Portfolio

CHAPTER 1

YOU,THE TEACHER,

AS A PERSON IN SOCIETY

INTRODUCTION

We don’t live in a vacuum. We live in a society. We are part of society. Our society influences us to the extent that we allow ourselves to be influenced by it. Our thoughts, values, and actions are somehow shaped by events and by people with whom we come in contact. We, in return, help shape society – its events, its people, and its destiny.

John Donne said it in his song “No man is an Island”… “No man stands alone… We need one another…” In the content of my life as a teacher, I would say: “No teacher is an Island. No teacher stands alone.” In fact, soon I will be called “teacher” in relation to a student, in the same manner that my student will be called “student” in relation to me as teacher.

I will be made to realize the significant role that I will play in the society. This is perhaps one reason why many a time the teacher is blamed for the many ills in society. I will also come to realize the demands it will exact from me for much is expected of me, the teacher. It is therefore, no joke to become one!

While teaching has many demands it also has its share of rewards. Great teachers recite a litany of these rewards most of which are invisible to the eyes but are the most essential.

My influence on my students and on other people with whom I work and live depends a great deal on my philosophy as a person and as a teacher. My philosophy

of life and my philosophy of education serve as my “window” to the world and “compass” in the sea of life. Embedded in my personal philosophy are my principles and values that will determine how I regard people, how I look at life as a whole. They govern and direct my lifestyle, my thoughts, decisions, actions and my relationships with people and things.

Why I Want To Teach?Doctors, lawyers, politicians, and engineers. How did they all get to where they are

today? No matter the position someone may hold in society everyone has progressed to where they are in life because they had a teacher, someone who taught them in the way they should go. Teacher as defined in the dictionary as one who instructs. To teach someone is to communicate skills and give instruction. Today I would like to tell you why I would like to become a teacher. Specifically speaking I will tell you what has led me to this decision and why I want to become a teacher.

To begin out of the countless professions one has to choose from in the world today I have chosen to become a teacher. I have chosen to become a teacher because I myself am a product of some whom I consider to be the best teachers in the world. As a child, I was inspired by a wonderful woman named Mrs. Cercado taught me that no star was too far out of reach, if I put my mind to accomplishing my goal I could make it. Mrs. Cercado inspired me to be the best I could be at anything I wanted to be. As I have grown I have had other important teachers, some whom I am surrounded by daily whom inspire me to set out to accomplish my dreams. These wonderful inspiring people in my life have led me to the decision of becoming a teacher.

Now that I have told you what has led me to this decision I would like to tell you exactly why I have chosen to become a teacher. I neither want to become a teacher not because of the salary nor because I want weekends and holidays off; rather, I want to become a teacher because I truly have a passion for making a difference in others lives. I feel that teaching is perhaps one of the most fulfilling roles in life. Becoming a teacher to me means helping to shape another person by teaching and instructing them. Becoming a teacher is a huge responsibility with many obstacles, and I am willing to take on the challenge the way so many before me have.

In summary I have told you what has led me to want to become a teacher and exactly why I want to become a teacher. I want to become a teacher because I want to know that I can make a difference and touch someone’s life the way so many of my teachers have touched my life.

My Philosophy of Education

I believe that education is an individual, unique experience for every student who enters a classroom. In order for children to benefit from what schools offer, I think that teachers must fully understand the importance of their job. First, I believe that teachers must consider teaching to be a lifestyle, not a mere forty-hour-a-week job, because a teacher's goals for his/her students encompass much more than relaying out-of-context facts to passive students. As professionals entrusted with the education of young minds, teachers must facilitate learning and growth academically, personally, and ethically. By providing a quality education to each individual in one's classroom, a teacher equips children with the tools necessary for success in life.

In order to accomplish these lofty goals, I think it is important first to establish a mutually respectful, honest rapport with students — a relationship in which communication is of the highest priority. Through this relationship, a fair, democratic environment based on trust and caring can be established in the classroom, making it possible to interact confidently and safely in an academic setting. Once this foundation is established, the educator has already accomplished a major goal: the ethical characteristics of equality; open, honest communication; and trust have been emphasized and put into practice without having to preach to students. Demonstrating these ethically correct behaviors in the classroom and expecting students to model them prepares them for adult interaction and survival in the future.

Academic learning must begin with motivation and inspiration. Students deserve an educator's passion for both the subject at hand and learning as a whole. Teaching and learning

become a simultaneous journey for both the teacher and students when students' energy is aroused by a teacher's genuine intensity for learning, because everyone is ready and willing to participate in active learning. To achieve active learning, a teacher must demonstrate enthusiasm and express confidence in the students' abilities to learn and be successful. Employing constructivist methods of teaching in one's classroom forces students to take an active role in their education by making choices and assuming responsibility for intelligent inquiry and discovery. For instance, discussions, projects, and experiments ensure student achievement and allow students and the teacher to discover individual student's preferences and strengths. This approach facilitates differentiated activities for each student's distinctive ambitions, making the subject more relevant to every student's life.

Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivity, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate fairness and consistency. In doing so, students can see appropriate adult behaviors first-hand and begin to emulate them as they mature.

I believe that all children have the ability to learn and the right to a quality education. All youths, regardless of gender, race, ethnicity, and capabilities should have the opportunity to learn from professional, well-informed teachers who are sophisticated and knowledgeable, both in their area of expertise and life. Certainly, every child has different learning styles and aptitudes; however, by having a personal relationship with every student, a teacher can give each an equal chance of success. By recognizing every student's potential and having separate, individual goals for each, a teacher can accommodate personal needs and abilities and encourage the pursuit of academic aspirations.

