JHA

STUDENT TEACHING PORT FOLIO
I.
Republic of the Philippines
Polytechnic University of the Philippines
Quezon City Campus
STUDENT
TEACHING
BTE 440
Jasmine T. Taylor
TABLE OF CONTENTS
I. Dedication
II. Acknowledgement
III. Prayer for Teachers
IV. Introduction
V. PUP and Lagro High School
Polytechnic University of the Philippines
-Philosophy
-Goals
-Mission/ Vision
Lagro High School
-Philosophy
-Mission/ Vision
-Belief Statement
-Statement of Professional Commitment
-History
-Map
-Organizational Structure
VI. Final Demo Plan
VII. Brief Synopsis of Professional Readings
VIII. Professional Development Plan/ Career Plan
IX. Narrative Report
X. Current Issues in Education
XI. Curriculum Vitae
XII. Attachments
A. Photos
B. Lesson Plan
C. Other important files
I. DEDICATION
I am gratefully dedicating this portfolio to the following
persons who mean so much to me, Knowingly-and-
unknowingly.
To my friends in school who have inspired me. Their
joy in others and inability to see differences as something that
is wrong along with their desire to love and be loved touches
my heart. Thank you for not only being my friends, but also
my brothers and sisters.
To my family and love ones for their no ending support even though sometimes they
really felt bad at me.
To Lagro High School for letting me to teach under T.L.E department, and to be able to
use my knowledge and skills in teaching to real world.
And to all the students of Polytechnic University of the Philippines, as well as the future
student teacher who will use this work as there guidance and reference.
Above all, I humbly dedicate this work to the Lord. I still do not know why He chose to
bring me to Lagro High School, but here I am. I am eager to see how He uses this work in my
life and the lives of others to teach us to grow, to be open and learn to walk the line between
cultures, deeply enjoying both sides. All glory and honor to Him.
-Jasmine T. Taylor
II. ACKNOWLEDGEMENT
This portfolio would not have been possible without the guidance and the help of several
individuals who contributed and extended their valuable assistance in the preparation and completion of
this piece of work.
I would like to express my greatest appreciation for the following that have helped and inspired
me to finish this portfolio:
To our Professors Mrs. Marilyn Isip and Mrs. Sheryl Morales for their detailed and constructive
comments, and for their important support throughout this work.
I would like also to extend my gratitude to the T.L.E head of Lagro High School, Dr. Carina
Ortiz-Luis for letting me to practice teach to her under department.
I wish to express my warm and sincere thanks to my cooperating teacher Mrs. Marilyn Abrajano,
who introduced me to the real world of teaching. Also to her great support, huge understanding, guidance
and a mother like figure to me during the period of my practice teaching.
To the second year students section maple, mahogany, guijo, ipil-ipil and eucalyptus batch 2010-
2011 for the kindness, appreciation, cooperation, respect and love that I gained to them.
To my Co-STs who remain always there in times of my happiness and loneliness.
To my Family who’s always there, without their encouragement and understanding it would have
been impossible for me to finish this portfolio. My special gratitude is due to my brother and their
families for their loving support.
To all my brothers’ like in PUPQC, who’s always cheering me up while doing this piece of work.
During this work I have collaborated with many colleagues for whom I have great regard, and I
wish to extend my warmest thanks to all those who have helped me with my work, to my friends up to
family friends.
III. PRAYER FOR TEACHER
Heavenly father
Please help me to strengthen their voices, bodies and minds,
to express their feelings and control them sometimes,
to explore what’s near and venture afar,
but most important to love who they are.
Lord, we ask that you would bless
the youngest and littlest of learners,
the most helpless and powerless of persons,
with Your infinite and loving mercy,
granting them the strength to learn, concentrate,
and act appropriately towards
their teachers and fellow students.
We also ask that You would watch over them,
at home and at school
and grant them proper direction
so that they may learn
of Your wonderful virtues.
We ask this in the name of Your Son, Jesus Christ. Amen

IV. INTRODUCTION
Welcome to student teaching!
Student teaching isn't easy. Not only will you learn more during your internship than you've
learned in all your other courses combined, but you walk a difficult path between being a full-fledged
teacher and still being a student yourself. You'll find it alternately the most stressful and the most exciting
time of your life--and sometimes both at once. It helps to know in advance what you can do to keep going
during the hard times and to enjoy the good times to the fullest.
You are entering the capstone experience of your preparation to teach. Your undergraduate
course work has offered a variety of ideas and opportunities about teaching. Now, you are in position to
apply, test, and refine these concepts. Student teaching is organized to gradually get you involved with
teaching responsibilities. Your initiative in this process is especially important. From the beginning of
your experience, talk with your clinical supervisor, seek opportunities to interact with students and begin
readying instructional materials.
Student teaching will place great demands on your energy and ability. It is especially
important for you to have clearly established priorities for your semester of student teaching.
Beyond daily time in assigned schools, many student teachers report that four to five additional
hours of work each day is necessary to fulfill responsibilities. Simple addition, then, reveals that
a significant amount of time each day will be necessary for you to accomplish all that is expected
of you in the role of student teacher.
A number of ingredients combine to provide the student teaching experience: teacher
candidates, clinical supervisor, administration, faculty, general school atmosphere, university
Supervisor... To some degree, these all contribute to your development and success. However,
YOU are the decisive element. It is imperative that you assume responsibility for self and for
development of the teacher self. Yes, there is a support system available; it will be a significant
contributor. In the final analysis, though, you are in charge of your development.
V. PUP AND LAGRO HIGH SCHOOL
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
 Education is an instrument for the development of the citizenry and for the enhancement of nation
building;
 Meaningful growth and transformation of the country are best achieved in an atmosphere of
brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit
of humanist internationalism.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate
attention to the alleviation of the plight of the poor, the development of the citizens, and of the national
economy to become globally competitive, the University shall commit its academic resources and
manpower to achieve its goals through:
1. Provision of undergraduate and graduate education which meet international standards of quality
and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and qualified
Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns
and benefits derived from the utilization of higher education resources.
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global
education and community services accessible to all students, Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs
of the students to enable them to lead productive and meaningful lives.
PUP commits itself to:
1. Democratize access to educational opportunities;
2. Promote science and technology consciousness and develop relevant expertise and competence
among all members of the academe, stressing their importance in building a truly independent
and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the
advancement of moral and spiritual values;
4. Promote awareness of our beneficial and relevant cultural heritage;
5. Develop in the students and faculty the values of self-discipline, love of country and social
consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and economic
problems and encourage them to contribute to the realization of nationalist industrialization and
economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop proficiency
in English and other foreign languages required by the students’ fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically advanced academic
community where people of diverse ideologies work and learn together to attain academic,
research and service excellence in a continually changing world; and
10. Build a learning community in touch with the main currents of political, economic and cultural
life throughout the world; a community enriched by the presence of a significant number of
international students; and a community supported by new technologies that facilitate active
participation in the creation and use of information and knowledge on a global scale.
Vision
Towards a Total University

LAGRO HIGH SCHOOL

PHILOSOPHY:
The development of the young into an intelligent, morally upright, responsible and productive member of
the society is the main focus of education. For this reason, Lagro High School believes that every Filipino
high school age youth must be given the right to quality instruction in a compassionate and caring
environment.
MISSION:
To ensure the maximum intellectual, social, emotional and physical growth of the child and strengthen
moral foundations through relevant and adequate learning experiences in a nurturing and caring school
environment.
VISION:
Lagro High School is an educational institution that produces academically competent, morally upright
and vocationally prepared citizens of the society.

