Joys Anti Ago Portfolio

8/7/2019 Joys Anti Ago Portfolio

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Table of Contents

I. DedicationII. Acknowledgment

III.Prayers for TeachersIV.Code of Ethics for Student-TeachersV. PUP

1. Philosophy2. Vision3. Mission4. Goals

VI. San Mateo National High School1. History

2. Vision3. Mission4. Objectives5. Clubs and Organization6. Special Projects and Programs7. Map

VII. Professional Code of EthicsVIII. Student Teaching GuidelinesIX. Articles About EducationX. Narrative Report

XI. Current Issues in EducationXII. Curriculum VitaeXIII. Attachments

1. Photos2. Lesson Plan3. Long Test4. DTR


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Dedication

The author wold like to dedicate this manual to her family and love ones, who served as inspiration to

do this compilation.

To all the students who wants to know her learned experiences, knowledge and information that she

can share in this compilation.

And most of all the one who always guide us the Almighty Lord God.


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Acknowledgment

I am indebted to the people who support me for the compilation of this portfolio that is why they are

very well deserved to be mentioned. It is very hard for me to finish this compilation without the help

and assistance of people whose presence is greatly appreciated.

To my beloved family for the unending support, guidance and understanding.

To my cooperating teacher Mrs. Marilou Alabado for sharing her knowledge

and invaluable contribution top make my practice teaching unforgettable.

To the faculty of San Mateo National High School. Especially to Mrs. Rowena Bunag, because

she accommodated us to be a part of their school. And to Mr. Vidal Mendoza, the school

principal for the generous accommodation and heartfelt advices.

To my mentor Mrs. Sheryl Morales, for showing knowledge and understanding and full

assistance.

To my circle of friends namely: Rachel Ann Delos Reyes, Kimberly Ugalde, Mary Joy Libuet,

Jasmine Taylor, Princess Tiffany Alavarado, Cerilo Burac and Clarence Angelica De la Cruz

for giving their moral support and sharing ideas.

To my beloved boyfriend Kenneth Villorente for helping me in doing this compilation. For

giving me strength and always pick me up when ever I'm down.

And above all to almighty God for the guidance and giving me strength.


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Prayers for Teacher

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.


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Code of ethics for student teachers

A. Preamble A student-centred perspectiveMandate:

A joint subcommittee consisting of members from two standing committees of theFaculty of Education (Faculty of Education Ethical Review Board and Student Standing)was created to develop a Code of Ethics for Student Teachers and to examine the ways inwhich this Code will be communicated to students, faculty members and educationalpartners.Goals and rationale:The interests of the two Standing Committees of the Faculty of Education in promotingappropriate ethical and professional conduct have led us to develop the following Code ofEthics for Student Teachers. This code seeks to respond to, and address the followingneeds: The Code addresses the interdependent duties, rights and responsibilities of

student teachers, faculty members and educational partners. By addressing common issues and needs, the Code seeks to articulate and makeexplicit ethical principles that transcend disciplinary boundaries. These principlesreflect the fundamental values that are expressed in the duties, rights andresponsibilities of all involved in Teacher Education. The Code requires a reasonable flexibility in the implementation of commonprinciples. It is designed to help those involved in Teacher Education, as a matterof sound ethical reasoning, to understand and respect the contexts in which theywork and accommodate the needs of others. The Code seeks to encourage continued reflection and thoughtful response toethical issues. It does not seek definitive answers to all ethical questions or

situations. Rather, it seeks to outline the guiding principles to ethical conduct andto identify major issues which are essential to the development andimplementation of this Code.Context of an ethics framework for student teachersThe principles and norms guiding ethical conduct are developed within an ever-evolvingcomplex societal context, elements of which include the need for reflective action andethical principles.Education is premised on a fundamental moral commitment to advance and constructknowledge and to ensure human understanding and respect for individual and collectivewell being and integrity. The moral imperative of respect translates into the following ethicalprinciples thatassume a student-centred perspective as articulated in the Quebec Curriculum Reformand Competencies outlined for Teacher Education.B. Academic freedom and responsibilitiesTeachers enjoy, and should continue to enjoy important freedoms and privileges.However, with freedoms come responsibilities and ethical challenges. This Code ofEthics is in keeping with the philosophy and spirit of the New Directions that areembedded in the document Teacher Training: Orientations, Professional Competencies(Ministre de lducation 2001) and the reflective practice literature.The role of the teacher and the contexts of teaching have changed. Thus, new resources


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(knowledge, skills, attitudes) are required to practice the profession and meet thechallenges of teaching and learning in whatever contexts student teachers may findthemselves and to engage in professional development individually and with others.C. Ethics and lawTeaching is governed by a legal and regulatory framework (MEQ p. 120). The lawaffects and regulates the standards and norms of teaching behaviors in a variety of ways

such as respecting privacy, confidentiality, intellectual property, competence. Humanrights legislation prohibits discrimination and recognizes equal treatment as fundamentalto human dignity and well being. Teachers should respect the spirit of the CanadianCharter of Rights and Freedoms particularly the sections dealing with life, liberty and thesecurity of the person as well as those involving equality and discrimination and theEducation Act that sets out the obligations and rights of teachers.D. Guiding ethical principlesEthical student teachers should respect the following guiding ethical principles:1. Respect for human dignityo Speaks and acts towards all students with respect and dignity; and dealsjudiciously with them at all times, always mindful of their individual

rights and personal sensibilities.o Respects the dignity and responsibilities of cooperating teachers, peers,principals, parents and other professionals or para-professionals within theschool, school board and community.2. Respect for vulnerable personso Respects and recognizes ethical obligations towards vulnerable persons.This principle recognizes that students are in a vulnerable position and thatstudent teachers are in a privileged relationship with students and theirfamilies and will always refrain from exploiting that relationship in anyform or manner.3. Respect for confidentiality and privacy o Respects the confidential nature of all information related

to students andtheir families and will share such information in an appropriate manneronly with those directly concerned with their welfare.o Respects the confidential nature of all information related to all schoolpersonnel and will share such information in an appropriate manner.4. Respect for justiceo Respects and recognizes the right of individuals to be treated with fairnessand equity and the importance of avoiding conflicts of interest.5. Respect for safety of studentso Respects the right of individuals to expect that student teachers willengage in practices that aim to ensure the physical, psychological andemotional safety of students.6. Respect for existing ethical codes and professional standardso Respects the authority, roles and responsibilities of the cooperating teacherand agrees to adhere to the responsibilities and obligations for teachers asoutlined in the Education Act, Faculty and University handbooks as wellas all local agreements by host school boards and schools.7. Balancing harm and benefitso Acknowledges that any potentially harmful practices (eg. Science Labsand Physical Education Activities) must be balanced with anticipated benefits and conducted in a


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prudent informed manner.