I think that teaching and learning are reciprocal processes. When teachers nurture individual talents in each child, educators can build self-esteem and may encourage a lifelong skill. By supporting these special abilities, teachers can, for example, guide students' research, and students can, in turn, enlighten teachers about subjects in which they may not be as knowledgeable. This mutual respect for individual skills cultivates a professional academic relationship, leading to a give-and-take educational alliance. This liaison allows students to feel that they are on equal intellectual ground with their teachers, thus creating a strong academic atmosphere.

In addition to having a reciprocal relationship with one's students, it is vitally important for teachers to form partnerships with fellow educators. Solid communication among teachers will promote the sharing of ideas and methods and provide a network of support. By working as an educational team, teachers will continue to develop their craft and give the best education possible to their students.

In choosing to become a teacher, I have made the commitment to myself and my future students to be the best academic, personal, and ethical role model I can be. It is my goal to have a mutually enriching teaching career by keeping an open mind and continually communicating with my peers and students. I am prepared to rise to the challenges of teaching in the 21st century, and I promise to try to provide an honest, well-rounded education to every student I encounter.

TEACHING:

My Vocation, Mission and Profession

Teaching is a vocation of lifetime experience. An experience of ceaseless growth, lessons, innovations, success and failures. It's a path leading to a worthwhile destiny after the up and downs of struggles passing away times, effort and expertise in order to build monument of memoir into pupil's or student's heart.

Teaching is a highly noble profession; most suited one especially for bright students. Teachers are always a boon to society. Through their intelligence, patience and wisdom, they attempt to not only hone the learner’s intellect and aptitude but also, create a well-rounded personality. Teaching has an influence in developing ones mind and character and also gives the satisfaction of having sparked the light of knowledge and dispelled the clouds of ignorance.As this field is so vast having areas of specializations, different skills and type of training are required for different levels. Areas of specialization include teaching at nursery schools, elementary schools, high schools, colleges, universities, institutes, special schools etc. Each level calls for a different expertise. If you love to be with children, teaching at schools would be a good option, but if you want to be with young adults, it is better to look at the college or university level. Good teachers can bring out the best in every student. They are the ones who make a difference in the lives of their students. Rousing students from their apathy and watching their curiosity grow is one of the biggest rewards of teaching.

Everyone in this world has his own likes and dislikes. So is the case with choosing one’s profession. There are many professions to choose from. But most of the people have got some pet profession that they like most. In the childhood, everyone talks of being a barrister, a doctor or an engineer but some like to become politicians, statesmen and professors. The brave

and the courageous ones want to join the services for becoming officers in the army, navy and air force. It is quite difficult to choose a profession. Upon a profession, depends the whole life of a man and so, one must have an aim in his life. An aimless life is just like a boat or the ship that is not aware of its destination or is a letter without an address. Hence, there arises the necessity of choosing a profession.

Now that I’m at age to choose a profession, I would like to take up teaching as a profession. Other professions have no future. But teaching is a noble profession and has a future. I want to become a professor. Ours is still an illiterate country. So, to take the masses from the darkness to light, from ignorance to knowledge, from illiteracy to literacy, is really a pious task. That is why, I want to take up teaching as my profession.

Teaching has many advantages over other professions. First of all, it is free from all the corrupt practices prevent in other professions. It is an ideal and a noble profession in the sense that a teacher remains honest and studious in his profession. He gives the gems from his mind to his students. The words of wit and wisdom are far more valuable than all the riches and everyone can get benefit out of the same. A teacher remains in touch with various books. This keeps his knowledge up-to-date. He is the storehouse of knowledge and information. He is the picture of wisdom. A teacher has to read books of eminent authors, philosophers and literary figures. So, his maturity is high. His ability to solve complex problems is enhanced. Almost all the great men of the world started their life as teachers. A teacher is the true builder of a nation. It is he who moulds the characters of tender children and creates in them, noble qualities of service, sacrifice and patriotism. A teacher is the pillar of nation’s progress. It is he who guides the students in their most critical periods. He is the maker of their lives. That is why, I like this profession most. A teacher is kept in high esteem by everyone—students as well as the society.

CHAPTER 2

THE TEACHER IN THE CLASSROOM AND COMMUNITY

INTRODUCTION

The school and the community are the “front lines” of the teacher’s educational reach. Both are the instrumental in bringing about a favorable environment that could facilitate mutual assistance and needed services. The school serves as the

center for educational pursuits while the institutions and establishments of the community serve as extended learning centers and sources of instructional materials. The existence of useful interconnections between and among them guarantees a valuable and promising affiliation that is bound to work effectively for both.

With such ties the teachers can now be called classroom teachers and community teachers. They assumed well-defined roles and responsibilities as classroom managers and efficient channels for school and community affairs. The ensuing partnership is characterized by reciprocity and willingness to share and care for the entire population they are committed to serve.

The teachers’ competencies needed are: a) organize a well-managed classroom in terms of time management, record-keeping, orderliness and discipline, b) fostering linkages for mutual concerns, and c) undertaking networking activities with organizations for educational, social, and civic purposes.

Creating a Conducive to Learning Classroom Climate

“The classroom ambiance is very important if you want your students to be comfortable and learn

more effectively.”

