Student Teaching Portfolio

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City

Student Teaching Portfolio Of

EMERSON RAY RODRIGUEZ AGUINALDO

(A.Y 2010-2011)

Assigned at:

Polytechnic University of the Philippines Quezon City Campus

Don Fabian St. Brgy. Commonwealth Quezon City

Submitted To:

Prof. Marilyn F. Isip Prof. Sheryl R. Morales

Coordinator

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City

Student Teaching Portfolio Of

EMERSON RAY RODRIGUEZ AGUINALDO

(A.Y 2010-2011)

Assigned at:

Polytechnic University of the Philippines Quezon City Campus

Don Fabian St. Brgy. Commonwealth Quezon City

Submitted To:

Prof. Marilyn F. Isip Prof. Sheryl R. Morales

Coordinator

TABLE OF CONTENTS

Acknowledgement Introduction A Teacher’s Prayer PUP Vision and Mission PUP Quezon City Background

COABTE General Objectives and Course Outline The Student Teacher’s Code

Community Outreach Program Professional Career Plan Weekly Narrative Report Current Issues in Education Appendices

Curriculum Vitae Photograph Collection Daily Time Record

DEDICATION

It is with great humility that I present and dedicate this writing to my family, friends, and future educators to someone who stood by my side and giving me all the inspiration and support that I need. And most especially to the one and only source of my strength, courage, knowledge and everything to our Almighty God… Thank you for allowing me to bask in your loving presence as I continue facing the world.

ACKNOWLEDGEMENT

I would like to express my heartfelt appreciation for the people who helped me for enhancing my skills, developing my potentials and exploring my abilities and capacity of becoming a teacher with regard to my journey in this beautiful field of teaching. I want to thank the following:

• Ms. Nora Ferrer and Mr. Ferdinand Ferrer, when the time that I decided to to take the PUPCET thank you for the financial and moral support that you’ve given me that is why I have the chance to enter the tertiary level education.

• Ms. Kristel Joyce Delos Santos and Mr. Ian Genesis Fernandez, up to this moment I will never forget what we’ve been through just for me to enter the university.

• Members of the church choir, Ka. Ramon and Adora Manga, Ka. Liberty Nova, Tita Nancy Ambay, Nanay Sol Padilla. This people really contribute a lot of help when I am in times of need especially when it comes to financial aspect. Thank you so much for all the good things that you’ve done to me.

• BFF (Best friends Forever) Daisy Escaño, Romelie Gado, Marvin Valenzuela, Jhimlet Dela Peña and Family, thank you for being there always on the times that I am stressed and pressured for the bonding,

nightlife at Dela Peña Mansion Ka. Lita thanks for all your support to us, our friendship really matters to me I hope nothing will change.

• Administrative and Faculty staff of PUPQC, for giving me the chance to have my practice teaching in the university, and for trusting me during the time when I am still a Student Assistant thank you for the opportunity that the university had given me.

• Prof. Norberto Caturay, Prof. Marilyn F. Isip, Prof. Sheryl R. Morales, Dr. Lily G. Mendoza, Prof. Artemus Cruz, Prof. Cleotilde B. Servigon, Prof. Doris B. Gatan, Prof. Rosalinda R. Madelo, I want to thank all these professors for their valuable guidance and assistance all throughout my practice teaching. They served as my mentors I am truly affected their spontaneous acts of love, appreciation and support I have kept all your advice in my heart thank you very much.

• My Students, BBTE 1-1, BBTE 2-1, BSEM 1-2, BSBA-HRDM 1-1, BSBA-HRDM 2-N, and DOMT 1-1. I want to thank them because they served as my training ground they helped me to modify and improve my teaching career. I’ve also learned a lot from them the time that we spend together inside and outside the classroom was such an experience I would remember forever.

• My Classmates, Einjels and True Friends. In four years of being together thank you for all the joy, laughter, good and bad memories for everything that’s happen to us lately especially now that we are about to separate

ways remember that God has a reason and purpose for all of this. Thank you so much, hope to see each other again after years of our graduation. • My Family, who always served as my inspiration for me to continue and

pursue my dream my victory in this battle is lovingly dedicated them. Finally, I owe all of these to our Almighty God who gave me strength, guidance and wisdom. I want to thank him for giving me the knowledge and skills that I have used to pursue my chosen career and for making me feel that the profession that I have chosen is not a regretful one. Thank you for all the blessings that you continue showered to me. It feels my heart with so much joy. To God be the glory!

INTRODUCTION

Student Teacher Training is the preparation of an individual to be a professional teacher. This part of training is manifested after the complex nature of the teacher learning process while taking up the pre service education.

Individuals who intend to become a teacher are required to fully understand and appreciate the genuine definition of teaching. And as teaching implies, it is the systematic presentation of facts, ideas, skills, and techniques to the students. Although human beings have survived and evolved as a species partly because of the capacity to share knowledge, teaching as a profession did not emerge until relatively recently in which designated people assumed responsibility for educating the young ones.

Teachers are like leaves that flourish everywhere but effective teachers are like fruits, they are rarely found. In view of that, more than knowledge and skills, an effective teacher should be compassionate and understanding. This kind of training inside the pre service education, you will learn the important factors which are part of the components in searching the true meaning of teaching profession.

Student Teaching is the foremost and most important step in moving from amateur status on the way to gain the competencies that mark the factual professional status. The true existence of this certain part of the student teacher training is not to be focus only to the perfection itself but of striving for competence.

Student teacher training is a time for growing confidence and beginning expertise to get a chance to learn and put the skills on the line of his own classroom.

A TEACHER’S PRAYER

To live this life on earth, To face its struggles and its strife

And to improve their worth.

Not just the lesson in a book, Or how the rivers flow, But to choose the proper path,

Wherever they may go.

