Documenti di Didattica
Documenti di Professioni
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Quezon City
BTE 440
Student Teaching
Submitted by:
Gefrey P. Marcos
Submitted to:
Acknowledgement
I would like to sincerely acknowledge the people behind my successful stint in this teaching
profession. I am just an inexperienced practice teacher looking for learning in the profession
but with the help, inspiration and guidance of the people I made it through.
To my better half that always inspires me to give all the best that I could give.
To the Polytechnic University of the Philippines Quezon City Administration who gave a once
in a lifetime opportunity to teach in the institution.
- Sir Gefrey
To
The
Almighty
God
Ad
Maiorem
Dei
Gloriam
My Prayer
Oh Almighty God
You are the greatest of all
Thank you for another day that you give me
I’ll be on the road today
Please guide me as I go to teach my students
Bless me with your love as what you always do to me
I offer you my life. Let me a blessing to my students
Let me be your instrument to inspire them to good living
Let me the one to share the good news that you shared to me
I ask you this through my Lord Jesus Christ
Amen
Teacher’s Creed
By John S. Taylor, Superintendent of Schools for the Lancaster County School District
latest techniques based on research. He never hurts me, and I've got all my teeth, so when I ran
into him the other day, I was eager to see if he'd heard about the new state program. I knew
"Did you hear about the new state program to measure effectiveness of dentists with
"No," he said. He didn't seem too thrilled. "How will they do that?"
"It's quite simple," I said. "They will just count the number of cavities each patient has at
age 10, 14, and 18 and average that to determine a dentist's rating. Dentists will be rated as
Excellent, Good, Average, Below Average, and Unsatisfactory. That way parents will know
which the best dentists are. It will also encourage the less effective dentists to get better, “I
said.
"Poor dentists who don't improve could lose their licenses to practice."
"Sure I do," he said, "but that's not a fair way to determine who is practicing good
dentistry."
"Well, it's so obvious," he said. "Don't you see that dentists don't all work with the same
clientele; so much depends on things we can't control? For example," he said, "I work in a rural
area with a high percentage of patients from deprived homes, while some of my colleagues
work in upper middle class neighborhoods. Many of the parents I work with don't bring their
children to see me until there is some kind of problem and I don't get to do much preventive
work. Also," he said, "many of the parents I serve let their kids eat way too much candy from an
early age, unlike more educated parents who understand the relationship between sugar and
decay. To top it all off," he added, "so many of my clients have well water which is untreated
and has no fluoride in it. Do you have any idea how much difference early use of fluoride can
make?"
"It sounds like you're making excuses," I said. I couldn't believe my dentist would be so
"I am not!" he said. "My best patients are as good as anyone's, my work is as good as
anyone's, but my average cavity count is going to be higher than a lot of other dentists because
"Touchy?" he said. His face had turned red and from the way he was clenching and
unclenching his jaws, I was afraid he was going to damage his teeth. "Try furious. In a system
like this, I will end up being rated average, below average, or worse. My more educated
patients who see these ratings may believe this so-called rating actually is a measure of my
ability and proficiency as a dentist. They may leave me, and I'll be left with only the neediest
patients. And my cavity average score will get even worse. On top of that, how will I attract
good dental hygienists and other excellent dentists to my practice if it is labeled below
average?"
"I think you are overreacting," I said. “‘Complaining, excuse making and stonewalling
won't improve dental health'...I am quoting from a leading member of the DOC," I noted.
"It's the Dental Oversight Committee," I said, "a group made up of mostly laypersons to
"Spare me," he said, "I can't believe this. Reasonable people won't buy it," he said
hopefully.
The program sounded reasonable to me, so I asked, "How else would you measure good
dentistry?"
you can't argue with the bottom line. It's an absolute measure."
"That's what I'm afraid my parents and prospective patients will think. This can't be
"Now, now," I said, "don't despair. The state will help you some."
"How?" he said.
"If you're rated poorly, they'll send a dentist who is rated excellent to help straighten
"You mean," he said, "they'll send a dentist with a wealthy clientele to show me how to
work on severe juvenile dental problems with which I have probably had much more
"You don't get it," he said. "Doing this would be like grading schools and teachers on an
average score on a test of children's progress without regard to influences outside the school,
the home, the community served and stuff like that. Why would they do something so unfair to
I just shook my head sadly, but he had brightened. "I'm going to write my
representatives and senator," he said. "I'll use the school analogy-surely they will see the
point."