Creating a classroom conducive to learning is very important because this will help in enhancing a better learning process that will help the students learn more effectively. The way a teacher creates a classroom conducive to learning also depends on what level he is teaching. For young kids, the classroom is different. Teachers of young kids should create a classroom that will fit the needs of the young kids. Teachers however of the older students do not need to emphasize too much in embellishing the classroom with lots of decorations. What is important to older students is a comfortable classroom where the students could learn more effectively.

Here are some tips in creating a classroom conducive to learning for students.

Set a friendly environmentNo matter what level you are teaching, whether you are teaching young kids or you are teaching students who are in their teens, it is important that you create a friendly atmosphere. In order to create a friendly atmosphere, it must start from you as a teacher. Greeting and smiling to the students is the best way to create a friendly atmosphere. If you set a good example to the students; they will imitate you and the classroom will be a friendly environment for students. Have time to talk to the students and build a bond that will help you carry on an effective learning process.

Set a comfortable atmosphere for the studentsA room that is too hot or too cold will deter learning among students. This is the reason why the teacher must make sure that the learning atmosphere is comfortable for the students. The air conditioner must always be set to a temperature where the students feel comfortable. This will enhance better learning.

Be a friend, a teacher and a guardian to the studentsThe way you deal with your students is a very crucial factor that will help enhance better learning. You don’t need to be a teacher all the time to your students. A teacher is one person molded from different personalities. You could be a good friend, a guardian and a classmate to your students depending on the situation. This is very important especially to the young kids where the teacher needs extensive adjustment in order to fit the young kid’s world. As a teacher, you need to know how to deal with different types of students.

Redefine your classroom in order to fit the needs of the kidsIf you are teaching young kids, it is important that you create a classroom that lures the young kids to go to school. If you handle older students, create a classroom that will help the students learn with interest. A dull and blank room will not motivate students as much as an alive and well-decorated classroom. Make sure that your room is created to make the students feel at home at the same time interested in learning.

Creating a classroom conducive to learning is not so hard if you know how to look at the needs of the students and connect them to how you create your classroom. Always consider the students when creating a classroom in order to help enhance better learning.

Building Community-School Relations

Many of today's leaders in education, business and community development are coming to realize schools alone cannot prepare our youth for productive adulthood. It is evident schools and communities should work closely with each other to meet their mutual goals. Schools can provide more support for students, families and staff when they are an integral part of the community. On the other hand, agencies can make services more accessible to youth and families by linking with schools, and they can connect better with and have an impact on hard-to-reach clients. Appropriate and effective collaboration and teaming are seen as key factors to community development, learning and family self-sufficiency.

Partnerships should be considered as connections between schools and community resources. The partnership may involve use of school or neighborhood facilities and equipment; sharing other resources; collaborative fund raising and grant applications; volunteer assistance; mentoring and training from professionals and others with special expertise; information sharing and dissemination; networking; recognition and public relations; shared responsibility for planning, implementation and evaluation of programs and services; expanding opportunities for internships, jobs, recreation and building a sense of community.

School-community partnerships can interconnect together many resources and strategies to enhance communities that support all youth and their families. They could improve schools, strengthen neighborhoods and lead to a noticeable reduction in young people's problems. Building such partnerships requires visioning, strategic planning, creative leadership and new multifaceted roles for professionals who work in schools and communities.

There are a variety of activities in which schools can become involved to build/improve school-community partnerships; below are some suggestions:

Encourage Community Use of School Facilities: Often the school buildings sit empty after the end of the normal school day. Encouraging non-profit community groups to

use the facilities is not only good use of resources but also provides opportunities for the school to get involved in community projects.

Senior Citizens Banquet: At least once a year, perhaps around the time of music concerts, invite senior citizens to a luncheon banquet at the school; banquet can be sponsored by a school service organization, by non-profit corporation, or by private industry. Usually, parents are willing to come in to assist in the preparation of the meal.

Back to School Week: Choose a week during the school year to invite parents and community members to your school. Make a special effort to personally invite community and business leaders to attend school for the day, or part of the day.

Career Day: Hold annual career days; this is not only good educational experience for the students, but also helps local business people to learn more about the school and school's needs. In addition, it helps to understand the employment needs in the area.

News Releases: News releases mailed to local media could be a good strategy for public relations and community outreach programs.

Honor Roll: In the local media, publish a list of students who made significant accomplishment during the school year.

Community-School Relations

CHAPTER 3

ON BECOMING A GLOBAL TEACHER

INTRODUCTION

Our world has been called a “global village”. Satellite communications make possible television, telephone and documents transmitted through fax and electronic mails across thousands of miles in thousandths of second. Our students can view global warfare in the Middle East, famine in Africa, industrial pollution in Europe or industrial breakthrough in Korea or Japan through a worldwide web of the information highways.

Global education poses variety of goals ranging from increased knowledge about the people of the world to

resolutions of global problems, from increased fluency in foreign languages to the development of more tolerant attitudes towards other cultures and peoples. Global education embraces today’s challenges as national borders are opened. It paves the way for borderless education to respond to the needs of educating children of the world they are entering. It offers new curricular dimensions and possibilities, current scientific and technological breakthroughs for completely new frontiers in education.

Contemporary curricula responded to the concept of this global village. The increased use of technology in the classroom, the incorporation of the changing realities of our world’s society, and the ease of mobility of peoples of the world become a challenge to my preparation as prospective teacher.