To understand eternal truth, And know right from wrong,

And gather all the beauty of A flower and a song,

For if I help the world to grow In wisdom and grace, Then I feel that I have won

And I have filled my place.

And so I ask your guidance, God That I may do my part, For character and confidence

A TEACHER’S PRAYER

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.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Vision

Towards a Total University

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 brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

PUP: The Total University Ten-Point Agenda 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

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

• 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

PUP Quezon City Background

Polytechnic University of the Philippines Quezon City Campus (formerly known as PUP Commonwealth) in Quezon City was established through the generosity and benevolence of Mr. Walter Rothlehner, a German church leader and owner of a certain square building situated at the Sikhay Compound Don Fabian Street Brgy. Commonwealth Quezon City. 1119 National Government Center, Quezon City. Mr. Rothlehner donated the said property to the Polytechnic University of the Philippines.

The PUP Quezon City is an established campus of Polytechnic University of the Philippines with the National Government Center to bring quality education to the urban poor communities especially the unprivileged families of Quezon City. PUPQC is one of the branches of PUP Sta. Mesa Manila. It came to exist through its formal launching held at the Misereor Hall, last July 29, 1997. Its commitment is to provide better education to the youth of Quezon City and other localities. PUPQC continues to accept students especially those who are less privileged class but deserving ones.

PUP Quezon City Campus is under the administration and supervision of the PUP Open University through the directorship of Pro. Pascualito B. Gatan with the energetic support of President Dr. Dante G. Guevarra.

PUP Quezon City 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.

As a member of the PUP system, the University provides education to students. As of 2007, the campus offers six undergraduate programs providing the needs of the business world. Programs offered include:

Undergraduate Programs

• Bachelor of Science in Information Technology • Bachelor of Science in Entrepreneurial Management • Bachelor in Business Teacher Education

• Bachelor of Science in Business Administration Major in Marketing

Management

• Bachelor of Science in Business Administration Major in Human

Resources Development and Management

Diploma Course

• Diploma in Office Management Technology Graduate Programs

• Master in Educational Management (Distance Learning Mode) • Master in Information Technology (Distance Learning Mode) • Master in Public Administration

College of Office Administration and Business Teacher Education GENERAL OBJECTIVES:

1. Realize the relevance of observation, Participation and Community Immersion to the student’s preparation for a teaching career.

2. Share ideas on the objectives of the course and its contents.

3. Participate in determining the importance of the requirements of the course to the teacher’s tasks.

4. Established effective working relationship with the teacher coordinator in the attainment of the course objectives.

5. Appreciate the responsibilities of a student teacher.

COURSE OUTLINE:

Descriptions, objectives and requirements of the course (the students are given copies of the course syllabus).

1. Familiarize student observers with their responsibilities to the prospective students and teaching staff of the school where they will have their observation and ultimately become their training institutions.

2. Integrate meaningfully classroom lecture to concepts, theories, principles and process of teaching and learning.

3. Provide the student teachers opportunities to observe how principles of learning and techniques of teaching are implemented in an actual classroom work.

4. Orient student teacher how to established good public and human relations with school officials, staff and students.

5. Prepare the student teacher to acquire experiences through participation in classroom work and special school assignments like participating in preparing test materials for national competition in their field of expertise, training students for national

competition, room improvements, preparing bulletin boards, and other jobs related to teaching which the school officials deem necessary.

THE STUDENT TEACHERS CODE (from Rivera and Sambrano) A. Responsibility to the student

1. The student teacher is a professional practitioner in his relationships with his students. All data concerning the school and the students must be kept confidential.

2. The student teacher refrains from imposing his religion or political views upon his students.

3. The student teacher recognizes his continuing need for understanding student growth and development.

On the basis of understanding, he develops:

a. A learning program oriented to the individual capacities of his student.

b. A social climate which encourages personal integrity and social responsibility. B. Responsibility to the Host School

1. The student teacher acts only though accepted channels of communication and authority in the school system.

2. The student teacher recognizes his duties, responsibilities and privileges. 3. The supervising teacher is legally responsible for in control of the class; therefore, the student teacher assumes only the authority which has been delegated to him.

4. The student teacher respects the professional rights and personal dignity of the supervising teacher, regular teacher, (critic or cooperating teacher) and other staff members, the college supervisor and student observers in the classroom

situation.

5. The student teacher who encounters difficulty in a professional situation first consults the supervising teacher. If he desires additional aid, he will take the matter to the Department Head or Dean.

C. Responsibility to the Teacher Education Institution

1. The student teacher recognizes that any misconduct is a reflection upon the teacher education institution. He upholds the standards of the institution in his professional right.

2. The student teacher approaches his own learning institution with a positive attitude.

3. The student teacher appreciates and makes constructive use of the assistance of the student teaching or college supervisor in adjusting to professional practice.

D. Responsibility to the Profession

1. The student teacher shows pride in and considers himself a member of the profession. He acts according to the established ethics in all matters.

2. The student teacher maintains membership in and supports professional organizations.

3. The student teacher is a reader; he keeps up-to-date on professional matters and current affairs.

4. It is the student teacher’s responsibility to obtain information about the legal aspects of his professional practice and certification.

5. Placement

a. The student teacher, looking forward to placement, establishes a file in the professional placement office.

b. Prior permission is obtained from people whose names are used as professional references.

c. Applicants use only professional channels and do not employ political pressure in obtaining a position.

d. The student teacher does not apply or underbid for a position held by a qualified teacher.

e. In order that the administrator may best utilize the prospective teacher’s ability the student teacher will be candid in the statement of his

competencies.

f. Upon acceptance of a contract, the student teacher withdraws all other applications immediately.

