Professional Documents
Culture Documents
Assigned at
LAGRO HIGH SCHOOL
Submitted by:
Leyda Amery T. Calesterio
Submitted to:
Prof. Sheryl Morales
Table of Contents
Dedication
Acknowledgment
Introduction
Narrative Reports
Curriculum Vitae
Attachment A- Photos
B- Lesson Plan
He gave me everyday.
More over,
I would like to give my extent and overflowing appreciation and gratitude to our
dear Lord Almighty for giving me lots of patience, strength, courage, knowledge and
I would like to give thanks to Lagro High School, for accepting me and my
To the principal, Dr. Fernando Javier and T.L.E Department Head, Dr. Carina
Ortiz- Luis, for allowing us to become part of their teaching staffs and trusting on our
furthest guidance, constructive criticisms, effective student-teaching rapport and for all
the encouragement she gave me during my Practicum days and my Final Demonstration
inspirations during my Practicum days and for allowing me to share my knowledge and
skills to them.
To our supportive mentors, Prof. Marilyn Isip and Prof. Sheryl Morales, for being
present on our Final Demonstrations and for giving us the opportunities to hone our
To my dearest family, for the moral and financial support they gave me and
To my BBTE 4-1 A.Y 2010-2011 classmates, for all the teaching suggestions and
Amen.
Introduction
-Anonymous
opportunity for the future teacher to experiment of the strategies he learned, it serves as
experience; it is one that provides feedback and supervision by a faculty member who
teachers are purposefully engage with direct experience and focused reflection in order to
increase knowledge, develop skills and clarify values. Practicum can teach you more
about what you do and what you don’t want to do. No one’s career path is a straight line.
Everyone starts off with a vision of their ideal job, but this vision is really just a guess
based on purely on hypothetical. A funny thing often happens when someone starts
working at their ideal job, they realize it’s not so ideal for them after all.
The practicum can be completed in a faculty member’s course where the faculty
member remains the primary instructor for the course, or in a course for which the
graduate student is the primary instructor. In each case, evidence must be provided that
for the student teacher to teach in an actual classroom set up. Student teacher should
learn how to teach the students in an effective manner, demonstrate different teaching
strategies and methods, guide their students in acquiring knowledge, practice the virtue
of patience and goodness to the students, help the students to excel in their academics,
assist the students to the right path towards their studying habits, aid them to adjust their
classroom behaviors and performances, inspire them to respect their selves, their mentors
and community, appreciate all the students efforts, marginalized their expectations to
their student and give plenty of motivations to their students. From this Practicum, the
student teacher also gains deeper understanding and development regarding effective
teaching. Student Teaching includes the enhancement of the student communication skill
Philosophy
As a State University, the PUP believes that education is an instrument for the
development of the citizenry and for the enhancement of nation building. It believes that
the meaningful growth and transformation of the country Meaningful growth and
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
competitive, the University shall commit its academic resources and manpower to
environment;
individual returns and benefits derived from the utilization of higher education
resources.
Vision
and scholars through the highest quality learning experiences and growth in instruction,
internationally;
and students.
Mission
The mission of PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all students,
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.
and competence among all members of the academe, stressing their importance in
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
5. Develop in the students and faculty the values of self-discipline, love of country
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
8. Use and propagate the national language and other Philippine languages 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
Community Profile
Location
Misa de Gallo St., Lagro Subdivision, Lagro, Novaliches, Quezon City, 1118
Philosphy
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
Vision
Mission
To ensure the maximum intellectual, social, emotional and physical growth of the
child and strengthen moral foundations through relevant and adequate learning
the community. With strong parental support, LHS will provide the best possible
accommodate different learning styles will allow students to apply their knowledge in
meaningful contexts.
Challenging expectations and encouraging creativity, along with a safe and supportive
Developing character traits that include honesty, respect, responsibility and self-
• I believe in the dignity and value of the teaching profession. I behave ethically and
• 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 believe fairness, consistency, and teamwork build the best school environment.
• 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.
success through positive, yet realistic, expectations. I encourage all students to challenge
• I promote the achievement of the Largo High School Five Year Plan and yearly goals.
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
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
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.
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
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
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
Hand in hand with the influx of residents in Lagro Subdivision is the continuous
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.
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
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.
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
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
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
Today, as we speak, Lagro High School does not only have a growing number of
I. Objectives:
II. Content:
Google.com/ Nutritional-Foods-for-Preschoolers
III. Procedures:
A. Preparatory Activities
Selected students will form new set of words from the word
HEALTHY.
5. Unlocking difficulties
being
preschoolers
chart
C. Closing Activities
1. Generalization
2. Valuing
3. Application
The food pyramid chart can be used for planning meals for family.
4. Evaluation
a. appetite
b. anxiety
c. bribes
3. Guide Questions
preschoolers?
http://academic.brooklyn.cuny.edu/education/jlemke/courses/st-guide.htm
Education.