Hence, future educator like me should prepare to respond to these multiple challenges. To become a global teacher I should be equipped with wide range of knowledge of the various educational systems outside the country; master skills and competencies which can address global demands; and possesses attitudes and values that are acceptable to multicultural communities. When I am able to satisfy these benchmark requirements, then I can safely say, I have prepared well to be a great teacher of the world.

As a future teacher, I must think globally, but act locally! I can be a global teacher by being the best teacher in my school.

Educational System of Other Countries

The Educational System in Japan

The Japanese educational system was reformed after World War II. The old 6-5-3-3 system was changed to a 6-3-3-4 system (6 years of elementary school, 3 years of junior high school, 3 years of senior high school and 4 years of University) with reference to the American system. Gimukyoiku (compulsory education) time period is 9 years, 6 in shougakkou (elementary school) and 3 in chuugakkou (junior high school).

Japan has one of the world's best-educated populations, with 100% enrollment in compulsory grades and zero illiteracy. While not compulsory, high school (koukou) enrollment is over 96% nationwide and nearly 100% in the cities. High school drop out rate is about 2% and has been increasing. About 46% of all high school graduates go on to university or junior college.

The Ministry of Education closely supervises curriculum and textbooks, and classes with much the same content are taught throughout the country. As a result, a high standard of education becomes possible.

Most schools operate on a three-term system with the new year starting in April. The modern educational system started in 1872 modeled after the French school system which began in April. The fiscal year in Japan also begins in April and ends in March of the following year; it is more convenient in many aspects. April is the height of spring when cherry blossom (the most loved flower of the Japanese!) bloom and a most suitable time for a new start in Japan. This difference in the school-year system causes some inconvenience to students who wish to study abroad in the U.S. A half year is wasted waiting to get in and often another year is wasted when coming back to the Japanese university because of having to repeat a year.

Except for the lower grades of elementary school, it is usual to average 6 hours of school a day on weekdays, one of the longest school days in the world. Even after school lets out, the children have drills and other homework to keep them busy. Vacations are 6 weeks in the summer and about 2 weeks each for winter and spring breaks. There is often homework over these vacations.

Every class has its own fixed classroom where its students take all the courses, except for practical trainings and laboratory works. During elementary education, in most cases, one teacher teaches all the subjects in each class. Because of the rapid population growth after World War II, the numbers of students in a typical elementary and junior high schools once exceeded 50, but now it is kept under 40. At public elementary and junior high school, school lunch (kyuushoku) is provided on a standardized menu, and it is eaten in the same classroom. Nearly all junior high schools require their students to wear the school uniforms (seifuku).

A great difference between Japanese school system and American School system is, the American respects independence and the Japanese control individual responsibility by observing the group rules. This explains the Japanese characteristic of group behavior.

The Educational System in China

In China, the education is divided into three categories: basic education, higher education, and adult education. The Compulsory Education Law of stipulates that each child have nine years of formal education.

Basic Education

Basic education in China includes pre-school education, primary education and regular secondary education.Preschool, or kindergarten, can last up to three years, with children entering as early as age three, until age six, when they typically enter elementary school. The academic year is divided into two semesters.

Secondary education is divided into academic secondary education and specialized/vocational/technical secondary education.Academic secondary education is delivered by academic lower and upper middle schools.Lower middle school graduates wishing to continue their education take a locally administered entrance exam, on the basis of which they will have the option either of continuing in an academic upper middle school or of entering a vocational secondary school. Vocational schools offer programs ranging from two to four years and train medium-level skilled workers, farmers, and managerial and technical personnel. Technical schools typically offer four-years programs to train intermediate technical personnel. “Schools for Skilled Workers” typically train junior middle school graduates for positions requiring production and operation skills. The length of training is typically three year.

Higher Education

Higher education at the undergraduate level includes two-and three-year junior colleges (sometimes also called short-cycle colleges, four-year colleges, and universities offering programs in both academic and vocational subjects. Many colleges and universities also offer graduate programs leading to the master’s or Ph.D. degree.Chinese higher education at the undergraduate level is divided into three-year and four-year programs. The former is offered not only at short-cycle colleges, but frequently also at four-year colleges and universities. The latter is offered at four-year colleges and universities but do not always lead to the bachelor’s degree.Myriad higher education opportunities also fall under the general category of adult education.

Adult Education

The adult education category overlaps all three of the above categories. Adult primary education includes Workers’ Primary Schools, Peasants’ Primary Schools, and literacy classes. Adult secondary education includes radio/TV specialized secondary schools, specialized secondary school for cadres, specialized secondary schools for staff and workers, specialized secondary schools for peasants, in-service teacher training schools and correspondence specialized secondary schools. Adult higher education includes radio/TV universities, cadre institutes, workers’ colleges, peasant colleges, correspondence colleges, and educational colleges. Most of the above offer both two- and three-year short-cycle curricula; only a few also offer regular undergraduate curricula.

The Educational System in Australia

The Education System in Australia consists of a total of 12 years. Primary schools and high schools are based on the age of the student, so that every room has the same age group, with a student hardly having to repeat a year. The students with problems in their studies may be put into special classes to help with academic deficits. The majority of the children start in the primary school with the age of 5 years (year 1) and the child studies in the primary school until they are around 12 years old ( year 7).

Primary and Secondary Schools of Australia - There are many types of education for children up to 5 years, but the main ones are the "Child Care" regulated centers or families in registered residences who take care of the kids in a system called "Family Day Care".

