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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
COLLEGE OF OFFICE ADMINISTRATION AND BUSINESS TEACHER EDUCATIONTEACHER EDUCATION
QUEZON CITY
Rachel Ann S. Delos Reyes
Bachelor in Business Teacher Education
Cooperating School :
San Mateo National High School
San Mateo, Rizal
S.Y. 2010-2011
Prof. Marilyn F. Isip
Prof, Sheryl Morales
Coordinators/Advisers
March 2011
DEDICATION
I would like to dedicate this manual
to Almighty God who provides me
everything that I needed to accomplish
everything that I have to do.
I also dedicated this to my family
and friends who give me the
undying support that I need to keep me on moving.
ACKNOWLEDGMENT
I would like to give all the praise and glory to our Almighty God for
giving me the strength that I needed in every step of the way.
I would also like to extend my gratitude to Mrs. Rowena Buñag,
T.L.E. Chairman; Mrs. Leilani Cruz, my critic teacher; and San Mateo
National High School for accepting us to be a part of SMNHS and for
helping us to fulfill our student teaching experience.
And lastly, I would like to express my heartfelt appreciation to my
family and friends who give me continuous support that helped me to
endure.
May the Good Lord bless us all!!!.
PRAYERS FOR TEACHERS
Prayer for Wisdom and Understanding
Teach me, O my Lord Jesus,
instruct me that I may learn from Thee
what I ought to teach concerning thee.
Anglican Archbishop William Laud (1573-1645)
Prayer for Patience and Gentleness
Bestow on me, O Lord,
a genial spirit and unwearied forbearance;
a mild, loving, patient, heart;
kindly looks, pleasant cordial speech, and manners
in the exchanges of daily life;
that I may give offence to none,
but as much as in lies,
live in charity with all men.
Johann Arndt, (1555-1621)
Teachers Prayer
Help me to be a fine teacher, to keep peace in the classroom,
peace between my students and myself, to be kind and gentle
to each and every one of my students.
Help me to be merciful to my students, to balance mercy and discipline
in the right measure for each student, to give genuine praise as much as possible,
to give constructive criticism in a manner that is palatable to my students.
Help me to remain conscientious enough to keep my lessons always interesting,
to recognize what motivates each of my students,
to accept my students' limitations and not hold it against them.
Help me not to judge my students too harshly, to be fair to all,
to be a good role model, but most of all Lord help me
to show your love to all of my students.
Amen.
INTRODUCTION
"They may forget what you said but they will never forget how you made them feel." -
Carol Buchner. The student teaching experience lasts about the length of a semester; long
enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the
prospective teaching professional an opportunity to teach under the supervision of a
permanently certified master teacher.
Being a student teacher essentially shadows the cooperating teacher for about one
week, eventually gaining more responsibility in teaching the class as the days and weeks
progress. Eventually, the student teacher will assume most of the teaching responsibilities for
the class including class management, lesson planning, assessment, and grading. Thus, the
student teacher is able to more fully experience the role of the teacher as the classroom
teacher takes on the observation role in the class.
My experience of being a student teacher made me feel all the emotions I never
thought that I will ever felt. There are times when I feel I am about to burst with anger but at
the same time I pity them. But after all, I love my students not just because they are my first
students but of course they are also my teachers. My experience of being a student teacher
taught me how to treat each student with the right kind of feeling in every situation. And I have
a better understanding of being a teacher means being a parent, a sister and a best friend. And
when you dedicate yourself to be a teacher, you will be an all-in-one package.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
QUEZON CITY CAMPUS
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the
enhancement of nation building;
Meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the
citizens and of the national economy to become globally competitive, the University shall
commit its academic resources and manpower to achieve its goals through:
1. Provision of undergraduate and graduate education which meet international standards
of quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant
and responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and
qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual
returns and benefits derived from the utilization of higher education resources.
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.
