POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF OFFICE ADMINISTRATION AND BUSINESS TEACHER EDUCATIONTEACHER EDUCATION

QUEZON CITY

 

 

 

Rachel Ann S. Delos Reyes

Bachelor in Business Teacher Education

 

Cooperating School :

San Mateo National High School

San Mateo, Rizal

S.Y. 2010-2011

 

Prof. Marilyn F. Isip

Prof, Sheryl Morales

Coordinators/Advisers

March 2011

DEDICATION

I would like to dedicate this manual

to Almighty God who provides me

everything that I needed to accomplish

everything that I have to do.

I also dedicated this to my family

and friends who give me the

undying support that I need to keep me on moving.

ACKNOWLEDGMENT

I would like to give all the praise and glory to our Almighty God for

giving me the strength that I needed in every step of the way.

I would also like to extend my gratitude to Mrs. Rowena Buñag,

T.L.E. Chairman; Mrs. Leilani Cruz, my critic teacher; and San Mateo

National High School for accepting us to be a part of SMNHS and for

helping us to fulfill our student teaching experience.

And lastly, I would like to express my heartfelt appreciation to my

family and friends who give me continuous support that helped me to

endure.

May the Good Lord bless us all!!!.

PRAYERS FOR TEACHERS

Prayer for Wisdom and Understanding

Teach me, O my Lord Jesus,

instruct me that I may learn from Thee

what I ought to teach concerning thee.

Anglican Archbishop William Laud (1573-1645)

Prayer for Patience and Gentleness

Bestow on me, O Lord,

a genial spirit and unwearied forbearance;

a mild, loving, patient, heart;

kindly looks, pleasant cordial speech, and manners

in the exchanges of daily life;

that I may give offence to none,

but as much as in lies,

live in charity with all men.

Johann Arndt, (1555-1621)

Teachers Prayer

Help me to be a fine teacher, to keep peace in the classroom,

peace between my students and myself, to be kind and gentle

to each and every one of my students.

Help me to be merciful to my students, to balance mercy and discipline

in the right measure for each student, to give genuine praise as much as possible,

to give constructive criticism in a manner that is palatable to my students.

Help me to remain conscientious enough to keep my lessons always interesting,

to recognize what motivates each of my students,

to accept my students' limitations and not hold it against them.

Help me not to judge my students too harshly, to be fair to all,

to be a good role model, but most of all Lord help me

to show your love to all of my students.

Amen.

INTRODUCTION

"They may forget what you said but they will never forget how you made them feel." -

Carol Buchner. The student teaching experience lasts about the length of a semester; long

enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the

prospective teaching professional an opportunity to teach under the supervision of a

permanently certified master teacher.

Being a student teacher essentially shadows the cooperating teacher for about one

week, eventually gaining more responsibility in teaching the class as the days and weeks

progress. Eventually, the student teacher will assume most of the teaching responsibilities for

the class including class management, lesson planning, assessment, and grading. Thus, the

student teacher is able to more fully experience the role of the teacher as the classroom

teacher takes on the observation role in the class.

My experience of being a student teacher made me feel all the emotions I never

thought that I will ever felt. There are times when I feel I am about to burst with anger but at

the same time I pity them. But after all, I love my students not just because they are my first

students but of course they are also my teachers. My experience of being a student teacher

taught me how to treat each student with the right kind of feeling in every situation. And I have

a better understanding of being a teacher means being a parent, a sister and a best friend. And

when you dedicate yourself to be a teacher, you will be an all-in-one package.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

QUEZON CITY CAMPUS

Philosophy

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

Education is an instrument for the development of the citizenry and for the

enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an

atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented

education imbued with the spirit of humanist internationalism.

