Student Teaching Port Folio by Jonah A. Mori

Republic of the Philippines
Polytechnic University of the Philippines

Quezon City Campus
Prepared by
Mori, Jonah A.
BBTE 4-1
Assigned to
Lagro High School, District II-B Quezon City
Submitted to
Prof. Sheryl Morales
March 2011
I
BTE 440 STUDENT TEACHING
TABLE OF CONTENTS
I. Dedication 2
II. Acknowledgement 3
III. Prayers for Teacher 4
IV. Introduction 5
V. PUP and Cooperating School 6
PUP 6
a. Goals
b. Philosophy
c. Vision
d. Mission
Lagro High School 10

a. Philosophy
b. Vision
c. Mission
d. Belief Statement
e. Statement of Professional Commitment
f. History of Lagro High School
g. Organizational Structure of TLE Department
h. Map of Lagro High School
VI. Final Demo Plan 18
a. Lesson Plan
b. Means of Instructional Materials
c. Evaluations during Final Demo
d. Photos during Final Demo
VII. Brief Synopsis of Professional Readings 29

VIII. Professional Development Plan 33
IX. Narrative Reports 34
X. Current Issues in Education 38
a. Foreign Trends
b. Local Trends
XI. Curriculum Vitae 47

XII. Attachments 48
a. Photos during stay in LHS
b. Lesson Plans
c. Other important documents
1
DEDICATION
I wholeheartedly dedicate this work of art to my parents
who’s been there for me through thick and thin,
who strive hard to give me a good education.
Thank you for the wonderful life.
You are God’s most precious gift to me.
I love you so much, my endless gratitude to you always.
2
ACKNOWLEDGEMENT
This work of art would not have been possible without the guidance and the help of several individuals
who in one way or another contributed and extended their valuable assistance in the preparation and completion
of this.
First and foremost, my warmest gratitude to Dr. Carina Ortiz-Luis, TLE Department Head of Lagro
High School who welcome us with open arms despite our huge number, who sincerely made sure we
maximized every training utilities;
Mrs. Rosalind M. Castro, my coordinating teacher who unselfishly guide me throughout my stay in
school, for her patience and steadfast encouragement.
Mrs. Yolanda Lat, for giving me sound advice especially in lesson planning, my sincere appreciation to
you always.
Junior Students from Amber, Turquoise, Sardonyx, Coral, Pearl, Sunstone, Moonstone, Carnelian,
Peridot and Topaz, who made my everyday teaching a challenge and a day to be treasured.
My co-STs and my colleagues, for their moral support and shared valuable insights.
Professor Marilyn Isip and Professor Sheryl Morales, for their utmost assistance from the start up to the
end of this journey, for the support and constructive advice
Last but not the least, my family and the one above all of us, the omnipresent God, for answering
my prayers, for giving me the strength despite the hardship of life, thank you so much Dear Lord.
3
My Prayer
Hear me Oh Lord,
As I will start this journey
This is the faith You’ve given me
And I have accepted this heartily
Make me love and enjoy my students.
Make me always be excited about teaching.
Make me be just and fair.
Make me sensitive to their needs.
Make me walk by faith not by sight
Shower me with knowledge and compassion
Make my life shine out light into a dark world
May my influence extend to my dear students.
I ask you this thru Christ our Lord
Amen.
4
INTRODUCTION
Vision without action is merely a dream.
Action without vision just passes the time.
Vision with action can change the world.
- Joel A. Barker
Student Teaching is the last journey of an education student; a community immersion. It is the part
wherein he gets himself totally involved in the real teaching world, opening his eyes to the woes and wows of
teaching. This experience requires patience, flexibility and hard work. From the four corners of classroom to the
wide range of paper works, laboratory activities, hardheaded students, coordinating teacher up to the
supervisors; a major adjustment. Indeed a new environment.
This new environment will challenge the student teacher to gear up and apply those learned strategies
and techniques as well as the consideration of different learning styles, for we know every students is unique.
More often, this experience also attest if teaching profession is really for him. This will be a learning process.
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.
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PUP AND THE COOPERATING SCHOOL
Polytechnic University of the Philippines
6
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.
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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;
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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.
9
LAGRO HIGH SHOOL
PHILOSOPHY:
The development of the young into an intelligent, morally upright, responsible and productive member of the
society is the main focus of education. For this reason, Lagro High School believes that every Filipino high
school age youth must be given the right to quality instruction in a compassionate and caring environment.
VISION:
Lagro High School is an educational institution that produces academically competent, morally upright and
vocational prepared citizens of the society.
10
MISSION:
To ensure the maximum intellectual, social, emotional and physical growth of the child and strengthen moral
foundations through relevant and adequate learning experiences in a nurturing and caring school environment.
BELIEF STATEMENT
In order to accomplish our mission, Largo High School believes:
Learning is a shared responsibility among students, teachers, administrators and the community.
With strong parental support, LHS will provide the best possible experiences for ALL students.
Implementing a variety of curriculum options and instructional practices to accommodate different learning
styles will allow students to apply their knowledge in meaningful contexts.
Creating positive relationships between teachers and students maximizes learning.
Challenging expectations and encouraging creativity, along with a safe and supportive environment, increase
individual student performance and self-esteem.
Developing character traits that include honesty, respect, responsibility and self-motivation are an integral part
of our curriculum.
Graduating students prepared to positively impact their community and successfully meet the demands of our
rapidly changing society is paramount.
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STATEMENT OF PROFESSIONAL COMMITMENT
• I am an educator who makes a difference at Largo High School.
• I am proud of my school, my students, and myself.
• I believe in the dignity and value of the teaching profession. I behave ethically and professionally at all
times.
• I have a profound influence upon student's lives.
• I am comfortable and secure at Largo High School and contribute positively to its progress.
• I am free to state my opinions of problems that exist and take part in forming and implementing solutions.
• I am dedicated to a cooperative relationship with students, parents, and the community.
• I believe fairness, consistency, and teamwork build the best school environment.
• I believe student success in the classroom is effected by my success as an educator.
• I believe that learning is a lifelong process. I accept this idea for myself and impart it to my students.
• I support other members of the Largo High School family at all times in dealing with students, parents, and
members of the community. I react positively toward other educators.
• I recognize and respect cultural differences among people.
• I create a comfortable atmosphere of success and work diligently to ensure student success through positive,
yet realistic, expectations. I encourage all students to challenge themselves in the classroom and through
extracurricular activities.
• I believe the work I do is recognized and respected by my colleagues, and I, in turn, recognize their work.
• I establish parental communication to enhance the learning process.
• I promote the achievement of the Largo High School Five Year Plan and yearly goals.
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HISTORY OF LAGRO HIGH SCHOOL
Let us reminisce history….
In the early seventies, the growing number of people in the GSIS La Mesa Homeowners Association
(GLAMEHA) triggered the need for a high school in Lagro Subdivision. The officers of GLAMEHA requested
fervently for an establishment of a high school next to Lagro Elementary School. With the aid of the city
government and the education bureau, Novaliches High School with Mr. Florencio Dumlao as principal started
accepting students. This high school annex started on June 13, 1974 with 87 students and a facility, which were
humbly two housing units in Block 59 and chairs the students provided themselves.
On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary School compound and
occupied the sawali-walled makeshift building. The high school was then headed by Mr. Crispulo A. Pilar with
Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and Mrs. Greta Manlapig as pioneer teachers.
Two years after, the enrolment rose to 249 from the former 87 with three sections in first year, two in second
year, and one in third year. They were all managed to stay in just four classrooms guided by nine teachers.
The first graduation from this high school happened two years after with an increased enrolment of 461 with
Mrs. Josefa Q. Maglipon, head of the Home Economics Department in Novaliches High School, who replaced
Mr. Pilar(who left for the United States).
The School Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With this problem on
accommodation, Mr. Florencio Dumlao appealed to the national government for a Lagro Annex Building.
Through the unrelenting efforts of the department head-in-charge and with the PTA lobbying behind, the 1.3
hectare present school site, and building became a reality.
At the opening of classes on June 11, 1978, 923 students flocked the newly constructed building which was a
two-story 18-room structure standing proudly with Mrs. Maglipon as head of the school. She was replaced with
Mr. Silverio Reinoso. Mr. Reinoso had to continue with the challenge to manage 19 sections of students with
just 32 teachers.
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It was the significant day of September 1, 1978 that Lagro High School was inaugurated by Mrs.
Commemoracion M. Concepcion, the former schools division superintendent. Thus, it has become its
foundation day.
Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase of student population.
And to accommodate this increasing population, a six-room building on the southern site of the campus was
constructed. The school then also improved with the completion of concrete fences surrounding the campus,
construction of the stage and the new steel flagpole, all to house and educate the community.
Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on September of 1981.
Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building funded by the
city government. The same year created the Lagro High School-Payatas Annex with 257 students. This annex
was assigned to Mrs. Sheridan Evangelista, who was then the Social Studies Department Head of the Main
School.
Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School. Mr. William S.
Barcena took her place as the principal of Lagro High School on June 1991.
Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General Education Supervisor I-
English, as Officer-In-Charge on January 8, 1993.
Mr. Gil T. Magbanua replaced Mrs. Monis on June 13, 1993
To accommodate the continuous increasing enrollees, the three-story building funded by the Quezon City
Government was constructed. The third Annex in Fairview was finally opened with Mrs. Justina A. Farolan as
the Teacher-In-Charge.
Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more improvements.
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Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in 1998 with improved
facilities and technology advancements for the school.
The dawn of more improvements was realized when Dr. Fernando C. Javier became the principal in April 2003.
The construction of the new building previously applied by Mrs. Sheridan Evangelista was built and
inaugurated by the successor, Dr. Javier. The SB Building and the full renovation of the formerly called Social
Hall was transformed into a multi-purpose conference room conveniently equipped with multimedia projectors
and modern sound technology now being utilized for events, seminars, workshops by the whole division. The
construction of the new gate, renovations of all facilities and the covered court; Lagro High School now boasts
of not only its talents but it‘s conducive learning ambience sure to provide every learner more motivation to
pursue his dreams.
Lagro High School reaped achievements in the district, division, regional and national competition under Dr.
Javier. The Bureau of Alternative Learning System was established and soon after the Open High School. The
Special Education Program was established accepting deaf and blind students. The Guidance Program was also
enhanced and improved with the administration of Dr. Javier. International competitions, speech and debate
contests sponsored by the government and private companies, Palarong Pambansa, National Schools Press
Conference and the creation of the Special Program in the Arts which annually showcases talents in its
culminating activities.
Today, as we speak, Lagro High School does not only have a growing number of enrollees but also consistently
develops as a community that consists of highly competitive and productive members.
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ORGANIZATIONAL STRUCTURE
Technology and Livelihood Education Department
16
MAP OF LAGRO HIGH SCHOOL
17
FINAL DEMO PLAN
LESSON PLAN
Learning Component: Technology and Livelihood Education III

Sublearning Component: Related Crafts I
I. Objectives: At the end of the lesson the students should be able to
1. identify the materials needed in making macramé bracelet;

2. demonstrate the steps in making macramé bracelet;
3. value the importance of creativity in making useful craft.
II. Content
A. Topic: Macramé Bracelets: Square Knot
B. Materials: Power Point Presentation; realia
C. References:
i. Technology and Livelihood Education in the Global Community
by Cristina Villanueva and Leticia Navarro pp. 404-405
ii. Compilation of Arts and Craft
III. Procedure
A. Preparatory Activities
i. Opening Prayer, Greetings, Checking of Attendance, Assignment

ii. Review- “RED FLAG IS UP”
Each group has a red flag. Pictures of different crafts will be flashed, and the first group to raise their flag has
the chance to answer the question. Each correct answer is equivalent to two points. The group that has the highest score
will be declared as the winner.
iii. Motivation- “PICTURE! PICTURE!”

Naming different kinds of accessories and showing samples of macramé bracelets in various designs and
sizes.
iv. Unlocking Difficulties

“MATCH „EM UP!”
1. macramé a. an ornamental band or chain worn on the wrist or arm.

2. knot b. a shape produced by a curve that bends round and crosses itself.
3. bracelet c. a series of decorative knotting without using the needles or hooks.
4. loop d. materials consisting of threads of cotton, hemp twisted together
to form a thin length
5. string e. a fastening made by looping a piece of string, rope on itself and tightening it.
B. Development/ Presentation of Lesson
Learning Tasks Strategies Evaluation

Tool and materials in making Brainstorming Oral Response
macramé bracelets
Steps in making macramé bracelets Demonstration by Teacher Observation
Return-demo by students
The value of creativity Buzz Session Oral Response
C. Closing Activities
1. Generalization
Care in making knots and loops are a factor for a quality finished product.
2. Valuing
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Patience; Industry; Creativity.
3. Application
Macramé can be used in making other useful item such as belts; tapestry, plant hangers, etc.
4. Evaluation
Rubrics for Macramé Bracelets
Dimension Very Good Good Fair

5 3 1
Quality of Materials Strings are durable and fitted for The size and color of beads are Strings do easily break.
the project. not appropriate for the bracelet Beads are not properly placed
Size and color of beads should be and not appropriate for the
appropriate for the bracelet. bracelet.
Workmanship Loops and knots are even in size Some loops and knots are not Some knots loosen up.
and tension. even in size and tension. The design is copied.
Design is original. The design is original but the
Color of beads and string beads didn‘t compliment with
compliment with each other. each other.
Work Habits Tool and materials are assembled Some materials are not Some materials are not present
systematically. assembled. on the bracelet (beads).
Proper posture while working is Proper posture is not properly Proper posture is not properly
observed. practiced. practiced.
Legend:
5 = 90-100
3= 80-89
1= 75-79
IV. Assignment
A. Submit your finished project tomorrow for checking.
Concept: Different Techniques of knots and loops used in Macramé
B. Lesson: Twisted Cobra Knot
Word for study:

1. twisted
2. tie-off
3. trim
Guide Question:
1. How will you determine the length of string using twisted cobra knot for bracelets.
Reference:
Technology and Livelihood Education in the Global Community
by Cristina Villanueva and Leticia Navarro
page 405
19
MEANS OF INSTRUCTIONAL MATERIALS
Power Point Presentation:
MACRAME
Page 1 and 2
Page 3 and 4
Page 5 and 6
20
Page 7 and 8
Page 9 and 10
Page 11 and 12
21
Page 13 and 14
Page 15 and 16
Page 17 and 18
22
Page 19 and 20
Page 21 and 22
Page 23 and 24
23
Page 25 and 26
Page 27 and 28
Last Part
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EVALUATIONS DURING FINAL DEMO
Evaluations from my cooperating teacher, Mrs. Rosalind Castro
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Evaluation from Master Teacher, Mr. Nestor Estremera
Evaluation from Master Teacher, Mr. Elena Factora
26
PHOTOS DURING FINAL DEMO
My big day. I consider this as one of the most memorable experience during my stay in Lagro High School.
Thank God for its enormous success. 
My dear observers. 
27
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BRIEF SYNOPSIS OF PROFESSIONAL READINGS
How to Survive Your Student Teaching Experience
Learn how to introduce yourself to your cooperating teacher.
Learn what important things all student teachers should do during their student teaching experience
Learn about how to get your foot in the door to get that first teaching.
Make the first effort to introduce yourself to your cooperating teacher. Call him or her a few weeks in advance
of your placement. Set up a time you can meet. You can make it a casual meeting if you like. Invite them out to
lunch or dinner. Bring along a list of questions about the building and classroom you will be teaching in. Ask
about the other staff members in the building. Find out what his or her expectations are. Ask about up coming
meetings or other activities that might occur outside of the regular school day. Will you be in charge of holding
any parent teacher conferences for example? Find out what your schedule will be and what time your should be
to school in the morning. What time is the regular teaching day finished? Just because the kids may leave
around 3 o'clock doesn't mean you are free to leave as well. What is considered appropriate dress for the
classroom you will be teaching in? Make sure you are comfortable but appropriate and professional looking.
Making the effort to meet your mentor will make a great first impression.
Find out what needs to be done and jump right in! Don't just sit back and observe. Learn by doing. Find out
what the lessons being taught will entail and be ready to assist. Offer to take any extra work that may need to be
done home. Yes, you will be doing this as a regular teacher, so get used to it! Jump right in and don't be afraid.
Remember you are a guest in this classroom. Helping and assisting are always welcome. Trying to change how
and what the cooperating teacher does because you don't agree with it is not. Jump in, but don't over step your
bounds.
Get to know the build you are working in right along with the staff. Your cooperating teacher will probably give
you a tour and introduce you to other staff members. Be ready to shake a hand and smile. Don't worry about
remembering everyone's name. That will come.
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Keep a note book or journal with ideas you have for different lessons, notes on what works for classroom
management, questions that may come up for your cooperating teacher as well as what you are feeling as you
begin to teach lessons. This isn't just fun to look at ten years down the road, but it is helpful when you need
guidance and you are in your own classroom.
Plan, plan, plan.... You can never over plan a lesson. Always have a plan B waiting if plan A goes wrong. And
believe me, even after 13 years of teaching myself, plan A still goes wrong from time to time. Be well prepared
and you will have a lot less anxiety about teaching your lessons. You will be a lifelong learner. That's a part of
being a teacher. Always have a little something extra to do for the students that finish early. Busy students mean
fewer behavior problems.
Teach like someone is observing you. Because even though it's not a formal observation, people are always
paying attention to what you are doing. Go above and beyond all the time. You never know what important
administrator might be making mental notes about you and want to consider you for a job opening in the future.
Talking to different people in the school and district you are doing your student teaching in is important. Get to
know who the administrators in your building and district are. Inquire about subbing opportunities that might be
available to you once your student teaching placement is finished. Administrators know other administrators
and have great networks. Get the word out that you are looking for a job. Ask the principal you are currently
working with if they know of any job opening in your certification area in their school, district or surrounding
districts.
Tips & Warnings
Always remember to thank your cooperating teacher at the end of your experience. You may not agree
with all of their classroom management or other classroom ideas, but remember they did take the time to
accept you into their classroom and that is a very big deal. You may consider getting the teacher you are
working with a gift certificate or something they can use in their classroom. It doesn't have to be a huge
amount, we know your a poor college kid, just a little something to let them know you really appreciated
them taking the time to mentor you.
( http://www.ehow.com/how_5351366_survive-student-teaching-experience.html#ixzz1Hziy5eGu)
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Guidelines on the deployment of student teachers
Role of the Teacher Education Institutions (TEI)
The role of the TEI shall determine the readiness and ability of the student teacher to go on off-campus.
It shall also request the Division Office to designate cooperating schools in the province/ city.
Role of the Schools Division Superintendent
The SDS, in collaboration with the TEI and school principals, shall review and approve requests for
cooperating schools; and. conduct orientation on student - teaching with the TEIs inclusive of the Dean,
College Student Teaching Supervisors, and the school principals / head teachers.
Selection of Cooperating Schools
Cooperating schools provide the real-life setting for the student teacher to develop his/ her professional
competence that is necessary to assume the role of an effective teacher.
Selection of Mentor/Cooperating Teachers
To ensure that the student teachers will derive maximum benefits from student teaching experience, only
the most capable teachers, preferably master teachers, should be chosen as mentors/ cooperating teachers.
Cooperating teachers are selected by the cooperating school principal in collaboration with the
University/College Student Teaching Supervisor/ Director
Duties and Responsibilities of the School Principal
The role of the Cooperating School Principal is to collaborate with the University/College Student
Teaching Supervisor/Director as a resource and facilitator of placements of student teachers and provides the
social and professional aspects of administering practice teaching.
Duties and Responsibilities of the Mentor/Cooperating Teachers
Cooperating teachers, because of their experience, have the skills and the perspective necessary to help
students study the art and science of teaching in a classroom setting. The mentor teachers serve as role models
and advocates and stimulate the mentees to develop an individual teaching style and personal talents in regard
to educational training.
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Duties and Responsibilities of Students Teachers
As the final phase of teacher-pre-service, internship provides the teaching intern the necessary
experiences to gradually assume the role of a teacher under the guidance of a cooperating teacher. The student
teacher shall be trained to develop the habit of reflecting on, and process one‘s experience and learn from it.
Duties and Responsibilities of the University /College Supervisor/ Director of Student Teaching/ Teaching
Internship
The primary role of the University / College Supervisor / Director of Student Teaching is to provide
support for the teaching interns and the cooperating teachers, clarify requirements and assist teaching interns in
organization, planning, reviewing teaching and non-teaching plans and scheduling class / non-class
observations.
(http://www.deped.gov.ph/e_posts.asp?id=385)
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PROFESSIONAL DEVELOPMENT PLAN
It was just a childhood dream before. I never really plan to take education in college but I landed on it, it
maybe faith, a calling. At first I didn‘t really see myself on a classroom, have the same routine everyday but
after being in the field for three months I seem to like it.
After graduation I‘m planning to earn some experiences. I want to be in a company where I can enhance
my skills, learn more and be more effective and efficient. I want to know how it is to be in call center,
managerial position or in office.
I‘m also planning to take LET exam this year but because of financial difficulty, I may not be able to
enroll in a review center, so I will do it on my own, self-reviewing. Though I‘m not planning to teach right
away, it‘s still good to have a license and take exam until everything is still fresh.
Taking masters or doctorate is not yet on my mind, I still want to explore and get myself a dose of
everything. It will be fun to live my life to the fullest before I settle down and dedicate myself in teaching, that
maybe when I get married.
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NARRATIVE REPORTS
First week of Student Teaching
The atmosphere was very exciting because after almost a month of waiting, I finally landed on my on-
the-job training. It is my personal choice to be in Lagro High School for I know I will be train here well aside
from the fact that students here are more civilized than any other school they also have enough facilities to cater
student teacher like me. I was assigned to handle the subject Related Crafts, morning shift, third year students
with nine sections. Nine, that sounds too much for me and I have this feeling my patience will put at test.
Usually at this age gap, adolescents are starting to explore the world, they tend to be expressive, loud and
attention-seeker. As a student teacher, I know what I should expect, far from those college students I have
handled before.
On my first day, I was introduced to my students by my cooperating teacher, Mrs. Rosalind M. Castro, I
feel the warm welcome, I may be a bit of shy for this new environment but I know I can get along with it as the
time goes by. My will be students are juniors form sections: Amber, Turquoise, Sardonyx, Coral, Pearl,
Sunstone, Moonstone, Peridot, Carnelian and Topaz. As I see my them doing their project, I noticed they are
really into it, so I decided to look on how things are going, I give them some pointers in making their own
design, their project was Christmas decorations made up of rubber, they cut it into either a flower or a butterfly
and put some decors on the top, very simply but a wholesome activity.
On the following day, I could say I finally made myself comfortable and get used to the whole routine.
There just a student who has a sharp-razor tongue, this student tends to be disrespectful and make his way out to
my nerves, but as a teacher, patience is my armor. I know that. I just smile when he raised his voice to me,
there‘s no way to entertain that kind of behavior, and I just shower him with my heartfelt kindness. He must be
thankful because that day I‘m not in the mood to argue with anyone, I‘m too tired for hang-ups, lucky him he
didn‘t see the monster in me.
So after that incident I let good vibes spread to the whole class I‘m still in the process of total adjustment
but I know sooner or later, these students will see their match and that would be me.
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Succeeding Weeks of Student Teaching
Good vibes. I need to spread the good vibes because if not I‘ll be behind bars for the next day. Some
people may agree with me, that sometimes handling adolescents students get your patience at risk. Especially if
you have someone like the sharp-razor tongue kiddo, honestly it irks me every time I see him, I want him get in
the sack and kick him out of the room. Yes, that way I will feel a lot better. This student came from section
Pearl, amongst of his classmates he is only one whose spend time trying my sanity. He honestly gave me hard
time; I sometimes lost the momentum every time he interrupts me at the middle of my discussion. What a nice
combo I had; a bully and attention seeker student.
After the class I ask him to stay, we need to talk and apparently I will do most of the talking this time. I
want to get even but still I need to do it in a nice way. I know, the bells to be kind are ringing next to my ears,
my guardian angel, I know you‘re there, watching over me. I try to be calm and gather myself as I started
talking to him. I asked him what the problem, why he has this hobby of making me irate. He said nothing. I let
him know that I am his teacher, though technically I‘m still a student I was given the authority to handle them
and be their teacher for three months. I hope I made it clear to him.
The following day, I notice his changes; I do hope this is not just for this day but can this be forever? I
hope so. The week eventually went smooth as this kiddo gets his dose of medicine, I still want to believe we can
patch things up pretty soon.
Pretty much amazing. It feels good when you can really feel the positive atmosphere in the class. I must
admit that during my observation last semester in college I tend to be ill-tempered, my patience was too short, I
never let my students get close to me but this time around it a whole lot different. I feel at home with my
students, well, there are really some thorns in the group but still I could handle them, much confident huh.
My students are cramming themselves out because this week will be the deadline of their project. I
helped them take some finishing touches, after that I recorded their output. The whole week run so smoothly for
the students spend most of their time on their project, we didn‘t have any discussion, my cooperating teacher
give them time to finish everything, preparing for Christmas vacation. Before the week end, I greeted all my
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students a Merry Christmas (though we are not celebrating it, religion matter) and happy New Year, may
everyone feel my warmest greetings. I advise them to be careful about fireworks because I still want to see their
hands complete next year. By next year, my cooperating teacher will give the entire floor to me. This will be the
start of the real journey. I need to prepare myself now. God bless me. By the way, Happy Holidays!
Time flew so fast. Vacation has just ended. Students are now back to school and for me it‘s time to
shine. I will be the one to discuss the first lesson for third Grading and that would be Recycling. Before I go on
the lesson proper, I make it appoint that my lesson plan is congruent to flow of my discussion, I encourage my
students to involve their selves in the discussion. I implemented collaborative activity and recitation for me to
see if they are really into the topic.
I ended the week with a short quiz for them, except for Pearl, they don‘t have TLE every Friday.
Demonstration Week
Whew, this call for my big event; My DEMO. I am really nervous because I will have four observers. I
want to make everything on its proper places. As this week started, I try to picture myself, what would be the
possible outcome. I know my capability but when nervousness hits me, I tend to be uneasy and lightheaded.
My lesson plan is already done, but I want it to make sure that it will pass the standard set by Lagro
High School so I asked for the help of my cooperating teacher, she gave me some pointers and advise she also
lend me to Ma‘am Lat. Ma‘am Lat helped me a lot, she gave some techniques especially in lesson planning.
When the day of my demo arrived I was ecstatic because my students are very cooperative, they made that
event very successful, we also have our terrific clap!
During the post-con I accept all the constructive criticisms wholeheartedly, and to my surprise they said
that my DEMO was almost perfect, they even commend my lesson plan, according to them it was concise and
intelligent, my heartfelt thanks to Ma‘am Lat. I treasure that moment. I am already relieved and a smile paste on
my face until I get home that day.
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Last Week of Student Teaching
It‘s funny how I started my last week at Lagro High School. I was late for forty five minutes! Too bad
traffic get along the way, there was some sort of hang-ups along Puregold Commonwealth and we got stuck for
30 minutes. As I arrived at school, I feel a bit awkward, I should be early I know because this is my last week,
but it just inevitable, and nobody want it either.
I gather myself as I started the class I let them review their lesson for they will have pre-final test on
Friday, which is my last day. I have done that since last week that will be my treat for them. *laughs* As I stare
to my students they were busy reading their notes, I remember all the things that I experienced with them, those
memories will be treasured as I step to the final stage of my college journey, they taught me to be flexible, they
helped me apply all the learnings I earned from my four years of stay in PUP, they may learn from me but I also
learn from them. They are God‘s instruments to make me see more of my chosen profession, I got my own dose
and I feel fulfilled. The training that Lagro High School has given me was intangible and I must say it also a
turning point, it somehow made me feel complete. I will miss them, my students, the school atmosphere, my
cooperating teacher and everyone else. My heartfelt thanks for the wonderful memories I have with them 
37
CURRENT ISSUES IN EDUCATION
Foreign Trends in Education
Obama promotes jobs by way of education
WASHINGTON (AP) – President Barack Obama says better education in math and science is critical to
pushing the US forward in the global competition for innovation and jobs, and he wants the private sector to get
involved in making it happen.
Obama recorded his weekly radio and Internet address during a visit this week to Intel Corp. outside of
Portland, Ore. He praised the company Saturday for making a 10-year, $200 million commitment to promote
math and science education — and held it up as an example of how corporate America can make money at the
same time it builds the country.
"Companies like Intel are proving that we can compete — that instead of just being a nation that buys what's
made overseas, we can make things in America and sell them around the globe," Obama said. "Winning this
competition depends on the ingenuity and creativity of our private sector. . But it's also going to depend on what
we do as a nation to make America the best place on earth to do business."
Obama's West Coast swing, which also included a dinner with big names in California's Silicon Valley
including Apple's Steve Jobs and Facebook's Mark Zuckerberg, was part of his push to promote a budget
proposal that increases spending in targeted areas like education, research and development and high-speed
Internet, while cutting in other areas. Republicans newly in control of the House are pushing much deeper cuts
and resisting new spending.
The GOP is also taking Obama to task for avoiding significant changes to the biggest budget busters: Social
Security, Medicare and Medicaid. In the Republicans' weekly radio address, Rep. Tom Price, R-Ga., trumpeted
the GOP's push to cut $60 billion from the current fiscal year budget and promised a 2012 budget proposal that,
unlike Obama's, offers "real entitlement reform."
38
"Our reforms will focus both on saving these programs for current and future generations of Americans and on
getting our debt under control and our economy growing," Price said. "By taking critical steps forward now, we
can fulfill the mission of health and retirement security for all Americans without making changes for those in
or near retirement."
One child policy and early childhood education in South China
A POINT OF AWARENESS By Preciosa S. Soliven (The Philippine Star)
NANCHANG, Jiangxi, China — Flight to Nanchang was delayed since our plane was caught in the snow
blizzard from Tibet, a highland province of China. Overnight stay in the airport hotel required our getting up at
four in the morning to catch the earliest flight the next morning. Our tight schedule could not dislocate the
programs already set by the hosts months ahead with Mr. Jimmy Po, president and board vice chairman of the
Chinese Montessori Foundation of Taipei, a non-profit educational organization. This included the formal
induction ceremony of our hosts‘ school into the Chinese Montessori Foundation where local government
officials with educators, parents and media people were guests.
Parent-teacher forum at Nanchang University
Planes, train rides and first class hotel accommodations have been carefully pre-booked months ahead. Our
Chinese Sta. Ana Montessori branch coordinator, Kathy Chua and one of our teacher trainors, Cecile Azurin
accompanied me. Young lady receptionists and teachers would greet us ―Huan ying‖ from an attractive green
reception counter with the logo of the Chinese Montessori Foundation. The pictorial history of Dotoressa Maria
Montessori are displayed on the adjacent walls. A magazine stand with articles for parents and the
bimonthly Chinese Montessori Journals published by the Taipei Montessori Association helped answer the new
parents and grandparents‘ questions.
Nanchang is filled with historical sights associated with the Communist Party. Before holding the ECE forum at
the Nanchang University, we were toured at the Teng Wang Pavilion, which features a very huge and elegant
ancient architecture with a three-tiered pagoda tile roof. Our hosts, Mesdames Li Quiong and Ms. Wang are in-
charge of the university preschool that would be inducted into the Chinese Montessori Foundation then.
39
Branded at first ―capitalist roader‖ for offering commonsense corrective solution to the excesses Deng Xiaoping
went on to become China‘s leader. His economic reform carried his famous remark ―to get rich is glorious.‖
From the mid ‘70s Zhou Enlai (who groomed Deng Xiaoping as his successor) did much to restore balance and
China found a seat in the United Nations in 1971.
The Nanchang University hall was filled with educators, students and parents. They were very eager to learn the
Montessori psychology, which promotes the full potential of children from birth in contrast to the traditional
pedagogy of educating children through memorization. The video presentation of how the Montessori system
replicated itself yearly for 45 years producing the new Filipino children from infancy to adolescence intrigued
them. At the moment China is not inclined to use the system beyond preschool. Hong Kong‘s Ralph Yau and
Daisy Lau talked about the ―New Parenthood and the New Children.‖ The parents posed several questions on
their role in transforming the home environ to condition their children to love work and order in lieu of mere
play.
One fifth of humanity
Everyone knows that China is the most populous nation on earth. Even a richer country might despair when
faced with the necessity to feed, house, clothe and educate one fifth of humanity. The official figure of the
population now stands at 1. 328 billion. Half of the population is under 21 years of age. Translated in terms of
total population of the planet, almost one person in every four is Chinese. For every 24 hours there are about
33,000 additional mouths to feed in China. In one year, China‘s population increases more than enough to
replace the whole population of vast metropolis of Tokyo or New York.
China‘s official goal of 1.2 billion by the year 2000 has been surpassed. A vigorous campaign has been
mounted based on the assumption that if 65 percent of the population under 30 agrees to limit their families to
one child the objective can be achieved. Since the mid ‘50s authorities have encouraged family planning
through delayed marriages and distribution of free contraceptives, but these policies were not effectively
implemented until the ‘70s and then mainly in the cities.
40
Creating Inclusive Classrooms and Communities for Rural Poor
By Katherine MacTavish PhD
Diversity in Education Content Contributor
Small towns have long been idealized as good places to raise children. Research shows that agrarian
small towns can work in ways that support successful child and youth development. High levels of trust emerge