BELIEF STATEMENT
In order to accomplish our mission, Largo High School believes:
Learning is a shared responsibility among students, teachers, administrators and the community.
With strong parental support, LHS will provide the best possible experiences for ALL students.
Implementing a variety of curriculum options and instructional practices to accommodate different
learning styles will allow students to apply their knowledge in meaningful contexts. Creating positive
relationships between teachers and students maximizes learning. Challenging expectations and
encouraging creativity, along with a safe and supportive environment, increase individual student
performance and self-esteem. Developing character traits that include honesty, respect, responsibility
and self-motivation are an integral part of our curriculum. Graduating students prepared to positively
impact their community and successfully meet the demands of our rapidly changing society is paramount.
LARGO HIGH SCHOOL STATEMENT OF PROFESSIONAL COMMITMENT
• I am an educator who makes a difference at Largo High School.
• I am proud of my school, my students, and myself.
• I believe in the dignity and value of the teaching profession. I behave ethically and professionally at
all times.
• I have a profound influence upon student's lives.
• I am comfortable and secure at Largo High School and contribute positively to its progress.
• I am free to state my opinions of problems that exist and take part in forming and implementing
solutions.
• I am dedicated to a cooperative relationship with students, parents, and the community.
• I believe fairness, consistency, and teamwork build the best school environment.
• I believe student success in the classroom is effected by my success as an educator.
• I believe that learning is a lifelong process. I accept this idea for myself and impart it to my students.
• I support other members of the Largo High School family at all times in dealing with students,
parents, and members of the community. I react positively toward other educators.
• I recognize and respect cultural differences among people.
• I create a comfortable atmosphere of success and work diligently to ensure student success through
positive, yet realistic, expectations. I encourage all students to challenge themselves in the classroom
and through extracurricular activities.
• I believe the work I do is recognized and respected by my colleagues, and I, in turn, recognize their
work.
• I establish parental communication to enhance the learning process.
• I promote the achievement of the Largo High School Five Year Plan and yearly goals.
HISTORY OF LARGO HIGH SCHOOL
Let us reminisce history….
In the early seventies, the growing number of people in the GSIS La Mesa Homeowners
Association (GLAMEHA) triggered the need for a high school in Lagro Subdivision. The
officers of GLAMEHA requested fervently for an establishment of a high school next to Lagro
Elementary School. With the aid of the city government and the education bureau,
Novaliches High School with Mr. Florencio Dumlao as principal started accepting students.
This high school annex started on June 13, 1974 with 87 students and a facility, which were
humbly two housing units in Block 59 and chairs the students provided themselves.
On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary
School compound and occupied the sawali-walled makeshift building. The high school was
then headed by Mr. Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and
Mrs. Greta Manlapig as pioneer teachers.
Two years after, the enrolment rose to 249 from the former 87 with three sections in first
year, two in second year, and one in third year. They were all managed to stay in just four
classrooms guided by nine teachers.
The first graduation from this high school happened two years after with an increased
enrolment of 461 with Mrs. Josefa Q. Maglipon, head of the Home Economics Department in
Novaliches High School, who replaced Mr. Pilar(who left for the United States).
The School Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With
this problem on accommodation, Mr. Florencio Dumlao appealed to the national government
for a Lagro Annex Building. Through the unrelenting efforts of the department head-in-
charge and with the PTA lobbying behind, the 1.3 hectare present school site, and building
became a reality.
At the opening of classes on June 11, 1978, 923 students flocked the newly constructed
building which was a two-story 18-room structure standing proudly with Mrs. Maglipon as
head of the school. She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to continue
with the challenge to manage 19 sections of students with just 32 teachers.
It was the significant day of September 1, 1978 that Lagro High School was inaugurated by
Mrs. Commemoracion M. Concepcion, the former schools division superintendent. Thus, it
has become its foundation day.

Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase of
student population. And to accommodate this increasing population, a six-room building on
the southern site of the campus was constructed. The school then also improved with the
completion of concrete fences surrounding the campus, construction of the stage and the
new steel flagpole, all to house and educate the community.
Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981.
Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building
funded by the city government. The same year created the Lagro High School-Payatas
Annex with 257 students. This annex was assigned to Mrs. Sheridan Evangelista, who was
then the Social Studies Department Head of the Main School.
Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School. Mr.
William S. Barcena took her place as the principal of Lagro High School on June 1991.
Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General
Education Supervisor I-English, as Officer-In-Charge on January 8, 1993.
Mr. Gil T. Magbanua replaced Mrs. Monis on June 13, 1993
To accommodate the continuous increasing enrollees, the three-story building funded by the
Quezon City Government was constructed. The third Annex in Fairview was finally opened
with Mrs. Justina A. Farolan as the Teacher-In-Charge.
Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more improvements.
Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in 1998
with improved facilities and technology advancements for the school.
The dawn of more improvements was realized when Dr. Fernando C. Javier became the
principal in April 2003. The construction of the new building previously applied by Mrs.
Sheridan Evangelista was built and inaugurated by the successor, Dr. Javier. The SB
Building and the full renovation of the formerly called Social Hall was transformed into a
multi-purpose conference room conveniently equipped with multimedia projectors and
modern sound technology now being utilized for events, seminars, workshops by the whole
division. The construction of the new gate, renovations of all facilities and the covered
court; Lagro High School now boasts of not only its talents but it’s conducive learning
ambience sure to provide every learner more motivation to pursue his dreams.
Lagro High School reaped achievements in the district, division, regional and national
competition under Dr. Javier. The Bureau of Alternative Learning System was established
and soon after the Open High School. The Special Education Program was established
accepting deaf and blind students. The Guidance Program was also enhanced and improved
with the administration of Dr. Javier. International competitions, speech and debate
contests sponsored by the government and private companies, Palarong Pambansa,
National Schools Press Conference and the creation of the Special Program in the Arts which
annually showcases talents in its culminating activities.
Today, as we speak, Lagro High School does not only have a growing number of enrollees
but also consistently develops as a community that consists of highly competitive and
productive members.
SCHOOL MAP
ORGANIZATIONAL CHART
TECHNOLOGY AND LIVELIHOOD EDUCATION DEPARTMENT

Lesson Plan in Technology and Livelihood Education
Technology and Livelihood Education II
Name: Jasmine T. Taylor Date/Time: February 24, 2011 (2:50-3:50)
School: Polytechnic University of the Philippines
Cooperating Teacher: Mrs. Marilyn Abrajano
Year and Section: 2nd year (II-Mahogany)
Learning Component : Technology and Livelihood Education II
Sub-learning Component: Entrepreneurship
I. Objectives:
At the end of the lesson the student should be able to:
1. Identify the types of business ownership;
2. describe the characteristics of each business ownership;
3. show awareness of the the importance of business ownership.
II. Content
A. Topic : Basic Patterns of Business Ownership
B. Materials : T.L.E Textbook II, Power Point Presentation, Visual Aids
C. Reference: Effective Technology and Home Economics II, pp. 219-220
http://bellus.clanteam.com/Lesson-3-Management
III. Strategies
A. Preparatory Activities
1. Routine Activities - Prayer, Greetings, Checking of Attendance, Assignment
2. Review
Drill – “I am the one”
There are names flashed on the screen and selected students will tell on what theory the
person is involved.
3. Motivation –
“Picture Parade”
Show Picture of different business ownership and let them named it.
“Guess me Please”
Students try to guess what was the picture represented by the missing word.
4. Unlocking of Difficulties
Sole – only
Stockholders - One who owns shares of stock in a corporation.
Incorporators – Is a person in charge of setting up a corporation.
Board of Directors – Group of individuals who charge with running the corporation.
Assets - Any item of economic value owned by an individual or corporation.
Liabilities - is a financial obligation, debt, claim, or potential loss.

B. Presentation of the Lesson
Learning Tasks Strategies Evaluation
1. Types of business Discussion Oral-response

ownership
2. Characteristics of Discussion Oral-response
each business
ownership
3. Appreciate the Open-ended sentence Oral-response

value of business
ownership
C. Closing Activities
1. Generalization
There are four forms of business ownership in the Philippines namely: sole
proprietorship, partnership, corporation, and cooperative. The structure of business ownership
clearly shows who really owned the business. The form of business ownership described how a
business is legally set up.
2. Valuing
Honestly
3. Application
Group Work
4. Evaluation
Activity (10 points)
Rubrics for group work
Score Equivalent
10 Excellent
9-8 Very Good
7-5 Good
4-0 Poor
IV. Assignment
1. Review the different forms of ownership.
2. Cut out at least 5 examples of each business ownership and paste it on a short coupon
bond.
V. BRIEF SYNOPSIS OF PROFESSINAL READINGS

Teaching Reading Strategies
Elementary School Students Need Support On What They Are Reading
Dorit Sasson, Teaching Reading Strategies: Elementary School Students Need Support On
What They Are Reading
Teaching Reading Strategies in Elementary School -scol22, stock.xchng
The best definition of a reading strategy is the tactics or actions teachers implement in order to
approach and make sense of a reading text.
Types of Reading Strategies
For the purposes of teaching reading, these are the main reading strategies students should learn.
1. Scanning otherwise known as quick reading. Student have a specific point in mind just to
understand the main ideas. Some scanning strategies involves looking for numbers and personal
names and understanding their references.
2. Skimming: reading a text quickly just to understand the main idea.
3. Reading for detail: students read a whole text very carefully for specific information.
4. Prediction and anticipation: student makes educated guessing about what he or she is going to
read on the basis of world knowledge and prior information about the text.
5. Inference. student goes beyond the written information and makes links.
The challenge for teachers teaching these strategies in a heterogeneous classroom is that not all
students employ the same strategies and many times the reading strategies employed in a student's
second language depend on second language learning experience.
In this respect, it is up to the teacher to learn this by observation and through a quick assessment from
distributing questionnaires. Also a student needs different reading skills for different text types.
Elementary School Teaching Tips
1. Students should experience all reading strategies.
2. It is important to emphasize those skills students are less familiar or do not cope with as well as they
would like to.
3. Each of the pre-while-post stages of teaching a reading lesson plan should involve a variety of
reading strategies
UNION LEADERS SPEAK

Report Calls for the Overhaul of Teacher Education Programs
By Randi Weingarten
Teacher education programs should provide more clinical experiences for teacher
candidates, forge stronger partnerships with school districts, focus on both content
knowledge and pedagogy, and improve candidate selection and placement, according to a
report released by a panel of experts. The panel was convened by the National Council for
Accreditation of Teacher Education (NCATE). The following is a statement made by
the president of the American Federation of Teachers, Randi Weingarten.
NCATE has used research, common sense and the experience of everyday educators to
create a blueprint for thoughtful and dramatic improvements in the way America’s teachers
are prepared for their careers. Rather than engage in a false choice about whether to
continue the status quo or eliminate college-based teacher education programs altogether,
NCATE wisely has focused on what is best for students.
The council’s call for prospective teachers to receive more clinical experience is a smart first
step in a profession that sees nearly half of teachers exit in their first five years of teaching.
The recommendation that teacher education programs work more collaboratively with school
districts will help ensure that teacher preparation and hiring are more closely aligned to the
needs of communities. Other recommendations — from establishing new research standards
to revamping higher education staffing and instruction — also will help upgrade and update
teacher education programs.
NCATE recognizes that improving teacher education programs will require a broad
partnership that includes teachers unions, school districts and colleges of education. We
urge all stakeholders to look past the ideological arguments and work collaboratively, as
NCATE and the American Federation of Teachers have done, to improve public
education. The AFT has taken this approach in our effort to revamp teacher development
and evaluations, which is now moving forward in nearly 60 school districts.