Vision
Towards a Total University
PUP: The Total University Ten-Point Agenda
1. Foster High Quality Campus Environment
Expand state-of-the-art campus development programs
Promote strong and vibrant life in the campus
Improve campus site
Complete ongoing and new infra projects
Repair and rehabilitate existing structures
Upgrade classroom facilities and laboratories
Fast-track construction of on-campus residence infrastructures (Hasmin and Condotel)
Put up centers for specific purposes like the centralized accreditation center, research
center, student center, student/faculty/admin health and recreation centers
2. Strategize and Institutionalize Income Generating Projects
Offer quality consultancy and training services
Improve outsourcing services
Promote industry-academe linkages
Amplify networking with alumni and friends of the University
Generate income through commercialization of research outputs
3. Strengthen Research, Publications and Creative Works
Provide incentives and benefits to faculty members who engage in research, textbook
writing, and other creative works
Encourage faculty members to present papers in national as well as international
research colloquia, fora and conferences of professional and scientific organizations
Institutionalize a Center for Data and Statistical Analysis
Encourage collaborative research in the biological, physical and mathematical sciences
Develop applied research in biotechnology, environmental science, information
technology, and alternative fuel
Develop strategies to increase external research funding both from private and
government funding agencies
Publish refereed research journals
Device mechanisms through which linkages, partnership and research tie ups with S&T
agencies could be expanded, strengthened and institutionalized
4. Model Quality Management and Fiscal Responsibility
Bring about change in traditional bureaucratic organizational climate and culture
Professionalize the bureaucracy through improved interpersonal relations and
organizational practices
Deliver needed services to end-users (students, faculty, and staff) utilizing material
resources wisely, effectively, and promptly—right at the time that these resources are
needed the most
Exhibit political will to serve different sectors of the academic community
5. Improve Sense of Community Involvement and Linkages
Make its presence felt by meeting the needs of surrounding barangays and other nearby
communities
Enhance student and faculty participation in outreach programs
Keep both internal and external communities informed about the developments in
community outreach programs of the University
Strengthen accountability to the communities being served by conducting needs
assessment, impact studies, and public general meetings
Establish mutually beneficial linkages with national and international organizations,
businesses, alumni and associates of the university.
6. Institutionalize Principles of Academic Freedom and Responsibility
Advocate the practice of academic freedom in all aspects of academic life
Recognize the importance of responsibility in practicing such freedom
Foster mutual respect between and among members of the academic community—
administrators, faculty, staff, alumni and family
Develop control mechanisms that will check and monitor violations of such principles
7. Promote Academic Excellence in Student and Faculty Performance Nationally and
Internationally
Maintain an accreditation rate of at least 95% for all academic programs eligible for
accreditation
Increase recognition of centers of development/excellence
Offer new programs such as Bachelor of Science in Biology, Bachelor of Science in
Railway Engineering, Master in Engineering, etc.
Pilot ladderized programs in HRM, Tourism, IT and other courses
Increase student success in completing academic program as measured by high
retention and graduation rates and high percentage of passing rate in different licensure
board examinations
Increase percentage of faculty with master’s and doctoral degrees
Strengthen alliance with international institutions and agencies for student and faculty
academic exchange and scholarships
Upgrade academic programs and standards towards global competitiveness by
developing learner-centered curricula that incorporate international and
interdisciplinary components in the undergraduate, Graduate School and Open
University
Recognize outstanding students and student organizations, faculty and employees
Pilot a “Tele-University” as an alternative delivery of instruction
Increase recruitment, retention and graduation rates of foreign students
8. Nurture and Enrich Our Cultural Heritage
Support worthy programs and projects that will nurture and enrich our cultural heritage
Identify areas through which different cultural activities could be best nurtured and
enriched
Initiate and maintain partnership with the National Center for Culture and the Arts and
other cultural organizations for future national and international productions/endeavors
Strengthen degree programs in the Arts, Humanities, Languages and Linguistics and
Communication
9. Integrate Information and Communication Technology (ICT) with Instruction, Research,
Service and Production
Technologize the campus
Maximize application and utilization of ICT
Strengthen web-enhanced and on-line teaching and learning in the Graduate School and
Open University
Computerize all campus operations
Operationalize a University Management Information System (MIS)
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and
Students
Promote development and motivation of staff
Provide incentives for faculty and staff
Study possibilities for additional healthcare assistance to faculty and staff
Invest in equipment and other capital development for efficient services
Provide food courts and lounges to faculty members, staff and students
Make the campus more attractive, healthy and safe
Give members of the community a greater sense of participation and shared
responsibilities in maintaining campus environment
History
The history of PUP may well parallel the nation's growth and development.
