portfolio finish (jennilyn gabriel)

8/7/2019 portfolio finish (jennilyn gabriel)

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PREPARED BY: JENNILYN A. GABRIEL

SUBMITTED TO: PROF. SHERYL MORALES


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Dedication

I would like to dedicate this work to the future Business Teacher Students and to my

parents for the financial support, to my friends who helped me a lot to done this work, also to the

teachers Justice Muoz Palma High School whose with me during my practice teaching days.


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Acknowledgment

This portfolio would not have been possible without the support of many people

First of all, I would like to give praise and glory to our almighty God for giving me the

strength and wisdom to do this manual.

Second, I would like to extend my gratitude to Mrs. Felicitas Victoriano for allowing us

to conduct our practice teaching despite of all the odds and mess regarding MOA etc..

Special thanks to my cooperating teacher Mr. Gil G. Gamo for the patience, guidance and

for supporting me during my practice teaching and lastly, to my parents for their financial

support and understanding


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A Teachers Prayer

Lord, let me be just what they need.

If they need someone to trust, let me be trustworthy.

If they need sympathy, let me sympathize.

If they need love, (and they do need love), let me love, in full measure.

Let me not anger easily, Lord but let me be just.

Permit my justice to be tempered in your mercy.

When I stand before them, Lord, let me look strong and good and honest and loving.

And let me be as strong and good and honest and loving as I look to them.

Help me to counsel the anxious, crack the covering of the shy, temper the

rambunctious with a gentle attitude.

Permit me to teach only the truth.

Help me to inspire them so that learning will not cease at the classroom door.

Let the lessons they learn make their lives fruitful and happy.

And, Lord, let me bring them to You.

Teach them through me to love You.

Finally, permit me to learn the lessons they teach.


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A Student's PrayerCreator of all things, true source of Light and Wisdom, lofty source of all

Being, graciously let a ray of Your Brilliance penetrate into the darkness of my

understanding and take from me the double darkness in which I have been born,

sin and ignorance.

Give me a sharp sense of understanding, a retentive memory, and the ability to

grasp things correctly and fundamentally.

Grant me the talent of being exact in my explanations and the ability to express

myself with thoroughness and charm.

Point out the beginning, direct the progress, and help in the completion.

Through Christ our Lord.

St. Thomas Aquinas


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Introduction

As a Student Teacher, I have here my portfolio as one of my requirement

in my student teaching that will provide you information all about my Practicum II inJustice Cecilia Muoz Palma High School, since I was started teaching up to my final

demonstration. This includes the lesson plan where I used in my final demonstration,

also pictures with my students and other matters about my teaching the experiences

that I had taken here that help me to have more strength and patience during my

teaching days in JCMPHS.

Being a student teacher is not an easy thing to do, you have to prepare

yourself in teaching students with individual differences and cope up to their

environment. Furthermore, you have also to be more patient with your naughty

students so that the learning process will be more successful and for the students to

understand what do you want them to be learning from you.

The primary role of the teacher intern is to successfully carry out the internship

assignment. The teaching internship may be viewed as a critical stage of transition from

the status of college student to the status of classroom teacher. The internship is a

privilege and therefore carries with it certain responsibilities, among which are:

1. Place school duties and responsibilities ahead of personal wishes and outsideactivities. The teaching internship is a full-time responsibility.

2. Become informed about students and classes you will teach.

3. Conform to the school's rules, policies, and local standards of behavior.

4. Conduct yourself in a mature, responsible and professional manner and maintain anappropriate personal appearance.


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5. Show courtesy and respect for students, faculty, staff, parents, and members of the

community. Respect the judgment of the school supervisor.

6. Avoid partiality and favoritism toward students.

7. Place the needs of the students first.

8. Adjust to, rather than try to change, the situation in the classroom or school.

9. Plan lessons on a weekly and daily basis and submit the plans to your school

supervisor for review and recommendations prior to actual instruction. (A sample

lesson plan format is in the appendix.) Your plans should be kept in a notebook or

folder and made available to your university supervisor during each visit.10. Be fully prepared for each class session. This will require considerable planning and

development of materials outside regular school hours.

11. Participate in all of the activities expected of your school supervisor, including

faculty meetings, team planning, professional decision-making, open houses, parent-

teacher conferences, school activities, and non-instructional duties (before, during, and

after school).

12. Be on time all the time. Never be absent from your assignment without good reason.

If you do become ill, call your school supervisor and university supervisor as early

as possible, but no later than 7:00 a.m.

13. Cooperate at all times with teachers, other staff members, and administrators.

14. Become thoroughly familiar with the Teacher Intern Assessment Instrument and

expectations for your major. Consult the Reference Guide in this handbook for

explanations and rubrics for the items on the assessment instrument


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15. Complete self-evaluations and discuss them with your school and university

supervisor. Forms are provided for this purpose (see self-evaluation checklists).

Videotaping provides another means of self-assessment.

16. Accept feedback and suggestions that will aid your personal and professional

growth.

17. Demonstrate effective management of self. Don't lose your patience or self control.

18. Maintain confidentiality and avoid unfavorable criticism of the school, the school

supervisor, other teachers, the students, administration and the community.

19. Submit weekly teacher intern reports to your university supervisor. Notify yoursupervisor if there are any changes.

20. Strive for personal and professional growth through continued study and effort.

Become actively involved in activities directed at the improvement of teaching and

learning, e.g., instructional team meetings, staff development workshops, and

seminars.

21. Become acquainted with professional organizations and resources available through

information technologies. Journals, publications of professional organizations, and

the internet provide up-to-date information on teaching strategies and resources.


