Polytechnic University of the Philippines

College of Office Administration and Business Teacher Educaion

Teacher Education
Quezon City
STUDENT TEACHING

PORTFOLIO
OF

KIMBERLY JOY P. TOLENTINO

Bachelor in Business Teacher Education

Assigned to:
Maligaya High School
Ilang-ilang St. Pasong Putik, Quezon City

S.Y. 2010-2011

Submitted to:
Prof Sheryl Morales & Prof. Marilyn Isip
Coordinator/Adviser

March 2011
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College of Office Administration and Business Teacher Education

Teacher Education

Quezon City

Approval Sheet

In partial fulfillment of the requirement for the degree o f B a c h e l o r i n B u s i n e s s

T e a c h e r E d u c a t i o n , t h i s s p e c i a l p r o j e c t i s e n t i t l e d ; “ P r a c t i c e Te a c h i n g
P o r t f o l i o ” h a s b e e n prepared and submitted by Kimberly Joy P. Tolentino for approval.

Prof. Sheryl Morales and Prof. Marilyn Isip

Adviser
TABLE OF CONTENTS
Approval Sheet
Acknowledgement
Dedication
Prayer for Teachers

CHAPTER I.
-Introduction
CHAPTER II.
Polytechnic University of the Philippines
Profile
Philosophy
Mission
Vision
CHAPTER III.
Maligaya High School
Profile
History
Vision
Mission
Organizational Structure
CHAPTER IV.
Educational Updates
C H A P T E R V.
Student Teaching Guidelines
CHAPTER VI.
Professional Development Plan/Career Plan
CHAPTER VII.
Narrative Report
CHAPTER VII.
Current Issues in Education
CHAPTER IX.
C u r r i c u l u m Vi t a
CHAPTER X.
A t t a c h m e n t s A.
PictureB.
Lesson PlanC
Daily Time Record
D.Evaluation form and Clearance
 ACKNOWLEDGEMENT

The deepest appreciation and profound gratitude to the people who helped me in
making my Practicum II successful and impossible.

To the Faculty of the PUPQC Faculty, for their cooperation and support.

To our School Coordinators Prof. Marilyn Isip and Prof. Sheryl Morales for taking
us to this challenging task and enhancing our knowledge in conducting our Practice
Teaching. They had expounded our knowledge in conducting our Practice Teaching that
enables us to be successful at the end.
To Maligaya High School Family,,to Mrs. Angelita Regis (school principal) who
accept us without regrets. To Mrs. Erna Akyol (TLE Department Head) whose always
there to guide us and treat us as if we are her children. To my Cooperative Teacher Mrs.
Rosalie Delposo, the one who act as my older sister
To my fellow classmate who consistently gives me the faith in pursuing this
battle.

To our families,for giving their full encouragement and support and providing our
needs morally and financially.

And Finally to our Almighty Father, who gave me enough knowledge,

wisdom,and guidance to fulfill this endeavor. All of this are aimless and baseless
without our Gods Guidance.
 DEDICATION

I would like to dedicate and give all the Highest Glory, Honor,
Praises and Thanks to the One who made all things possible Our
Almighty God.

Next to my beloved Family who always thereto support me.

to my “TATAY” for his entirely support

to my son “YAM-YAM” for serving as my inspiration.

To our PUP QC Family for developing our knowledge and abilities

to overcome this practice teaching.

And also to my Maligaya High School Family who teach us how to

stand as a teacher and how to love our profession.
 TEACHERS PRAYER
Dear God,
As the days goes by I realized that
being a teacher is incomparable,,as we teach
our students, we learn to cover our sorrow
with a smile. We learn to stay vigorous
despite all the tasks we endure,,we learn how
to give strength even at times we are weak.
Nobody knows what kind of life a
teacher has,,thank you for this incomparable
talent,,and your guidance be always with
us,,,,,,,,
Amen
 CHAPTER I

According to William Glasser, “Effective teaching

may be the hardest job there is.” and so is the degree

that measure which teacher or professor meets

students demand and needs and if they also meets

the students satisfaction or not. Effectiveness in

teaching is necessary because teaching efforts must

produce the deserved result or outmost in terms of

knowledge gained, skill acquired and attitudes

changed on the part of the learners.