Goals

Reflective of the great emphasis being given by the country's leadership aimed at providing

appropriate attention to the alleviation of the plight of the poor, the development of the

citizens and of the national economy to become globally competitive, the University shall

commit its academic resources and manpower to achieve its goals through:

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

of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant

and responsive to the dynamically changing domestic and international environment;

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

qualified Filipinos; and

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

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

Mission

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and

global education and community services accessible to all students, Filipinos and foreigners

alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the

changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and

competence among all members of the academe, stressing their importance in building

a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as

the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and

social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a

broader understanding and appreciation of life and to the total development of the

individual;

7. Make the students and faculty aware of technological, social as well as political and

economic problems and encourage them to contribute to the realization of nationalist

industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop

proficiency in English and other foreign languages required by the students’ fields of

specialization

9. Promote intellectual leadership and sustain a humane and technologically advanced

academic community where people of diverse ideologies work and learn together to

attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and

cultural life throughout the world; a community enriched by the presence of a

significant number of international students; and a community supported by new

technologies that facilitate active participation in the creation and use of information

and knowledge on a global scale.

Vision

Towards a Total University

PUP: The Total University Ten-Point Agenda

1. Foster High Quality Campus Environment

Expand state-of-the-art campus development programs

Promote strong and vibrant life in the campus

Improve campus site

Complete ongoing and new infra projects

Repair and rehabilitate existing structures

Upgrade classroom facilities and laboratories

Fast-track construction of on-campus residence infrastructures (Hasmin and Condotel)

Put up centers for specific purposes like the centralized accreditation center, research

center, student center, student/faculty/admin health and recreation centers

2. Strategize and Institutionalize Income Generating Projects

Offer quality consultancy and training services

Improve outsourcing services

Promote industry-academe linkages

Amplify networking with alumni and friends of the University

Generate income through commercialization of research outputs

3. Strengthen Research, Publications and Creative Works

Provide incentives and benefits to faculty members who engage in research, textbook

writing, and other creative works

Encourage faculty members to present papers in national as well as international

research colloquia, fora and conferences of professional and scientific organizations

Institutionalize a Center for Data and Statistical Analysis

Encourage collaborative research in the biological, physical and mathematical sciences

Develop applied research in biotechnology, environmental science, information

technology, and alternative fuel

Develop strategies to increase external research funding both from private and

government funding agencies

Publish refereed research journals

Device mechanisms through which linkages, partnership and research tie ups with S&T

agencies could be expanded, strengthened and institutionalized

4. Model Quality Management and Fiscal Responsibility

Bring about change in traditional bureaucratic organizational climate and culture

Professionalize the bureaucracy through improved interpersonal relations and

organizational practices

Deliver needed services to end-users (students, faculty, and staff) utilizing material

resources wisely, effectively, and promptly—right at the time that these resources are

needed the most

Exhibit political will to serve different sectors of the academic community

5. Improve Sense of Community Involvement and Linkages

Make its presence felt by meeting the needs of surrounding barangays and other nearby

communities

Enhance student and faculty participation in outreach programs

Keep both internal and external communities informed about the developments in

community outreach programs of the University

Strengthen accountability to the communities being served by conducting needs

assessment, impact studies, and public general meetings

Establish mutually beneficial linkages with national and international organizations,

businesses, alumni and associates of the university.

6. Institutionalize Principles of Academic Freedom and Responsibility

Advocate the practice of academic freedom in all aspects of academic life

Recognize the importance of responsibility in practicing such freedom

Foster mutual respect between and among members of the academic community—

administrators, faculty, staff, alumni and family

Develop control mechanisms that will check and monitor violations of such principles

7. Promote Academic Excellence in Student and Faculty Performance Nationally and

Internationally

Maintain an accreditation rate of at least 95% for all academic programs eligible for

accreditation

Increase recognition of centers of development/excellence

Offer new programs such as Bachelor of Science in Biology, Bachelor of Science in

Railway Engineering, Master in Engineering, etc.