College Board Program Highlights Role of School Counselors

By Joan Baum, Ph.D.
Own the Turf, the College Board’s new program aimed at strengthening the image and
performance of the nation’s school counselors by way of offering strategic guidelines to help
inspire and prepare youngsters for college and careers, is responding to a growing concern
that teachers and parents and even guidance counselors themselves can’t do it all. Own the
Turf can also trace its recent debut to data that show that school counselors play an
increasingly critical role in getting students into college and staying in college. For Patricia
Martin, vice president of the newly instituted National Office of School Counselor
Advocacy (NOSCA) of the College Board, the campaign to give guidance counselors,
particularly in middle schools and high schools (some districts already involve elementary
schools), greater “voice” in the national dialogue, could not come a moment too soon. A
nationally known leader in the reform of school counseling, as well as a former teacher,
supervisor of counselors, high school principal and school administrator in Prince George’s
County in Baltimore, Md., Martin (a B.A. in mathematics, an M.A. in School Counseling)
comes to her position as VP of NOSCA with passion as well as experience.

Certainly the fact that “one-quarter of U.S. high school students drop out or fail to
graduate on time” and “almost one million students leave our schools for the streets each
year,” as U.S. Commissioner of Education Arne Duncan recently reported, only
reinforces the need to establish and enhance a “college-going culture” within the nation’s
schools, districts and communities. As is, data show that school counselors in many districts
of the country, particularly those in large urban areas, are burdened with a student-to-
counselor ratio of 467:1, and that’s only the national average.
The idea, however, Ms. Martin notes, is not to advocate for hiring more counselors —
although that would be desirable — but to provide a “comprehensive” program for counselors
across the country that can serve as a “focused agenda” with “a road map” and “toolkit
materials,” including best-practices strategies that can be shared in person or online. The
goal is to make college and career preparedness more effective, especially for the growing
number of youngsters who are the first in their family to be college bound. Many prospective
college freshmen, often minority, immigrant, poor, do not understand the extra-curricular
requirements of attending college — getting and paying for required health services, for
example. Between the end of June and early September there’s a lot youngsters have to do
after having been admitted to college. NOSCA, then, may be considered a professional
development initiative for school counselors, K through 12.
We know how to assist kids with the admissions process, Ms. Martin says. What we don’t
know is how to ensure that, once admitted to a two- or four-year school, the kids stay there —
matters essentially involving academic preparedness (including proper sequencing of, say,
algebra to calculus courses), and financial support. Are all counselors aware that much of this
kind of information, though complex, can be accessed online?
After studying existing College Board programs, the newly formed NOSCA identified
eight basic components, all of which, ideally, should be addressed by the time youngsters are
graduated from the 12th grade. Some of the pieces are familiar to counselors, but the need
is for all of them to be, as well as for implementation to start early, in elementary school.
The components are: College Aspirations; Academic Planning for College-Career
Readiness; Enrichment and Extracurricular Engagement; College and Career Exploration
and Selection Processes; College and Career Assessment; College Affordability
Planning; College and Career Admissions Processes; Transition from High School
Graduation to College Enrollment.

Plans are to have all pieces of the initiative up and running by fall 2012 in at least 10 districts
around the country (these have been selected because of their size, their diverse student
populations and the fact that the College Board has been working with these districts over
the years and can readily augment existing relationships between schools and various
organizations, such as College Bound). Of course, Own the Turf is voluntary, and
education is, constitutionally, a matter for the states, but as Ms. Martin points out, there is
no reason to expect that district superintendents would not subscribe to NOSCA’s goals
or appreciate why the initiative is being called a “campaign.”

Teachers College Calls Attention to Nutrition Education

By Judith Aquino
This year’s Dewey Circle Reception — a ceremony honoring donors to Teachers College,
Columbia University — shined a spotlight on healthy eating and the value of
nutrition awareness.
“Teachers College invented nutrition education a century ago,” said Susan Fuhrman,
president of Teachers College. “In the 1970s and ’80s, long before the current food
movement came to global consciousness, TC faculty members were sounding the cry for a
sustainable food system that supported human health and local environments.”
Childhood obesity (a body mass index above the 95th percentile) has more than tripled in
the past 30 years, according to the Centers for Disease Control and Prevention. The
prevalence of obesity among children aged 6 to 11 increased from 6.5 percent in 1980 to
19.6 percent in 2008. The prevalence of obesity among adolescents aged 12 to 19
increased from 5 percent to 18.1 percent.
Surrounded by edible displays of carrots, celery, peppers and other vegetables, guests at
the Dewey Circle Reception mingled on the rooftop garden of Tishman Speyer
headquarters at Rockefeller Plaza. The event was hosted by Tishman Speyer Senior
Managing Director, Steven Wechsler.
Guest speakers and Teachers College graduates Dr. Isobel Contento and Dr. Pamela
Koch spoke about their efforts to encourage healthy eating during the evening’s program,
“Eating Well: From Personal Health to Global Sustainability.”
Koch and Contento recently received a $1.5 million grant from the U.S. Department of
Agriculture to develop a science education and nutrition curriculum and evaluate its
effectiveness in preventing obesity in about 2,000 fifth-graders at 20 New York City
public schools.
Intercultural Open University: Alternative Education

By Sandra Hurlong, Ph.D.,
President of the Intercultural Open University Foundation
I am committed to Intercultural Open University Foundation. I am a product of traditional
and non-traditional higher learning in the U.S. I received my B.A. and M.A. in
anthropology from the University of Pennsylvania, and I received my Ph.D. in cultural
anthropology from the Union Institute and University in Cincinnati, Ohio, the first
university without walls in the U.S.
I met the IOU Foundation’s founders, Professor Dr. J.R. Hakemulder and Professor Dr.
Fay A.C. Hakemulder, in 2005. Discovering that we shared a philosophy of education, we
began a long discussion about alternative education, distance education, culturally and
socially relevant education, and the role of IOU Foundation in global education.
IOU Foundation is one of a small number of alternative education institutions, which has its
beginnings in the open education movement of the 1960s. This learner-centered, self-
directed orientation of education emerged in the U.S. and U.K. in the mid-1960s. Roy P.
Fairfield, a Harvard University professor of education, was among the founders of the
movement. His book, “Person Centered Graduate Education” (1977), chronicles his
pioneering efforts at the Union Graduate School to create a self-directed graduate
program and explores the paths and pitfalls of alternative modes of education. Much of the
non-traditional educational philosophy in the 1960s incorporated the ideas of humanistic
psychology, such as those of Carl Rogers’ client-centered therapy, Arnold Mindell’s
process-oriented psychology, and Clark Moustakis’ transpersonal psychology.
The beliefs of the pioneers in non-traditional education were that study is more an attitude
than a system. That attitude puts the learner first and the institution second. It concentrates
more on the learner’s need than the convenience of the institution. It encourages individual
opportunity rather than uniform prescriptive learning, and de-emphasizes time, space, and
even course requirements in favor of competence and performance.
Among the most prominent U.S. graduate institutions founded on these principals were the
Union Institute and Graduate School, Fielding Institute, Saybrook Institute, California
Institute of Integral Studies, The New School in California, and Antioch University.
Regional accrediting associations eventually accredited all of these institutions.
Accrediting bodies are generally capable of understanding the language of non-traditional
education. Government bodies have more difficulty doing so. They prefer external
evaluation, grades, and commonly accepted standards of progress. In the U.S., learners are
forced to seek government grants to pay the high cost of university tuition. The need for
government money has led to greater conformity among U.S. educational institutions and
less emphasis on alternative education philosophy.
IOU Foundation remains one of the few global institutions still supporting self-directed,
non-traditional adult graduate education. I believe the foundation is positioned to play an
important role in contemporary adult education. Part of IOU Foundation’s philosophy is to
maintain modest tuition fees and to have tuition fees from the developed world subsidize
tuition fees for the developing world. By emphasizing adult education, concentrating on
specific programs and continuing appropriate accreditation, IOU Foundation will continue
to consolidate its role in alternative education.

