Polytechnic University of the Philippines

Quezon City, Campus

Student Manual
Of
Ms. Imee G.
Mendoza
At
Cielito Zamora High
School II
SY 2010-2011

Submitted To:
Prof. Marilyn Isip
Prof. Sheryl Morales
 Table of Contents

Dedication

Acknowledgement

Prayer for Teachers

Introduction

PUP

Vision and Mission

Cielito Zamora High School II

Vision and Mission

Organizational Structure

Synopsis of Reading and references

Narrative Report

Current Issues about Education

Curriculum Vitae

Attachment

Pictures

Lesson plan

Daily time Record

 Dedication

I simply dedicate this work to my parents for all the support they given to me. To all my students

and friends who believe in my skills and ability.

Aknowledgement

I thank Almighty God for giving me courage and determination as well as guidance in handling

and teaching students despite of all difficulties.

I thank my parents who always understand my situation and help me to handle stress

I also extend my heartfelt gratitude to my professors Prof. Marilyn Isip and Prof. Sheryl Morales

for the guidance and helping us to enhance my skills and talents

I also thank to all my friends.

Teachers Prayer

Heavenly Father,

Give all teachers love so the children can learn of love

Give All teachers patience and stillness

So they can see, hear and touch the children in their care.

Give all teachers wisdom so they

Can teach the FACTS and the magic and wonder

Help them teach children how to learn

And feel the joy in learning.

Help teachers feel JOY in teaching

Have the students and teachers be SAFE.

Introduction
The first major step in moving from amateur status toward gaining the competencies that

mark the real professional is the student-teaching opportunity to put educational theory and

methods into practice. Student teaching is first and foremost a learning situation. This is the craft

before he has to put his skills on the line in his own classroom. This is the student teacher’s

chance to learn from his mistakes without causing harm to students. This is the time for him to

find out the strategies, tactics, and teaching styles that best suit him, it is time of trial and error

and for growing confidence and beginning expertise. It is not a time of perfection but of striving

for competence

PUP VISION
The Polytechnic University of the Philippines envisions itself as a pre-eminent national

and international leader in higher education and an innovative global powerhouse of quality and

relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest

quality learning experiences and growth in instruction, research and service to our country and

the international community.

10- Point Vision Towards a Total University

1. Foster high quality campus environment.

2. Strategize and institutionalize income-generation projects

3. Strengthen research, publications and creative works;

4. Model quality management and fiscal responsibility;

5. Improve sense of community involvement and linkages

6. Institutionalize principles of academic freedom and responsibility;

 7. Promote academic excellence in student/faculty performance nationally and

internationally;

8. Nurture and enrich cultural heritage;

9. Integrate Information and Communication Technology (ICT) with instruction, research,

service and production; and

10. Evolve wholesome living and working environment for faculty, employees and students.

MISSION

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and

global education and community services accessible to all students, Filipinos and foreigners

alike.

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

PUP commits itself to:

1. Democratize access to educational opportunities;

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

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

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

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

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

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

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

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

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

3 Major Thrust of the School

(From GOOD to GREAT school)

1. Sound Study Habit Spell Sure Success 5’s

2. Every Cielitonian is an achiever

3. If you can speak English, why not?

CZHS II is an institution endowed with academic potentials nurtured by teachers who are

instructionally skillful and intellectually capable. This learning institution primarily aims to

develop students possessing the highest degree of human dignity and literacy competence

responsive to the call of nation building. With this, I encourage all our students to take advantage

of the opportunity given them that will surely lead to eventual success.

Mission
TO FOSTER CONTINUED GROWTH AND SENSE OF RESPONSIBILITY IN LEARNING
ENVIRONMENT CHARACTERIZED BY A SPIRIT OF ONENESS AND PURSUES

ACADEMIC EXCELLENCE LEADING TOWARDS INTELLECTUAL INQUIRY

REFLECTIVE JUDGMENT AND RESOLUTE ACTION.

Vision
CAMARIN HIGH SCHOOL ENVISIONS THE DEVELOPMENT OF PERSON’S GOD-

GIVEN FACULTIES AND TALENTS TO THEIR HIGHEST UNFOLDING IN ORDER TO

PREPARE THEM FOR ECONOMIC THEM FOR ECONOMIC PRODUCTIVITY AND

SELF- RELIANCE.