He walked off with that look of hope mixed with fear and suppressed anger that I see in
generosity and benevolence of Mr. Walter Rothlehner, a German church leader and an owner
of a certain square building situated at the Sikhay Compound, Don Fabian Street, Brgy.
Commonwealth, 1119 National Government Center, Quezon City. Mr. Rothlehner donated the
Securities and Exchange Commission represented by its President, Rev. Fr. Joel T. Tabora, S.J.
PUP-Commonwealth is an establishment
were donated by its owner to the Polytechnic University of the Philippines purposively used as
classrooms, library and offices for students and faculty members. Hence, the PUP through its
Open University committed to administer and maintain the described buildings and portion of
land in the interest of its students in the locality and in the nearby the vicinity.
exist through its formal launching held at the Misereor Hall, last July 29, 1997. It was attended
by the former PUP President, Dr. Zenaida A. Olonan, who presented the Plaque of Recognition
to the donor of the PUP-Commonwealth Campus, Mr. Walter Rothlehner The said activity was
graced by former Congressman of the 2nd District of Quezon City, Hon. Dante V. Liban and
other special guests from the local government of Quezon City and the PUP Administration.
At present, the PUP-Commonwealth Campus has still four (4) existing buildings namely ,
the Rothlehner Hall, Miseor Hall, New building through the courtesy of Cong. Magsaysay ,
Susano and Villar and the Student Multi-Purpose Hall, library, two rooms for keyboarding and
computer laboratory having more than 20 computers, administration offices and classroom
serving almost 1600 students in the campus. Furthermore, PUP-Commonwealth is now on its
10th year of promoting quality education and nurturing her constituents toward a rich and
quest for academic excellence, and deep commitment to serve human kind.
Gatan.
Mission and Vision
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.
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
5. Develop in the students and faculty the values of self-discipline, love of country and
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 student's 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
Vision
Internationally
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees
and Students
Examples of Examinations
Logic Finals
I. Identification
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
Therefore; __________________________________________.
2. No mortal is an angel,
Therefore; __________________________________________.
III. Enumeration
I. Identification
Direction: Write the appropriate answer for each item in the following statements. Look for the
answers in the box below. (2 pts. Each)
___________ 8. It is an informal organisation that is separate from the formal organisation and the
employer.
___________ 13. It is the way by which leaders earn and gain power.
___________ 14. It is further referred to as position power or official power which is handed down from
higher authorities.
___________ 15. It requires employees, labor unions and employment agencies to treat all people alike,
without regard to race, color, religion, nationality, sex or age in all phases of employment.
Direction: Write True if the statement is correct and write False if the statement is wrong.
______ 1. The interference that may limit the receiver’s understanding of the message are known as
barriers to communication.
______ 2. Words are, by and large, the main means of communication used on the job.
______ 3. If symbols can be simplified the receiver will understand the message more easily.
______ 4. Action is a non-verbal means of communication whereby we communicate with our bodies.
______ 5. One hears not only with the ears but with the mind.
______ 6. Group dynamics may not be conducted without an apparent leader.
______ 9. A genuine open door policy can be a real aid to upward communication.
______ 10. Directive counseling is the process of hearing a person’s emotional problem.
III. Enumeration
http://www.scribd.com/doc/44513929/Analysis-Phase
http://www.scribd.com/doc/41972710/e-Learning-approach
http://www.proprofs.com/quiz-school/story.php?title=hrdm-31-rizal
Facebook Groups
General Psychology
Bachelor of Business Teacher Education
General Psychology
Bachelor of Science in Business Administration
Tagged Photos
Professional Development Plan
Quezon City. I took up Bachelor of Business Teacher Education Major in Technology and
Livelihood Education. I underwent various school seminars as well as outside seminars too.
I took up a crash course at the Asian Academy of Business and Computers where I took
up Basic HTML. I was also enlisted as a Reserved 1st Class Private of the Armed Forces of the
I will definitely take my Licensure Examination for Teachers right after I graduated. I am
teaching.