International Education: On Location in Israel:

Planting the Seeds for a Better World
By Adam Wertheimer Sugerman
Upon landing at Ben Gurion Airport in the Tel Aviv suburbs, I was impressed by Israel’s
efficient use of land. It seems that every vinkl, or nook, has been planted with a commercially
viable crop, such as citrus and almonds. Along the roadsides, though, I felt a connection with
both my zeide and suegro, both of whom love to work with the earth. Grandpa read about
plants in his native shtetl Shershev (today in Belarus) and was able to procure an agricultural
visa to Argentina before settling in Brooklyn with a small plot of land. In Florida, my father-
in-law has been experimenting with varieties of bougainvillea, which when left to grow on their
own, become thorny and entangled, yet whose flowers delight the eyes with vibrant colors
when the weather turns warm and sunny. Some of our bougainvillea, or veranera, flowers
exhibit pentacolor hybrids having been created from cuttings spanning lilac, orange, pink,
purple, burgundy, violet, white, and yellow hues.
The creation of modern Israel is synonymous with the veranera. Today the nation is
interwoven with the experiences of sabras and immigrants, intersecting ethnicities and
religions forever studied under the world’s microscope. Secular, religious, and ultra religious
Jews—Sephardim, Ashkenazim, Mizrahim, Teimanim, and then broken down into subgroups,
many of which overlap—live alongside secular and religious Sunni Muslims, Druze, Bedouins,
Baha’i, and diverse Christians, among them Armenian Catholic, Greek Orthodox, Roman
Catholic, Protestant, Maronite, Coptic, Syrian Catholic, Chaldean, Melkite Greek, and
more recently, Mormons. There are now small communities of Buddhists and Hindus. Even
more recently, a huge influx of Russian Jews and smaller waves of Ethiopian Jews arrived.
Compelling stories emanate from refugees from Ethiopia, Eritrea, and the Sudan along
with workers from the Philippines, Colombia, Nigeria, Sri Lanka and others.
But just as intertwined and complex, modern-day Israel also equates to practicality,
directness, and the ability to focus on a problem and resolve it. Israel has no other choice.
She is a nation that is small in territory — about the same acreage as New Jersey — and is
able to support a large population despite the fact that it has fewer natural resources,
especially lack of water, than most locales. Israel’s most important assets are its intellect and
creativity. Just as important, it is a nation of laws, and has built a system that can criticize
itself constructively without tearing itself apart, which is very uncommon as a society
throughout human history.
A group of U.S. school superintendents witnessed this incredible human experiment from
November 17 through November 23 first hand. The delegation, sponsored by the America-
Israel Friendship League (AIFL), met with students, faculty members and administrators of
K-12 institutions and universities along with expert analysts in history, security and
government. The group was led by Dr. Charlotte Frank, senior vice president of research
and development at McGraw-Hill and chairperson of the executive committee of the
superintendents listed above.
Here are a few of the participant’s perspectives:
Dr. Sichel: The thing I wanted to take back with me, more than anything, is that the
friendliness, the openness of the culture and the blending of religion and cultures. It’s so
diverse here. And when we talk about diversity in the United States, we really don’t have a
finger on what the diversity is. I see here that it works really well. I hope that will continue. On
an educational perspective, here the people are dealing with the same things we’re dealing
with. We have high ability students, we have lower performing students, and we have students
in-between. And we’re all trying to find ways to reach these students. It was good to see the
cooperativeness that was just so special to me. We talked so much and we heard so much,
and it is so important, especially now, to share ideas.

Dr. Salmon: It was life-changing especially my perception of Israel. My views were so shallow.
Now they’ve deepened and I have many things I need to think about, to read more about so I
have more knowledge when I talk about Israel. I am very interested in sending students to the
YASE program. I want to talk about culture shock, applications, and how to get the
process initiated. I wish my own daughter had had this opportunity before she graduated
high school.
Dr. and Mrs. Berg: We were impressed with the Holocaust Museum and the fact that
history is repeating itself with the experiences of the refugees coming into Israel from Darfur
via Egypt. The Center doesn’t let the collective voices of the Holocaust die.
Dr. Domenech: Superintendents make outstanding ambassadors. Through their exposure
to programs such as the one AIFL offers, they are able to bring back new perspectives to
their communities. [Ed: When Dr. Domenech was at the Kotel (the Wailing Wall) he saw
that people were placing small folded pieces of paper with their hand-written messages. He
wished peace and health for his grandson Robby, who was born during our week in Israel.
MPs highlight impact of Education Bill on children with autism
Yesterday, the Education Bill was debated for the first time in Parliament. The Bill will
implement some sections of the education white paper, published in December.
We briefed MPs on the Bill, before it was debated and as a result, the impact of the Bill on
children with autism was raised a number of times during the debate.
Exclusions
In particular, we had expressed concerns about the replacement of Independent Appeal
Panels for exclusions with Review Panels, which would not have the power to reinstate
children who had been permanently excluded.
A number of MPs highlighted the disproportionate number of children with autism who have
been excluded. Conservative MP Richard Fuller said that the high number of exclusions of
children with autism needed more attention.
Shadow Education Secretary Andy Burnham said, “Parents of children with disabilities
and special needs already face a battle to get them a good education. With changes to
admissions and exclusions, which will see schools become judge and jury, the Bill stacks the
odds against thosechildren even further”.
Education Minister Nick Gibb responded that parents would still have the right of appeal
on exclusions.
World-class ERP to Local Philippine Schools
CLERYSYS Philippines, Inc. and DATAPACIFIC Corporation signed a

technology partnership and joint-marketing collaboration to bring world-class
educational institution ERP implementation to local colleges and universities in the
Philippines.
CLERYSYS Philippines, Inc., a licensed channel partner of global “Enterprise Resource
Planning” (ERP) software providers SAP, INFOR and Oracle, andDATAPACIFIC
Corporation, the local developer of Campus++ School Management System, signed a
technology partnership and joint-marketing collaboration to bring world-class educational
institution ERP implementation to local colleges and universities.
Dubbed as “Academia”, the Clerysys-Datapacific partnership’s flagship product will bring
the best of breed back-end applications like enterprise financial accounting, planning, project
management and procurement to the specialized domain of school operation and academic
management customized to the local setting. This will result in a highly integrated school
process that will ultimately benefit the students, their parents and the whole academic
community. Financial and other school information will finally be at the touch of the finger
tips.
With five US offices and a development hub in India, the Clerysys office in the Philippines
is the Asia-Pacific hub of their global operation. Their clients include the University of
Ilinois, Barnes and Nobles, Comcast, and Sony Pictures.
Datapacific has been developing local software solutions for more than 19 years and it is
currently automating enrollment, admission and other school functions in campuses
nationwide, including Holy Angel University in Angeles, Pampanga, and Lyceum of the
Philippines University in Batangas and Laguna.

DEPED MEMO
DEPED ORDER
VI. PROFESSIONAL DEVELOPMENT PLAN/ CAREER PLAN
Way back in my childhood days, I was still remembered that my dream is to be a
teacher-a great teacher someday. Even though I was not yet entering my elementary days in
school that was my primary dream. When I was entered in elementary, I used to think twice,
because, I was influenced by my sister. I thought that I would be a great physician and that’s
what I plan until I graduated in elementary.
As I enter in secondary level, I plan to settle in only one option and that’s to be a good
physician. I thought after Four years, I will enroll in a medical school. But that dream was
failed, after my graduation there are so many offers blown out. The first option is to be a HRM
student which is also I loved, but not to be a physician anymore, the second one is to be an i.t
specialist, and the last one which is my greatest dream’t before is to be a teacher-a great
teacher.
Well, nobody predict our future even i. This is me now, a graduating student of
Polytechnic University of the Philippines Quezon City Campus taking up Bachelor in Business
Education; I am now soon to be teacher-a great teacher.
After the graduation, I am planning to take the civil service examination this coming may
2011 so that if I will be able to pass that exam I have an edge among others. In myself, I really
want to take a rest first to refreshin’ myself and my mind in everything. But still, I am planning
to take a licensure examination for teachers this coming September to ensure that I will be
having a licensed which indicate that I am already a professional individual here in our country.
Though I don’t have any plan yet in teaching after graduation, I still want to ensure that I will be
employed after I took a rest.
By the following years, after I helped my parents and having a stabled job I will now
settled my own family. I will be get married in to a good and handsome guy in my eyes and
plan to have 3 children’s (hopefully).