As it met the needs of a fledgling Philippine civil service under American
rule forged from anvil of Spanish colonialism, so will it serve the rising
expectations of the people in the 21st century...desirous now of reclaiming
their rightful place in the community of independent nations. As it has
withstood the test of time, so will it continue to pace contemporary Philippine history.
Here are the highlights of its growth from a mere business school with an itinerant existence to
the country's largest state university. Click upon the timeline link provided below to proceed
with the specific part of the PUP history timeline.
1904-1951
Take a journey to the University's humble beginnings as it started being a Business
School.
1952-1971
This period covers the time where the Business School became a College whose
main thrust is in Commerce.
1972-1985
The Institution's transformation from a College into a University happened during
these period.
1986-1990
This period brought about a dramatic change in the University firming its
commitment to the role of education as an equalizing factor.
1991-1999
To keep pace with changing conditions, the University underwent continuous
change in this period.
2000-present
A transition point as the University heads for the future, grasps new and emerging
technologies, and prepares itself to become globally competitive.
The PUP Logo
The star in the logo stands for the perfection of the human person as
well as the search for truth, while the five concentric circles depict
infinite wisdom.
Both the five-pointed star and the five concentric circles stand for quintessence, meaning the
highest form of quality or the most perfect example of creation.
The star is golden yellow not only because this is a star’s natural color but also because,
together with the dark maroon used as background, it is the traditional color of the University.
The five concentric circles are white because it symbolizes purity.
Hymn
Imno ng PUP
S. Calabig, S. Roldan, and R. Amaranto
Sintang Paaralan
Tanglaw ka ng bayan
Pandayan ng isip ng kabataan
Kami ay dumating nang salat sa yaman
Hanap na dunong ay iyong alay
Ang layunin mong makatao
Dinarangal ang Pilipino
Ang iyong aral, diwa, adhikang taglay
PUP, aming gabay
Paaralang dakila
PUP, pinagpala
Gagamitin ang karunungan
Mula sa iyo, para sa bayan
Ang iyong aral, diwa, adhikang taglay
PUP, aming gabay
Paaralang dakila
PUP, pinagpala
SAN MATEO NATIONAL HIGH SCHOOL
HISTORY
The school was established in 1985 through the leadership of the former
Municipal Mayor Nemesio Roxas.
The school started with 90 first year students with only 5 teachers
through the approval of a temporary permit #73. Soon, the exceedingly
large enrollees in the next school year, 1986-1987 paved the way for the hiring of more
teachers and non-teaching personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-
Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for two consecutive years until
1988.
Later, San Mateo Municipal High School was converted to a National High School under the
management of Ms. Juana M. Garrovillas who served as the principal from 1988-2000.
Apparently within her term, she was able to transpire physical improvements of the school
facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings
were constructed through her consistent follow up at the municipal and provincial offices. Until
then, Computer Room, Science Building, H.E. Room and Library were made possible for quality
service.
Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing the
growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal. The
annex started with one section of first year. When the AFP Retirement and Separation Benefit
System granted the deed of donation on March 22, 1997, providing their own school site,
Silangan Annex was separated from the main. It is therefore renamed, Silangan National High
School under the leadership of Mr. Remigio Olesco as the former Teacher-In-Charge and
presently managed by Mr. Ricardo C. Vergara, Principal I. Later, another annex was founded,
the Sto. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V.
Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex
was declared as an Independent School, presently known as Sto. Niño National High School.
VISION
San Mateo National High School is a center of excellence in Basic Education.