Requirements
the topic areas covered by the senior high school curriculum in the subject in
Normally you should be a science major or have completed a B.A. or B.S. degree in
Biology, Chemistry, Geology, or Physics. You should have most of the 36 science credits
needed for New York State teacher certification. You must apply in advance for
admission to student teaching courses, submit your transcripts, and be approved by the
All students approved for student teaching in science are assigned to a senior high school,
normally one near the college campus. Student teachers are grouped together at particular
schools to facilitate supervision and evaluation of your work; special requests for
You will receive a letter of assignment to a particular school informing you of the
department and department head (usually an Assistant Principal) to whom you should
report at the start of the public school semester. You should normally report to the school
before the first class at the College. It is a good idea to telephone the school a day ahead
Responsibilities:
1. Be on time for all work at the school. Call in if you must be late or absent, just as
procedures.
3. Your conduct and dress should be appropriate and meet the school's standards
4. You should be well-prepared for all lessons, tutorials, or other formal work with
students
5. You should refer all problems to your Co-operating Teacher, department head, or
college instructor
Activities:
Teacher; Guidelines
5. Assisting with laboratory work, field trips, demonstrations, work in the science
preparation room
6. Learning and carrying out routine classroom and school duties of a teacher, as
appropriate
NOTE that normally you will mainly observe and assist in the first few weeks of the
semester, teach the class for all or part of a period about once a week during the middle
of the term, and teach whole lessons once a week or more often in the final weeks of the
term. You should teach your first lesson to the class no later than early March. You will
normally do most of your teaching in one class of your Co-operating Teacher's program,
Observations
Your teaching will be observed during the term by a supervisor from Brooklyn College,
either the course instructor or another faculty member. You will also get advice on your
teaching from your Co-operating Teacher and perhaps from the department head. In the
early part of the semester you should model your teaching after the routines and
procedures of your Co-operating Teacher. Later you can try out various methods
discussed in the seminar or original ideas of your own, with the Co-operating Teacher's
approval. Your first official observation will mainly be diagnostic and count least toward
your final evaluation. The last two observations of the term will normally count more and
will look for progress and attention to recommendations made to you after the first
observation.
Co-operating Teachers
Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the
College for working with you. You should regard the C.T. as a primary source of
information, advice, and guidance as you learn how to perform the role of a teacher. The
classes in which you may teach are the responsibility of the C.T., and so you should defer
to the C.T.'s policies with regard to the class. If you want to try something different,
discuss it in advance. Co-operating Teachers know that you are there to learn and to try
out teaching methods of various kinds and will generally be willing to let you use
methods presented in the college seminar. Remember that students get used to particular
policies and procedures and teaching methods and that while they like variety, they may
find new approaches confusing at first. Accept the guidance of your C.T. in general, but
October 1, 2010
experience, the student teaching experience varies from one person to another. You might
have a great group of students or a challenging group. You might have a wonderful
cooperating teacher or one who doesn't provide you with enough guidance. Hopefully
these top ten tips for student teachers can help make the student teaching experience more
successful in the short and long term. Student teachers and their instructors can use these
top ten tips to help them be more effective in their initial teaching assignments.
Student teachers are often placed into an awkward and stressful situation, not
really sure of their authority and sometimes not even placed with veteran teachers who
are much help. These tips can aid student teachers as they begin their first teaching
assignments. Please note: these are not suggestions for how to approach the students but
instead for how to most effectively succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT
start out on the right foot with your cooperating teacher. Even worse, if you arrive after a
class has begun which you are supposed to be teaching, you are placing that teacher and
As a teacher, you are a professional and you are supposed to dress accordingly. There is
nothing wrong with over dressing during your student teaching assignments. The clothes
do help lend you an air of authority, especially if you look awfully young. Further, your
dress lets the coordinating teacher know of your professionalism and dedication to your
assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have
your own pressures to deal with. If you normally teach only 3 classes and the
coordinating teacher asks that you take on extra classes one day because he has an
important meeting to attend, look at this as your chance to get even further experience
Flexibility is the one the top six keys to being a successful teacher.
This might seem obvious to some but it is important that you do not break school rules.
For example, if it is against the rules to chew gum in class, then do not chew it yourself.
If the campus is 'smoke-free', do not light up during your lunch period. This is definitely
not professional and would be a mark against you when it comes time for your
If you know you will need copies for a lesson, do not wait until the morning of the lesson
to get them completed. Many schools have procedures that MUST be followed for
copying to occur. If you fail to follow these procedures you will be stuck without copies
This is especially important if you believe that you will be staying in the area and
possibly trying for a job at the school where you are teaching. These people's opinions of
you will have an impact on whether or not you are hired. They can also make your time
during student teaching much easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in
for grades, you should either not use their names or change them to protect their
identities. You never know who you are teaching or what their relationship might be to
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow
teachers. However, as a student teacher this would be a very risky choice. You might say
something you could regret later. You might find out information that is untrue and
clouds your judgement. You might even offend someone without realizing it. Remember,
these are teachers you could be working with again some day in the future.
Do not interrupt other teachers' classes without an absolutely good reason. When you are
speaking with your coordinating teacher or other teachers on campus, treat them with
respect. You can learn a lot from these teachers, and they will be much more likely to
share with you if they feel that you are genuinely interested in them and their
experiences.
