2011

STUDENT TEACHING
PORTFOLIO
POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES, Quezon City Campus

“Justice Cecilia Muñoz Palma

High School, Quezon City

Submitted to:
Prof. Sheryl Morales

Submitted by:
VALENZUELA, YSMAEL S.
3/1/2011
 Table of contents:
Dedication

Acknowledgement
Prayer for teachers
Introduction
Pup

Vision

Mission
Justice Cecilia Munoz Palma High School

Vision

Mission

History

Map

Context

Organizational Structure

Final Demonstration Plan

Synopsis of Reading and References
Narrative Report
Current Issues about Education
Curriculum Vitae
Attachment A – Photographs
B – Lesson Plan
C – Daily Time Record
Evidence of Outreach Program
 Dedication

The Student Teacher

would like to dedicate this work

to the Almighty God

knowledge and wisdom that HE gave

to be able to complete all the requirements

needed in his Practicum II.

To his Family

For the moral and financial supports.

 ACKNOWLEDGEMENT

I would like to extend my gratitude to the following individuals and institutions for helping me

to pursue and finished this portfolio and practice teaching.

GOD ALMIGHTY
For guiding and keeping me always safe and protected.

MY FAMILY
For the moral and financial support.

PROF. SHERYL MORALES and PROF. MARILYN ISIP

For being our Coordinating Teachers and Advisers

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES, QUEZON CITY

For providing a program like this so that each of us will learn a lot of experiences.

JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL PRINCIPAL AND STAFFS, QUEZON CITY
For Accepting and accommodating us, as there student teacher.

TLE HEAD AND COOPERATING TEACHERS FROM JCMPHS

For sharing their knowledge and for guiding and teaching us on how to become a teacher.

MY STUDENTS
For giving respect and for listening in my class.
 INTRODUCTION
Student teaching is a college-supervised instructional experience; usually the culminating course

in a university/college undergraduate education or graduate school program leading to teacher

education and certification. The student teacher will experience dual roles: as a student as well

as a teacher. The student teacher gradually discards his student’s status and slowly transforms

himself toward becoming a teacher. All learning obtained during the past four years will now be

use. Effective teaching should not rely solely on the efforts of the teachers. Student teaching is

required for students who are not yet certified to teach. It is different from a practicum, which is

required when a student already holds certification to teach, yet wants a certificate extension to

teach another area of specialization; they are both college-supervised field-based experiences.

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 prospective

teaching professional an opportunity to teach under the supervision of a permanently certified

master teacher. The student teacher is usually placed in a neighboring or participating school

district. The student teacher is monitored by the cooperating teacher from the district, as well as a

supervisor through the college. The supervisor acts as a liaison between the cooperating teacher

and the head of the college’s student teaching department. The 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 teacher takes on the observation role in the class. There is sometimes a

"phasing out" week were the student teacher returns the teaching role back to the regular teacher.
 PRAYER

GOD ALMIGHTY, please help and guide me to teach my

students the correct values that they must learn, guide them

on the right path of true learning, to gain respect from them

and let them to be independent, secure and strong, most of all

to love you as our strength provider and father of all in the

world.

Thank you for the blessings.

Thank you for the strength as I teach my students

everyday.

Thank you for the patience and let the Holy Spirit be with

us always, now and forever.

AMEN
 Polytechnic University of the Philippines

Vision
Towards a Total University

Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building
a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of the
individual;
 7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced

academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a
significant number of international students; and a community supported by new
technologies that facilitate active participation in the creation and use of information
and knowledge on a global scale.

Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the
citizens, and of the national economy to become globally competitive, the University shall
commit its academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards

of quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines relevant
and responsive to the dynamically changing domestic and international environment;
3. Provision of more equitable access to higher education opportunities to deserving and
qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and individual
returns and benefits derived from the utilization of higher education resources.
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the
enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.
 Justice Cecilia Muñoz Palma High School
Quezon City

VISION

To provide relevant education for youth’s intellectual¸ physiological,

spiritual and environmental awareness through responsive approaches.

MISSION

Justice Cecilia Muñoz Palma High School is an educational institution

developing well-rounded individual for the establishment of a self-reliant and
responsible community.
 HISTORY
Cecilia Muñoz-Palma
Cecilia Muñoz-Palma (November 22, 1913 — January 2, 2006) was a Filipino jurist and the
first woman appointed to the Supreme Court of the Philippines. She was appointed to the
Supreme Court by President Ferdinand Marcos on October 29, 1973, and served until she
reached the then-mandatory retirement age of 65.

While on the Court, Muñoz-Palma penned several opinions adverse to the martial law
government of her appointer, President Marcos. After retiring from the Court, she became a
leading figure in the political opposition against Marcos, and was elected to the Batasang
Pambansa as an Assemblywoman from Quezon City. When Corazon Aquino was installed as
President following the 1986 People Power Revolution, Muñoz-Palma was appointed president
of the 1986 Constitutional Commission that drafted the 1987 Constitution.