IX. NARRATIVE REPORTS

FIRST WEEK OF STUDENT TEACHING
This is it! I am so excited this week; perhaps I have still some anxiety. Now it’s here!
This week, I begin translating my ideas into actions. On the first day, a good bit of my
time will spent observing. I just observe my cooperating teacher and the response of students
to her. Also, the teaching interaction of students with each other. Observing with many
different areas: Watch carefully; listen attentively; consider what was done and why. I was look
for opportunities to interact with the students. As they come into and leave the classroom, be
in a position to establish eye contact, to verbally interact. As they work independently, I do
move around the classroom. As i move, I’ll look carefully at student work. That was time I was
beginning to collect data that I know will help in my teaching on the sooner days.
One time, Mrs. Abrajano failed to come into her class because of her toothache. I,
alone, will go to the class of II-Mahogany and that was my very first day of handling the class. I
was so nervous that time and I don’t know what to do, whew! Very awkward feelings. Upon
entering to the terrific room, all of them stop creating noise, they’re all pay attention to me,
maybe they are surprise because they have thought that Mrs. Abrajano will come to their class.
I introduced myself, sharing my thoughts about education, my likes and dislikes, some chosen
personal information’s. I let them asked me questions but only for that time then, we started
collaborate. We shared thoughts, getting to know each other and some stuffs.
This week was so embarrassing, as I gone to arrange the sitting arrangement of my one
section handled the security guard go upstairs and look for me. I was timid that time, because I
don’t know what to say. My students are really noisy because they bully each other as I
transfer one to another place.
SECOND WEEK OF STUDENT TEACHING
We have nothing much to this week. Mrs. Abrajano demonstrates how to make their
project, the electrical circuit and lamp shade. The rest of days were served as the payment day
and we only let them copy some lectures.
I was still assist Mrs. Abrajano in her class. While she was lecturing, I at the back was
observing the class and sometimes sited only at the back and listen to her lecture like an typical
high school student. As I observed the students, I noticed that most of them aren’t listening so
I go to their place and just look and smile at them. There are one section that is really noisy
though when there are ‘two’ teachers in front of them they are still doing what they want. Mrs.
Abrajano get mad to them and instead of lecture about the lesson, Ma’am lectured about
values. I hope on the following weeks that I will be handled all the sections alone, they will be
good to me. Whoa!
This week also is their ‘Christmas Party’ and I’m so excited. In our advisory class, we let
them assigned themselves in bringing food. Their Christmas Party was really fun, I was also
joined to their games and it makes me glad. I was also look to the other sections I was handled
on what’s going on with their party. I am glad to see that most of the students are happy the
same as I and Ma’am Abrajano.

THIRD WEEK OF STUDENT TEACHING
First week of schooling after a short vacation. This was my third week in lagro high
school as student teacher. Starting the first day of January I’ll be the one who will handled
alone the class. During the first day, our advisory class is my first subject. I only asked them to
clean and map their classroom because there are many dust inside. On the remaining class I
asked them to write their experiences during Christmas and/or new year.
I am now familiarizing their names but unfortunately I can’t remembered all yet. In one
section, we used a a.k.a to call them and it makes me laugh. This first day of January make me
smile.
On the other day Mrs. Abrajano told me that I was going to teach the lesson on the next
day. I am so surprised yet happy that time, I don’t know if I’m nervous or excited. The day
came, I taught the lesson, and it makes me feel like a teacher now. It was really hard to
manage the class and in line with that same time with lecturing. I feel a fulfillment that time
after teaching those students, it make me smile until I gone home.
The last day of this week also I celebrated by 20 th birthday. I thought my student
doesn’t know about my birthday. I was surprised and happy because every time I enter the
classroom they greet me and I really count it a lot!
FOURTH WEEK OF STUDENT TEACHING
This week was so weary but still enjoyable. I lectured for three consecutive days then
review on the fourth day and on the fifth day we have an examination. I am very tired this
whole week because aside from studying and making visual aids I also do my case studies at the
same time.
Aside from me that is camera addicted, my students also. On the fifth day we have a
bonding picture after their exam and they’re all smiling and laughing. We’re enjoyed that
moment.
I am praying that I will be a good teacher to them, also as from them, to be a good
students from me.
FIFTH WEEK OF STUDENT TEACHING
Their examination week!
After their chapter test last week, this week would be their unit test and periodical
examinations. On the next day of this week, we only checked their chapter test and then
recorded it. I was so surprised and shocked because my cooperating teaching Mrs. Abrajano
for our students; and gladly I was made it.
I am worried to their exam, I don’t know if all that I have lectured to them was included
to their examination. But, after seeing the test papers I can now breathe well because
everything was included. On the fourth day, Thursday, my students at II-Maple gone to SM and
play at timezone. They’ve won prizes like pencils and paper clips. I am so happy because they
have remembered me and this Friday they gave me that pencils and paper clips. What a good
remembrance to keep.
SOPHOMORES’ INTRAMURAL
The sophomores intramurals; I was there to give support to my students at II-Maple,

Mahogany, Guijo, Eucaluptus and Ipil-ipil. Early in the morning at 6:00 a.m we’re already at the
plaza near lagro. They are practicing badminton, volleyball, taekwondo, basketball and table
tennis. I, also joined them playing those sports.
The first game started and 8:00 a.m in lagro high school court. I and my students was
there at the volleyball field making cheers to II-Mahogany and Ipil-ipil, so gladly because they
won the game. By having a few minutes of rest, they are on the field again and played. We’re
all happy and shouting because our team declared as the champion of sophomore volleyball
girls.
Every one of us is wearing a smile that time, we take a rest for about thirty minutes and
then we gone out to eat some food. Their treat me lunch and meryenda at the same time.
Well it’s my pleasure to accept that food came from my students, nice one!
For the volleyball boys, I don’t know to whom I cheer. they I have both handled them
but I think it was quiet bias because I have chosen my advisory class, perse, I compared the
teamwork of the other team because they are 3 sections there and all of them are my handled
sections. My advisory class won the game and they become the champion for volleyball boys. I
am happy for them, After all the game-sports we’re playing a volleyball on the field with my
students, whew! My muscles are aching and I’ve got sprain it which is sadly happened.
The two other teachers there Mrs. Duran and Mr. Palacio treat those students who won.
I and my 2 students was about to go home, but they are hunger so we go at SM to east and at
the same time to treat them after eating we gone to timezone and karaoke hub, we plan to sing
though our voice is not so inviting. We’re all happy singing and also I’m so glad the they are my
students.
DEMONSTRATION WEEK
My demonstration teaching is getting near (on this Thursday) I am really excited to my
demo and proudly say I never get nervous. Though my lesson plan doesn’t much good enough
and still taking it’s everyday revision, I am excited. I am praying before I was scheduled this
February 24 for final demo that our Lord God help me to turn my fears and anxiety into
excitement. Gladly and blessed I am, god really helps me.
Everyone is getting busy this week, preparing for demo, PPT, Visual Aids and Lesson
Plan. And I, just taking it easy, I don’t know if that was good or bad. Whew!
Continuously, until the moment of demonstration. I felt excited, happy and no bad
feelings. Whew! All I wanna know that time is to discuss the lesson very clearly and made the
class alive. When I am in front I never look to the teachers who are watching me just all by
myself and y students. After my demonstration teaching we take a rest for 10 minutes and
then meeting for the post conference. I am happy and proudly say that their comments are
really pleasurable like I’m very confident in teaching, I have a loud and clear voice, I made
maximum use of my hands (gestures) and lastly their final word is ‘Congratulation, you are an
energetic teacher’ which I don’t know how to answer back but thanks and just a little smile.’
X. CURRENT ISSUES IN EDUCATION
LOCAL EDUCATIONAL NEWS
LGUs, schools, education advocates target zero dropout in public schools

(The Philippine Star) Updated March 10, 2011 12:00 AM
MANILA, Philippines - Mayors and top level local government officials, school administrators,
and other education advocates who attended Synergeia Foundation’s 8th National Education
Summit have committed to hammer down to zero the dropout rates in public schools in their
localities.
Synergeia trustee Washington Sycip encouraged the participants to focus on the reduction of
dropout rates and not just improving public schoolchildren’s performance. He said good
education would lift families across the country from poverty, as well as ensure that democracy
would work.
“When people are hungry, they sell their votes. Only when poverty is reduced will democracy
really work in this country,” Sycip said.
Over a hundred top level representatives (mayors, vice-mayors and other LGU officials) from
almost 50 municipalities from Cagayan Province to the Autonomous Region for Muslim
Mindanao attended the Summit. One provincial governor, Sarangani Gov. Miguel Rene
Dominguez, headed the province’s contingent.

There were also 114 educators from the Department of Education like teachers, principals,
supervisors, and superintendents who supported the new target, as well as education
advocates from the corporate sector like Metrobank Foundation and Team Energy.
Synergeia president and CEO Milwida Guevara said efforts to reduce dropout rates would
complement measures to improve students’ achievement tests through trainings for teachers,
administrators, and parents as well as getting community support.
During the workshop sessions, participants agreed that supporting the DepEd’s Alternative
Learning System (ALS) that targets out-of-school youth is the country’s hope for bringing
children back to school. In ARMM where the USAID-funded Education Quality and Access to
Learning and Livelihood Skills Project invested heavily on hiring instructors specifically for out-
of-school youth, the ALS program has started to bring children back to school.
The 8th National Education Summit was organized with the assistance of the DepEd, DILG,
USAID, World Bank, Ford Foundation and Ateneo de Manila University. It was held last Feb. 18-
19, at the Ateneo Professional Schools in Makati City.