MISSION
San Mateo National High School shall produce academically excellent students who are God-
loving, productive and well-rounded citizens
OBJECTIVES
To increase students’ level of performance in the eight subject areas
To design an effective intervention program
To strengthen teacher’s commitment towards moral obligations
To promote students and teachers participation in special programs & projects
To produce result oriented testing instructions
To construct additional classrooms & facilities
To increase the community and parents’ concern & involvement
FACULTY
Learning Areas Master Teacher Teacher III Teacher II Teacher I Total
English 2 0 1 15 18
Filipino 1 1 3 11 16
Mathematics 2 1 2 11 16
Science 1 4 1 12 18
Araling Panlipunan 2 0 1 11 14
T.L.E. 2 0 1 14 17
M.A.P.E.H. 1 0 0 15 16
Values Education 1 1 0 6 8
Total 12 7 9 96 126
CLUBS AND ORGANIZATION
Literary Club
Math Club
Science Club
Filipino Club
Araling Panlipunan Club
M.A.P.E.H. Club
T.L.E. Club
Values Education Club
SPECIAL PROJECTS AND PROGRAMS
Project ALS (Alternative Learning System)
Project Share (Student’s Hour for Acquiring Reading Experiences)
Speech Mo, Improve Natin!
Project MATHULUNGAN
Project ACE (Actual Competition for Excellence)
Remediation Program in English, Science & Mathematics
Rated K: Kasaysayan, Kultura at Kabuhayan
SSG: Serbisyong Totoo
SSG: AT YUR SERBIS (Student Power)
Project TM-IM (Talento Mo, Ipakita Mo!)
Project OSA (One Step Ahead)
Sagip Bata / Lingap Bata
Project IMD: In-service, Masteral and Demofest
0% Backlog (Absenteeism of Faculty)
Project TENT (Teachers Enhancement in Mathematics)
TGIS (Thank God It’s Saturday for Teacher’s Pursuing Post-Graduate Studies
Project SOS’s (Sharing Oneself, Strategies and Style)
Project BOW (Budget of Work)
Project M & M (Modules in Math)
Book Shower/Book Hunting
Projcet CID (Curriculum Development)
Tapat Ko, Linis Ko!
Project PDCC (Promote and Develop Concern to Classroom)
Operation KALMA: Kailangan Laging Malinis
Skul Mo, Pakilala Mo!
SMNHS Foundation Inc.
Project Ligtas (Disaster Preparedness)
Project TUKLAS (Taking Off to Unlock Knowledge for Life-long Advances in Science)
San Mateo National High School S.M.N.H.S
San Mateo Rizal Motto Every Child is a Learner
Established 1985
Type Public High School
Principal Mr. Vidal E. Mendoza
Academic staff 126
Students 6280 (as of S.Y. 2009 - 2010)
Location San Mateo, Rizal, Philippines
Nickname SMNHS
SAN MATEO NATIONAL HIGH SCHOOL
LESSON PLAN
March 08, 2011
Year and Section: III-5
Time: 12:25pm-01:15pm
50 mins.
I. OBJECTIVES
1. Define smocking.
2. Distinguish the characteristics of smocking.
3. Differentiate English smocking from Regular smocking.
4. Identify the tools and materials needed in smocking.
II. SUBJECT MATTER
A. Area : Related Crafts
B. Topic : Smocking
C. Materials : Visual Aids, pictures, realias, sewing tools and materials
D. Reference : HE III, pp. 254-255
III. PROCEDURE
A. PREPARATION
1. Prayer and greetings
2. Checking of attendance
3. Recall previous lesson
What is cross-stitch?
What are the tools and materials used in cross-stitch?
B. DEVELOPMENTAL ACTIVITIES
1. MOTIVATION
SCRAMBLED LETTERS
DIRECTIONS: There are two (2) similar sets of scrambled letters with three
(3) scrambled words each. The students will form two (2) groups with three
(3) members each. They should be able to unscramble the words within 2
minutes. The first group to finish the task correctly will win.
Set of words: CALADO, CROSS-STITCH, SMOCKING
2. PRESENTATION
Smocking is a special form of embroidery with fancy gatherings used in
decorating children’s and ladies dresses and household decorative items.
In, England, it means shirt or chemise.
CHARACTERISTICS OF SMOCKING
1. A kind of embroidery with fancy gatherings.
2. It is done in a number of stitches to form a bonded design.
3. It uses a combination of colored threads.
4. It holds the fabric together in tight, tiny pleats.
TYPES OF SMOCKING
1. English smocking
2. Regular smocking
TOOLS AND MATERIALS
1. Fabric
2. Needle
3. Thread
3. GENERALIZATION
Smocking is a special form of embroidery with fancy gatherings used in
decorating children’s and ladies dresses and household decorative items.
