Republic of the Philippines

Polytechnic University of the Philippines

Quezon City

Student Teaching
Portfolio
Novaliches High School
user

March 2011

IGON-IGON, MARIE CARMELI I.

 TABLE OF CONTENTS

Introduction
Acknowledgement
Prayer of a Teacher
I. PUP
i. Vision
ii. Mission
iii. Philosophy
II. Novaliches High School
i. History
ii. Vision
iii. Mission
iv. Philosophy
v. Vicinity map
vi. Community Profile
vii. Community Program
III. Final Demonstration Lesson Plan
IV. Title and Brief Synopsis of Professional Readings and references
V. Attachments
 INTRODUCTION

Student Teaching is the culminating experience prior to certification. Student Teaching is

a minimum of a ten-week, full-day teaching experience in a selected classroom. The dates of
Student Teaching depend on the school placement. The culminating activity of the teacher
education programs is student teaching. Having satisfied the prerequisites for student teaching
courses, candidates are assigned to positions in public schools for the first or second semester of
their senior year.

Classroom teachers unanimously agree that student teaching is the single most important
undergraduate experience. It provides opportunities for hands-on practice in testing theoretical
concepts in the real life settings of school classrooms; it enables the novice to comfortably and
gradually assume all the roles and responsibilities of a fully certified teacher. Student teaching is
a challenge demanding the very highest levels of moral, personal and professional commitment
of all those who choose to serve.

A person who wants to become a teacher should like people and get satisfaction from
helping them. It is also important to be well educated and to speak and write effectively.
Although the brightest students do not necessarily make the best teachers, most teachers were
good students.

Good teaching requires intense work on a personal level. Good teachers take an interest
in their students and do all they can to help them. They realize that some students find learning
difficult and so require extra patience and encouragement. The best teachers make learning
enjoyable. They have a thorough knowledge of the subjects they teach and know hoe to arouse
their students’ interest in them.
 ACKNOWLEDGMENT

I would like to thank the following:

ALMIGHTY GOD
For giving me strength, patience and broad understanding in teaching my students.
FAMILY
For their moral and financial support and helping me in my visual aids and extending
their prayers to me.
MR. MAXIMO L. RAMOS
The head of the TLE Department, our practice teaching would be impossible if not for his
assistance.
FACULTY
For always encouraging us in everything we do.
MRS. CARMEN A. PARUNGAO
My critic teacher, who never cease in guiding me and giving me comments that help me
improve my teaching strategies.
COMPANIONS
Who has always been so supportive and encouraging and for being an inspiration as well.

Without the help of these people I wouldn’t be able to finish my practicum. Thank you
for making my practice teaching a wonderful and challenging experience.
 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.
 Polytechnic University of the Philippines

Vision
Towards a Total University
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:
1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;
9. Promote intellectual leadership and sustain a humane and technologically advanced
academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and
 10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:
1. Provision of undergraduate and graduate education which meet international standards of
quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and
qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual
returns and benefits derived from the utilization of higher education resources.

Philosophy
As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the enhancement
of nation building;

Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.
 HISTORY

Novaliches High School started as an annex of Quezon City High School in the school
year 1960-1961 with 88 students, 5 teacher-pioneers and a head teacher to blaze the trail.

It reached its independent status in 1964 under Mrs. Isabel C. Tinga, who was initially
Head Teacher-in-charge of the school (later promoted as its principal in the school year 1971-
1972).

In the school year 1966-1967, the Reservoir, Novaliches High School’s official
Publication released its maiden issue. It was also during this year when Bienvenido E.
Laguesma, once the Secretary of Labor during the Estrada Administration graduated as
valedictorian and Most Outstanding Leader of the year.

In 1969, the school was practically leveled to the ground by the calamitous visit of
typhoon “Yoling”. But, like the phoenix that emerged young and invigorated when it rises from
its ashes, Novaliches High School rose triumphantly from its ruins through the concerted effort
of the city officials, the school administrators and civic-minded citizens, to once more meet the
challenges of time with fervor and determination.

It produced a new generation of student leaders in 1971 with Mr. Ricardo S. Reyes as the
principal –an event that would later mark the beginning of what would later be a glorious decade
in the history of the school.

In the following years, beginning 1972-1973, with President Ferdinand E. Marcos

declaring Martial Law in the country, these “New Youth of City Schools continued to emerged”.

Under the stewardship of Mr. Florencio B. Dumlao (October 1972-August 1982)

Novaliches High School became model community school with following outstanding
achievements:

● National Winner – National Green Revolution Contest

● Winner – Regional Green Revolution Contest
● Division Winner – Model School
● District Winner – Model School
These years, under the leadership of the late Mr. Florencio B. Dumlao were considered
the “Golden Years” of Novaliches High School in the areas of academics, discipline, leadership,
cleanliness and beautification, and this developed among the students a positive brand of
activism.
 With the influx of enrollees, the school was forced to open an annex at Lagro in 1974.
Lagro High School headed by Mr. Pilar, was the first of Novaliches High School’s annexes. The
second followed in 1980 Sta. Lucia High School, then led by Mr. Eliseo Cabangon as its head
teacher-in-charge.
In the year 1983-1984 Novaliches High School boasted a total of 4,239 students and 132
teachers under the leadership of Ms. Flor Sandoval as Secondary School Department Head and
in-charge of the school.
Novaliches High School continued to consistently produce winners in the different districts,
divisions, regional and national level contests and was also the recipient of different awards in
the “Tulungan sa Kalikasan”. These scores of awards distinctions and honors were added to the
gallery of achievement of Novaliches High School student and alumni.
The years 1986-1994 were replete with social awakenings, political turmoil, and
economic setbacks. In Novaliches High School, Mrs. Consuelo Sison, Mr. Ernesto Anunciacion,
Mr. Alfredo L. Principe, Mrs. Corazon G. Magbaleta, Dr. Marcial Domingo, Dr. Thelma Cruz,
Mrs. Angela Ferrer and Mrs. Norma Mapanao, as principals, carved a name in the hearts and
minds of the Novaliches High School graduates.