High School - the student goes for secondary school with 12/13 years (year 8), and is he/she is only compulsorily required to stay to year 10, receiving a junior high school certificate but not a high school certificate. The year 11 (15/16 YO) and 12 (16/17 YO), are optional but are required to be successfully completed to attain a high school diploma. Some of the options for those students leaving the school in year 10 include training –apprenticeship, to enter the work force or to study in any vocational course. Year 11 and 12 - The results of the last two years of high school are the most important ones, as they are the ones to be evaluated for entry levels in Universities. The results which you achieve for each subject (compared to the rest of the students) will then give you a rank. The board of secondary studies than calculates an “OP” score (overall position) using a formula of you high school results and a test called “QCS” (in Queensland) which is taken by every year 12 in the state, which is used to compare students (schools) of the same year level between schools. The last 2 years is where students begin to guide their education towards their chosen professions. The student will choose what to study depending on the career in which they intend to follow. For example, a student who wants to do Engineering in University should chose subjects such as physics, and high level mathematics instead of subjects such as history, or biology. For international students there are options with easier level subjects inside the curriculum. There is the easy level English, the easy mathematics etc, and they are the options for the students not going to apply for a academic career in an university course. In general the subjects are divided in letters such as Maths type A, B, C or names such as Board English (harder one) and English Communication (easier one).

Note 1: High school courses for International Students are not free. There is a program of English as Second Language (ESL) that it only is free for immigrants to help and support in English.

Note 2: Requirements for international Students intending to study in High School in Australia: They will have that to show the history of the last two years of study in the Home Country, official translated. An English level test sometimes is not required if you could show any records of English study in the school.

What is Multicultural Education?

As we know, the education industry has changed in a way that means learning is now achievable through a number of different perspectives - perspectives which might be different from conventional schooling. In this article we are going to be asking 'what is multicultural education?' and what this means to you.

The classes you can see in American schools can be rich and representative of the different nationalities, faiths and even social classes which we see in this country. However, some experts believe that placing them all into one group for learning is unfair and that it doesn't provide ethnic minorities with the equal chances of success that they deserve.

If anything, multicultural education has been needed because of how some teachers have been finding it difficult to relate the curriculum to the children they teach. This might be because in cities and towns, an educator is far more likely to teach larger levels of children who are from a multicultural background. Experts believe this type of education would be progressive, preventing young people from being made the victim of assumptions that can denote them as unprivileged just because they are ethnically diverse.

In a lot of the activities which teachers promote in class for their students, the aim is not only aid understanding of the topic at hand, but to develop the study skills which allowed them to get this far. This can include problem-solving and critical thinking which can be useful to students when making decisions. In multicultural education, there can be more of an emphasis on diffusing any of the prejudice or misinformation that one student might have about their ethnically-diverse classmates. This can allow teachers and students to celebrate the diverse culture that America is based upon.

Through being challenging and interesting in lesson plans, teachers can help students to grasp an understanding regarding culture. Even if there are few or no ethnic minority students in an elementary school, this situation can change for many students in the next step forward in their educational career. Through the use of music from other countries, an emphasis on geographic knowledge that stems outside of America, and through celebrating events which are non-American, awareness of culture can be sought which could be greatly beneficial to young students. From here, they can see the advantages of culture and of the different purposes it has.

There has been a lot of academic research conducted into the concept of multicultural education, and this has been brought into line with different groups who are trying to push forward new educational methods which are more thought out with ethnic minorities in mind. There are fears that the perceived social gap between ethnicities could worsen if multicultural children are put at a disadvantage in the classroom.

It is a fascinating topic, and the message which it conveys is quite easy to get across to those who are looking to make a difference with the people they teach. It is all about being open to new ideas, and sharing this with students.

GOOD TEACHERSTeachers have the very important responsibility of shaping the lives of young,

impressionable children. With this responsibility comes great pride and joy. Therefore all teachers should strive for what can be considered to be a “good teacher.” A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative. A positive or negative influence from a teacher early on in life can have a great effect on the life of a child. Teachers, especially at the elementary level, must be very creative with their teaching styles. Not every child learns the same way, nor are they interested in the same things. It is difficult to keep the attention of 15-20 children under the age of ten. Classroom setup and design is a good way to get and keep the attention of students. Workstations are a good way to encourage different types of learning. By allowing children a chance to choose which activities they want to participate in, children are taking control of their own education. At the elementary level, children are always learning and sometimes don’t even know it. When I was in kindergarten, I can remember playing at the different stations in the classroom. One station was for gardening and we could plant seeds and check them every day to see how much they had grown. Another station in that classroom that sticks out in my mind is the arts and crafts station. There was a large array of crayons, markers, scissors, construction paper and building materials we could use to make pretty decorations to give to our parents for our homes. By choosing which station we wanted to work at, we were becoming much more interested in what we were learning because we were doing what we wanted to do, not what we had to do. By setting high standards for a student, the teacher is encouraging the student to do the same and will eventually develop high expectations for him or herself. A teacher who is constantly looking for the best possible work from the child will force the child to try his or her hardest in order to please the teacher. Going along with this idea is the whole idea of the teacher being interested in the subject matter. If the students know that the subject they are studying is something that greatly interests the teacher, they will be motivated to try their hardest in order to please the teacher. Whenever my teacher in high school would present ideas about prehistoric man, her eyes would light up and she would get so excited and I would be forced to listen to whatever she had to say. Everyone had told me that she was a hard teacher but I just never saw it that way. She had “done her homework” so-to-speak and was very knowledgeable about the subject matter. When it came time to write a paper on my particular part of the evolution of man, I found myself trying harder than I ever had. I consider her to be a good teacher because even if she did not care too much about what she was teaching, she presented it in a way that made it seem like it was her life. This helped me to want to learn because I wanted to make her know that she really made me understand the subject that she had taught. Teachers must be open to many different types of people, ideas and cultures. They also must always try to respect the views of everyone. Children from lots of different backgrounds are going to be together in one classroom. The teacher must learn to incorporate everyone’s beliefs into the daily curriculum. All students must be aware of the differences in the world around them. The time in which it is most difficult to handle the differences in cultures is the holiday season. Christian children who