You will probably get sick at some point during your student teaching and will need stay
home for the day. You must remember that the regular teacher will have to take over the
class during your absence. If you wait until the last minute to call in, this could leave
them in an awkward bind making them look bad to the students. Call as soon as you
by eHow Contributor
Your student teaching year can be physically and emotionally exhausting. A good student
1 Consult at length with your master teacher at the start of the term. Be sure you know
what his or her philosophy of teaching and classroom objectives are before you make
2 Make arrangements with your master teacher to take a few minutes each day to discuss
3 Inform yourself about any particular school regulations that you and your students must
abide by. Know the rules by heart so you can give definite answers to your students, who
4 Familiarize yourself with relevant legal issues, such as those concerning child abuse,
Fullan (1991) expands the definition to include "the sum total of formal and
informal learning experiences throughout one's career from preservice teacher education
(n.d.) suggests a broader definition of professional development that includes the use of
"Professional development ... goes beyond the term 'training' with its implications
of learning skills, and encompasses a definition that includes formal and informal means
of helping teachers not only learn new skills but also develop new insights into pedagogy
and their own practice, and explore new or advanced understandings of content and
they encounter the challenges that come with putting into practice their evolving
technologies offer resources to meet these challenges and provide teachers with a cluster
of supports that help them continue to grow in their professional skills, understandings,
and interests."
Narrative Report
Week 1
It’s or first week of Practicum. I’m so excited because finally, we will be able to
start our Practicum after are one month of waiting. We know that was a rough start for
us; there are many things we needed to patch up and proved to our Cooperating Teachers,
most especially to our T.L.E Department Head that in spite, we don’t have any written
During our first week, I didn’t expect a huge number of students in one class.
Actually, I handle five classes of freshmen students. Every Monday, I have five class
periods; Tuesday, 4 class periods; Wednesday, 4 class periods; Thursday, 3 class periods;
and Friday, 4 class periods. In each class I have maximum of 55 students with different
perspective in studying.
I just realized that for this Practicum, I need to impose different approaches to
For this week, my Cooperating Teacher asked me to create a Block Plan for the
Third Grading period. Block Plan is like a guide or somewhat like a Lesson Plan. The
difference is that in block plan, there are specific activities for the whole grading period
and the discussion is continuous until a respective lesson finished. It is the new approach
in today’s curriculum, UBD or Understanding by Design in which the learners are the
main focus rather than the subject matter. It gives students wider opportunities to acquire
Anyway, my students were all excited for their upcoming Christmas Party; they
didn’t pay much attention to our lessons and activities. I’ve got irritated to their attitudes
towards studying. I wish they would realize that in this coming New Year.
Week 3
January 3- 7, 2011
All is refreshed. I have many things to look forward to for this year. I’ve greeted
studying. Everything was fine, well except for some of my misbehaved students in one
particular section. These students have poor attitudes and studying habits. They were
this group of high school students who bullies their classmates, even their student
teachers and make fun of their teachers. They tried to frighten me with their rough deeds
and unwanted rants, but sad to say, they will never pull me off, excuse me--- a PUPian,
they will try to scare me of? As if, I would give up to them. Never.
Week 4
My students and I were now finish on our adjustment and getting-to-know- each
other period. I want them to feel comfortable with me, on the way I teach them and my
requirements for them. On my five sections, section Gardenia/ Doña Aurora really stood
out. They were the kind of students who never hesitate to do activities and they do really
work hard. I really appreciate them because they always obey me and they are respectful
to me.
Week 5
For this week, I gave them different activities to do for the completion of their 3rd
Grading activities. They have a week to comply on those activities for their grades. In
addition, I gave them their Unit Test. Unfortunately, almost half of them didn’t get high
scores as I expected—even just half of the perfect score. I’m frustrated and sad to know
that they didn’t study hard for their examinations despite our everyday discussions and
Before I begin this week, I talked to my students about their last week’s
performance. I mentioned to them our very first agreement that they are the one who’s
doing their grades not me. My responsibilities are to teach them and make sure that they
fully understand all our discussions and assist them in their studying and they are obliged
to work for their grades. It’s just a simple agreement and yet they neglected it. I hope
For this week also, I gave them their 3rd Grading Examination and it was a relief
Week 7
This week is the official start of their Fourth Grading Period. It is quarter for
another strategies and ways of teaching my students. I also created Block Plan—Pre
School Care. Before the week ends, I scheduled them for their individual reports and
explained them their different activities and project to be passed before the grading
period finished.
Week 8
I have to get ready for my Final Demonstration for next week. I gave them
activities for next week because I know that next week will be a busy week for me and
Week 9
Yay! It’s the Final Demonstration week for all the morning shifts Student
Teachers. And much to my dismay, I’m the very first to demonstrate in front. My Final
Demonstration went really very good. My participating class, section Gardenia/ Doña
Aurora participated very well and I’m really thankful for them. It’s a nerve- wracking
experience but I might say that all’s well, ends well. It’s a breathtaking moment for me
Week 10
Three weeks more. I have to work really hard for their examinations and added
requirements. For this week also, we started their project-making. Their project is to
create and design their own pre school toys like teddy bear and ball made out of cloth. I
provided cut out patterns for them so that it will be easy to them to make drafts on their
materials.
And for the nth time, I’ve been angry to my misbehaved students because of the
ungrateful things they have done to my Cooperating Teacher while I was absent on their
time. This is the day that they need to have a wake up call for their attitudes.