Those years were highlighted by the “Alay Linis” campaign where students were seen cleaning
not just the school premises but also the community grounds. It also marked the inauguration of
the SEDP building in 1992, which housed the science classes, as well as the blessing of the NHS
Covered Court, all through the initiative of Mr. Alfredo L. Principe.
In the later part of 1995 Dr. Gil T. Magbanua, a progressive and revolutionary principal
came to Novaliches High School. It was through his effort that the Mathay Hall was erected the
early part of 1995 with Mayor Ismael Mathay Jr. as the guest of honor.

Under Dr. Magbanua’s stewardship, for the benefit of NHS students, a massive rehabilitation of
the school buildings and other principal facilities came into place. Students’ needs and staff
development were concerns that were given top priority.

And so, beset by the perennial problem of congested classroom, Novaliches High School open its
third and fourth annexes - the San Bartolome in 1991 led by Mrs. Rosario Estrada and the Doña
Rosario Annex under Mrs. Victoria Mangosong, which was inaugurated on July 18, 2003 with
Mayor Sonny “SB” Belmonte as the guest of honor.

When Mrs. Sheridan Evangelista took over the reign as the principal in 2003, the school
renovations continued and the students were pushed to further broaden their horizons and strive
for excellence as they attended leadership trainings and competed in contests from the district to
the national level.

With Mrs. Evangelista supervising the main campus and Mrs. Lucia Herrera as the Officer-in-
Charge of the Doña Rosario Annex, Novaliches High School’s classrooms teemed with learners
and some of the teachers were given extra loads to assure that no student is neglected.

In April 2006, a vibrant, ICT-focused Principal in the person of Dr. Maria Noemi M.
Moncada, Ed.,D,LIB, formerly of E. Rodriguez Jr. High School, assumed leadership of
Novaliches High School. With the distinction of being an Outstanding Secondary School
Principal since 2005, Dr. Moncada’s vision is to turn Novaliches High School into one of the
Information and Communication Technology (ICT) Model Schools in Quezon City and Asia
Pacific Region.

Through the years, Novaliches High School, as a fountain of knowledge, has endeavored to
encourage creativity, freedom of action and innovation among its faculty and students. It has
produced graduates who have consistently qualified for entry into prestigious universities like the
University of the Philippines, De La Salle University, Ateneo De Manila, University of Sto.
Tomas, the Philippine Normal University and the like.

Indeed, after more than 40 years of existence, Novaliches High School stands
proud of its greatness and of its successes amidst obscurity and innumerable
setbacks. It stands as a symbol of an invulnerable educational institution that
will continue to pave the way for the present generation and for the generations to come –- a
refuge from ignorance, poverty and bigotry.
Vision
Novaliches is a learning institution with high academic performance thus produces graduates
who are economically self-sufficient, peace-loving, emotionally physically and mentally healthy
morally upright globally-competitive and responsible to the demands of modern times.
Mission
Students:

1. Equip the students with lifelong skills and functional literacy.

2. Instill moral values, promote physical and psychological state of health.
3. Provide avenues for continuous acquisition and knowledge
4. Continuity provides opportunities for the discovery and development of the talent.
5. Provide a child friendly environment for the students to have fun while learning.
Teaching and non-teaching personnel:
1. Enhance professional and personal growth through seminars/ workshops / in-service
training.
2. Provide incentives and awards system for exemplary performance.
3. Enhance competencies through improved facilities and work environment.
4. Promote empowerment through proper information, dissemination and transparency.
5. Create a healthy organizational climate through efficient and effective delivery of
personnel services and action.
Parents and Community:
1. Develop strong parents-school partnership toward building and ensuring a highly
conductive learning environment.
2. Recognize parents support and commitment to school program and projects.
3. Provide programs – training, seminars, symposiums regarding parenting.
Philosophy
Moral Leadership to attain excellence in a nurturing, caring, loving and high performing learning
environment.

Battle Cry
- Forward Ever!!!!!
- Go for Excellence!!!!
 Vicinity map

COMMUNITY PROFILE

Novaliches High School lies nestled within an environment that is close to nature and far from
the maddening crowd and pollution of the bustling metropolis. The school itself is situated along
Lakandula and Diego Silang Streets at the heart of T.S Cruz Subdivision in Barangay San Agustin
Novaliches Quezon City, Philippines. It occupies a 1.3 hectares lot which was donated to the city
government by the owners of the T.S. Cruz Subdivision. It has 8 buildings, one of which was the old
Practical Arts Building already demolished giving way to the newly constructed four storey 18-classroom
building.
 Novaliches High School
T.S. Cruz Subd., Novaliches, Quezon City

Demonstration Lesson Plan

in
Technology and Livelihood Education IV

Date: February 23, 2011

Learning Component: Food Service Management

Sub-Learning Component: Dining Room Preparation and Service
I. Objective
At the end of the lesson, the students should be able to:
1. enumerate the different catering tools and equipments according to their classifications
2. explain the uses of each tools and equipment
3. demonstrate the proper uses of each tool
4. appreciate the value of safety in the use of catering tools and equipment

II. Content
Title: Catering Tools and Equipment
Materials: laptop, video clip of catering tools and equipment, actual catering tools
References: Food Service Management by Corazon F. Gatchalian p. 124
Technology and Livelihood Education IV by Anna Ruth M. Grutas p. 97
Internet Resource

III. A. Procedure
1. Routine: Prayer, Greetings, Checking of attendance
2. Review: Desirable qualities of a caterer
3. Motivation: Imaginative Tour
The students will close their eyes and use their imagination while the teacher
narrates the situation.
4. Unlocking Difficulties:
Arrange the following jumbled letters:
1. Commissary – a shop supplying food or equipment.
2. Food preparation - is the act of preparing foodstuffs for consumption.
3. Transportation – is the movement of people and goods from one location to
another.