COMMUNITY OUTREACH PROGRAM

REFLECTION

The Outreach Program that we held last December 11, 2010 at Rabosna Day Care Center in North Fairview is really a heartwarming activity we did this activity not only because of the Christmas Season, but also as a future professionals it is also our responsibility to share something for the other members of our community. When we got there and the programs are already started we can see the smile in every child that benefited with our little gifts. When I witnessed that I’ve come to realize that I wanted to go back being a child once more because as a child you are free from any problems you have nothing to do but to play, eat, and sleep… I do hope that this child would have a better and brighter future and be able to be a good citizen of our nations.

PROFESSIONAL CAREER PLAN

Presently I am a graduating student at the Polytechnic University of the Philippines Quezon City Campus. At this point I am very happy that finally I almost finished my tertiary level education. I have so many plans but my immediate plan after my Bachelor’s Degree is to find a job right away weather be it a teaching or office career upon having this I will save money because I want to take the LET exam not more than one year after the graduation and after that I want to enroll immediately my Master’s Degree I want to finished it five years below from the day I graduated from college. I will not let myself to be stocked I want my career to move on I will not stop looking for self improvement because that is one of the philosophy of the teacher to promote continuous education. I know I can’t do all this without the helping hands of our Almighty God so I always pray to him to continue shower me with all the graces and blessings that I will be needing in my journey. All of this will be offered back to him. So help me Lord.

Dream Big… Dream High… Do something to achieve it at the end of the day you will

end up Victorious…

WEEKLY NARRATIVE REPORT

After having my practicum 1 The Observation Participation and Community Immersion here comes the practicum 2 The Student Teaching, this time I don’t feel much of the nervous unlike the first day of my practicum 1 maybe it is because I am still in the university and much of my students are all my students during my practicum 1 the BBTE 1-1, BBTE 2-1 and DOMT the new set of students I have now are the BSBA-HRDM 1-1 & 2-N and BSEM 1-2 so that I don’t have a major adjustment from the professor and to the students. What I have to do is to know2 more my students especially the new class that I have. It is the first week of the second semester I was just introduce by my coordinating teacher to the class which I am going to take my student teaching they are given an assignment for next meeting and for me this practicum 2 is just like a continuation of practicum 1 but this time it is quite harder because I am really the one who will handled the class.

Week 2- November 15-19, 2010

This week is really a start of being a student teacher, wanna know why? Because I enter the class throughout the period all by myself I was kinda shock when the time I am having a discussion as based on the assignment that was given to them I almost lost my patience when there are students who seems like not interested to the lesson and when they are having too much noise. But as much as I can I employ techniques and strategies I

have learned to catch their attention and I know to myself that I should have to exert more effort and energy because it is just the beginning the worst has not yet to come. On the other hand, I am sad because I miss my classmates and friends because they are all having their students teaching outside the campus and we will only see each other every Saturday. I missed our bonding the sharing of stories and experiences with our handled class.

Week 3- November 22-26, 2010

Well, this is an unexpected week for me I only teach my Monday class after my second period class I lost my voice, but the reason of losing my voice is not my teaching load somewhat yes it is, it triggers my bad feeling until I totally got sick I had fever, cough and colds so that the next day up to the end of the week I was absent in the school. I’ll texted my coordinating teacher about what happen to me so they will know the reason of my absences.

If possible I really don’t want this to happen because I want to go on with each lesson especially the one that I really prepared and to be practical I missed 12 hours of my students teaching but it’s ok because I am ahead compared to my other classmates because some of them up to this time are not yet start taking their student teaching.

Week 4- November 29- December 3, 2010

This week is purely a classroom discussion in all my class all of us are already acquainted with each other since this is the fourth week we had to go on with our lesson. I started the class by checking their attendance before I go on with our discussion and every after

discussion I’ll give them a short examination just to let me know if they understand our lesson.

Week 5- December 6-10, 2010

This week is exactly like the routine what we had last week the continuation and opening of a new discussion in every class and sometimes it depends upon the class situation if I am going to give them an assignment or a quiz just like the normal thing that I used to do just to make sure if they really catch the lesson that we had.

Week 6- December 13-17, 2010

Well, this week is the last school week for this year we can now have our Christmas vacation for the students I’ll give them their Christmas gift hahaha….. their vacation assignments. I can’t stop myself from laughing when I see their reaction they are all making angal but I need to do this vacation should not be an excuse for them not to study they need to work on it so that it will serve as start of our topic when we meet next year. Good luck to all and may we have a prosperous year to come yahoo…..

Week 7- January 3-7, 2011

This is the first school week for 2011, the students are still in the mood of the vacation days but this should not be the reason not to start and continue the class. I collected their assignments and have a discussion right away and I notice that there are some of them who did not submit assignments and study their lesson maybe because they really enjoy the season and they are not expecting me to start the class as early as first meeting of the New Year.

Week 8- January 10-14, 2011

This week seems to be the busiest week for all the class that I have, we need to finish discussing all the topics that are already discussed so that it can be included to their pointers to review for their upcoming midterm examination. I used to fixed their schedule as base on their usual class schedule what I tend to do is to have a batch examination so that the classroom will be overcrowded and also to avoid cheating at the same time they can answer and think well and on my part I want everything to be organized.

Week 9- January 17-21, 2011

This the week for Midterm Examination it is the second time that I have witnessed the said activity but this time not as an ordinary student but as a student teacher. It is a great pleasure for me because I am the one who made the exam I really feel that I am a teacher, feel my authority within the class. As I watched the students taking up their exams it flashback memories during the time when I was the one taking exam I saw one of the most complicated scenarios on the life of a college student. On the other hand I am looking forward to know the result of their exams for me to see how they have learned on my subjects, Good lick to everyone!

