Académique Documents
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March 2011
TABLE OF CONTENTS
Dedication
Acknowledgment
Introduction
University Background
Goals
PUP Philosophy
Location Map
Narrative Report
Curriculum Vitae
Attachments
DEDICATION
• Justice Cecilia Munoz Palma High School, For accommodating the Student
Teaching 2, and for untiring support and advice of my Coordinating Teacher Mr.
strategies.
• For the Practicum 2 Coordinator, Professor Sheryl Morales for providing us the
guidance that we needed in taking our Practice Teaching outside the campus and
for lots of advice that she gave for the success of our Practice Teaching 2.
• For the Practicum 2 Coordinator of BBTE 4-2, Professor Marilyn Isip for her
encouragement and for untiring support to all our endeavors, And for giving us
• For our friends “Einjelz” for their words of encouragement and support.
• Our family for understanding, cooperating, inspiring and for giving us their full
Above all, to the father Almighty, who is the source of our strengths and wisdom, we
deeply know that without him, any endeavor in this world will not be possible.
TEACHERS PRAYER
Practice teaching is an essential component of social work training, yet very little
is written about the experience of practice teaching, the role of the practice teacher as the
pivot between theory and practice and the need to ensure the development of a sound
value base in all social work students are all explored in depth. The contributors
demonstrate how they have managed to create stimulating and rewarding learning
opportunities for their students by holding on to the essential skills and values of effective
social work in the face of continuous organizational re-structuring, resource constraints
and an uncertain future.
Student teaching, or practice teaching, is one of the most important and formative
experiences for me, this is the best opportunity for students wishing to become teachers.
As Student teachers at Justice Cecilia Munoz Palma I observe first the subject teachers at
work so as to learn about teachers' skills, strategies and classroom achievements. I also
evaluate my own teaching experiences through conferencing with teachers and lecturers
and, through self-reflection, implement a variety of approaches, strategies and skills with
a view to bring about meaningful learning. In this way I gain experience in managing and
evaluating class work; in maintaining discipline and good order in the classroom; find
their own teaching style and personality and become acquainted with school organization
and administration.
PUP Philosophy
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 internationalist
PUP 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:
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.
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
well as the advancement of moral and spiritual values;
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;
10. Build a learning community in touch with the main currents of political, economic
and cultural life throughout the world; a community enriched by the presence of a
significant number of international students; and a community supported by new
technologies that facilitate active participation in the creation and use of
information and knowledge on a global scale.
Vision
It is named in 2006 after the first female Supreme Court Justice, formerly Lagro High
Vision
Justice Cecilia Munoz Palma High School is a educational institution developing well-
Mission
Mission
To provide relevant education for youth’s intellectual, psychological, spiritual and
Teaching Plan
Technology & Livelihood Education (ICT-I)
I. Learning Objectives
1. Define animation
2. Demonstrate how to apply animation to an object
3. Realize the importance of adding animation to an object
II. Content
a. Preparatory Activities
1. Routine Activities
Greetings
Prayer
Checking Attendance
2. Review: Slide Transition
3. Unlocking Difficulties
Entrance
Emphasis
Exit
Motion Path
Effects
Animation
b. Presentation (EXPLORE)
• Video Clips Presentation of Adding Animation Tutorial
4. Generalization
5. Valuing
e. Application (TRANSFER)
Department of Mathematics
Requirements
The Mathematics Department believes that training in teaching is an integral part of the
training of graduate students as future scientists. Moreover, a large percentage of students
will look for jobs in academia. Universities now ask for proof that their prospective
faculty members are effective teachers, and hence look for some teaching experience as
well as teaching letters from the faculty and copies of student evaluations. Thus, all
graduate students are given the opportunity to teach undergraduate courses. As part of the
policy of the Graduate School of Art and Sciences, the department has created the
position of Director of Graduate Student Teaching, who will usually be the Calculus
Director. The following guidelines set parameters for graduate student teaching in the
Mathematics Department.
Teaching Responsibilities
In general, students in their first year do not teach, but, in order to provide them with
useful exposure to the scope of their future educational role, they typically assist in the
Mathematics Help Room. All other students are required to fulfill additional teaching
duties. The teaching opportunities in the department are as follows:
2. Teaching assistantships
(1) Graduate students teaching a section of Calculus I-II or College Algebra (Math
W1003) are solely responsible for their section: grading homework, making and grading
exams, holding office hours. The enrollment is normally limited, to insure small section
sizes. Another graduate student is assigned to assist in teaching the section if the
enrollment is substantially larger.