In, England, it means shirt or chemise.
Quality and availability are important in factors into consider in the
choice of tools and materials.
4. APPLICATION
What is smocking?
What are the characteristics of smocking?
Differentiate English smocking form Regular smocking.
Name the tools and materials best suited for smocking.
5. EVALUATION
MATCHING TYPE
DIRECTION: Match column A from column B. Write the letters only on a ¼ sheet
of paper.
A B
1. It is first appeared on a. cross-stitch
their national costume b. smocking
2. Backstitch and chevron c. stitches used in smocking
3. Special form of fancy gatherings d. Hungarians
4. Best thread for smocking e. cotton thread
5. Needle suitable for smocking f. needle with big eye
ENUMERATION (6-10)
6-7. Types of smocking
8-10. Uses of smocking
ANSWER KEY:
1. D 6. English smocking
2. C 7. Regular smocking
3. B 8. children’s and ladies dresses
4. E 9. curtains, lampshades,
5. F 10. cushions, wallet
IV. ASSIGNMENT/ AGREEMENT
Bring the tools and materials needed in smocking.
Lightweight fabric, needle with big eye and cotton thread
REFERENCE: HE III pp.254-255
Mrs. LEILANI CRUZ
Critic Teacher
Ms. RACHEL ANN S. DELOS REYES
Student Teacher
SYNOPSIS OF PROFESSIONAL READINGS
What has become of education in the Philippines?
The state of the educational system in the Philippines is a great cause for worry. We
used to produce students who were well-rounded and ready for the challenges of the real
world. Today, for every 10 children who start their primary education, only 6 go on to continue
with their secondary education, and 4 will manage to enter college. What happened? Other
countries used to send their students to the Philippines to learn, now they've overtaken us and
are the experts. Isn't that frustrating?
I hope to be able to make some sense about the decline in the quality of education, and
with the help of people as concerned as I, do something to change for the better.
Key Issues in Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of
schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the
elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in
all three levels also rose by 120 percent. More than 90 percent of the elementary schools and
60 percent of the secondary schools are publicly owned. However, only 28 percent of the
tertiary schools are publicly owned.
The courage to teach
An inspiring story on how to improve the quality of Philippine education
By Rachel Barawid
Manila Bulletin
Students & Campuses Section
What does it take to be a good teacher? How much of oneself should be put into this
profession to make an impact on the lives of the students? A teacher reveals a formula...
In the day her father died, Grace Shangkuan Koo, Ph.D. had set aside her mourning just to
attend her class and give an exam to her students. In fact, even when classes are postponed, Dr.
Koo would be the only teacher to still hold class. In her 13 years of teaching, she was only
absent on three occasions.
Incredible but true.
For Dr. Koo, an associate professor of Educational Psychology at the University of the
Philippines Diliman, being a teacher entails more sacrifice than any other noble profession.
NARRATIVE REPORT
WEEKLY
Jan 18- Jan 21 > This was the first week of being a student teacher in San Mateo National High
School. I did not meet my critic teacher right away because she was on her leave.
She had a high blood pressure. The TLE chairman, Mrs. Rowena Buñag, oriented
us on what are our roles as a student teacher. Since my critic teacher is a
canteen manager, one my responsibility is to attend the canteen during my free
time. On Jan 2o, I finally met my critic teacher, Mrs. Leilani Cruz. She told what
will be my duties. She handed me her book of Home Economics III which will
serve as our reference. She also showed me her lesson plans and explains how to
make it well.
Jan 31- Feb 04 > Week 2 of being a student teacher. My critic teacher directed me make lesson
plans for the fourth grading lessons. She guided me of which lessons should I
teach. This week, I started making lesson plans and visual aids. I was introduced
to the classes that I’ll be handling. All went smooth this week. I received a warm
welcome. I started teaching this week and I require them to give me index cards
with picture so that I could recognize them quickly.