Background
The daughter of a congressman from Batangas, Muñoz-Palma earned her law degree from the
University of the Philippines College of Law, and a Master of Laws degree from Yale
University. She became the first woman prosecutor of Quezon City in 1947. Seven years later,
she became the first female district judge when she was named a trial court judge for Negros
Oriental. In the next few years, she was assigned as a judge to Laguna and Rizal until her
appointment to the Court of Appeals in 1968, the second woman ever to be appointed to the
appellate court. In 1973, she again made history, this time as the first female Supreme Court
Associate Justice, preceding by eight years Sandra Day O'Connor, the first female justice of the
Supreme Court of the United States.

Dissenter from martial rule

By the time she retired from the Court in 1978, Muñoz-Palma had become identified, along with
Claudio Teehankee, as a dissenter from rulings that affirmed the decrees and actions enforced by
her appointer, President Marcos, during his martial law rule. As early as 1975, she had expressed
skepticism that "a referendum under martial rule can be of no far-reaching significance as it is
accomplished under an atmosphere or climate of fear." (Aquino v. COMELEC, G.R. No. L-
40004, January 31, 1975, J. Muñoz-Palma, Separate Opinion ) The following year, she voted
against allowing Marcos the right to propose amendments to the Constitution by himself, and in
doing so, ventured to call for the lifting of martial law itself. In a later dissent, she added that
"under a martial law regime there is, undeniably, repression of certain rights and freedoms, and
any opinion expressed would not pass the test of a free and untrammeled expression of the will
of the people. That "(M)artial law connotes power of the gun, meant coercion by the military,
and compulsion and intimidation" was so stated by President Ferdinand E. Marcos upon
proclamation of martial law in the country."

Opposition figure
After her retirement from the Court, Muñoz-Palma emerged as a prominent figure in the anti-
Marcos political opposition. In 1984, she was elected under the UNIDO banner to the Batasang
Pambansa as an Assemblywoman, representing Quezon City. She headed for a time a National
Unification Council that sought to unify all anti-Marcos opposition groups. She also became an
early supporter of the attempt to draft the then-reluctant Corazon Aquino to run for the
presidency against Marcos.

1986 Constitutional Commission and later life

After Aquino assumed the presidency in 1986, Muñoz-Palma called in vain for the retention of
the Batasang Pambansa. When Aquino created the 1986 Constitutional Commission to draft the
new Constitution, she appointed Muñoz-Palma as one of its members. The Commission would
later elect her as its President.

Following the ratification of the 1987 Constitution, Muñoz-Palma faded from the public eye.
However, in 1998, she supported Joseph Estrada for the presidency. After his election, President
Estrada appointed the 85-year old Muñoz-Palma as Chairperson of the Philippine Charity
Sweepstakes Office. She served in this capacity until 2000. Muñoz-Palma strongly denounced
the circumstances that led to Estrada's vacation of the presidency and the assumption into office
of Gloria Macapagal-Arroyo.

Muñoz-Palma died on January 2, 2006, at the age of 92.

 Justice Cecilia Muñoz Palma High School
Quezon City
is located at Upper Molave St. Payatas B,
Quezon City
Article: The Student-Teaching Experience.(creating effective teaching practices)

The student-teaching experience is often thought to be the most important part of

teacher education programs (Cruickshank & Aramalin, 1986; Tannehill & Zakrajsek,
1988). Many teacher educators believe that preservice teachers begin to develop their
values, beliefs, and teaching skills during this experience. Henry (1989) suggests that
this 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 student teaching 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 demonstrate
distinct and predictable behaviors and characteristics. As when learning a new motor
skill, beginning teachers progress through similar stages of pedagogical development. It
is 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 the beginning
stage of teaching development, and is thus most critical for acquiring expertise. In fact,
some researchers have suggested that beginning teachers depend little on their
undergraduate professional training to solve problems and make instructional decisions
(Good lad, Soder, & Sirotnik, 1990; Smyth, 1995). Instead, many novice teachers rely
largely on what they learned from their initial student-teaching experience and from
observations of their own teachers (Bell; Smyth).

The quality of the student-teaching experience depends on the collective efforts of three
people--the university supervisor, the cooperating teacher, and the student teacher.
Each of these individuals must be dedicated to working as a team in order to achieve a
common goal. According to Schilling (1998), supervisors of student teachers should
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 four months, the
student teacher, the co-operating teacher, and the university supervisor will need to
solve problems together if their partnership is to be successful. In order to help ensure
such success, we have developed a framework of concepts and strategies that can
serve to promote and develop true "TEAMWORK" (table 1) and make the student-
teaching experience more positive and meaningful for everyone involved
Reinventing Student Teaching
Marilyn Cochran-Smith

University of Pennsylvani

Innovative student teaching programs have proliferated during the last decade. The
author distinguishes among reinvented student teaching programs by examining their
underlying as sumptions about knowledge, power, and language in teaching and the
various ways these are played out in school-university relationships and explores three
contrasting school-university relationships—consonance, critical dissonance, and
collaborative resonance—identifying the underlying assumptions of each and examining
how problems are defined, goals established, and social and organizational structures
for student teaching created. It is argued that collaborative resonance has unique
potential to provide students with rich opportunities to learn to teach. This argument is
illustrated with a description of the structures and effects of one innovative pro gram,
Project START, based on resonance and designed to foster intellectual growth and
commitment to reform in both students and cooperating teachers.
Supporting StudentTeachingThroughVirtual Classrooms
In the face of increasing difficulty placing teacher candidates in schools for their practicum,
using a cyber practicum offers several advantages