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History of PUPThe history of PUP may well parallel the nation's growth and development. As itmet the needs of a fledgling Philippine civil service under American rule forgedfrom anvil of Spanish colonialism, so will it serve the rising expectations of thepeople in the 21st century...desirous now of reclaiming their rightful place in thecommunity of independent nations? As it has withstood the test of time, so will itcontinue to pace contemporary Philippine history?

Here are the highlights of its growth from a mere business school with an itinerantexistence to the country's largest state university. Click upon the timeline linkprovided below to proceed with the specific part of the PUP history timeline.

1904-1951

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

Business School.

1952-1971

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

whose main thrust is in Commerce.

1972-1985

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

during these periods.
http://www.pup.edu.ph/profile/19041951.asphttp://www.pup.edu.ph/profile/19041951.asphttp://www.pup.edu.ph/profile/19521971.asphttp://www.pup.edu.ph/profile/19521971.asphttp://www.pup.edu.ph/profile/19721985.asphttp://www.pup.edu.ph/profile/19721985.asphttp://www.pup.edu.ph/profile/19721985.asphttp://www.pup.edu.ph/profile/19521971.asphttp://www.pup.edu.ph/profile/19041951.asphttp://www.pup.edu.ph/profile/19721985.asphttp://www.pup.edu.ph/profile/19521971.asphttp://www.pup.edu.ph/profile/19041951.asp


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1986-1990

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

commitment to the role of education as an equalizing factor.

1991-1999

To keep pace with changing conditions; the University underwent continuous change in this

period.

2000-present

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

technologies, and prepares itself to become globally competitive.
http://www.pup.edu.ph/profile/19861990.asphttp://www.pup.edu.ph/profile/19861990.asphttp://www.pup.edu.ph/profile/19911999.asphttp://www.pup.edu.ph/profile/19911999.asphttp://www.pup.edu.ph/profile/2000.asphttp://www.pup.edu.ph/profile/2000.asphttp://www.pup.edu.ph/profile/2000.asphttp://www.pup.edu.ph/profile/19861990.asphttp://www.pup.edu.ph/profile/2000.asphttp://www.pup.edu.ph/profile/19911999.asphttp://www.pup.edu.ph/profile/19861990.asp


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GoalsReflective of the great emphasis being given by the country's leadership aimed atproviding appropriate attention to the alleviation of the plight of the poor, the

development of the citizens and of the national economy to become globallycompetitive, the University shall commit its academic resources and manpower toachieve its goals through:

1. Provision of undergraduate and graduate education which meet internationalstandards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplinesrelevant and responsive to the dynamically changing domestic and internationalenvironment;

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

deserving and qualified Filipinos; and4. Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher educationresources.

PhilosophyAs 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 anatmosphere of brotherhood, peace, freedom, justice and a nationalist-orientededucation imbued with the spirit of humanist internationalism.

VisionTowards a Total University


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MissionThe 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;


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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 technologicallyadvanced 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.


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PUP MAPS


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(School context)


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History of the School (JCMPHS)The school was formally opened in 1988 with Mrs. Sheridan G. Evangelista of

the Social Studies Department of Lagro High School as Officer-In-Charge. Regular

classes started with 258 students and 7 regular-permanent teachers assigned by Ms.Gutierrez, former principal of Lagro High School (Main). These teachers were Mr.Endrico S. Anacion, Mrs. Marissa C. Macatanong, Mr. Gil Panis, Mrs. Cristina M.Feliciano, Mrs. Flordeliza T. Ramos, Mr. Cresencio B. Juanich and Mr. Jose R. Zoleta.Four classroom building was built at Bicol Street, Payatas through the joint effort of thebarangay officials and civic-spirited leaders of the community. Payatas Annex came intoexistence as an annex of Lagro High School. Mrs. Evangelista was followed by Mrs.Felicisima Taedo, who served the school for only three months. Mrs. La Paz Veloriacame in next and followed by Mr. Liberato C. Garcia who managed the school foralmost four years. Then came Ms. Amelita B. Yapit who served for two and a half years.

It was during the administration of Mayor Ismael Mathay III, when the citygovernment constructed a three-storey building. Another one-storey building was builtfacing the Mathay Hall with three classrooms until the construction was stopped by theDPWH. In the year 1999, a four-storey building with 12 classrooms was constructedthrough the generosity of former Congressman Dante V. Liban, the Division of CitySchools and DPWH. This additional building helped address the accommodationproblem of the growing population of the school.

Payatas High School is strategically located at Molave and Narra streets and theboundary of Villa Gracia Homes.

It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of LagroHigh School Payatas as Master Teacher/Officer-In-Charge. She continued the effortsstarted by the predecessors prioritizing on the basic necessities of both the teachers

and the students by providing clean water and functional comfort rooms. It was alsoduring her time that Lagro High School Payatas Annex gained its independence.

With the promotion of Mrs. Violeta D. Jordan, a new MT II In-Charge in theperson of Mrs. Lydia S. Ramos was assigned. The school has seen numerousimprovements in terms of the schools physical facilities and academic achievement inher two years stay as an administrator.


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Ms. Juanita C. Alajar assumed principalship on October 16, 2005. Usingavailable resources judiciously, she improved the learning environment by landscapingnooks and corners. The library was extended and more books and reference materialswere added. The registrar, clerk and book keeper were provided computers to facilitatespeedy preparation of report.

The Centennial Rotary Club donated water purifier. Liban and Mathay buildingswere repaired and repainted. An 18 classroom-four storey SB Hall, stage and fenceswere constructed under the leadership of Honorable Feliciano Belmonte Jr.