Week 11
Two weeks more. I’ve started to have a picture taking with my students. They
eventually asked me if I will be leaving them soon. I didn’t say yes but I didn’t say no. I
Week 12
It’s my last week of duty. It’s been a memorable and awesome experience for
me. The most unforgettable part? My students gave me tons of letters and gifts as their
remembrance for me. We have lots of picture taking and they promised me that they will
excel more on our subject and that they will never forget me.
Current Issues in Education
Foreign Issues
by Education.com
August 1, 2008
election weighted down with the harsh realities of a down-turning economy and two
costly wars. Now that the dust is beginning to settle, many Americans are wondering
Throughout his campaign, Barack Obama has said he plans to take a fresh, objective look
at the age-old debate over education issues. “A truly historic commitment to education –
a real commitment will require new resources and new reforms,” Obama says. “It will
require a willingness to break free from the same debates that Washington has been
engaged in for decades – Democrat versus Republican; vouchers versus the status quo;
more money versus moreaccountability. And most of all, it will take a President who is
honest about the challenges we face – who doesn’t just tell everyone what they want to
hear, but what they need to hear.” Where does Obama stand specifically on the most
pressing education issues? Here’s our cheat sheet on education according to Obama:
Standardized Testing
Standardized testing is stuck in the crossfire in the debate over accountability, and
Obama has stepped up to take aim. He says that too often standardized tests fail to
provide valuable or timely feedback. Meanwhile, “creativity has been drained from
classrooms, as too many teachers are forced to teach to fill-in-the-bubble tests,” Obama
says. He doesn’t go so far as to say he’ll drop testing completely; it should be one of the
“tools that we use to make sure our children are learning. It just can’t dominate the
curriculum to an extent where we are pushing aside those things that will actually allow
children to improve and accurately assess the quality of the teaching that is taking place
in the classroom.” How does he plan to revamp testing? “I will provide funds for states to
implement a broader range of assessments that can evaluate higher-order skills, including
School Choice
Obama says his focus is on providing good schools for all kids, and that's why he
does not support vouchers that allow parents to usepublic school money for private
school. “We need to invest in our public schools and strengthen them, not drain their
fiscal support,” he says. “In the end, vouchers would reduce the options available to
children in need. I fear these children would truly be left behind in a private market
system.” Obama is more open to charter schools working within the public school
system, calling them “important innovators” which improve healthy competition among
public schools. However, Obama says there need to be strong accountability measures in
place.
Obama's catch phrase for this topic is, “No Child Left Behind left the money
behind,” meaning that unfulfilled funding promises have limited the program's
effectiveness in improving public education. He says while the goals of No Child Left
Behind are right, the way they’ve been implemented is wrong: there needs to be better
assessment and a greater effort to ensure that every child has a successful teacher.
“Particularly at a time when our nation is facing a shortage in teachers due to retirement
and retention problems, it is important to ensure that we can attract, support, and retain
plans to provide funding for 200 new Teacher Residency Programs, an idea he introduced
in the Senate last year. In these programs, individuals completing coursework for teacher
America lags behind many nations in the world when it comes tomaking college
affordable. How does Obama plan to get us caught up with the rest of the world? The
solution, he says, lies in his American Opportunity Tax Credit. “This universal and fully
refundable credit will ensure that the first $4,000 of a college education is completely
free for most Americans, and will cover two-thirds the cost of tuition at the average
public college or university,” he says. “And by making the tax credit fully refundable, my
credit will help low-income families that need it the most.” Obama says he also plans to
free up more money for aid by using public instead of privately funded loan providers.
Universal Preschool
The first step in closing the achievement gap is to make sure that children are
prepared when they start school, according to Obama. And that, he says, means providing
funding for voluntary, universal preschool programs. “Research shows that early
experiences shape whether a child's brain develops strong skills for future learning,
behavior and success. Without a strong base on which to build, children, particularly
disadvantaged children, will be behind long before they reach kindergarten,” he says,
adding that investing in early learning makes economic sense, as it can reduce the need
Obama says he wants to make math and science education a national priority, noting
that 80 percent of the fastest growing occupations are dependent upon a knowledge base
in science and math, yet studies show American students do not graduate with the skills
needed for these fields. Obama’s plan to align supply and demand is three-fold:
• Recruit High Quality Math and Science Teachers: “Obama will recruit math and
science degree graduates to the teaching profession and will support efforts to help
these teachers learn from professionals in the field,” his plan states online.
technology curriculum. He also wants to ensure that curriculum is accessible for all
grade levels. His campaign states, “Barack Obama will work with governors to create
flexible and workable systems for the states to achieve the goal of ensuring all
children have access to strong science curriculum at all grade levels. Obama will also
support state efforts to make science education a priority at the pre-K level.”
• Test Skills, Not Facts: The way students are tested in the areas of math and
with governors and educators to test “inquiry and higher order thinking
skills including inference, logic, data analysis and interpretation, forming questions,
and communication.”
Merit Pay
One of Obama’s main crusades in the education arena is increasing teacher salaries.