B. Presentation of the Lesson

1. Discussion on the different classification of catering tools and equipment.
2. Show pictures of catering tools and equipment according to their classifications
and let the students identify it.
3. Socialized recitation about the uses of tools and equipment.
4. Demonstration and return demonstration on the proper use of selected tools and
safety procedure.
 C. Closing Activity
1. Generalization
Equipment that are essential to a catering business include commissary equipment,
transportation equipment and for food preparation and food service. Tools and
equipment needed depend on the menu, style of service, number of guests and other
factors. They should also be complete but functional.

2. Valuing
Awareness about catering tools and equipment
Safety in the use of catering tools
Cleanliness

3. Application
The student will show the proper use of tools.

D. Evaluation
Short quiz

IV. Assignment
1. What is apprenticeship?
2. How does one acquire catering skills through apprenticeship?

Home Activity: Render at least 15 hours apprenticeship training in our school canteen.
Submit narrative report and action picture.

References: Food Service Management by Corazon F. Gatchalian p. 125

Technology and Livelihood Education IV by Anna Ruth M. Grutas p. 97
Food Management and Service II by Victoria T. Manantan p. 150
Internet Resource

Prepared by:
Marie Carmeli I. Igon-igon

Noted by: Checked by:

Mr. Maximo L. Ramos Mrs. Carmen A. Parungao
Head TLE Critic Teacher
Thursday, March 10, 2011

Education funding plan moves along

By KEVIN LANDRIGAN
Staff Writer
CONCORD – A constitutional education amendment proposed by House Speaker William
O’Brien, R-Mont Vernon, and attacked from both ends of the political spectrum, breezed through
a house committee Wednesday.
The 12-2 vote of the House Special Committee on Education Funding gives O’Brien some early
momentum for his proposal (CACR 12) to nullify the Supreme Court ruling. The vote also lets
the Legislature wrestle control of future education aid amounts.
O’Brien said the goal is to prevent the Supreme Court from using its two landmark Claremont
education decisions to financially bankrupt the state.
“This is not one that enshrines Claremont but allows us to go to an approach that worked well in
the past, that is the towns and school districts, with the state, work as collaborators deciding what
education standards would be and gives school districts the flexibility to decide how to go about
achieving those,” O’Brien said.
The state Senate and Gov. John Lynch have yet to endorse the amendment, and O’Brien
concedes the disagreement with Lynch is over critical “one or two words.”
The O’Brien plan states in part, “The General Court shall have the authority and full discretion”
to define standards, create accountability, target aid and set school grant amounts.
Lynch wants the phase to include “responsibility,” but O’Brien rejects that.
The amendment would relegate the Supreme Court to the act of judging if legislative acts on
school aid are “reasonable,” the lowest, possible legal standard a political body has to meet.
Doris Hohensee of Nashua called O’Brien’s amendments a “bill of goods” that doesn’t get the
courts out of education aid decisions.
“The General Court has no obligation whatsoever to obey any Supreme Court ruling,” Hohensee
said. “Given the current majority, this Legislature’s refusal to repeal the Claremont enabling
legislation demonstrates its complete agreement with the Claremont court. This amendment is a
ruse.”
Karen Pearson of Merrimack said the amendment should leave the courts out of the picture.
“My concern is the General Court every two years changes with the direction of the wind and it
is what ends up as being reasonable,” Pearson said.
“I don’t see the people of New Hampshire being any better off.”
Cathy Silber of the Granite State Fair Tax Coalition claimed the state faces a revenue problem in
supporting schools, and the amendment ignores that reality.
“New Hampshire is one of the wealthiest states in the country with one of the lowest tax burdens
in the country,” Silber began.
“Our state has the resources to provide an excellent education to every child, but our outdated
system doesn’t tap them.”
Bedford constitutional lawyer Eugene Van Loan suggested removing “full discretion” from the
proposal and said the amendment as written contains a “bit of schizophrenia” by retaining some
court review while trying to negate it.
Pat Remick, speaking for the property-rich Coalition Communities, embraced the amendment
because it would permit repeal of the statewide property tax that used to make rich towns donate
aid to poorer ones.
Reviewing Learning Styles and Multiple Intelligences
By HENRY S. TENEDERO