Payatas High School was renamed Justice Cecilia Muoz Palma HIGH Schoolon November 22, 2006. Justice Palma clan donated 10 brand new computers and therotary Club of Marikina Hills another 10, enabling the school to put up a computer roomat Belmonte Hall. Truly blessed, our school is a recipient of 21 computer units fromCICT, Office of the President. About 200 families enjoy the Pantawid Pamilyang

Pilipino Program in 2009.

Through proper coordination with Ateneo Pathways to Higher Education, manypoor but deserving students enjoy scholarships at prestigious universities. Those whohave graduated help the school by organizing career orientation to fourth year studentsand donating books for the library.

Another 15-classroom 4 storey SB building was constructed that the big numberof students per class was lessened. Inspired by the unwavering support of the City

Government, Justice Cecilia Muoz Palma Foundation Inc., NGOs, parents, teachersand students, Ms. Alajar continuously improve the school.


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JUSTICE CECILIA MUOZ PALMA HIGHSCHOOL

VISIonJustice Cecilia Muoz Palma High School is an educational institution developing

well-rounded individuals for the establishment of a self-reliant and responsiblecommunity.

MISSIonTo provide relevant education for youths intellectual, psychological, spiritual and

environmental awareness through responsive approaches.

A. coMMUnItY PRoFIleBarangay PAYATAS got its name from Payatas Estate, a vast tract of land

covering approximate area of 5, 295 hectares. PAYATAS is

derived from the word PAYAT sa TAAS meaning the soil of highlands is not fertilecompared with the lowlands along Marikina River. It occupies a little less than 20% ofthe citys land area. The population was almost 125,000 as of 2003. majority of theresidents fall below the poverty level, living harsh and poor conditions in the depressedareas. The language used is Tagalog and secondary dialects are Waray, Ilonggo,Visaya, Bicol, Ilokano, Panggalatok and Kapampangan.


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B.DeMoGRAPhY Payatas area has a population of 125,000 more or less 10% of the citys 2003

estimated population. Average annual population growth rate for the past 10 years is 15.23% High growth rate is due to immigration. The continuous influx of migrants is

alarming. Estimates indicate that more than 80% of the residents are migrants. The female population comprises 49.66% while the male population constitutes

50.66% of the population. Women of the reproductive age, (15-44 years old) are 51% of the total female

population. The population is described a generally young. School age population (7-12 years old) is estimated to be 32% of the total

population.

c.heAlth Crude birth rate is 35.01/1000 population. Crude death rate is 3.88/1000 population. Infant mortality rate is 1.86/1000. Leading cause of morbidity is respiratory infection, gastro-intestinal disorder, skin

disease and parasitism. Leading causes of mortality rate are pneumonia, myocardial infraction, PTB,

stabbing and hypertensive heart disease. Malnutrition is rampant among children in Lupang Pangako, Buria, Sandakot,

Asper and areas near the dumpsite. About 50% of the children are suffering fromfirst to third degree malnutrition.

D.hoUSInG Roughly 60% of the residents are squatters needing decent housing. These

occupy some 700 hectares more or less excluding NGC. The unabated influx of squatters remains a major problem usually blamed on

squatter syndicates and prevailing issues. Development efforts which cover housing are often hampered by the opposition

of squatters who rely heavily on such long hand issues.


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DEVELOPMENTISSUES/POTENTIAL/OPPORTUNITESPhYSIcAl

Availability of still undeveloped lands.

Growing interest among private sector groups as businessmen and real estate

developers to participate in the development of Payatas.

Possible application of innovative land development schemes such as Land

Readjustment, Joint Venture and Land Swapping.

The area is viable site for the supply of land requirements in the implementation

of R.A. 7279.


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JUSTICE CECILIA MUOZ PALMAHIGH SCHOOLMAPS


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Justice Cecilia Muoz Palma High SchoolMolave St., Payatas B. Quezon City

Lesson Plan

Final Demonstration

Date: February 18, 2011 (Friday)Learning Component: Technology & Livelihood EducationSub-Learning Component: Electricity III

I. OBJECTIVES:At the end of the lesson, the students are expected to:

1. Enumerate the parts of a fluorescent lamp.2. Differentiate the uses of incandescent lamp to fluorescent lamp.3. Value the importance of fluorescent lamp in everyday living.

4. Illustrate the fluorescent lamp and its parts.

II. CONTENT:

A. TOPIC:Fluorescent Lamp and its Basic parts

B. MATERIALS:Microsoft PowerPoint Presentation/Audio Visual PresentationCharts, Drawing

C. REFERENCES:Books

Electricity III by: Ulysses Balana pp. 74-75

Electricity III by: Efren Azares pp. 66-67Computer

www.wikipedia.com

III. PROCEDURE:

A. PREPARATORY ACTIVITIES:1. Daily Routine

Greetings Prayer Checking of Attendance and Room Condition

2. Review:

Incandescent Lamp3. Motivation: Question and Answer Storytelling

4. Unlocking Difficulties: Ballast Cathode Starter


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Ultraviolet

B. PRESENTATION OF THE LESSON:

Fluorescent Lamp

The fluorescent lamp is one of the most commonly used lamps. Like theincandescent lamp, the fluorescent lamp is available in various sizes, wattages,colors, and application and designs. It is second only to the incandescent lamp inconsumer use.