Pilot ladderized programs in HRM, Tourism, IT and other courses

Increase student success in completing academic program as measured by high

retention and graduation rates and high percentage of passing rate in different licensure

board examinations

Increase percentage of faculty with master’s and doctoral degrees

Strengthen alliance with international institutions and agencies for student and faculty

academic exchange and scholarships

Upgrade academic programs and standards towards global competitiveness by

developing learner-centered curricula that incorporate international and

interdisciplinary components in the undergraduate, Graduate School and Open

University

Recognize outstanding students and student organizations, faculty and employees

Pilot a “Tele-University” as an alternative delivery of instruction

Increase recruitment, retention and graduation rates of foreign students

8. Nurture and Enrich Our Cultural Heritage

Support worthy programs and projects that will nurture and enrich our cultural heritage

Identify areas through which different cultural activities could be best nurtured and

enriched

Initiate and maintain partnership with the National Center for Culture and the Arts and

other cultural organizations for future national and international productions/endeavors

Strengthen degree programs in the Arts, Humanities, Languages and Linguistics and

Communication

9. Integrate Information and Communication Technology (ICT) with Instruction, Research,

Service and Production

Technologize the campus

Maximize application and utilization of ICT

Strengthen web-enhanced and on-line teaching and learning in the Graduate School and

Open University

Computerize all campus operations

Operationalize a University Management Information System (MIS)

10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and

Students

Promote development and motivation of staff

Provide incentives for faculty and staff

Study possibilities for additional healthcare assistance to faculty and staff

Invest in equipment and other capital development for efficient services

Provide food courts and lounges to faculty members, staff and students

Make the campus more attractive, healthy and safe

Give members of the community a greater sense of participation and shared

responsibilities in maintaining campus environment

History

The history of PUP may well parallel the nation's growth and development.

As it met the needs of a fledgling Philippine civil service under American

rule forged from anvil of Spanish colonialism, so will it serve the rising

expectations of the people in the 21st century...desirous now of reclaiming

their rightful place in the community of independent nations. As it has

withstood the test of time, so will it continue to pace contemporary Philippine history.

Here are the highlights of its growth from a mere business school with an itinerant existence to

the country's largest state university. Click upon the timeline link provided below to proceed

with the specific part of the PUP history timeline.

1904-1951

Take a journey to the University's humble beginnings as it started being a Business

School.

1952-1971

This period covers the time where the Business School became a College whose

main thrust is in Commerce.

1972-1985

The Institution's transformation from a College into a University happened during

these period.

1986-1990

This period brought about a dramatic change in the University firming its

commitment to the role of education as an equalizing factor.

1991-1999

To keep pace with changing conditions, the University underwent continuous

change in this period.

2000-present

A transition point as the University heads for the future, grasps new and emerging

technologies, and prepares itself to become globally competitive.

The PUP Logo

The star in the logo stands for the perfection of the human person as

well as the search for truth, while the five concentric circles depict

infinite wisdom.

Both the five-pointed star and the five concentric circles stand for quintessence, meaning the

highest form of quality or the most perfect example of creation.

The star is golden yellow not only because this is a star’s natural color but also because,

together with the dark maroon used as background, it is the traditional color of the University.

The five concentric circles are white because it symbolizes purity.

Hymn

Imno ng PUP

S. Calabig, S. Roldan, and R. Amaranto

Sintang Paaralan

Tanglaw ka ng bayan

Pandayan ng isip ng kabataan

Kami ay dumating nang salat sa yaman

Hanap na dunong ay iyong alay

Ang layunin mong makatao

Dinarangal ang Pilipino

Ang iyong aral, diwa, adhikang taglay

PUP, aming gabay

Paaralang dakila

PUP, pinagpala

Gagamitin ang karunungan

Mula sa iyo, para sa bayan

Ang iyong aral, diwa, adhikang taglay

PUP, aming gabay

Paaralang dakila

PUP, pinagpala

SAN MATEO NATIONAL HIGH SCHOOL

HISTORY

The school was established in 1985 through the leadership of the former

Municipal Mayor Nemesio Roxas.

The school started with 90 first year students with only 5 teachers

through the approval of a temporary permit #73. Soon, the exceedingly

large enrollees in the next school year, 1986-1987 paved the way for the hiring of more

teachers and non-teaching personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-

Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for two consecutive years until

1988.

Later, San Mateo Municipal High School was converted to a National High School under the

management of Ms. Juana M. Garrovillas who served as the principal from 1988-2000.