Professional Readings and Teaching Articles
Progressive Education
By Alfie Kohn
If progressive education doesn’t lend itself to a single fixed definition, that seems fitting
in light of its reputation for resisting conformity and standardization. Any two educators who
describe themselves as sympathetic to this tradition may well see it differently, or at least
Talk to enough progressive educators, in fact, and you’ll begin to notice certain
paradoxes: Some people focus on the unique needs of individual students, while others invoke
the importance of a community of learners; some describe learning as a process, more journey
than destination, while others believe that tasks should result in authentic products that can be
shared.
What It Is
Despite such variations, there are enough elements on which most of us can agree so
that a common core of progressive education emerges, however hazily. And it really does make
sense to call it a tradition, as I did a moment ago. Ironically, what we usually call “traditional”
education, in contrast to the progressive approach, has less claim to that adjective — because
of how, and how recently, it has developed. As Jim Nehring at the University of Massachusetts
at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of
thoughtful school practice stretching back for centuries” — including hands-on learning,
as traditional schooling “is largely the result of outdated policy changes that have calcified into
conventions.”[2] (Nevertheless, I’ll use the conventional nomenclature in this article to avoid
confusion.)
It’s not all or nothing, to be sure. I don’t think I’ve ever seen a school — even one with
scripted instruction, uniforms, and rows of desks bolted to the floor — that has completely
escaped the influence of progressive ideas. Nor have I seen a school that’s progressive in every
detail. Still, schools can be characterized according to how closely they reflect a commitment to
Attending to the whole child: Progressive educators are concerned with helping children
become not only good learners but also good people. Schooling isn’t seen as being about just
Community: Learning isn’t something that happens to individual children — separate selves at
separate desks. Children learn with and from one another in a caring community, and that’s
independence, so it follows that practices that pit students against one another in some kind of
rather than a “doing to” model. In place of rewards for complying with the adults’ expectations,
problem-solving — and, for that matter, less focus on behaviors than on underlying motives,
Social justice: A sense of community and responsibility for others isn’t confined to the
classroom; indeed, students are helped to locate themselves in widening circles of care that
extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own
country. Opportunities are offered not only to learn about, but also to put into action, a
Intrinsic motivation: When considering (or reconsidering) educational policies and practices,
the first question that progressive educators are likely to ask is, “What’s the effect on students’
interest in learning, their desire to continue reading, thinking, and questioning?” This
deceptively simple test helps to determine what students will and won’t be asked to do. Thus,
conventional practices, including homework, grades, and tests, prove difficult to justify for
anyone who is serious about promoting long-term dispositions rather than just improving short-
term skills.
Deep understanding: As the philosopher Alfred North Whitehead declared long ago, “A merely
well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but
only in a context and for a purpose. That’s why progressive education tends to be organized
around problems, projects, and questions — rather than around lists of facts, skills, and
separate disciplines. The teaching is typically interdisciplinary, the assessment rarely focuses on
rote memorization, and excellence isn’t confused with “rigor.” The point is not merely to
challenge students — after all, harder is not necessarily better — but to invite them to think
deeply about issues that matter and help them understand ideas from the inside out.
Active learning: In progressive schools, students play a vital role in helping to design the
curriculum, formulate the questions, seek out (and create) answers, think through possibilities,
and evaluate how successful they — and their teachers — have been. Their active participation
in every stage of the process is consistent with the overwhelming consensus of experts that
practicing skills.
Taking kids seriously: In traditional schooling, as John Dewey once remarked, “the center of
gravity is outside the child”: he or she is expected to adjust to the school’s rules and
curriculum. Progressive educators take their cue from the children — and are particularly
attentive to differences among them. (Each student is unique, so a single set of policies,
curriculum isn’t just based on interest, but on these children’s interests. Naturally, teachers will
have broadly conceived themes and objectives in mind, but they don’t just design a course of
study for their students; they design it with them, and they welcome unexpected detours. One
fourth-grade teacher’s curriculum, therefore, won’t be the same as that of the teacher next
door, nor will her curriculum be the same this year as it was for the children she taught last
year. It’s not enough to offer elaborate thematic units prefabricated by the adults. And
progressive educators realize that the students must help to formulate not only the course of
study but also the outcomes or standards that inform those lessons.