Basic Parts of Fluorescent Lamp

C. CLOSING ACTIVITIES:

1. Generalization:Identify the parts of a fluorescent lamp.

2. Valuing:Realize the importance of fluorescent lamp in everyday living.

3. Application:The teacher will ask the students to identify the parts of a fluorescentlamp and its function.


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IV. EVALUATION:Written Test:Directions: Referring to the pictorial representation of a fluorescent lamp illustratedpreviously, give or label its parts.

V. ASSIGNMENT:

Essay: crosswise (sheet of pad paper)

1. Give at least 5 of your own opinion, the reason why people prefer to usefluorescent lamps for residential and commercial purposes?Ref.: Electricity III by: Efren Azares

Prepared By: Jennilyn A. Gabriel Checked By: Mr. Gil G. GamoStudent Teacher Critic Teacher


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Code of Ethics for Student Teachers

A. Preamble A student-centered perspective

Mandate:

A joint subcommittee consisting of members from two standing committees of the

Faculty of Education (Faculty of Education Ethical Review Board and Student Standing)

was created to develop a Code of Ethics for Student Teachers and to examine the ways

in which this Code will be communicated to students, faculty members and educational

partners.

Goals and rationale:

The interests of the two Standing Committees of the Faculty of Education in promoting

appropriate ethical and professional conduct have led us to develop the following Code

of Ethics for Student Teachers. This code seeks to respond to, and address the

following needs:

The Code addresses the interdependent duties, rights and responsibilities of

student teachers, faculty members and educational partners.

By addressing common issues and needs, the Code seeks to articulate and

make explicit ethical principles that transcend disciplinary boundaries. These

principles reflect the fundamental values that are expressed in the duties, rights

and responsibilities of all involved in Teacher Education.

The Code requires a reasonable flexibility in the implementation of common

principles. It is designed to help those involved in Teacher Education, as a matter


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of sound ethical reasoning, to understand and respect the contexts in which they

work and accommodate the needs of others.

The Code seeks to encourage continued reflection and thoughtful response to

ethical issues. It does not seek definitive answers to all ethical questions or

situations. Rather, it seeks to outline the guiding principles to ethical conduct and

to identify major issues which are essential to the development and

implementation of this Code.

Context of an ethics framework for student teachers

The principles and norms guiding ethical conduct are developed within an ever-evolving

complex societal context, elements of which include the need for reflective action and

ethical principles.

Education is premised on a fundamental moral commitment to advance and construct

knowledge and to ensure human understanding and respect for individual and collectivewell being and integrity.

The moral imperative of respect translates into the following ethical principles that

assume a student-centred perspective as articulated in the Quebec Curriculum Reform

and Competencies outlined for Teacher Education.

B. Academic freedom and responsibilities

Teachers enjoy, and should continue to enjoy important freedoms and privileges.

However, with freedoms come responsibilities and ethical challenges. This Code of


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Ethics is in keeping with the philosophy and spirit of the New Directions that are

embedded in the document Teacher Training: Orientations, Professional Competencies

(Ministre de lducation 2001) and the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new

resources (knowledge, skills, attitudes) are required to practice the profession and meet

the challenges of teaching and learning in whatever contexts student teachers may find

themselves and to engage in professional development individually and with others.

C. Ethics and law

Teaching is governed by a legal and regulatory framework (MEQ p. 120). The law

affects and regulates the standards and norms of teaching behaviors in a variety of

ways such as respecting privacy, confidentiality, intellectual property, competence.

Human rights legislation prohibits discrimination and recognizes equal treatment as

fundamental to human dignity and well being. Teachers should respect the spirit of theCanadian Charter of Rights and Freedoms particularly the sections dealing with life,

liberty and the security of the person as well as those involving equality and

discrimination and the Education Act that sets out the obligations and rights of teachers.

D. Guiding ethical principles

Ethical student teachers should respect the following guiding ethical principles:

1. Respect for human dignity


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o Speaks and acts towards all students with respect and dignity; and deals

judiciously with them at all times, always mindful of their individual rights

and personal sensibilities.

o Respects the dignity and responsibilities of cooperating teachers, peers,

principals, parents and other professionals or para-professionals within the

school, school board and community.

2. Respect for vulnerable persons

o Respects and recognizes ethical obligations towards vulnerable persons.

This principle recognizes that students are in a vulnerable position andthat student teachers are in a privileged relationship with students and

their families and will always refrain from exploiting that relationship in any

form or manner.

3. Respect for confidentiality and privacy

o Respects the confidential nature of all information related to students and

their families and will share such information in an appropriate manner

only with those directly concerned with their welfare.

o Respects the confidential nature of all information related to all school

personnel and will share such information in an appropriate manner.

4. Respect for justice

o Respects and recognizes the right of individuals to be treated with fairness

and equity and the importance of avoiding conflicts of interest.

5. Respect for safety of students


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o Respects the right of individuals to expect that student teachers will

engage in practices that aim to ensure the physical, psychological and

emotional safety of students.

6. Respect for existing ethical codes and professional standards

o

o Respects the authority, roles and responsibilities of the cooperating

teacher and agrees to adhere to the responsibilities and obligations for

teachers as outlined in the Education Act, Faculty and University

handbooks as well as all local agreements by host school boards andschools.

7. Balancing harm and benefits

o Acknowledges that any potentially harmful practices (eg. Science Labs

and Physical Education Activities) must be balanced with anticipated

benefits and conducted in a prudent informed manner.

Writing committee members for the code of ethics

Associate Deans Mary Maguire, Christopher Milligan,

Professors Spencer Boudreau, Elizabeth Wood, Jon Bradley, Ron Morris, Myrna Hynes,

Greg Reid

Approved by

Faculty Council

Academic Policy Committee


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Faculty of Education Ethics Review Board

Student Standing Committee

Eligibility to Student Teach:

In order to be eligible to student teach, teacher candidates

must have:

90% of content area coursework completed with grades of C or better and no

incomplete grades outstanding.