celebrate Christmas are always extremely excited for Santa to come to their houses and for all the presents they are going to receive. Teachers are not allowed to celebrate Christmas or any other religious holidays in the classroom without mentioning all of the traditions of the different cultures. It would take far too much time to do an activity that pertains to every religion. Looking back on my days in elementary school, I can think of all of the things I did in school around Christmas time. Almost every year, as a writing assignment, we wrote a letter to Santa Claus telling him what we were hoping to get on Christmas morning. We made Christmas trees out of egg cartons and ornaments out of construction paper. The teachers were always very sensitive to people who didn’t celebrate this holiday. Jewish children made menorahs or stars of David and others made alternative projects. While trying to be sensitive to the beliefs of children and their parents, teachers also must try not to go overboard in covering the traditions of every religion. A teacher who instills a bad learning experience in a child could scar him or her for life. Teachers have a lot of responsibility and need to make sure that they make learning a positive experience for all. By being sensitive to the needs of everyone and presenting different ways of doing things, it can be possible for everyone to have an equal opportunity to do their best.

CHAPTER 4THE PROFESSIONALIZATION

OF TEACHINGIntroduction

In January 1977 Presidential Decree No. 1006 entitled Providing for the Professionalization of Teachers, Regulating Their Practice in the Philippines, otherwise known as the Decree Professionalizing Teaching was promulgated. It was declared a policy that teacher education be of the highest quality, and strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people. The examination for teachers was jointly given by the Civil Service Commission and the Department of Education and Culture. Passers in the board examinations were qualified for registration as professional teachers and were given the Professional Teacher Certificate.

In 1991 the Congressional Commission to Review and Assess Philippine Education (EDCOM ) came out with the finding that the “quality of Philippine Education is declining” and that the teachers are “at the heart of the problem”.

In 1994 Republic Act No. 7836 known as the Philippine Teachers Professionalization Act of 1994 declared the policy recognizing the vital role of teachers in nation building. The Act created the Board for Professional Teachers, a collegial body under the general supervision and administrative control of the Professional Regulation Commission.

The dynamics of teaching is a continuous interaction of the teacher and the learners, the learners with other learners – inside and beyond classrooms, in co-curricular and other school activities. Dynamism in teaching would result to the acceptance of roles, responsibilities and accountability of the teacher in the teaching – learning process given the complexity and magnitude of the Philippine educational system.

Historical Perspective of the Philippine Educational System

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellan times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-

commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

YEAR OFFICIAL NAME OF DECSOFFICIAL TITULAR

HEADLEGAL BASES

1863 Superior Commission of Primary Instruction

Chairman Educational Decree of 1863

1901-1916Department of Public

InstructionGeneral

SuperintendentAct. No. 74 of the Philippine Commission, Jan. 21, 1901


InstructionSecretary

Organic Act Law of 1916 (Jones Law)

1942-1944Department of Education, Health and Public Welfare

CommissionerRenamed by the Japanese

Executive Commission, June 11, 1942

1944Department of Education, Health and Public Welfare

MinisterRenamed by Japanese

Sponsored Philippine Republic

1944Department of Public

InstructionSecretary

Renamed by Japanese Sponsored Philippine Republic


Instruction and InformationSecretary

Renamed by the Commonwealth Government

1946-1947 Department of Instruction SecretaryRenamed by the

Commonwealth Government

1947-1975 Department of Education SecretaryE.O. No. 94 October 1947

(Reorganization Act of 1947)

1975-1978Department of Education and

CultureSecretary

Proc. No. 1081, September 24, 1972

1978-1984Ministry of Education and

CultureMinister P.D. No. 1397, June 2, 1978

1984-1986Ministry of Education, Culture

and SportsMinister Education Act of 1982

1987-1994 Department of Education, Secretary E.O. No. 117. January 30, 1987

Culture and Sports

1994-2001Department of Education,

Culture and SportsSecretary

RA 7722 and RA 7796, 1994 Trifocalization of Education

Management

2001 - present

Department of Education SecretaryRA 9155, August 2001 (Governance of Basic

Education Act)

The high school system supported by provincial governments, special educational

institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

DepEd MANAGEMENT STRUCTURE

To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department’s mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department.

At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs.

Backstopping the Office of the Secretary at the Central Office are the different services, bureaus and centers. The five services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and the Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Education and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999.

Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring.

Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council (IMC).

At the sub-national level, the Field Offices consist of the following:

1. Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM);

2. One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor;

3. Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows:

o 40,763 elementary schools (36,234 public and 4,529 private)o 7,683 secondary schools (4,422 public and 3,261 private)

Key Issues in Philippine Education

Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools.

The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned.

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.

On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher 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) government budget for education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score.

2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates,

especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.

3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries.

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

The following are some of the reforms proposed:

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

2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.