Some of the features that I’ve listed here will seem objectionable, or at least unsettling,
to educators at more traditional schools, while others will be surprisingly familiar and may even
echo sentiments that they, themselves, have expressed. But progressive educators don’t
merely say they endorse ideas like “love of learning” or “a sense of community.” They’re willing
to put these values into practice even if doing so requires them to up-end traditions. They may
eliminate homework altogether if it’s clear that students view after-school assignments as
something to be gotten over with as soon as possible. They will question things like honors
classes and awards assemblies that clearly undermine a sense of community. Progressive
schools, in short, follow their core values — bolstered by research and experience — wherever
they lead.
What It Isn’t
defined too narrowly so that the significance of the change it represents is understated, or else
does not a progressive school make. To assume otherwise not only dilutes progressivism; it’s
unfair to traditional educators, most of whom are not callous Gradgrinds or ruler-wielding nuns.
In fact, it’s perfectly consistent to view education as the process of filling children up with bits
of knowledge — and to use worksheets, lectures, quizzes, homework, grades, and other such
methods in pursuit of that goal — while being genuinely concerned about each child’s progress.
Schools with warm, responsive teachers who know each student personally can take pride in
Moreover, traditional schools aren’t always about memorizing dates and definitions;
sometimes they’re also committed to helping students understand ideas. As one science
comprehending, integrating, and applying knowledge.” However, the student’s task in such
classrooms is “comprehending how the teacher has integrated or applied the ideas… and [then]
reconstruct[ing] the teacher’s thinking.” There are interesting concepts being discussed in some
traditional classrooms, in other words, but what distinguishes progressive education is that
There’s another mistake based on too narrow a definition, which took me a while to
catch on to: A school that is culturally progressive is not necessarily educationally progressive.
An institution can be steeped in lefty politics and multi-grain values; it can be committed to
diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy. In
fact, one can imagine an old-fashioned pour-in-the-facts approach being used to teach lessons
anything they please, the curriculum can consist of whatever is fun (and nothing that isn’t fun).
Learning is thought to happen automatically while the teachers just stand by, observing and
beaming. I lack the space here to offer examples of this sort of misrepresentation — or a full
account of why it’s so profoundly wrong — but trust me: People really do sneer at the idea of
progressive education based on an image that has little to do with progressive education.
For most people, the fundamental reason to choose, or offer, a progressive education is
Featherstone put it; a belief that meeting children’s needs should take precedence over
Fortunately, what may have begun with values (for any of us as individuals, and also for
education itself, historically speaking) has turned out to be supported by solid data. A truly
impressive collection of research has demonstrated that when students are able to spend more
time thinking about ideas than memorizing facts and practicing skills — and when they are
invited to help direct their own learning — they are not only more likely to enjoy what they’re
doing but to do it better. Progressive education isn’t just more appealing; it’s also more
productive.
I reviewed decades’ worth of research in the late 1990s: studies of preschools and high
schools; studies of instruction in reading, writing, math, and science; broad studies of “open
accounts of learning, but also investigations of specific innovations like democratic classrooms,
multiage instruction, looping, cooperative learning, and authentic assessment (including the
abolition of grades). Across domains, the results overwhelmingly favor progressive education.
Regardless of one’s values, in other words, this approach can be recommended purely on the
basis of its effectiveness. And if your criteria are more ambitious — long-term retention of
what’s been taught, the capacity to understand ideas and apply them to new kinds of problems,
a desire to continue learning — the relative benefits of progressive education are even
greater.[5] This conclusion is only strengthened by the lack of data to support the value of
Since I published that research review, similar findings have continued to accumulate.
Several newer studies confirm that traditional academic instruction for very young children is
counterproductive. Students in elementary and middle school did better in science when their
teaching was “centered on projects in which they took a high degree of initiative. Traditional
activities, such as completing worksheets and reading primarily from textbooks, seemed to
have no positive effect. n Another recent study found that an “inquiry-based” approach to
learning is more beneficial than conventional methods for low-income and minority
students. The results go on and on. In fact, I occasionally stumble upon older research that I’d
missed earlier — including a classic five-year investigation of almost 11,000 children between
the ages of eight and sixteen, which found that students who attended progressive schools
were less likely to cheat than those who attended conventional schools — a result that
persisted even after the researchers controlled for age, IQ, and family background.
Despite the fact that all schools can be located on a continuum stretching between the
poles of totally progressive and totally traditional — or, actually, on a series of continuums
reflecting the various components of those models — it’s usually possible to visit a school and
come away with a pretty clear sense of whether it can be classified as predominantly
progressive. It’s also possible to reach a conclusion about how many schools — or even
individual classrooms — in America merit that label: damned few. The higher the grade level,
the rarer such teaching tends to be, and it’s not even all that prevalent at the lower grades.[11]
(Also, while it’s probably true that most progressive schools are independent, most
The rarity of this approach, while discouraging to some of us, is also rather significant
with respect to the larger debate about education. If progressive schooling is actually quite
uncommon, then it’s hard to blame our problems (real or alleged) on this model. Indeed, the
facts have the effect of turning the argument on its head: If students aren’t learning effectively,
it may be because of the persistence of traditional beliefs and practices in our nation’s schools.
But we’re also left with a question: If progressive education is so terrific, why is it still
the exception rather than the rule? I often ask the people who attend my lectures to reflect on
this, and the answers that come back are varied and provocative. For starters, they tell me,
progressive education is not only less familiar but also much harder to do, and especially to do
well. It asks a lot more of the students and at first can seem a burden to those who have figured
out how to play the game in traditional classrooms — often succeeding by conventional
standards without doing much real thinking. It’s also much more demanding of teachers, who
have to know their subject matter inside and out if they want their students to “make sense of
biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s
structure.”[12] But progressive teachers also have to know a lot about pedagogy because no
amount of content knowledge (say, expertise in science or English) can tell you how to facilitate
learning. The belief that anyone who knows enough math can teach it is a corollary of the belief
that learning is a process of passive absorption —a view that cognitive science has decisively
debunked.
Progressive teachers also have to be comfortable with uncertainty, not only to abandon
a predictable march toward the “right answer” but to let students play an active role in the
quest for meaning that replaces it. That means a willingness to give up some control and let
students take some ownership, which requires guts as well as talent. These characteristics
appear not to be as common as we might like to think. Almost a decade ago, in an interview for
this magazine, I recalled my own experience in high school classrooms with some chagrin: “I
prided myself on being an entertaining lecturer, very knowledgeable, funny, charismatic, and so
on. It took me years to realize [that my] classroom was all about me, not about the kids. It was
about teaching, not about learning.”[13] The more we’re influenced by the insights of
progressive education, the more we’re forced to rethink what it means to be a good teacher.
That process will unavoidably ruffle some feathers, including our own.
has an uphill journey because of the larger culture we live in. It’s an approach that is in some
respects inherently subversive, and people in power do not always enjoy being subverted. As
Vito Perrone has written, “The values of progressivism — including skepticism, questioning,
challenging, openness, and seeking alternate possibilities — have long struggled for acceptance
in American society. That they did not come to dominate the schools is not surprising.”[14]
education manages to do only sometimes and by accident — not only because that isn’t its
purpose but also because such tests measure what matters least. (The recognition of that fact
explains why progressive schools would never dream of using standardized tests as part of their
admissions process.) More insidiously, though, we face pressure to standardize our practices in
general. Thinking is messy, and deep thinking is really messy. This reality coexists uneasily with
demands for order — in schools where the curriculum is supposed to be carefully coordinated
across grade levels and planned well ahead of time, or in society at large.
And then (as my audiences invariably point out) there are parents who have never been
invited to reconsider their assumptions about education. As a result, they may be impressed by
the wrong things, reassured by signs of traditionalism — letter grades, spelling quizzes, heavy
textbooks, a teacher in firm control of the classroom — and unnerved by their absence. Even if
their children are obviously unhappy, parents may accept that as a fact of life. Instead of
wanting the next generation to get better than we got, it’s as though their position was:
“Listen, if it was bad enough for me, it’s bad enough for my kids.” Perhaps they subscribe to
what might be called the Listerine theory of education, based on a famous ad campaign that
sought to sell this particular brand of mouthwash on the theory that if it tasted vile, it obviously
worked well. The converse proposition, of course, is that anything appealing is likely to be
project-based investigations, the parent may wonder, “But is she really learning anything?
Where are the worksheets?” And so the teachers feel pressure to make the instruction worse.
reintroduce grades of some kind, to give special enrichments to the children of the “gifted”
parents, to start up a competitive sports program (because American children evidently don’t
get enough of winning and losing outside of school), to punish the kid who did that bad thing to
my kid, to administer a standardized test or two (“just so we can see how they’re doing”), and,
above all, to get the kids ready for what comes next — even if this amounts to teaching them
badly so they’ll be prepared for the bad teaching to which they’ll be subjected later.[15]
This list doesn’t exhaust the reasons that progressive education is uncommon. However,
the discussion that preceded it, of progressive education’s advantages, was also incomplete,
which suggests that working to make it a little more common is a worthy pursuit. We may not
be able to transform a whole school, or even a classroom, along all of these dimensions, at least
not by the end of this year. But whatever progress we can make is likely to benefit our students.
And doing what’s best for them is the reason all of us got into this line of work in the first place.
______________________________________________________________________________
SIDEBAR:
Because of what I’ve described as the undertow that progressive educators inevitably
experience, it’s possible for them to wake up one morning with the unsettling realization that
their school has succumbed to a creeping traditionalism and drifted from the vision of its
founders. Here are some pointed questions to spur collective reflection and, perhaps,
corrective action.
atmosphere that’s progressive only in the political or cultural sense of the word?
applicants lead to compromising that mission and trying to be all things to all people? (“We
3. Is the education that the oldest students receive just as progressive as that offered to the
youngest, or would a visitor conclude that those in the upper grades seem to attend a different
school altogether?
4. Is the teaching organized around problems, projects, and questions? Is most of the
emphasized rather than seen as a means to the end of understanding and communicating
ideas?
environment, or are lessons presented to the children as faits accomplis? How much are
assessment, and so on? Are teachers maintaining control over children, even in subtle ways, so
that the classrooms are less democratic than they could be?
6. Is assessment consistent with a progressive vision, or are students evaluated and rated with
schools, spending so much time thinking about how well they’re doing that they’re no longer as
style of top-down control that’s inconsistent with how teachers are urged to treat students?
Conversely, is it possible that teachers’ insistence on being left alone has permitted them to
8. Are educators acting like lifelong learners, always willing to question familiar ways – or do
they sometimes fall back on tradition and justify practices on the grounds that something is just
“the [name of school] way”? Are teachers encouraged to visit one another’s classrooms and
approach? Do students typically make decisions by trying to reach consensus or do they simply
vote? Do competitive games still dominate physical education and even show up in
classrooms? Do most learning experiences take place in pairs and small groups, or does the
10. Is homework assigned only when it’s absolutely necessary to extend and enrich a lesson, or
is it assigned on a regular basis (as in a traditional school)? If homework is given, are the
were taught – or do they truly deepen students’ understanding of, and engagement with,
ideas? How much of a role do the students play in making decisions about homework?
11. Does the question “How will this affect children’s interest in learning (and in the topic at
hand)?” inform all choices about curriculum, instruction, and scheduling – or has a focus on
right answers and “rigor” led some students to become less curious about, and excited by, what
they’re doing?
12. Is the school as progressive and collaborative in nonacademic (social, behavioral) matters
as it is in the academic realm, or are there remnants of “consequence”-based control such that
the focus is sometimes more on order and compliance than on fostering moral reasoning, social
announced that more than 6500 families will have a brighter year this 2009 as they receive cash
grants from the 4Ps (Pantawid para sa Pamilyang Pilipino) project of the Department of Social
The 4Ps programme offers cash grant for five years of US$126
nutritional expenses, and three years of US$63 for one school year or
household, Cabral said. “This means a household with three qualified children could have a
subsidy of US$30 a month or US$315 annually as long as they comply with the requirements.”
An initial US$232,058 has been distributed by the DSWD to cover the last three months
of 2008. Under the 4Ps project, needy families are given cash grants by the government to
reduce poverty and hunger incidence, provide primary education, reduce child mortality, and to
“The programme gives parents an incentive to accomplish their parental roles and
responsibilities as the project provides money directly only on the condition that the grantees
send their children to school and take them for health checks regularly,” Cabral says.
Non-compliance with the rules of the programme will result to suspension of the cash
The selection of municipalities covered by the program was based on the listing of
poorest provinces nationwide according to the Family Income and Expenditures Survey (FIES)
and labour survey while the selection of the poorest town is based on Small Area
Estimates (SEA).