March 10, 2011, 8:19am

MANILA, Philippines -- Learning style is the way people begin to concentrate on, process,
internalize, and remember new and difficult information. It is comprised of both biological and
developmental traits that make the same environments and resources effective for some people
and ineffective for others.
Like fingerprints, no two individuals are exactly the same or possess the same learning style.
People prefer to use different sensory modalities when they process information and demonstrate
a distinct ability for remembering complex information better or less well by hearing, seeing, or
experiencing or mastering it through hands-on learning.
Over the past three decades, Dr. Rita Dunn, professor of Education and Director of the Center for
the Study of Learning and Teaching Styles at St. John’s University in Jamaica, New York and
her colleagues, produced a massive body of academic research on the relevance of learning
styles of children in international settings, adults, and workers to help them learn and function
better.
The proposition is simply this: when we present according to the learning style of our audiences,
the happy result is marked improvement in their attitudes toward learning.
The Dunn and Dunn model lists 22 LS preferential elements grouped under 5 major categories.
A speaker must proceed from the assumption that, in every presentation, people will have
preferences diametrically opposite from each other or from that of the speaker. As a change
agent, it is your duty as speaker to provide for all preferences as much as possible.
Theoretical foundations of The Dunn and Dunn Learning styles model
1. Personal learning style is the biological and developmental set of characteris¬tics that makes
the identical instructional environments, methods and resources effective for some learners and
ineffective for others.
2. Most people have learning style preferences, but they differ significantly from each other.
3. The stronger the preference, the more important it is to provide compatible instructional
strategies
4. Accommodating individual learning style preferences through complementary educational,
instructional teaching, and counseling interven¬tions results in increased academic achievement
and improved learner attitudes toward learning.
5. Given responsive environments, resources, approaches, learners attain statistically higher
achievement and aptitude test scores in congru¬ent (matched) rather than dissonant
(mismatched) treatments.
6. Most speakers and counselors can learn to use learning styles as a cornerstone of their
instructional and counseling programs.
7. Most learners can learn to capitalize on their learning style strengths when concentrating on
new or difficult information.
8. The less academically successful the individual, the more important it is to accommodate
learning style preferences.
Singer, actor, teacher
By ANGELO G. GARCIA

March 8, 2011, 1:04pm

MANILA, Philippines — Most celebrities didn’t finish their schooling because they opt to pursue their career first
before books and actually learning something.

But there are still an admirable few who opt to finish school to eventually pursue a career that can actually take them
somewhere after show business.

One of these few is Ronnie Liang. Famous for being a runner-up on a popular singing contest, not everybody knows
that he is actually a teacher. Even before becoming famous, this young singer has already started teaching even
when he was still in high school. For him, teaching is his true passion

Sunday school
When he was in his third year in high school, Ronnie thought of teaching the Bible to kids in their area in Angeles,
Pampanga. As an active member of a Christian church, he wanted to do something meaningful in his life.

“It was an initiative and I wasn’t instructed by our church or our superintendent. I wanted to do something
extraordinary and give someone’s life a meaning. Instead of playing in the streets and practically not doing anything I
want these kids to learn something,” the 26-year-old singer/actor says.

Without any help, he gathered around 15 seven to 12-year-old out-of-school and in-school youths, giving letters to
their parents and inviting the kids personally. He cleaned up a portion of an empty lot beside their house, clearing up
weeds to make space for a small group of children. He used chairs from home and borrowed some from the church.

With his small allowance, he bought pad paper and pencils for the kids, and Manila paper to write down Bible verses
and stories to teach the kids.

They met for one hour every Sunday, and also conducted clean-up drives that benefitted their community.

“In order to encourage them to come to the class I also provided them food. It is a motivation for them as well.
Actually when my mom asks me to buy something in the market, I get a part of the budget, which I [then] use to buy
the kids' food," he admits.

However, it was not easy to gather these kids. Some of their parents disapproved of the weekend class and told their
kids not to go. According to Ronnie, these parents felt that he was
pushing his religion to the kids, which was not the case.

"Some parenst discouraged their children and they actually got mad at me. but I told them it's not just about
preaching them the religion, I just want to gather the kids once a week to memorize verses in the Bible. It actually
develops their cognitive skills. I was actually surprised at their skills, that they could memorize multiple verses even if
some didn’t even go to school," Ronnie shares.

Eventually Ronnie's classes spread in their community and more kids started to join in, outgrowing their empty lot and
prompting them to transfer to a classroom inside their church.

Although their family was not rich

and his parents had to feed seven of
them, he still continued the Sunday school. He was also inspired to do this because he saw himself in the kids he
was teaching. He was the same as the kids when he was younger. He played all day long, not a care in the world.
“I was also approached by a Sunday school teacher when I was younger so I wanted to reciprocate and do the same
thing. Secondly, it’s like a calling, this is what my heart told me to do. I intended to do this for only two weeks but I fell
in love with the task,” Ronnie says.

Teacher at heart
He stopped teaching in the Sunday school when he was already in third year college because he couldn’t squeeze it
in his schedule anymore. He was a working student then, maintaining two jobs while trying to finish his Education
degree. At this point, he also started modeling and pursuing a career as a singer in showbiz.

“When I stopped it because I really can’t balance my time, my heart really broke. The kids even waited for me outside
our house during the Sundays after I stopped the class. I really loved what I did because it’s very fulfilling to see
these kids excel, knowing where they came from,” he shares.

What made his efforts more worth it was when the parents of these kids, the same ones who discouraged him
initially, approached him to thank him for what he did. “Now they have all grown up. Some are in college and some
are working already. When I go back to Angeles they approach me to thank me, I didn’t even know who they were!”

His former students actually invited him back to speak before kids and inspire them not as a celebrity but as a
teacher. He taught around 200 kids in total since he started teaching in the Sunday school.

Not all people know that Ronnie is actually a teacher. He finished his Education degree, majoring in General Science
(Physics, Chemistry, and Biology) and he plans to pursue a Master’s Degree, also in education.

“Of course, I won’t last forever in showbiz so after that, I will continue my first passion, which is teaching,” he says.

Just last year, he was even tapped by the Department of Education to be one of the endorsers of Brigada Eskwela, a
school maintenance campaign they hold before the start of every school year.