Polytechnic University of the Philippines

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 ofnation 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 thespirit of humanist internationalism.

Goals

Reflective of the great emphasis being given by the country's leadership aimed at providingappropriate attention to the alleviation of the plight of the poor, the development of the citizens, and ofthe national economy to become globally competitive, the University shall commit its academicresources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards ofquality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant andresponsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and qualifiedFilipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and individual

returns and benefits derived from the utilization of higher education resources.


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Vision

Towards a Total University.

MissionThe mission of PUP in the 21st Century is to provide the highest quality of comprehensive andglobal 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 thechanging 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 andcompetence 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 asthe 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 socialconsciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broaderunderstanding 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 andeconomic problems and encourage them to contribute to the realization of nationalistindustrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and developproficiency in English and other foreign languages required by the students fields ofspecialization;

9. Promote intellectual leadership and sustain a humane and technologically advancedacademic community where people of diverse ideologies work and learn together to attainacademic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economicand cultural life throughout the world; a community enriched by the presence of asignificant number of international students; and a community supported by newtechnologies that facilitate active participation in the creation and use of information andknowledge on a global scale.


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PUP Hymn

Sintang PaaralanTanglaw ka ng bayanPandayan ng isip ng kabataanKami ay dumating nang salat sa yamanHanap na dunong ay iyong alayAng layunin mong makataoDinarangal ang PilipinoAng iyong aral, diwa, adhikang taglayPUP, aming gabayPaaralang dakilaPUP, pinagpala

Gagamitin ang karununganMula sa iyo, para sa bayanAng iyong aral, diwa, adhikang taglayPUP, aming gabayPaaralang dakilaPUP, pinagpala


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San Mateo National High School

Historical Background

The school was established in 1985 through the leadership of the former Municipal MayorNemesio Roxas.

The school started with 90 first year students with only 5 teachers through the approval of atemporary permit #73. Soon, the exceedingly large enrollees in the next school year, 1986-1987 pavedthe way for the hiring of more teachers and non-teaching personnel. Initially, Dr. Crisanto Riveraacted as the Officer-In-Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for twoconsecutive years until 1988.

Later, San Mateo Municipal High School was converted to a National High School under themanagement of Ms. Juana M. Garrovillas who served as the principal from 1988-2000. Apparentlywithin her term, she was able to transpire physical improvements of the school facilities to meet thedemands of the growing population. Makeshifts and 2 Ynares Buildings were constructed through herconsistent follow up at the municipal and provincial offices. Until then, Computer Room, ScienceBuilding, H.E. Room and Library were made possible for quality service.

Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing thegrowing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal. The annexstarted with one section of first year. When the AFP Retirement and Separation Benefit Systemgranted the deed of donation on March 22, 1997, providing their own school site, Silangan Annex was

separated from the main. It is therefore renamed, Silangan National High School under the leadershipof Mr. Remigio Olesco as the former Teacher-In-Charge and presently managed by Mr. Ricardo C.Vergara, Principal I. Later, another annex was founded, the Sto. Nio Annex which was headed byMrs. Carmelita G. Olesco followed by Mrs. Flora V. Caron as TICs, to address the growingpopulation of Barangay Sto. Nio. In 2006, this annex was declared as an Independent School,presently known as Sto. Nio National High School.


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Vision

San Mateo National High School is a center of excellence in Basic Education.

Mission

San Mateo National High School shall produce academically excellent students who are God-loving,productive and well-rounded citizens.

Objectives

To increase students level of performance in the eight subject areas To design an effective intervention program To strengthen teachers commitment towards moral obligations To promote students and teachers participation in special programs & projects To produce result oriented testing instructions To construct additional classrooms & facilities

To increase the community and parents concern & involvement

Clubs and Organization

Literary Club Math Club Science Club Filipino Club Araling Panlipunan Club M.A.P.E.H. Club T.L.E. Club Values Education Club

Special Project and Programs

Project ALS (Alternative Learning System) Project Share (Students Hour for Acquiring Reading Experiences) Speech Mo, Improve Natin! Project MATHULUNGAN Project ACE (Actual Competition for Excellence) Remediation Program in English, Science & Mathematics Rated K: Kasaysayan, Kultura at Kabuhayan SSG: Serbisyong Totoo SSG: AT YUR SERBIS (Student Power) Project TM-IM (Talento Mo, Ipakita Mo!) Project OSA (One Step Ahead) Sagip Bata / Lingap Bata Project IMD: In-service, Masteral and Demofest


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0% Backlog (Absenteeism of Faculty) Project TENT (Teachers Enhancement in Mathematics) TGIS (Thank God Its Saturday for Teachers Pursuing Post-Graduate Studies Project SOSs (Sharing Oneself, Strategies and Style) Project BOW (Budget of Work) Project M & M (Modules in Math) Book Shower/Book Hunting Projcet CID (Curriculum Development) Tapat Ko, Linis Ko! Project PDCC (Promote and Develop Concern to Classroom) Operation KALMA: Kailangan Laging Malinis Skul Mo, Pakilala Mo! SMNHS Foundation Inc. Project Ligtas (Disaster Preparedness) Project TUKLAS (Taking Off to Unlock Knowledge for Life-long Advances in Science)

Map


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Professional Code of Ethics

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the

Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as

amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional

Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with high moral values

as well as technical and professional competence in the practice of their noble profession, and they

strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality

education for all competent teachers. Committed to its full realization, the provision of this Code shall

apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the

preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical,

or non-formal. The term teacher shall include industrial arts or vocational teachers and all other

persons performing supervisory and /or administrative functions in all school at the aforesaid levels,

whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of

the cultural and educational heritage of the nation and is under obligation to transmit to learners such

heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill

allegiance to the constitution and for all duly constituted authorities, and promote obedience to the

laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of thestate, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher

shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.