Feb 07- Feb 11 > My area was related crafts and I teach embroidery under related crafts. Since
it is a subject which concentrates on the project-making, after the lesson, we
started making the project called “calado embroidery”. Every day, I checked their
materials and I was always available if they have questions or I need to show
how to do the project. I put their daily activity on their index cards and they have
given ten days to finish the project.
Feb 14- Feb 18 > We continue doing the project. I checked their work as well as their
attendance. They are interested in doing the project even the boys. Some the
boys make very good embroidery than girls.
Feb 21-Feb 25 > They passed their first project and I checked it one by one. Oh, how stressful!
Four sections with more or less 50 students each, but I bear in mind that I must
endure since it was just the first project. And then, I started teaching the next
project, the cross-stitch.
Feb 28-Mar 11> They started doing the project. Even though they have events such as their
promenade, they continue doing the project. And I’m happy knowing that they
enjoy doing cross-stitch. Some of them made a cross-stitch bookmark for me.
This week, I also conduct my teaching demonstration. And it went very well.
Mar 14-Mar 18> We proceed to the next lesson, the smocking. And as usual, I made my lesson
plans which were checked by my critic thoroughly and also the visual aids.
Mar 21-Mar 25> This week was supposed to be making our third project but they have series of
achievement tests which prolonged this project. They also have their periodical
test so we did not continue the project. I just started summarizing their grades
which I have on hand and handed it to Mrs. Cruz for her to finalize.
CURRENT ISSUES IN EDUCATION
LOCAL
The problems according to a public school teacher
The problems besetting the Philippine educational system are not lost among those who are in
the system themselves. Mr. Gilbert M. Forbes is a Head Teacher in elementary based in the
Pitogo District Division of Quezon province. I don't know the man, but I think he is truly an
educator because he is willing to face the problems, and even better, help find ways to address
them.
Based from his experience, he lists the most pressing concerns in the public school system that
must be addressed if people are serious about putting things in order:
1)Development of Instructional Materials particularly in core subjects. Teachers not only need
training in the preparation and development of instructional materials, but they must also be
given financial support to produce these. Instructional Materials include modules, standardized
validated rating, achievement and diagnostic tests viz qualitative one's.
I'm not a school teacher, but I do know the difficulties faced by mentors just to prepare lesson
plans, visual aids and examinations for their students. More often than not, they are forced to
use their own resources (money and otherwise) just to have these available to better teach
their classes. How can we actually expect them to come up with instructional materials that will
truly be of help to students if they are not properly equipped to develop them, and worse, not
have the necessary resources to create these?
The backlog in books has been reduced tremendously but textbooks still don't contain enough
exercises and testing materials that teachers can use for their daily instruction. As a result, most
of the time, the teacher is required to write all the exercises on the board that eat up class
hours. Otherwise, they opt not to give exercises at all.
If the teacher isn't going to provide exercises, how can students practice what is taught them?
The education department continues to receive an increase in the yearly allocation.
Unfortunately, the ratio of books to students remains insufficient to this day. Many pupils have
to share books, how can they be expected to do exercises and hone their skills?
2) The system of promotion within the ranks needs to be overhauled. To date, what is prevalent
is the "Palakasan System, Utang na Loob and Pakikisama System."
Generally, this refers to a system where what matters are the people you know, especially the
powers-that-be, the people who owe you favors, and the clique you belong to. If you meet any
one of these criteria, you are almost assured of getting a promotion, never mind if you are not
qualified for it.
In Mr. Forbes' opinion, it is high time that the teachers' ranks be professionalized from top-to-
bottom akin to the corporate world. Promotions should be solely based on merit. Because with
the present system, many of those who rise in rank "don't necessarily have the guts to become
an educational leader."
Many are just after the salary increase and most of all of the prestige that goes with being a
school manager! The worst is, these mentors are not really concerned and dedicated enough to
initiate reforms to improve the system.
While it is true that a teacher's salary is not commensurate to the workload, a real educator will
still lead by example and exert 101% effort in everything he or she does.
It has been said time and again that teaching is a noble profession, and it certainly is. But this
nobility is lost if there is no commitment and dedication to go with the job. There is great
responsibility in being a teacher because in their hands lie the future of young people.