“My only advice to aspiring celebrities, if they have the talent or skill, why not? Go on and pursue it. But you have to
finish your studies first before anything else, because it’s important to know where you’re headed after showbiz,”
Ronnie ends.
Youth entries now accepted to media fest
By MAG CRUZ HATOL

March 6, 2011, 9:05am

To ANAKTV, youth are effective change agents and honest recorders of the truth around us. For the young
generation to be able to do this efficiently, they should be given media space and allowed to explore modern media.
Doing so, they will be better prepared to inherit the world and transform it to a better place.

ANAKTV also believes that life in the Philippines is not and should not be focused in the capital but that efforts should
be made to spread activities around the archipelago. Hence, it is spearheading the first Kabataan sa Bisayas Media
Festival now all set to be staged in Tacloban, Leyte on May 20, 21 and 22, 2011.

Many partners

Adhering to the belief that it takes an entire village to raise a child, a number of like-minded advocates have signed
up to co-organize the said festival. The first partners to sign up were Plan Philippines, Philippine Information Agency,
Philippine Drug Enforcement Agency, University of the Philippines Visayas -Tacloban College, Leyte Normal
University, Philippine National Police, Columbia’s, Robinson’s Malls and UNICEF.

After having read the mechanics of the festival, education secretary Armin Luistro singled it out as worthy of the
Department of Education’s full support.

Contest Mechanics

The contest is open to all youth living, studying or based in any of the Visayan islands, provinces, towns or cities.
They must not have reached age 18 by May 31, 2011 to qualify. Youth temporarily outside of the Visayas for reasons
of schooling may still enter for as long as their permanent residence is in the Visayas.

Youth are encouraged to use any camera, whether hand held videos, handycams, digital cameras, mobile phones
with camera capability etc. They can be borrowed from friends or relatives. Video and photo entries will be accepted
until contest deadline on Friday, 8 April 2011.

Video

Visayan youth may enter as many video materials per category as producer/director but may also be part of others
entered where they are not the chief creator. Hence, a youth participant may enter in all four categories like: short
video clips (running time from 30 seconds to 10 minutes); public service announcements or social messages (RT
from 30 seconds to 3 minutes only); creatively packaged music videos using originally composed or commercially
available music (RT up to 7 minutes only) and mini documentaries and social commentaries (RT from 10 minutes to
an hour).

There are no restrictions in themes but the contest is seeking works that define the Visayan youth’s view of issues
that affect him, his family, school and community in general.

Each entry should be sent in CD or DVD, one per entry (mpeg, avi and wmv formats), properly labeled, indicating
title, category and total running time and sent to Kabataan sa Bisayas Media Festival, care of Anak TV, 8A Matatag
Street, Pinyahan Quezon City or to Kabataan sa Bisayas Media Festival, care of Plan International, 2F Uytingkok
Building, Veteranos Avenida, Tacloban City.

The CD/DVD entry should be accompanied by a page containing the producer/director’s name, complete mailing
address and contact phones (mobile, land phones, fax and email address where applicable), birth date and school,
organizational or town affiliation. The participant is also expected to write a short description of his/her entry and brief
production notes.

Photography

Each photographer may enter only up to five (5) photos. There are no categories in the photography section. The
entries may be in color or black and white. The minimum image size is 5 megapixels (equivalent to A4 size if printed).
Even cell phones may be used.

Similarly, there are no restrictions in themes. Entries may be emailed toanaktv_seal@yahoo.com, each one properly
titled in any language of his/her choice.

The entries should be accompanied by a page containing the photographer’s name, complete mailing address and
contact phones (mobile, land phones, fax and email address where applicable), birth date and school, organizational
or town affiliation. The type of camera used should also be indicated.

Winning entries not only get cash incentives and trophies but will also enjoy participation in international photo and
video competitions to represent the Philippines. Participating youth planning to attend the festival may get lodging
support from Anak TV’s partner UP Visayas.
Banned books return to shelves in Egypt and Tunisia
Works by censored authors available again in wake of revolutions

By BENEDICTE PAGE

March 5, 2011, 1:27pm

MANILA, Philippines — A number of highly political titles censored by the regime of ousted Tunisian president Zine
al-Abidine Ben Ali are now returning to the country's bookshop shelves.

La Regente de Carthage by Nicolas Beau and Catherine Graciet, a critical book about the former president's family,
focusing in particular on the role of his wife, Leila, is among those now openly on sale in the country, according to the
International Publishers Association.

Alongside it is a previously banned study of the long-serving Tunisian president from whom Ben Ali took over
following a 1987 coup: Habib Bourguiba: La Trace et l'Heritage by Michel Camau and Vincent Geisser.

Also now appearing in the country's bookshops are The Assassination of Salah Ben Youssef by Omar Khlifi, a book
about the shooting of a former Tunisian minister of justice in Frankfurt in 1961, and works by journalistToaufik Ben
Brik, a prominent critic of Ben Ali's presidency.

Alexis Krikorian, director of the Freedom to Publish programme at the IPA, said the emergence of these and other
formerly banned books within Tunisia was "very good news". Whether censorship still existed with regard to new titles
was a separate issue, he added, but it was likely that the legal submission procedure, which under the old regime had
been misused to block books at their printers, "no longer applies".

Anecdotal reports are also emerging of once suppressed titles appearing for impromptu sale on street corners and
newspaper kiosks across Egypt. Salwa Gaspard of joint English/Arabic language publisher Saqi Books said accounts
in the Arabic press told of books that had been hidden for years in private basements now once more seeing the light
of day.

Cairo is also to hold a book fair in Tahrir Square – the focus for protests against former president Hosni Mubarak – at
the end of March, according to Trevor Naylor of the American University of Cairo Press bookshop, which is based in
the square. Naylor told the Bookseller that the event had been planned in the wake of the cancelled Cairo Book Fair,
which was abandoned in January in the face of growing political unrest.