All prerequisite education coursework completed with grades of C or better.

2.75 GPA on all college coursework.

Passing score on the State level content exam (as of January 2002). There is no

waiver of this policy AND documentation of a passing score must be received by

the Educator Licensing Program by August 1 for fall placements or by December

20 for spring placements.

Policies Regarding Student Teaching Placements

Placement is done by Educator Licensing Program only; students are not to

negotiate their own placement with teachers or school personnel.

Students do not student teach in a school they previously attended nor in a

school where close relatives are employed or attending. Exceptions to this are

made only by the Director of Student Teaching and/or the Director of Educator

Licensing.


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Candidates are encouraged to participate in interviews and observations prior to

final placement. Both the student and the cooperating teacher should feel

comfortable about the placement.

Following the interview/observation, both parties should provide feedback to the

Educator Licensing Program. Once both parties agree to the placement, a

Student Teacher Placement Confirmation/Agreement is signed by the

cooperating teacher, the school administrator, and the candidate.

The student teaching application will be sent to one school at one time for

consideration. The application will not be removed from the school unless the school has

determined a placement is not possible or it is determined, following an interview,

that the philosophical match between the student teacher and teacher are not

acceptable for a successful placement.

Candidates are expected to complete their student teaching semester as defined

by the dates on the Student Teacher Placement Confirmation/Agreement. In

order to receive credit for a full semester of student teaching, the candidate must

complete the student teaching semester as defined by the dates of the signed

contract. Early completion requests will not be honored except for extenuating

circumstances as determined by the Field Placement Coordinator and the

Director of Teacher Licensure.

During the prescribed student teaching semester, candidates are not allowed to

receive payment for work within the usual work day. Students may not receive

substitute teaching pay while receiving university credit for student teaching. [You


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cannot be both a student and a teacher within the same endorsement area at the

same time.] Student teachers do not assume extracurricular coaching

responsibilities for salary during normal classroom teaching hours.

Student teachers are expected to conform to the Code of Ethics of the Education

Profession. Student teachers are also expected to conform to the professional

codes and standards of the host school.

The institutional costs for field placements, including long-distance phone calls

and postage, and travel costs of the Colorado State supervisor are covered by a

special course fee attached to student teaching. By current state policy, there isno catchment area designated to the School of Education, Colorado State

University. By state policy, this no longer exists with all other Colorado teacher

education programs. There are, however, three placement options (see below)

for Colorado State University teacher candidates that should be considered by

the candidate regarding fees for student teaching


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Student teaching evaluations: Inaccurate,demeaning, misusedAcademe,Sep/Oct 2003byGray, Mary,Bergmann, Barbara R

Administrators love student teaching evaluations. Faculty need to understand thedangers 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 likeslogging uphill through molasses," or "Dr. Y communicated very closely with theblackboard, 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 ofunwarranted and unjust termination for large numbers of junior faculty and a source ofhumiliation for many of their senior colleagues.

In the 1970s, schools started requiring faculty to get students to fill out and turn inteaching evaluation forms to the administration. Administrators soon discovered theyhad a weapon to use against 50 percent of the faculty: they could proclaim that the halfof the faculty with below-average scores in each and every department were badteachers. 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 "belowaverage" means bad.

We know of one administration that heroically enlarged the proportion of no-good facultymembers to 90 percent by declaring that any junior faculty member who failed toachieve scores in the top tenth percentile could not be promoted. But mostadministrations 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. Ifthey use the mean, the proportion labeled bad will probably be slightly above or belowhalf.)

These administrators treat relative position as if it were an absolute measure of merit.They do not allow for the possibility that some departments will have mostly goodteachers, in which case some or even all of those with below-average evaluations willbe good teachers. They also do not envision departments in which most of the teachersare poor, in which case some or all of those with above-average evaluations may bepoor teachers. It is simply incorrect to assume that each department is half and half, or
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that a whole university is half and half. A faculty member who gets ratings that are wellbelow average is unlikely to be a shining star of teaching, but he or she may be quitegood, valuable to the department and the students, and worthy of tenure and a decentsalary.

Administrators who would like to achieve a faculty in which everyone is above averageshould move to Lake Woebegone, the only place where such a thing is possible. Ineveryplace else, if all those who were below average were fired, the average wouldsimply rise, and about half the previously "good" teachers would then be below the newaverage, miraculously reborn as "bad" teachers.

One might argue that administrations should give up using relative order, and instead fixon some particular student evaluation score as the borderline between adequate andinadequate teaching. That would make sense if the ratings actually measured teachingeffectiveness, but there is evidence that they do not.

Stephen J. Ceci, a professor at Cornell University, devised an experiment to see whatmight affect student evaluations. He taught a developmental psychology course twice,the first time using his customary style. The second time, he covered the same materialand used the same textbook, but made a big effort to be more exuberant, adding handgestures and varying the pitch of his voice. He characterized the results as"astounding"-his ratings for the second class soared. The students even gave higherratings to the textbook. But little if any change occurred in the students' performance onexams. Ceci had pleased the students more, but had conveyed the course material nobetter.

In other studies, lecture content affected student achievement, but had only a negligibleimpact on student ratings. In other words, the correlation between student achievementand student ratings was low. Should we be willing to define "effectiveness" merely interms of student satisfaction? In judging colleagues for tenure or raises, why arefaculties so willing to trust judgments made by students in areas beyond theircompetence to judge?