Week 10- January 24-28, 2011

The midterm exams are over now the burden of checking their test papers (essay type and worksheet) and recording of grades is on my hand I started to sleep very late at night at around 2:00 a.m just to finish everything because it is a part of my duty as a student teacher. It is not so good for me because some of the students failed in the exam but I

believed that it is normal for a student who does not pay attention to his lesson. But all in all most of the student got a good grade in the exam which I can say that my passion for teaching will not be wasted.

Week 11- January 31- February 4, 2011

It is a start of a new beginning, start of the second part of the semester new sets of lesson is about to start so again I put extra effort by reading books and preparing some of the materials that I will be needing in my class. And also I am continuing to think of a new and other strategy that I can employ to my class because it seems that the students get bored in the traditional kind of teaching strategy which is the normal classroom discussion so I think of something to be added with what I used to have and I find it effective because the students get focus on the lesson and it is very important that the teacher should know when to change and employ other methodology to cater the needs of the learner.

Week 12- February 7-11, 2011

Nothing new for this week continuation of the topics that needs to be discuss except the fact that this week is the campus field trip I observe in every class they are all excited about the event they are all talking what to bring and prepare until one class was asking me not to have a class before the day of their field trip off course they not won because my reason is its their choice to attend in the activity our class should not be compromise and then they were saying “si sir para naman kayong hindi naging estudyante ” I just smile at them.

Week 13- February 14-18, 2011

This week was a very busy days for me because aside from my regular teaching loads one of my coordinating teacher ask me to handle one of her class and I did not notice that there is a problem with the time schedule Thursday 7:30 – 10:30 and my class is 9:00 -12:00 and so what I did since the classroom is just a step away I minimize the time to the extent that the two classes will suffering with the situation. I started the class on time before 9 O’clock comes I’ll give them something to worked on so that I can go to other room. On the lighter side of the story I am happy because this week is the Valentine’s Day and the students are very appreciative they give something to me greetings, chocolate, that’s all hehehe…

Week 14- February 21-25, 2011

My schedule for this week is exactly what I have last week even if I get tired of it, It is fine with me because I know it is a calling of the profession I was enjoying every class because few weeks left the semester is about to end.

Week 15- February 28 – March 4, 2011

Weeks to go before my last day as a student teacher. I feel so sad for that because I am so attached with my students. Since last week is the I.T week one of my class are being excuse so we need to have a make up class to finish everything especially now that the final examination is about to come. I find it also as an opportunity to extend our time together with the students so far same scenes were done just like before but it seems that its more dramatic because will going to say goodbye to one another.

Week 16- March 7-11, 2011

I am so exhausted with all the things that I’ve been doing as a student teacher but I am enjoying it despite of the workloads that I have because of that even if the final exam is about to happen next week I to my class I’ll give it to them this week yes off course they are informed about that they’re exam is one week ahead with the rest of the students in the university I’ll do it for my own convenience I’ll be stated to them the reason behind all this and they are all agree with it for them to prepare to their social dance activity good luck to all of us.

Week 17- March 14–18, 2011

This week was so very busy for me because the deadlines of different things were coming on my way. But I am sure after all of this I’ve learned my lesson and that would be the best treasure that I will bear forever. After the final examination lots of paper works are waiting for at home test papers, final projects, practice set oh no… and so again I started not sleep just to finished everything and to meet all my deadlines.

Week 18- March 21-25, 2011

This is my final week as a student teacher in PUPQC. I feel blessed to have my mentors and my student’s thank you for being part of my student teaching training as I have told you the last time we are gathered in a classroom for helping me to improve my knowledge and ability so that I am here now.

It’s time for me to take a rest yahoo… I’ve already submitted all the grade sheets to my coordinating teacher 2 requirements left the OJT Dialogue Forum and the Teaching Portfolio.

CURRENT TRENDS AND ISSUES

By: Ryan Cristopher J. Sorote November 09, 2010

CEBU, Philippines – Student activists protested in front of Commission on Higher Education regional office yesterday to show their opposition to the cut on next year's education budget that they believe would affect the funding for scholarships.

Over 30 students from different student organizations gathered in front of the CHED office bringing with them placards and shouting to air their sentiments against the government's move to slash by 33 percent or by P1.69 billion the education department's original budget of P2.54 billion.

They said this would only further aggravate the problems that the commission is already facing.

The protesters also fear that their will be more college dropouts because many students will no longer be able to avail of scholarships.

Akbayan-Cebu chairperson, Lex Lucas said the government should help students to achieve their dreams by building classrooms and improving facilities.

He is disappointed over government's "unjust actions" like giving more funds to the Armed Forces instead of giving it to the education department which needs it most. LFS-UP Cebu secretary general Melanie Montaño also said the government is putting more importance on global demands instead of prioritizing the country's immediate needs.

"Clearly, the budget cut in all state colleges and universities (SUCs) around the archipelago sets ground for pursuing priorities basing on the demand of the world market," said Montaño.

ASEAN RACE TO MEET UN MILLENNIUM DEVELOPMENT GOAL 2015 VIA SUSTAINABLE VOC-TECH

By: Preciosa S. Soliven November 18, 2010

To meet the UNMDG for national sustainability the Indonesian government is making sure that 60 percent of their secondary schools will have the technical vocational program. Only 28 percent are expected to enroll in the universities. The Thai Ministry of Education is following suit to make sure 50 percent of their secondary schools will “go TVET.” Acknowledging weakness in their current curriculum, Thailand is determined to develop performance indicators for excellence. This is part of the report delivered at the 16th IVETA-CPSC international conference by Dr. Paryono, Deputy Director and research specialist of SEAMEO VOCTECH center at Brunei Darussalam.

ESD in TVET 2010

Prof. Shyamal Majumdar, Director General of CPSC Colombo Plan Staff College for Technician Education and Klaus Sodemann, president of IVET (International Vocational Education and Training) Association together with the new TESDA Secretary, Joel Villanueva co-sponsored the international conference with the theme “ESD in TVET” last Nov. 3 to 5 at EDSA Shangri-La.