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Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan

interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or

other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional

rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other

person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the

product of his researches and investigations; provided that, if the results are inimical to the declared

policies of the State, they shall be brought to the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,render the best service by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community

movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave

with honor and dignity at all times and refrain from such activities as gambling, smoking,

drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and

understand local customs and traditions in order to have sympathetic attitude, therefore, refrain fromdisparaging the community. Section 5. Every teacher shall help the school keep the people in the

community informed about the schools work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall

welcome the opportunity to provide such leadership when needed, to extend counseling services, as

appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with

other professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his

positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest

genuine enthusiasm and pride in teaching as a noble calling.


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Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make

the best preparations for the career of teaching, and shall be at his best at all times and in the practice

of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of

the Professional Regulation Commission, and shall pursue such other studies as will improve his

efficiency, enhance the prestige of he profession, and strengthen his competence, virtues, and

productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not

make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means

for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual

confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with

colleagues. When the best interest of the learners, the school, or the profession is at stake in any

controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for

the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such

records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the

school, and shall not divulge to anyone documents which has not been officially released, or remove

records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be

an unprofessional and unethical conduct of any associate. However, this may be done only if there is

incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,

preferably in writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that herespects the system of selection on the basis of merit and competence; provided, further, that all

qualified candidates are given the opportunity to be considered.


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Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the

legitimate policies of the school and the administration regardless of personal feeling or private

opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especiallyunder anonymity. However, if there are valid charges, he should present such under oath to competent

authority.

Section 3. A teacher shall transact all official business through channels except when special

conditions warrant a different procedure, such as when special conditions are advocated but are

opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate

higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice

to the administration and to extent possible, shall raise grievances within acceptable democratic

possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whoseright to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and

transfer of teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,

assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy,helpfulness and sympathytowards teachers and other personnel, such practices being standards of effective school supervision,

dignified administration,responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative

responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under

them such as recommending them for promotion, giving them due recognition for meritorious

performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other

subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in

accordance with pertinent civil service rules, and private school teachers are issued contracts

specifying the terms and conditions of their work; provided that they are given, if qualified,

subsequent permanent tenure, in accordance with existing laws.


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Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of

learners in the subject or grades he handles, provided that such determination shall be in accordancewith generally accepted procedures of evaluation and measurement. In case of any complaint, teachers

concerned shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost

concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf

in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what

is authorized for such service.Section 6. A teacher shall base the evaluation of the learners work only in merit and quality of

academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and

learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and

preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions

from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor

scholarship.Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners

are adequate, and shall extend needed assistance in preventing or solving learners problems and

difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct

himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and

deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner'sdeficiencies and in seeking parents cooperation for the proper guidance and improvement of the

learners.

Section 3. A teacher shall hear parents complaints with sympathy and understanding, and shall

discourage unfair criticism.


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Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation;

provided that it does not relate to or adversely affect his work as a teacher.Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in

the settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any

commercial venture which furnish textbooks and other school commodities in the purchase and

disposal of which he can exercise official influence, except only when his assignment is inherently,

related to such purchase and disposal; provided they shall be in accordance with the existing

regulations; provided, further, that members of duly recognized teachers cooperatives may participate

in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest

obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal

behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model

worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of thedestinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition

against the erring teacher of the disciplinary action consisting of revocation of his Certification of

Registration and License as a Professional Teacher, suspension from the practice of teaching

profession, or reprimand or cancellation of his temporary/special permit under causes specified

in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations

Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and

after sixty (60) days following its publication in the Official Gazette or any newspaper of general

circulation, whichever is earlier.


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Student Teaching Guidelines

Strategies for Mentoring

Provide regular oral and written evaluation of teaching performance.

Present demonstration lessons using varied teaching strategies and discuss them with the

student teacher.

Review all lesson plans and provide appropriate feedback.

Provide the student teacher with opportunities to prepare and develop original teaching plans,

using a variety of strategies and materials.

Plan together for effective assessment of learning.

Guide the student teacher in planning assignments and homework that provide appropriate

challenges. Assist the student teacher in accommodating students with special needs.

Guide the student teacher in the use and care of school equipment and materials.

Provide feedback on classroom presence, e.g., moving throughout the classroom, voice

effectiveness, appropriate professional appearance, etc.

Human Relationships and Professionalism

Discuss with the student teacher the role and performance of a professional teacher, includingdiscussions of students and colleagues outside the classroom.

Stress the importance of being a role model in the classroom, including respect for others,respect for diversity, and appropriate language and dress. Involve the student teacher in parent conferences and other professional meetings. Integrate the student teacher into the school as a professional colleague.

Suggestions for Collaborative Teaching

Team plan a unit or mini-unit, alternating instructors or team teaching. Student teacher provides the main instruction; the cooperating teacher reviews difficult

concepts or conducts tutorial sessions with individuals or small groups. Each teacher presents a mini-unit to a small group and then reverses groupings.

Addressing Concerns If progress is not satisfactory, discuss the specifics of the concern with the student teacher as

soon as the situation becomes apparent; document all discussions. Work together to develop strategies to overcome the problem. Notify the university supervisor and schedule a three-way conference. In consultation with the student and the university supervisor, decide upon a course of action. Invite the assistance of a school or university administrator, if you feel it would be helpful

and/or necessary.


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Stages of Student Teaching

Student teaching progresses through five stages of mentoring and supervision. Typically Stages 1, 2and 5 require approximately two weeks to accomplish the desired objectives and Stages 3 and 4occupy the remaining time. While the length and structure of each stage will vary, all are important tostudent teaching success.

Stage 1: Observation The student teacher observes the mentor teacher modeling good teaching practices. The student teacher should be able to clearly reflect understanding of the skills demonstrated

before moving to the next stage. At the same time the student teacher should be anticipatingand preparing for Stage 2.

Stage 2: Teaming

The student teacher and the mentor teacher plan and teach lessons cooperatively. The team teaching experience should provide opportunities for the student teacher to ask

questions and for the mentor teacher to demonstrate specific techniques.Stage 3: Independent Teaching with Observation

The student teacher teaches independently with the mentor teacher reviewing plans, observing

the student teacher's instruction methods and conferencing after each lesson.Stage 4: Independent Teaching

The student teacher teaches independently. This stage is important for the student teacher togain independence and confidence.