3) Teacher Training and Development. In spite the number of people pursuing a degree in
education, very few are actually equipped with the necessary competence in specific learning
areas that they are supposed to excel in. According to Mr. Forbes, observations are that except
for education graduates from CHED designated centers of excellence, many would be teachers
are deficient in subject matters.
And this results in overworking some mentors who are well-trained and educated because they
are forced to take up the shortcomings of their peers.
(These are just some of points raised by Mr. Forbes. Another article will be devoted to discuss
other issues he noted.)
Blast from the Past
My paternal grandparents were teachers. My father's sister was also a teacher, and in fact,
worked her way up the ranks to later become a public school principal. Since my grandparents
have both passed on, my aunt and dad never fail to regale us with stories of how it was in
public schools during their time.
If I remember correctly, everything was simplified. The curriculum was the basics or the 3 Rs --
Reading, wRiting and aRithmetic. By the time children completed each year level, they would at
least know how to read, write and do simple math, and progress a bit more after every grade
level.
I say great! To my mind, armed with these skills, you can fend for yourself even at a young age
because you'd understand simple written instructions, you can jot down important things, and
you'd be a little savvy about simple trade.
Back then, they had simple books -- ones that really honed a student's skill by familiarizing him
with the alphabet, phonetics and simple definitions. Unless you've mastered the addition table,
you were nowhere near progressing to multiplication. And even if teachers ended up
"terrorizing" their students or resorting to punishment, the bottomline was to inculcate in them
the necessary skills to make them competent individuals in the future.
Sure they had books and notebooks but not enough to break a child's back or dislocate the
shoulders. They were the essentials. A pencil, some writing paper and a notebook or two were
all they needed to come to class.
Boys were not exempt from home economics classes, which included learning to cook, sew, and
keep house. Neither were girls excluded from practical arts classes which had them gardening,
doing basic carpentry or even learning handyman skills.
It's been quite some time since I, too, was in school. But I do recall that things weren't as
complicated as they are now -- especially in the public school system here in the Philippines.
Yet, the graduates that were produced could go toe-to-toe with children who were products of
private schools. In fact, public school educated children were often better than their private
school counterparts. The only difference is their economic status and the opportunities
available to them.
So what went wrong? When had things become different? Why did they suddenly change a
system that was working?
I'll have to keep looking...
FOREIGN
Are You Teaching Material?
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The
great teacher inspires.
—William Arthur Ward
TEACHING IS a unique career in which you will wear many hats—communicator, disciplinarian,
evaluator, classroom manager, counselor, decision maker, role model, and even surrogate
parent.
According to 2009's The MetLife Survey of the American Teacher: Past, Present, and Future, a
retrospective survey report, teacher satisfaction has increased over the last quarter century.
Today's teachers feel more respected by society and more capable of earning a decent salary.
The survey also found that far more teachers today—75% compared with 45% in 1984—would
recommend a career in teaching.
Is teaching for you? What are your specialty and grade-level preferences? How do you choose a
teacher education program, and more importantly, how do you pay for it? What can you expect
from your teacher training? How about your first year on the job? This book explains all this and
more.
Maybe you've envisioned yourself in front of a bustling classroom since you were a young
student. You may have been inspired by an innovative teacher or a subject you were passionate
about. Perhaps one of your parents was a teacher who entertained the family with classroom
stories over dinner. Or maybe you're a community college or college student who has just
started thinking about a teaching career and taking courses to prepare. Maybe you have been
working for a while in another field and desire the career satisfaction experienced by the
teachers you know. Whatever your situation, if you think you might want to be a teacher—or if
you know you want to join the approximately four million K—12 teachers currently employed in
the United States—then you need to sort out your options. Becoming a teacher is a
complicated process.
Virginia Tech Faces a Fine for Its Delays After Shooting
By ROBBIE BROWN
Published: March 29, 2011
The Department of Education fined Virginia Tech $55,000 on Tuesday for waiting too long to
notify students after the 2007 campus shooting that left 33 people dead.
More than two hours passed after the shooting began before the university sent a notification
to the entire campus, the department said. The fine was the maximum amount allowed for
violating a federal law that requires timely notification after campus crimes.