"Everyone around the globe now associates Tahrir Square with freedom and revolution," Naylor said. "We really
wanted to do something that celebrates what happened here, and this seems like a great way to do it."
Today in History - March 4, 1879
March 4, 2011, 12:00pm

Today in History
March 4, 1879

MANILA, Philipines (PNA) -- Rosa Sevilla, educator, writer and one of the notable suffragists in Asia who fought for
the Filipino women's right to vote, was born in Tondo, Manila on March 4, 1879.

She pursued her desired profession of being a teacher and graduated as "maestra superior" at Assumption College.
Together with Pura Villanueva-Kalaw and Pilar Hidalgo-Lim, she lobbied and campaigned for woman suffrage.

Hence, since April 30, 1937, Filipino women have been granted the right to vote and to be voted in elective office,
which has so far led to the election of two women presidents for the country.

Originally, the 1935 Constitution limited the right of suffrage to male citizens because “there was no popular demand
for the right of suffrage by Filipino women themselves’’ and the granting of the right of suffrage to women, it was
claimed, would only disrupt family unity as the women become actively engaged in politics.

Sevilla, who became the first Dean of Women at the University of Santo Tomas, was also one of the two women staff
members of La Independencia, the Philippine revolutionary government official newspaper edited by General Antonio
Luna.

She founded the first Filipino-initiated school, Instituto de Mujeres (now, Rosa Sevilla Memorial School), on July 15,
1900 as the first school for Philippine lay women.

She was also co-founder of the Liga de Damas Filpinas, the Federacion Catolica de Mujeres, and the Associacion de
Hispanistas.

An eloquent orator and a gifted editor of the woman’s page of La Vanguardia, she founded Woman’s Outlook, a
national magazine for women.

She received the Presidential Medal of Merit Award on July 4, 1948 for the many services she did for the country and
the Filipinos. That same year, she also received the Queen Isabella II of Spain Award.

She died on May 11, 1954 at the age of 75.

On this same day in 1663, Mother Ignacia del Espiritu Santo, who founded the first all-Filipino religion congregation
for women in the Philippines, was baptized at the “Iglesia de los Santos Reyes del Parian,” in Binondo, Manila.

She was the founder in 1684 of Beaterio de la Compañía de Jesús, now known as Congregation of the Sisters of the
Religious of the Virgin Mary (RVM) located in Quezon City.

Also on this day in 1890, San Miguel Brewery was founded by Enrique Maria Barreto de Ycasa.

Later renamed as San Miguel Corporation (SMC) in 1963, it has grown into one of the Philippines' largest business
conglomerates with interests in alcoholic and non-alcoholic beverages, food, packaging, power, oil and
telecommunications.
Students stand up for truth
By RACHEL C. BARAWID

March 4, 2011, 9:00am

STUDENTS from various schools gather at St. Paul University Manila to join calls for integrity and honesty in government.

MANILA, Philippines--INSTEAD of probing senators and congressmen, truth tellers Heidi Mendoza and Col. George
Rabusa last week faced hundreds of students in a forum that called for support to their cause, as well for upholding
the values of integrity and honesty.

Organized by the Catholic Educational Association of the Philippines (CEAP), the forum dubbed “Paninindigan sa
Katotohanan ng Bagong EDSA: Pagtatalakay sa Isyu ng Korupsyon at Pagpapaigting ng Integridad ng mga Pilipino,”
gave students the chance to hear Mendoza and Rabusa’s struggles and sacrifices in the course of their decision to
expose the anomalies in the Armed Forces of the Philippines. Held at the Fleur de Lis Theater of St. Paul University
(SPU) in Manila, the forum was also among the highlights of CEAP’s celebration of the 25th year of the People Power
Revolution.

Becoming aware

Many of the students think the truth tellers’ revelations only proved how rampant and massive corruption has become
in government.

“As much as I appreciate their bravery, it is disheartening to learn about their exposes, that some people will go to
such great lengths of deception just for their personal gains,” admits Guia Francisco, a 19-year-old Psychology
student at SPU, Manila.

University of Santo Tomas student Rochelle Anne Obleno says she felt more afraid than ever at what’s been
happening to the country but at the same time, felt a sense of duty to help solve the problems in government.

“All these revelations about corruption are nothing new. It just confirmed what I know. Nakakatakot bilang estudyante
na ganito ang mamanahin namin, at baka maexpose pa kami sa mga maling bagay pag kami na ang mga bagong
lider ng bansa. Hence, becoming aware of these issues is important for us young people but it should not end here.
We should get involved and do our share,” says Rochelle, a legal management student.

Another EDSA?

Some people seem to think that a new kind of revolution is emerging through the truth telling of Mendoza and
Rabusa, but Guia and Rochelle believe otherwise.
“Seriously, do we really need another EDSA (Revolution)? What I see is that we remember dates and events but not
the lessons. There is no clamor for another revolution, just the application of the lessons learned from the past
revolutions will suffice,” says Guia.

Rochelle, on the other hand, admits that she doesn’t feel the spirit of EDSA nor its effects on the country 25 years
after.

“Ano nga ba ang epekto ng Edsa? Looks like it didn’t last because it seems we’ve only had temporary freedom. Now,
we still have yet to free ourselves from the freedom from corruption and politicking.Karamihan ng mga taong nasa
gobyerno na walang integridad ay 'yung mga taong lumaban din sa EDSA. Isn’t that supposed to be an insult to
those who sacrificed and gave up their lives for the country? Hanggang ngayon, hindi pa rin naisasabuhay ang mga
pinaglaban sa EDSA,” stresses Rochelle, the president of Batas Tomasino in UST.