The classroom students learn to depend on the student teacher rather than on the mentor duringthis stage.

Many opportunities to exercise judgment and learn from experience occur during independentteaching.

Conferencing continues during this stage.Stage 5: Closure - Student Teacher as Critical Observer

The mentor teacher begins to assume more responsibility for the classroom. The student teacher may again become the observer, now from the vantage point of more

knowledge, or may be invited to observe in other classrooms. The student teacher may now repeat a personal evaluation with new insights on their

knowledge and skills


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Articles about Education(Non-formal Education in the Philippines)

Non-formal Education is one of the means to spread literacy and employable skills to the people and it

covers a much larger audience than the formal system. The NFE in Philippines is designed to assist theout-of-school youth and adults who have been deprived of formal education. There may be varyingreasons for this.It may include the economic, social and geographical limitations which have hinderedthe path of literacy and employable skills.The mission of the NFE program in Philippines is to empower the people with "desirable knowledge,skills, attitudes, and values that will enable him/her to think critically and creatively, act innovativelyand humanely in improving the quality of his/her life and that of his/her family, community andcountry."

The main objective of NFE in Philippines is to reduce the number of illiterates in the country andprovide them with need-based literacy programmes and also develop basic employableskills.Activities like vocational training, adult reading classes, family planning sessions as well as

leadership workshops for community leaders.This branch of education is looked after by the Bureau of Non-Formal Education which has its historydating back to 1829 when civic educational lectures were introduced in the country.Non-formaleducation was formally started in 1973 and is now an integral part of the developmentalactivities.There is a 3-pronged approach in this method which focuses on literacy, continuingeducation and staff development.

The main thrust of NFE is on the acquisition of skills needed for earning livelihood and to survive thecompetitiveness in the labor market.The horizons of non-formal education are far wider as comparedto the formal system.

NFE reaches out to a greater audience irrespective of demographic characteristics, socio-economicconditions and varied general interests. In a few words, this system reaches out to all those people whomight otherwise never get a chance to have any sort of education.

The Non-formal Education Program of Philippines lays thrust on the following aspects:

Literacy Programs for numeracy and functional literacy of each individual

Development of Livelihood Skills

Expansion of Certification and Equivalency Programmes

One of the main aims of NFE is to bring about a decrease in the poverty levels among the

communities. To attain this goal, the bureau provides leadership and technical assistance in theimplementation of literacy programmes, projects, trainings, workshops etc. This process includes thefollowing features:

Female Functional Literacy & Parent Education: This program majorly involves the mother andprovides them with essential skills and competencies to perform better in the fields related to childsurvival, protection and development.


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Literacy Project for Cultural Communities: The target group for this program is that section of thesociety which is unable to attend the formal education system. This may include the culturalcommunities in general and also the hill tribes in particular.

Development of Literacy Measures: The Bureau of Non-formal Education in Philippines hasdeveloped some literacy parameters through a series of seminars and workshops. At the moment thereare seven literacy measures which decide the functional literacy of the target group. This is alsoaccompanied by a Manual of Instructions for using the Measures and its scoring. Development ofResource Material: It also focuses on the development of the curricula for various levels of literacyand also the resource material needed for the same. This includes booklets, posters and the facilitator'sguide.

Actual Implementation on the Field: This is the most important component of the whole project.Efforts are made to implement the literacy and livelihood development programmes in the actual fieldwith the target group in order to eradicate illiteracy and thereby alleviating poverty.

Thus, the Bureau of Non-formal Education in Philippines works on four major action points - familylife skills which also includes health, nutrition, childcare, household management, family planning;vocational skills, functional skills and enhancing livelihood skills.

Article Source: http://EzineArticles.com/4760423


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Articles about ICT

(ICT and Progress in RP by VP Noli De Castro)

(Speech delivered at the ICT and Urban Development Forum, Ningbo, China, May 15, 2010.)

Ladies and gentlemen: Good morning!I would like to express my appreciation to the Ministry of Industry and Information Technology of thePeople's Republic of China, the Executive Committee of Expo 2010 Shanghai China, the InternationalTelecommunication Union, and the Ningbo municipal government for inviting me to your conference.

This is actually my third visit to China in a span of about a month. That I am back here is anexpression of the importance that we give to the Shanghai Expo 2010 and to the promotion of strongerties between China and the Philippines.

I understand that the organizers have adopted a different approach to information and communicationtechnology in the ongoing Shanghai expo 2010.

From merely providing platforms and services, ICT took a central role both as a medium of the expo,and as a framework for addressing issues on urban life and integration in the global community.

I wholeheartedly agree with you on this perspective.

In my country, we had just gone through a political exercise that gave a compelling demonstration ofthe power of information and communication technology. I am referring to our recently concludedcomputerized elections.

ICT and democracy As a backgrounder, we in the Philippines are proud of our democratic systemwhere citizens are able to directly elect our national and local political leaders. Since the establishmentof the Philippine Republic more than a century ago, this process was done manually by writing thenames of candidates in ballots, which are then counted individually by a board of election inspectors.

Voting is done in small precincts. The results are consolidated at the municipal level, then at theprovincial level, and for national leaders, at the national level in Metro Manila.

Voting, counting, and consolidation were all done manually.

This changed last May 10, when we implemented for the first time a national computerized electionprocess.

Computerization was initially beset by doubts mainly from people who did not believe that we hadsufficient preparations for this, or that our people were not ready to vote using computers, or thatcomputerization was part of a grand conspiracy to subvert the peoples will.

There were even dire predictions of a general failure of elections which could have led to political

instability.But let me inform you that except for some glitches in the counting machines, and for the horrendouslines in many voting centers, the elections proved to be generally successful.

In the past, counting for national positions took weeks and was often subject to protests andchallenges. When I ran for vice president in 2004, I had to wait for at least a week before I had anycertainty that I won the election and that my votes were counted.


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Consolidated tallies started to come out from the commission on elections barely hours after thevoting centers closed. And in a matter of days, the people already knew who won the elections. Moreimportantly, the process was considered to be clean and reflective of our peoples choice.