Philippine Education: Quantity vs. Quality

The new administration is planning to conduct consultative meetings to the public to clear the air with regard to implementing additional one year for elementary education and another year for high school education.

Presently, the Philippines is following the US-based education system of six years in the elementary school, four years in high school, and four or five years in college depending what course one wishes to take. Some private elementary schools have already implemented seven years, however.

The education department has been reported to release textbooks with questionable contents in the past. In addition, the number of classrooms, teacher-student ratio is dwindling because many teachers are seeking more decent-paying jobs outside the country. More importantly, the slice for education as percentage of the national budget is continuously going south over the years.

In my opinion, adding two more years for basic education will not contribute significantly to youth's learning unless the current challenges were not dealt with. It is more important to deliver quality outputs rather than spend two more additional years with no real impact that will turn out to be more costly.

REPUBLIC ACT NO. 7722

.

An Act Creating The Commission On Higher Education, Appropriating Funds Therefor And For Other

Purposes.

REPUBLIC ACT

NO. 7796

An Act Creating The Technical Education And Skills Development

Authority, Providing For Its Powers, Structure And For Other Purposes

Child Friendly SchoolsUNICEF has developed a framework for rights-based, child-friendly educational systems and schools that are characterized as "inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999). Within this framework:

The school is a significant personal and social environment in the lives of its students. A child-friendly shool ensures every child an environment that is physically safe, emotionally secure and psychologically enabling.

Teachers are the single most important factor in creating an effective and inclusive classroom. Children are natural learners, but this capacity to learn can be undermined and sometimes

destroyed. A child-friendly school recognizes, encourages and supports children's growing capacities as learners by providing a school culture, teaching behaviours and curriculum content that are focused on learning and the learner.

REPUBLIC ACTNO. 9155

An Act Instituting A Frame Work Of Governance For Basic Education,

Establishing Authority And Accountability, Renaming The Department Of Education, Culture And Sports As The Department Of

Education, And For Other Purposes

EXECUTIVE ORDER NO. 356

September 14, 2004

Renaming The Bureau Of Nonformal Education To Bureau Of Alternative

Learning System

The ability of a school to be and to call itself child-friendly is directly linked to the support, participation and collaboration it receives from families.

Child-friendly schools aim to develop a learning environment in which children are motivated and able to learn. Staff members are friendly and welcoming to children and attend to all their health and safety needs.

A framework for rights-based, child-friendly schools

All social systems and agencies which affect children should be based on the principles of the Convention on the Rights of the Child. This is particularly true for schools which, despite disparities in access across much of the world, serve a large percentage of children of primary school age.

Such rights-based — or child-friendly — schools not only must help children realize their right to a basic education of good quality. They are also needed to do many other things — help children learn what they need to learn to face the challenges of the new century; enhance their health and well-being; guarantee them safe and protective spaces for learning, free from violence and abuse; raise teacher morale and motivation; and mobilize community support for education.

A rights-based, child-friendly school has two basic characteristics:

It is a child-seeking school — actively identifying excluded children to get them enrolled in school and included in learning, treating children as subjects with rights and State as duty-bearers with obligations to fulfill these rights, and demonstrating, promoting, and helping to monitor the rights and well-being of all children in the community.

It is a child-centred school — acting in the best interests of the child, leading to the realisation of the childés full potential, and concerned both about the "whole" child (including her health, nutritional status, and well-being) and about what happens to children — in their families and communities - before they enter school and after they leave it.

Above all, a rights-based, child-friendly school must reflect an environment of good quality characterized by several essential aspects:

It is inclusive of children — it:

Does not exclude, discriminate, or stereotype on the basis of difference. Provides education that is free and compulsory, affordable and accessible, especially to families

and children at risk. Respects diversity and ensures equality of learning for all children (e.g., girls, working children,

children of ethnic minorities and affected by HIV/AIDS, children with disabilities, victims of exploitation and violence).

Responds to diversity by meeting the differing circumstances and needs of children (e.g., based on gender, social class, ethnicity, and ability level).

It is effective for learning — it:

Promotes good quality teaching and learning processes with individualizd instruction appropriate to each child's developmental level, abilities, and learning style and with active, cooperative, and democratic learning methods.

Provides structured content and good quality materials and resources. Enhances teacher capacity, morale, commitment, status, and income — and their own

recognition of child rights. Promotes quality learning outcomes by defining and helping children learn what they need to

learn and teaching them how to learn.

It is healthy and protective of children — it:

Ensures a healthy, hygienic, and safe learning environment, with adequate water and sanitation facilities and healthy classrooms, healthy policies and practices (e.g., a school free of drugs,

corporal punishment, and harassment), and the provision of health services such as nutritional supplementation and counseling.

Provides life skills-based health education. Promotes both the physical and the psycho-socio-emotional health of teachers and learners. Helps to defend and protect all children from abuse and harm. Provides positive experiences for children.

It is gender-sensitive — it:

Promotes gender equality in enrolment and achievement. Eliminates gender stereotypes. Guarantees girl-friendly facilities, curricula, textbooks, and teaching-learning processes.

Socializes girls and boys in a non-violent environment. Encourages respect for each others' rights, dignity, and equality.

It is involved with children, families, and communities — it is:

Child-centred - promoting child participation in all aspects of school life. Family-focused — working to strengthen families as the child's primary caregivers and educators

and helping children, parents, and teachers establish harmonious relationships. Community-based - encouraging local partnership in education, acting in the community for the

sake of children, and working with other actors to ensure the fulfillment of childrens' rights.