“I don’t want to just talk about how great teachers are, I want to reward them for their
greatness when I’m President,” he says. And, despite the fact that many teachers unions
are opposed to it, he has suggested doing this through a type of pay for performance
system, or merit pay. Most merit pay systems reward teachers for their students’
performance on standardized tests. In Obama’s system, teachers would be rewarded if
they:
Obama has tallied the expenses for his education plan at a cool $18 billion.
Wondering where he’ll get the money? According to his campaign web site, he plans to
delay a NASA project for five years, auction surplus federal property, close tax loopholes
for executives, and use “a small portion of the savings associated with fighting the war in
This is all part and parcel of Obama’s “historic commitment” to education. The president-
elect will need to address many challenging issues, education chief among them, when he
steps into office next January. Whether Americans will see Obama's education platform
http://www.truenews.org/education_today.html
Throughout our nation, public education today is failing our children at every
level, from kindergarten to college. Test scores are lower than that of many other
Children can't read or write when they graduate. Students are not motivated to learn.
They are not accountable for their actions. What went wrong? Our education
The problem stems from 30+ years of liberal, iron-fisted rule over our education
system. During that time, many tried and true foundational principles and teaching
techniques used for over 200 years that made this country great have been erased. Our
educational system has been led down an unproven and harmful path of liberal
indoctrination from which it will take at least a generation to recover. There are many
problems this politically-correct agenda has caused, including feel-good classes where
students from grade to grade even when they don't pass and can't read or write; lack of
right and wrong; condoms given to children in schools; unmotivated students; etc.
The list of failed practices and resulting consequences goes on and on. This has
been one big experiment for the last 30 years, and the education establishment and the
people are taught and what they experience will determine the future course for this
nation. The last few decades have clearly shown how the predominant value system of an
Abraham Lincoln said, "The philosophy of the school room in one generation will be the
philosophy of the government in the next." We see that today, and it will only get worse
until our education system is wrested from the liberal establishment so that we can get it
back on the right track for our children. The purpose of education is to prepare our
children to succeed in life, and we are failing miserably. Their future, and ultimately our
country's future, depends on how well and how quickly we remove our failing school
system from the incompetence of liberals who have taken a generation captive.
http://www.cliffsnotes.com/study_guide/Current-Issues-in-Education.topicArticleId-
26957,articleId-26917.html
Expressions of violence have increased in the culture, and so has violence in the
schools. In the past, only urban or poor inner-city schools worried about serious violence.
With recent school shootings in small towns from Kentucky to Oregon, all U.S. schools
and districts, however small, must now directly address the increased incidence of school
armed.
unauthorized persons, many have closed campuses. Others require all persons on campus
to wear identification at all times. When the students themselves come to school armed,
however, the schools have been forced to take more drastic measures. Many have
installed metal detectors or conduct random searches. Although some people question
whether the searches constitute illegal search and seizure, most parents, students,
administrators, and teachers feel that, given the risk involved, the infringement on civil
liberties is slight.
Educators recognize that metal detectors alone will not solve the problem. Society
must address the underlying issues that make children carry weapons. Many schools
include anger management and conflict resolution as part of the regular curriculum. They
also make counseling more available, and hold open forums to air differences and resolve
conflicts.
School uniforms constitute another strategy for reducing violence, and public
schools across the country—large and small—are beginning to require them. Many
violent outbursts relate to gangs. Gang members usually wear identifying clothing, such
as a particular color, style, or garment. By requiring uniforms and banning gang colors
and markers, administrators can prevent much of the violence in the schools. Advocates
point out, too, that uniforms reduce social class distinctions and cost less than buying
The first major examination of race, ethnicity, and equality in education came as
part of the civil rights movement. Ordered by Congress, the Commissioner of Education
diverse backgrounds. His team amassed information from 4,000 schools, 60,000 teachers,
and about 570,000 students. The subsequent Coleman Report produced unexpected—
and controversial—results, unforeseen even by researchers. The report concluded that the
key predictors of student performance were social class, family background and
education, and family attitudes toward education. The Coleman Report pointed out that
children coming from poor, predominantly non-white communities began school with
serious deficits and many could not overcome them. According to the report, school
Some studies supported the Coleman Report's findings, while others disputed
practices, such as teacher attention, did affect student performance. Sociologists reconcile
the opposite findings by pointing out that Coleman's large-scale study reveals broad
cultural patterns, while classroom studies are more sensitive to specific interactions.
Sociologists conclude, then, that all of the factors named by the divergent studies do play
a role in student success. No matter how different the study results, all researchers agree
that a measurable difference exists between the performance of affluent white students
Even though researchers widely disputed the Coleman Report, the report did bring
students face. Head Start has proven successful, and most students who go
students not enrolled in Head Start, at least through the sixth grade.
and far more controversial than the Head Start program. In an effort to
they normally would not attend, in order to achieve racial balance. This
remains high, and the program has achieved only modest results.
Bilingual education, which means offering instruction in a language other than English,
argue that students whose first language is not English deserve an equal educational
opportunity unavailable to them unless they can receive instruction in their first language.