The RH bill and education
STRAWS IN THE WIND By Eladio Dioko (The Freeman) Updated February 24, 2011 12:00
In the midst of the controversy on RH bill, one congressman has come out with a statement
that this proposed measure is not necessary since population management has long been a
government policy. We are referring to Congressman Karlo Alexei Nograles of Davao City who is
one of the sensible legislators who oppose the enactment of this anti-life bill. Indeed, why craft
a law that would divide the nation and arm-twist a people to control birth?
Condom, which is the popular means of controlling birth, would be freely distributed by
government health workers because huge funds would the earmarked for the purpose once the
bill is passed. In fact, this year, even with the bill still pending enactment, the government is
setting aside – hold your breath – P3 billion for information campaign on contraceptive use.
In its premise the RH initiative purports to encourage the use of natural and artificial means of
birth control. Yet there are provisions which mandate the government to shell out millions of
pesos for buying anti-pregnancy materials for distribution to the general public. Once passed,
this legislation would therefore abet the use of artificial means of spacing birth, a position the
Catholic Church vehemently opposes. The reason is by now clear to most Filipinos who have
followed this issue: Using contraceptives aborts life in the mother’s womb. It’s murder pure and
simple. If this is encouraged by the state, where’s the constitutional declaration that we are
“imploring the aid of Almighty God” in governing this country?
There is no question on the need to control population growth. But the answer, like the answer
to almost all of our social problems, lies in education, general education including an expertly
managed sex education. Raise the level of the educational attainment of the 92 million Filipinos
and population growth tapers off. But leave tens of millions of these under the “scratch and
dig” state they now endure and babies would continue to tumble out by the dozen from many
households.
The trouble is there is no money for education. True, we have a compulsory basic education.
But how many manage to finish high school? Not even half of the school age youth. This means
that only about 50 percent of Filipinos are functionally literate. Yet even this state is not yet a
guarantee for gainful employment because in today’s world a higher level of schooling is a
must. Hence, there’s a huge mass of poverty stricken warm bodies whose urgent concern is
survival and to whom family planning is a meaningless thing. If only we have a no-nonsense
anti-poverty program. If only we can better educate our people there would be no need to
spend billions for birth control.
But there’s no money for education, for good education, that is. For years we have run our
school system on a “puwede na” mentality –puwede na even if one classroom is used by two or
three classes, puwede na even if only one textbook is available for three or four
students, puwede na even if many high schools are manned by “casual” teachers, puwede
na even if mere pictures of equipment are used in science classes, etc.
The irony is that there’s money for other less critical purposes. Pork for legislators, to name
one, gets billions from the national coffer. Superfluous infrastructures, to name another, drain
the same coffer of more billions. And of course, corruption has leeched this nation into its
current anemic state.
Education? It’s the boast of politicians that this program gets the lion’s share of the budget, but
this happens because it has the most number of personnel. The bitter truth, however, is that
only a meager 15 to 16 percent of our GNP is shelled out for education. Compared to other
Asian countries, most of which spend 20 to 25 percent of their budget for education, we are the
miser in this regard.
Our failure to spend enough for our school system could be the reason why we have remained
the economic poor boy of Asia. Years were when we were the envy in this part of the world for
education and progress. But we must have been asleep (like Rip Van Winkle?) all these years
because many of our neighbors like Indonesia, Vietnam, India and others, which used to be in
the backwaters of development, are now looking down at us.
What will wake us up? Education, of course, because education is the engine of growth and
development. But as long as we treat our schooling system like decrepit barangay schools we
will remain half awake and problems such as poverty and its companion goblin of high
population growth rate will always haunt us.

IT education for elementary students pushed
By Christina M. Mendez (The Philippine Star) Updated February 03, 2011 12:00 AM
MANILA, Philippines - Sen. Edgardo Angara called on his colleagues in the Senate to help him in
pursuing legislation to integrate computer education into the curriculum of students as early as
the elementary level.
“In our efforts to recover from lost economic grounds, our people need to be updated on the
latest advances in technology. The youth must be scientifically and technically prepared to fully
tap their inner talents and contribute to national development,” said Angara, who chairs the
Senate committee on education.
To demonstrate how backward the country has been in terms of information technology,
Angara cited the 2009 Global I.T. Report released by the World Economic Forum in Davos,
Switzerland, wherein the Philippines has further slipped from its 2008 ranking of 81st in terms
of Network Readiness to 85th.
In 2007, the country ranked 69th.
In a bid to enable the country to keep up with other countries in terms of global technology,
Angara has filed Senate Bill 2012 which seeks to promote computer literacy by including basic
computer applications and programs in primary schools, to produce highly-skilled workers in
programming, digitally-aided design, hardware, networking and software development.

SB 2012 will allow the creation of the Board of Computer Education, which will assess,
supervise and monitor the accreditation of schools; provide the curriculum for computer-aided
logic, math and science education in the elementary level; and monitor over all performances
of the schools and the students.
The bill will promote the Build-Operate-Transfer scheme of the program, which will include
facilitating the training of teachers on computer literacy and maintenance and provide
apprenticeships to qualified students into the facilities maintenance component of their
education.
This is pursuant to Republic Act 6957, the act authorizing the private sector to build and
operate infrastructure facilities and later on transfer ownership to the (local) government.
inally, the bill will put in place a voucher system for specialized computer education in 19 of the
poorest provinces of the country.
Under this provision, qualified students who completed secondary school will be allowed to
take competitive aptitude tests. Upon passing the test, they can avail of vouchers from the
partner agency or through the local unit of the Board to enroll in a computer school of their
choice.
“This bill is intended to prepare the Filipino youth to meet the technological challenges of the
new century,” Angara said.

Irony in education
By Eduardo "Edu" Manzano, Makati City (philstar.com) Updated December 23, 2010 12:00 AM
I was listening to a news report on the radio yesterday noon (Dec. 2) about students protesting
at the UP-Ayala Hub along Commonwealth Avenue. The site was chosen as venue of the protest
action since Pres. Noynoy Aquino was on his way there to inaugurate some Business Process
Outsourcing (BPO) companies.
The sight of students marching in protest over the reduced allocation for education, right across
the UP-Ayala Hub where offices of major BPOs are located, cannot but be the best (worst?)
metaphor for the state of our education today.
Here we are, producing so many graduates of biology, nursing, accounting, law, political
science, etc. who, for lack of work opportunities here in their chosen fields, eventually become
telephone operators, taking calls, inquiries and complaints from angry and at times, abusive
people from other countries. This seems to be the fate of graduates who take on the work of
call center agents to service corporations from all over the world that reduce costs of doing
business by outsourcing their services to low-income countries like ours.
It is education that provides the best possible investment as it pays the biggest return. It has
been proven many times that investment in human capital produces not only a well-learned
society but also an empowered and innovative populace that can effectively compete with their
counterparts anywhere in the world.

Much reform is necessary, not just in extending the school years as in the DepEd’s K+12
proposal but also in improving what is probably the most critical factor that accounts for
effective learning, which is the mastery of the subject matter by the teacher.
We need to pay attention to the inordinate expenditures for GOCCs or the pork barrel of nearly
300 legislators and compare these with the paltry amount given to education that affects 2/3 of
our people, now nearing 100 million.
If we do not adequately invest in human capital now, we must be prepared for the
consequences that will inevitably follow.

