Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE

PHILIPPINES

Quezon City Campus

Student Teaching Manual

Of

Jocel D. Pascua
Bachelor of Business Teacher Education
S. Y. 2010 – 2011

Assigned at:
Justice Cecilia Muñoz Palma High School

Submitted To:
Prof. Sheryl R. Morales
Coordinator
 Dedication

This Student Teacher Manual is dedicated to

Almighty God, Parents, Friends an all Educators

 Acknowledgement
The Student Teacher would like to express the grateful
acknowledgment to the following institutions and individual who were
instrumental in the completion of this manual.

The Polytechnic University of the Philippines Quezon City

Campus, for its pursuit of excellence in the field of education;

The Justice Cecilia Muñoz Palma High School and Ms. Alajar
for its warm accommodation of practice teachers;

Mrs.Victoriano for imparting her teaching experience to us and

motivating us to become a teacher;

Mrs. Euphemia Real, for continuously guiding and sharing her

teaching expertise, for giving constructive criticism to improve my
teaching;
Prof. Marilyn Isip and Prof. Sheryl Morales for administering,
guiding and helping us to push through;
The student of III-Fluorine, III-Neon, III-Silicon, III-Oxygen and
III-Sulfur AY 2010-2011 who made my teaching experience happier,
challenging and meaningful one;

Ms. Linterna and Ms. Tabingga for being friendly and giving me
advice in teaching.

The Family, Co-Student Teachers and Friends for their never

ending support;

And above all to the Almighty God for His guidance,

enlightenment and protection.
 Teachers’ Prayer
Praise you oh Lord for the opportunity to share the gift of teaching of Yours.

Enlighten the minds of the students for the new learning.

Help me God to overcome all impediments that may come my way, guide us as we

pursue this academic endeavor. .

We ask this through Christ our Lord.

Amen
 Polytechnic University of the Philippines

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.

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

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

JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL

VISION
 Justice Cecilia Muñoz Palma High School is an educational institution

developing well-rounded individuals for the establishment of a self-reliant and

responsible community.

MISSION

To provide relevant education for youth’s intellectual, psychological,

spiritual and environmental awareness through responsive approaches.

A. COMMUNITY PROFILE

Barangay PAYATAS got its name from Payatas Estate, a vast tract of land

covering approximate area of 5, 295 hectares. PAYATAS is

derived from the word “PAYAT sa TAAS” meaning the soil of highlands is not

fertile compared with the lowlands along Marikina River. It occupies a little less

than 20% of the city’s land area. The population was almost 125,000 as of 2003.

majority of the residents fall below the poverty level, living harsh and poor

conditions in the depressed areas. The language used is Tagalog and secondary
dialects are Waray, Ilonggo, Visaya, Bicol, Ilokano, Panggalatok and

Kapampangan.

B. DEMOGRAPHY

• Payatas area has a population of 125,000 more or less 10% of the city’s

2003 estimated population.

• Average annual population growth rate for the past 10 years is 15.23%

• High growth rate is due to immigration. The continuous influx of migrants

is alarming. Estimates indicate that more than 80% of the residents are

migrants.

• The female population comprises 49.66% while the male population

constitutes 50.66% of the population.

• Women of the reproductive age, (15-44 years old) are 51% of the total

female population.

• The population is described a generally young.

• School age population (7-12 years old) is estimated to be 32% of the total

population.

A. HEALTH
 • Crude birth rate is 35.01/1000 population.

• Crude death rate is 3.88/1000 population. Infant mortality rate is

1.86/1000.

• Leading cause of morbidity is respiratory infection, gastro-intestinal

disorder, skin disease and parasitism.

• Leading causes of mortality rate are pneumonia, myocardial infraction,

PTB, stabbing and hypertensive heart disease.

• Malnutrition is rampant among children in Lupang Pangako, Buria,

Sandakot, Asper and areas near the dumpsite. About 50% of the children

are suffering from first to third degree malnutrition.

A. HOUSING

• Roughly 60% of the residents are squatters needing decent housing.

These occupy some 700 hectares more or less excluding NGC.

• The unabated influx of squatters remains a major problem usually blamed

on squatter syndicates and prevailing issues.

 • Development efforts which cover housing are often hampered by the

opposition of squatters who rely heavily on such long hand issues.

DEVELOPMENT ISSUES/POTENTIAL/OPPORTUNITES

PHYSICAL

• Availability of still undeveloped lands.

• Growing interest among private sector groups as businessmen and real

estate developers to participate in the development of Payatas.

• Possible application of innovative land development schemes such as

Land Readjustment, Joint Venture and Land Swapping.

• The area is viable site for the supply of land requirements in the

implementation of R.A. 7279.

II. School Context

History of the School

 The school was formally opened in 1988 with Mrs. Sheridan G.