By Jiyoon Yoon

All teacher education programs require teacher candidates to have in-school practicum
experiences. Placing student teachers in schools is not always easy, however, and it is
getting harder. Institutions must find local schools willing to participate in the student
teacher program. According to the field experience office at the University of Minnesota,
Duluth, it is getting more difficult to find schools where the teacher candidates can
practice because of the limited number of local schools and the increasing competition
for spaces from competing institutions.
Even after schools agree to participate in the student teacher program, teachers at
those schools must agree to work with the teacher candidates. These mentor teachers
spend considerable time with the teacher candidates, helping them get oriented to the
school and sharing what they have learned about teaching. They also supervise the
student teachers in the classroom. Their participation in the practicum program requires
teachers to invest additional effort and patience to work with student teachers.
Because of these challenges, many school administrators and teachers do not want
teacher candidates in their schools. It thus becomes more difficult to find proper schools
for the teacher candidates to practice teaching.

What to Do?
To address these problems, I propose using a cyber practicum in the form of a three-
dimensional, online world adapted for student teaching. With the cyber practicum, the
teacher candidates create their own classroom spaces rather than sharing a supervising
teacher's classroom. (Alternatively, the program administrators could create generic and
specialized classrooms before student teachers enter the system.) The teacher
candidates would create avatars (an interactive representation of a human in a virtual
reality environment), develop lesson plans, and teach in the virtual classrooms. The
cyber practicum thus eliminates the need to place teacher candidates in practicum
schools, although it does not eliminate the need for mentors and students willing to
participate in the online classrooms, or the need for program administrators.
Cooperative teachers and students could potentially live anywhere in the world as long
as they had Internet access. The institution could create and administer its own cyber
practicum or participate in a practicum created and administered by a consortium of
institutions with similar program needs.
Continuing Education and Lifelong
Learning Trends
CONTINUING EDUCATION

Continuing Education, professional development and lifelong learning are all

terms used to describe an educational or training process that is a key
component for successful organizations. The term Continuing Education
often elicits several definitions, however one of the most comprehensive and
applicable is Live right and Hay good’s 1969 version, "a process whereby
persons who no longer attend school on a regular full-time basis …
undertake sequential and organized activities with the conscious intention of
bringing about changes in information, knowledge undertaking, skill
appreciation and attitudes or for the purpose of identifying or solving
personal or community problems" (Courtenay, 1990).

Continuing Education and the adult education movement began with the
twentieth century. As the world moved to an industrialized economy the
need for continued education and improved access for adults challenged
traditional educational venues and created opportunities for both
professional and personal skill enhancement and enrichment. Several
environmental factors are driving the demand for lifelong learning in the
twenty-first century: abundant access to information, rapid technology
changes, increased global interactions, industry shifts, as well as increasing
entry level credentials and skill requirements.

Employers depend on continuing education as a tool for ensuring a highly

skilled and knowledgeable workforce. Individuals use continuing education
for upward career mobility, job enhancement and personal enrichment.
The Continuing education activity can take place at virtually any time or any
place. The format for the continuing education learning should be driven by
the content and learning goals. Internet and satellite technology allow
employees to engage in educational coursework on the job or at home,
which results in a tremendous savings of travel costs and time. Continuing
Education courses are offered for academic or university level credit, as well
as non-credit courses. Universities, community colleges, k-12 school
districts, private consultants and corporations all participate in offering
continuing education content and courses. Many organizations take
advantage of "off-the shelf" or commission for customized content that is
offered through their own employee training group.

LIFELONG LEARNING

Throughout the last decade the concept of life-long learning has continued to
gain popularity. Organizations in the twenty-first century are challenged to
quickly adapt to industry changes and rapidly identify solutions for obstacles
or barriers that the organization encounters. Through the lifelong learning
process, individuals develop the capacity for addressing this organizational
need. Key characteristics of lifelong learning include duration, learner-
centered perspective, multi-level and multi-subject learning, and open
access.

The core concept of lifelong learning is that individuals learn from cradle to
grave and that each individual progresses from one learning level to the next
throughout their lifetime. Each learning event is a continuous progression to
the next learning event and never isolated or a means to an end in itself.

Lifelong learning also focuses on the learner rather than an instructor or

trainer. The learning process often involves a facilitator but the facilitator
should be skilled at providing an educational environment that allows the
individual to enhance and engage in his or her own learning objectives. The
learning format and content should be designed with the learner in mind.
Lifelong learners require choices and educational experiences that fit within
their lifestyle. The educational activity should balance the needs and
convenience of the organization with individual learner's need in order to
maximize the learning outcome. Lifelong learning activities are also designed
for multiple learning styles. Experiential and applied learning as well as
tutorials and self-directed content are often embraced by lifelong learners.

Lifelong learning encompasses all levels of educational acquisition and in an

infinite number of subjects. It includes skill training, credential requirements,
as well as social interests. This education may be in the form of formal
education or training that is offered both as credit and non-credit in a variety
of venues. It also occurs through non-formal means such as libraries,
museums, manuals and mentors.

Lifelong learning should be accessible to all individuals regardless of age,

race, ability, prior qualifications, workplace role or sociodemographics.
Innovative delivery formats help to ensure that the learning activities are
accessible to anyone that is interested in participating.

CONTINUING EDUCATION UNITS AND ACADEMIC CREDIT

Many industry boards, accreditation agencies and associations have

established mandatory continuing professional education (CPE) requirements
for licensure or certification. For example, the American Institute of Certified
Public Accountants (AICPA) has established mandatory continuing
professional education (CPE) for all members. Most state boards of
accountancy have also phased in mandatory CPE as prerequisites for
licensure of accounting and auditing practice units. Research has supported
this trend. In an empirical study of the Texas State Board of Public
Accountancy, researchers found evidence of an association between results
of an employee's quality review and levels of continuing professional
education in the profession (Thomas, Davis, and Seaman, 1998). Other
organizations have established a certification process for their respective
field such as the Society for Human Resource Management (SHRM), which
has partnered with educational institutions to deliver the Professional Human
Resource Management (PHRM) content and certification test nationally. Non-
credit continuing education courses often carry state-board or association
Continuing Education Units (CEU). Participants generally receive a certificate
of completion and should maintain personal records of the units earned.

Post-secondary higher education also falls within the sphere of Continuing

Education. As entry-level requirements continue to increase such as the 150
hour accounting program and demand for graduate level credentials,
employers and employees search for flexible degree programs. Many
employers offer a tuition reimbursement program for employees enrolled in
college level degree programs when applicable to the workplace. Colleges
and Universities recognize the growing demand from adult learners for
academic degree programs, and many offer academic courses off campus,
on-line or at the workplace in accelerated and non-traditional formats.

CORPORATE UNIVERSITIES

The corporate university is generally some blend of higher education and

organizational training and development. "The first corporate colleges
appeared almost 80 years ago, but their ranks have grown, relatively
speaking by leaps and bounds" (Wilcox, 1987). Corporate colleges or
universities are characterized as institutions that may grant degrees,
academic credit or non-credit training and are chartered by a parent
company whose primary mission is not education. Some corporate
universities have evolved from a mission to serve the corporation's training
and development needs to a full-service private higher education institution.
Northrop University began in 1942 as a training division of Northrop Aircraft
and evolved to an institution offering undergraduate and postgraduate
degrees. Kettering Institution (an independent university) grew out of
General Motors. Many corporations identify a university or college partner to
customize training and academic degree programs specifically to the
corporation's business practices. Corporations are using these customized
programs as a source for developing future corporate leaders and a means
to focus on content areas that are critical to the company's strategic
business plans. Multinational companies are developing corporate
universities that allow employees around the world to participate in training
and educational programs with cost effective delivery methods. The
American Council on Education (ACE) consistently evaluates corporate
college or university credits that are offered independent of a regionally
accredited institution. ACE establishes recommendations for transfer credit
to regionally accredited universities and colleges. Most of the individuals
participating in corporate college or university programs are employed full-
time which requires that the educational programs are offered in flexible
formats. Generally, employees do not have the luxury of attending academic
programs on a full-time basis or in a traditional fifteen to eighteen week
semester format. Accelerated formats as well as weekend and distance
education designs address the needs of working adult learners.

DISTANCE EDUCATION

Distance Education is an all-encompassing phrase for education and training

that occurs away from the traditional classroom. Distance Education may
occur in synchronous (real) or asynchronous time which allows both
employers and learners to determine the best time for participation.

Distance Education began with correspondence study and has grown

significantly as technology advancements create new opportunities for
learning and content delivery. As computer technology became prevalent in
business, the print based correspondence courses progressed to computer
based training, which included simulations and ultimately interactive course
content that provided participant feedback and enhanced learning. At the
end of the twentieth century, educators and employers invested in
telecommunication equipment that distributed educational or training
activities from one video conferencing site to another. These interactive
television programs allow companies to synchronously connect employee
groups regardless of their physical distance. The tremendous growth of
internet technology has created the most recent version of distance learning
which is online or eLearning.

The internet is an information rich resource. Because the internet contains

more information than any individual could ever process, it is important that
individuals and organizations develop knowledge management strategies to
sort, categorize and maximize the benefits the internet's wealth of
information. Online learning is one component of knowledge management
within the information technology environment.

Online learning content ranges from one-hour courses to complete bachelor,

master or doctorate degree programs. Internet delivered courses have the
benefits of serving multiple groups at multiple locations without the expense
of equipment infrastructure at each location, and the course material can be
delivered either synchronously or asynchronously which affords multinational
operations the opportunity to connect individuals regardless of time zone or
geographical location.

The online training and education market is very competitive offering many
choices for organizations and learners. Colleges and Universities throughout
the world are offering online courses as well as thousands of training and
consulting groups. Organizations either select educational programs and
courses ala carte or build a portfolio of eLearning options. Many large
organizations have integrated eLearning into their corporate university
entity. These groups generally have a planned web presence that includes a
portal and learning management system (LMS) or course management
system (CMS).

Online learning has created many new products and support options. In
addition to the organization's web presence, portal and LMS, the
organization also needs to assess the technology infrastructure that supports
the eLearning initiative. The fundamental needs in this area are servers that
provide redundancy and acceptable uptime. This is often referred to as
hosting in the eLearning environment as well as technology support in the
form of a help desk. Organizations interested in growing their own portfolio
of online learning options should first develop a vision for their eLearning
initiative prior to making any financial investments in equipment or software.
Once the vision is established the organization should assess their existing
technology capabilities and determine if there is capacity to support the
eLearning initiative, or is it more cost effective to outsource all or some of
the technology infrastructure. When the technology infrastructure has been
addressed the organization should determine how content will be developed
for the eLearning environment. Quality online courses are developed so that
the technology optimizes the content. Many vendors offer digitized content
and others specialize in specific areas of content development such as
simulations or multimedia graphics and enhancements. Having a clear vision
for the course content and understanding the learning needs will help to
ensure that courses are developed efficiently and effectively.

Blended learning refers to online learning that is integrated with traditional

classroom or training instruction. This blend provides the benefits of reduced
travel costs and time with the positive relational aspects of face-to-face
learning. Once an organization or an individual has established a clear vision
for their educational needs they should consider all of the available online
resources as tools to ensure that the "best fit" is created.

GLOBAL ECONOMY

The global economy has increased the need for organizations around the
world to understand the culture and business practices of their peers,
competitors and partners. Both foreign and domestic organizations abroad
are implementing continuing education experiences in an effort to enhance
cultural understanding and address skill and knowledge gaps. U.S.
universities are partnering with both U.S. and foreign companies around the
world to deliver educational courses and programs that are critical to
organizational competitiveness. A central ministry of education in
collaboration with a ministry of commerce generally drives these programs.
For instance, China has placed a high priority on the field of Human
Resource Development and Entrepreneurship as well as encouraging Chinese
organizations to partner with foreign organizations in an effort to implement
vocational and applied skill training. India has created a new industry as an
outsource venue for customer service which creates customer service
training opportunities in India. Korean manufacturers have a solid history of
identifying corporate and educational partners that satisfy their
organizational educational needs. Continuing Education helps global
companies to connect the workforce with the organizational vision.

THE FUTURE OF CONTINUING EDUCATION

The abundant access of information, rapid technology changes, increased

global interactions, industry shifts as well as increasing entry level
credentials and skill requirements ensures that Continuing Education will
remain a valuable resource for managers in the future.

Managers will continue to depend on continuing education as a tool for

ensuring a highly skilled and knowledgeable workforce. Individuals will
engage in lifelong learning as a means for upward career mobility, job
enhancements and enriched quality of life.

The increased interest in lifelong learning coupled with rapid technology

advancements and demands on individual personal time will guarantee that
educational options will continue to be flexible and fit within the constraints
of personal time and organizational priorities. The growing global economy
will continue to drive the development of learning activities that span
geographical regions and time zones allowing individuals around the world to
collaborate and learn together.

Organizations around the world will depend on continuing education to

maintain competitive positions and adopt current innovations. Managers will
depend on lifelong learning to produce a workforce with the knowledge and
solution based skill-set that is required for organizational growth.

Dawn Malone Gaymer

http://www.enotes.com/management-encyclopedia/continuing-education-lifelong-learning-
trends
 Bullies, the Bullied, and Bullying: A NYC Private School
Sets an Example for Anti-Bullying Success
Bullying in both private and public schools is at epidemic proportions. Recent surveys show that
about 50% of teens are bullied in school, while the other 50% are bullies. Advances in cyber
technology have worsened the problem, extending the reach of bullies and providing an
anonymity that defies anti-bullying efforts. These efforts, however, can still be successful –
especially when students find themselves in the right sort of school.

One such school in New York City, a small private institution with only 35 students, The Smith
School recently celebrated its 20th anniversary. The celebration was not just about the age of the
school, it was a celebration of 20 years without bullying. This achievement is made more
remarkable by the school’s reputation for taking on kids who could not succeed at other schools.
This group includes bullies and the bullied, but they find themselves in a place where bullying
has no place.

Are Any Schools Safe?

Few would argue that every student deserves to attend school in a safe environment. Much has
been made in recent years of problems with physical aggression, especially in high-profile cases
regarding guns and knives. School shootings and waves of violence directed at both students and
teachers are tragedies that may never entirely heal. Sadly, another type of abuse more common
but in many ways equally destructive and heartbreaking is still essentially tolerated: bullying.

Technology contributes to the problem. Adults may find it difficult to truly understand just how
different life is today than for the teens in previous decades. Like the medical and military fields,
bullying has kept pace with rapidly growing modern technology. Braids dipped in inkwells,
schoolyard scuffles, and malicious whispering in the hallway have been replaced by ever more
sophisticated and far-reaching methods. Good old-fashioned freeze-outs, rumor mills, and name-
calling still have pride of place in the bullying repertoire. Increasingly, though, it doesn’t stop
there. With the miracle of cyber connection, those same rumors and malicious whispers can
travel a hundred times as fast and as far as they used to.

Social networks meant to build friendships have become the new bathroom wall. While being
bullied was never fun (and has always been potentially scarring), cyber bullying now has the
capacity to reach into the far strata of a student’s existence. Gossip and scandal extend
geographically and chronologically - beyond a school to the community; and beyond the present
to future friends, colleagues and employers. Like traditionally bullying, cyber bullying can
isolate and traumatize a student.
Can a School Address Cyber bullying?

Many schools prohibit students from using cell phones in school, but not only is this extremely
difficult to enforce, it does not address the cyber bullying that happens before and after school.
Parents and teachers alike are powerless to prevent teens from texting whatever messages they
want. The solution then, is to address what the teens ‘want’. Do they want to bully a schoolmate?
Why? Is it simply immaturity, or a genuine desire to hurt the other student? In either case, the
key is the relationship between students.

The Smith School is all about relationships. Patrick Shattuck, Dean of Academics, notes that,
“Every Smith School student feels that the administrators, teachers, and other students are a very
tight family”. This is partly accomplished by keeping class sizes very small (5 students per
class), but it is also fostered by an emphasis on mutual respect – a respect that leads to mutual
care giving. Shattuck continues, “Our students genuinely care about each and embrace each
other’s diversity”. The Smith School solution to bullying is really very simple – you don’t bully
someone who you respect and care about.

What Are The Consequences In Schools That Do Not Prevent Bullying?

Emotionally, bullying reaps the same results as any physical mistreatment. As with other types of
abuse and violation, the psychological effects echo deeply. In the bullied, helplessness and
bewilderment give way to an acid bath of depression, anger and humiliation. Loss of self-esteem,
even the loss of a fundamental sense of self, can trigger serious emotional damage. Students’
opportunities to learn, to grow, to attend school, and to socialize are constrained by the trauma.
Increasing numbers of students are missing school days, not attending sports and other
extracurricular activities, or dropping out of school altogether.

Schools like The Smith School are providing safe havens for students driven out of other
Manhattan prep schools. The majority of these schools do not follow through with (or are
incapable of enforcing) their anti-bullying policies.

Karen Smith, the founder and director of The Smith School notes, "Wonderful students - bright,
talented, and academically motivated - have come to us from places where they were made very
uncomfortable. They come to The Smith School, where the student body is incredibly tolerant
and supportive of each other, and they do great things.”

Who Stops the Bullies – Parents, Teachers, or School Administrators?

More and more studies, from sources such as NIMH, The American Association of Pediatrics,
and the American Psychiatric Association, identify bullying as psychologically harmful to the
bullied (certainly) but also identify significant harm to the bully. Magazine and newspaper
articles, and even television shows such as MTV’s "If You Really Knew Me”, publically address
the issue of bullying, including cyber bullying. Yet even with a new and growing national
awareness about the dangers of bullying, both parents and schools seem strangely reluctant (or
helpless) to put a stop to the practice.

One factor is a prevalent parents’ attitude of laissez-faire (be-my-child’s-friend style of

parenting). Most parents don’t want to get involved, and even defend their off-spring’s vicious
attacks. Many schools are also culpable; they give lip service to character building and
community ideals and may even require charity work as part of graduation requirements; yet
they fail to do the work needed to stop bullying.

Rather than enacting and enforcing strict zero-tolerance policies for abusive bullying,
administrations cite lack of jurisdiction (especially with cyber-bullying). Rather than removing
or limiting phone and computer privileges, or adopting the hard 'I-don’t-care-who-started-it-you-
finish-it' line, parents and teachers alike dither and weaken in the face of modern cyber
technology and teenage peer pressure.

Who Will Stand Up For The Children?

Neither parents, nor teachers, nor school administrators (whether in public schools or the most
elite of private academies) have stood up and announced, "This will no longer be tolerated”. The
continuation of this head-in-the-sand treatment of bullying is simply no longer acceptable and
should not be tolerated. In the past, common wisdom dictated that if students ignored the
bullying, it would go away. Nonsense!

This outlook places the responsibility and the blame squarely on the victims and perpetuates a
cycle of shame and fear. The outrages of bullying can no longer be portrayed as inevitable rites
of passage, or romanticized as part of the fun of growing up, but they will not stop until entire
communities, beginning with schools and parents, work actively to end them.

The Smith School approach is unfortunately rare among both public and private schools, but it is
an important example that every school should study. Twenty years free of bullying is
remarkable and presents a stark contrast to the norm. Education can and should be a place of
respect, safety, and nurturing – not a place where students are subject to the harm of bullying.

http://www.edarticle.com/character-education/bullying
 SUNDAY, APRIL 25, 2010

Trends in Education: Connectivity and Heterogeneity

I am enrolled now in an Open Course in Education Futures taught by Dave

Cormier and George Siemens. I'm interested in the course for several reasons:

1. I want the experience of taking an online, open course that connects educators from
around the world.
2. I want to learn how to systematically think about the future, especially the future of
education.
3. I want to work with Cormier and Siemens. I'm familiar with their work, and I like their
takes on education. Cormier has some insight about rhizomes, and Siemens has
developed a new pedagogy called connectivism. I want to know more about both.

One of our first tasks in the class is to identify trends in education. To my mind, the
emergence and success of rhizomatic structures is a key trend to watch, especially in
education. In short, rhizomatic structures are network-like structures that have always
existed, but that are becoming more explicit in human culture as we develop the technology,
especially the Internet, to extend them and use them for our purposes. Rhizomatic structures
subsume and replace hierarchical structures, which have formed the basis of human culture
for the past five thousand years. A quick scan of the six features of the rhizome mentioned by
Deleuze and Guattari (D&G) will outline my thoughts.

Connectivity & Heterogeneity

These first two features of the rhizome, which D&G group together, tie closely to technology,
especially to the Internet. D&G say that "any point of a rhizome can be connected to anything
other, and must be" (7). This simple statement has profound consequences, especially in light
of traditional hierarchical structures. Hierarchies are command-and-control structures that
define

•
 • clear, enforced boundaries between inside and outside the group (a vetted, verified
member of this class or not),
• clear, enforced, discrete roles and positions for all those within the group (teacher or
student), and
• clear, enforced homogenous identities for those in the group (Education 101 students).

Connect-and-collaborate rhizomatic structures ignore those boundaries, roles, and positions.

Anyone can and must connect to anything or anyone else. This is incredibly disruptive to
orderly hierarchical structures and disorienting to those who are accustomed to functioning
within hierarchical organizations.

This class could be a fine example, I think, of the effects of connectivity and heterogeneity.
The boundaries between who is in the group and who is not are quite fluid, and the barriers
for entry are extremely low. Anyone with Internet access can join (though Siemens and
Cormier have perhaps done some gate keeping, it certainly is not the gate keeping of
traditional universities). The roles between teacher/student are quite blurred. We have
almost no homogenous identity other than being educationists, and I'm not sure about that.
The course content is supposed to be the futures of education, but I think we can already see
that 500 curious people can quickly sheer off into different directions In short, this class is
free to connect to anything or anyone else, and we do not have to be the same or have the
same goals and aspirations.

And as we've already seen, this disruption of normal, hierarchical structure is stressful to
people who want to know who is in and out, what content is in and out, what roles we are to
play, what tasks we are to perform, and who is going to tell us that we've done it correctly.
These familiar signposts are gone, and we are not sure how to proceed. This can be
invigorating, or terrifying. Most of us are still not quite convinced that groups of people really
can connect and collaborate on their own—self-select and self-organize—to accomplish
anything of value, despite the evidence of Wikipedia and Linux and, perhaps, of this
Education Futures class.

This trend, of course, is not limited to education. We can see expressions of connectivity and
heterogeneity in discussions about inclusion, the Commons, privacy, wikinomics, digital
piracy, the flat earth, immigration policy, information overload, and more. But education is
grievously stressed by the emergence of connectivity and heterogeneity. We simply do not yet
know how to work with the ability of students to connect to whomever, whenever, whatever,
and wherever they want. As the technology director in a public school system in the United
States, I spent way too much time keeping students away from YouTube and Facebook, and
not enough time connecting them to their imaginations.

To my mind, then, connectivity and heterogeneity form one of the most potent trends in
education. They have the potential for disrupting everything we do and enabling everything
we want to do. Schools and their societies will hate and resist the disruptions, while at the
same time yearning for the possibilities. This will not prove easy, but I think—I hope—
connectivity and heterogeneity win out.

I realize that this is a trend in and of itself. I will discuss the other features of rhizomatic
structures as separate trends.

http://idst-2215.blogspot.com/2010/04/trends-in-education-connectivity-and.html
Ysmael SyValenzuela
Madja-as Street, Group 2, Area B, Payatas, QC

ysmael.valenzuela@gmail.com
(+63948) 437-63-36; (+6312) 580-82-50

Personal Information:

Birthday: 26 March 1991

Birthplace: Tagkawayan, Quezon
Height: 5 ft 4 inches
Weight: 50 kgs
Languages Used: Tagalog; English

Educational Background:

College:
Bachelors of Business Teachers Education
Polytechnic University of the Philippines- Commonwealth Campus
Don Fabian Street, Brgy Commonwealth, QC

High School:
Commonwealth High School
Commonwealth, Quezon
Date Finished: March 2006

Elementary:
Caybiga Elementary School
Caybiga, Caloocan Cit

Special Skills:
Computer Literacy

(MS Word, MS Excel, MS PowerPoint and Windows Movie Maker )

Operating Copier Machine,

Data Controlling,

E-Records Management,

Reads at above average speed

Organisational Affiliations:

Future Business Teachers’ Organisation

PUP – Quezon City

Brgy Commonwealth, QC

Seminars Attended:

X-Files’ Youth Leaders’ Camp – c/o Baptist Bible College Asia

Various Youth Environment Programme – under the Department of Environment & Natural Resources

Human Rights Forum – c/o The Commission on Human Rights

Bible Forum – c/o the PUP QC Campus Ministry

Transformers’ Youth Leaders’ Camp – c/o Baptist Bible College Asia

“May They Be One” I’m not ashamed of the Gospel– c/o the PUP QC Campus Ministry

“Functional Literacy: To live and love Well in a Healthy Philippines” – c/o the PUP QC Campus
Ministry

“AVON Make-Over and Business Opportunities” – c/o the PUP QC Campus Ministry
References

Jocelyn B. De Layola

Administrative Officer V

Department of Environment and Natural Resources

Visayas Avenue, Diliman, Quezon City

09165665388 / 929-6626 loc. 2222

Marietta Igon-igon

Administrative Assistant

Philippine Science High School

Diliman, Quezon City

09299561162 / 433-5818

I hereby certify that the above given information are true and correct.

Ysmael Valenzuela

BBTE 4-1
1st WEEK

My Cooperating Teacher introduced me to her handled seven section that I will handled
during my practicum II. She introduced me as Future Teacher not as student teacher so that
the students will respect me as a normal teacher.

2nd WEEK

This is my first teaching week, our topic for this week is all about the history of
computer, after discussing a particular topic I was able to facilitate a short quiz.