Opponents counter that students not taught in English will lack the fluency needed to
function in daily life. Numerous studies support conclusions on both sides of the issue,
Educators continue to debate the merits and problems of mainstreaming. In general, the
practice seems to work best for students who can still keep pace with their peers in the
classroom, and less well for students with more severe challenges. Experts note that
case basis.
cannot ignore the effect of private education and home schooling on American education,
however. Many parents who are dissatisfied with the quality of public education, who are
afraid of rising violence in the schools, or who want specific personal or religious values
integrated into the curriculum, turn to private and parochial schools. The majority of
private schools are religious, with the majority of those being Catholic.
Studies have found that private schools maintain higher expectations and that students in
these schools generally outperform their public school peers. These findings support the
parents are seeking ways to afford these institutions, which have been largely available
only to affluent white families who can pay the tuition costs. One proposed solution is
a voucher system. The government would issue parents credit worth a dollar amount to
take to the school of their choice, public or private. Advocates argue that this program
would make private schooling more available to poorer families and create more equal
opportunities. Critics charge that such a policy would drain public schools of needed
funding and further erode public schools. The vouchers would not cover the entire cost of
private school, and therefore still would not put private schooling within the reach of
poorer families. The program would result, opponents argue, in further segregation of
schooling. Other public school solutions include magnet schoolsthat provide a selective
academically demanding education and superior facilities for qualified students, charter
schools that offer flexible and innovative education independent of the traditional rules
enrollments that permit any eligible student in one school district to apply for enrollment
Marginalization in education
By Butch Hernandez
Philippine Daily Inquirer
First Posted 22:25:00 03/18/2011
World Declaration on Education For All in 1990 and the 2000 Dakar EFA.
These global commitments both stress that education is “a fundamental human right and
pushes the signatories to strengthen their efforts to improve education in order to ensure
primary education and massively reduce illiteracy by the end of the decade.”
In 1999, it seemed that meeting at least some of the EFA targets, notably Universal
Primary Education for all, was a mere formality for the Philippines given where we were
In his presentation of the 2010 Education for All Global Monitoring Report held
last March 16, Dr. Anwar Al Said, head of the Education Unit of Unesco Jakarta, found it
underperformance.”
“There is now a real danger that, without decisive political leadership, the Philippines
will miss the UPE goal by 2015,” he said during the Round Table discussion on the 2010
EFA GMR jointly organized by the Department of Education, the Asian Institute of
system. That’s actually what the Jomtien and Dakar World Declarations on EFA are all
about.
The 2010 EFA GMR, entitled “Reaching The Marginalized,” points out that
“most governments are systematically failing to address the extreme and persistent
Said found it laudable that the Philippines has begun serious efforts to implement two key
education reform initiatives, namely the K+12 Basic Education Cycle and Mother
The present 10-year cycle actually marginalizes our graduates from the rest of the
world. Shifting to a 12-year cycle is the logical first step toward remedying this situation.
The 2010 EFA GMR however points out that “achieving EFA hinges not just on
delivering more years in school, but also on ensuring that children acquire the necessary
This is where Mother Tongue Based Multilingual Education comes into play.
the language that he speaks at home during the early years of schooling is the best way
toward acquiring true reading competency (i.e., reading with full comprehension) in a
communities and schools where our many mother tongues are spoken are the true
learning is being acquired without much attention and support from education
professionals and other educated Filipinos. It is important that disciplinary learning in the
mother tongue be improved so that habits, emotions, feelings, images narratives and
frames acquired by Filipinos in their mother tongues provide them with strong
foundations for future learning in other languages. Cultural and literary output,
journalistic and media coverage, and scientific knowledge and information all in mother
Taguiwalo likewise strongly urged: “We should begin by conceiving our nation’s
education enterprise as something beyond our schools and universities to include our
families, communities, media, churches, arts and culture and workplaces. The leadership
Filipino human capacities should reach beyond our schools to include all institutions and
competencies rather than credentials. Most parents do not understand what is the
difference between someone with a high school diploma and someone with the
to Filipino parents the social and economic value of competencies actually acquired
independent of the credentials that are supposed to signal for the presence of those
competencies.”
Dr. Cielito Habito, on the other hand, identified two critical characteristics of
Philippine education that prevent it from being truly inclusive: our education system is
focused on employment rather than job creation and on knowledge and information,
rather than wisdom. Habito explained that our schools tend to prepare students to work
for others, rather than to create work for others, to earn incomes, rather than create
wealth. He noted that Filipino students commonly dream of working for a multinational
company or overseas.
Said meanwhile feels that we really don’t have to spend too much time discussing
the whys and wherefores of our reform goals because research evidence that attest to their
correctness already exist. “Just go ahead resolutely, and the rest of society will follow” he
says.
ReImagining Philippine Education
By Ching Jorge
together artists, entrepreneurs, business leaders, politicians and youth leaders in a three-
day event that was an exercise in re-imagining the Philippines 25 years from now.
It was also an opportunity to look back and see the strengths and weaknesses of our
nation given the 25th anniversary of the Edsa People Power Revolution. How far have we
gone and where do we want to go? What is our vision for our country and how do we
achieve that vision? How do we take part in making that vision a reality?