PROGRAMS

Guidance and Counseling Programs

EASE Program… making secondary education accessible, an opportunity to

everyone another chance for the future. One of the programs used to help reach the

students who can’t afford to go to school because of different situations.

Effective and Affordable Secondary Education (EASE) Program aims to give

students another chance to finish their Secondary Education without going to school

everyday. Make the study accessible and reach the disadvantage group by the help of

the guidance counselor. Let’s find out how…

Reading Improvement in English I

Target Beneficiaries: First Year Students who have Reading Problems.

Purpose:

1.To offer solutions to reading deficiency

2. To inculcate in the students the love for learning that is brought about by a well developed

reading skill.

Admission:

The Following are the requirements for enrolment:

Birth Certificate (Photo copy)

Report Card (Form 138)

Certificate of Good Moral Character

The School Structure/ Organization chart

Name of School: Cielito Zamora high School II
Administrative Staff
2010-2011
Tirso R. Dela Cruz
Principal

Rizalina F. Bueno Teacher-In –Charge (AM)

Fourth year Level Chair
School Paper Adviser (Filipino)

Marilou M. Suriaga Secretary to the Principal

Second Year Level Chair
English Coordinator

Cynthia S. Pariñas Teacher-In-Charge (PM)

First year Level Chair
Science Coordinator

Raquel I. Dela Cruz School Auditor

Third year Level Chair
Math Coordinator

Amelia J. Batalla Guidance Counselor

Values Education Coordinator
Letecia J. Banico Finance Officer

Roberto D. Sobrevilla Property Custodian

Supply officer
CAT Commandant

Nenebeth I. Zafra Registrar

School Testing Coordinator

Juvelyn Q. Salcedo Assistant Registrar

Hernalyne M. Amabilis SSG Adviser

Activity Moderator

Enecita F. Arlos Librarian

Myrna R. Laurente Clinician

Jerry T. Guiang Discipine Officer (AM)

Ruben Dg. Garingarao Discipine Officer (PM)

Jose Moshe C. Villanueva School Paper Adviser (ENGLISH)

Loly D. Mallari Canteen Manager

Feeding- In- Charge

Maria Kristina T. Perez IT Coordinator

Izza A. Sarmiento Filipino Coordinator

Jeanne Young B. Barlaan TLE Coordinator

Office Clerk

Elenita P. Caducio MAPEH Coordinator

Angelina C. Matic Social Studies Coordinator

TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES

 How to Discipline Children and Help Them Develop Self-Control

The foundations for discipline are laid down in the early years. Flexibility is the key to

discipline as children grow. Parents must be prepared to modify their discipline approach over

time, using different strategies as their child develops greater independence and capacity for self-

regulation and responsibility. During adolescence, the individuals become responsible for their

own behavior. Establishing self-control is a process which develops slowly, and the ultimate goal

of discipline is to help children build their own self-control, not to have them merely obey adult

commands.

How do children raised by these types of parents grow up? Follow-up studies show that

the moderate way, between extreme permissiveness and extreme strictness, is the most effective

of the three styles. Children raised by authoritative/moderate parents tended to have a good self-

concept and to be responsible, cooperative, self-reliant and intellectually curious. Children raised

by authoritarian/strict parents tended to be timid and withdrawn, less intellectually curious and

dependent on the voice of authority. Children raised by permissive parents tended to be

immature, reluctant to accept responsibility or to show independence.

Following are some helpful discipline techniques:

· Use language to help solve problems

· Ignoring

· Rewards

· Natural consequences

· No more no – keep it positive

· Don't dictate: negotiate

· Pick your battles

· Prevention

· Dealing with unacceptable behavior

· What doesn't work

· When to seek help

Narrative Report
1st week

When we arrived At Cielito Zamora High School II we explain to the principal what the

letters means and what are things we do to help our cooperating Teacher in handling the class

manageable.

2nd week

Mrs. Mallari the TLE head told us that their curriculum is UBD based she teach us and

gave the copy of our topics. Explain the every detail in doing the UBD instead of lesson plan

first year level used UBD.

3rd week

My cooperating teache leave me in handling her 5 sections and at first it’s quite difficult

to handle them because they thought we are Student Teacher. We don’t have the authority to

punish them. But because of different strategies and techniques I made some suggestion to make

my class manageable

4th week
 I have a stress free week because CZHS II celebrating a Student week soo I have one

week as adviser of the student teacher.

5th week

Preparation for Christmas party and competition of every year level I help 1st year level

teachers and charman to make a big Christmas tree made by recycling materials. We are the

second place.