If there is one winner in the recently concluded national and local elections, it is the Filipino people for having successfully and patiently hurdled the political change brought about by information andcommunication technology. In a sense, the use of ICT revolutionized our election process and

contributed to strengthening our democratic institutions.ICT development in the Philippines In the Philippines, we have always considered ICT as animportant aspect of our development strategy. The ICT sector is considered as one of the mostdynamic and promising areas of Philippine development. The rapid growth of ICT services can beattributed to the active response of the private sector to two parallel stimuli: Global changes andopportunities on one hand and the Philippine governments promotion of the ICT sector on the other.One of the most visible changes in the Philippine ICT landscape in the past decade is the proliferationof mobile phones. This became possible through an environment that supported the growth of ICTsystems such as cellular mobile telephone services, wired and wireless telephones, and internetservices.

The density of cellular phone lines increased from 39.9 lines per 100 persons in 2004 to nearly doubleat 64.8 in 2007. I can assure you that this is continuously growing as I speak to you today. Not only dowe have more new subscribers, many Filipinos now have more than one cellular phone.

Short messaging dominates the cellular phone market. It has become common for Filipinos, eventhose in rural areas, to communicate through text messaging. Today, SMS is so widespread that weeven have a text language subculture in the Philippines.

In the past six years, we also saw the growth of third generation or 3g mobile communication servicesand the evolution of cellular phones into mobile platforms that can serve as minicomputers, cameras,music and video players, and many more. Convergence has reached the Philippine market.

Other than access, we were also successful in reducing the cost of connectivity.

The cost of local Internet connection fell from 24 pesos per hour to barely 4 pesos per hour as early as2004. This is often attributed to governments promotion of greater competition between Internetservice providers, which grew from around 100 in 2003 to 408 in 2006.

There is one more business that flourished in Philippine cities as a result of ICT. I refer to Internetcafes and community tele-centers that provide Internet access. By 2007, more than half of our citieshave Internet access points. Government has also established community e-centers that offer trainingand capacity-building on ICT, as well as Internet services.

ICT and our cities

It is the policy of our government to give substantial attention to the development of a strong and

viable ICT infrastructure and the promotion of IT-enabled services to promote urban competitiveness.We have three approaches to attain this.

The first is the alignment of our educational system towards the ICT requirements of businesses.

The Philippines is now experiencing a boom in IT-enabled services. This started in the form of basiccall center operations which eventually transformed into business process outsourcing supported byICT services. Hence, government has been encouraging educational institutions to align theirprograms to these market realities.

The second is the promotion of ICT in local government management and delivery of services.


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One of the biggest challenges of ICT in developing countries is in the field of government operations.

There are new and exciting developments in e-governance in recent years. Government agenciesshould accept that ICT can change the way government plans, communicates, and delivers services toits constituents.

ICT can also contribute to the improvement of peoples organizations. In the Philippines, peoples

organizations are potent partners of government in promoting development. By enhancing the accessand use of ICT by peoples organizations, we can improve the quality and depth of their participationin community development projects.

The third approach deals with supporting private sector initiatives in ICT. The private sector hascontributed significantly to the evolution of our ICT infrastructure. I foresee this role to continue aslong as government provides the necessary support and encouragement. In the next six years, bringingICT to our cities and towns should be among the strategic directions of our new set of national andlocal leaders. I believe that the proper use of ICT promises not only a better social life in our cities andtowns. It can also transform our cities and towns into better managed communities where people canhave peaceful and productive lives.

I am confident that this conference will point us to strategic directions in this area directions thatwill guide present and future leaders.

My friends, we all know that ICT can improve our cities. Let us make sure that it does.

Thank you and good day.


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Narrative Report

Week 1

Its my first week in San Mateo National High School. It's a natural day for me since I'vealready handled different classes on my previous school in Maligaya High School . I am happybecause they treated my as their teacher.

Week 2

It's a bad day today. My patience turned to zero because of my first class II-17. Almost ofthem were absent during my time.

Week 3

This is the day were my 4 classes taking their quiz. I had gave them the chance to review forthem to have a high score.

Week 4

Junior and Senior Prom of my students. They were very excited. They invited my to join but Iinsist not to come because the venue were far from my house and it is dangerous to travel late at night.

Week 5

We discussed many lessons in our business management subjects. They present to me thepresentation they prepared for our daily lesson. They did it very well.

Week 6

It's my final demo. There are more preparations that I prepare before the day of my demo. I amvery nervous since I expected many observers that observes me while im doing the flow of my lessonplan.

Week 7

I am preparing for their long test examination since its already March.

Week 8

I will give them exams. And collect all the requirements that I need for the computation oftheir grades.

Week 9

It's my last week in San Mateo National High School. I am very happy to be part of thisschool. I will really miss all of my students especially 3-1.


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Current Issues about Education

Key Issues in Philippine Education

Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to

94 percent in 1990. This is attributed to the increase in both the number of schools built and the levelof enrollment in these schools.

The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From themid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and362 percent in the tertiary schools. For the same period, enrollmentin all three levels also rose by 120percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools arepublicly 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 managementcourses. 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 theengineering and technology courses may be small - 29.2 percent for commerce and business and 20.3percent for engineering and technology. However, the gap widens in terms of the number of graduatesfor the said courses.

On gender distribution, female students have very high representation in all three levels. At theelementary level, male and female students are almost equally represented. Butfemaleenrollment exceeds that of the male at the secondary and tertiary levels . Also, boys havehigher rates of failures, dropouts, and repetition in both elementary and secondary levels.

Aside from the numbers presented above, which are impressive, there is also a need to look closely

and resolve the following important issues: 1) quality of education 2) affordability of education 3)goverment budget for education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine education, especially at theelementary and secondary levels. For example, the results of standard tests conducted amongelementary and high school students, as well as in the National College of EntranceExamination forcollege students, were way below the target mean score.

2. Affordability - There is also a big disparity in educational achievements across social groups. Forexample, the socioeconomically disadvantaged students have higher dropout rates, especially in theelementary 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 goverment to allocate the highestproportion of its budget to education. However, the Philippines still has one of the lowest budgetallocations to education among the ASEAN countries.

4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is themajor problem at the tertiary level and it is also the cause of the existence of a large group ofeducated unemployed or underemployed.


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The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentivefor most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is based onparticipation rates and units costs. This clearly favors the more developed regions. There is a need toprovide 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 maynot be the best way to promote equity. An expanded scholarship program, giving more focus andpriority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher education; this isaimed 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 tothe needs of business and industry.