While Rabusa and Mendoza’s truth telling can be considered a sacrifice for the country as it puts their lives and their
loved ones’ in danger, Rochelle thinks it doesn’t necessarily make them role models.

“I think Ms. Heidi Mendoza should be emulated for her courage and sacrifice for the country. But not Col. Rabusa.
May kasalanan din siya eh. I admire his courage but after all these investigations, will he also be coura-geous enough
to send himself to jail because he himself has done something wrong? If he does that, na pag may kasalanan dapat
pagbayaran, then that’s the time I will look up to him as a role model,” she says.

The role of the youth

Reymond Montejo, a business management student of the De La Salle College of Saint Benilde says more than
being aware and spreading the message to their fellow youth, young people should also be vigilant on the
undertakings of government officials. In this way, the latter would know that even the eyes of the youth are on them
and therefore, they must do things honestly and be accountable for their shortcomings.

But in fulfilling this task, he adds that young people should also strive to become role models themselves.

Paulinians Christopher Brian Sarto and Chelsea Gatdula identify the simple ways in which young people can uphold
integrity and honesty in their daily lives. “We should not cheat during exams, fall in line at the canteen, and stop
giving bribes to policemen in case of traffic violations,” they point out.

The students agree that they don’t need to do such a big feat to be a hero.

“Let us not emulate the mistakes made by the older generations. Let's correct their mistakes and do what is right. We
can make a difference first by changing ourselves, and being a light to others who are still in the dark,” Reymond
says.

Teaching values

One of the staunchest advocates of integrity and honesty, CEAP has embarked on a campaign to promote the cause
of truth telling as well as these values. Apart from holding the forum, CEAP also encouraged its member schools to
show support by participating in various activities such as the hanging of banners and slogans, wearing black shirts
and pins every Friday, engaging in noise barrage, holding film showings, reciting the graduate’s pledge to integrity
and honesty and letter writing to senators, congressmen and other local officials.

However, CEAP admits a simple statement of support nor these activities are enough to advance the cause.

“This is not just an issue that we can respond to because it’s there. Corruption is a big problem so efforts to fight it
must be continuous. We must not wait for the next whistleblower or truth teller to address it. We believe it should be
institutionalized in school where honesty and integrity is also a challenge,” explains Rhodora Angela Ferrer, CEAP
executive director.

Starting this school year, CEAP member schools will integrate lessons on integrity and honesty in the various
subjects, apart from religion and homeroom classes.
“There will be module development on integrity and honesty. It will be integrated in the existing curriculum. Values
education should permeate all subjects. Even in physics you can teach values ed through intellectual honesty,” she
says.

Meanwhile, schools who are already implementing it are urged to share their good practices so more institutions can
follow.

St. Scholastica’s College, for instance, has been teaching the prayer on good governance to Grade three students
and also involve them in letter writing to government officials.

“Its important that we respond to it now in educators language because if not students will have a disconnect by what
is being taught in school and what’s really happening. Also, knowing big words such as good governance, integrity,
and social transformation will help kids become more aware and help them understand better the concepts when they
grow up,” Rhodora says.

Modules on integrity and honesty will also be developed for parents and the community to make the program more
effective and holistic.
No sex on the brain
By CHICO & DELAMAR

March 2, 2011, 11:21am

MANILA, Philippines

DEAR CHICO AND DELAMAR...

I'll be graduating from high school in less than a month, and while I've done a lot during my four years -- been part of
the honor roll, part of the student council and the student paper -- one thing I didn't do is go out and date.

When I started getting into different clubs and other extracurricular activities when I was a sophomore, I thought that
there would still be plenty of time for a relationship later on. But I never seem to have found the time, and now I feel
like I wasted an opportunity.

I don't see myself getting into a relationship anytime soon either, as I don't have any interest in having sex. I just don't
feel like sharing myself in that intimate a way with another person just yet. But I'm aware that it's an expected part of
adult relationships. And from the way my gay friends talk about it, sometimes even a necessity.

As a young gay man going to college next year, is there any chance for me to find a guy who doesn't have sex on the
brain? From the way my gay friends talk about it, sex is expected at the end of a date, so does that mean I can't even
go on casual ones since I really don't think I can have sex just yet? Should I just become a monk? — Sebastian

CHICO SAYS… You're not even out of high school yet and already you're talking like a jaded 40-year-old virgin who's
considering sexless monkhood as some sort of bitter protest for the lack of earthly desires. I suspect you're probably
not even legal to have sex yet, so you hardly should have any crises regarding sex, or the lack thereof.

But even for the sake of argument that you are of age to engage in sex, your concerns are mostly unfounded. The
need for sex is a basic instinct, like hunger. That said, if you're not hungry, don't eat. If you're not sleepy, don't sleep.
So if you don't find any urge to engage in sex in any of its myriad incarnations, then simply don't.

There is no such rule that states that you HAVE to have sex, as there isn't one that insists that you shouldn't. Is it
possible for you to find someone who doesn't have sex on the brain? Absolutely. And in case all you find are
hormonally-raging horny toads humping your leg, then all you have to do is look further. You don't have to do
anything you don't want to.

Will it make finding a partner trickier? Yes. But is it impossible? No. Does it put you in the minority? Yes. Does it
make you wrong? No. Trust me, if you'll eventually want to have sex, it will be an insistent urge that will be hard to
deny even if you wanted to. But until then, don't sweat the activities that you don't want to engage in, no matter how
many other people say otherwise. It doesn't make you better, it doesn't make you worse. It just makes you who you
are.

For now, try not to rush things. You have the rest of your life to discover sex, to revel and bathe in it, and in some
cases, even to eventually tire of it. So don't force your bud to bloom out of season because you'll "open up" when
you're good and ready, in your own good time.

DELAMAR SAYS… Here’s something you need to remember when it comes to your life decisions --- FORGET
ABOUT TEMPLATES OR HOW OTHER PEO¬PLE HAVE DONE THINGS BEFORE YOU, YOU GET TO DO WHAT
MAKES SENSE TO YOU.

Date the way you want to date. You don’t have to always sleep with the people you go out with. If that is not
something you want to do then just be upfront about it with whoever wants to go out on a date with you or whoever
you want to date. Right? The truth is, there are as many ways date as there are as many people there are out there.

We all go out with other people with different objectives or intentions. Some go on dates to pass the time, some go
out on dates specifically to get physical, some go out on dates to just spend time with other people, some date to find
the one they want to spend the rest of their lives with, some date just to enjoy someone’s company, etc. Whatever
your reason is to go out on a date that is good enough. The only trouble is finding someone who is looking for the
same thing as you. So best be upfront and honest about what you want or what you expect out of it with whoever you
want to go out with.

Forget about what other people are doing on their dates. Forget about what other’s expectations are. Just date for the
reasons you want to date. You will find people who will be okay with that and you can date them again. But there are
people who won’t like those so just don’t go out with them.

Your decision not to sleep with people because you’re not ready won’t make you the most popular guy in town, let me
tell you that. However, knowing that you don’t want to get intimate just yet is good. You know what you want and what
you don’t want. All you have to do now is to stick to your guns. Maybe how you feel will change soon, maybe it won’t.
Right now though, it’s good that you can go into dating knowing your expectations so it will be clear to whoever wants
to date you what to expect from you.

(Chico and Delle welcome your let¬ters. Write to: youth@mb.com.ph or fax through 527-7511. Listen to the Dynamic
Duo Monday to Saturday, 6 a.m. to 9 a.m. over Monster Radio RX 93.1)
 Marie Carmeli I. Igon-igon
24 Pinagbuklod Street, Area D, Camarin Caloocan City
Contact No. : (+63910) 383-27-52; (+63927) 320-82-94
carmie_igon2@yahoo.com; m.c.igonigon@gmail.com
Job objective: be able to enhance my knowledge and skills as a student teacher.

Special Skills:
• Computer Literate
• Basic Stenography (English, Filipino)
• Machine Shorthand

Educational Background:

College:
Bachelors of Business Teachers Education
Polytechnic University of the Philippines- Commonwealth Campus
Don Fabian Street, Brgy Commonwealth, QC

High School:
Maligaya High School
Maligaya, Quezon City
Date Finished: March 2007

Elementary:
Mystical Rose School of Caloocan, Inc
Caloocan City
Date Finished: March 2003

Personal Information:
Birthday: 14 January 1991
Birthplace: Camarin, Caloocan City
Height: 4 ft 9 inches
Weight: 40 kgs
Languages Used: Tagalog; English
Seminars Attended:
1. “Environmental Management: A Social Responsibility”
Polytechnic University of the Philippines Quezon City Campus

October 08, 2010

2. “May They Be One”

I’m not ashamed of the Gospel

Polytechnic University of the Philippines Quezon City Campus

January 29, 2009

3. “Functional Literacy: To live and love Well in a Healthy Philippines”

Polytechnic University of the Philippines Quezon City Campus

December 11, 2007

4. “AVON Make-Over and Business Opportunities”

Polytechnic University of the Philippines Quezon City Campus

August 03, 2007

I hereby certify that the above given information are true and correct.
1st week
On my 1st the TLE Head teacher oriented us and introduced us to our respective
cooperating teacher. I just observed my c.t and the students that I am going to handle.

2nd week
On my second week, I just acquaint my students. I observed and knew them if what
strategies I should use them whenever I start teaching them. It was also their TLE month so,
they conducted an exhibit of projects and table napkin folding contest. All that events was held o
our room (culinary arts). I assisted all the students that went in exhibit and helped my c.t in
arranging the room.

3rd week
Not a busy week. I discussed for only two days about table setting. This week is their
last week. They’ve celebrate their students Christmas party and faculty and staff Christmas
party. I facilitate my students in their Christmas party.

4th week
It was a moody week for me. I only have few students in my class because some of them
were still on vacation but still the class must go on. I discussed to them the waiting at the table.

5th week
In this week we did our mock operation. Each section was divided into groups and
presents a sequence of table service with costume. We did this for two to three day. I also
discussed to them the fruit and vegetables carving and let them made their own garnish.

6th week
My c.t was the one who handled our class this week. She just let me record all the
quizzes, activities that we had on our previous weeks. I also made the report about the long test
of my students.
7th week
This week I tackled all about bartending. I discussed to them the bar tools and equipment
and alcoholic beverages. They are very interested I our topic. We also conducted a seminar
about bartending. In this seminar they learned some styles of mixing wines and basic moves in
flaring.

8th week
I gave them along quiz about our previous lessons last week. I reviewed them and ask
them abut what they have learned and their comments abut the seminar.

9th week
Our lessons were all about catering. I gave them a group activity to perform. They
performed about the guidelines for successful catering.

10th week
This week pressures me a lot because will be my demonstration class. It pressures me to
prepare a lesson everyday and taught them while I am thinking of my demo and preparing myself
for next week.

11th week
This is my last week. I am so happy that I made it. I passed my demo and I’ve finished
my 300hrs. I can’t explain the happiness that I felt. After all the trials and stress that I felt
everyday in my class, finally I made it!