Efficiency is likewise important because it

constraint of limited resources, the teacher must be

able to manage and use available resources in such a

way that they optimally contribute to the attainment

of instructional objectives. Efficiency is a large

definition of individual effectiveness it indicate to the

resources and indicated to the time, cost, labor and

value in being effective, when we say that this process

efficiency.

CHAPTER II

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.

CHAPTER III
Republic of the Philippines
MALIGAYA HIGH SCHOOL
Maligaya Sub., Ilang-ilang St. Pasong Putik
VISION
Maligaya High School is committed to provide accessible and quality education to the deprived and
underserved communities in order to produce upright, healthy, economically self-sufficient and peace-
loving citizen.

MISSION
To be an institution which will produce highly skilled, intellectually equipped and values-oriented
individuals who are united in a common aspiration in the service of God and Country

History
Maligaya High School, formerly Lagro High School Maligaya Park Annex,stands as a landmark

of the government’s concern for the welfare andprogress of the people. It is a symbol of government’s

commitment to makeeducation accessible to all.Based on transfer Certificate of title Numbered RT

(149905) and RT89086 (144907) issued by the Register of Deeds of Quezon City, Metro

ManilaPhilippines, this parcel of the land where MHS rose was donated by theBiyaya Corporation

represented by its General Manager, Mr. Paul Sysip to theQuezon City government represented by

Hon. Ismael A. Matay, Jr.The said parcel of land consists of 19,169 sq. meters more or lessand located

at the heart of Maligaya Subdivision where a two-story buildingwith six (6) classrooms caters to the

students living within the communityand its adjacent subdivisions.The building was blessed and

formally turned over to the Divisionof City Schools represented by Dr. Alma Bella O. Bautista,

Assistant SchoolsDivision Superintendent on July 3, 1992.The people who worked hard for the
construction of this buildingwere the following: Congressman Dante Liban, Atty. Godofredo Liban

II,Barangay Captain of Brgy. Pasong putik, and Mr. Romy Mallari.The school formally opened in June

1992 and was grantedindependence in 2003.Now, MHS in gaining emerging success from increased

populations,installed physical improvement, acquired active participation of stakeholdersand marked

academic progress.With school’s mission and vision, Maligaya High School embraces astrong

commitment to offer best quality education for the welfare of theFilipino learners who shall meet

common aspirations in the service of God.

Principal
-Angelita G. Regis – Principal IV
Assistants-to-the-Principal
-Susana B. Dauigoy –
Supervision
-Arnel M. Peralta –
Student Affair
 -Arlene G. Sandoval –
Department Heads andChairmen

-Gemme T. Pesigan – Filipino

-Arlene G. Sandoval – English
-Teresita C. Sajorda – Mathematics
-Lourdes L. Ligutan – Science
-Arnel M. Peralta – Social Studies
-Susana B. Dauigoy – MAPEH
-Erna S. Akyol – TLE
-Corazon D. Atilares – ValuesEducation
Year Level Chair

-Erna S. Akyol – First Year

-Lourdes L. Ligutan – Second Year
-Ederlina D. Belana – Third Year
-Daisy M. Torcuator _ Fourth Year
School Registrar

-Josephine C. Tavares

CHAPTER IV

Memorandum
No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR
TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB
DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH
SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC
EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM
BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND
STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF
THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS
OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR
2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC
SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION
(SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS
AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING
AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-
TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION
CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
Page/s: 1 2 3 4

No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR

TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB
DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH
SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC
EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM
BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND
STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF
THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS
OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR
2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC
SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION
(SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS
AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING
AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-
TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION
CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS
DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL
MANAGEMENT TEST (EMT) PASSERS AND NON-ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-BASED
CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL
AND VOCATIONAL EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR
VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE
DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-TEACHING
EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129
AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING
PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011
NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population
Quiz (POPQUIZ)
No. 47 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS
TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH
YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION
OF 1986
No. 46 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A
Moratorium on the Cutting and Harvesting of Timber in the Natural and
Residual Forests and Creating the Anti-Illegal Logging Task Force)
No. 45 s.2011 FOURTH NATIONAL CONVENTION OF THE CENTERS OF
EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs),
CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL
COLLEGES AND UNIVIERSITIES (ALCUs)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND
EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING AND
FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID
PAMILYANG PILIPINO PROGRAM (4Ps)
No. 41 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9123
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct
of Screening, Selection, and Regional Cluster Training Workshops for
Potential Textbook Evaluators)
39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG WIKA SA
MGA PAARALANG PAMPUBLIKO AT PAMPRIBADO SA
ANTAS ELEMENTARYA AT SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC
EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL
EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN
EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE
EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
No. 32 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY
SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER THE
DEPED COMPUTERIZATION PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE
CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE
AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 28 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9115
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF
SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-
TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF
DEPED-NATIONAL EMPLOYEES UNION MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE

No. 80 s.2011 MANAGING TEACHING AND LEARNING THROUGH ICT FOR

TECHNICAL VOCATIONAL TEACHERS
No. 79 s.2011 SMART SCHOOLS PROGRAM "CONTENT GENERATION AND WEB
DEVELOPMENT TRAINING FOR PUBLIC ELEMENTARY AND HIGH
SCHOOL TEACHERS,PUPILS AND STUDENTS
No. 78 s.2011 "HAPPY SMILES FOR HEALTHY KIDS" PROJECT
No. 77 s.2011 69TH COMMEMORATION OF THE ARAW NG KAGITINGAN AND
PHILIPPINE VETERANS WEEK
No. 76 s.2011 ENTREPRENEURSHIP TRAINING FOR YEARS III AND IV TECH-VOC
EDUCATION TEACHERS IMPLEMENTING THE STVEP
No. 75 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM
BATCH 11 (803 MOBILE TEACHERS)
No. 74 s.2011 SCHOLARSHIP PROGRAM FOR SPECIAL EDUCATION (SPED)
TEACHERS HANDLING CHILDREN WITH AUTISM SPECTRUM
DISORDER
No. 73 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, TEACHERS AND
STUDENTS TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF
THE EARTH HOUR 60+ 2011
No. 72 s.2011 55TH NATIONAL CONFERENCE OF CHIEFS AND ASSISTANT CHIEFS
OF ELEMENTARY EDUCATION
No. 71 s.2011 IMPLEMENTATION AND ORIENTATION OF BATCH 8 (FY 2009) OF
THE DEPED COMPUTERIZATION PROGRAM FOR TECHNICAL
 VOCATIONAL SECONDARY SCHOOLS
No. 70 s.2011 PAGDIRIWANG NG ARAW NI FRANCISCO "BALAGTAS" BALTAZAR
2011
No. 68 s.2011 DISSEMINATION OF ADMINISTRATIVE ORDER NO. 6, S. 2011
(Organizing the Inter-Agency Energy Contingency Committee (IECC)
No. 67 s.2011 PLACEMENT OF 2011 DOST-SEI SCHOLAR-GRADUATES IN PUBLIC
SECONDARY SCHOOLS
No. 66 s.2011 2011 SEARCH FOR THE MOST OUTSTANDING SPECIAL EDUCATION
(SPED) TEACHERS AND SPED CENTERS
No. 65 s.2011 CAPABILITY BUILDING FOR SPED TEACHERS, ADMINISTRATORS
AND SUPERVISORS UNDER THE HUMAN RESOURCE TRAINING
AND DEVELOPMENT
No. 64 s.2011 RESULTS OF THE 2010 NATIONAL QUALIFYING EXAMINATION
FOR PRINCIPALS
No. 63 s.2011 DEVELOPMENT OF COMPETENCY JOB PROFILES FOR DEPED NON-
TEACHING PERSONNEL
No. 62 s.2011 NATIONAL EDUCATION CONFERENCE ON ASSESSMENT AND
TRAINING OF TRAINERS (TOT) FOR THE MASS TRAINING OF
SECOND YEAR TEACHERS ON THE 2010 SECONDARY EDUCATION
CURRICULUM (SEC)
No. 61 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 11-A
No. 60 s.2011 RECONSTITUTING THE NATIONAL AND REGIONAL SEARCH
COMMITTEES FOR THE THIRD LEVEL POSITIONS
No. 59 s.2011 10TH CONFERENCE FOR THE PHILIPPINE SCHOOLS OVERSEAS
No. 58 s.2011 CREATION OF A TASK FORCE ON NATIONAL GREENING PROGRAM
No. 57 s.2011 URGENT PRAYERS FOR FILIPINOS IN LIBYA
No. 56 s.2011 EXECUTIVE TRAINING PROGRAM (ETP) FOR THE SCHOOLS
DIVISION/CITY SUPERINTENDENTS WHO ARE 2010 EDUCATIONAL
MANAGEMENT TEST (EMT) PASSERS AND NON-ETP TAKERS
No. 55 s.2011 TRAINING WORKSHOP FOR PROSPECTIVE COMPETENCY-BASED
CURRICULUM WRITERS UNDER THE STRENGTHENED TECHNICAL
AND VOCATIONAL EDUCATION PROGRAM (STVEP)
No. 54 s.2011 BENCHMARKING EXERCISE WITH INDUSTRY EXPOSURE FOR
VOCATIONAL DEPARTMENT HEAD TEACHERS
No. 53 s.2011 CONSTITUTING THE PROJECT TEAM FOR DEVELOPMENT OF THE
DEPED PROVIDEND FUND SYSTEM (DPFS)
No. 52 s.2011 CREATING THE TASK FORCE ON WELFARE AND BENEFIT
PACKAGE (TFWBP) FOR DEPED TEACHING AND NON-TEACHING
EMPLOYEES
No. 51 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS.9126,9127, 9129
AND 9130
No. 50 s.2011 NATIONAL AND LOCAL GOVERNMENT COUNTER-PARTING
PROGRAM FOR CLASSROOM CONSTRUCTION
No. 49 s.2011 RESCHEDULING THE ADMINISTRATION OF THE SY 2010-2011
NATIONAL ACHIEVEMENT TEST (NAT) FOR GRADE SIX
No. 48 s.2011 CHANGES AND ADDITIONAL INFORMATION TO DEPED
 MEMORANDUM NO. 363 S. 2010 (SY 2010-2011 National Population
Quiz (POPQUIZ)
No. 47 s.2011 ENJOINING ALL DEPED OFFICIALS, EMPLOYEES, AND SCHOOLS
TO ACTIVELY PARTICIPATE IN THE OBSERVANCE OF THE 25TH
YEAR ANNIVERSARY OF THE EDSA PEOPLE POWER REVOLUTION
OF 1986
No. 46 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 23 (Declaring A
Moratorium on the Cutting and Harvesting of Timber in the Natural and
Residual Forests and Creating the Anti-Illegal Logging Task Force)
No. 45 s.2011 FOURTH NATIONAL CONVENTION OF THE CENTERS OF
EXCELLENCE (COEs), CENTERS OF DEVELOPMENT (CODs),
CENTERS OF TRAINING (COTs) AND ASSOCIATION OF LOCAL
COLLEGES AND UNIVIERSITIES (ALCUs)
No. 44 s.2011 2011 SEARCH FOR OUTSTANDING PUBLIC OFFICIALS AND
EMPLOYEES
No. 43 s.2011 2011 WOMEN'S MONTH CELEBRATION
No. 42 s.2011 ENHANCING AND SUSTAINING SCHOOL GARDENING AND
FEEDING IN SUPPORT OF THE GOVERNMENT'S PANTAWID
PAMILYANG PILIPINO PROGRAM (4Ps)
No. 41 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9123
No. 40 s.2011 CHANGES IN DEPED MEMORANDUM NO. 364, S. 2010 (2010 Conduct
of Screening, Selection, and Regional Cluster Training Workshops for
Potential Textbook Evaluators)
No. 39 s.2011 IKALAWANG PAMBANSANG KONGRESO NG WIKA SA MGA
PAARALANG PAMPUBLIKO AT PAMPRIBADO SA ANTAS
ELEMENTARYA AT SEKUNDARYA
No. 38 s.2011 REGIONAL CONSULTATIONS ON THE ENHANCED K+12 BASIC
EDUCATION PROGRAM
No. 37 s.2011 REGIONAL ENHANCEMENT PROGRAM IN SECONDARY SPECIAL
EDUCATION
No. 36 s.2011 DISSEMINATION OF COMELEC RESOLUTION NOS. 9112 AND 9113
No. 35 s.2011 STRENGTHENING THE PUBLIC-PRIVATE PARTNERSHIP (PPP) IN
EDUCATION THROUGH THE ADOPT-A-SCHOOL PROGRAM (ASP)
No. 34 s.2011 NATIONAL FORUM-SEMINAR FOR TEACHERS' RIGHTS AND PEACE
EDUCATION
No. 33 s.2011 YOUTH FOR ENVIRONMENT SUMMER (YES) CAMP
No. 32 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 92
No. 31 s.2011 ORIENTATION/BRIEFING OF BATCH 6 (93 PILOT ELEMENTARY
SCHOOLS) AND BATCH 12 (15 SECONDARY SCHOOLS) UNDER THE
DEPED COMPUTERIZATION PROGRAM (DCP)
No. 30 s.2011 SEARCH FOR INNOVATIVE PRACTICES IN MANAGING LARGE
CLASSES FOR EFFECTIVE TEACHING AND LEARNING OF SCIENCE
AND MATHEMATICS
No. 29 s.2011 2011 WORLD WAR II (WWII)TRUE STORIES CONTEST
No. 28 s.2011 DISSEMINATION OF COMELEC RESOLUTION NO. 9115
No. 27 s.2011 PHILIPPINE INTERNATIONAL ARTS FESTIVAL
No. 26 s.2011 2011 PALARONG PAMBANSA
No. 25 s.2011 NATIONAL SCIENCE CAMP FOR PUPILS AND TEACHERS OF
SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSESs)
No. 24 s.2011 2011 NAMCYA BALLET WORKSHOP
No. 23 s.2011 VERIFICATION OF THE ACTUAL NUMBER OF DEPED NON-
TEACHING PERSONNEL IN ALL OFFICES AND VALIDATION OF
DEPED-NATIONAL EMPLOYEES UNION MEMBERS
No. 22 s.2011 VIEWING OF THE ADVOCACY FILM, PINOY SCOUTS
No. 21 s.2011 7TH NATIONAL DENTAL HEALTH MONTH
No. 20 s.2011 REGIONAL TEACHER TRAINING PROGRAM IN SIGN LANGUAGE
No. 19 s.2011 2011 INTERNATIONAL MOTHER LANGUAGE DAY
No. 18 s.2011 PRESIDENTIAL COMMISSION ON GOOD GOVERNMENT (PCGG)
25TH ANNIVERSARY
No. 17 s.2011 CHANGE OF SCHEDULE OF THE REGIONAL FINALS OF THE 2011
METROBANK-MTAP-DEPED MATH CHALLENGE
No. 16 s.2011 IMPLEMENTATION OF BATCH 12 (FY 2009) OF THE DEPED
COMPUTERIZATION PROGRAM (DCP)
No. 15 s.2011 2011 NATIONAL SCHOOLS PRESS CONFERENCE
No. 14 s.2011 AWARDING OF THE TOP PERFORMING PUBLIC SECONDARY
SCHOOLS OF THE PHILIPPINES BASED ON THE 2010 NATIONAL
ACHIEVEMENT TEST (NAT) RESULTS
No. 13 s.2011 IMPLEMENTATION OF THE DEPED COMPUTERIZATION PROGRAM
BATCH 6 (93 RECEPIENT ELEMENTARY SCHOOL)
No. 12 s.2011 DISSEMINATION OF EXECUTIVE ORDER NO. 19
No. 11 s.2011 2011 NATIONAL INTELLECTUAL DISABILITY WEEK
No. 10 s.2011 2011 NATIONAL AWARENESS WEEK FOR THE PREVENTION OF
CHILD SEXUAL ABUSE AND EXPLOITATION
No. 9 s.2011 15TH NATIONAL AUTISM CONSCIOUSNESS WEEK
No. 8 s.2011 9TH STUDENT TECHNOLOGISTS AND ENTREPRENUERS OF THE
PHILIPPINES-NATIONAL SKILLS DEVELOPMENT AND
COMPETITIONS (STEP-NSDC)
No. 7 s.2011 ADMINISTRATION OF THE NATIONAL ACHIEVEMENT TEST (NAT)
FOR GRADE THREE, GRADE SIX AND SECOND YEAR HIGH
SCHOOL FOR SY 2010-2011
No. 6 s.2011 DISSEMINATION OF THE COMMISSION ON HUMAN RIGHTS
ADVISORY (On the Implementation of the Accessibility Law)
No. 5 s.2011 DESIGNATION OF ASSISTANT SECRETARY TONISITO M.C. UMALI
AS OFFICER-IN-CHARGE (OIC) OF THE SCHOOL SPORTS
DEVELOPMENT PROGRAM
No. 3 s.2011 DISSEMINATION OF MEMORANDUM CIRCULAR NO. 9 (Government
Policy and Procedural/Documentary Requirements on the Approval/Issuance
of Authority to Purchase Motor Vehicles)
No. 2 s.2011 DISSEMINATION OF PRESIDENTIAL PROCLAMATION NO. 84
(Declaring the Regular Holidays, Special (Non-Working) Days, and Special
Holiday (for All Schools) for the Year 2011)
No. 1 s.2011 WINNERS OF THE 2010 GIGANTIC COLGATE SACHET DECORATION
MAKING CONTEST

CHAPTER V
 Student
Teaching
Guidelines

Top 10 Tips for Student Teachers

By Melissa Kelly, About.com Guide

Student teachers are often placed into an awkward and stressful situation, not really sure of their
authority and sometimes not even placed with veteran teachers who are much help. These tips can aid
student teachers as they begin their first teaching assignments. Please note: these are not suggestions
for how to approach the students but instead for how to most effectively succeed in your new teaching
environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the
right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you
are supposed to be teaching, you are placing that teacher and yourself in an awkward situation.

2. Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong
with over dressing during your student teaching assignments. The clothes do help lend you an air of
authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know
of your professionalism and dedication to your assignment.

3. Be Flexible

Remember that the coordinating teacher has pressures placed upon them just as you have your own
pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you
take on extra classes one day because he has an important meeting to attend, look at this as your chance
to get even further experience while impressing your dedication to your coordinating teacher.

Flexibility is the one the top six keys to being a successful teacher.

4. Follow the School Rules

This might seem obvious to some but it is important that you do not break school rules. For example, if
it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free',
do not light up during your lunch period. This is definitely not professional and would be a mark
against you when it comes time for your coordinating teacher and school to report on your abilities and
actions.

In addition, follow your own classroom rules.

5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them
completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to
follow these procedures you will be stuck without copies and will probably look unprofessional at the
same time.

6. Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and possibly trying for a
job at the school where you are teaching. These people's opinions of you will have an impact on
whether or not you are hired. They can also make your time during student teaching much easier to
handle. Don't underestimate their worth.

• Coworkers and Teaching

7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for grades,
you should either not use their names or change them to protect their identities. You never know who
you are teaching or what their relationship might be to your instructors and coordinators.

8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers.
However, as a student teacher this would be a very risky choice. You might say something you could
regret later. You might find out information that is untrue and clouds your judgement. You might even
offend someone without realizing it. Remember, these are teachers you could be working with again
some day in the future.

Student teaching evaluations: Inaccurate,

demeaning, misused
Administrators love student teaching evaluations. Faculty need to understand the dangers of relying on
these flawed instruments.

Fifty years ago, students at Harvard University and the University of California, Berkeley, were
publishing guides rating teachers and courses. Irreverent and funny, they featured pungent comments:
"Trying to understand Professor X's lectures is like slogging uphill through molasses," or "Dr. Y
communicated very closely with the blackboard, but I couldn't tell you what he looks like, as he never
faced the class." Unfortunately, what originated as a light-hearted dope sheet for the use of students
has, at the hands of university and college administrators, turned into an instrument of unwarranted and
unjust termination for large numbers of junior faculty and a source of humiliation for many of their
senior colleagues.
In the 1970s, schools started requiring faculty to get students to fill out and turn in teaching evaluation
forms to the administration. Administrators soon discovered they had a weapon to use against 50
percent of the faculty: they could proclaim that the half of the faculty with below-average scores in
each and every department were bad teachers. They have been at it ever since. When administrators
say, as they often do, "We won't tenure Professor X or give Professor Y a salary raise because he or she
has teaching evaluations that are below average," they are saying, in effect, that "below average" means
bad.

We know of one administration that heroically enlarged the proportion of no-good faculty members to
90 percent by declaring that any junior faculty member who failed to achieve scores in the top tenth
percentile could not be promoted. But most administrations are content to bad-mouth a mere 50
percent. (If the "average" administrators use is the median, then exactly half of the faculty will be
labeled bad. If they use the mean, the proportion labeled bad will probably be slightly above or below
half.)

What advice would you give to someone

who is about to begin student teaching?
5 Keys to Success
Submitted by Amy from Wisconsin
Grade 1-5; Math Support Teacher

As a second year teacher, I am not much of a stranger to the student teaching experience. In my
opinion, if you keep the following five points in mind, you will be sure to experience success.

#1 Be Original! Teachers, staff members, and administration will appreciate someone who brings a
unique personality to the student teaching experience. Teachers aren’t looking for a carbon copy of
themselves, so be yourself.
#2 Be Innovative! This is your time to take all that you have learned and apply it to your teaching. Let
the knowledge, ideas, and experiences you acquired along the way fuel your teaching. Don’t be afraid
to experiment. Ask your cooperating teacher to allow you to try that lesson or activity you worked so
hard to create.

#3 Collaborate! It is very important to network with all teachers, staff members, and administrators
within the school community. The young teachers who go the extra mile to collaborate are the ones
remembered down the road for prospective positions.

#4 Be Dedicated! Always show a passion for what you do. Take advantage of opportunities to become
involved with activities outside of school if possible. Schools will applaud the efforts of someone who
always is willing to give 110%

#5 Have fun! You can do all of the things above, but will be missing out on one of the greatest aspects
of the education profession if you forget to have fun. Enjoy the students; they will make you smile
every day. Enjoy your colleagues; they are wonderful role models. Enjoy the experience; it is
something that you will carry along into your teaching career!

Good luck!

CHAPTER VI
 Career Plan

Career goal:

To become a Jollibee Store Manager (assist physical therapists in providing treatments and procedures)

Requirements:

• Training in vocational schools, related on-the-job experience or an associate’s degree. Some

require a bachelor’s degree.
• Excellent communication skills
• Critical Thinking
• Being able to monitor and assess situations
 • Time management
• Service oriented
• Learn strategies and procedures quickly and precisely
• Writing skills

Current skills and interests:

• Attend Different Leadership Training Program

• Served as student council vice-president
• Served as class president for 3 years

Plan to reach career goal:

• Associates degree: Polytechnic University of the Philippines

• Work directly with Jollibee Foods Corporations for 4 years
• Job experience:
• Work directly with Jollibee Foods Corporations for 4 years

CHAPTER VII

First week
(November 18-20)
It was the day I came back to Maligaya High
School after a long week vacation. Definitely the
students were surprised for my return and most
of them thought that I will not going back
anymore.
As what I have learned from the previous
seminar we attended every time that you are
going to start a class why don’t you give a
celebration first to your students and that what
we did we have a celebration during my come
back week.
On the other hand the topic we discuss
during this week is about ELECTRICITY its
definition, nature and uses.
 Second week
November (23-29)

For this week I prepared a lesson plan

about electronics!! I found this topic very
crucial because I don’t have any idea what is
electronics all about. I have to ask for help
of the other teacher, thanks to Mr. Capulong
who is always here to answer my difficulties.
 Third week
November 30-December 4

The student took a long test about electricity and

electronics. I’m so glad that most of them got an av
erage score (does it mean they are listening to me???
hahaah)

In this week we discussed about metal works.