6th week

I prepared a Monthly examination and to evaluate the students if they need special

project.

7th week

I prepared a third quarter examination and collecting their project which is different

materials form by recycling materials

8th week

I computed their grades for third grading.

Current Issues to Education

March28,2011
PRESSRELEASE
DEPED CENTRAL OFFICE OPENS 2011 SPECIAL PROGRAM FOR THE EMPLOYMENT

OFSTUDENTS(SPES)THISSUMMER

The Department of Education under Secretary Br. Armin A. Luistro FSC is participating in the

implementation of the Special Program for the Employment of Students (SPES), a program led by the

Department of Labor and Employment (DOLE).

The SPES is an annual work-appreciation program that encourages young ones to turn their idle time into

productive hours and needed income for school-related expenses. SPES is being implemented pursuant

to the amendatory law referred to as Republic Act 9547 entitled “An Act Strengthening and Expanding the

Coverage of the Special Program for the Employment of Students, Amending for the Purpose Provisions

of Republic Act No. 7323 otherwise knowns as "An Act to Help Poor But Deserving Students Pursue

Their Education By Encouraging Their Employment During Summer and/or Christmas Vacations”. Those

who are qualified and selected will be employed for forty (40) days and will be paid minimum daily wage,

60% of which will be shouldered by DepEd and the remaining 40% by DOLE.

To qualify, interested applicants must be at least 15 years old but not more than 25 years old; combined

annual net income after tax of parents, including the applicants’ income, if any, should not exceed the

latest annual regional poverty threshold level for a family of six as determined and provided by the

National Economic and Development Authority (NEDA) which is at PhP143,000.00; and has an average

passing grade during the last school/term attended. Applicants should possess skills necessary in office

setting.

For purposes of the SPES application, those interested must bring with them their resume with picture

(preferably 2x2); photocopy of birth certificate; photocopy of certification by the School Registrar as to the

applicants’ last enrolment and average passing grade or a copy of the original class cards or Form 138;
photocopy of the latest Income Tax Return (ITR) of both parents or, if non-fillers, photocopy of BIR

certification that both parents are exempted from payment of tax; and for Out-of-School-Youth (OSY), a

photocopy of the certificate of good moral character issued by the authorized barangay official where the

OSY resides.

Application is during office hours starting March 28, 2011 to April 9, 2011 everyday, including Saturdays,

at the Office of Executive Director Joey G. Pelaez of the DepEd – Center for Students and Co-Curricular

Affairs (CSCA), Ground Floor, Mabini Building, DepEd Complex, Pasig City. Interview will follow

immediately after submission of complete requirements.

For inquiries and additional information, log on to www.deped-csca.com or like the DepEd CSCA

Facebook Fan Page (http://www.facebook.com/csca.deped) or call telephone number 636-3603.

OSEC COMMUNICATIONS  DEPED COMPLEX, MERALCO AVENUE, PASIG CITY

1600

T (02) 6316033  F (02) 6364876  WEBSITE www.deped.gov.ph  EMAIL

depedcommunications@gmail.com

DEPARTMENT OF EDUCATION | OFFICE OF THE SECRETARY

PRESS RELEASE

K+12 to integrate best features of basic education

The Department of Education continues to pursue its key basic education

programs even as the groundwork for the eventual roll out of the enhanced

curriculum under the K+12 program is underway.

Education Secretary Armin A. Luistro said all the current programs being

implemented by the department are now carefully studied for integration in the

K+12 curriculum being drafted by experts from DepEd, CHED, TESDA and
educators from public and private schools.

“What we want is a seamless transition from the current to the enhanced

curriculum that is more responsive to learning needs of students and the

community,” added Luistro. This is why we are seriously considering the

inclusion of all the best features of our current programs.”

K+12 is a major education reform program which extends basic education from

10 to 12 years to better prepare students for the world of work, higher education

and global employment. K+12 also calls for the declogging of the curriculum and

the inclusion of various career tracks that students can choose from depending

on their inclination.

K+12 starts with kindergarten which becomes mandatory for all 5-year olds in

public schools starting June this year. This will be followed by 6 years of

elementary school, four years of junior or regular high school and two years of

senior high school where students will be given various career/livelihood tracks

for their mastery.

Following closely the intent of the Basic Education Reform Program (BESRA)

which is another flagship program of DepEd, Luistro explained that one of the

recommendations under BESRA is the expansion of the basic education

curriculum from a 10 to a 12-year cycle.