when everyone knows everyone else, making childrearing a community responsibility. Likewise, the small class
sizes and abundant individual attention that characterize rural schools encourage intimate ties with both adults
and peers. For families and children included in these social networks, the shared time and attention of adults
are concentrated on the task of raising children. Young people with access to these supportive community
structures are more resilient in overcoming serious family traumas. Yet for the poor, and even working poor,
integration into the social fabric of a tightly-knit small town can be challenging
Poor Are Often Excluded
Ethnographic research provides evidence for how small town structural and social processes exclude poor and
working poor families and children.
Without ties to the land, poorer families are routinely assigned a lower status in the local social
hierarchy and are excluded from the community‘s social resources.
Residential patterns that cluster poor families into open-country pockets, trailer parks, or rental
apartments work to create rural neighborhoods that are marked as ―the wrong side of the tracks.‖
Poorer rural families living in these neighborhoods, along with those who have a ―ne‘er-do-well‖
reputation are socially stigmatized.
Deficient housing, unstable employment, and a bad family reputation further spur on patterns of
residential mobility that exacerbate a family‘s integration into community.
School districting policies that segregate poorer children to schools on the edge of town, pay-to-play
sports, and limited transportation for after-school activities can have the unintended consequences of
excluding poor and working poor children.
41
The ramifications of being left out of small town life intensify the effects of poverty and narrow
opportunities by excluding poorer children and youth from the kind of social, educational, and cultural
experiences that might otherwise support healthy, successful development.
Local Trends in Education
Better education for a better community
By Donabelle L. Gatdula (The Philippine Star, March 21, 2011)
MANILA, Philippines - Massive poverty remains a primary concern in the Philippines where more than 23
million Filipinos are still living below the poverty line. Because of poverty, many children do not even have the
chance of getting into school. Some children even have to work at an early age to eke out a meager income to
help in their family‘s needs.
While the government is doing its part in providing free elementary and secondary education, other costs such
as school supplies, food and transportation allowances, uniforms and projects bore a heavy load on
impoverished families whose main concern is to at least eat a decent meal three times a day.
As a good corporate citizen, oil player Flying V has expanded its corporate social responsibility (CSR) program
through its foundation, the Academe Foundation Inc. which provides scholarship grants to poor but deserving
students.
Since its inception in 1999, the Academe Foundation has granted more than 1,200 scholarships to
underprivileged children nationwide from grade school to college.
Aside from its scholarship program, the Academe Foundation operates five learning centers nationwide that
provide free values formation classes to indigent children between three and six years old. These Learning
Centers has benefitted 871 children and is operating at five locations, namely: Taal, Batangas; Barangays Poro
and Canaoay in San Fernando, La Union; Marahan West in Davao City and in Barangay Pinugas in Baras,
Rizal.
42
―Through our learning center program we are able to teach Filipino values to children as young as 2 ½ to six
years old. In our learning centers we give indigent children the opportunity to thrive in an environment where
learning is fun and exciting. They are also taught essential basic skills to prepare them for formal school,‖
Natasha Reyes, the foundation‘s executive director said.
The learning centers are fully operated by the Academe Foundation. However, the Foundation partners with
local government units and the Department of Education to provide the learning structure and ensure a
conducive learning environment for the children.
―We do not charge any tuition fees in whatever form or kind and all materials and equipment, including books
and school supplies are free,‖ Reyes said. Through this program, Flying V hope to help these children lead
better lives by teaching them not only skills but more importantly, values which will help shape them as
responsible adults.
―We will soon be opening our doors in Morong Rizal and in Porac Pampanga. Our Scholarship Program, on the
other hand, has benefitted more than 1,000 children nationwide and will be granting an additional 35
scholarships for the coming school year to underprivileged but deserving College students,‖ Reyes said.
Through the foundation‘s scholarship program, qualified youths were taken off the streets into classrooms for a
chance at a brighter future. Such an opportunity has been given to the transport sector through scholarship
grants and employment opportunities for children of jeepney drivers.
The coverage of the scholarship program include ―assistance for tuition, books, school supplies, uniforms, and
other allowances which they need to finish tertiary education at a college or university and course of their
choice, ‖ Reyes said.
The application process for the scholarship program begins when a certain group or sector of society has been
identified as beneficiaries. The would-be beneficiaries are admitted in the scholarship program based on their
scholastic standing and their family‗s financial condition.
43
New curriculum to improve math, science education
(The Philippine Star, March 17, 2011)
MANILA, Philippines - Why has science and mathematics education in the Philippines deteriorated?
According to a University of the Philippines (UP) expert, this is because local education persisted in using an
obsolete discipline-based curriculum in math and science (which is mostly by rote and without much inquiry
and high level of thinking) already rejected as early as 1993 by the UNESCO (United Nations Educational,
Scientific and Cultural Organization).
Dr. Merle Tan, UP NISMED (National Institute for Science and Mathematics Education Development) director,
said the present math and science curriculum has produced questionable results in the performance of students
in the yearly achievement tests which are below those in other countries.
Also, Tan said, the present curriculum does not consider the high drop-out rate in local education and is not
responsive to the needs of students who might leave school at a particular grade level.
―There seems to be a serious gap between science and mathematics education as it is practiced and the science
and math education knowledge and skills needed for day-to-day living,‖ she said, citing a 2007 UP NISMED
study as basis for her observation.
Tan said a review of the math and science curricula in elementary and high school showed that topics are
compartmentalized, inquiry is not encouraged, contents are overcrowded, concepts are by rote, and topics are
repetitive.
She said students in other countries are performing better because: concepts are dealt with in more depth, ideas
and skills are introduced with increasing levels of complexity and in real-life situation, and connections across
topics and disciplines and development of scientific literacy are emphasized.
Tan, in a speech before the 170th general assembly of the Foundation for Upgrading the Standard of Education,
Inc. (FUSE), proposed to replace the curriculum with spiralling and integrated one which has long been adopted
by other countries outperforming the Philippines in assessment tests.
44
She said the spiraling and integrated curriculum will: avoid major disjunctions between stages of schooling,
provide the bases for continuity and consistency in basic education, allow students to learn appropriate to their
developmental and cognitive stages, show the interrelatedness of the topics with each and their connections
across topics, strengthen retention and mastery of topics and skills, and benchmark Filipino students with their
foreign counterparts.
―In this world increasingly shaped by science and technology, they will not be alienated from the society where
they live, they will not be overwhelmed and demoralized by change, and they can make political environment
and ethical choices in the face of issues confronting us all. ― Tan quoted UNESCO.
Woes of a FIlipino Teacher
(http://www.squidoo.com/educ8#module10705327)
Imagine yourself a Filipino teacher. Imagine yourself a teacher in a public school. Imagine yourself handling a
class of 60 to 70 students. Imagine yourself handling two shifts of classes with 60 to 70 students.
Yes, it is a nightmare. And yes it happens in real life within the public school system. It is a manifestation of the
two most prevalent problems in the educational system: lack of classrooms and lack of teachers.
In fairness, most private school teachers, especially those in small private schools, will admit that public school
mentors earn more than they do. But even with the relatively higher wages, it does not seem to compensate for
the daily travails of public school teachers.
The ideal ratio of teacher to student is 1:25. The less number of children handled by one mentor, the more
attention can be given to each individual, especially if their learning competencies are not equal. With 25
students in a class, the teacher is likely to know each of her students, not only by face but by name and how
they are actually performing in class.
But with 60 children in a classroom, it is a miracle how teachers are able to stay sane every single day. They
hardly know their pupils, save for the excellent ones or unfortunately, the notorious. She does not even bother to
remember them. How can she? Classrooms are cramped, if there are any at all. Many classes are held in
makeshift rooms meaning a multi-purpose covered court with partitions where 4 or 5 classes are merely
separated by thin plywood walls. With 60 kids north, east, south and west, it's a wonder teachers can hear
45
themselves over the din.
And how do you tailor lessons with so many competencies to consider? Often, the result is children are left to
cope on their own. If they get the lesson, well and good. Otherwise, they are lucky to pass at the end of the year.
Yes, students are still divided into sections and they are grouped into the level of their academic skills. Which
leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience,
resources and dedication to addressing the need of her students.
Resources are another matter. Many public school classrooms are equipped with the most basic of equipment: a
blackboard, chalk and eraser. Some are fortunate to have visual aids, either donated or purchased by the school.
But many times, a teacher will not only have to be creative, but will dig into her own pocket to produce the kind
of materials she needs and wants to teach class.
It used to be that rolls of Manila paper were adequate to write down the lesson for the day. But this can get to be
very expensive, especially if the lessons are long. And with a class so huge, children are barely able to see small
handwriting from the back, so you need to write bigger, and use more paper. Children always welcome
additional and unique visual aids, and woe to the teacher who has to create them if she wants her subject or
lesson to be more interesting.
Which brings us to the budget for visual aids. It is non-existent, except if you choose to shell out on your own.
Teachers still have to make ends meet. And often, their pay is simply not enough to cover their needs, as well as
their families.
The Department of Education just announced that so many millions of pesos have been released for the
construction and repair of classrooms around the country. I believe this will only cover those included in a
priority list. But there are many more schools which lack classrooms, and more communities that lack schools.
When additional classrooms are built, will there be additional teachers? If new teachers will be hired, will there
be a budget to support their wages?
It's a never-ending cycle, because the government has yet to come up with a plan that will finally address these
problems.
In the meantime, Ma'm or Sir will have to suffer through their public school experience.
46
CURRICULUM VITAE
JONAH ANIMAS MORI