Experience is now showing that a framework of rights-based, child-friendly schools can be a powerful tool for both helping to fulfill the rights of children and providing them an education of good quality. At the national level, for ministries, development agencies, and civil society organizations, the framework can be used as a normative goal for policies and programmes leading to child-friendly systems and environments, as a focus for collaborative programming leading to greater resource allocations for education, and as a component of staff training. At the community level, for school staff, parents, and other community members, the framework can serve as both a goal and a tool of quality improvement through localized self-assessment, planning, and management and as a means for mobilizing the community around education and child rights.

CHAPTER 5

BECOMING A PROFESSIONAL TEACHER

INTRODUCTION

The term professional has become a global nomenclature for people who excel in their respective careers and professions. There were IT professionals in India who worked in Silicon Valley but turned to their

home country to share their expertise. We salute the professional soldier; we commend the professional artist. Business and industry conduct continuing professional development to ensure that every employee grows in his/her area of expertise and become multi skilled. They claim that their companies are managed “by professionals who operate with great deal of autonomy.”

By semantics profession is a type of job that requires special training and gives status and prestige to the individual. A professional is one who has competent skills, observes high standards of the job, and abides by the code of ethics.

Who is the professional teacher? She / He is the “licensed professional who possesses dignity and reputation with high moral values as well as technical and professional competence… she / he adheres to, observes, and practices a set of ethical and moral principles, standard, and values” (Code of Ethics of Professional Teachers, 1997)

With the passage of the Philippine Teachers’ Professionalization Act of 1994, teaching has become the genuine profession it aspires to be. It has become profession at par with other professions like medicine, law, nursing and the like. It has the attributes of the other professions: licensure examination, oath taking for licensing, membership in professional associations, inclusion in the roster of professionals at the Professional Regulation Commission, and continuing professional education. The teacher is no longer a mere teacher but a professional teacher.


The Magna Carta for Public School Teachers


An Act to Strengthen and Regulation and Supervision of the Practice of Teaching in the

Philippines and Prescribing a Licensure Examination for Teachers and for other

Purposes


An Act Amending Certain Sections of Republic Act Numbered Seventy-Eight Hundred and Thirty-Six (R.A.

NO. 7836) Otherwise Known as the “Philippine Teachers Professionalization Act of 1994”

PRESIDENTIAL DECREE NO. 1006

Providing for the Professionalization of Teachers, Regulating their Practice in the

Philippines and for Other Purposes.

PANUNUMPA NG PROPESYONAL

Ako, si _____________________________________________________, ng___________________________________________________________________ay taimtim na nanunumpa na itataguyod ko at ipagtatanggol ang Saligang Batas ng Pilipinas, na ako ay tunay na mananalig at tatalima rito; na susundin ko ang mga batas, mga utos na legal, at mga atas na ipinahayag ng mga sadyang itinakdang may kapangyarihan ng Republika ng Pilipinas; at kusa kong babalikatin ang pananagutang ito, na walang ano mang pasubali o hangaring umiwas.

Taimtim pa rin akong manunumpa na sa lahat ng panahon at pook na kinaroroonan aymahigpit akong manghahawakan sa mga etikal at tuntuning propesyonal ngmga_________________________________ sa Pilipinas, at marapat kong

(Propesyon)gagampanan ng buong husay sa abot ng aking makakaya ang mga tungkulin at pananagutang iniatang sa isang itinakdang _________________.

(Propesyon)

Kasihan Nawa ako ng Diyos.

_______________________________(Lagda)

A - _______________________ _____________________ ____________________(Blg. ng Sedula) (Kinuha sa) (Petsa)

Nilagdaan at Pinanumpaan sa harap ko ngayong ika-_____ng ___________taon ng ating Panginoon _______________sa_________________________, Pilipinas.

Republic of the PhilippinesProfessional Regulation

CommissionManila

Paste hereyour recent

PASSPORT SIZEcolored picture inwhite background

withcomplete name

tag

SelyoDokumentaryo

FOR PRC PROCESSINGOK to Pay: _______________________OR No.: ___________________________Date Paid: _________________________Profession: ______________________Registration No.: __________________Registration Date: _______________

(Pinunong Tagapanumpa)

(Katungkulang Opisyal)

PERSONAL DATA

Telephone/Contact Number : Date of Examination:Citizenship: Date of Birth:Civil Status: Sex: Spouse.s Name/Citizenship:Father.s Name/Citizenship: Mother.s Name/Citizenship:

“Education is not a profitable business, but a costly one... No nation ever made its bread either by its great arts, or its

great wisdoms. By its minor arts or manufactures, by its practical knowledge, yes: but its noble

scholarship, its noble philosophy, and its noble art, are always to be brought as a treasure, not sold for a livelihood. You do

not learn that you may live – you live that you may learn. You are to spend on National Education, and be spent for it, and to make by it, not more money, but

better men.”

-John Ruskin

PORTFOLIO IN THE TEACHING PROFESSION

In Partial

Fulfillment of the Requirements

In The Teaching Profession

Educ 212

Submitted by:DHANIE A. DIANA

BSED 2A

Submitted to:DR. ANDREW EUSEBION TAN

PROFESSOR

West Visayas State UniversityCOLLEGE OF EDUCATION

Luna St., La Paz, Iloilo City

“Change does not necessarily assure

progress, but progress

implacably requires change.

Education is essential to change, for

education creates both new wants

and the ability to satisfy them.”

Documents

Portfolio