tool-for-wcu-professors-students
http://www.thewesterlysun.com/news/article_0c78c
7f0-56e4-11e0-8be2-001cc4c002e0.html
http://www.divinekonection.info/articles/ICT-
in-Society--Advantages-of-ICT-a28.html
http://www.education.com/reference/article/Ref_H
igh_Schools_Failing/
http://www.educationbug.org/a/learning-styles.html
http://www.ictineducation.org/home-
page/2010/7/20/the-importance-of-mobile-phones-
in-education.html
http://www.ictineducation.org/home-
page/2010/10/20/games-in-education.html