Again, the answer lies in each and every one of us and the way by which we can
empower our communities—and our society in its entirety—to actively take part in
When the participants were asked to identify three issues that the country needed to focus
on, the majority answer of course was quality education that was accessible and
involved in more programs that aim to fully engage the community and the local
governments. Specifically this establishes mechanisms that would enable the community
National Educators Summit where government leaders from different LGUs nationwide
gathered to share best practices and challenges in improving education in their respective
communities.
Of particular interest was the case of Upi, Maguindanao, which shared strategies
in reinventing their Local School Board. To start the process of generating sustained
concerned members of the community and education stakeholders discussed and aired
their views on Upi’s schools, teachers and the education system as a whole. To no one’s
surprise, the perceived stumbling blocks that the Upi community needed to hurdle toward
poor academicperformance and low participation in education governance. The next step
was to transform Upi’s school board’s character from a static, administrative entity into a
The participants said that they drew a lot of inspiration from Naga City’s
transformation of their own school board, under former Mayor and now Local
Government Secretary Jesse Robredo. A key feature of the Naga school board’s
sector, religious sector, business sector, private schools and their people’s council. From
the traditional role of budgeting and performing administrative functions, the transformed
school board expanded to capacity building, performance measurement, resource
mobilization and policymaking. They also made sure to include a home tutoring program
Synergeia Foundation, excellent programs are now being implemented from one city to
another.
workshop, comes at a critical time when individuals and organizations are looking within
themselves for citizenship renewal. The role of an empowered civil society, as manifested
by a vigorous NGO community, is a vital component to push reforms and make the voice
Programs like these underscore the supreme necessity of discussions to articulate and
clarify and redefine social goals and objectives. Moreover, activities like ReImagine
Pilipinas also serve to rekindle and renew the passion and commitment toward a
We now have to bring back this passion and the reforms closer to the people along with a
vision and defined goals and enable all members of society to contribute to making this
vision a reality.
As we celebrate the 25th anniversary of the Edsa People Power Revolution, where
democracy was restored to the people by the people, we must remember that that same
power remains within each and every one of us. That collectively, with the same vision
and the same goals, we will be able to gain back the rights of every Filipino: the right to
quality education, the right to due justice and the full benefit of the law, the right to a
society free from corruption and political oppression. When we focus our efforts on
building better communities and when we empower our citizens with knowledge that is
gained from quality education, we provide opportunities and open doors to progress.
By HENRY S. TENEDERO
in helping engineers, teachers, medical and law students, and nurses improve their
This proves that understanding one’s own learning style is critical to personal
different. Research suggests that you are most effective when you use your strengths.
However, without taking stock of our own learning style, many of us try to produce
through our weaknesses. This leads to less productivity at work and wasted time at home.
2) Identify your own learning style. While some differences among people are readily
apparent, others are not. Therefore, it is important to use a reliable and valid standardized
instrument.
3) Once you know your style, use it to teach yourself anything that seems difficult or
challenging. This may be any complex task that requires concentration like outwitting the
government or writing notes to your child’s teacher. When there is greater harmony
between how you learn and you work, things will seem easier and move more rapidly.
4) Determine whether you are a step-by-step analytic processor or global learner who
needs to see the big picture before you can concentrate on details. Each of these learners
Global learners often hum, speak, or sing to themselves to provide the sound they crave
while thinking. They tend to become hyperactive or tense in brightly-lit rooms. They
can’t sit at desks or tables for more than 15 or 20 minutes without sprawling, squirming
or moving. They snack, whisper, crouch, and lose interest in whatever they are exposed
Conversely, analytics think best in a formal, quiet, brightly lit area with minimum food or
learning style strengths. For example, if you like to hum while working, find a quiet place
where you won’t be bothering anyone else. If you need space, don’t work at the desk
where you keep your computer. If you need to take breaks, structure your time to allow
them but make sure you return to the task after a set interval.
6) Forget about the age-old wisdom, “What you don’t know won’t hurt you.” What you
don’t know about your own learning-style strengths can hurt you. Although people can be
productive in the wrong style (for them), they are significantly more so when they work
In our competitive world in which we are all being asked to do more with less time and
fewer resources, it only makes sense to find ways to work more efficiently and to take
leydacalesterio@gmail.com
my skills and knowledge, grow as an individual, and help my students in the best way I
can.
Skills:
● Computer Literate
Education:
2007-present
SAN BARTOLOME HIGH SCHOOL
2003-2007
Seminars Attended:
Jobstreet Career Congress-2010
SMX – Mall of Asia
Personal Background
Birthday: October 4, 1990
Religion: Roman Catholic
Mother: Luzviminda Calesterio
Father: Reynaldo Calesterio
Attachments
A .Photos
Directions: Write the correct answer by selecting the needed word or words on the box
below.
I. True or False. Write T if the statement is true and F if the statement is false.
________1. One essential characteristic that a nurse aide should possess is the ability
to multi-task.
________2. A nanny should protect the well-being of a child.
________3. A baby sitter should have an over-all weak health.
________4. Toddler is a term comes from a way that children walks which is at first
unsteady and more like a toddle than actual walking.
________5. By 12 months, the toddlers’ arms and legs were now long and hard.
________6. The average weight of a girl during 15 months is 24.5 pounds.
________7. During the 24th months of a toddler, the jaw lines are better defined.
________8. Toddler should acquire toilet-training.
________9 Toddlers experience emotions such as jealousy, affection, pride and
shame.