With just five years for UN member states to reach the UN Millennium Development Goal of sustainability they stated that global efforts are on the rise in establishing

economic development strategies to enrich quality of life while taking care of the environment. The mid-decade assessment of Decade of Education for Sustainable Development (DESD 2005-2014) in Bonn Germany last year pointed out how high global consumption together with the human destruction of the cosmic biodiversity have caused resources to run out and therefore nothing would be left for our future generations.

This poses a critical challenge to reorient education sector in rising ESD awareness. Technical and Vocational Education and Training (TVET), as a major sub-sector and being the largest producer and consumer of natural resources, has to play a vital role in addressing sustainability. Therefore ESD principles are high on the agenda of TVET institutions around the world.

Global ESD enablers in TVET

More than 60 world experts, senior administrators, decision makers and educators from America, Europe, Africa and Asia Pacific presented their papers in four tracks: TVET Curriculum for ESD, Green Technology approaches for Industry and Education, Sustainable TVET Institutions through Partnerships and Alliance, Research, Monitoring and Evaluation.

“Greening TVET” as a framework for providing enabling environment to learn skills, learn and re-learn habit forming practices in the world of work was advocated by Prof. Shyamal. With his lengthy experience in TVET Teacher training, ICT and Total Quality Management he referred to the five dimensions of “Greening TVET” – First, the GREEN CAMPUS means managing campus resources such as energy, water and fuel, to reduce the carbon footprints of students, teachers and staff within TVET institutions; Second, the

GREEN TECHNOLOGY PROGRAM touches on projects to meet upcoming skills for clean and green jobs; Third, to enhance daily life through GREEN COMMUNITY extending ESD practice at the community level to extend the TVET movement to society; Fourth, GREEN RESEARCH to foster the development of a research culture in relevant areas of sustainable development; Fifth, promoting GREEN CULTURE to strengthen ethical standards, attitudes and behavior that respect ecological resources and values the requirements of the future generation.

Green jobs and skills

Dr. Sandra Rothboeck, Skills and Employability specialist of ILO Bangkok reported that Climate Change adaptation and mitigation have become major drivers of change for societies, economies, enterprise and workers to shift to a low carbon economy during the last decades. A profound transformation in modes of production and consumption can be expected. There will be a redefinition of job profiles. The global market for environmental products and services is projected to double from $1370 billion per year at present to $2740 billion by 2020. Half of this market is based in energy efficiency and the balance in sustainable transport, water supply, sanitation and waste management.

Dr. Harry Stolte, head of the InWEnt, Capacity Building International spoke of trends in work demands which are environment driven due to climate change. In building construction there will be more need for assistant managers for sanitation, heating or cooling systems, experts for alternative energy (thermal, wind, solar and water). Dr. Stolte also announced the establishment of the new UNEVOC Center for Sustainable Development.

The Euro-Mediterranean Partnership allowed Turkey to promote her entrepreneurship to enable her to join the EU (European Union) market. Funding SVET (Strengthen Vocational Education and Training) project to the cost of 51 million euro between 2002-2007 parallel to the MVET (Modernization of Vocational Education and Training institutes which ran from 2003-2007 costing Turkey 4.5 million euro and EU 14 million euro). Yet it fell short of the ideal target of 65 percent share of total secondary enrollments while the enrollment in the past decade remains a constant at 35 percent. According to Dr. Ilhan Gunbayi of Akdeniz University Faculty of Education in Turkey, the main reason is that the Turkish students still consider technical professions least prestigious and easy to enter compared to graduating from a university. Does that sound familiar?

Dr. Gunbayi’s paper included a table comparing the distribution of enrollment in VocTech secondary schools of European and OECD countries: Austria, 77.3; Belgium, 69.6; Finland, 66.7; Germany, 57.4; Italy, 59.8; Netherlands, 67.6; Norway, 57.5; Switzerland, 64.8. Lower than 50 percent enrollees are France, 43.8; Japan, 24.3; Mexico, 9.4 and Turkey, 36.7.

Some professions like catering, real estate, surveying, etc. have been performed by people without attending vocational schools in Turkey. Some of those jobs are still performed by unqualified people. But in the near time, these professions will be performed by technicians who graduated from vocational schools. A student who studies in a vocational school must know that he will have a good job, earn more money, and get good life conditions after finishing the vocational school successfully.

Thus, the enrollment rate to the VET in Turkey has not reached the target yet of 9th Development Plan (2007-2013). However, if policies to increase the quality and attractiveness of VET are put into action and new projects like SVET orienting VET closer to the requirements of the employment system and the corresponding labor market needs are started, it is expected that VET in Turkey will be preferred by 65 percent of the students at high school level.

Other barriers to enhancing the quality of VocTech training are the lack of training standards in the Turkish system. They merely serve administrative purpose. The content is often a list of topics to be taught and without indication of levels required at the start and the level to be achieved upon completion. Guidelines for assessing the student are lacking and the technology is often outdated. Being teacher oriented it lacks flexibility to meet local demands.

Many countries stress the need to place greater emphasis on TVET in the years to come

Vocational Education has recently been one of the primary policy areas of governments, industrialized or developing alike. Globalization of the economy, increasing international competition, changes in demographic development and the labor market, are giving rise to a need for new strategies on education and training policy. Economic development depends a great deal on adapting TVET systems to meet social and economic demands. For this reason many countries place a greater emphasis on highlighting the importance of providing attractive qualified training programs and continuing training opportunities in order to enhance employability and occupational mobility.

SINGAPORE TRAINING ADVANCES SUC’S OFFICIALS, FACULTYS TECHNOLOGY EDUCATION.

By: Rainier Allan Ronda November 25, 2010

MANILA, Philippines – One hundred seventy-six faculty members and officials of 31 state universities and colleges (SUCs) have received training to boost their capacity to teach engineering and other technology-focused college degree programs from experts of the prestigious Singaporean educational institution, the Nanyang Polytechnic International (NYP).

Dr. Patricia Licuanan, chairman of the Commission on Higher Education (CHED), hailed Singapore’s Temasek Foundation, a non-profit philanthropic organization, for stepping forward with the S$1.12 million grant that made the training program of SUC professors and officials on technology education possible.

The beneficiaries included 96 specialist teachers in industrial electronics and mechatronics engineering, 70 senior officials from the 31 participating SUCs, and ten senior officials of CHED which included Commissioner William Medrano.

The training were held in eight batches conducted from January until this month.

Under a partnership forged late last year between CHED, Temasek Foundation and NYP, the beneficiaries were trained in technical manpower development by their counterparts from the Singaporean polytechnic institution known for its top-rate international faculty and state-of-the-art facilities.

NYP is a training partner of the Singapore Ministry of Foreign Affairs as well as other government agencies. It also supports the Singapore Government’s technical assistance initiatives to help developing countries meet their manpower development needs.

Benedict Cheong, chief executive officer of Temasek Foundation, expressed hope that the beneficiaries will spread the knowledge they have gained in the training program to their peers in other SUCs.

“This capacity-building program complements the efforts of Philippine authorities to develop its technical and technological manpower. After completing their initial training, participants will continue to share their learning with their peers to facilitate improvements in systems and processes that will enhance the standards of higher education in the Philippines,” Cheong said.

DAGDAG NA 2 YEARS SA BASIC EDUCATION NAKALATAG NA Ni Malou Escudero

December 05, 2010

MANILA, Philippines – Nakalatag na ang plano para sa pagbuo ng isang ad hoc board na magsasagawa ng konsultasyon tungkol sa implementasyon ng karagdagang 2 taon sa Basic Education o K12 program.

Ayon kay Senator Edgardo Angara, bagaman at hindi pa kasama sa budget ng Department of Education para sa 2011 ang implementasyon ng karagdagang 2 taon, nasa planning at assessment stage na ito.

Sinabi pa ni Angara na ang ad hoc committee board ang magrerekomenda ng karagdagang taon sa school system at kung idadagdag ito sa tertiary level, ang gastos o financial burden ay sasagutin ng mga magulang.

Pero kung ang karagdagang taon umano ay ilalagay sa primary at secondary levels, ang pondo ay dapat manggaling sa gobyerno.

Suportado ni Angara, chair ng Senate Committee on Education, Arts and Culture, ang karagdagang dalawang taon sa basic education curriculum.

Dapat umanong ipantay sa international norm ang bilang ng taon na ginugugol ng mga estudyante sa eskuwelahan dahil kabilang ang Pilipinas sa iilang bansa sa mundo na 10 taon lamang ang basic education.

P 271. 6B 2011 EDUCATION BUDGET BIGGEST IN PHILIPPINE HISTORY P-NOY

By: Ding Cervantes December 09, 2010

CLARK FREEPORT, Pampanga, Philippines — President Aquino said here that the P271.67 billion education appropriation in the 2011 budget, already passed in the Senate, surpasses the education allocations of any of his predecessors.

“We have committed more resources to primary and secondary education to ensure that the children of the 4.6 million (poorest of the poor) families have schools to go and then be provided with skills for sustainable livelihood,” Aquino said in his speech after leading groundbreaking rites for a P200-million Medical City here last Monday.

“This is the reason why we have increased the education budget in 2011 by 16 percent or to P271.67 billion,” he added. Last Dec. 2, the Senate passed the proposed budget of P1.6 trillion for 2010.

This, even as the President also said that the 2010 budget as already passed in the Senate, also provides an 11 percent increase in the budget for state universities and colleges (SUCs), contrary to claims that funds for government tertiary schools have been slashed lower.

“Despite the claims of some elements that we have cut the budget for state universities and colleges, we have actually increased the total appropriations that they will receive by more than 11 percent,” the President said. Budget already approved by the Senate “can confirm this,” he added.

SUCs held recently a series of protest rallies directed at the President and Congress over alleged big cuts in state funding for the tertiary education institutions. At least 87 SUCs held various forms of protests. Even the conservative Philippine Association of State Universities and Colleges (PASUC) joined the protest actions.

The protesters had quoted the President himself announcing 1.7 percent slash of budget for 112 SUCs nationwide. The President was quoted as having said: “We are gradually reducing the subsidy to SUCs to push them toward becoming self-sufficient and financially independent, given their ability to raise their income and to utilize it for their programs and projects.”

In an interview with the STAR, Budget Secretary Florencio Abad said “we are concerned about SUC’s but there’s just too many of them.”

“Just because they are not getting enough does not mean the government has already abandoned them. We are in a discussion with the Commission on Higher as we look at rationalizing SUCs so we can truly have worthy centers of tertiary excellence,” said Abad.

SMARTS SCHOOL CONFERENCE PROMOTES NEW TECHNOLOGIES FOR EDUCATION

The Philippine Star December 16, 2010

MANILA, Philippines - Leading wireless services provider Smart Communications, Inc. (SMART) recently gathered more than a hundred key officials from academic institutions based in Luzon and NCR for the first ever Schools Conference held at the Mandarin Oriental Hotel, Makati City.

With the theme “Shaping Communities for the Future: Empowering Schools through Mobile Solutions”, the event was spearheaded by Smart’s Community Solutions department, which partnered with the academic community to develop breakthrough applications that benefit both the school administration and thestudent body.