Virginia Tech said it planned to appeal the fine. “We believe that Virginia Tech administrators
acted appropriately in their response to the tragic events,” it said in a statement. “The
department’s own compliance guidelines had illustrated 48 hours as an acceptable timely
notification time frame.”
On April 16, 2007, Seung-Hui Cho, a senior at the university, killed 32 people and wounded
dozens of others before committing suicide. The shooting began at 7:15 a.m., but Virginia Tech
did not release a notification until 9:26 a.m. And, according to a letter the Education
Department wrote Tuesday to the school, that notification was insufficient because it did not
say that the gunman was still at large or that a murder had been committed.
After the notification, Mr. Cho shot 47 more victims. By 9:50 a.m., the university issued a more
severe warning by e-mail, phone and loudspeaker.
The slow response may have resulted in more victims, the department said. “Had an
appropriate timely warning been sent earlier to the campus community, more individuals could
have acted on the information and made decisions about their own safety,” the letter said.
CURRICULUM VITAE
RACHEL ANN S. DELOS REYES133 San Roque Street, Brgy. Holy Spirit, Quezon City
Educational Background:
Tertiary
Polytechnic University of the Philippines SY 2007-presentDon Fabian, Commonwealth Quezon CityBachelor in Business Teacher Education
Secondary
Concepcion Pequeňa National High School SY 2002-06Naga City, Camarines Sur
Primary
Doňa Juana Elementary School SY 1996-02Brgy. Holy Spirit,Quezon City
Personal Information
Female; February 19, 1990; 18 yrs. Old; 110 lbs.; 5’4”; Filipino; Roman Catholic; Tagalog/English
SAN MATEO NATIONAL HIGH SCHOOLDAILY TIME RECORD
DATE DAY TIME-IN TIME-OUT HOURS
JAN 18 TUES 08:00 05:00 9JAN 19 WED 08:00 05:00 9JAN 20 THUR 08:00 05:00 9JAN 21 FRI 08:00 05:00 9JAN 24 MON 08:00 05:00 9JAN 25 TUES 08:00 05:00 9JAN 26 WED 08:00 05:00 9JAN 27 THUR 08:00 05:00 9JAN 28 FRI 08:00 05:00 9JAN 31 MON 08:00 05:00 9FEB 01 TUES 08:00 05:00 9FEB 02 WED 08:00 05:00 9FEB 03 THUR 08:00 05:00 9FEB 04 FRI 08:00 05:00 9FEB 07 MON 08:00 05:00 9FEB 08 TUES 08:00 05:00 9FEB 09 WED 08:00 05:00 9FEB 10 THUR 08:00 05:00 9FEB 11 FRI 08:00 05:00 9FEB 14 MON 08:00 05:00 9FEB 15 TUES 08:00 05:00 9FEB 16 WED 08:00 05:00 9FEB 17 THUR 08:00 05:00 9FEB 18 FRI 08:00 05:00 9FEB 21 MON 08:00 05:00 9FEB 22 TUES 08:00 05:00 9FEB 23 WED 08:00 05:00 9FEB 24 THUR 08:00 05:00 9FEB 25 FRI 08:00 05:00 9FEB 28 MON 08:00 05:00 9
MAR 01 TUES 08:00 05:00 9MAR 02 WED 08:00 05:00 9MAR 03 THUR 08:00 05:00 9MAR 04 FRI 08:00 05:00 9MAR 07 MON 08:00 05:00 9MAR 08 TUES 08:00 05:00 9MAR 09 WED 08:00 05:00 9
MAR 10 THUR 08:00 05:00 9MAR 11 FRI 08:00 05:00 9MAR 14 MON 08:00 05:00 9MAR 15 TUES 08:00 05:00 9MAR 16 WED 08:00 05:00 9MAR 17 THUR 08:00 05:00 9MAR 18 FRI 08:00 05:00 9MAR 21 MON 08:00 05:00 9MAR 22 TUES 08:00 05:00 9MAR 23 WED 08:00 05:00 9MAR 24 THUR 08:00 05:00 9MAR 25 FRI 08:00 05:00 9
TOTAL HOURS 441