________10. By these years, toddler still needs their parents/guardians to control
their body functions.
________11. Temper tantrums are common on toddlers.
________12. A nurse aide is a person whose primary and sometimes only functions is
limited to caring for the children.
________13. One good quality of a baby sitter is being immature.
________14. A baby sitter should do the simple laundry of a toddler.
________15. Nurse aide should have the knowledge to take vital signs.
II. Identification. Write the needed word or words for the following statements.
(2pts each)
_________1. A source of materials to nourish the body.
_________2. A condition that’s result of someone not receiving enough nutrients.
_________3. A body part of a toddler that should be brushed at least twice a day.
_________4. Bedwetting beyond these years is called ______.
_________5. It refers to any coverings from human body.
_________6. In a toddlers clothing, it should be simple and easy to manipulate.
_________7. Primary activity of a brain during early development.
_________8. It is important to growth development and health as nutrition and
playful activity.
_________9. It is an important and serious matter in a child’s life.
_________10. These are ride on toys that he/she can push or pull.
III. Enumeration.
1-3 Duties and responsibilities of a nurse aide
4-7 How to take care a toddler
8-10 The 3 basic food groups
11-15 Five toddler needs
Prepared by:
Ma’am Leyda
TIME SUMMARY
MONTH OF DECEMBER
DATE IN OUT HOURS
12/06/2010 6:00 12:35 6 hrs. 35 mins.
12/07/2010 6:00 12:30 6 hrs. 30 mins.
12/08/2010 5:55 1:00 7 hrs. 5 mins.
12/09/2010 5:55 12:30 7 hrs. 35 mins.
12/10/2010 6:15 12:30 6 hrs. 15 mins
12/13/2010 6:00 12:45 6 hrs. 50 mins.
12/14/2010 6:00 12:30 6 hrs. 30 mins.
12/15/2010 6:00 12:30 6 hrs. 30 mins.
12/16/2010 6:15 12:10 5 hrs. 55 mins.
TOTAL 60 hrs. 15 mins.
MONTH OF JANUARY 2011
DATE IN OUT HOURS
01/03/2011 5:30 1:00 7 hrs. 30 mins
01/04/2011 5:30 1:00 7 hrs. 30 mins.
01/05/2011 6:00 1:00 7 hrs.
01/06/2011 6:00 1:00 7 hrs.
01/07/2011 5:30 1:00 7 hrs. 30 mins.
01/10/2011 5:45 1:00 7 hrs. 15 mins.
01/11/2011 6:00 1:00 7
01/12/2011 6:00 1:00 7
01/13/2011 6:00 1:00 7
01/14/2011 6:30 1:00 6 hrs. 30 mins
01/17/2011 6:00 1:00 7
01/18/2011 5:50 12:15 6 hrs. 25 mins.
01/19/2011 5:30 12:00 6 hrs. 30 mins.
01/20/2011 6:00 12:20 6 hrs.
01/21/2011 6:00 2:00 8 hrs.
01/24/2011 6:00 1:00 7 hrs.
01/25/2011 5:45 1:00 7 hrs. 15 mins.
01/27/2011 5:45 1:00 7 hrs. 15 mins.
01/28/2011 5:45 1:00 7 hrs. 15 mins.
01/31/2011 6:00 2:30 8 hrs. 30 mins.
TOTAL 142 hrs. 41 mins.
MONTH OF FEBRUARY
DATE IN OUT HOURS
02/01/2011 6:00 1:30 7 hrs. 30 mins.
02/02/2011 5:45 12:30 6 hrs. 45 mins.
02/03/2011 5:50 1:00 7 hrs. 10 mins.
02/04/2011 6:00 1:00 7 hrs.
02/07/2011 5:50 1:00 7 hrs. 10 mins
02/08/2011 5:45 2:30 9 hrs. 45 mins.
02/09/2011 5:45 12:30 6 hrs. 45 mins.
02/10/2011 5:57 2:0 8 hrs. 3 mins.
02/11/2011 6:00 1:30 7 hrs. 30 mins
02/14/2011 6:00 12:00 6
02/15/2011 6:00 12:30 6 hrs. 30 mins.
02/16/2011 6:15 4:00 10 hrs. 45 mins.
02/17/2011 6:00 3:30 10 hrs. 30 mins.
02/18/2011 6:25 12:00 5 hrs. 35 mins.
02/21/2011 5:50 12:15 6 hrs. 25 mins.
02/22/2011 6:00 4:30 11 hrs. 35 mins.
02/23/2011 5:55 4:30 11 hrs. 35 mins.
02/24/2011 6:15 1:00 6 hrs. 45 mins.
TOTAL 143 hrs. 3mins.
MONTH OF MACH 2011
DATE IN OUT HOURS
03/01/2011 6:10 1:00 6 hrs. 50 mins
03/022011 6:00 1:00 7 hrs.
03/07/2011 6:00 1:00 7 hrs.
03/08/2011 6:15 12:00 5 hrs.45 mins.
03/09/2011 6:00 1:00 7 hrs.
TOTAL 33 hrs. 35 mins
Prepared by
Ms. Leyda Amery T. Calesterio
Noted by: