Escolar Documentos
Profissional Documentos
Cultura Documentos
QUEZON CITY
Cooperating School :
S.Y. 2010-2011
Coordinators/Advisers
March 2011
DEDICATION
I would like to dedicate this manual
ACKNOWLEDGMENT
I would like to give all the praise and glory to our Almighty God for
T.L.E. Chairman; Mrs. Leilani Cruz, my critic teacher; and San Mateo
endure.
Teachers Prayer
Help me to be a fine teacher, to keep peace in the classroom,
in the right measure for each student, to give genuine praise as much as possible,
Amen.
INTRODUCTION
"They may forget what you said but they will never forget how you made them feel." -
Carol Buchner. The student teaching experience lasts about the length of a semester; long
enough to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the
Being a student teacher essentially shadows the cooperating teacher for about one
week, eventually gaining more responsibility in teaching the class as the days and weeks
progress. Eventually, the student teacher will assume most of the teaching responsibilities for
the class including class management, lesson planning, assessment, and grading. Thus, the
student teacher is able to more fully experience the role of the teacher as the classroom
My experience of being a student teacher made me feel all the emotions I never
thought that I will ever felt. There are times when I feel I am about to burst with anger but at
the same time I pity them. But after all, I love my students not just because they are my first
students but of course they are also my teachers. My experience of being a student teacher
taught me how to treat each student with the right kind of feeling in every situation. And I have
a better understanding of being a teacher means being a parent, a sister and a best friend. And
Philosophy
Education is an instrument for the development of the citizenry and for the
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the
citizens and of the national economy to become globally competitive, the University shall
commit its academic resources and manpower to achieve its goals through:
returns and benefits derived from the utilization of higher education resources.
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of the
individual;
7. Make the students and faculty aware of technological, social as well as political and
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
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
technologies that facilitate active participation in the creation and use of information
Put up centers for specific purposes like the centralized accreditation center, research
Provide incentives and benefits to faculty members who engage in research, textbook
Develop strategies to increase external research funding both from private and
Device mechanisms through which linkages, partnership and research tie ups with S&T
organizational practices
Deliver needed services to end-users (students, faculty, and staff) utilizing material
resources wisely, effectively, and promptly—right at the time that these resources are
Make its presence felt by meeting the needs of surrounding barangays and other nearby
communities
Keep both internal and external communities informed about the developments in
Foster mutual respect between and among members of the academic community—
Develop control mechanisms that will check and monitor violations of such principles
7. Promote Academic Excellence in Student and Faculty Performance Nationally and
Internationally
Maintain an accreditation rate of at least 95% for all academic programs eligible for
accreditation
retention and graduation rates and high percentage of passing rate in different licensure
board examinations
Strengthen alliance with international institutions and agencies for student and faculty
University
Support worthy programs and projects that will nurture and enrich our cultural heritage
Identify areas through which different cultural activities could be best nurtured and
enriched
Initiate and maintain partnership with the National Center for Culture and the Arts and
Strengthen degree programs in the Arts, Humanities, Languages and Linguistics and
Communication
Strengthen web-enhanced and on-line teaching and learning in the Graduate School and
Open University
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees and
Students
Provide food courts and lounges to faculty members, staff and students
History
The history of PUP may well parallel the nation's growth and development.
rule forged from anvil of Spanish colonialism, so will it serve the rising
Philippine history.
Here are the highlights of its growth from a mere business school with an itinerant existence to
the country's largest state university. Click upon the timeline link provided below to proceed
School.
1952-1971
This period covers the time where the Business School became a College whose
1972-1985
these period.
1986-1990
This period brought about a dramatic change in the University firming its
1991-1999
2000-present
A transition point as the University heads for the future, grasps new and emerging
The star in the logo stands for the perfection of the human person as
well as the search for truth, while the five concentric circles depict
infinite wisdom.
Both the five-pointed star and the five concentric circles stand for quintessence, meaning the
The star is golden yellow not only because this is a star’s natural color but also because,
together with the dark maroon used as background, it is the traditional color of the University.
Imno ng PUP
Sintang Paaralan
Tanglaw ka ng bayan
Paaralang dakila
PUP, pinagpala
Paaralang dakila
PUP, pinagpala
SAN MATEO NATIONAL HIGH SCHOOL
HISTORY
The school was established in 1985 through the leadership of the former
The school started with 90 first year students with only 5 teachers
large enrollees in the next school year, 1986-1987 paved the way for the
hiring of more teachers and non-teaching personnel. Initially, Dr. Crisanto Rivera acted as the
Officer-In-Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for two consecutive
Later, San Mateo Municipal High School was converted to a National High School under the
management of Ms. Juana M. Garrovillas who served as the principal from 1988-2000.
Apparently within her term, she was able to transpire physical improvements of the school
facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings
were constructed through her consistent follow up at the municipal and provincial offices. Until
then, Computer Room, Science Building, H.E. Room and Library were made possible for quality
service.
Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing the
growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal. The
annex started with one section of first year. When the AFP Retirement and Separation Benefit
System granted the deed of donation on March 22, 1997, providing their own school site,
Silangan Annex was separated from the main. It is therefore renamed, Silangan National High
School under the leadership of Mr. Remigio Olesco as the former Teacher-In-Charge and
presently managed by Mr. Ricardo C. Vergara, Principal I. Later, another annex was founded,
the Sto. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V.
Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex
was declared as an Independent School, presently known as Sto. Niño National High School.
VISION
MISSION
San Mateo National High School shall produce academically excellent students who are God-
OBJECTIVES
FACULTY
Literary Club
Math Club
Science Club
Filipino Club
M.A.P.E.H. Club
T.L.E. Club
Project MATHULUNGAN
TGIS (Thank God It’s Saturday for Teacher’s Pursuing Post-Graduate Studies
Project TUKLAS (Taking Off to Unlock Knowledge for Life-long Advances in Science)
Established 1985
Nickname SMNHS
SAN MATEO NATIONAL HIGH SCHOOL
LESSON PLAN
Time: 12:25pm-01:15pm
50 mins.
I. OBJECTIVES
1. Define smocking.
B. Topic : Smocking
III. PROCEDURE
A. PREPARATION
2. Checking of attendance
What is cross-stitch?
1. MOTIVATION
SCRAMBLED LETTERS
DIRECTIONS: There are two (2) similar sets of scrambled letters with three
(3) scrambled words each. The students will form two (2) groups with three
(3) members each. They should be able to unscramble the words within 2
minutes. The first group to finish the task correctly will win.
2. PRESENTATION
CHARACTERISTICS OF SMOCKING
TYPES OF SMOCKING
1. English smocking
2. Regular smocking
TOOLS AND MATERIALS
1. Fabric
2. Needle
3. Thread
3. GENERALIZATION
4. APPLICATION
What is smocking?
5. EVALUATION
MATCHING TYPE
DIRECTION: Match column A from column B. Write the letters only on a ¼ sheet
of paper.
A B
ENUMERATION (6-10)
ANSWER KEY:
1. D 6. English smocking
2. C 7. Regular smocking
4. E 9. curtains, lampshades,
5. F 10. cushions, wallet
Critic Teacher
Student Teacher
used to produce students who were well-rounded and ready for the challenges of the real
world. Today, for every 10 children who start their primary education, only 6 go on to continue
with their secondary education, and 4 will manage to enter college. What happened? Other
countries used to send their students to the Philippines to learn, now they've overtaken us and
I hope to be able to make some sense about the decline in the quality of education, and
with the help of people as concerned as I, do something to change for the better.
Literacy rate in the Philippines has improved a lot over the last few years- from 72
percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the
elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in
all three levels also rose by 120 percent. More than 90 percent of the elementary schools and
60 percent of the secondary schools are publicly owned. However, only 28 percent of the
By Rachel Barawid
Manila Bulletin
What does it take to be a good teacher? How much of oneself should be put into this
profession to make an impact on the lives of the students? A teacher reveals a formula...
In the day her father died, Grace Shangkuan Koo, Ph.D. had set aside her mourning just to
attend her class and give an exam to her students. In fact, even when classes are postponed, Dr.
Koo would be the only teacher to still hold class. In her 13 years of teaching, she was only
For Dr. Koo, an associate professor of Educational Psychology at the University of the
Philippines Diliman, being a teacher entails more sacrifice than any other noble profession.
NARRATIVE REPORT
WEEKLY
Jan 18- Jan 21 > This was the first week of being a student teacher in San Mateo National High
School. I did not meet my critic teacher right away because she was on her leave.