Evangelista of the Social Studies Department of Lagro High School as Officer-In-

Charge. Regular classes started with 258 students and 7 regular-permanent

teachers assigned by Ms. Gutierrez, former principal of Lagro High School

(Main). These teachers were Mr. Endrico S. Anacion, Mrs. Marissa C.

Macatanong, Mr. Gil Panis, Mrs. Cristina M. Feliciano, Mrs. Flordeliza T. Ramos,

Mr. Cresencio B. Juanich and Mr. Jose R. Zoleta. Four classroom building was

built at Bicol Street, Payatas through the joint effort of the barangay officials and

civic-spirited leaders of the community. Payatas Annex came into existence as

an annex of Lagro High School. Mrs. Evangelista was followed by Mrs. Felicisima

Tañedo, who served the school for only three months. Mrs. La Paz Veloria came

in next and followed by Mr. Liberato C. Garcia who managed the school for

almost four years. Then came Ms. Amelita B. Yapit who served for two and a half

years.

It was during the administration of Mayor Ismael Mathay III, when the city

government constructed a three-storey building. Another one-storey building was

built facing the Mathay Hall with three classrooms until the construction was

stopped by the DPWH. In the year 1999, a four-storey building with 12

classrooms was constructed through the generosity of former Congressman

Dante V. Liban, the Division of City Schools and DPWH. This additional building

helped address the accommodation problem of the growing population of the

school.
 Payatas High School is strategically located at Molave and Narra streets

and the boundary of Villa Gracia Homes.

It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of

Lagro High School Payatas as Master Teacher/Officer-In-Charge. She continued

the efforts started by the predecessors prioritizing on the basic necessities of

both the teachers and the students by providing clean water and functional

comfort rooms. It was also during her time that Lagro High School Payatas

Annex gained its independence.

With the promotion of Mrs. Violeta D. Jordan, a new MT II In-Charge in the

person of Mrs. Lydia S. Ramos was assigned. The school has seen numerous

improvements in terms of the school’s physical facilities and academic

achievement in her two years stay as an administrator.

Ms. Juanita C. Alajar assumed principalship on October 16, 2005. Using

available resources judiciously, she improved the learning environment by

landscaping nooks and corners. The library was extended and more books and

reference materials were added. The registrar, clerk and book keeper were

provided computers to facilitate speedy preparation of report.

 The Centennial Rotary Club donated water purifier. Liban and Mathay

buildings were repaired and repainted. An 18 classroom-four storey SB Hall,

stage and fences were constructed under the leadership of Honorable Feliciano

Belmonte Jr.

Payatas High School was renamed Justice Cecilia Muñoz Palma HIGH

School on November 22, 2006. Justice Palma clan donated 10 brand new

computers and the rotary Club of Marikina Hills another 10, enabling the school

to put up a computer room at Belmonte Hall. Truly blessed, our school is a

recipient of 21 computer units from CICT, Office of the President. About 200

families enjoy the “Pantawid Pamilyang Pilipino Program” in 2009.

Through proper coordination with Ateneo Pathways to Higher Education,

many poor but deserving students enjoy scholarships at prestigious universities.

Those who have graduated help the school by organizing career orientation to

fourth year students and donating books for the library.

Another 15-classroom 4 storey SB building was constructed that the big

number of students per class was lessened. Inspired by the unwavering support

of the City Government, Justice Cecilia Muñoz Palma Foundation Inc., NGOs,

parents, teachers and students, Ms. Alajar continuously improve the school.
 JUSTICE CECILIA MUNOZ PALMA HIGH SCHOOL

Date: February 21, 2011

Learning Component: Technology and Livelihood Education
Sub-Learning Component: Food Service III

I. Objectives
At the end of the lesson students should be able to:
A. Discuss the rules in table setting;
B. Demonstrate the table setting for basic, informal, and formal;
C. Value the importance of table setting.
I. Content
A. Topic: Table Setting
B. Materials: PowerPoint presentation, realia
C. References: Technology and Home Economics II by Ines
Alcantara de Guzman and Cesar P. Suratos p.89-91,
Technology and Home Economics IV by Ines Alcantara de
Guzman and Cesar P. Suratos p. 141-143
http://www.youtube.com/watch?
v=LktSuL8__7M&feature=related
Alexandre Dumas' Grand dictionnaire de cuisine
(1871)
I. Procedure
A. Preparatory Activities
1. Routine Activities
Prayer, Greetings, Cleanliness of the classroom, Checking
of Attendance
2. Review
Identify the Items included in table setting; students will
classify the items whether it is
a. table coverings
b. Tableware
c. glassware
3. Motivation
Show pictures of different table setting, the teacher will
asks the students their reaction.
4. Unlocking difficulties
Game- Arrange letters to form the corresponding words.
 Entrée- a smaller course that precedes the main course
Main course- primary dish in a meal
Charger plate- or service plates are larger decorative
plates
Place Setting- The arrangement for a single diner
A. Lesson Proper
Learning Tasks Strategies Evaluation

Rules in table setting Demonstration Oral response

Demonstration of Demonstration by Return

table setting teacher demonstration by
a. Basic the students
b. Formal
c. Informal Using rubrics

Appreciate the Discussion Oral response

importance of table
setting

A. Closing Activities
1. Generalization
An attractive table setting contributes to a great dining
experience; the basic rules of it are simple and easy to
follow.
2. Valuing
The students learn the value of patience, value of
creativity and the value of cooperation.
3. Evaluation
Divide the class into 2 and re-demonstrate the informal
table setting.
Rubrics for Table Setting
Score Criteria

10 Items are in designated place, creative, good

presentation

8 Items are in designated place, creative, poor

presentation

5 Items are in designated place, uncreative

3 Some items are misplaced, uncreative

I. Assignment
 1. Define centerpiece and give examples
2. Bring pictures or materials that can be used as centerpiece
Fruits, flowers or candles
Technology and Home Economic IV pp. 147-150

Prepared by: Jocel D. Pascua

Final Demonstration Grade

Date: February 21, 2011

Evaluators Grade
Mrs. Felicitas Victoriano 93
Mrs. Eufemia Real 96
Mrs. Adelita Sularan 95
Mrs. Ma. Emely Lumpas 92
Total 94
Professional Readings and Articles

The Crisis of Public Education in the Philippines

By Ronald Meinardus

According to the human capital theory, the economic development of a nation is

a function of the quality of its education. In other words: the more and better

educated a people, the greater the chances of economic development.

The modern world in which we live is often termed a "knowledge society";

education and information have become production factors potentially more

valuable than labor and capital. Thus, in a globalized setting, investment in

human capital has become a condition for international competitiveness.

In the Philippines, I often hear harsh criticism against the politics of globalization.

At the same time, regarding the labor markets, I can hardly think of another

nation that is so much a part of a globalized economy than the Philippines with

nearly ten per cent of the overall population working beyond the shores of the

native land.

Brain drain. Apart from the much debated political, social and psychological

aspects, this ongoing mass emigration constitutes an unparalleled brain drain

with serious economic implications.

Arguably, the phenomenon also has an educational dimension, as the Philippine

society is footing the bill for the education of millions of people, who then spend

the better part of their productive years abroad. In effect, the poor Philippine
educational system is indirectly subsidizing the affluent economies hosting the

OFWs.

With 95 per cent of all elementary students attending public schools, the

educational crisis in the Philippines is basically a crisis of public education. The

wealthy can easily send their offspring to private schools, many of which offer

first-class education to the privileged class of pupils.

Social divide. Still, the distinct social cleavage regarding educational

opportunities remains problematic for more than one reason. Historically, in most

modern societies, education has had an equalizing effect. In Germany, for

instance, the educational system has helped overcome the gender gap, and later

also the social divide. Today, the major challenge confronting the educational

system in the country I come from is the integration of millions of mostly non-

European, in most cases Muslim, immigrants. Importantly, this leveling out in the

context of schooling has not occurred in this part of the world. On the contrary, as

one Filipino columnist wrote a while ago, "Education has become part of the

institutional mechanism that divides the poor and the rich."

Let me add an ideological note to the educational debate: Liberals are often

accused of standing in the way of reforms that help overcome social inequalities.

While, indeed, liberals value personal freedom higher than social equality, they

actively promote equality of opportunities in two distinct policy areas: education

and basic heath care.

For this reason, educational reform tends to have a high ranking on the agenda

of most liberal political parties in many parts of the world.

This said, it is probably no coincidence that the National Institute for Policy

Studies (NIPS), liberal think-tank of the Philippines, invited me the other day to a

public forum on the "Challenges on Educational Reform." With the school year

having just started and the media filled with reports on the all but happy state of

public education in the country, this was a very timely and welcome event. I was

impressed by the inputs from Representative Edmundo O. Reyes, Jr, the

Chairman of the Committee on Education of the House of Representatives, and

DepEd Undersecretary Juan Miguel Luz. Both gave imposing presentations on

the state of Philippine education.

Although I have been in this country for over a year now, I am still astonished

again and again by the frankness and directness with which people here address

problems in public debates. "The quality of Philippine education has been

declining continuously for roughly 25 years," said the Undersecretary -- and no

one in the audience disagreed. This, I may add, is a devastating report card for

the politicians who governed this nation in the said period. From a liberal and

democratic angle, it is particularly depressing as this has been the period that

coincides with democratic rule that was so triumphantly and impressively

reinstalled after the dark years of dictatorship in 1986! Describing the quality of

Philippine school education today, the senior DepEd official stated the following:

"Our schools are failing to teach the competence the average citizen needs to

become responsible, productive and self-fulfilling. We are graduating people who

are learning less and less."

While at the said forum, more than one speaker observed that the educational

problems are structural in nature, I missed propositions for reform that are so far-

reaching to merit the attribute structural.

Gargantuan problems. While the Undersecretary very patiently and

impressively charted out the four policy directions of the political leadership of his

ministry (taking teachers out of elections, establishing a nationwide testing

system, preserving private schools, raising subsidies for a voucher system), to

me -- as a foreign observer -- these remedies sound technocratic considering,

what one writer in this paper has recently termed, "the gargantuan magnitude of

the problems besetting Philippine basic education."

Let me highlight two figures: Reportedly, at last count more than 17 million

students are enrolled in this country's public schools.

At an annual population growth rate of 2.3 per cent, some 1.7 million babies are

born every year. In a short time, these individuals will claim their share of the

limited educational provisions.

"We can't build classrooms fast enough to accommodate" all these people, said

the DepEd Undersecretary, who also recalled the much lamented lack of

teachers, furniture and teaching materials.

In short, there are too little resources for too many students.

Two alternatives. In this situation, logically, there exist only two strategic

alternatives: either, one increases the resources, which is easier said than done

considering the dramatic state of public finances, or one reduces the number of

students.
This second alternative presupposes a systematic population policy, aimed at

reducing the number of births considerably.

But this, too, is easier said than done, considering the politics in this country -- or

to quote Congressman Reyes: "Given the very aggressive and active intervention

of the Church addressing the population problem is very hard to tackle."

Dr. Ronald Meinardus was the former Resident Representative of the Friedrich-

Naumann-Foundation in the Philippines and a commentator on Asian affairs. E-

mail comments to liberal@philippines.fnst.org

Business World Internet Edition: June 30, 2003

Advice for Student Teachers

Bottom of Form

As a current student teacher with an amazing cooperating teacher, I thought

I'd share some tips on how to have a positive student teaching experience!

1. Let your cooperating teacher know YOUR expectations upfront. Most

student teachers feel that they don't have a say in what goes on, but

you do.

2. Remind him/her (nicely) that you are there to learn a variety of teaching

methods and that you are trying to develop your own teaching style not

necessarily just take on his/hers.

3. Jump in right away! Even if you aren't supposed to begin teaching for a

while get up and join in. You will gain respect from the teacher and the

students. Offer right away to do small tasks such as grading papers or

organizing morning work.

4. Treat the students as if you are the actual teacher. Many student

teachers try to become friends with them first and when it comes time

to teach they have no control.

5. Go with your cooperating teacher everywhere! Sit in on parent/teacher

conferences and see if it's okay to observe a child study team in action.

This is all part of teaching and you should have experience with this

also!

6. Stay in contact with your professor or advisor on a regular basis. If you

 only see him/her on days they are there to observe, you will be more

nervous.

7. Always try your best! I know it's scary to have people constantly

observing you but if you are doing your best whether or not they are

there it won't be as scary!

8. Don't be afraid to integrate some of your own teaching techniques or

classroom management skills. Your cooperating teacher might just

learn a new technique from you!

9. Try to get student input about your lessons. If you aren't sure how your

lesson went, ask one or two students what they thought. Sometimes

they have wonderful suggestions!

10. Always plan too much. Since we don't have much experience

organzing lessons according to class time, it's better to have too much

planned then to have the students sitting there with nothing to do.

Technology in the classroom

Keeli Cambourne

January 19, 2010

Change the future as new technology makes innovative dreams a reality.

Students from Anna Bay Public School in NSW using an interactive whiteboard in

their classroom.

Forget the chalk dust, the dog eared textbooks, even the more modern DVD

player.

Today's school students are downloading homework on iTunes, listening to

lessons via podcasts, communicating with other students all over the world

through social networking sites, and even video conferencing with leaders of

business and industry.

And it's not just high-school kids who are making good use of the fast-moving

technology; Australia's primary school students are now being equipped with the

skills needed for the digital age.

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Digital revolution

Public schools throughout Australia are benefiting from the Federal

Government's $2.2 billion Digital Education Revolution initiative, which aims to

prepare students for further education and training, jobs of the future and to live

and work in a digital world.

School students are now being switched on to some of the most up-to-date

technology available, from laptop computers for students in years 9-12 to

interactive whiteboards, video-conferencing equipment and even virtual

classrooms.

And, although they sound space-aged and technical, most of the technologies

that students are using are the same as those in most homes; the main

difference is that, in schools, their educational potential is being explored.

Educational entertainment

Outside school, students constantly interact with technologies such as iPods,

mobile phones, the internet and social networking sites, so it is little wonder

there's an expectation that these technologies will also support their learning in

the classroom.

The West Australian Education Department recently trialled a program that

allowed students and teachers to download free information and resources

through iTunes U - an area of the iTunes store offering free education content

from top institutions around the world.

The department's assistant executive director curriculum support Andrew

Thompson says that, by providing online content in alternative formats, the

department hopes to make the information more accessible and appealing to

people in the education community.

“This program will also test the practicality of using alternative electronic formats

to distribute the department's information,” he says.

The iTunes project also means that students can better communicate with their

peers and access different perspectives on their subjects by sharing audio files to

discuss their school work.

Electronic whiteboards

Children in kindergarten may not be accessing their lessons via the iPod just yet,

but they will be able to log on to the worldwide web via a Connected Classroom

program.

Schools throughout Australia will be using the technology of interactive

whiteboards, which have the capabilities of connecting immediately to the

internet so students and teachers can access information immediately.

By connecting the whiteboards to a laptop computer and projector, teachers can

also convert freehand writing on the whiteboard into text, then print it for

students.

“All classrooms in Western Australia are connected classrooms, which enable

them to support interactive facilities, and many use video conferencing and

multimedia teaching strategies to further learning opportunities,” Thompson says.

Queensland has been rolling out its Smart Classroom project since 2005 and

new state schools are fitted with a fully managed fibre-optic and high-speed

wireless-based network and smart classroom technologies, including interactive

whiteboards, digital media projectors, cameras and Voice over Internet Protocol

(VOIP) telephony systems.

The roll-out of the interactive whiteboards started in NSW at the end of last year,

and the Government is hoping to have at least one dedicated connected

classroom in every state school by the end of this year.

Victoria is also in the process of rolling out its interactive whiteboards.

Video conferencing

An integral part of the connected or smart classrooms is video-conferencing

technology, which allows students to talk to experts and other schools and

students around the world in real time via a video link-up. The facility is linked to

the connected classroom package and uses electronic whiteboard technology so

a teacher in Sydney can interact with a class in Brisbane for example, using the

same whiteboard.

Virtual classrooms

The Victorian education department is now also trialling virtual classrooms - a

computer accessible, online learning environment intended to fulfil many of the

learning facilitation roles of a physical classroom.

Instead of going to specific classes in person, teachers and students could

communicate at a time they choose by exchanging printed or electronic media

such as emails, message boards or blogs, or through technology that allows

them to communicate in real time such as telephones, web conferencing or video

conferencing.

“The end of September this year will see the arrival of the Ultranet - a 21st-

century online learning platform that will connect students, teachers and parents

in every Victorian government school,” a department spokesperson says.

“Students will access personalised learning activities and an ongoing record of

achievement, from year to year and school to school. Teachers will use the

Ultranet to create curriculum plans, collaborate with other teachers, monitor

student progress and provide assessment online.

"The Ultranet will allow parents to see up-to-date information about their child,

including their timetable, attendance, tasks, teacher feedback and learning

progress.”

The Queensland Education Department has a similar concept in the Learning

Place - a comprehensive online eLearning environment available to all staff and

students with anywhere, anytime access through a dedicated portal.

The Learning Place provides provides materials and resources such as digital

images, sound files, video, online courses and lessons as well as hosting events

such as online chats, festivals and collaborative projects.

Learn the language

Parents need not fear the new technologies, NSW Parents and Citizen

Association president Dianne Giblin says.

“These technologies also offer greater opportunities for families to learn together.

I urge parents to learn the technology as well so they can teach their kids the

appropriate use of them including mobile phone and social networking sites," she

says.

“The new technologies offer a more engaging way to learn and it's important to

remember that it doesn't take away from learning. Kids are still going to learn the

basics, but textbooks stagnate.”

Integrating Technology Into the Classroom

Methods and Means

By Melissa Kelly,

Six years ago, the internet was limited both in what it could do and in who used it.

Many people had heard the word but did not have a clue what it was. Today,

most teachers have not only been exposed to the internet but also have access

at home or at school. In fact, a large number of schools are being retrofitted to

place the internet in every classroom. Even more exciting than this is the newest

technology: Wireless. A school can purchase a 'Portable Classroom'. This

consists of laptops networked together, allowing students to work at their desks

WITHOUT wires. If the laptops are networked to a printer, students can print from

their personal computer to the classroom printer. Imagine the possibilities!

How to Integrate Technology

*Research
Research is the number one reason to use the internet in education. Students

have a wealth of information open to them. Often, when they are researching

obscure topics, school libraries do not have the needed books and magazines.

The internet helps solve this problem. Here's an example of a great research

project: Using this site's new Lecture Outline Series for the History of China,

students can research directly off this page and then present the information they

find.

One concern which I will discuss in Part II of this article is the quality of the

information found online. However, with some advance 'footwork' of your own,

along with stringent recording requirements for sources, you can help the student

determine whether their information is from a reliable source. This is also an

important lesson for them to learn for research in college and beyond.

The possibilities for assessment of research on the internet are endless, many of

them involving other forms of technology. Some ideas include essays, debates,

panel discussions, role play, video presentation of information, web page

creation (see next subheading for more on this) and PowerPoint(tm)

presentations.

*Creating a Website

A second project that can help integrate technology while truly getting the

students excited about school is website creation. You can publish a website with

your class about information the students have researched or personally created.

Examples of what this page might focus on include a collection of student-

created short stories, a collection of student-created poems, results and

information from science fair projects, historical 'letters' (students write as if they

were historical figures), even critiques of novels could be included. To see what a

group of students can really do, visit Why is Mona Lisa Smiling? One concern

that will be discussed more in part two is fears of plagiarism and parental

support.

How would you go about doing this? Many places offer free websites. First, you

can check with your school to see if they have a website, and whether you could

create a page which would be linked to that site. If that is not available, Geocities

is just one example where you can sign up and get room to upload your

information onto your own page.

How hard is it to learn? HTML, the basic language of the internet, is not that

difficult to learn at all. Here is a great HTML Workshop to help you along. You will

need some sort of editor to make your life easy. If you have Macs at school, you

can use Adobe Page Mill and Claris Home Page. HTML editors really take the

headache out of creating pages. If you are using a geocities as mentioned

above, they have a text editor which you can use to help you create your site

along with a lot of pre-formatted pages.

*Online Assessment

A newer area of the internet to explore is online assessment. You can create

your own tests online through your own website. These require knowledge of the

internet, so many new users might not be quite ready for this. Although, it might

be a great way to interact with Advanced Placement students over vacations and

the summer. If you are interested in this, see Free Home Pages for Educators for
more information. In the near future, there will be many companies who will offer

not only online testing but also instant grading of exams.

t is important to consider problems that might arise when integrating the internet

into the classroom.

Concerns

1.Time

Objection: Teachers hardly have enough time to do all that is expected of them

as it is. Where do we find the time to implement this into the curriculum without

'wasting time'?

Possible Solution: Teachers have to do what works for them. The internet, just

like any other technology, is a tool. Many times information can only be passed

on through books and lectures. However, if you feel that integrating the internet is

important, just try one project each year.

2. Cost and Available Equipment

Objection: School Districts do not always provide a large budget for technology.

Many schools don't have the necessary equipment. Some aren't connected to

the internet.

Possible Solution: If your school district is not supportive or unable to provide

technology, you can turn to corporate sponsors and grants. Sources of Grants. If

you would like information to help you write grants, read Grant Writing Tips.

3. Knowledge

Objection: Learning about new technology and the internet is confusing. You will

be teaching with something you may not completely understand.

Possible Solution: Hopefully most districts have instituted an inservice plan to

help acclimate teachers to the web. Barring this, there are some online help

sources.

4. Quality

Objection: Quality on the internet is not guaranteed. It is easy to run a biased

and inaccurate website with no regulation whatsoever.

Possible Solution: First, when you are thinking about having your students

research a topic, do a search to make sure the information is available. A lot of

time is wasted searching for obscure topics on the web. Second, review websites

either on your own or with your students. Here is a great site with information

about evaluating web resources.

5. Plagiarism [/br]Objection: When students research off the web to produce a

traditional research paper, it is often difficult for teachers to tell if it is plagiarized.

Not only that, but students can BUY papers off the web.

Possible Solution: First, educate yourself. Find out what's available. Here are

some resources with which to start. Also, a solution that works well is oral

defenses. Students answer questions I pose and must be able to explain their

findings. If nothing else, they have to learn what they have stolen (or bought) off

of the internet.

6. Cheating

Objection: There is nothing stopping students from cheating with each other

while on the internet, especially if you are giving online assessments.

Possible Solution: First, cheating off of each other has always existed, but the

internet seems to make it easier. Many schools make the sending of emails and

instant messages against the school code because of possible abuses.

Therefore, if students are caught using these during an assessment, they would

not only be guilty of cheating but also of violating school rules.

Second, if online assessments are given, watch students carefully because they

could switch back and forth between the test and web pages that might give

them answers.

7. Parental and Community Objections

Objection: The internet is full of items that most parents would rather keep away

from their children: pornography, foul language, and subversive information are

examples. Parents and community members might fear their children would be

able to access this information if given the opportunity to use the internet at

school. Also, if students' work is to be published on the internet, it might be

necessary to gain a parent's approval.

Possible Solution: Unlike public libraries, school libraries have the ability to

restrict what is viewed on the internet. Students caught accessing information

that is questionable can be subject to disciplinary action. Libraries would be wise

to make sure that computers with internet access are easily observable in order

to monitor student activity. Classrooms pose a different problem, however. If

students are using the internet, the teacher needs to check and make sure they

are not accessing questionable material. Fortunately, teachers can look at the

'history' of what was accessed on the internet. If there is any question whether a
student was viewing something that was inappropriate, it is a simple matter to

check the history file and see which pages were viewed.

As far as publishing student work, a simple permission form should work. Check

with your school district to see what their policy is. Even if they do not have a set

policy, you might be wise to get a parent's approval, especially if the student is a

minor.

Is it Worth it?