Students give bad evaluations to those whose accents differ from those of the students,and to those who teach feared and despised required courses, such as statistics for

psychology majors. Daniel Hamermesh of the University of Texas found that better-looking teachers get significantly better ratings. Research by Susan Baslow of LafayetteCollege has revealed that male students gave better ratings to male professors than tofemale professors, while female students did the opposite. So at least in disciplineswhere the students are not predominantly of one sex, women will come out on averagewith about the same ratings as men. But studies by Sheila Bennett and Anne Statham


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have shown that women have to (and do) spend more effort and time than men onnurturing behavior to get equivalent ratings

http://findarticles.com/p/articles/mi_qa3860/is_200309/ai_n9269161/

The Student-TeachingExperience.(creating effective teachingpractices)Article date:

April 1, 2001Author:

DARDEN, GIBSON; SCOTT, KEVIN; DARDEN, AMANDA; WESTFALL, SARAH

The student-teaching experience is often thought to be the most important part ofteacher education programs (Cruickshank & Aramalin, 1986; Tannehill & Zakrajsek,1988). Many teacher educators believe that preservice teachers begin to develop theirvalues, beliefs, and teaching skills during this experience. Henry (1989) suggests thatthis may be due to:

* the fact that student teaching gives novice teachers a chance to experience an"actual teaching setting";

* the "emotional involvement" of the studentteaching experience;

* the "growth-producing" outcomes that often occur as a result of student teaching;and

* the opportunities for "one-to-one teaching encounters" (pp. 74-75).

It has been suggested that teaching expertise is developed in distinguish able "stages"(Bell, 1997; Siedentop & Tannehill, 2000). Within each stage, teachers demonstratedistinct and predictable behaviors and characteristics. As when learning a new motorskill, beginning teachers progress through similar stages of pedagogical development. Itis readily accepted that the beginning stage of learning is the most critical to motor-skill

acquisition. One might also assert that the student teaching experience is thebeginning stage of teaching development, and is thus most critical for acquiringexpertise. In fact, some researchers have suggested that beginning teachers dependlittle on their undergraduate professional training to solve problems and makeinstructional decisions (Good lad, Soder, & Sirotnik, 1990; Smyth, 1995). Instead, manynovice teachers rely largely on what they learned from their initial student-teachingexperience and from observations of their own teachers (Bell; Smyth).
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The quality of the student-teaching experience depends on the collective efforts ofthree people--the university supervisor, the cooperating teacher, and the studentteacher. Each of these individuals must be dedicated to working as a team in order toachieve a common goal. According to Schilling (1998), supervisors of student teachersshould communicate this message up front, assuring student teachers that they are

"not alone" and that "they are members of a winning team" (p. 52). For three or fourmonths, the student teacher, the co-operating teacher, and the university supervisorwill need to solve problems together if their partnership is to be successful. In order tohelp ensure such success, we have developed a framework of concepts and strategiesthat can serve to promote and develop true "TEAMWORK" (table 1) and make thestudent-teaching experience more positive and meaningful for everyone involved.

Teach the Routine

Research in preservice teacher education suggests that dealing with routines is one ofthe biggest challenges facing beginning teachers (Bell, 1997; Solmon, Worthy, Lee, &Carter, 1990). Due to the nature of the university calendar, student teachers oftenarrive at their placement school after many of the rules and routines have already beenestablished for the students (Rhea, 1999). Thus the student teacher misses theopportunity to observe how the cooperating teacher went about establishing the mostbasic procedures for the school year.

www.highbeam.com

Top 10 Tips for Student TeachersByMelissa Kelly,

Student teachers are often placed into an awkward and stressful situation, not reallysure of their authority and sometimes not even placed with veteran teachers who aremuch help. These tips can aid student teachers as they begin their first teachingassignments. Please note: these are not suggestions for how to approach the studentsbut instead for how to most effectively succeed in your new teaching environment.

1. Be On TimePunctuality is very important in the 'real world'. If you are late, you will definitely NOTstart out on the right foot with your cooperating teacher. Even worse, if you arrive after aclass has begun which you are supposed to be teaching, you are placing that teacherand yourself in an awkward situation.

2.Dress Appropriately

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

3. Be Flexible

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

Flexibility is the one thetop 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 definitelynot professional and would be a mark against you when it comes time for yourcoordinating teacher and school to report on your abilities and actions.

In addition, follow your ownclassroom 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 forcopying to occur. If you fail to follow these procedures you will be stuck without copiesand 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 andpossibly trying for a job at the school where you are teaching. These people's opinionsof you will have an impact on whether or not you are hired. They can also make yourtime during student teaching much easier to handle. Don't underestimate their worth

7. Maintain Confidentiality

Remember that if you are taking notes about students or classroom experiences to turnin for grades, you should either not use their names or change them to protect theiridentities. You never know who you are teaching or what their relationship might be toyour instructors and coordinators.
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8. Don't Gossip

It might be tempting to hang out in the teacher lounge and indulge in gossip about fellowteachers. However, as a student teacher this would be a very risky choice. You mightsay something you could regret later. You might find out information that is untrue and

clouds your judgment. You might even offend someone without realizing it. Remember,these are teachers you could be working with again some day in the future.

9. Be Professional With Fellow TeachersDo not interrupt other teachers' classes without an absolutely good reason. When youare speaking with your coordinating teacher or other teachers on campus, treat themwith respect. You can learn a lot from these teachers, and they will be much more likelyto share with you if they feel that you are genuinely interested in them and theirexperiences.

10. Don't Wait to the Last Minute to Call in Sick

You will probably get sick at some point during your student teaching and will need stayhome for the day. You must remember that the regular teacher will have to take overthe class during your absence. If you wait until the last minute to call in, this could leavethem in an awkward bind making them look bad to the students. Call as soon as youbelieve you will not be able to make it to class.

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November 30, 2010 briefer by the Department of Budget and Management and bythe Presidential Communications Development and Strategic Planning Office

Educationfrom basic to higher educationremains a priority of the Aquinoadministration. It understands the concerns of teachers, students, and their parents, and

has proposed the 2011 Reform Budget precisely to ensure that the education sector willreceive the funds they need. The bottom line:

1. The proposed budget for the whole education sector actually increased by P31billion. The proposed budget for basic education in particular increased by 18.5%, thehighest increase in a decade.

2. The 2011 Budget proposes a larger amount for State Universities and Colleges (SUCs) than what they actually received for 2010.

The first bar in toto represents the 2010 appropriated budget for SUCs, including the

Congressional Insertions subjected to a conditional veto by former President Arroyo --and were never released. The second bar represents the proposed SUC budget for2011. The graph illustrates that the proposed 2011 budget is P2.373 billion higher thanthat of the 2010 proposed budget, which was the only amount not subject to the formerPresidents conditional veto.

A graph illustrating the difference between the overall education budget for 2010 (left)and 2011 (right).

Q & A

Was the Education Budget cut?The education budget was actually increased from 15.6% (P240.59 billion) of theNational Budget to 16.5% (P271.67 billion).

Was the budget for State Universities and Colleges (SUC) cut?

The proposed SUC budget for 2011 is P23.407 billion, or 11.3% of the total NationalBudget: higher than the P21.034 billion proposed in 2010. The increase is allotted forPersonal Services (PS) to support the requirements of the Salary Standardization Law.

The P23.845 billion 2010 appropriation for SUCs in the 2010 General AppropriationsAct was not the actual budget released for 2010. At the least, P2.8 billion worth ofcongressional insertions was subjected to a conditional veto by former President GloriaMacapagal-Arroyo, and was never released. The actual SUC budget released for 2010only amounted to the 2010 proposed budget of P21.034 billion.

Why do people say the budget was cut?


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As stated, the nominal figures for 2010 include congressional insertions which made the2010 figures seem higher, but which were never disbursed as per the conditional veto offormer President Arroyo.

Another reason may have been the relatively larger basic education funding increase to

P207.3 billion, 18.5% of the 2011 budgetthe highest increase in a decade. This movewas made to aid the sector of basic education, which the administration deems most inneed of public assistance [see charts below]. Furthermore, it is in accordance withSection 2, Article XIV of the 1987 Constitution, which encourages the Government tofocus on basic education.

What is a Conditional Veto?

It is defined as a veto in which the President objects to parts of a Bill and proposesamendments and conditions to make it acceptable.

The insertions could only have been released if the 14th Congress enacted newrevenue measures. This condition was not met.

What does this mean for SUCs?

SUCs may earn extra income through different ventures, including partnerships with theprivate sector, and utilizing resources, such as land, that are available to them. Theinstitutions are free to manage and allocate these resources as they see fit to augmenttheir budget.

As stated in Higher Education Modernization Act of 1997 (Republic Act 8292), SUCs

are authorized to retain and utilize their own income. At the end of 2009, SUCs had atotal amount of P19.1 billion in cash balances. These institutions, as proposed, shoulduse their cash balances to fund academic programs. This is in line with the Presidentsobjective to make SUCs more self-reliant.

What does this mean for teachers in SUCs? The salaries and benefits of teachers arefully covered. What does this mean for students in SUCs?

The general concern is that this might lead to tuition hikes in SUCs. The 2011 budgetwas proposed as such to prevent unnecessary tuition fee increases. The whole amountallotted to SUCs will be released unconditionally.

Students should nonetheless encourage the administrations of their respective schoolsto come up with creative ways to maximize income from their existing resources todevelop their respective universities or colleges.


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SAMPLE OF

LEARNERS

WORK(UNIT TEST

FOR 3RDGRADING)


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UNIT TEST

ELECTRICITY III

Name: ________________________________________ Date: _________________________

Year and Section: _______________________________ Teacher:_______________________

Test I. Multiple Choice.Choose the letter of the correct answer that corresponds to each statement/question.

______1. It is a form of energy brought by friction, induction and chemical reaction.a. magnetic b. electricity c. kinetic d. electronic

______2. This wiring method is consisting of spiraled metal sheet forming flexible tube which

wire is enclosed.a. Flexible Non-metallic Conduit b. Rigid Metal Conduit c. Armored Cable

______3. This wiring method is the most modern and easiest method used in installation, it is

lightweight and flexible.

a. Armored Cable b. Flexible Non-metallic Conduit c. Rigid Metal Conduit______4. This wiring installation is a method using knob, tubes and flexible non-metallic tubing

to protect and support a single conductors.a. concealed knob and tube wiring c. non-metallic cable wiringb. conductors on insulators wiring d. metallic cable wiring

______5. It is a type of conduits which fittings are made of non-metallic materials, resistant to

moisture and chemical atmosphere.a. flexible conduit c. flexible non-metallic conduitb. rigid metal conduit d. rigid non-metallic conduit

______6. An assembly of one or more insulated conductors having an outer sheathe, moisture

resistant and flame retardant.a. concealed knob and tube wiring c. non-metallic cable wiringb. conductors on insulators wiring d. metallic cable wiring

______7. It is a type of conduit which material is condition to corrosion, enamel protection andcommonly used in wiring installation.

a. flexible conduit c. flexible non-metallic conduit

b. rigid metal conduit d. rigid non-metallic conduit______8. This tool is used for bending metal conduit to make sharp turn.

a. hack saw b. reamer c. ratchet d. hickey______9. This tool is used for removing burrs or sharp edges of metal conduit.

a. hack saw b. reamer c. ratchet d. hickey______10. It is fabricated assembly of insulated conductors in a flexible non-metallic enclosure.