She had a high blood pressure. The TLE chairman, Mrs. Rowena Buñag, oriented
time. On Jan 2o, I finally met my critic teacher, Mrs. Leilani Cruz. She told what
will be my duties. She handed me her book of Home Economics III which will
serve as our reference. She also showed me her lesson plans and explains how to
make it well.
Jan 31- Feb 04 > Week 2 of being a student teacher. My critic teacher directed me make lesson
plans for the fourth grading lessons. She guided me of which lessons should I
teach. This week, I started making lesson plans and visual aids. I was introduced
to the classes that I’ll be handling. All went smooth this week. I received a warm
welcome. I started teaching this week and I require them to give me index cards
Feb 07- Feb 11 > My area was related crafts and I teach embroidery under related crafts. Since
started making the project called “calado embroidery”. Every day, I checked their
materials and I was always available if they have questions or I need to show
how to do the project. I put their daily activity on their index cards and they have
Feb 14- Feb 18 > We continue doing the project. I checked their work as well as their
attendance. They are interested in doing the project even the boys. Some the
Feb 21-Feb 25 > They passed their first project and I checked it one by one. Oh, how stressful!
Four sections with more or less 50 students each, but I bear in mind that I must
endure since it was just the first project. And then, I started teaching the next
Feb 28-Mar 11> They started doing the project. Even though they have events such as their
promenade, they continue doing the project. And I’m happy knowing that they
enjoy doing cross-stitch. Some of them made a cross-stitch bookmark for me.
This week, I also conduct my teaching demonstration. And it went very well.
Mar 14-Mar 18> We proceed to the next lesson, the smocking. And as usual, I made my lesson
plans which were checked by my critic thoroughly and also the visual aids.
Mar 21-Mar 25> This week was supposed to be making our third project but they have series of
achievement tests which prolonged this project. They also have their periodical
test so we did not continue the project. I just started summarizing their grades
which I have on hand and handed it to Mrs. Cruz for her to finalize.
LOCAL
The problems according to a public school teacher
The problems besetting the Philippine educational system are not lost among those who are in
the system themselves. Mr. Gilbert M. Forbes is a Head Teacher in elementary based in the
Pitogo District Division of Quezon province. I don't know the man, but I think he is truly an
educator because he is willing to face the problems, and even better, help find ways to address
them.
Based from his experience, he lists the most pressing concerns in the public school system that
1)Development of Instructional Materials particularly in core subjects. Teachers not only need
training in the preparation and development of instructional materials, but they must also be
given financial support to produce these. Instructional Materials include modules, standardized
I'm not a school teacher, but I do know the difficulties faced by mentors just to prepare lesson
plans, visual aids and examinations for their students. More often than not, they are forced to
use their own resources (money and otherwise) just to have these available to better teach
their classes. How can we actually expect them to come up with instructional materials that will
truly be of help to students if they are not properly equipped to develop them, and worse, not
exercises and testing materials that teachers can use for their daily instruction. As a result, most
of the time, the teacher is required to write all the exercises on the board that eat up class
If the teacher isn't going to provide exercises, how can students practice what is taught them?
Unfortunately, the ratio of books to students remains insufficient to this day. Many pupils have
to share books, how can they be expected to do exercises and hone their skills?
2) The system of promotion within the ranks needs to be overhauled. To date, what is prevalent
Generally, this refers to a system where what matters are the people you know, especially the
powers-that-be, the people who owe you favors, and the clique you belong to. If you meet any
one of these criteria, you are almost assured of getting a promotion, never mind if you are not
In Mr. Forbes' opinion, it is high time that the teachers' ranks be professionalized from top-to-
bottom akin to the corporate world. Promotions should be solely based on merit. Because with
the present system, many of those who rise in rank "don't necessarily have the guts to become
an educational leader."
Many are just after the salary increase and most of all of the prestige that goes with being a
school manager! The worst is, these mentors are not really concerned and dedicated enough to
While it is true that a teacher's salary is not commensurate to the workload, a real educator will
still lead by example and exert 101% effort in everything he or she does.
It has been said time and again that teaching is a noble profession, and it certainly is. But this
nobility is lost if there is no commitment and dedication to go with the job. There is great
responsibility in being a teacher because in their hands lie the future of young people.