One of the conference highlights was the recognition ceremony for partner schools of Smart’s Infoboard information system (Infoboard). A two-way web-based information system that allows schools to send and receive real-time announcements via SMS broadcasts, Infoboard has become a preferred information tool of schools all over the Philippines. Infoboard facilitates the effective dissemination of relevant updates and information, and likewise gathers feedback from among members of the school community through a customized SIM card. The innovation has earned a nomination in the 2009 GSMA Global Mobile Awards held in Barcelona, Spain.

To date, there are more than 200 partner campuses across the country that have been distributing to their students customized SIM cards powered by Smart’s Infoboard technology. SMART recognized several partner schools during the conference based on four Infoboard categories.

1. Highest registered Infoboard users: Arellano University, Malayan Colleges, Mapua Institute of Technology, Pamantasan ng Lungsod ng Maynila, Philippine Women’s University, Systems Technology Institute (STI)

2. Highest number of broadcasted Infoboard messages: Far Eastern University FERN College, Philippine Women’s University, Polytechnic University of the Philippines

3. Highest Infoboard downloads (Multimedia content): Batangas State University, Malayan Colleges, University of Baguio

4. Best practices in the use of Infoboard: University of Baguio, Ateneo De Manila University, Our Lady of Fatima University, Mapua Institute of Technology

The Schools Conference also featured resource speakers who expounded on how new technologies are impacting education in the Philippines.

Professor Michael Tan, UP dean for College of Social Sciences and Philosophy, spoke about challenges of educational institutions that are related to social media; UP Open University chancellor Dr. Grace Javier Alfonso shared the benefits of online learning; Michelle Casio of Microsoft Philippines, Inc. presented their group’s new innovations that are specific for schools and educators. Prof. Brad Geiser, co-founder of Geiser Maclang Marketing Communications, Inc., discussed social media’s impact on students.

Representatives from Smart who presented the company’s future plans included Dr. Rodolfo Alberto Villarica, department head for Network and Platform Services; Tricia Dizon, department head for Buddy and International Services; Giovanni Bacareza, Department Head for Broadband, Internet, and Data Services; Joy Y. Sanchez,

Department Head for Customer Care; and Direk Carlos “Bong” Agustin, Media Consultant for Smart.

SPED SEMINAR ON INDIVIDUALIZED EDUCATION PLAN The Philippine Star

January 05, 2011

MANILA, Philippines - Patricia Muñoz, a fully credentialed special education teacher in California, will hold a SPED seminar on Preparing an Effective Individualized Education Plan (IEP), a Vital Tool in the SPED Program on Jan. 9. She will also conduct seminars on Implementing an Effective Inclusion Program for Children with Special Needs on Jan. 16; How to Cope When Your Child or Student is Special, Jan. 23; Utilizing Instructional & Curricular Modifications for Special Needs Students in an Inclusion Program, Jan. 30; Utilizing Effective Strategies to Serve the Needs of Special Chidren, Feb. 6; and Creative Music, a Powerful Therapy Intervention for Children with Special Needs, Feb. 27.

Seminars and classes will be held at Protégé SPED Center, Unit F, third floor, 732 N.S. Amoranto St. (formerly Retiro) near cor. Sto. Domingo Ave, Sta. Mesa Heights, Quezon City, with tel. nos.: 0918-3588855; 576-0869; 434-6064. Seminar hours are 9 a.m. to 5p.m. Registration starts 8 a.m. Weekday classes on the above modules and Basic Sign Language may be conducted as per arrangement. Protégé offers tutorial lessons, therapy services, educational assessments and consultancy on setting up special education schools and programs.

ONE CHILD POLICY AND EARLY CHILDHOOD EDUCATION IN SOUTH CHINA

By: Preciosa S. Soliven January 13, 2011

NANCHANG, Jiangxi, China — Flight to Nanchang was delayed since our plane was caught in the snow blizzard from Tibet, a highland province of China. Overnight stay in the airport hotel required our getting up at four in the morning to catch the earliest flight the next morning. Our tight schedule could not dislocate the programs already set by the host’s months ahead with Mr. Jimmy Po, president and board vice chairman of the Chinese Montessori Foundation of Taipei, a non-profit educational organization. This included the formal induction ceremony of our hosts’ school into the Chinese Montessori Foundation where local government officials with educators, parents and media people were guests.

Parent-teacher forum at Nanchang University

Planes, train rides and first class hotel accommodations have been carefully pre-booked months ahead. Our Chinese Sta. Ana Montessori branch coordinator, Kathy Chua and one of our teacher trainors, Cecile Azurin accompanied me. Young lady receptionists and teachers would greet us “Huan ying” from an attractive green reception counter with the logo of the Chinese Montessori Foundation. The pictorial history of Dotoressa Maria Montessori are displayed on the adjacent walls. A magazine stand with articles for parents and the bimonthly Chinese Montessori Journals published by the Taipei Montessori Association helped answer the new parents’ and grandparents’ questions. Nanchang is filled with historical sights associated with the Communist Party. Before holding the ECE forum at the Nanchang University, we were toured at the Teng Wang

Pavilion, which features a very huge and elegant ancient architecture with a three-tiered pagoda tile roof. Our hosts, Mesdames Li Quiong and Ms. Wang are in-charge of the university preschool that would be inducted into the Chinese Montessori Foundation then.

Branded at first “capitalist roader” for offering commonsense corrective solution to the excesses Deng Xiaoping went on to become China’s leader. His economic reform carried his famous remark “to get rich is glorious.” From the mid ’70s Zhou Enlai (who groomed Deng Xiaoping as his successor) did much to restore balance and China found a seat in the United Nations in 1971.