“The same holds true under School-Based Management which gives school

heads greater elbow room to provide for the needs of their schools and be

answerable for the educational outcomes,” Luistro pointed out. He added that

SBM and BESRA will become even more relevant when K+12 is implemented.
Meanwhile, DepEd Undersecretary for Programs and Projects Yolanda Quijano

stressed that DepEd’s alternative delivery modes such as the Drop-out Rate

Reduction Program (DORP) and Alternative Learning System (ALS) will also be

pursued earnestly as these programs target learners who have unique needs

not provided by the formal school system.

“K+12 is inclusive, which means it will reach out to all kinds of learners

regardless of age, gender, ethnicity and social status which is in keeping also

with the goals of United Nations - initiated Education For All,” Quijano said. OSEC

COMMUNICATIONS  DEPED COMPLEX, MERALCO AVENUE, PASIG CITY 1600

T (02) 6316033  F (02) 6364876  WEBSITE www.deped.gov.ph  EMAIL

depedcommunications@gmail.com

DEPARTMENT OF EDUCATION | OFFICE OF THE SECRETARY

DepEd will also push for the strengthening of technical-vocational schools which

currently number more than 250 nationwide. Tech-voc education is one of the

tracks to be included during the 11th and 12th under K+12.

DepEd also believes that by putting equal emphasis on the skills and talents of

students, the stigma of non-degree courses being inferior to a college diploma

will be demolished.

“Magandang pagkakataon ang K+12 upang bigyan ng pantay na importansiya

ang mga kumukuha ng tech-voc, music, arts, entreprenuership na dati-rati ay

mababa ang pagtingin kumpara sa mga college graduates,” Quijano stressed.

Quijano also explained that multi-lingual education will be continued saying that

children learn better if the mother tongue or the langauge used at home is used
from pre-school up to the third grade. “Pati multi-lingual education may puwang

sa K+12,”

Luistro, on the other hand, added that while DepEd fine-tunes the proposed

curriculum, the department continues to address the resource gaps in basic

education such as teacher shortage, classroom backlogs, quality textbooks, ICT

equipment and other learning supplement, among others.

“It’s a two-pronged approach to address what ails the country’s public school

system,” Luistro said.

PRESS RELEASE

DepEd offers students more foreign languages for global arena

Priming Filipino students for the global arena, the Department of Education is

set to introduce more foreign languages in pilot schools as the department aims

to produce more internationally competitive graduates.

Aside from English which is the first foreign language to be mastered by

selected secondary students, other foreign languages being taught among third

and fourth year students are Spanish, French Japanese and German.

Mandarin, which is widely used in world economic power China and Arabic

which is spoken in the vast Middle East market, are set to debut this school

year.

Deped’s Bureau of Secondary Education chief Director Lolita Andrada said the

Special Program in Foreign Language is designed for schools whose students

have demonstrated competence first in English before they start to learn another

foreign language.
“Studies have shown that facility in just one foreign language is now perceived

as a disadvantage in a global market that is culturally and linguistically diverse,”

added Andrada.

She explained that while English is a major language, it only accounts for

around 30% of the world gross domestic product and is likely to account for less

in the future.

DepEd piloted foreign languages in selected high schools starting with Spanish,

Japanese and French in school year 2009-2010. The following year, German

was introduced. Mandarin and Arabic are set to be introduced beginning school

year 2011-2012.

Currently, Spanish is being taught in 54 high schools across the country,

Japanese in 13 high schools, French in 12 high schools and German in 9 high

schools.

The program is piloted in public secondary schools (preferably with speech

laboratory) for students who are in the last two year levels of high school where

they are allotted four hours weekly to learn the language.

“We believe the last two years of high school is the most appropriate time to

learn a second foreign language because that is the time they are most ready,”

Andrada explained.

To prepare the teachers in teaching the foreign languages, DepEd has made an

arrangement with the Instituto Cervantes for the teaching of Spanish, with the

Japan Foundation Manila for Japanese, the Alliance Francais for French and

Goethe Institute for German.

Number of high school drop-outs drops

The effort of the Department of Education to significantly reduce drop-out rates

among high school students is paying off as 56 secondary schools across the

country have reported zero incidence of students quitting school.