Blk 1 Lot 032 Riverside street
Brgy. Commonwealth Quezon City
09065089145
morijonah@gmail.com
OBJECTIVE: To obtain a position in the company with excellent mobility where I could enhance my learned skills.
EDUCATIONAL BACKGROUND
Polytechnic University of the Philippines (Quezon City Campus)

Bachelor of Business Teacher Education
2007-2011
Commonwealth High School

2001-2005
Commonwealth Elementary School

1995-2001
PERSONAL INFORMATION
Age: 22 years old

Birthdate: June 24, 1988
Birthplace: Surigao del Norte
Religion: Iglesia Ni Cristo
Height: 5’4
Civil Status: Single
SKILLS
MS Applications literate
Good Communication Skills
Stenography
Ergonomics
All the above information are true and correct to the best of my knowledge.
JONAH A. MORI
Applicant
47
ATTACHMENTS
PHOTOS DURING MY STAY IN LHS
Moments. Moments. Totally EPIC.
These pictures are taken during my free time or as long as I get a chance, my last day and some body
shots.
Love the shot here, feels like home. 
My Moonstone ♥
48
Pretty girls from Sardonyx, and me too! 

Students from Pearl during their activity
Candid shot from III-Amber
Cutie students from Pearl with me

at the back!
*emotastic mode* lolz

Me and my obedient student
Dianne. 
49
Together with my cooperating Teacher.
My co-STs in morning shift.
50
Wacky shots. Wacky. Wacky eh eh.
51
A must treasure possession. *all teeth smile*
52
LESSON PLAN
LESSON PLAN

1. define the meaning of recycling;

2. classify common materials that can be recycled;
3. perceive the importance of recycling in reducing waste disposal;
4. participate in the advocacy of proper waste disposal.
II. Content
A. Topic: Recycling
B. Materials:
i. Visual Aids
ii. Chalk and Board
C. Reference/s:
i. Home Technology: Related Crafts I
III. Procedure
i. Opening Prayer, Checking of Attendance

ii. Review-- Pompom Balls Making
-Materials
-Procedure
iii. Motivation-- Sharing of perceptions regarding Recycling
6. Recycling- processing of used materials into new products

7. Raw Materials - virgin materials in processing product/s.
8. Biodegradable waste- is a type of waste, typically originating from plant or animal sources,
which may be degraded by other living organisms.

Definition of Recycling Discussion Oral Response
Importance of Recycling Brainstorming Oral Response
Classifying Recyclable Discussion Oral Response

Materials
1. Generalization
Recycling is the processing of used materials (wastes) into new products to prevent waste
of potentially useful materials, reduce the consumption of fresh raw materials.
53
The common recyclable materials are paper, fabric scraps, yarn wastes, glass bottle,
plastic containers and tin cans.
2. Valuing
Recycling is essential in reducing energy usage and pollution, it also lower greenhouse
gas emissions as compared to virgin production.
3. Application
Ask the students how they apply recycling at home.
4. Evaluation:
Oral Recitation
IV. Agreement/ Assignment
Short quiz about the topic that discussed.

Guide question:
1. Be prepared for a 15-item quiz
LESSON PLAN

1. identify the steps in making paper stars;

2. appreciate the benefits of making new product out of scraps;
3. demonstrate the steps in making paper stars;
4. participate actively in classroom activities.
II. Content
A. Topic: Paper Stars Making
B. Materials:
i. Visual Aids
ii. Used glossy magazines
iii. Scissors, ruler, clear jars/glassbottles
C. Reference/s:
i. Shoot for the Stars by Aura Azarcon
ii. Dictionary
III. Procedure

ii. Review- Recycling
-Definition
-Importance
-Common Recyclable Materials
iii. Motivation- Presentation of examples of paper stars in jars

 pentagon- a plane figure with five angles and sides

puff- to blow
54

Demonstrate the steps in Demonstration Observation
making paper stars
Importance of making new Brainstorming Oral Response
product out of scrap
Letting the students perform the Student Activity Supervision
steps in making paper stars
1. Generalization
Creating new product out of scraps could enhance someone‘s creativity, could generate
income and could lessen the energy usage and pollution.
2. Valuing
We should learn to appreciate how scraps can turned into a useful product.
3. Application
Students will make their own paper stars.
4. Evaluation:
Activity No. 1: Paper Stars Making
Concept: Recycling
Guide Questions:
1. Be prepared for a 40-item Unit Test.
LESSON PLAN

Date: January 31, 2011
1. define the meaning of fabric painting;

2. classify the basic techniques of fabric painting;
3. appreciate the importance of fabric painting in upgrading plain surfaces;
4. participate actively in classroom discussion.
II. Content
A. Topic: Fabric Painting
B. Materials:
i. Visual Aids
ii. Chalk and Board
C. Reference/s:
i. Related Crafts by Lydia B. Arribas
55
III. Procedure

ii. Review- Paper Stars Making
-Procedures
-Materials
iii. Motivation- Output of Activity No. 1
 motifs- a main theme

 stencil- cut-out forms of shapes used in stenciling
 squeegee-a rubber edged tool for silk-screen printing

Definition of fabric painting Discussion Oral Response
Stating of basic techniques Discussion Oral Response
Importance of fabric painting Brainstorming Oral Response
1. Generalization
Fabric Painting is one such technique which involves the application of suspended
colored pigments or paint on the fabric.
The basic techniques in fabric painting are freehand painting, stenciling, silk-screen
painting and block printing.
2. Valuing
Fabric painting is important in upgrading and improving the visual quality of plain
surfaces.
3. Application
Ask the students what they learned from the topic.
4. Evaluation:
Oral Recitation and Summary
Concept: Fabric Painting
Guide Questions:
1. Be prepared for a 40-item quiz.
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LESSON PLAN