The Nanchang University hall was filled with educators, students and parents. They were very eager to learn the Montessori psychology, which promotes the full potential of children from birth in contrast to the traditional pedagogy of educating children through memorization. The video presentation of how the Montessori system replicated itself yearly for 45 years producing the new Filipino children from infancy to adolescence intrigued them. At the moment China is not inclined to use the system beyond preschool. Hong Kong’s Ralph Yau and Daisy Lau talked about the “New Parenthood and the New Children.” The parents posed several questions on their role in transforming the home environ to condition their children to love work and order in lieu of mere play.

One fifth of humanity

Everyone knows that China is the most populous nation on earth. Even a richer country might despair when faced with the necessity to feed, house, clothe and educate one fifth of humanity. The official figure of the population now stands at 1. 328 billion. Half of the population is under 21 years of age. Translated in terms of total population of the planet,

almost one person in every four is Chinese. For every 24 hours there are about 33,000 additional mouths to feed in China. In one year, China’s population increases more than enough to replace the whole population of vast metropolis of Tokyo or New York.

China’s official goal of 1.2 billion by the year 2000 has been surpassed. A vigorous campaign has been mounted based on the assumption that if 65 percent of the population under 30 agrees to limit their families to one child the objective can be achieved. Since the mid ’50s authorities have encouraged family planning through delayed marriages and distribution of free contraceptives, but these policies were not effectively implemented until the ’70s and then mainly in the cities.

Chinese experts said China could only support a population of 800 million. This is a major reason for the great emphasis China has placed on birth control. Thus the reward system for parents who raise only one child has guaranteed income bonus, more health care subsidy, better retirement pension as well as being given priority in housing allocation. Their only child also gets preferential consideration for day care enrollment and even future job allocation.

ANALYZING GENERAL EDUCATION By: Isagani Cruz

January 20, 2011

According to CHED Memorandum Order 59, series of 1996, general education demands “an interdisciplinary approach which would help the students see the human being as an integral person living in both a national and a global community.”

First, the word “human.” In the film Patch Adams, the main character (played by Robin Williams) protests when a doctor refers to a patient by number rather than by name. Patients are human beings that have names and personalities.

Similarly, teachers that look at students as mere names in a class list are not doing their job. A good teacher knows every single student, not just by name, but by attitude and capability. When I observe a class, I have a simple measure for finding out if a teacher is good or not: a teacher who divides a class into buzz groups by simply asking everyone to count off is too lazy to sit down and figure out who can work best together.

Now, the word “integral.” Students know very well that they cannot shut off the world when they sit down for a test. Their latest encounter with their classmates or their parents necessarily affects their concentration. One of the problems with so-called standard multiple-item tests is that they assume that everybody thinks exactly in the same way at exactly the same pace. A student, like everybody else, is an integral person, which means that he or she always thinks with the heart and feels with the brain.

The word “national” appears simple, but it is not. Look at newspapers. Last Sunday, only one newspaper (Philippine STAR) thought of putting on its front page the news about 47 people dead because of floods in southern Luzon, the Visayas, and Mindanao. The other newspapers thought that it was not of national importance, even if the rains affected most of the country. Other newspapers routinely put things that occur in Metro Manila on its front pages (even heavy traffic, for heaven’s sake!) and ignore major events happening outside the center of government.

General education must make students aware that the country is much bigger than Metro Manila. The Philippine Literature course (for which I did the syllabus) in the GE

curriculum makes this explicit: “The student must have written a term paper of at least five pages analyzing one literary text written in the language of the region or by someone born in the region where the school is located.” It is wrong to assume that Metro Manila writers are superior to writers in other regions just because they live or work in the capital. Literature in Cebuano or Capampangan is as “national” as literature written in Tagalog or English. Literature in Tagalog or English is as “regional” as literature in Bikol or Ilocano.

Finally, the term “global.” As early as 1996, it was already clear to CHED that the fate of our country is closely tied to the fate of the whole world. We cannot say that climate change, the knowledge economy, and the war on terror do not concern us. Like it or not, even if we want to be nationalistic and think only about ourselves, Filipinos are dying from floods during what should be the dry season, many of our best intellectuals are working abroad, and somebody throws a grenade somewhere near us every so often. Students must be made to realize that what we do affects everybody else, and what other people do affects us.

Since I wrote the final draft of CMO 59, I can tell you where I got that definition of general education. I plagiarized it from the description of general education in the old manuals of the Department of Education, Culture and Sports. Education is education, and its nature, purpose, and outcome have not changed since the time Confucius and Socrates convened what today would be called classes.

Recently, the CHED Technical Panel on General Education came up with a definition of general education that keeps the same centuries-old concept but uses words more comprehensible to students and teachers in the 21st century:

“The objective of Philippine education on the tertiary level is the holistic education of Filipinos who contribute humanely and professionally to the development of a just and economically-robust society in an environmentally-sustainable world through competent and innovative leadership, as well as productive and responsible citizenship. General Education (GE) on the tertiary level addresses the development of the human being. Some of the outcomes expected of students finishing GE are: an appreciation of the human condition, the ability to personally interpret human experience, the ability to view the contemporary world from both Philippine and global perspectives, the ability to reflectively and critically discern right and wrong in today’s world (beyond compliance to rules, laws, and expectations in traditional culture), the ability to tackle problems methodically and scientifically, the ability to appreciate and to contribute to artistic beauty, and the ability to contribute personally and meaningfully to the development of the Philippines.”

TEACHING TIP OF THE WEEK. From South Africa comes this sensible tip for veteran college teachers: Take a one-year leave from teaching and work full-time in a corporation. In this way, you bring current real-world experience into the classroom. AQUINO HAILS UST’S HUMANIZING EDUCATION CONTRIBUTION ON

THE PHILIPPINE WORLD By: Aurea Calica January 27, 2011

MANILA, Philippines - President Aquino hailed yesterday the contribution of the University of Santo Tomasin providing not just quality but “humanizing” education in