“This project which started middle of 2008 will be implemented for five years and will
end by 2013,” she said. “Aside from these seven towns in the province of Negros Oriental,
another 10 barangays in Cebu City will also be piloted in this project for the highly urbanised
The Joint E-learning Training and Education Exchange Programme, under the APEC (Asia-
This partnership ensures that Filipino school heads and teachers will be well-versed in e-
learning and the Problem-based Learning (PBL) method. This is also part of the preparations for
the implementation of a full-scale APEC Education Exchange Programme later this year.
“Our Korean friends are returning the favour this time,” Jesli Lapus Education Secretary
said, noting that Filipino public school teachers conducted an English proficiency training for
Lapus said the symbiotic exchange of expertise on teaching trends among Asian
“This gesture of the Korean people will endow our teachers with relevant skills that will
enable them to meet the needs of 21st century teaching,” Lapus said. “We need to further
strengthen our bilateral cooperation with Korea especially in the field of education.”
Narrative Report
Adjustments
My first days as a practice teacher inside the Polytechnic University of the Philippines
Quezon City were not that easy. I had to study harder because I would be teaching COLLEGE
students. I had to establish good rapport to students so I tended to be more serious and strict.
So tendency, the students thought that I was indifferent. I had to adjust a lot on my teaching
voice. I was having a hard time adjusting with modulated voice. Sometimes, I would tend to
had husky voice. I asked my friends how to use my voice very well. I had pieces of advises to
Another adjustment I made was to minimize my English speaking. I found out that my
students were having hard time to listen to me if I would speak English. I would remember one
of my students. He said this to me; “Nage-English si Sir, e Tagalog naman itong Rizal.” Then I
realized that the subject was Buhay, Gawain at Mga Sinulat ni Rizal. So definitely, again, I
adjusted.
Happy Battle
The most interesting part of my practice teaching was to make my students SMILE –
making them feel inspire. I quote one of my professors, Dr. Lily G. Mendoza; “Teaching is to
I would definitely say that one of my “x-factor” was that I have good looks. I would
easily get my students’ attention. I would call them and give them critical questions but then as
what Sir Karl Abalos taught us, we should guide them to the right answers.
Every time my students would call me “Sir Gef, thank you po!” with exclamation sound.
I felt a different kind of rush inside me. I guess that would be the sweetest music I would ever
hear.
I had to come in class prepared like a warrior going for a war. I had to deliver my
lessons so that I would able to share what I have. I quote Mam Sha; “How can you give what
Surge of Gratitude
Being with the professors I believe the best professors in the institution were simply one
of my greatest achievements in life. More than any knowledge they could give what matters
most to me was that they made me feel that I can be like them someday.
I have always been thankful with the experience I had with them. They did not make
any barrier that would make me think unorthodox instead they made sure that I will always be
their apprentice.
Mam Sha taught me to be equipped technologically. The philosophies that Mam Lily
shared to me will always be remembered. The cool attitude displayed by Sir Ed and the
kindness of Sir Rod too. The authoritative aura of Director Lito and his strong image will be
there too. The creativity of Mam Gina and her good energy inside the class was amazing. The
chance that Sir Art gave me to be with the group of panelist alongside Commissioner Robert
As I bid farewell to the institution, I would sincerely thank all of them. Simple thank of
gratitude is not enough to everything they gave to me. But one thing is for sure – I will be one
of them.
Practice
Teaching
Pictures
Gefrey Pateño Marcos
B-27 L-18 Road 10, Brgy. Minuyan IV, San Jose del Monte City Bulacan
gefreymarcos@gmail.com
09284504113
Work Experiences
Student Intern
Quezon City
Private Tutor
March-November 2010
Supplies Officer
Department of Education
September-March 2008
Sewer
RDK Tailoring
March-May 2007
Education
Tertiary
2007-2011
Secondary
Major in Drafting
2002-2006
Primary
Salutatorian
1996-2002
Seminars Attended
Personal Information
Height: 5’9”
Weight: 50 kls.
Other Skills: Speed typing, Basic HTML, Microsoft Programs, Leadership Skills,
Achievements:
Webpage Tutorial (http://teamfreud.zymichost.com)
Character References
Locale Minister
Iglesia Ni Cristo