Date: February 7, 2011
1. identify the basic materials used in fabric painting;

2. discuss the other tools used in fabric painting;
3. express the appreciation in taking care of tools in fabric painting;
4. participate actively in classroom discussion.
II. Content
A. Topic: Basic Materials and Other Tools Used in Fabric Painting
B. Materials:
i. Visual Aids
ii. Chalk and Board
C. Reference/s:
i. Related Crafts by Lydia B. Arribas
III. Procedure

ii. Review- Fabric Painting
-Definition
-Basic Techniques
iii. Motivation- Example of Basic Tools in Fabric Painting

 absorbency- a basic requirement of a fabric for printing
 synthetic- is usually used in the sense of synthesis, the combination of two or more parts,
whether by design or by natural processes

Basic Materials used in Fabric Discussion Oral Response
Painting
Other Tools used in Fabric Discussion Oral Response
Painting
Importance of taking good care Brainstorming Oral Response
of tools in Fabric Painting
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1. Generalization
The materials needed in fabric painting may be grouped into two: (1) those to which the
prints will be applied, and (2) those that will be used to make the prints.
2. Valuing
Proper care for tools in fabric painting is important for its long use.
3. Application
Ask the students about what they have learned on the topic.
4. Evaluation:
Oral Recitation and Summary
Concept: Basic Materials and Other Tools Used in Fabric Painting
Guide Questions:
1. Be prepared for a 20-item test.
LESSON PLAN

1. enumerate the different crafts with high market demand;

2. classify the products under each different crafts;
3. value the importance of exporting high-quality crafts.
II. Content
A. Topic: Different Crafts with High Market Demand
B. Materials:
i. Visual Aids
ii. Chalk and Board
C. Reference:
III. Procedure

ii. Review- Basic Materials and Other Tools Used in Fabric Painting
-Tools and materials in Fabric Painting
-Proper care of tools in Fabric Painting
iii. Motivation- Parade of pictures of different crafts
 ceramics- ceramic is an inorganic, non-metallic solid prepared by the action of heat and
subsequent cooling.
 shell- is a hard, protective outer layer created by an animal that lives in the sea.
 bamboo- is a group of perennial evergreens in the true grass family.
58
 embroidery- is the art or handicraft of decorating fabric or other materials

with needle and thread or yarn.
 leather- is a durable and flexible material created via
the tanning of putrescible animal rawhide and skin, primarily cattle hide.

Different Crafts with Discussion Oral Response
High Market Demand
Sample per each Crafts Brainstorming Oral Response
Importance of exporting Brainstorming Oral Response

high-quality crafts
1. Generalization
There are numerous crafts with high market demand, they are exported to other countries
and give Filipino people a form of living.
2. Valuing
Appreciation. Industry. Patience.
3. Application
4. Evaluation:
Short Quiz (5 items)

Give atleast five different crafts with high market demand and give an example for each.
Concept: Macrame: Square Knot
1. Bring string, scissors and beads for tomorrow‘s activity.
LESSON PLAN

1. identify the materials needed in making twisted cobra;

2. demonstrate the steps in making twisted cobra;
3. value the importance of creativity in making useful craft.
II. Content
A. Topic: Macramé Bracelets: Twisted Knot
B. Materials: Visual Aids; realia
C. References:
59

by Cristina Villanueva and Leticia Navarro pp. 404-405
ii. Compilation of Arts and Craft
III. Procedure
i. Opening Prayer, Greetings, Checking of Attendance, Assignment

ii. Review- Graded Recitation of steps in Square Knot
iii. Motivation- Parade of samples of Twisted Cobra Bracelet
v. Unlocking Difficulties
9. twisted- to impart a spiral or coiling shape to, as by turning the ends in opposite directions

Tool and materials in making Discussion Oral Response
twisted cobra
Steps in making twisted cobra Demonstration by Teacher Observation
Return-demo by students
The value of creativity Buzz Session Oral Response
1. Generalization
Twisted Cobra bracelet is one of the variations of Macramé bracelet, the steps are so
simple. One could start a business from these simple crafts.
2. Valuing
Patience; Industry; Creativity.
3. Application
Macramé can be used in making other useful item such as belts; tapestry, plant hangers,
etc.
4. Evaluation
Rubrics for Macramé Bracelets
Dimension Very Good Good Fair

5 3 1
Quality of Materials Strings are durable and fitted The size and color of Strings do easily break.
for the project. beads are not appropriate Beads are not properly
Size and color of beads for the bracelet placed and not
should be appropriate for the appropriate for the
bracelet. bracelet.
Workmanship Loops and knots are even in Some loops and knots are Some knots loosen up.
size and tension. not even in size and The design is copied.
Design is original. tension.
Color of beads and string The design is original but
compliment with each other. the beads didn‘t
compliment with each
other.
Work Habits Tool and materials are Some materials are not Some materials are not
60
assembled systematically. assembled. present on the bracelet

Proper posture while Proper posture is not (beads).
working is observed. properly practiced. Proper posture is not
properly practiced.
Legend:
5 = 90-100
3= 80-89
1= 75-79
IV. Assignment
A. Submit your finished project tomorrow for checking.
Concept: Quilting
B. Lesson: Quilting and It’s different types.
Word for study:

1. quilting
2. waded quilting
3. corded quilting
4. stuffed quilting
5. shadow quilting
Guide Question:
1. What is quilting?
2. What are the different types of quilting?
3. What is the difference between stuffed quilting and shadow quilting?
Reference:
Related Crafts by Lydia B. Arribas
LESSON PLAN

1. define the meaning of quilting;

2. enumerate the different types of quilting;
3. identify the tools in quilt-making;
4. appreciate the importance of quilted articles.
II. Content
A. Topic: Quilting
B. Materials:
iii. Visual Aids
61
iv. Chalk and Board
C. Reference/s:
Related Crafts by Lydia B. Arribas
Technology and Livelihood Education in the Global Community
III. Procedure

ii. Review- “STEPS FLASHBACK!”
A graded recitation in the class about the steps in twisted cobra, and parades of samples of
bracelets.
iii. Motivation- Parade of samples of quilted articles
 quilting- refers to the technique of joining at least two fabric layers by stitches or ties
 wadded quilting- consists of two layers of fabric with an inner layer of wadding; three
layers are sewn together with stitched lines, giving an effect of depressed lines between
softly raised areas.
 corded quilting- designs are based upon pairs of parallel lines through which cord or wool
is threaded to make a raised pattern.
 stuffed quilting- his is a type of quilting which consists of two layers of fabric sewn
together; parts of the pattern are stuffed with wool or cotton to give raised areas.
 appliqué- is a stitching-shaped of cloth placed onto a background cloth to create a design.

Introduction of Quilting Discussion Oral Response
Types of Quilting Discussion Oral Response
Tools in Quilt-Making Brainstorming Oral Response

Importance of quilted materials Buzz Session Oral Response
1. Generalization
Quilting is a hardwork which makes use of geometric designs. It can be traced back to
ancient Egypt and China. The three types of quilting are Wadded or English quilting, Corded or
Italian quilting, Trapunto or Stuffed quilting.
2. Valuing
Quilted articles are very useful in some country during winter, its thickness provide
warmth and comfort.
3. Application
4. Evaluation:
Let the students summarize the topic; let them classify the tools and materials in quilting.
IV. Agreement
Concept: Quilts Making
1. Be ready for a 50 items pre-finals tomorrow.
62
OTHER IMPORTANT DOCUMENTS
UNIT TEST
Lagro High School
Technology and Livelihood Education
Related Crafts
Name: __________________________ Teacher: _____________________

Year & Section: ___________________ Date: ________________________
Test I
Direction: Read each statement carefully. Write the correct answer on the space provided.
Recycling Paper Yarns Materials

Objective Project Plan 1950’s Reduce, Reuse, Recycle
Evaluation Procedure Pattern 1960’s
1. Pompom making is a wholesome activity which makes use of __________.

2. Recycling started in the year __________.
3. __________ is a model or design used as a guide in needlework and other crafts.
4. __________ is the processing of used materials into new products.
5. __________ are items that needed for a certain activity or craft.
6. __________ is a guide in making project correctly and accurately.
7. __________ is the most abundant recyclable material.
8. __________ contain the purpose or aim of making an activity or project.
9. __________ are what we called ‗The Waste Hierarchy‘.
10. __________ is the step-by-step instructions in making a certain project or activity
63
Test II
Direction: Arrange the following procedures chronologically. Write the numbers on the space provided.
Wrapping of Soft Toy
________ Gently wrap the soft toy and secure with a sticker.
________ Spread out so as resemble a flower.
________ Gather paper above the head.
________ Place glassine paper on cellophane.
________ Fold remaining papers in half so the fold forms the bottom of the package.
________ Bring sides over the soft toy. Do not show the end of glassine paper.
________ Place the soft toy slightly above the center of paper.
Candy Wrapping
________ Turn over papers and center the gift.

________ Fold the gift and lie with ribbon to keep it in shape.
________ Shape so as to resemble a candy.
________ Layer glassine paper on cellophane to emphasized the pattern.
________ Gather the side papers at the center.
________ Roll with papers and secure with a sticker. Check if the bottom paper does not peek out.
Pompoms Balls Making
________ Holding the two matched patterns firmly, wind the yard around the pattern boards 150 times.
________ Using a pair of scissors, trim the pompom ball until it has a smooth rounded look.
________ Take a pair of pattern boards place one on top of the other.
________ Using a soft brush, smoothen the yarn until the desired texture is attained.
________ Move the cut yarn thread towards the middle for binding.
________ Cut the yarn between the pattern boards. Cutting should be done on the outer circle.
________ Make pompom balls of various sizes.
________ Holding the ball firmly, remove the pattern boards.
________ Tie the middle part of the cut yarn. Tie the knot about three to four times to keep bundle of the yarn thread.
Pyramid Box Making
________ Trace the pattern and fold along the score lines.
________ Fold up the flap at the bottom edge of the opening.
________ Fold the side flap over to cover half of the opening.
________ Turn the box and spread glue on the long tab at the side of triangle.
________ Close the box by tucking the tab on the open side into the corresponding slot at the corner.
________ Turn the box over again and fold up two sides to make a pyramid.
________ Spread glue on the other long tab and press the tab firmly.
________ Press the glued tab onto the base.
“Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome.” -Booker T. Washington
PRE-FINALS
Technology and Livelihood Education III
PRE-FINALS
Related Crafts I
Name: ________________________________ Date: ________________________

Year & Section: _______________________ Score: ________________________
Test I. Multiple Choice. Match column A to column B, write the correct answer on the space provided.
A 7. A variationBof stuffed quilting where a semi-transparent or

transparent fabric is used for the top layer and a normal
1. These are paint preparations added to the paint to make it opaquea.fabricstencil
for the underneath layer.
either very thick or thin. 8. b. third
It is the Fabric
layerPainting
of a quilt, which can be a single fabric
2. A thin sheet of paper, metal or cardboard on which the c. fabrics
or several squeegeejoined together.
d. extenders
design has been created by means or perforation or cutting. 9. These are strips of fabric stitched between the blocks as
e. cotton
3. This is a kind of fabric that has smooth surfaces which they are being set.
f. palette knife
consider the best materials on which the prints may be 10. Materials
g. consisting
absorbency of threads of consisting of threads of
applied. cotton,h.hemp twisted together to form a thin length.
Macramé
4. A technique which involves the application of suspended 11. This isi. a type
knotof quilting which consists of two layers of
colored pigments or paint on the fabric by means of a brush fabric j.sewnstring
together; parts of the pattern are stuffed with
or any related tools. wool or cotton
k. Stuffed to give raised areas.
quilting
5. This is the art of decorative knotting without using hooks or 12. A textile
l. sandwich.
Quilt
needles. 13. It refers
m. to‘culcita’
the pattern for shape of pieced or appliquéd
6. This is a type of quilting which two fabrics are sewn design.n. Corded quilting
together to create designs of close parallel lines made of 14. It is the
o. arrangement of completed blocks to make the quilt
Shadow quilting
straight stitching, thus making narrow channels. top. p. backing
q. sashing
r. Freehand Painting
64 s. template
t. set
u. loop
15. A Latin word from which quilt is derived.

16. A shape produced by a curve that bends round and crosses
itself.
17. The technique of painting a design using only brush, no
other devices, to control the size and shape of the design.
18. A blade of leather or rubber set on a handle and used for
spreading, pushing or wiping liquid material on or off a
surface.
19. A quilt-making tool that is use in measuring border
application.
20. The capability of fabric to absorb moisture.
Test II. Identification. Read each statement carefully; write the correct answer on the space provided.
1. _______________ is any woven, knitted or felt cloth.
2. _______________ is a piece of flat, broad and fairly thick glass on which paints are spread and mixed.
3. _______________ is a very important tool that is advisable to have atleast two sizes.
4. _______________ is the more sophisticated technique of stenciling that produce a flat color design by pushing coloring matter.
5. _______________ is a term in Arabia which means macramé.
6. _______________ consists of two layers of fabric with an inner layer of wadding; three layers are sewn together with stitched lines, giving
an effect of depressed lines between softly raised areas.
7. _______________ is a stitching-shaped of cloth placed onto a background cloth to create a design.
8. _______________ is the creation of geometric pattern by sewing individually shaped pieces of cloth together into the pattern.
9. _______________ is a square cloth containing a geometric pattern or an appliqué design that can be simple, elaborate or often have
colorful descriptive names.
10. _______________ is the strips of fabric stitched between the blocks as they are being set.
Test III. Enumeration. (at the back)
1-4 Give the four techniques in Fabric Painting

5-8 Give atleast four fabric designs in Fabric Painting
9-10 Steps in left knot
11-12 Steps in right knot
13-14 Two countries where quilting started
15-20 Give atleast six tools in quilt-making
“If you're walking down the right path and you're willing to keep walking, eventually you'll make progress.” –Barack Obama
GODBLESS! 
65
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Republic of the Philippines

Polytechnic University of the Philippines

Lagro High School, District II-B Quezon City

Prof. Sheryl Morales

Lagro High School 10

VI. Final Demo Plan 18

VII. Brief Synopsis of Professional Readings 29

XI. Curriculum Vitae 47

I wholeheartedly dedicate this work of art to my parents

who’s been there for me through thick and thin,

who strive hard to give me a good education.

Thank you for the wonderful life.

You are God’s most precious gift to me.

I love you so much, my endless gratitude to you always.

maximized every training utilities;

school, for her patience and steadfast encouragement.

end of this journey, for the support and constructive advice

As I will start this journey

This is the faith You’ve given me

And I have accepted this heartily

Make me love and enjoy my students.

Make me always be excited about teaching.

Make me be just and fair.

Make me sensitive to their needs.

Make me walk by faith not by sight

Shower me with knowledge and compassion

Make my life shine out light into a dark world

May my influence extend to my dear students.

I ask you this thru Christ our Lord

Vision without action is merely a dream.

Action without vision just passes the time.

Vision with action can change the world.

supervisors; a major adjustment. Indeed a new environment.

PUP AND THE COOPERATING SCHOOL

Polytechnic University of the Philippines

achieve its goals through:

the dynamically changing domestic and international environment;

benefits derived from the utilization of higher education resources.

As a state university, the Polytechnic University of the Philippines believes that:

Towards a Total University

students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

of moral and spiritual values;

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

consciousness and the need to defend human rights;

and appreciation of life and to the total development of the individual;

development of the country;

service excellence in a continually changing world; and

creation and use of information and knowledge on a global scale.

LAGRO HIGH SHOOL

vocational prepared citizens of the society.

In order to accomplish our mission, Largo High School believes:

styles will allow students to apply their knowledge in meaningful contexts.

Creating positive relationships between teachers and students maximizes learning.

individual student performance and self-esteem.

rapidly changing society is paramount.

STATEMENT OF PROFESSIONAL COMMITMENT

• I am an educator who makes a difference at Largo High School.

• I am proud of my school, my students, and myself.

• I have a profound influence upon student's lives.

• I am dedicated to a cooperative relationship with students, parents, and the community.

• I believe student success in the classroom is effected by my success as an educator.