Read more: http://www.ph.net/htdocs/education/issue.htm

Woes of a FIlipino Teacher
http://www.ph.net/htdocs/education/issue.htmhttp://www.ph.net/htdocs/education/issue.htm


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Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school. Imagine yourselfhandling a class of 60 to 70 students. Imagine yourself handling two shifts of classes with 60 to 70students.

Yes, it is a nightmare. And yes it happens in real life within the public school system. It is amanifestation of the two most prevalent problems in the educational system: lack of classrooms and

lack of teachers.

In fairness, most private school teachers, especially those in small private schools, will admit thatpublic school mentors earn more than they do. But even with the relatively higher wages, it does notseem to compensate for the daily travails of public school teachers.

The ideal ratio of teacher to student is 1:25. The less number of children handled by one mentor, themore attention can be given to each individual, especially if their learning competencies are notequal. With 25 students in a class, the teacher is likely to know each of her students, not only by facebut by name and how they are actually performing in class.

But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every singleday. They hardly know their pupils, save for the excellent ones or unfortunately, the notorious. Shedoes not even bother to remember them. How can she? Classrooms are cramped, if there are any atall. Many classes are held in makeshift rooms meaning a multi-purpose covered court with partitionswhere 4 or 5 classes are merely separated by thin plywood walls. With 60 kids north, east, south andwest, it's a wonder teachers can hear themselves over the din.

And how do you tailor lessons with so many competencies to consider? Often, the result is childrenare left to cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to passat the end of the year.

Yes, students are still divided into sections and they are grouped into the level of their academicskills. Which leaves those who are academically challenged lumped together and their teacher tostretch her skills, patience, resources and dedication to addressing the need of her students.

Resources are another matter. Many public school classrooms are equipped with the most basic ofequipment: a blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated orpurchased by the school. But many times, a teacher will not only have to be creative, but will dig intoher own pocket to produce the kind of materials she needs and wants to teach class.

It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But thiscan get to be very expensive, especially if the lessons are long. And with a class so huge, children arebarely able to see small handwriting from the back, so you need to write bigger, and use more paper.Children always welcome additional and unique visual aids, and woe to the teacher who has to createthem if she wants her subject or lesson to be more interesting.

Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out onyour own. Teachers still have to make ends meet. And often, their pay is simply not enough to covertheir needs, as well as their families.

The Department of Education just announced that so many millions of pesos have been released for


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the construction and repair of classrooms around the country. I believe this will only cover thoseincluded in a priority list. But there are many more schools which lack classrooms, and morecommunities that lack schools.

When additional classrooms are built, will there be additional teachers? If new teachers will be hired,will there be a budget to support their wages?

It's a never-ending cycle, because the government has yet to come up with a plan that will finallyaddress these problems.

In the meantime, Ma'm or Sir will have to suffer through their public school experience.

The problems according to a public school teacher


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The problems besetting the Philippine educational system are not lost among those who are in thesystem themselves. Mr. Gilbert M. Forbes is a Head Teacher in elementary based in the PitogoDistrict Division of Quezon province. I don't know the man, but I think he is truly an educatorbecause he is willing to face the problems, and even better, help find ways to address them.

Based from his experience, he lists the most pressing concerns in the public school system that mustbe addressed if people are serious about putting things in order:

1)Development of Instructional Materials particularly in core subjects. Teachers not only needtraining in the preparation and development of instructional materials, but they must also be givenfinancial support to produce these. Instructional Materials include modules, standardized validatedrating, achievement and diagnostic tests viz qualitative one's.

I'm not a school teacher, but I do know the difficulties faced by mentors just to prepare lesson plans,

visual aids and examinations for their students. More often than not, they are forced to use their ownresources (money and otherwise) just to have these available to better teach their classes. How can weactually expect them to come up with instructional materials that will truly be of help to students ifthey are not properly equipped to develop them, and worse, not have the necessary resources to createthese?

The backlog in books has been reduced tremendously but textbooks still don't contain enoughexercises and testing materials that teachers can use for their daily instruction. As a result, most of thetime, the teacher is required to write all the exercises on the board that eat up class hours. Otherwise,they opt not to give exercises at all.

If the teacher isn't going to provide exercises, how can students practice what is taught them? Theeducation department continues to receive an increase in the yearly allocation. Unfortunately, theratio of books to students remains insufficient to this day. Many pupils have to share books, how canthey be expected to do exercises and hone their skills?

2) The system of promotion within the ranks needs to be overhauled. To date, what is prevalent is the"Palakasan System, Utang na Loob and Pakikisama System."

Generally, this refers to a system where what matters are the people you know, especially the powers-that-be, the people who owe you favors, and the clique you belong to. If you meet any one of thesecriteria, you are almost assured of getting a promotion, never mind if you are not qualified for it.

In Mr. Forbes' opinion, it is high time that the teachers' ranks be professionalized from top-to-bottomakin to the corporate world. Promotions should be solely based on merit. Because with the presentsystem, many of those who rise in rank "don't necessarily have the guts to become an educationalleader."


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Many are just after the salary increase and most of all of the prestige that goes with being a schoolmanager! The worst is, these mentors are not really concerned and dedicated enough to initiatereforms to improve the system.

While it is true that a teacher's salary is not commensurate to the workload, a real educator will stilllead by example and exert 101% effort in everything he or she does.

It has been said time and again that teaching is a noble profession, and it certainly is. But this nobilityis lost if there is no commitment and dedication to go with the job. There is great responsibility inbeing a teacher because in their hands lie the future of young people.

3) Teacher Training and Development. In spite the number of people pursuing a degree in education,very few are actually equipped with the necessary competence in specific learning areas that they aresupposed to excel in. According to Mr. Forbes, observations are that except for education graduates

from CHED designated centers of excellence, many would be teachers are deficient in subjectmatters.

And this results in overworking some mentors who are well-trained and educated because they areforced to take up the shortcomings of their peers.

(These are just some of points raised by Mr. Forbes. Another article will be devoted to discuss otherissues he noted.)

JOY C. SANTIAGOLot 13 Blk 6 Unit 5 Purok 8 Adarna St. Brgy. Comm. Q.C.Contact #09393934165/ khen.jhoy @yahoo.com
mailto:#09196965562/jhoy.santiagomailto:#09196965562/jhoy.santiagomailto:#09196965562/jhoy.santiago


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________________________________________________________________________

Career Objective:- To be able to develop my skills and to gain more knowledge and experience through your

company.

- To enhance my working ability and the ability to interact with other people

Educational Attainment

Tertiary

Polytechnic University of the PhilippinesQuezon City CampusDon Fabian St. Brgy. Comm. Quezon City

2007-present

Secondary

Commonwealth High SchoolEcols St. Brgy. Comm. Quezon City2003-2007

Primary

Old Boso-Boso Elementary School

Old Boso-Boso Brgy. San Jose Antipolo City1997-2003

Seminars Attended

- May They Be OneIm not ashamed of the Gospel

January 29, 2009

- Empowering the Youth towards a Sustainable Environment

February 16, 2008

- Functional Literacy: To Live and Love Well in a Healthy PhilippinesDecember 11, 2007

- AVON Make-Over and Business OpportunitiesAugust 03, 2007


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Personal Information

Birthday: December 24, 1988 Age: 20 y/oGender: Female Birthplace: Antipolo, CityCivil Status: Single Height: 51Citizenship: Filipino Weight: 94 lbs

Character References

Prof. Marilyn F. IsipPolytechnic University of the Philippines

Prof. Cleotilde B. ServigonPolytechnic University of the Philippines

Mrs. Lea Agcaoili

High School TeacherCommonwealth High School

I, hereby certify that the above information is true and correct according to the best ofmy knowledge and belief.

______________________Joy C. Santiago

Signature

Attachments

Final Demo


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San Mateo National High School


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San Mateo National High SchoolLesson Plan

March 8, 2011

I. Objective

A. Enumerate the different patter of business ownershipB. Give examples of each patterns of business ownership.C. Discuss the advantages and disadvantages of sole proprietorship, partnership and

corporation.

II. Subject Matter

A. Area: Business ManagementB. Topic: Patterns of Business OwnershipC. Reference: Business Management III, pp. 113 117D. Materials: Visual Aides / Pictures

III. Procedure:A. Preparation

1. Prayer and greetings2. Checking of attendance / uniform3. Review of past lesson

3.1. What are the importance of a business plan?3.2. What is balance sheet?3.3. What is break even analysis?

B. Developmental Activities

1. Motivation

Divide the class into three groups. Within 5 minutes, every groups will make a scenario about thethree basic patterns of business ownership

2. Presentation

Patterns of Business Ownership

Sole Proprietorship is the simplest and most common among small entrepreneurship.Partnership is the agreement between or among two or more persons.Corporation is an artificial entity created by operation of law, which gives the right of successionand power.

Advantages of Sole Proprietorship

1. The owner has the freedom to do what is best since control of the business isentirely in his/her hands.2. The owner relies solely on his/her own resources, thus being full accountability

of responsibilities for his/her enterprise.3. The owner is motivated to do his/her best since profits belong entirely to

him/her.

Disadvantages of Sole Proprietorship

1. The capitalization of sole proprietorship is limited to the resources of the


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owner,. Which at times, makes expansion impossible. Prospects of borrowingare also limited because of only the credit standing of the entrepreneur.

2. The owner can rarely stay away from the enterprise, so he/she has long andirregular working hours.

3. Sole Proprietorship generates low income. Most individual proprietors do notkeep accounting records. Hence, they have no means of determining whether

they are losing or gaining. If they keep track of their business, they might findout that not substantial profit has been achieved through the years.

Advantages of Partnership

4. More personal talent are available, thus resulting to better management interms of planning, decision-making and plan implementation

5. More capital, better conditions and facilities are available. Two persons whopool their resources together have a bigger capital. A better capitalizedbusiness has better chances of success. Credit facilities are likewise easier toobtain

6. Retention of profits is observed, with the partners getting all the profits of theirbusiness, thus stimulating them to improve their operations.

Disadvantages of Partnership

1. Lack of stabilityA partnership terminates in case of the death, withdrawal or legally declared insanity of one of thepartners.

2. Management disagreementA partnership continues only if relationships between the partners are cordial and free from distrustand suspicion. However, when the cordiality is disrupted, the partnership might be dissolved.

3. The sharing of managerial responsibilities may be a problem in having each

partner keys within his/her sphere.Advantages of Corporation

1. Easy to raise capitalThrough the stocks and shares of the public, greater capital can be accumulated.

2. Perpetual lifeThe life of a corporation does not end with the withdrawal or death of key owners. It can exist for 50years and is subject to renewal.

3. Specialized management: A corporation can hire professional managers andspecialists. It has the funds to develop its human resources.

Disadvantages of Corporation

1. It is difficult and expensive to organize a corporation. The services of a lawyerand accountant are needed to prepare legal and financial documents. Legalrequirements include submission of the articles of incorporation and by-laws tothe SEC, registration at the SSS, BIR and DOLE, acquisition of a businesspermit from the city/municipal hall and a license from the DTI. Dependingupon the product of the corporation, it also has to get approval from agenciessuch as the Central Bank, Bureau of Fisheries and Aquatic Resources, Foodand Drug Administration, and Bureau of Animal Industry.


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2. It is strictly supervised and regulated through government special reports suchas financial reports which have to be submitted regularly. A corporation has tocomply with the government laws, policies and regulations.

3. Corporation pay taxes not imposed on individual and partnerships. They pay apercentage of their authorized capital paid upon registration with SEC,franchise taxes, documentary stamps on shares of stocks. They also pay

corporate income taxes and their stockholders also pay income taxes ondividends received from the corporations.

2. Application (Debate)

Let the student choose of what patterns of business they preferred if they want to establish their ownbusiness

3. Generalization

Ownership of an enterprise may be vested on a single person as a sole proprietor, partnership orcorporation.

II. EvaluationTrue or False: Write the word True if the statement is true and write False if the statement isincorrect.______1. The sole proprietorship is the simplest and most common among small entrepreneurship______2. A corporation is an artificial entity created by operation of law______3. A partnership is the agreement between many persons who agree to contribute money,property or industry to a common fund.______4. The life of corporation does not end with the withdrawal or death of key owners.______5. The capitalization of sole proprietorship is unlimited to the resources of the owner, which attime make expansion impossible.______6. Sole proprietorship generates high income.

______7. A partnership is easy to organize.______8. Corporation does not pay taxes.______9. It is difficult and expensive to organize a corporation.______10. As a stockholder, an investor can lose more than the amount he/she invested through thepurchase of the stock.