Public schools that achieved 0 and less than 1% simple dropout rate are in

the Division of Romblon in MIMAROPA, Agusan del Sur, Butuan City and

Surigao City in CARAGA, Urdaneta City and San Carlos City in region 1,

Guimaras and Antique in Region 6, Leyte and Southern Leyte in Region 8.

Deped is continuously collating data which tend to show that measures to

address drop-out rates are bearing positive results.

Education Secretary Armin Luistro said DepEd’s Dropout Reduction Program

(DORP) offers alternative delivery programs that aim to keep students in school

and finish their basic education.

“Our end-goal is to retain the poorly schooled and those who are in danger of

dropping out because of difficult social and economic situations and provide

them quality education,” said Luistro.

DepEd records show that the DORP have posted remarkable accomplishment,

reducing the high school dropout rate from 12.51% in 2005-2006 to 8.55% in SY

06-07 and even a lower 7.45% in SYs 07-08 and 08-09.

At present, DepEd is implementing drop-out rate reduction programs in 1,117

secondary schools nationwide with 56 schools posting a zero simple dropout.

Moreover, some 40,000 students-at-risk of dropping out (SARDOs) were saved.

“Imagine if there was no intervention, where would they be now?,” added

Luistro.

DORP intervention programs were designed to address the problems faced by

students which prevent them from completing their elementary and high school

education. Many students cannot report to class regularly because of various

reasons such as work, financial problems, physical handicap, family and health

issues, among others.

The Open High School Program (OHSP) under DORP is a distance education

program that allows working students or previously out-of-school-youth (OSY) to

continue studying using specialized learning modules.

The Effective Alternative Secondary Education (EASE), meanwhile, provides an

innovative learning tool that allows students to pursue lessons outside school

using modules. Some children may have to be temporarily absent from class

because of justifiable reasons such as natural calamity, farm harvest time,

seasonal work or an illness. EASE which evolved from OHSP is recommended

for learners whose absence in school is temporary while OHSP is for those who

cannot really attend regular high school.Since the school itself fits the kind of help a student

needs according to his

unique circumstances. The SII has enabled schools to determine, based on

interview, specific problems of students or the real causes for dropping out.

“We first assess the situation of students based on the result of family,

individual, community, or school assessment and design a learning intervention

that best respond to their needs,” said Prudencia Martinez-Sanoy, DepEd

education program specialist and DORP coordinator.

Meanwhile, Luistro has appealed to private high schools to also adopt the

program and help further reduce the drop-out rate.

Speaking before the members of Private Secondary School Administrators

Association of the Philippines in Region 6, Luistro said: “Our experience show

that it can be done. But we have to do more. We need partners from private high

schools so that this program can be scaled up and every learner can be given a

chance to be properly educated.”

DedEd has committed its full assistance to private high schools which would

adopt DORP. “We will provide you the technologies, best practices and

technical support you will need so that, together, we can reach out to learners

who need intervention,” added Luistro.

DepEd is confident that it is well on track in meeting its Education For All (EFA)

commitment to bring all learners to school by 2015.

IMEE G. MENDOZA
31 JUNJI ST. ROLLING HILLS BRGY. KALIGAYAHAN
NOVALICHES QUEZON CITY
CEL #: 0909-3186518
e-mail: imee_mendoza01@yahoo.com

OBJECTIVE: To obtain a position that will enable me to use my strong

organizational skill, educational background, and
ability to work well with people.

PERSONAL INFORMATION:
Date of Birth: August 01, 1988
Place of Birth: Novaliches, Quezon City
Height: 5’2
Weight 110 lbs.
Citizenship: Filipino
Religion: Baptist

EDUCATIONAL ATTAINMENT:
TERTIARY: Polytechnic University of the Philippines
Quezon City Campus
Address: Don Fabian Commonwealth Quezon City
Course: Bachelor of Business Teacher Education
Date: April 29, 2011

SECONDARY: Camarin High School

Address: Area B, Camarin Caloocan City
Date: April 2005

PRIMARY: Delfin M. Geraldez Elementary School

Address: Bo. Pasong Putik Novaliches Quezon City
Date: March 2000

SPECIAL SKILLS:
Good in oral and written communication, computer literate.
CHARACTER REFERENCES:

Ms. Shiela Mae Bartolome

Admin Specialist
MAYNILAD
0919-8993665

Ms. Melanie Ang

Teacher
Cielito Zamora High School II
0948-4913259

Ma. Wildes Magtulis

Jr. Assistant 1
Philipine Canine Club Inc.
iday, January 7, 2011