Apparently within her term, she was able to transpire physical improvements of the school

facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings

were constructed through her consistent follow up at the municipal and provincial offices. Until

then, Computer Room, Science Building, 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 the

growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal. The

annex started with one section of first year. When the AFP Retirement and Separation Benefit

System granted 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 leadership of 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. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V.

Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex

was declared as an Independent School, presently known as Sto. Niño National High School.

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 teacher’s 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

FACULTY

Learning Areas Master Teacher Teacher III Teacher II Teacher I Total

English 2 0 1 15 18

Filipino 1 1 3 11 16

Mathematics 2 1 2 11 16

Science 1 4 1 12 18

Araling Panlipunan 2 0 1 11 14

T.L.E. 2 0 1 14 17

M.A.P.E.H. 1 0 0 15 16

Values Education 1 1 0 6 8

Total 12 7 9 96 126

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 PROJECTS AND PROGRAMS

Project ALS (Alternative Learning System)

Project Share (Student’s 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

0% Backlog (Absenteeism of Faculty)

Project TENT (Teachers Enhancement in Mathematics)

TGIS (Thank God It’s Saturday for Teacher’s Pursuing Post-Graduate Studies

Project SOS’s (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)

San Mateo National High School S.M.N.H.S

San Mateo Rizal Motto Every Child is a Learner

Established 1985

Type Public High School

Principal Mr. Vidal E. Mendoza

Academic staff 126

Students 6280 (as of S.Y. 2009 - 2010)

Location San Mateo, Rizal, Philippines

Nickname SMNHS

SAN MATEO NATIONAL HIGH SCHOOL

LESSON PLAN

March 08, 2011

Year and Section: III-5

Time: 12:25pm-01:15pm

50 mins.

I. OBJECTIVES

1. Define smocking.

2. Distinguish the characteristics of smocking.

3. Differentiate English smocking from Regular smocking.

4. Identify the tools and materials needed in smocking.

II. SUBJECT MATTER

A. Area : Related Crafts

B. Topic : Smocking

C. Materials : Visual Aids, pictures, realias, sewing tools and materials

D. Reference : HE III, pp. 254-255

III. PROCEDURE

A. PREPARATION

1. Prayer and greetings

2. Checking of attendance

3. Recall previous lesson

What is cross-stitch?

What are the tools and materials used in cross-stitch?

B. DEVELOPMENTAL ACTIVITIES

1. MOTIVATION

SCRAMBLED LETTERS

DIRECTIONS: There are two (2) similar sets of scrambled letters with three

(3) scrambled words each. The students will form two (2) groups with three

(3) members each. They should be able to unscramble the words within 2

minutes. The first group to finish the task correctly will win.

Set of words: CALADO, CROSS-STITCH, SMOCKING

2. PRESENTATION

Smocking is a special form of embroidery with fancy gatherings used in

decorating children’s and ladies dresses and household decorative items.

In, England, it means shirt or chemise.

CHARACTERISTICS OF SMOCKING

1. A kind of embroidery with fancy gatherings.

2. It is done in a number of stitches to form a bonded design.

3. It uses a combination of colored threads.

4. It holds the fabric together in tight, tiny pleats.

TYPES OF SMOCKING

1. English smocking

2. Regular smocking

TOOLS AND MATERIALS

1. Fabric

2. Needle

3. Thread

3. GENERALIZATION

Smocking is a special form of embroidery with fancy gatherings used in

decorating children’s and ladies dresses and household decorative items.

In, England, it means shirt or chemise.

Quality and availability are important in factors into consider in the

choice of tools and materials.

4. APPLICATION

What is smocking?

What are the characteristics of smocking?

Differentiate English smocking form Regular smocking.

Name the tools and materials best suited for smocking.

5. EVALUATION

MATCHING TYPE

DIRECTION: Match column A from column B. Write the letters only on a ¼ sheet

of paper.

A B

1. It is first appeared on a. cross-stitch

their national costume b. smocking

2. Backstitch and chevron c. stitches used in smocking

3. Special form of fancy gatherings d. Hungarians

4. Best thread for smocking e. cotton thread

5. Needle suitable for smocking f. needle with big eye

ENUMERATION (6-10)

6-7. Types of smocking

8-10. Uses of smocking

ANSWER KEY:

1. D 6. English smocking

2. C 7. Regular smocking

3. B 8. children’s and ladies dresses

4. E 9. curtains, lampshades,

5. F 10. cushions, wallet

IV. ASSIGNMENT/ AGREEMENT

Bring the tools and materials needed in smocking.

Lightweight fabric, needle with big eye and cotton thread

REFERENCE: HE III pp.254-255

Mrs. LEILANI CRUZ

Critic Teacher

Ms. RACHEL ANN S. DELOS REYES

Student Teacher

SYNOPSIS OF PROFESSIONAL READINGS

What has become of education in the Philippines?

The state of the educational system in the Philippines is a great cause for worry. We

used to produce students who were well-rounded and ready for the challenges of the real

world. Today, for every 10 children who start their primary education, only 6 go on to continue

with their secondary education, and 4 will manage to enter college. What happened? Other

countries used to send their students to the Philippines to learn, now they've overtaken us and

are the experts. Isn't that frustrating?

I hope to be able to make some sense about the decline in the quality of education, and

with the help of people as concerned as I, do something to change for the better.

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.

The courage to teach

An inspiring story on how to improve the quality of Philippine education

By Rachel Barawid

Manila Bulletin

Students & Campuses Section

What does it take to be a good teacher? How much of oneself should be put into this

profession to make an impact on the lives of the students? A teacher reveals a formula...

In the day her father died, Grace Shangkuan Koo, Ph.D. had set aside her mourning just to

attend her class and give an exam to her students. In fact, even when classes are postponed, Dr.

Koo would be the only teacher to still hold class. In her 13 years of teaching, she was only

absent on three occasions.

Incredible but true.

For Dr. Koo, an associate professor of Educational Psychology at the University of the

Philippines Diliman, being a teacher entails more sacrifice than any other noble profession.

NARRATIVE REPORT

WEEKLY

Jan 18- Jan 21 > This was the first week of being a student teacher in San Mateo National High

School. I did not meet my critic teacher right away because she was on her leave.

She had a high blood pressure. The TLE chairman, Mrs. Rowena Buñag, oriented

us on what are our roles as a student teacher. Since my critic teacher is a

canteen manager, one my responsibility is to attend the canteen during my free

time. On Jan 2o, I finally met my critic teacher, Mrs. Leilani Cruz. She told what

will be my duties. She handed me her book of Home Economics III which will

serve as our reference. She also showed me her lesson plans and explains how to

make it well.

Jan 31- Feb 04 > Week 2 of being a student teacher. My critic teacher directed me make lesson

plans for the fourth grading lessons. She guided me of which lessons should I

teach. This week, I started making lesson plans and visual aids. I was introduced

to the classes that I’ll be handling. All went smooth this week. I received a warm

welcome. I started teaching this week and I require them to give me index cards

with picture so that I could recognize them quickly.

Feb 07- Feb 11 > My area was related crafts and I teach embroidery under related crafts. Since

it is a subject which concentrates on the project-making, after the lesson, we

started making the project called “calado embroidery”. Every day, I checked their

materials and I was always available if they have questions or I need to show

how to do the project. I put their daily activity on their index cards and they have

given ten days to finish the project.

Feb 14- Feb 18 > We continue doing the project. I checked their work as well as their

attendance. They are interested in doing the project even the boys. Some the

boys make very good embroidery than girls.

Feb 21-Feb 25 > They passed their first project and I checked it one by one. Oh, how stressful!

Four sections with more or less 50 students each, but I bear in mind that I must

endure since it was just the first project. And then, I started teaching the next

project, the cross-stitch.

Feb 28-Mar 11> They started doing the project. Even though they have events such as their

promenade, they continue doing the project. And I’m happy knowing that they

enjoy doing cross-stitch. Some of them made a cross-stitch bookmark for me.

This week, I also conduct my teaching demonstration. And it went very well.

Mar 14-Mar 18> We proceed to the next lesson, the smocking. And as usual, I made my lesson

plans which were checked by my critic thoroughly and also the visual aids.

Mar 21-Mar 25> This week was supposed to be making our third project but they have series of

achievement tests which prolonged this project. They also have their periodical

test so we did not continue the project. I just started summarizing their grades

which I have on hand and handed it to Mrs. Cruz for her to finalize.

CURRENT ISSUES IN EDUCATION

LOCAL

The problems according to a public school teacher

The problems besetting the Philippine educational system are not lost among those who are in

the system themselves. Mr. Gilbert M. Forbes is a Head Teacher in elementary based in the

Pitogo District Division of Quezon province. I don't know the man, but I think he is truly an

educator because 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

must be addressed if people are serious about putting things in order:

1)Development of Instructional Materials particularly in core subjects. Teachers not only need

training in the preparation and development of instructional materials, but they must also be

given financial support to produce these. Instructional Materials include modules, standardized

validated rating, 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 own resources (money and otherwise) just to have these available to better teach

their classes. How can we actually expect them to come up with instructional materials that will

truly be of help to students if they are not properly equipped to develop them, and worse, not

have the necessary resources to create these?

The backlog in books has been reduced tremendously but textbooks still don't contain enough

exercises and testing materials that teachers can use for their daily instruction. As a result, most

of the time, 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?

The education department continues to receive an increase in the yearly allocation.

Unfortunately, the ratio of books to students remains insufficient to this day. Many pupils have

to share books, how can they 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 these criteria, 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-

bottom akin to the corporate world. Promotions should be solely based on merit. Because with

the present system, many of those who rise in rank "don't necessarily have the guts to become

an educational leader."

Many are just after the salary increase and most of all of the prestige that goes with being a

school manager! The worst is, these mentors are not really concerned and dedicated enough to

initiate reforms to improve the system.

While it is true that a teacher's salary is not commensurate to the workload, a real educator will

still lead 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

nobility is lost if there is no commitment and dedication to go with the job. There is great

responsibility in being 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 are supposed 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 subject matters.

And this results in overworking some mentors who are well-trained and educated because they

are forced 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

other issues he noted.)

Blast from the Past

My paternal grandparents were teachers. My father's sister was also a teacher, and in fact,

worked her way up the ranks to later become a public school principal. Since my grandparents

have both passed on, my aunt and dad never fail to regale us with stories of how it was in

public schools during their time.

If I remember correctly, everything was simplified. The curriculum was the basics or the 3 Rs --

Reading, wRiting and aRithmetic. By the time children completed each year level, they would at

least know how to read, write and do simple math, and progress a bit more after every grade

level.

I say great! To my mind, armed with these skills, you can fend for yourself even at a young age

because you'd understand simple written instructions, you can jot down important things, and

you'd be a little savvy about simple trade.

Back then, they had simple books -- ones that really honed a student's skill by familiarizing him

with the alphabet, phonetics and simple definitions. Unless you've mastered the addition table,

you were nowhere near progressing to multiplication. And even if teachers ended up

"terrorizing" their students or resorting to punishment, the bottomline was to inculcate in them

the necessary skills to make them competent individuals in the future.

Sure they had books and notebooks but not enough to break a child's back or dislocate the

shoulders. They were the essentials. A pencil, some writing paper and a notebook or two were

all they needed to come to class.

Boys were not exempt from home economics classes, which included learning to cook, sew, and

keep house. Neither were girls excluded from practical arts classes which had them gardening,

doing basic carpentry or even learning handyman skills.

It's been quite some time since I, too, was in school. But I do recall that things weren't as

complicated as they are now -- especially in the public school system here in the Philippines.

Yet, the graduates that were produced could go toe-to-toe with children who were products of

private schools. In fact, public school educated children were often better than their private

school counterparts. The only difference is their economic status and the opportunities

available to them.

So what went wrong? When had things become different? Why did they suddenly change a

system that was working?

I'll have to keep looking...

FOREIGN

Are You Teaching Material?

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The

great teacher inspires.

—William Arthur Ward

TEACHING IS a unique career in which you will wear many hats—communicator, disciplinarian,

evaluator, classroom manager, counselor, decision maker, role model, and even surrogate

parent.

According to 2009's The MetLife Survey of the American Teacher: Past, Present, and Future, a

retrospective survey report, teacher satisfaction has increased over the last quarter century.

Today's teachers feel more respected by society and more capable of earning a decent salary.

The survey also found that far more teachers today—75% compared with 45% in 1984—would

recommend a career in teaching.

Is teaching for you? What are your specialty and grade-level preferences? How do you choose a

teacher education program, and more importantly, how do you pay for it? What can you expect

from your teacher training? How about your first year on the job? This book explains all this and

more.

Maybe you've envisioned yourself in front of a bustling classroom since you were a young

student. You may have been inspired by an innovative teacher or a subject you were passionate

about. Perhaps one of your parents was a teacher who entertained the family with classroom

stories over dinner. Or maybe you're a community college or college student who has just

started thinking about a teaching career and taking courses to prepare. Maybe you have been

working for a while in another field and desire the career satisfaction experienced by the

teachers you know. Whatever your situation, if you think you might want to be a teacher—or if

you know you want to join the approximately four million K—12 teachers currently employed in

the United States—then you need to sort out your options. Becoming a teacher is a

complicated process.

Virginia Tech Faces a Fine for Its Delays After Shooting

By ROBBIE BROWN

Published: March 29, 2011

The Department of Education fined Virginia Tech $55,000 on Tuesday for waiting too long to

notify students after the 2007 campus shooting that left 33 people dead.

More than two hours passed after the shooting began before the university sent a notification

to the entire campus, the department said. The fine was the maximum amount allowed for

violating a federal law that requires timely notification after campus crimes.

Virginia Tech said it planned to appeal the fine. “We believe that Virginia Tech administrators

acted appropriately in their response to the tragic events,” it said in a statement. “The

department’s own compliance guidelines had illustrated 48 hours as an acceptable timely

notification time frame.”

On April 16, 2007, Seung-Hui Cho, a senior at the university, killed 32 people and wounded

dozens of others before committing suicide. The shooting began at 7:15 a.m., but Virginia Tech

did not release a notification until 9:26 a.m. And, according to a letter the Education

Department wrote Tuesday to the school, that notification was insufficient because it did not

say that the gunman was still at large or that a murder had been committed.

After the notification, Mr. Cho shot 47 more victims. By 9:50 a.m., the university issued a more

severe warning by e-mail, phone and loudspeaker.

The slow response may have resulted in more victims, the department said. “Had an

appropriate timely warning been sent earlier to the campus community, more individuals could

have acted on the information and made decisions about their own safety,” the letter said.

CURRICULUM VITAE

RACHEL ANN S. DELOS REYES133 San Roque Street, Brgy. Holy Spirit, Quezon City

09092649669rachelanns.delosreyes@gmail.com

Educational Background:

Tertiary

Polytechnic University of the Philippines SY 2007-presentDon Fabian, Commonwealth Quezon CityBachelor in Business Teacher Education

Secondary

Concepcion Pequeňa National High School SY 2002-06Naga City, Camarines Sur

Primary

Doňa Juana Elementary School SY 1996-02Brgy. Holy Spirit,Quezon City

Personal Information

Female; February 19, 1990; 18 yrs. Old; 110 lbs.; 5’4”; Filipino; Roman Catholic; Tagalog/English

SAN MATEO NATIONAL HIGH SCHOOLDAILY TIME RECORD

DATE DAY TIME-IN TIME-OUT HOURS

JAN 18 TUES 08:00 05:00 9JAN 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 9FEB 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 9

MAR 01 TUES 08:00 05:00 9MAR 02 WED 08:00 05:00 9MAR 03 THUR 08:00 05:00 9MAR 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 9

MAR 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 9MAR 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 9MAR 25 FRI 08:00 05:00 9

TOTAL HOURS 441