It is generally known as______.

a. concealed wiring b. open wiring c. BX wiring d. rigid non-metallic conduit

Test II. Matching Type.Match column A with column B. Write the letters of the correct answer on the space provided.

A B

______1. Thermoplastic insulation A. Type ACU

______2. Philippine Electrical Code B. prevent wires from coming out______3. Armored Cable C. Type ACT

______4. Varnish insulation D. used to support wires


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______5. Split knob E. Type ACF. PEC

G. flame retardant, moisture resistant

Test III. Identification.

Identify what is being described. Write the answers on the space provided.

____________1. Distance for support of conductor in rosette lamp to the last support.____________2. It has a corrugated internal and external surface conduit, flexible and light-weight in characteristics.

____________3. The number of conductors used for every support in open wiring method.

____________4. Conductors support distance (in cm.) on a flat surface in open wiring.

____________5. This is a flexible metal conduit which is generally known as ____.

Test IV. Electricity Word Puzzle (10 pts.)

Underline and Write down the words you see in the word puzzle that correspond to thelessons in electricity.

A R N S O M P T K L U V I T A

S A K T O R B D Q P H O E R S

I L M E H M T L S O B C M I S

L H I C K E Y D C R D O F Q E

N Y C T O E A B Q C R N S R M

S P A V K P V C R E M D G T B

U J T W Q N S R D L C U N O L

L H U L N P O C C A L C I P E

A G B H D J A B O I A T T E X

T X I M C B G T N N I O T N E

E H N I L R V N C T M R I L L

M Z G E U Q O U E U G S F I F

P I M W J S Y V A B Z G J I D

O X R E A M E R L E O K A E L

C P K R Z T L S E N P S N D O

S A D D L E B E N D C M L S M

1. __________________ 6. __________________2. __________________ 7. __________________3. __________________ 8. __________________4. __________________ 9. __________________5. __________________ 10. __________________


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Test V. Enumeration.

A.Two Types of Tubes1._______________________________________2._______________________________________

B. Four tools used in metallic materials3. _______________________________________4. _______________________________________

5. _______________________________________

6. _______________________________________

C. Four Types of Flexible Armored Cable7. _______________________________________

8. _______________________________________

9. _______________________________________10. _______________________________________

D. Allowable uses of Flexible Armored Cable

11. _______________________________________12. _______________________________________

13. _______________________________________

14. _______________________________________

15. _______________________________________E. Characteristics of Flexible Non-Metallic Conduit (Moldflex)

16. _______________________________________

17. _______________________________________18. _______________________________________

19. _______________________________________20. _______________________________________

GOODLUCK!!!

ANSWER KEY:

I. Multiple Choice II. Matching Type

1. B 6. A. 1. C

2. C 7. B 2. F3. B 8. D 3. E

4. A 9. B 4. A

5. D 10. C 5. D


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Identification

1. 12 inches2. Moldflex3. Single or one4. 137 cm. or 4 ft.5. BX wiring or Armored Cable Wiring

Word Puzzle

1. Split Knob2. Moldflex3. Reamer4. Porcelain Tube5. Armored Cable6. Saddle Bend7. Hickey

8. Mica Tubing9. Conductors10.Fittings

Enumeration:

1. Porcelain Tube2. Mica Tube3. Hickey4. Reamer5. Hacksaw

6. Ratchet7. Type ACT8. Type ACU9. Type AC10.Type ACL11.Theaters12.Motion Picture Studios13.Hazardous Locations14.Storage Battery Rooms15.Hoistways or Elevators16.Non-Flammable17.Flexible and Lightweight18.Repels moisture19.Non- corrosive and Waterproof20.High insulation properties that prevent grounds and short circuit.


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Narrative Report

At the first time I had taught in Justice Cecilia Muoz Palma High School, Iwas really shy and a little bit nervous because I am still adjusting myself in teaching new

students the 3rd year with the subject Electricity which I found very interesting subject to

learn were I had so much learning and been shared new knowledge in my students

since then I was teaching. In the first week of my teaching, I am still coping up in the

new environment that I was surrounded with the students and their individual

differences; I have handled 7 higher sections which I found them very active and

attentive when we have our class discussions. Even if I have not enough knowledge

and skills in Electricity I prepared myself to study well so that my students will gain more

from what I am teaching, as well as my critic teacher Mr. Gamo was also supportive and

he teach me more not only about Electricity but also in other matters like in teaching

and classroom management in that I was able to teach with more self-confidence.

I am very thankful for the opportunity to teach in this school for my preparation in

the future to be a great teacher and model to the students, sometimes I am thinking that

I dont want to be a teacher because of my naughty students but somehow when my

students are sweet to me and they dont want me to leave the school that is where I am

thinking that teaching is a great profession because even though sometimes you will

loss patience to them you will just realize at the moment that they will make you happy

and they understand and appreciate your teachings to them. Although, it was very

hard to teach I realize that I want to share knowledge not only to help them for their

better future but to also be a part of their journey in pursuing their dreams in life. Thank

you for being a part of my success and i will never forget the things that I had learnedhere that will provide me to have a better career and life in the future.


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portfolio finish (jennilyn gabriel)

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