3rd WEEK

This week our topic is all about the three main parts of the computer, which are the
software, hardware and the processing devices. I facilitated an activity about our topic and I
grouped my students into 3 groups then each groups are assigned to present a pictures of the 3
parts of the computer.

4th WEEK

After the three weeks of studying the history and parts of computer, this week our topic
is all about the proper keyboarding technics. Every one of my student is assigned to bring their
own keyboard so that when I discussed the different finger positioning.

5th WEEK

This week my cooperating teacher asked ne to encode all the results of quizess from the
past 4 weeks.
6th WEEK

After finishing the proper finger positioning practice, now our lesson is all about
Microsoft Office Word 2007, the students are group into to batches, the each day there are
batch is assigned to do their hands-on while the other batch are listening on the discussion.

7th WEEK

After the christmas, the classes is now officially resumes but most of my students is not
yet ready to face the reality that the class for 2011 is now open. Our lesson for this week is all
about Microsoft office Excel 2007, I discussed the different parts of Excel environment as an
introduction.

8th WEEK

Our lesson for this week is all about computation using Excel, I discussed the different
basic formula and steps on how it will function properly, I give different problem solving for
them to solve that will serves as their excerses.

9th WEEK

On the first day of this week I facilaitated a unit test, for this week I introduced oru
new topic and its all about Microsoft Movie Maker. I discussed the Movie Maker
environment and the different tasks when using it.
10th WEEK

This week my students are assigned to create a three video using Movie Maker with
different theme.

11th WEEK

This week I was assigned to encode all quizess and test results of ny students.

12th WEEK

This week I was able to facilitate a long test. This week is the last submission of final
project for fourth grading.

13th WEEK

This week is my final week and I was able to prepare all of my materials to be used for
my final and re-demo.
Mrs. Ma. Emely Lumpas
My Cooperating Teacher
 http://www.proprofs.com/quiz-
school/story.php?title=1st-online-quiz-ict-
jcmphsqc
 Microsoft Office Word 2007 (JCMPHSQC)
Print This Quiz

Q.1) To create a table the we need to click first the ________ tab.
A. home
B. insert
C. view
Q.2) We can create tables in how many ways?
A. 4
B. 8
C. 2
Q.3) Landscape and portraits are samples of orientation
A. True
B. False
Q.4) To move the picture around the document we need to select the _________ on the text
wrapping menu.
A. behind text
B. tight
C. drag
Q.5) This is the part of the table wherein you can type your data.
A. cell
B. boarder
C. shade
Q.6) To create a table you need to ________ the numbers of rows and columns.
A. drag
B. click
C. highlight
Q.7)
CTRL + E, stands for EXIT.
A. True
B. False
Q.8) To re-size a picture we need to ______________ the corners.
A. click and drag
B. click and highlight
C. click and rotate
Q.9) The tables composed of rows and _________.
A. columns
B. symbols
C. clip art
Q.10) The shortcut keys for REDO is CTRL + Y.
A. True
B. False
http://www.proprofs.com/quiz-school/story.php?title=1st-
online-quiz-ict-jcmphsqc
 Month of November

Date In Out Total

8 6:00 12:00 6:00

9 6:00 12:00 6:00

10 6:00 12:00 6:00

11 6:00 12:00 6:00

12 6:00 12:00 6:00

15 6:00 12:00 6:00

17 6:00 12:00 6:00

18 6:00 12:00 6:00

19 6:00 12:00 6:00

22 6:00 12:00 6:00

23 6:00 12:00 6:00

24 6:00 12:00 6:00

25 6:00 12:00 6:00

26 6:00 12:00 6:00

30 6:00 12:00 6:00

Total Hours: 90:00

 Month of December

Date In Out Total

2 6:00 12:00 6:00

3 6:00 12:00 6:00

6 6:00 12:00 6:00

7 6:00 12:00 6:00

8 6:00 12:00 6:00

9 6:00 12:00 6:00

13 6:00 12:00 6:00

14 6:00 12:00 6:00

15 6:00 12:00 6:00

17 6:00 12:00 6:00

Total Hours: 60:00

 Month of January

Date In Out Total

3 6:00 12:00 6:00

4 6:00 12:00 6:00

5 6:00 12:00 6:00

6 6:00 12:00 6:00

7 6:00 12:00 6:00

10 6:00 12:00 6:00

11 6:00 12:00 6:00

12 6:00 12:00 6:00

14 6:00 12:00 6:00

17 6:00 12:00 6:00

18 6:00 12:00 6:00

19 6:00 12:00 6:00

20 6:00 12:00 6:00

21 6:00 12:00 6:00

24 6:00 12:00 6:00

25 6:00 12:00 6:00

27 6:00 12:00 6:00

28 6:00 12:00 6:00

31 6:00 12:00 6:00

Total Hours: 114:00

 Month of February

Date In Out Total

1 6:00 12:00 6:00

2 6:00 12:00 6:00

7 6:00 12:00 6:00

8 6:00 12:00 6:00

10 6:00 12:00 6:00

11 6:00 12:00 6:00

14 6:00 12:00 6:00

16 6:00 12:00 6:00

17 6:00 12:00 6:00

18 6:00 12:00 6:00

21 6:00 12:00 6:00

22 6:00 12:00 6:00

Total Hours: 72:00

Total :
336 TEACHING HOURS