(2) Graduate students assigned to a specific instructor are required to grade homework,
help grade exams, and hold office hours in the Help Room.
(3) Students teaching in the Undergraduate Seminar supervise the work and the lectures
of undergraduate students. The subject of each individual Undergraduate Seminar is often
proposed by the graduate students. The Undergraduate Seminar is supervised by a faculty
member.
Selection
Teaching assignments are made by the Director of Undergraduate Studies, who takes into
consideration both the teaching obligations of the department and the needs of each
Teaching Fellow. With the exception of first year students, all students are assigned
teaching duties. Preferences expressed by the students and competence, in particular an
adequate command of English, are all taken into account. However, students supported
by a non-University fellowship (such as the NSF VIGRE grants) are exempt if this is a
condition of the fellowship. Finally, all teaching assignments are contingent upon a
student’s satisfactory academic progress.
The Director of Graduate Student Teaching is responsible for training and advising
Teaching Fellows.
Usually the students will be asked to prepare an hour-long lecture and will deliver about
half of it. The presentation is then discussed by the class and the instructor. Other means
of instruction might include giving a lecture in an actual Calculus section, with feedback
from the instructor and the class.
The faculty member is responsible for the training and guidance of the students who are
assigned to help him/her teach a course.
2. Calculus sections
Syllabi are available on the web for Calculus I-II courses. Meetings are held at the
beginning of the semester under the auspices of the Director of Graduate Student
Teaching, or a faculty member designated as course head, to discuss the syllabus and
other issues pertaining to the course, such as exams and grading policies. At least once a
semester, the Director of Graduate Student Teaching or another faculty member
delegated by him will visit each class taught by a graduate student for the purposes of
evaluation and feedback.
The Director of Graduate Student Teaching is responsible for advising the Teaching
Fellows who teach College Algebra.
4. Summer session
The Director of Graduate Student Teaching will designate a representative for the
summer session, usually a faculty member, who is responsible for advising graduate
students teaching summer courses.
Evaluation
Student evaluation forms (or an electronic equivalent) are distributed at the end of every
course taught by graduate students. The evaluations are kept in the department. The
evaluations are one of the elements taken into account in writing letters of
recommendation. Needless to say, the evaluations are subject to interpretation.
Comments from faculty members supervising a TA or supervising the undergraduate
seminars are also taken into account. The Calculus Director will also evaluate the
students teaching Calculus sections by visiting their classes.
Fairness Issues
Insofar as is possible, the duties of the various Teaching Fellows are roughly comparable.
A point of reference is the amount of time spent by graduate students teaching a section
of Calculus.
The level of teaching must be satisfactory, both in fairness to the under- graduates who
take the courses and as part of the training. It is of course not possible to write a good
teaching letter for a student who is not an adequate or dedicated teacher. Likewise, the
department cannot appoint graduate students as instructors in the summer session if they
do not have an adequate teaching record.
Graduate students' grievances should be resolved first by bringing them to the attention of
the Director of Graduate Student Teaching or the Director of Undergraduate Studies. If
they cannot be resolved at this stage they can be appealed first to the Director of Graduate
Study, next to the Chair of the Mathematics Department, and then to the Assistant Dean
for Graduate Teaching at GSAS.
1) A student who receives a graduate research fellowship will in general continue with
his or her normal teaching responsibilities. However, at the request of the Principal
Investigator on the grant supporting the GRA (who will usually be the student's adviser),
the student may get relief up to one and a half years from teaching.
2) It is understood that all students will have some kind of teaching experience as part of
their graduate training, which will normally include at least two semesters of actual
classroom experience (i.e. Calculus or College Algebra). Moreover, it is understood that
they will have sufficient prior experience as a Teaching Fellow to prepare them for this.
However, students holding an outside fellowship which expressly forbids them to teach
are exempt from this rule.
Department of Special Education
Programs in Communicative Disorders and Special Education
Students should plan on completing their student teaching during their last semester
in the credential program. Students must be enrolled full-time for a minimum
of 12 units during the semester of student teaching. Students must apply for
student teaching one semester before they intend to student teach.
>> Click here for the Application and CAP form, which are also available in the
Department of Special Eduation Office, Burk Hall 156.
Many teaching strategies that assist students with disabilities are also known to benefit
students without disabilities. Instruction provided in an array of approaches will reach
more students than instruction using one method. DS offers the following suggestions to
assist instructors in meeting the growing diversity of student needs in the classroom,
particularly those with disabilities. DS welcomes any additional strategies instructors
have found helpful.
• Make class syllabus and list of required texts available by request to students
before the start of the semester. This allows time for students to obtain materials
in alternative formats and to begin reading assignments.
• If available and appropriate, select a textbook with an accompanying study guide
for optional student use.
Place a statement in your syllabus and make an announcement at the first meeting of the
class such as: “If you are a student with a disability or believe you might have a disability
that requires accommodations, please contact Dr. Brent Mosser
in Student Disability Services, 385 Garland, (410) 516-4720,
studentdisabilityservices@jhu.edu.
This approach preserves students’ privacy and also indicates your willingness to provide
accommodations as needed.
• Because many students with disabilities need additional time to process and
complete assignments, convey expectations in the syllabus (e.g., grading, material
to be covered, due dates).
• Announce reading assignments and list in the syllabus well in advance for the
benefit of students using taped materials or other alternative formats. Recording
an entire book takes an average of six weeks; DS can produce the materials in
installments when informed of the sequence in which the materials will be used.
• Begin class with a review of the previous lecture and an overview of topics to be
covered that day. At the conclusion of the lecture, summarize key points.
• Highlight major concepts and terminology both orally and visually. Be alert for
opportunities to provide information in more than one sensory mode.
• Emphasize main ideas and key concepts during lecture and highlight them on the
blackboard or overhead.
• Speak directly to students; use gestures and natural expressions to convey further
meaning.
• Diminish or eliminate auditory and visual distractions.
• Present new or technical vocabulary on the blackboard or overhead, or use a
handout.
• Use visual aides such as diagrams, charts, and graphs; use color to enhance the
message.
• Give assignments both orally and in written form; be available for clarification.
• Provide adequate opportunities for participation, questions and/or discussion.
• Provide timelines for long-range assignments.
• Use sequential steps for long-range assignments; for example, for a lengthy paper
1. select a topic
2. write an outline
3. submit a rough draft
4. make necessary corrections with approval
5. turn in a final draft.
• Give feedback on early drafts of papers so there is adequate time for clarification,
rewrites, and refinements.
• Provide study questions and review sessions to aid in mastering material and
preparing for exams.
• Give sample test questions; explain what constitutes a good answer and why.
• To test knowledge of material rather than test-taking savvy, phrase test items
clearly. Be concise and avoid double negatives.
• Facilitate the formation of study groups for students who wish to participate.
• Encourage students to seek assistance during your office hours and to use campus
support services.
Points to Remember:
• When in doubt about how to assist, ask the student directly and check the
Instructor Contact letter provided by Student Disability Services. If you still have
questions, call the SDS office.
• When students ask for extended deadlines, approved absences, or rescheduled
examinations, please have the student discuss these requests with Dr. Sanders
first.
• Confidentiality of all student information is essential. At no time should the class
be informed that a student has a disability, unless the student makes a specific
request to do so.
• The Student Code of Conduct regarding disruptive behavior applies to all
students. Clearly state behavioral expectations for all students; discuss them
openly in your classroom, on your syllabus, and with individual students as
needed.
• If you require assistance or guidance concerning a student with a disability, please
contact the appropriate DS coordinator.
Accommodations:
Accommodations make it possible for a student with a disability to learn the material
presented and for an instructor to fairly evaluate the student’s understanding of the
material without interference because of the disability.
Student teaching evaluations are the most commonly used measure for evaluating
teaching in higher education. There are at least two purposes for evaluating teaching: to
improve the teaching and to make personnel decisions (merit, retention, promotion).
When using student teaching evaluations for either of these purposes, it is essential to
follow certain guidelines to ensure valid interpretation of the data. The following
guidelines are adapted from Theall and Franklin (1991) and Pallett (2006).[1]
There must be an appropriately high response ratio.[2] For classes with 5 to 20 students
enrolled, 80% is recommended for validity; for classes with between 21 and 50 students,
75% is recommended. For still larger classes, 50% is acceptable. Data should not be
considered in personnel decisions if the response rate falls below these levels.
Because students tend to give higher ratings to courses in their majors or electives than
they do to courses required for graduation, the most appropriate comparisons are made
between courses of a similar nature. For example, the Bellarmine College of Liberal Arts
average would not be a valid comparison for a lower division American Cultures course.
When interpreting an instructor’s rating, it is more appropriate to look at the actual value
of the rating instead of comparing it to the average rating. In other words, a good rating is
still good, even when it falls below the average.
· Class-size can affect ratings. Students tend to rank instructors teaching small classes
(less than 10 or 15) most highly, followed by those with 16 to 35 and then those with
over 100 students. Thus the least favorably rated are classes with 35 to 100 students.
· There are disciplinary differences in ratings. Humanities courses tend to be rated more
highly than those in the physical sciences.
The following describes how to compute the response ratio for a given set of forms from
one section of one course. First, note the number (n) of forms returned and the number
(N) of students in the class, compute the ratio n/N, and then multiply by 100% to convert
the ratio to a percent. Then, for each question under consideration, from this percent
subtract the percent of blank and “Not Applicable” responses. The result is the response
ratio for that particular question. If the result does not meet the threshold recommended
in Guideline #1 above, the data from that question should not be considered.
The Master of Arts in Teaching Foreign Languages programs are designed as courses of
study leading to New York State certification for teaching Spanish, Italian, French, and
German in the secondary schools (grades 7-12), with an extension option for grades 5-6.
This program, which is offered in collaboration with the University's Department of
Hispanic Languages and Literature, the Department of European Languages, Literatures
and Cultures and the Professional Education Program, is designed for those who have
little or no previous coursework in education or formal classroom teaching experience.
Program Requirements
The degree program consists of 44 credits, distributed among the areas listed below.
Unless otherwise noted, each course is three credits.
Students will be required to complete 100 clock hours of field experience related to
coursework prior to student teaching or practica. These experiences include practicing
skills for interacting with parents, experiences in high-need schools, and experiences with
each of the following student populations: socio-economically disadvantaged students,
students who are English Language Learners, and students with disabilities.
Prior to student teaching , students must participate in an official ACTFL OPI (Oral
Proficiency Interview) and receive a minimum spoken proficiency rating of Advanced-
Low as defined in the ACTFL Proficiency Guidelines-Speaking (1999). Students must
contact Language Testing International (LTI) and arrange for either a face-to-face OPI or
a phone interview.
Courses:
FLA 551 Supervised Student Teaching High School Grades 10-12: Foreign Languages
(prerequisites FLA 505, 506, and 540; corequisites FLA 552 and 554)
FLA 552 Supervised Student Teaching Middle School Grades 7-9: Foreign Languages
(prerequisites FLA 505, 506, and 540; corequisites FLA 551 and FLA 554)
Written Project
Timeline
All degree requirements must be completed within five (5) years from the semester date
of admission as a matriculated student.
Teacher Certification
This New York State registered and approved program qualifies students for license upon
successful degree completion. Students must complete all courses required for the MAT.
Stony Brook University requires that students must have completed an undergraduate
degree and have at least 36 credits in the content field for admission to the MAT
program. This course of study should be substantially the equivalent to that of a Stony
Brook undergraduate degree program.
CURRENT ISSUES OF EDUCATION
By G. Olsen|M.L. Fuller
As we have seen, public policy can drive the issues that create a cultural climate looking
for change. Several issues that are finding platforms for discussion among politicians,
teachers, and communities could provoke changes in the next few years. The trends we
• States adopting a variety of tax credits for working families giving them help with
• Flexible work schedules and job-sharing opportunities for parents who want to
• Internet and media control legislation to assure parents that children will not view
Educational trends and research that we will see in the coming years include:
• Research on the economic impact of the child-care industry and its effect on the
• Quality Rating Systems, a system of rating the quality of child-care programs that
debate surrounding the Head Start National Reporting System assessment (Horton &
Bowman, 2001).
Literacy rate in the Philippines has improved a lot over the last few
years- from 72 percent in 1960 to 94 percent in 1990. This is attributed
to the increase in both the number of schools built and the level of
enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary,
secondary, and tertiary. From the mid-1960s up to the early 1990, there
was an increase of 58 percent in the elementary schools and 362 percent
in the tertiary schools. For the same period, enrollment in all three levels
also rose by 120 percent. More than 90 percent of the elementary schools
and 60 percent of the secondary schools are publicly owned. However,
only 28 percent of the tertiary schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce
and business management courses. Table 1 shows the distribution of
courses taken, based on School Year 1990-1991. Note that the difference
between the number of enrollees in the commerce and business courses
and in the engineering and technology courses may be small - 29.2
percent for commerce and business and 20.3 percent for engineering and
technology. However, the gap widens in terms of the number of
graduates for the said courses.
No. % No. %
Commerce/Business
392,958 29.2 79,827 36.1
Management
Agriculture,
Forestry, Fishery,
43,458 3.2 7,390 3.3
and Veterinary
Medicine
(CAREER PLAN)
NARRATIVE REPORT
Student teaching is required for students who are not yet certified to teach. It is
different from a practicum, which is required when a student already holds certification
to teach, yet wants a certificate extension to teach another area of specialization; they are
both college-supervised field-based experiences.
The first few days of watching the 1st year students intimidated me because I had
never been in a classroom setting like that and not been the student. The cooperating
teacher was great, he very accommodating and after each day would ask me if I had any
questions and would answer them thoroughly. He was also one of the most positive
people I have ever met. He could find the good in almost every situation which is
refreshing because in my experience with teachers in my own schooling I have found that
many teachers are quick to judge and usually do so in a negative manner. By the time I
did my lesson I was comfortable with the students and the classroom. I was also
comfortable because the cooperating teacher had gone over my lesson with me the day
before and gave me pointers on how to approach each objective.
I found this to be a rewarding experience. I feel I left the class everyday having
learned more than the students I was helping. Working with only many students in one
day gave me a chance to get to know the student I was helping which made both the
student and I feel more comfortable each day. Along with these feelings of comfort, the
student’s behavior improved the longer I was there.
A. PHOTOS
B. LESSON PLAN
C. DTR CERTIFICATE
Content Standard Performance Standard
The Learner
The learners demonstrate
understanding of the process and
delivery in Microsoft Excel Prepares a document in
Software Microsoft Excel Software
Efficiently and make it
presentable and readable to the
audience.
Chart is a graphical
representation of data. Chart is
often used to make large How important the chart in
quantities of data more Microsoft Excel?
understandable and recognizable
on first view.
Learner’s will know:
Learner’s will be able to:
Managing Worksheet
Interpretation
Application
Perspective
Empathy
Self-Knowledge
1. EXPLORE
2. FIRM-UP
3. DEEPEN
- Ask the students to enter the data in Microsoft Excel and allow them to
work with their own.
- Have students formatted the given data to be more presentable.
- Have the students presented the information/data by creating an
appropriate chart.
- Assess the student’s level of understanding.
4. TRANSFER
TIME
DATE TIME IN OUT TOTAL
NOVEMBER
6
2 11:33 6:53 hours
6
3 11:27 6:42 hours
6
6 11:34 6:59 hours
6
7 12:07 6:57 hours
6
8 12:31 6:52 hours
6
9 11:34 6:54 hours
6
13 11:14 6:56 hours
6
14 11:35 6:48 hours
6
15 12:04 6:50 hours
6
16 10:18 2:07 hours
60
Total: hours
TIME
DATE TIME IN OUT TOTAL
JANUARY
SKILLS SUMMARY
• A future leader pursuing Bachelor in Business Teacher in Education (BBTE)
major in Technology and Livelihood Education (T.L.E)
• Good communication skills
• Computer Literacy
• Proficient in MS Office application
• Skills in Shorthand
WORK EXPERIENCES
EDUCATIONAL ATTAINMENT
Sex: Female
Date of Birth: September 22, 1990
Civil Status: Single
Mother’s name: Susana Prado
Occupation: Housekeeper
Father’s name: Rogelio Prado.
Occupation: Electrician
OTHER SKILLS
Keyboarding Skills
Basic HTML
Adobe Photoshop
Leadership Skills
ACHIEVEMENTS
SEMINARS ATTENDED
“Enhancing Teaching Skills toward Professionalism”
October 20 2010