3) Teacher Training and Development. In spite the number of people pursuing a degree in
education, very few are actually equipped with the necessary competence in specific learning
areas that they are supposed to excel in. According to Mr. Forbes, observations are that except
for education graduates from CHED designated centers of excellence, many would be teachers
And this results in overworking some mentors who are well-trained and educated because they
My paternal grandparents were teachers. My father's sister was also a teacher, and in fact,
worked her way up the ranks to later become a public school principal. Since my grandparents
have both passed on, my aunt and dad never fail to regale us with stories of how it was in
If I remember correctly, everything was simplified. The curriculum was the basics or the 3 Rs --
Reading, wRiting and aRithmetic. By the time children completed each year level, they would at
least know how to read, write and do simple math, and progress a bit more after every grade
level.
I say great! To my mind, armed with these skills, you can fend for yourself even at a young age
because you'd understand simple written instructions, you can jot down important things, and
Back then, they had simple books -- ones that really honed a student's skill by familiarizing him
with the alphabet, phonetics and simple definitions. Unless you've mastered the addition table,
you were nowhere near progressing to multiplication. And even if teachers ended up
"terrorizing" their students or resorting to punishment, the bottomline was to inculcate in them
Sure they had books and notebooks but not enough to break a child's back or dislocate the
shoulders. They were the essentials. A pencil, some writing paper and a notebook or two were
Boys were not exempt from home economics classes, which included learning to cook, sew, and
keep house. Neither were girls excluded from practical arts classes which had them gardening,
It's been quite some time since I, too, was in school. But I do recall that things weren't as
complicated as they are now -- especially in the public school system here in the Philippines.
Yet, the graduates that were produced could go toe-to-toe with children who were products of
private schools. In fact, public school educated children were often better than their private
school counterparts. The only difference is their economic status and the opportunities
available to them.
So what went wrong? When had things become different? Why did they suddenly change a
FOREIGN
Are You Teaching Material?
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The
TEACHING IS a unique career in which you will wear many hats—communicator, disciplinarian,
evaluator, classroom manager, counselor, decision maker, role model, and even surrogate
parent.
According to 2009's The MetLife Survey of the American Teacher: Past, Present, and Future, a
retrospective survey report, teacher satisfaction has increased over the last quarter century.
Today's teachers feel more respected by society and more capable of earning a decent salary.
The survey also found that far more teachers today—75% compared with 45% in 1984—would
teacher education program, and more importantly, how do you pay for it? What can you expect
from your teacher training? How about your first year on the job? This book explains all this and
more.
Maybe you've envisioned yourself in front of a bustling classroom since you were a young
student. You may have been inspired by an innovative teacher or a subject you were passionate
about. Perhaps one of your parents was a teacher who entertained the family with classroom
stories over dinner. Or maybe you're a community college or college student who has just
started thinking about a teaching career and taking courses to prepare. Maybe you have been
working for a while in another field and desire the career satisfaction experienced by the
teachers you know. Whatever your situation, if you think you might want to be a teacher—or if
you know you want to join the approximately four million K—12 teachers currently employed in
the United States—then you need to sort out your options. Becoming a teacher is a
complicated process.
By ROBBIE BROWN
The Department of Education fined Virginia Tech $55,000 on Tuesday for waiting too long to
notify students after the 2007 campus shooting that left 33 people dead.
More than two hours passed after the shooting began before the university sent a notification
to the entire campus, the department said. The fine was the maximum amount allowed for
violating a federal law that requires timely notification after campus crimes.
Virginia Tech said it planned to appeal the fine. “We believe that Virginia Tech administrators
acted appropriately in their response to the tragic events,” it said in a statement. “The
On April 16, 2007, Seung-Hui Cho, a senior at the university, killed 32 people and wounded
dozens of others before committing suicide. The shooting began at 7:15 a.m., but Virginia Tech
did not release a notification until 9:26 a.m. And, according to a letter the Education
Department wrote Tuesday to the school, that notification was insufficient because it did not
say that the gunman was still at large or that a murder had been committed.
After the notification, Mr. Cho shot 47 more victims. By 9:50 a.m., the university issued a more
The slow response may have resulted in more victims, the department said. “Had an
appropriate timely warning been sent earlier to the campus community, more individuals could
have acted on the information and made decisions about their own safety,” the letter said.
CURRICULUM VITAE
Educational Background:
Tertiary
Secondary
Primary
Personal Information
Female; February 19, 1990; 18 yrs. Old; 110 lbs.; 5’4”; Filipino; Roman Catholic; Tagalog/English
SAN MATEO NATIONAL HIGH SCHOOL
DAILY TIME RECORD