Practice
Teaching
Portfolio
of
Jennelyn Tabut Peñas
Bachelor in Business Teachers Education
SY 2010-2011
Republic of the Philippines
Polytechnic University of the Philippines
Practice Teaching
Portfolio
of
Jennelyn Tabut Peñas
Bachelor in Business Teachers Education
SY 2010-2011
Assigned at:
Sauyo High School
2nd Laguna St. NIA Village Sauyo, Q.C
Submitted to:
Prof. Marilyn F. Isip
Prof. Sheryl R. Morales
Coordinator/Adviser
Table of Contents
Dedication
Acknowledgement
Teachers Prayer
Introduction
Course Description
PUP
Philosophy
Mission
Vision
Sauyo High School
School Context- Community Profile
Programs
Description
History
Organizational Structure
Final Demonstration Plan
-Memo
-Articles
-Journals
Professional Career Plan – 2 Years
Narrative Report
Lesson Plan
Current Issues
-Local
-Foreign
Attachment
A. Photos
B. Lesson Plan
C. Certificate/ Daily Time Record
D. Evidence of Outreach Program
E. Reflection
This manual is dedicated to my family, who taught me that
the best kind of knowledge to have is that which is learned
for its own sake. It is also dedicated to my mentors, who
taught me that even the largest task can be accomplished if
it is done one step at a time.
Without their patience, understanding, support, and most of
all love, the completion of this work would not have been
possible
I am heartily thankful to my Alma Mater, Polytechnic University of
the Philippines for the opportunity of experiencing Student
Teaching, to Prof. Marilyn Isip and Prof. Sherilyn Morales for their
supervision, to my Cooperating Teacher, Mrs. Elizabeth A.
Lascoña, whose encouragement
, guidance and support from
initial
to the final level enabled
me to develop an understanding
of being a good
teacher, to Sauyo
High School who warmly
welcomed us in their School
, to My Beloved Students- I-
Excellence, I- Commitment, I- Diligence,I-Efficiency, I- Prudence
and I- Charity for love and respect during my stay in their school.
Lastly, I offer my regards and blessings to all of those who
supported me in any respect during the compilation of this
TEACHERS PRAYER
God grant me wisdom, creativity and love.
With wisdom, I may look to the future
and see the effect that my teaching will
have on these children and thus adapt my
methods to fit the needs of each one.
With creativity, I can prepare new and interesting
projects that can challenge my students and
expand
their minds to set higher goals and dream loftier
dreams.
With love, I can praise my students for jobs well
done
and encourage them to get up and go when they
fall.
INTRODUCTION
Student teaching is a college-supervised instructional experience; usually the culminating course in a university/college undergraduate education or graduate school program leading to teacher education and certification. It is required by those earning either a Bachelor of Education or Master of Education degree.
Student teaching is required for students who are not yet certified to teach. It is different from a practicum, which is required when a student already holds certification to teach, yet wants a certificate extension to teach another area of specialization; they are both college-supervised field-based experiences.
The 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.
The student teacher is usually placed in a neighboring or participating school district. The student teacher is monitored by the cooperating teacher from the district, as well as a supervisor through the college. The supervisor acts as a liaison between the cooperating teacher and the head of the college’s student teaching department.
The 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. There is sometimes a "phasing out" week were the student teacher returns the teaching role back to the regular teacher.
Polytechnic University of the Philippines
Vision
Towards a Total University
10-point Vision Towards a Total University.
1. Foster High Quality Campus Environment
2. Strategize and Institutionalize Income Generating Projects
3. Strengthen Research, Publications and Creative Works
4. Model Quality Management and Fiscal Responsibility
5. Improve Sense of Community Involvement and Linkages
6. Institutionalize the Principles of Academic Freedom and
Responsibility
7. Promote Academic Excellence in Student and Faculty Performance
Nationally and Internationally
8. Nurture and Enrich Our Cultural Heritage
9. Integrate ICT with Instruction, Research, Service and Production
10. Evolve Wholesome Living and Pleasant Working Environment for
Faculty, Employees and Students
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.
Goals
Reflective of the great emphasis being given by the country's
leadership aimed at providing appropriate attention to the
alleviation of the plight of the poor, the development of the
citizens, and of the national economy to become globally
competitive, the University shall commit its academic resources
and manpower to achieve its goals through:
1. Provision of undergraduate and graduate education which
meet international standards of quality and excellence;
2. Generation and transmission of knowledge in the broad
range of disciplines relevant and responsive to the
dynamically changing domestic and international
environment;
3. Provision of more equitable access to higher education
opportunities to deserving and qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social,
institutional, and individual returns and benefits derived from
the utilization of higher education resources.
Philosophy
As a state university, the Polytechnic University of the Philippines
believes that:
Education is an instrument for the development of the
citizenry and for the enhancement of nation building;
Meaningful growth and transformation of the country are best
achieved in an atmosphere
of b
rotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit
Polytechnic University of the Philippines Quezon City
formerly called PUP Commonwealth, is an extension of the
Polytechnic
University of the Philippines
, which caters student-residents of
Quezon
City
, as well as the nearby cities and towns like
Caloocan
,
Bulacan
, and
Rizal
.
Polytechnic University of the Philippines –
Quezon City
Politeknikong Unibersidad ng Pilipinas - Sangay Lungsod Quezon
Motto Tanglaw ng Bayan
Established 1997
Type Public University system
Officer in
charge Dir. Pascualito Gatan
Academic staff 30
Admin. staff 14
Students est. 1920 as of 2007
Location Quezon City
University
Hymn Imno ng PUP
Colors █ █
Affiliations ASAIHL, IAU
As a member of the PUP System, the University provides education to
students. As of 2010, the campus offers six undergraduate programs
providing the needs of the business world. Programs offered include:
•
Undergraduate Programs
o
Bachelor of Science in Information Technology
o
Bachelor of Science in Entrepreneurial Management
oBachelor in Business Teacher Education
o
Bachelor of Science in Business Administration major in
Marketing Management
o
Bachelor of Science in Business Administration major in
Human Resources Development and Management
•
Graduate programs
o
Master in Educational Management, MEM (Distance Learning
Mode)
o
Master in Public Administration, MPA
o
Master of Science in Information Technology, MSIT (Distance
Learning Mode)
Brief History
The PUP-Commonwealth Campus in Quezon City was established through the generosity and benevolence of Mr. Walter Rothlehner, a German church leader and an owner of a certain square building situated at the Sikhay Compound, Don Fabian Street, Brgy. Commonwealth, 1119 National Government Center, Quezon City. Mr. Rothlehner donated the said property to the Polytechnic University of the Philippines.
The 1.9 hectares of land presently occupied by the PUP-Open University, Commonwealth Campus is donated by the SIKHAY - an association duly registered with Securities and Exchange Commission represented by its President, Rev. Fr. Joel T. Tabora, S.J. PUP-Commonwealth is an establishment campus of Polytechnic University of the Philippines with the National Government Center in order to bring quality education to the urban poor communities especially the underprivileged families of Quezon City.
The PUP-Commonwealth started as a two-building campus. These two existing buildings were donated by its owner to the Polytechnic University of the Philippines purposively used as classrooms, library and offices for students and faculty members. Hence, the PUP through its Open University committed to administer and maintain the described buildings and portion of land in the interest of its students in the locality and in the nearby the vicinity.
The PUP-Commonwealth is an extension campus of PUP Sta. Mesa, Manila. It came to exist through its formal launching held at the Misereor Hall, last July 29, 1997. It was attended by the former PUP President, Dr. Zenaida A. Olonan, who presented the Plaque of Recognition to the donor of the PUP-Commonwealth Campus, Mr. Walter Rothlehner The said activity was graced by former Congressman of the 2nd District of Quezon City, Hon. Dante V. Liban and other special guests from the local government of Quezon City and the PUP Administration.
At present, the PUP-Commonwealth Campus has still four (4) existing buildings namely , the Rothlehner Hall, Miseor Hall, New building through the courtesy of
Cong. Magsaysay , Susano and Villar and the Student Multi-Purpose Hall, library, two rooms for keyboarding and computer laboratory having more than 20 computers, administration offices and classroom serving almost 1600 students in the campus. Furthermore, PUP-Commonwealth is now on its 10th year of promoting quality education and nurturing her constituents toward a rich and meaningful life by providing them a highly technologically advance education, a continuing quest for academic excellence, and deep commitment to serve human kind.
Finally, PUP-Commonwealth Campus is under the directorship of Director Pascualito B. Gatan.
SAUYO
HIGH
SCHOOL
LOCATION
Sauyo High School
Pantabangan St., Quezon
Sauyo High School
Mission
The school exists to provide quality
education through competent teachers
with supportive community in a
conductive learning environment.
Vision
The Sauyo High School envision to
produce quality students who are
Maka-Diyos,Maka-tao,Maka-kalikasan
at Makabayan
Sauyo High School History
History looking back at the history of Sauyo High School, one could not imagine that it would metamorphose into a beautiful school as it is now, far from the Pasong Tamo High School (its former name) which was regarded then as a “deprived, depressed, and under served” school in the Division of Quezon City.
Sauyo High School formerly Pasong Tamo High School started as an Annex of
Novaliches High School in 1969, with one section of thirty students in the first year level on a pre-fab building at the back of Pasong Tamo Elementary School. This was in answer to a felt need in Barangay Pasong Tamo (where it got its name) through representations by barangay leaders led by Mr. Conrado Panlaque, Sr., to the City Mayor and City Superintendent of Schools. In 1972 to August 1978, it was made an Annex of Culiat High School. It became independent on September 1, 1978. Yet it had to live with a small campus that got muddy during rainy season inadequate classrooms
and school facilities and a number of squatters that dwelt in the vicinity.
After twenty-one years at the back of Pasong Tamo Elementary School, the school moved to its new campus On October 26, 1989. This is on a 4,747 sq. meters lot donated by the National Irrigation Administration at the NIA Village, a middle-class subdivision in Sauyo , Novaliches. At present, the school has two sites. Site 1 situates the two-storey 12 classroom Gavaldon building built in school year 1988 – 1989 which was funded by the City Government, the two storey 4-classroom NCR building
constructed in 1989 and rehabilitated last school year, and the two-room DPWH
building. This site houses the Principal’s and Administrative Office, the school clinic, the Reading Center, a computer room and a mini-library.
Site 2 situates the three-storey 12 room Mathay Building, the two-storey 9 room SEDP building which houses the Technology & Livelihood building, the school library, the Registrar’s Office, and two-storey Liban building.
Both sites have guidance offices, airconditioned faculty rooms, and school canteens operated by the Sauyo High School Multi-Purpose Cooperative.
Classes are held in morning and afternoon shifts. The third year and fourth year students hold classes in Site 1; the first year and second year students in site 2. The school caters to students from its catchment areas – Bagbag and Sauyo – as well as those coming from adjoining subdivisions.Since its establishment, the school had been headed by the following administrators, namely: Mr. Jose Aguilar (1969 – 1971); Mr. Ricardo Reyes (1971 – 1972, one month); Mrs. Basilia Jimenez (1972 – one month); Mrs. Elizabeth Olbina (Oct. 1972 – 1975); Mrs. Virginia Cerrudo (1975 – 1976); Mrs. Perla Verso (1976 – 1978); Mrs. Purificacion Cruz (1978 – August 14, 1984); Mrs. Elisa Lorenzana (August 15, 1984 – August 30 1989); Ms. Flor Sandoval (September 1, 1989 – June 18, 1990); Mr. Exequiel Calixtro (June 19, 1990 – January 1993); Mrs. Sheridan Evangelista (January 1993 – May 1993); Mr. Stevenson Damo (June 1993 – April 1994); Mr. Alfredo Dela Cruz (may 1994 – 1998); and Ms. Ofelia Millete (November 1998 – October 16, 2002); Dr. Josefina M. Pamplina (October 17, 2002 – August 10, 2004); Mrs. Erlinda M. Barreras (August 11, 2004 – October 28, 2005); Mrs. ANGELITA G. REGIS (November 8, 2005 – December 11, 2006); Dr. MODESTO G. VILLARIN (December 12, 2006 to 2008) . The present school head is Dr. Corazon Lomibao 9
(2008 – present)
The new principal is much concerned on the improvement of the school buildings and its facilities to make the school conducive to learning. She also zeroes in on
instructional competence among teachers and academic achievement among students. She hopes that with the concerted efforts of the school, the teachers and the students. Sauyo High School will become a better performing school in the Division of Quezon City. Her vision is to make Sauyo High School become the most improved school in terms of school achievement mean and special program for the arts, such as creative writing, choral group, dance troupe, theater arts, visual arts and drums and lyre.
SAUYO HIGH SCHOOL
FINAL
DEMONSTRATIO
N PLAN
TECHNOLOGY AND LIVELIHOOD EDUCATION I Date: February 23, 2011 Learning Competences: ENTREPRENEURSHIP Time: 12:30 – 1:20 PM Sub-Learning Competences: Retailing Section: I- Excellence I.TARGET:
At the end of the lesson, the students should be able to:
1. Identify different kinds of retail stores and merchandising practices 2. Describe the characteristics of different retail stores
4. Appreciate the Importance of Retail Stores
II. CONCEPT:
A. Topic: Kinds of Retail Stores
B. Materials: Visual Aids, Pictures of Different Kinds of Retail Stores
C. Reference: Module in Entrepreneurial Retail Operation by Lorenzo Carriedo et.al. pp. 29-36
III.PROCEDURE:
A.PREPARATION
1. Daily Routine * Greetings
2. Review of the Past Lesson
B. PRESENTATION
1. Show with the class pictures of Different Kinds of Retail Store
General Merchandise Store Grocery Stores Specialty Stores
Kinds of Retail Stores
1. The General Merchandise Store 2. Grocery Store
3. Single Line or Specialty Store 4. Department Store 5. Supermarkets 6. Kadiwa Centers 7. Superstores IV. EVALUATION: • Group Activity:
Each group will be assigned to make a collage of products that can be seen inside the retail stores.
V. AGREEMENT:
Topic: The Importance of Retailing
1. What is the importance of Retailing?
Checked By:
Mrs. Elizabeth Lascoña
Prepared By:
Ms. Jennelyn Tabut Peñas
After two years, I want to be recognized as someone who made a positive difference in the lives of the people and in organization that I was associated with. I know I will have to work hard to get this recognition, and I am willing to put for the necessary effort. I intend to approach everything I do with a positive attitude, lots of enthusiasm, and a desire to ‘Make the Difference’. I know my Alma Matera prepared me for these objectives. But I also realize that to accomplish all that I want to, I will have to continue to learn new skills as I progress. In the next two years, I’d like to obtain a secure yet challenging job. By this time, I expect to know more specifics about the career path I want to take. Hopefully, as a result of a achieving my short-term goals, I will have an impressive combination of knowledge, skills, and experience to move ahead. I f my skills and knowledge are not sufficient to obtain this , I may consider getting my MEM degree at Polytechnic University of the Philippines.
My Long tern goal would be to get to the top of the ladder. It would be nice to do this by climbing straight up one ladder, but most likely, I’ll jump laterally from ladder to ladder to continue my assent. Ideally, I would like to end my professional career as a Teacher of large, well known school. I would get enjoyment out of knowing that I make an impact on the day-to-day lives of my students.
If I can achieve each of my goals to their fullest extent I should be able to accumulate a good deal of wealth by time I retire. I hope to live a long and comfortable life, giving back to the community making a lasting impression on each.
Narrative
Report
1
Week
stWell I’m back for more teaching practice. So far everything’s going smoothly but the challenge starts next week when I will start to teach. This week I will be doing some preparation for my teaching . I’m glad that I have here my co- student teacher. I’ve met a few new colleagues and there are also a couple of familiar faces. For now I only have one textbook that I would use for teaching. I have met my students and figured out the classrooms. I would be teaching five classes. I’d be teaching Entrepreneurship, which is a big relief because I know a lot in this subjects. I still need to do a few more things including giving my supervisor a copy of my timetable and the classrooms’ locations. Yep, this time there will be supervisor to well.. supervise my teaching.
I would like to first express my gratitude and excitement at the opportunity to perform my student teaching at your school in Mrs. Lascoña’s classroom. I am excited to begin gaining the experience and lessons of becoming a better teacher for the students of today by teaching your classes. Much like your school is prepared to offer an education to all and stress the points of responsibly, goal driven schoolwork, planning and time management, and positive attitudes; I too offer those same ideals. I feel all who wish to gain an education are welcome to it and I am honored to have the chance to be your teacher. n my previous pre-student teaching observations, where I had the chance to watch experienced teachers conduct their classes and learn firsthand
teaching strategies, I feel I have seen a small taste of the education world. I find myself excited and eager to be in front of the classroom where I have always wanted to be. While I have seen various forms of teaching I am feeling ready to begin my own. In my personal forms of teaching I value the student’s opinion and values on the topic of instruction. If a student is engaged in a lesson they are learning, and from this I formed various philosophies on the education process. While I am eager to teach many lessons and provide an education, I am also prepared and excited for lessons I will learn from the students, the school, and my cooperating teacher.
CURRENT ISSUES
IN
PHILIPPINE
EDUCATIONAL
LOCAL
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) goverment 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.
Woes of a FIlipino Teacher
Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public
school. Imagine yourself handling a class of 60 to 70 students. Imagine
yourself handling two shifts of classes with 60 to 70 students.
Yes, it is a nightmare. And yes it happens in real life within the public
school system. It is a manifestation of the two most prevalent problems in
the educational system: lack of classrooms and lack of teachers.
In fairness, most private school teachers, especially those in small private
schools, will admit that public school mentors earn more than they do. But
even with the relatively higher wages, it does not seem to compensate for
the daily travails of public school teachers.
The ideal ratio of teacher to student is 1:25. The less number of children
handled by one mentor, the more attention can be given to each individual,
especially if their learning competencies are not equal. With 25 students in
a class, the teacher is likely to know each of her students, not only by face
but by name and how they are actually performing in class.
But with 60 children in a classroom, it is a miracle how teachers are able to
stay sane every single day. They hardly know their pupils, save for the
excellent ones or unfortunately, the notorious. She does not even bother to
remember them. How can she? Classrooms are cramped, if there are any
at all. Many classes are held in makeshift rooms meaning a multi-purpose
covered court with partitions where 4 or 5 classes are merely separated by
thin plywood walls. With 60 kids north, east, south and west, it's a wonder
teachers can hear themselves over the din.
And how do you tailor lessons with so many competencies to consider?
Often, the result is children are left to cope on their own. If they get the
lesson, well and good. Otherwise, they are lucky to pass at the end of the
year.
Yes, students are still divided into sections and they are grouped into the
level of their academic skills. Which leaves those who are academically
challenged lumped together and their teacher to stretch her skills, patience,
resources and dedication to addressing the need of her students.
Resources are another matter. Many public school classrooms are
equipped with the most basic of equipment: a blackboard, chalk and
eraser. Some are fortunate to have visual aids, either donated or
purchased by the school. But many times, a teacher will not only have to be
creative, but will dig into her own pocket to produce the kind of materials
she needs and wants to teach class.
It used to be that rolls of Manila paper were adequate to write down the
lesson for the day. But this can get to be very expensive, especially if the
lessons are long. And with a class so huge, children are barely able to see
small handwriting from the back, so you need to write bigger, and use more
paper. Children always welcome additional and unique visual aids, and
woe to the teacher who has to create them if she wants her subject or
lesson to be more interesting.
Which brings us to the budget for visual aids. It is non-existent, except if
you choose to shell out on your own. Teachers still have to make ends
meet. And often, their pay is simply not enough to cover their needs, as
well as their families.
The Department of Education just announced that so many millions of
pesos have been released for the construction and repair of classrooms
around the country. I believe this will only cover those included in a priority
list. But there are many more schools which lack classrooms, and more
communities that lack schools.
When additional classrooms are built, will there be additional teachers? If
new teachers will be hired, will there be a budget to support their wages?
It's a never-ending cycle, because the government has yet to come up with
a plan that will finally address these problems.
In the meantime, Ma'm or Sir will have to suffer through their public school
experience.
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?
The 3 Rs
How come the 3 Rs (Reading, wRiting and aRithmetic) were good enough
in the old days to ensure that kids learned in school?
An Insider's View
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
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.
EDUCATIONAL
ARTICLES
Issues in Philippine Education: In Retrospect
By Engr. Herman M. LagonThey say that education is the best social leveler. They say that it is the very answer to poverty, corruption, hate, and ignorance. If it really is like many people believe it is, then the study of the key educational, ergo curricular, issues in the Philippines is a significant endeavor that needs serious pair of eyes, ears and hands.
According to the IBON Facts and Figures, the literacy rate in the Philippines has regressed a lot over the last ten years. This is attributed to the dwindling quality, relevance and accessibility of education—the very basic rights of the Filipino youth as etched vividly in the Constitution.
Despite the good things that Department of Education has reported such as the increased number of classrooms and students, the fact remains that the crowding 1:70 classroom ratio, the decreasing aptitude of students and the decadence of the values of the young, among hundreds others, hamper the progress of the state of education of the country.
From http://www.ph.net/htdocs/education/issue.htm, education in the Philippines may be summarized into the following four issues: 1. Quality of education, 2. Affordability of Education, 3. Government budget for education, and 4. Education mismatch.
1. Quality–There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the NCAE and Board Exams for college students, were way below the target mean score.
2. Affordability–There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.
3. Budget–The Philippine Constitution has mandated the government to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations among the ASEAN countries. This, not to mention the corruption component in the same institution that must abhor such act.
4. Mismatch–There is a large proportion of “mismatch” between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. Here, also to consider is the degenerating educational mindset of working abroad or of working for employment no matter what it takes, with no regard to other more valuable intentions like social work, inventiveness and entrepreneurship leading to public service and better self-actualization.
The following are some of the reforms proposed:
1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded scholarship program, giving more focus and priority to the poor but deserving, maybe more equitable.
4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones. 5. Develop a rationalized apprenticeship program with heavy inputs from the private
sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.
The macro-level educational issues and concerns above can be better understood when the micro-level concerns—mainly curriculum issues—are put into the equation. This way, people can understand the state of education more and eventually face and nip the problems in the bud.
Curriculum managers and educational experts are always looking for better ways to achieve better learning through teaching. However, since curriculum innovations seemed to be difficult for many, issues and concerns have been raised about curricular innovations. The newness of the idea to the users raises issues which need to be addressed. Certain aspects need to be clarified in order to overcome the attitude and feelings that create some concerns.
Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum issues. These are 1. Academic Area Initiatives, 2. Alternative Schools, 3. Bilingual/Bicultural Education, 4. Censorship, 5. Gender, 6. Health Education, 7. Diversity, 8. Privatization, 9. Provision for Exceptionalities, 10. Religion in Public Education, 11. Scheduling Arrangements, and 12. Standards and Assessment
Clearly, there is no discrete separation in these twelve categories. On one sense, they are all interrelated and bear close relationship with each other. Some items enumerated, however may not be fit for the Filipino audience.
In the Curriculum Development book of Purita Bilbao et al., it enumerates a number of fitter and more relevant Curricular Issues and Concerns.
1. Poor Academic Performance of Learners. How does he performance of learners relate to the curriculum? Our basic education curriculum was prepared by experts in the field of curriculum making and the subject specialization. The written or intended curriculum is well crafted and all elements of the curriculum are considered. But why are Filipino learners lagging behind from their counterparts the southeast in the TIMMS? Why can’t our schools significantly raise the level of performance of the learners’ vis-à-vis national standards? Issues on the varied implementation of the curriculum among schools and teachers seem to be one of the reasons for the prevailing low performance of schools all over the country. There is perennial complaint about books and other instructional materials. Overcrowded classrooms do not provide a good learning
environment. In addition, the teacher has been identified as one of the influencing factors in the varied implementation of the curriculum. Issues like ill prepared teachers, poor attitude towards change and low morale have been thrown to teachers. Leadership support to an effective implementation of the curriculum. Perhaps if these are not addressed, then the outcome of the curriculum which is academic performance if schools will be low.
2. No Sense of Ownership. Most of the curricular innovations are handed down from the top management. Those who are going to implement simply tow the line or follow blindly. Sometimes the implementers lack full understanding of the change or modifications that they are doing. The goal is unclear, thus there are a lot of questions in the implementation as well as evaluation from the concerned persons. Because of this concern, there is little support that comes from the stakeholders. They just leave the school to do it on their own, thus giving the classroom teacher a burden.
3. Curricular Bandwagons Only. In the desire of some schools to be part of the global educational scenario, changes and innovations are drastically implemented even if the school is not ready. Some schools for example implement a curriculum that is technology-dependent when there is not enough computers in the classroom. There are no internet connections either. How can correct and apt scientific experimentations happen if there are no laboratory tools, equipment or chemicals in the first place? But they have to show that they are also keeping abreast of the development even if their equipment are insufficient.
DepEd to schools: Keep graduation rites austere, politics-free
Thu, Feb 25, 2010
Manila (23 February) — The Department of Education (DepEd), in Order No. 13, ordered all public and private schools to keep graduation rites for Batch 2010 politics-free.
It also ordered the schools to keep their graduation rites solemn yet simple and austere especially due to difficulties brought about by recent natural calamities. DepEd Secretary Jesli Lapus said in the order that the graduating rites should be conducted in an appropriate solemn ceremony befitting the graduating students and their parents and shall not in any way be used as a venue for political forum.
Lapus reiterated the department’s policy on the conduct and collection of fees for graduation rites, where public schools are not allowed to collect graduation fees or any contribution for graduation rites.
While the Parents Teachers Association (PTA), however, may solicit minimal voluntary contributions from members for graduation ceremonies and celebration, teachers and principals should not be involved in it.
On the other hand, Lapus said there should be no extravagance in graduation rites, adding holding the graduation in school premises is encouraged.
Also, Lapus said there should be no special attire for the ceremonies. While wearing togas are allowed, only the actual cost of rental of togas (will be shouldered) by the graduating class.
Lapus also stressed contributions for the annual yearbook will be on a voluntary basis only.
DepEd, DPWH team up to fast-track titling of public schools
Mon, Dec 21, 2009MANILA, Dec. 20 (PNA) — The Department of Education has entered into an
agreement with the Department of Public Works and Highways (DPWH) to hasten the titling of school sites continuously occupied by public elementary and secondary schools nationwide but have yet to be registered and titled to DepEd.
Education Secretary Jesli Lapus and DPWH Secretary Victor Domingo signed recently an agreement to facilitate the prompt issuance of clearances required for the titling process. “We need to address this issue on school titling urgently to ensure that school operations are not disrupted and our children will not be displaced,” Lapus said on Sunday.
The titling of public schools will protect public schools from encroachment, segregation, illegal occupation, and adverse claims of ownership by other individuals or parties. “It will contribute to further improvement of the public school system,” Lapus added. In 2007, DepEd signed an agreement with the Department of Environment and Natural Resources (DENR) and the Department of Agrarian Reform (DAR) on the titling of school sites.
The agreement stipulated that DENR shall be responsible for the technical output which includes the survey of public and privately owned lands covered by Deeds and
Donation, field validation, and preparation of draft proclamations for approval by the President.
DAR, for its part, shall facilitate the issuance of the Deeds of Transfer of school sites that are located in Resettlement Areas and Landed Estates, which it administers. DPWH endorsement/clearance is among the prerequisites to DENR’s preparation of presidential proclamations reserving lands for public purposes.
DepEd will provide DPWH the profiles of 5,000 school sites that will require DPWH clearances. Selected regions in Luzon have been prioritized for this initial phase, with other regions soon to follow.
Lapus noted that cooperation from other government agencies is crucial in order to resolve this perennial problem.
DPWH, along with other government agencies, has given DepEd its assurance of full support in the local, regional and central office levels to speed up the issuance of suitability clearances.
DepEd earlier identified some 8,000 sites that have been continuously occupied by public elementary and secondary schools, which were donated by private individuals as well as government entities, but have not been transferred, registered or titled under DepEd.
Lapus said that the DPWH earlier had allocated another P2 billion for the construction of new classrooms and repairs of existing ones.
FOREIGN
Ten education issues the new government should address
After 30 years of fiddling with the education system, whoever gets into power should now focus on the big issues
Assessment should be restored to its vital role in teaching and learning, and league tables outlawed. Photograph: Jeff J Mitchell/Getty Images
The general election is dominating our news. From nurseries to lifelong learning, the three main parties' education policies have been thoroughly scrutinised and commented upon.
Each manifesto has a few progressive ideas: Labour's trial of free school lunches for all primary children; the Conservatives' support for the provision of free nursery care for preschool children – although Michael Gove's equivocation about top-up fees is worrying; and the Liberal Democrats' plans to phase out university tuition fees.
The three manifestos also have some silly ideas. Labour wants to teach Mandarin in primary schools even though we have patently failed to teach any foreign language to more than a minority. Is anyone in the Department for Children, Schools and Families aware of the negative findings of the 1975 National Foundation for Educational Research's study, French in the Primary School?
The Conservatives will encourage new schools to be opened and run by parents – at least until their children leave. The overprovision that will be created is bound to deplete the resources of existing schools, and the potential for the sharp-elbowed to benefit at the cost of everyone else will add to the fragmentation of the system.
The Liberal Democrats have promised priority funding for small classes, despite research showing that schools need flexibility in how they make the most of teachers and that small groups benefit the youngest but not necessarily other older pupils.
After 30 years of endless fiddling with our education system, oh that a new government – whether a single party or a coalition – would turn its attention to regulating big business and the banks, providing an up-to-date infrastructure and protecting the liberties and welfare of its citizens.
It would be excellent if whoever grasps power after Thursday's election drops all gimmicks and focuses on the big issues that only government can change. Here are the top 10 points from my personal wishlist.
1 Accept that the country needs a high-quality education "system" rather than a pecking
order of schools and colleges. Local authorities have a vital role. Links and transitions between the phases are crucially important. Competition works for sports and some cultural events, but learners are often better served by collaboration.
2 Realise that, if the desire to reduce the achievement gap between the advantaged
and the disadvantaged is genuine, those who currently gain the least from education need to receive the most resources and have the best teachers.
3 Learn from Sure Start and from the excellent longitudinal research on preschooling
that universal, high-quality, free nursery provision makes sound educational, social and economic sense.
4 Grasp that teachers are the solution not the problem. This means the profession
attracting, and keeping, the most talented and the best-motivated people (Teach First has gone some way towards this). It also means the government allowing teachers reasonable autonomy in how they teach.
5 Limit the national curriculum to core subjects and those topics deemed essential to
preserving our heritage, maintaining our national culture, and extending our international understanding.
6 Restore assessment to its vital role in teaching and learning, and outlaw the
disastrous and divisive league tables.
7 Restrict inspection to ensuring that failing institutions are identified and improved
rather than attempting the impossible task of sorting all schools and colleges into finely graded categories.
8 Extend pedagogical expertise by encouraging well-planned pilot experiments in
teaching and learning, monitoring and professionally evaluating their outcomes, and disseminating emerging innovatory good practice.
9 Ensure that further education emerges from its Cinderella role and that part-time
university students are given the support they deserve.
10 Establish a democratically elected standing commission – accessible to all citizens
online – to consider and recommend future changes to the education system, thereby easing the strangulation of educational thinking by party politics.
Such changes will not be easy to make, as successive governments have created groups with vested interests in controlling schools, making money from servicing them or enjoying privileged access to the best provision. These 10 points cannot, by themselves, ensure a high-quality system in a fairer, less greedy society – that would require lots more pressure from us citizens – but they should make such an outcome more likely.
Staffordshire University teaches degree course in prison
Dovegate prison in Staffordshire runs first workplace foundation degree in offender management
HMP Dovegate deputy director Trish Mitchell, right, with staff and students on the offender management foundation degree. Photograph: John Snowdon
In a lecture theatre in Staffordshire, 15 students are at an induction session for a new foundation degree. They talk about their upcoming modules, which include law, crime and criminal psychology, while nearby all the usual campus facilities – library, medical centre, gym, football pitches – are filled with people. But this is a far cry from the UK's other seats of higher education: the residents at this site include murderers, rapists and thieves. This is Dovegate prison in Staffordshire, and the undergraduates are prison officers embarking on Britain's first workplace foundation degree in offender management, run by Staffordshire University and Stafford College.
The group includes prison custody officers and an assistant director. Some are bosses, others junior members of staff, but all are having to switch from barking orders all day to listening to instructions in the classroom.
"It's going to be a bit of a challenge," admits Gillian Curtis, 29, a custodial officer at Dovegate. "Switching from organising prisoners, being in charge and running their lives, to going back to school will be difficult. I'm going to be the one who has to listen and produce the work demanded of me, plus ask for support and advice, rather than giving it out to prisoners all day, as I'm used to."
Yet Curtis is filled with excitement at the prospect of starting the degree. "I left school at 16 and worked as an administrator at a car finance firm, but always regretted missing out on university," she says. "I've done NVQs in custodial management while working at the prison, but it's something completely different to get a degree. I'm a bit scared but mostly can't wait to start studying."
The officers attend lectures at the prison's learning suite during working hours. And with all their course fees and textbooks paid for by Serco, the private company that runs Dovegate on the government's behalf, the students hope they can use the degree to ultimately boost their own earnings. Damian Holdcroft, 34, a unit manager at the prison, explains: "I hope [the degree] will give me a better understanding of how we and external agencies like the probation service might work together. The government is very keen on performance-related pay – and if we can work together to better rehabilitate offenders, then everyone benefits."
The new tuition-fee regime for undergraduates to be introduced next year means universities are increasingly focused on developing workplace degrees in conjunction with businesses, according to Michelle Hammond, a law lecturer at Staffordshire University, who wrote a module on the offender's journey through the criminal justice system for the Dovegate degree. "This is definitely a developing area for our sector," she says. "Working with employers and organisations to develop courses also widens access to education for people who would not automatically consider going into higher education, and helps students who haven't been involved in education for a long time." Alex Benton, 35, one of the Dovegate undergraduates, joined the prison in September after being made redundant from his job in sales. "I come from a normal working-class family, and going on to college when I was 16 just wasn't an option," he says. "I needed to bring in money for the house. I started working in sales aged 16, and worked my way up for the next 18 years. But my world crashed around my feet during the recession when I was made redundant. I've got two children and a mortgage. I was desperate." Benton got a job as a security officer at Dovegate and worked his way up to prison custody officer. He now looks after up to 96 prisoners, unlocking their cells in the morning, organising their meals, work and exercise, and locking them up at night. But he hopes for more career progression with the help of his degree.
"As soon as I arrived at Dovegate I was presented with training opportunities and NVQs," says Benton. "It was great – I never dreamed of a job where people would actually be willing to work with you and help you improve yourself. This degree is a huge deal for me. I always wanted to go on to higher education but never had the opportunity before. Now, I'm going to work so hard on this degree. As much as the
lecturers are willing to give me, I'm willing to give back. I'm putting all my hopes in it to better my prospects."
BRIEF SYNOPSIS
OF READING
AND RESEARCH
PREFERENCES
Introduction:
On Being a Student Teacher
The aim of the book is to help you make the student-teaching experience a rich and successful one. When deciding what to include from the vast literature on education, teaching, and learning, we examined studies in which student teachers reported their concerns. We also reviewed journal entries of our own student teachers, and we drew on our own experiences as student teachers, teachers, cooperating teachers, and university supervisors.
SOME KEYS TO SUCCESS
Student teachers say they know they are taking on a responsible job. They feel the pressure of having to teach 20 to 30 students in elementary school, 100+ students in middle and high school, to do it well, and especially to do it in the presence of the cooperating teacher and the college/university supervisor. They have to contend with the pressure.
Our experience suggests that the student teacher's comfort on the job is one of the keys to success. By "comfort" we mean that the individual is able to manage the inevitable worries and stresses and to enjoy the challenges of preparing for and
Preparing For Student Teaching
TOPICS
• Expectations about your class • Self-expectations
• Preparing for your assignment
• Becoming part of the school community • Common concerns of student teachers • The CONTROL-C method of problem solving • Four stages to student-teaching success Stage 1: The early days
Stage 2: Becoming a member of the teaching team Stage 3: Soloing as a teacher
Stage 4: Feeling like a teacher • Critical issues
"When I think about teaching my own classes, I'm excited, anxious, and a little scared. Especially I wonder if I can be a real teacher to them, someone they will accept as the equal of their own teacher. I also wonder if the teachers at the school will respect me." Those were James' feelings a few days before beginning his student teaching.
His feelings were normal. It is normal to feel some anxiety in anticipation of a new experience, especially when you are going to be observed and evaluated and when your career hinges on success. Do you remember other first experiences--the first date, the first time you drove a car, or, earlier yet, the first time you gave an oral report in class? Chances are you showed the normal human reaction of anxiety of one kind or another: "butterflies" in the stomach, a bit of sleeplessness, a lowered appetite or its opposite, overeating and some digestive problems, or a combination of these. And chances are, moments after the new experience got under way, your anxiety level dropped considerably.