How important is education?
PERSPECTIVE By Cherry Ballescas (The Freeman) Updated December 04, 2010 12:00 AM
Gratefully, some people back in early 1916 saw the need to establish a University of the
Philippines in the south. Thus was born the University of the Philippines Cebu College eight
years after UP in Manila.
Dr. Ambeth Ocampo’s reminder about the meaning of the historical marker that was unveiled
at UP Cebu should be heard seriously especially by those who can truly make education a top
priority not only for the Visayas but for Mindanao as well.
The historical marker serves not only to formally seal the transfer of ownership of the marker to
UP Cebu from the National Historical Commission.
Ocampo stressed that the marker not only locates the historical value of UP Cebu. The marker
should also serve as a constant reminder to all those genuinely interested in educating our
people to persevere and continue the legacy of providing quality education to our youth.
Sadly, UP Cebu’s strategic location and importance has never been fully recognized. For that
matter, the value of education has not been genuinely appreciated and supported, especially
by the government.
Scholars are expected to serve the nation but until they graduate, they are expected to fend for
themselves, to study hard and finish in 4 years, without any support given to most of them even
in terms of lodging or tuition assistance. Roads,bridges and basketball courts seem to have
been given more importance than schools and universities.
The presence of public universities in any region, on face value, is a witness about the concern
and importance given by the government to constituents and their education. However, just
like many white elephant structures left unfinished or abandoned, public schools and
universities, beyond their inauguration, have been left literally on their own to stay alive and
survive.
Year in and year out, state universities and colleges (SUCs) have had to struggle to convince
legislators and government to provide adequate budget to continue to educate our youth, to
continue to nurture the brains badly needed for nation-building, to continue to exist.
Year in, year out, their budget requests have been ignored, sliced, cut, reduced. Instead,
legislators and government have preferred to fill their own belly with undeserved pork barrel!
Who do you think can be expected to make full use of the limited budget to promote the
interests of our people, of our country? The academe or Congress?
The SUCs have their sterling performance of expertise and service to our people and our
country to show as clear evidence of their responsible management of public funds. Do the
legislators and other government officials have similar transparent records of public service and
performance?
Senator Drilon’s demand for SUCs to open their books so the public will know that SUCs have
their own savings and income to use even with less budget from Congress should be matched
with public outcry for legislators themselves to immediately show our people where the huge
pork barrel for them have gone. The same public demand should be directed as well to all
government officials at all levels!
Secretary Abad should also explain why the budget of the state universities and colleges did not
receive the same priority as the pork barrel of those in Congress! Did not this government run,
during the last elections, on the promise to scrap the pork barrel? What happened? Why did
Abad et al decide instead to slash the budget for SUCs?
P.Noy himself should see the genuine cry of the youth and the SUCs for him to realize as a
historical reminder for him to fulfill his promise of change, for him to honor the youth that
believed in him, for him to remember that it was the people that got him elected, not the
Liberal Party that seems to be controlling his decisions nor Congress that seems to be
controlling the decisions of the LP.
Education or pork barrel? Perhaps, those with pork barrel can be persuaded to annually provide
a set percentage of their P70M pork barrel to support education and SUCs?
FOREIGN EDUCATIONAL NEWS
Empowering Innovation in Education: a TED x NY Education Event
By Vicki Cobb
About two hundred educators and other interested people met recently to share ideas about
education. The setting was the NY Academy of Sciences on the fortieth floor overlooking
ground zero—the perfect place to discuss rebuilding dreams. TED, which stands for Technology,
Entertainment, Design (www.TED.com), is an annual event where leading thinkers share what
they are most passionate about. A TEDx event, such as this one, is independently organized and
licensed by TED, but still exclusive. Attendees had to fill out an application with their
background, interests, and three conversation starters just to purchase a ticket.
The program was four sessions of speakers (19 in all) with time in between for networking.
Alan November, an expert on using technology in education, emphasized that the key to joy in
work is purpose and this message is not lost on kids. Gary Stager, a constructionist teacher in
the mold of long-ago progressive education pioneers, said, “We can have high standards
without standardization.” His emphasis: project based learning. Heidi Hayes Jacobs
recommends rethinking everything we do in schools, from scheduling to how we group
students to assessments. “We can do dumb things with a smart board,” she quipped. She was
particularly adamant about the negative effect of the assessment tests on both teaching and
learning, symbolically breaking a #2 pencil at the end of her talk. Patrick Corman, a children’s
fiction author, talked about his multimedia approach (text + videos) to story-telling that gets
kids involved with reading.
The possibilities for innovation in education are generated by the newly available power of the
web for unlimited access to information and global connections. Children no longer want to
wait until they grow up to participate in the world. They want to do it now and they are already
doing it electronically. Teachers are more important than ever in guiding and shaping this new
empowerment and must begin focusing on a new set of twenty-first century skills to help
students find their way and their voice.
The event seemed to energize the participants to effect change in education. (Many of the
attendees were from independent schools that are already on the cutting edge of educational
innovation.) The people who need to hear the message most were not in attendance. Policy
makers were not there, nor were the administrators who are focused on raising test scores.
Good Teacher Training Equals Heightened Student Learning
By Sandra Priest Rose
Classroom teachers are being penalized for their students’ poor test scores. We must recognize
that teachers face different students every year with different abilities, and the factory model
of manufacturing cannot apply to educating human beings.
We must also recognize that we give new teachers none of the training they need in
preparation for their job. Schools of education teach about educational theories; they do not
teach how to teach actual subjects. Education students read about Freud, Pestalozzi, Maria
Montessori, whole language reading, phonics. They never learn how to teach reading, writing,
spelling, comprehension, history, science, arithmetic, history of music and art. They have to
learn through painful experimenting. Teachers only learn how to teach after years of
experience, trial and error, and a few years of failing to give students what they need. The fault
lies in the lack of training they received.
A model of training teachers in the teaching of reading, writing and spelling has been developed
by Reading Reform Foundation over a 30-year period that has proven to be successful for the
teachers and their students. It requires hard work and dedication on the part of the mentors as
well as teachers being trained, but it works.
The classroom teachers take a 40-hour course in one of the Orton-Gillingham approaches to
teaching reading, writing, and spelling. These are systematic methods that teach in step-by-step
ways an analysis of the English language that make its spelling and pronunciation logical. The
teachers, and subsequently their students, learn that 87 percent of English is logical and subject
to phonetic rules. Careful handwriting and accurate spelling precede reading. Everything is
taught by using all the senses: seeing, hearing, speaking (muscles of the mouth) and writing
(muscles of the arm and hand). This multisensory teaching helps fix learning on the brain and
makes learning and remembering easier.
The course is then followed up by twice-a-week visits to the classroom teacher by a highly
trained, sympathetic mentor. Together they plan lessons to be used in the classroom. The
mentor first demonstrates and models, then gradually lets the classroom teacher take over
more and more. This program of 160 hours of training (40 hours in the course, 120 hours of
classroom visits) results in well-trained teachers who are secure in teaching the subjects for
which they have been trained.
Meanwhile, the students benefit from the logical teaching they are receiving as well. Their
enthusiasm as they recite the sounds together, put them into words, and read aloud with
confidence is palpable. These classes are alive with full participation and excitement. Solid gains
in test scores provide additional proof of how much the students have learned.
The confidence engendered in the children by acquiring real skills also is bolstered by reading
exciting or instructive stories and literature. Legends and myths can be read to the students in
first and second grade until they can read on their own.
Some of the third-graders in a bilingual class read a child’s version of “The Odyssey” in English
this past year. When asked to write to thank the donor of the books, one child said, “Why? He
didn’t write the Odyssey. Homer did!”
Thus, the true purpose of good training for the teacher comes full circle in the intellectual
ferment that can be created in the minds of the students in an inner-city school.
College Board Program Highlights Role of School Counselors
By Joan Baum, Ph.D.
Own the Turf, the College Board’s new program aimed at strengthening the image and
performance of the nation’s school counselors by way of offering strategic guidelines to help
inspire and prepare youngsters for college and careers, is responding to a growing concern that
teachers and parents and even guidance counselors themselves can’t do it all. Own the Turf can
also trace its recent debut to data that show that school counselors play an increasingly critical
role in getting students into college and staying in college. For Patricia Martin, vice president of
the newly instituted National Office of School Counselor Advocacy (NOSCA) of the College
Board, the campaign to give guidance counselors, particularly in middle schools and high
schools (some districts already involve elementary schools), greater “voice” in the national
dialogue, could not come a moment too soon. A nationally known leader in the reform of
school counseling, as well as a former teacher, supervisor of counselors, high school principal
and school administrator in Prince George’s County in Baltimore, Md., Martin (a B.A. in
mathematics, an M.A. in School Counseling) comes to her position as VP of NOSCA with passion
as well as experience.
Certainly the fact that “one-quarter of U.S. high school students drop out or fail to graduate on
time” and “almost one million students leave our schools for the streets each year,” as U.S.
Commissioner of Education Arne Duncan recently reported, only reinforces the need to
establish and enhance a “college-going culture” within the nation’s schools, districts and
communities. As is, data show that school counselors in many districts of the country,
particularly those in large urban areas, are burdened with a student-to-counselor ratio of 467:1,
and that’s only the national average.
The idea, however, Ms. Martin notes, is not to advocate for hiring more counselors — although
that would be desirable — but to provide a “comprehensive” program for counselors across the
country that can serve as a “focused agenda” with “a road map” and “toolkit materials,”
including best-practices strategies that can be shared in person or online. The goal is to make
college and career preparedness more effective, especially for the growing number of
youngsters who are the first in their family to be college bound. Many prospective college
freshmen, often minority, immigrant, poor, do not understand the extra-curricular
requirements of attending college — getting and paying for required health services, for
example. Between the end of June and early September there’s a lot youngsters have to do
after having been admitted to college. NOSCA, then, may be considered a professional
development initiative for school counselors, K through 12.
We know how to assist kids with the admissions process, Ms. Martin says. What we don’t know
is how to ensure that, once admitted to a two- or four-year school, the kids stay there —
matters essentially involving academic preparedness (including proper sequencing of, say,
algebra to calculus courses), and financial support. Are all counselors aware that much of this
kind of information, though complex, can be accessed online?
After studying existing College Board programs, the newly formed NOSCA identified eight basic
components, all of which, ideally, should be addressed by the time youngsters are graduated
from the 12th grade. Some of the pieces are familiar to counselors, but the need is for all of
them to be, as well as for implementation to start early, in elementary school.
The components are: College Aspirations; Academic Planning for College-Career Readiness;
Enrichment and Extracurricular Engagement; College and Career Exploration and Selection
Processes; College and Career Assessment; College Affordability Planning; College and Career
Admissions Processes; Transition from High School Graduation to College Enrollment.
Plans are to have all pieces of the initiative up and running by fall 2012 in at least 10 districts
around the country (these have been selected because of their size, their diverse student
populations and the fact that the College Board has been working with these districts over the
years and can readily augment existing relationships between schools and various
organizations, such as College Bound). Of course, Own the Turf is voluntary, and education is,
constitutionally, a matter for the states, but as Ms. Martin points out, there is no reason to
expect that district superintendents would not subscribe to NOSCA’s goals or appreciate why
the initiative is being called a “campaign.”