More thanks with Mr. Greg Reyes because of him I
have something to discussed with my students, in
fairness to me I found this topic very interesting.
 Fourth week
December 7-11

I gave a long quiz to my students about

metal works

And we opened the topic about

Entrepreneurial Competency and Skills.

This matters were already discuss during

the first period of the class and for the
lesson plan to follow we have to discuss this
topic. This topic is very easy for me because
it is our major subject in campus.

And the student seems they are

interested in the topic because they can
relate the topic in the real life situation.
 Fifth Week
December 14-16

The students attention goes in

“Christmas vacation” that’s WHy I decided
not to conduct a class discussion; they were
all excited with their Christmas party.
MERRY CHRISTMAS EVERYONE!!!!!!!!!
 Sixth week
January 4-8

WELCOME BACK TO SCHOOL

RESUME OF THE CLASS ALSS STUDENT

SEEM THEY MISS EACH AND EVERYONE OF
US,,

This week we discussed about

managerial skills wherein we have tackled
ho to be an effective manager and how to be
a good decision maker.
 Seventh week
January 11-15

Actually we have already all the topics

in our manual. Next week would be the
students’ third periodical test. For their
prepaation I only conducting a review
session for them to have a high grades.

I have to prepare a periodical test,,and

for you to know it took 2-3 days after our
head teacher approved my test question,,it
almost takes a lot of my time,money and
effort.

Eight week
January 18-22

‘Periodical test week”

No paper works at all just recording the

previous tests and activity of my students
 Tenth week
February 1-4

What I have do during this week is the

summary of grades of my students,, a lot of
computations for this day. I’m so glad that
none of my student failed during this period.

Eleventh week
February 8-12

A big week for me this is my last week in

my practice teaching,,sounds so sad but we
have to say goodbye..thanks for all the
memories and learnings
This is also the week I when I conducted
my demonstration lesson,,,,
Goodbye my dear students
See you sooooooooooonnnnnnnnnnn

CHAPTER VII
 Today’s
Education
Key Issues in Philippine Education
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to
94 percent in 1990. This is attributed to the increase in both the number of schools built and the 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 commerceand 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 ofbusiness 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 publicschool 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.
 CHAPTER IX

Curriculum
Vita
KIMBERLY JOY P. TOLENTINO
0916-1110360

PERSONAL INFORMATION
Nickname: KHEEM Height: 5’5”
Age: 21 Weight: 250lbs.
Birth Date: September 20, 1989 Birth Place: Manila

EDUCATIONAL ATTAINMENT
Tertiary: Bachelor in Business Teacher Education
Major in Business Technology
Polytechnic University of the Philippines- Quezon City
2006-present
Secondary:
F. G. Calderon High School
Hermosa Tondo Manila
Primary:
F. G. Calderon Elementary School
Hermosa Tondo Manila
 CHAPTER X

Attachments
Kheem with
Dos Linnaeus
 My lesson plan
Date: February 11, 2011/ Friday
Year and Section: II- Linnaeus

I. Content:
Area: Entrepreneurship
Chapter: Managerial Skills
Topic: Types of Business Organizations
Materials: chart, illustrations
Reference: TLE Manual II
II. Objective:
At the end of the lesson the student should be able to:
1. differentiate the types of business organizations
2. cite example of different types of business
3. analyze the advantages and disadvantages of each types of business

III. Procedure
A. Preparatory
1. Daily Routine: prayer, greetings, checking of attendance
2. Review: Effective Management ( Numbers vs. Letters)
3. Motivation: What’s on your mind?
B. Presentation:
1. let the student discuss the different form of business
2. let the student give example of each type of business

C. Closing Activity:
1. Generalization
-the term legal form prefers to the form of ownership of a business. You may
decide to share ownership with other people if you are not the only source of
 projects, ideas, or if you do not have capital and experience to start a business on
your own.
2. Valuing:
-awareness
3. Evaluation:
- quiz
IV. Assignment ( )/Agreement ( )
Cut pictures of different business and group them according to their types of business
My Daily Time
Record