Do all of the objections mean that we should not use the internet in the

classroom? No. However, we must address these concerns before we fully

integrate the internet into the classroom. The effort is definitely worth it because

the possibilities are endless!

Professional Development Plan

Long term goal

to achieve highest degree of education, a doctoral degree before the age of 35

Short term goal

to have a good job after graduation

Career plan
Take licensure exam immediately
After getting a job 1year after will take a masters degree at Polytechnic University

of the Philippines.

After 4years will take a doctoral degree

Narrative reports

First Week

My first week was an adjustment period for me. Ofcourse new surroundings, new

faces, and environment.

My first day was very exhausting day,im not really excited actually, i am introduce

to my classes but only in the first class the rest i alone introduce myself. I

established a strict impression on them. I m looking forward f0r all good things

that may happen to my staying here at Justice Cecilia munoz Palma hiGh

School.

2ndweek

I' m starting to get used to the routine here in high school, yup starting, there was

one time,im g0ing to my third class im already tired and my throat is sore already.
From fourth floor im going to second floor, im thinking how my class will actively

participate in my game as much as my 1st ang 2nd section did. Okay,as i enter

the room, unusual silence, staring uofamiliar faces, oops. .I smile,i step back, and

walk as fast as i could. Haha I m still at the 3rd floor. .s

Issues in Philippine Education: In Retrospect

Bottom of Form

January 5, 2010 Iloilo City, Philippines

By Engr. Herman M. Lagon

They say that education is the best social leveler. They say that it is the very

answer to poverty, corruption, hate, and ignorance. If it really is like many people

believe it is, then the study of the key educational, ergo curricular, issues in the

Philippines is a significant endeavor that needs serious pair of eyes, ears and

hands.

According to the IBON Facts and Figures, the literacy rate in the Philippines has

regressed a lot over the last ten years. This is attributed to the dwindling quality,

relevance and accessibility of education—the very basic rights of the Filipino

youth as etched vividly in the Constitution.

Despite the good things that Department of Education has reported such as the

increased number of classrooms and students, the fact remains that the

crowding 1:70 classroom ratio, the decreasing aptitude of students and the

decadence of the values of the young, among hundreds others, hamper the

progress of the state of education of the country.

From http://www.ph.net/htdocs/education/issue.htm, education in the Philippines

may be summarized into the following four issues: 1. Quality of education, 2.

Affordability of Education, 3. Government budget for education, and 4. Education

mismatch.

1. Quality–There was a decline in the quality of the Philippine education,

especially at the elementary and secondary levels. For example, the

results of standard tests conducted among elementary and high school

students, as well as in the NCAE and Board Exams for college students,

were way below the target mean score.

2. Affordability–There is also a big disparity in educational achievements

across social groups. For example, the socioeconomically disadvantaged

students have higher dropout rates, especially in the elementary level.

And most of the freshmen students at the tertiary level come from

relatively well-off families.

3. Budget–The Philippine Constitution has mandated the government to

allocate the highest proportion of its budget to education. However, the

Philippines still has one of the lowest budget allocations among the
 ASEAN countries. This, not to mention the corruption component in the

same institution that must abhor such act.

4. Mismatch–There is a large proportion of “mismatch” between training and

actual jobs. This is the major problem at the tertiary level and it is also the

cause of the existence of a large group of educated unemployed or

underemployed. Here, also to consider is the degenerating educational

mindset of working abroad or of working for employment no matter what it

takes, with no regard to other more valuable intentions like social work,

inventiveness and entrepreneurship leading to public service and better

self-actualization.

The following are some of the reforms proposed:

1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus

there is very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions,

which is based on participation rates and units costs. This clearly favors

the more developed regions. There is a need to provide more allocation to

lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to

enhance access. This may not be the best way to promote equity. An

expanded scholarship program, giving more focus and priority to the poor

but deserving, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in

higher education; this is aimed at addressing the mismatch problem. In

 addition, carry out a selective admission policy, i.e., installing mechanisms

to reduce enrollment in oversubscribed courses and promoting enrollment

in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the

private sector. Furthermore, transfer the control of technical training to

industry groups which are more attuned to the needs of business and

industry.

The macro-level educational issues and concerns above can be better

understood when the micro-level concerns—mainly curriculum issues—are put

into the equation. This way, people can understand the state of education more

and eventually face and nip the problems in the bud.

Curriculum managers and educational experts are always looking for better ways

to achieve better learning through teaching. However, since curriculum

innovations seemed to be difficult for many, issues and concerns have been

raised about curricular innovations. The newness of the idea to the users raises

issues which need to be addressed. Certain aspects need to be clarified in order

to overcome the attitude and feelings that create some concerns.

Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum

issues. These are 1. Academic Area Initiatives, 2. Alternative Schools, 3.

Bilingual/Bicultural Education, 4. Censorship, 5. Gender, 6. Health Education, 7.

Diversity, 8. Privatization, 9. Provision for Exceptionalities, 10. Religion in Public

Education, 11. Scheduling Arrangements, and 12. Standards and Assessment

Clearly, there is no discrete separation in these twelve categories. On one sense,

they are all interrelated and bear close relationship with each other. Some items

enumerated, however may not be fit for the Filipino audience.

In the Curriculum Development book of Purita Bilbao et al., it enumerates a

number of fitter and more relevant Curricular Issues and Concerns.

1. Poor Academic Performance of Learners. How does he performance of

learners relate to the curriculum? Our basic education curriculum was

prepared by experts in the field of curriculum making and the subject

specialization. The written or intended curriculum is well crafted and all

elements of the curriculum are considered. But why are Filipino learners

lagging behind from their counterparts the southeast in the TIMMS? Why

can’t our schools significantly raise the level of performance of the

learners’ vis-à-vis national standards? Issues on the varied

implementation of the curriculum among schools and teachers seem to be

one of the reasons for the prevailing low performance of schools all over

the country. There is perennial complaint about books and other

instructional materials. Overcrowded classrooms do not provide a good

learning environment. In addition, the teacher has been identified as one

of the influencing factors in the varied implementation of the curriculum.

Issues like ill prepared teachers, poor attitude towards change and low

morale have been thrown to teachers. Leadership support to an effective

implementation of the curriculum. Perhaps if these are not addressed,

then the outcome of the curriculum which is academic performance if

schools will be low.

2. No Sense of Ownership. Most of the curricular innovations are handed

down from the top management. Those who are going to implement

simply tow the line or follow blindly. Sometimes the implementers lack full

understanding of the change or modifications that they are doing. The goal

is unclear, thus there are a lot of questions in the implementation as well

as evaluation from the concerned persons. Because of this concern, there

is little support that comes from the stakeholders. They just leave the

school to do it on their own, thus giving the classroom teacher a burden.

3. Curricular Bandwagons Only. In the desire of some schools to be part of

the global educational scenario, changes and innovations are drastically

implemented even if the school is not ready. Some schools for example

implement a curriculum that is technology-dependent when there is not

enough computers in the classroom. There are no internet connections

either. How can correct and apt scientific experimentations happen if there

are no laboratory tools, equipment or chemicals in the first place? But they

have to show that they are also keeping abreast of the development even

if their equipment are insufficient.

Educational Reforms Needed

Fri, May 23, 2008

According to Senator Mar Roxas, on the plight of education of Filipino children;

“Our students are being short-changed. They are made to believe that the

education they are getting now is enough to prepare them for the increasingly

knowledge-based world, when it is not at all competitive. Lugi sila,” he said.”

Students don’t get the basic foundation of learning, due to inadequate training of

teachers, provision of classrooms which are conducive to learning, coupled it

with the increase of students flocking the public schools every year. Statement of

the senator his interview with Inquirer.net

CHEd chief may close MCC’s nursing program

Sun, May 18, 2008

The Commission on Higher Education (CHEd) regional chief yesterday said he

would close the Mandaue City College’s (MCC) nursing program if the school

could not comply with the requirements mandated by the education body.

Enrique Grecia said the CHEd will check the efficiency of the school’s laboratory

facilities and the qualifications of the nursing instructors.

Grecia, however, said that the CHEd officials do not know yet if the MCC has

complied with the requirements because the school officials don’t want to be

investigated.

Jocel D. Pascua
# 9 Iris Street West Fairview Quezon City

pascuajocel@gmail.com

09324495062

SKILLS SUMMARY

• A team leader and team player pursuing a degree in BB Teacher Education

• Proficient in MS Office application and internet
• Good communication skills
 • Posses leadership skills

WORK EXPERIENCE

Justice Cecilia Muñoz Palma High School

Practicum II

Polytechnic University of the Philippines

Practicum 1 Observation, Participation and Community Immersion

Department of Environment and Natural Resources

Intern, Head of Executive Assistant

• Assisted in data entry of the department’s record.

• Sorting and filing mails/communications

Claudine’s Grilla Ilonga

Service Crew

• Assisted with the day-to-day operations

• Offered customer service
• Taking inventory on the daily and monthly basis

AMQ Electrical and Construction Supply

Asst. Secretary

• Data encoder

EDUCATIONAL BACKGROUND

College Polytechnic University of the Philippines

Bachelor of Business Teacher Education

High School Commonwealth High School

Year Graduated: 2005

OTHER SKILLS

Basic HTML, Adobe Photoshop

Keyboarding

Cooking

SEMINARS ATTENDED

“Practice Teaching Dialogue”

March 26, 2011

“Jobstreet Career Congress 2010”

SMX Convention Center SM Mall of Asia

Building Leaders: Developing Future Leaders in the Workplace”

September 03, 2010

“Empowering the Youth towards a Sustainable Environment”

February 26, 2006

Attachments

My Students
Fluorine
Neon
Silicon
Oxygen
Sulfur
Daily Time Records
Photos