Answer key:

1.True2. True3. False4. True5. True

6. False7. True8. False9. True10. False

III. Assignment

Bring some examples of a business permit or license.

SAN MATEO NATIONAL HIGH SCHOOL


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Long Test in TLE4th Grading Period

Test I: Multiple Choice

Direction: Encircle the letter of the correct answer.

1. This is the simplest and most common type of pattern of business among entrepreneurship.a. partnership c. corporationb. Sole proprietorship c. all of the above

2. Is a legal personality distinct from the incorporation and shareholders.a. sole proprietorship c. partnership.b. CBBE d. corporation

3. Is the agreement between or among two or more persons who contribute money, property orindustry, to a common fund, with the intention of dividing profits among themselves.

a. partnership c. sole proprietorshipb. corporation d. CBBE

4. What government guide you in registering your business?

a. BIR c. SERDEFb. SSS d. DOLE

5. This program provides continuing training of existing entrepreneur, their supervisors andworkers in the improvement and development of production processes.

a. Small medium enterprises- skill trainingb. Self Employment Load Assistance Programc. Small Medium Enterprises Management Trainingd. Micro Enterprise Development Program

6. Needed by the government to subsidize government projects and programsa. Financial Assistance c. Peace and Orderb. Taxes d. Price

7. Refer to assets acquire for a long use.a. current assets c. other assetsb. fixed assets d. all of the above

8. Assets consist of cash and other assets which are to be converted into cash.a. fixed assets c. current assetsb. assets d. other assets

9. Goods are delivered to the retailer on consignment basis, payable within 30 90 days.a. Promissory notes c. Trade creditb. Commercial paper d. Unsecured bank loan

10. Written pledge by a borrower to pay a certain sum of money to a lender at a specific futuredate.

a. Promissory notes c. Commercial paper b. Loans d. Unsecured bank loan


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Test II: Matching Type

Direction: Match column A to column B. Write your answer at the space provided before eachnumber.

Column A

____1. A short term promissory note issued by bigcorporations with requires collateral.____2. Refers to certificate of ownership whichmay either be common or preferred.____3. This is a certificate of indebtedness whichpromises not repay a specified amount of moneyor interest____4. These are used by many firms to financetheir long range activities.____5. He/She handles record keeping of thestore.

____6. This division is usually managed by thetreasurer and the controller.____7. This take charge of providing the goods thecustomers want. It is the profit center of theenterprise.____8. He/She is in-charge of the proper selection,hiring, training and placement of workers.____9. In-charge of the care of the building andequipment, the purchase of supplies etc.____10. Offered to new entrepreneur encouragesthem to produce goods.

Column B

a. Bond

b. Controller

c. Merchandising division

d. Commercial Paper

e. Personnel

f. Loans

g. Store Management

h. Marketing assistance

I. Finance control

j. Stock

Test III: True or False

Direction: Write T if the statement if correct and F if the statement is wrong.

____1. Partnership is the simplest and most common among small entrepreneurship.____2. Corporation is an artificial entity created by operation of law.____3. Management is planning, organizing, directing and controlling the resources and activities ofa business enterprise.____4. Job analysis refers to the specific task and requirements of a position.____5. When you registered with the Bureau of Internal Revenues, the certificate issued to you isyour proof of business ownership.____6. The municipal of mayor's permit issued to you serves as an authorization for you to operateyour business.____7. When prices keep on decreasing, investors hesitate to pursue their business.____8. Current assets refer to assets acquired for a long use.____9. A well-designed building also serves as a status symbol of a firm.____10. An entrepreneur may start his/her business using his/her own money.

Test IV: Enumeration


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1-5 Patterns of Business Ownership4-9 Steps in legalizing your business10-12 Types of long term financing13-15 Types of Assets16-20 Factor to consider in choosing a good location for your retail store.


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SAN MATEO NATIONAL HIGH SCHOOLACCUMULATED HOURS

DATE DAY TIME-IN TIME-OUT HOURS

JAN 18 TUES 08:00 05:00 9

JAN 19 WED 08:00 05:00 9JAN 20 THUR 08:00 05:00 9JAN 21 FRI 08:00 05:00 9JAN 24 MON 08:00 05:00 9JAN 25 TUES 08:00 05:00 9JAN 26 WED 08:00 05:00 9JAN 27 THUR 08:00 05:00 9JAN 28 FRI 08:00 05:00 9JAN 31 MON 08:00 05:00 9FEB 01 TUES 08:00 05:00 9FEB 02 WED 08:00 05:00 9FEB 03 THUR 08:00 05:00 9FEB 04 FRI 08:00 05:00 9FEB 07 MON 08:00 05:00 9FEB 08 TUES 08:00 05:00 9FEB 09 WED 08:00 05:00 9FEB 10 THUR 08:00 05:00 9FEB 11 FRI 08:00 05:00 9FEB 14 MON 08:00 05:00 9FEB 15 TUES 08:00 05:00 9FEB 16 WED 08:00 05:00 9

FEB 17 THUR 08:00 05:00 9FEB 18 FRI 08:00 05:00 9FEB 21 MON 08:00 05:00 9FEB 22 TUES 08:00 05:00 9FEB 23 WED 08:00 05:00 9FEB 24 THUR 08:00 05:00 9FEB 25 FRI 08:00 05:00 9FEB 28 MON 08:00 05:00 9MAR 01 TUES 08:00 05:00 9MAR 02 WED 08:00 05:00 9MAR 03 THUR 08:00 05:00 9

MAR 04 FRI 08:00 05:00 9MAR 07 MON 08:00 05:00 9MAR 08 TUES 08:00 05:00 9MAR 09 WED 08:00 05:00 9MAR 10 THUR 08:00 05:00 9MAR 11 FRI 08:00 05:00 9MAR 14 MON 08:00 05:00 9MAR 15 TUES 08:00 05:00 9MAR 16 WED 08:00 05:00 9


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MAR 17 THUR 08:00 05:00 9MAR 18 FRI 08:00 05:00 9MAR 21 MON 08:00 05:00 9MAR 22 TUES 08:00 05:00 9MAR 23 WED 08:00 05:00 9MAR 24 THUR 08:00 05:00 9

MAR 25 FRI 08:00 05:00 9TOTAL

HOURS

441

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Joys Anti Ago Portfolio