JASMINE T. TAYLOR
34 Republic Avenue, Lilac Street, Fairview Quezon City
+639098836347
taylorjasminet@gmail.com
Job Objective: To be a student teacher where I utilize my knowledge in teaching

Technology and Livelihood Education and to enhance and bring out the best in me
as a student.
_____________________________________________________________________________________
Skills:
 Computer Literate Empowering the Youth toward

 Effective Communication Skills Sustainable Environment
 Values Oriented
 Fluent in English and Filipino Language
Education:
POLYTECHINIC UNIVERSITY OF
THE PHILIPPINES – QUEZON
CITY
2007-present
NORTH FAIRVIEW HIGH

SCHOOL
Auburn Street North Fairview
Subdivision, North Fairview Quezon
City
FAIRVIEW ELEMENTARY
SCHOOL
Fairlane Street, Fairview Park Quezon
City
Seminars Attended:
Jobstreet Career Congress-2010

SMX – Mall of Asia
Enhancing Teaching Skills toward

Professionalism
Polytechnic University of the
Philippines- Quezon City
Personal Information:
Birthday: January 7, 1991 Religion: Born Again Christian
Mother: Linda T. Taylor Father: William B. Taylor
Height: 5’2
XI. ATTACHMENTS
A. PHOTOS
PHOTOS OF MY COOPERATING SCHOOL
A side view shot at lagro high school
Photo in front of technology and livelihood education faculty room

PHOTOS TOGETHER WITH MY COOPERATING TEACHER
I and my cooperating teacher Mrs. Marilyn M. Abrajano

PHOTOS TOGETHER WITH MY CO-STUDENT TEACHERS

PHOTOS TOGETHER WITH MY PRECIOUS STUDENTS
Together with S.K team from II-Eucalyptus
Together with my guijofam from II-Guijo

Together with the II-Maple, my advisory class
Together with my loving and sweet students from II-Mahogany

PHOTOS DURING FREE TIME (PLAYTIME SHOTS)

PHOTOS WHILE DOING THEIR ACTIVITIES AND TAKING THEIR EXAMS

FINAL DEMO SHOTS
I together with my cooperating teacher and the two master teachers
The section II-Mahogany (my demo section)

PHOTOS DURING MY LAST DAYS IN LAGRO HIGH SCHOOL

STUDENT LETTERS
MESSAGES OF MY STUDENTS IN MY SOUVENIR T-SHIRT

B. LESSON PLAN
Learning Component: T.L.E II
Sub-learning Component: Entrepreneurship
I. Objective:
At the end of the lesson the students should be able to:
a. Familiarize the different successful entrepreneurs in the Philippines;
b. Give the different qualities possess by entrepreneurs;
c. Develop the good qualities of an entrepreneur by the students.
II. Content:
a. Topic: Personal Competencies of an Entrepreneur
b. Materials: workbook, textbook, notebook, visual aids
c. Reference: Effective Technology and Home Economics pp. 207-208
III. Procedure
A. Preparatory Activities
1. Routine Activities
Prayer, Checking of attendance and assignment
2. Drill
Successful Entrepreneurs – jumbled letters
3. Motivation
Pictures of successful entrepreneurs in the Philippines
4. Unlocking of Difficulties
Entrepreneur- individuals who are highly enterprising

Entrepreneurship- process by which individual produces goods and services to

improve mans quality of life.
Competency- Ability
B. Lesson Proper
D. Presentation of the Lesson
Learning Tasks Strategies Evaluation
1. Different successful Brainstorming Question-Answer

entrepreneurs in the
Philippines
2. Personal Discussion Oral-response
competencies of an
entrepreneur
3. Self-checking Individual Work Oral-response

exercise
C. Closing Activities
1. Generalization
Entrepreneurs are people who are willing to take risks in order to build a business. They
are resourceful and inventive people who have many ideas and they have the courage and
determination to turn those ideas into reality.
2. Valuing
Cooperation
3. Application
Quiz
4. Evaluation
Self checking exercise (10 points)
V. Assignment
3. Review the different forms of ownership.
4. Cut out at least 5 examples of each business ownership and paste it on a short coupon
bond.
C. TEST
Lagro High School
Technology and Livelihood Education
Entrepreneurship
4TH Grading
Chapter Test
Name: Score:
Year and Section: Date:
I. TRUE OR FALSE
Direction: Write T if the statement is correct and F if the statement is incorrect.
Write your answer on the space provided.
_____1. Inadequate capital is one of the main problems common to business enterprises.
_____2. Products or methods of production may become obsolete because of the
constant stream of new products.
_____3. Creativity requires imagination and critical thinking.
_____4. All businesses are not subject to business risks.
_____5. Peso devaluation can be risky to business because the higher cost of imported
goods may not
be easily passed on to the consumer due to insufficient demand for the good or
because of
government regulations.
_____6. Successful entrepreneurs are risk-takers.
_____7. Effectiveness described as ‘doing things right’ and Efficiency as ‘doing the right
thing’.
_____8. Effectiveness and Efficiency goes hand in hand in order to attain a success
business.
_____9. An effective and efficient businessman is one who is a goal-setter, committed to
opportunities and resources, risk-taker, persistent and visionary leader.
_____10. We need to assess the strength of the company periodically because it helps to
identify
Problems and possible solutions to these.
II. IDENTIFICATION
A. Direction: Identify the following. Write your answer on the space provided.
__________1. Describes as the process by which an individual produces goods and

services to improve man’s quality of life.
__________2. These are the people who are willing to take risk in order to build a
business.
__________3. A behavior in which he has a strong belief in self and own abilities.
__________4. A behavior in which he sets clear specific short-term or long term
goals.
__________5. A behavior which looks for new business opportunities to respond to
the needs of consumers.

__________6. A behavior when they make promises, they do all possible means to
keep this.
__________7. A behavior when they keep on trying various alternatives to improve
their services to people.
__________8. Described as ‘ doing the right thing’
__________9. Described as ‘ doing things right’
__________10. The one who undertakes a business.
B. Direction: Tell whether the statement described is EFFECTIVE or EFFICIENT

entrepreneur. Write your answer on the space provided.
__________1. Do an environmental scanning of business opportunities.

__________2. Do proper planning
__________3. Be resourceful to finance and sustain the enterprises.
__________4. Use all resources to attain goals and objectives.
__________5. Follow a step by step procedure in putting-up an enterprise activity.
__________6. Choose the best entrepreneurial activity and work on your plans.
__________7. Give elaborate instruction.
__________8. Lead in attaining the instructions
__________9. Monitor results
__________10. Evaluate results
III. ENUMERATION
1-10 Enumerate the (10) personal competencies of entrepreneurs

11-15 Enumerate the (5) problems face by entrepreneurs
16-17 List the (2) persons who brought the meaning for ‘effectiveness and
efficiency’
18-20 Give at lease (3) qualities of creative entrepreneurs

JHA

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What is the purpose of the student teaching portfolio?

What is the purpose of the student teaching portfolio?

What are the sections included in the student teaching portfolio?

What are the sections included in the student teaching portfolio?

STUDENT TEACHING PORT FOLIO

Republic of the Philippines

Polytechnic University of the Philippines

Quezon City Campus

III. Prayer for Teachers

V. PUP and Lagro High School

Polytechnic University of the Philippines

Lagro High School

-Statement of Professional Commitment

VI. Final Demo Plan

VII. Brief Synopsis of Professional Readings

VIII. Professional Development Plan/ Career Plan

IX. Narrative Report

X. Current Issues in Education

XI. Curriculum Vitae

I am gratefully dedicating this portfolio to the following

persons who mean so much to me, Knowingly-and-

To my friends in school who have inspired me. Their

joy in others and inability to see differences as something that

is wrong along with their desire to love and be loved touches

my brothers and sisters.

really felt bad at me.

use my knowledge and skills in teaching to real world.

this piece of work.

me to finish this portfolio:

comments, and for their important support throughout this work.

Ortiz-Luis for letting me to practice teach to her under department.

and a mother like figure to me during the period of my practice teaching.

To my Co-STs who remain always there in times of my happiness and loneliness.

families for their loving support.

III. PRAYER FOR TEACHER

Please help me to strengthen their voices, bodies and minds,

to express their feelings and control them sometimes,

to explore what’s near and venture afar,

but most important to love who they are.

Lord, we ask that you would bless

the youngest and littlest of learners,

the most helpless and powerless of persons,

with Your infinite and loving mercy,

granting them the strength to learn, concentrate,

and act appropriately towards

their teachers and fellow students.

We also ask that You would watch over them,

at home and at school

and grant them proper direction

so that they may learn

of Your wonderful virtues.

We ask this in the name of Your Son, Jesus Christ. Amen

Welcome to student teaching!

readying instructional materials.

of you in the role of student teacher.

A number of ingredients combine to provide the student teaching experience: teacher

candidates, clinical supervisor, administration, faculty, general school atmosphere, university

V. PUP AND LAGRO HIGH SCHOOL

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

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