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Polytechnic University of the PhilippinesQuezon City, Campus
Student ManualOf
Ms. Imee G.Mendoza
AtCielito Zamora High
School IISY 2010-2011
Submitted To:Prof. Marilyn IsipProf. Sheryl Morales
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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
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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 stressI 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 learnAnd feel the joy in learning.
Help teachers feel JOY in teaching
Have the students and teachers be SAFE.
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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 teachers
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 tomorrows 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;
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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 thechanging 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 andcompetence among all members of the academe, stressing their importance in building atruly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well asthe 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;
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7. Make the students and faculty aware of technological, social as well as political andeconomic problems and encourage them to contribute to the realization of nationalistindustrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and developproficiency in English and other foreign languages required by the students fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically advancedacademic community where people of diverse ideologies work and learn together toattain 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 andcultural life throughout the world; a community enriched by the presence of a significantnumber of international students; and a community supported by new technologies thatfacilitate active participation in the creation and use of information and knowledge on aglobal scale.
CIELITO ZAMORA HIGH SCHOOL II
3 Major Thrust of the School
(From GOOD to GREAT school)
1. Sound Study Habit Spell Sure Success 5s
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
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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 PERSONS 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 ProgramsEASE 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 cant 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. Lets find out how
Reading Improvement in English I
Target Beneficiaries: First Year Students who have Reading Problems.
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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 chartName of School: Cielito Zamora high School IIAdministrative Staff 2010-2011
Tirso R. Dela CruzPrincipal
Rizalina F. Bueno Teacher-In Charge (AM)Fourth year Level ChairSchool Paper Adviser (Filipino)
Marilou M. Suriaga Secretary to the PrincipalSecond Year Level ChairEnglish Coordinator
Cynthia S. Parias Teacher-In-Charge (PM)First year Level ChairScience Coordinator
Raquel I. Dela Cruz School AuditorThird year Level ChairMath Coordinator
Amelia J. Batalla Guidance CounselorValues Education Coordinator
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Letecia J. Banico Finance Officer
Roberto D. Sobrevilla Property CustodianSupply officer
CAT Commandant
Nenebeth I. Zafra RegistrarSchool Testing Coordinator
Juvelyn Q. Salcedo Assistant Registrar
Hernalyne M. Amabilis SSG AdviserActivity 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 ManagerFeeding- In- Charge
Maria Kristina T. Perez IT Coordinator
Izza A. Sarmiento Filipino Coordinator
Jeanne Young B. Barlaan TLE CoordinatorOffice Clerk
Elenita P. Caducio MAPEH Coordinator
Angelina C. Matic Social Studies Coordinator
TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES
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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
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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 its quite difficult
to handle them because they thought we are Student Teacher. We dont have the authority to
punish them. But because of different strategies and techniques I made some suggestion to make
my class manageable
4th week
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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 1 st 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
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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;
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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
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
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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 dependingon 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.
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Meanwhile, DepEd Undersecretary for Programs and Projects Yolanda Quijano
stressed that DepEds 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 1600T (02) 6316033 F (02) 6364876 WEBSITE www.deped.gov.ph EMAIL
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
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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.
Its a two-pronged approach to address what ails the countrys public school
system, Luistro said.
PRESS RELEASEDepEd 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.
Depeds 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.
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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 schoolyear 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.
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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 toaddress drop-out rates are bearing positive results.
Education Secretary Armin Luistro said DepEds 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
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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.
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NOVALICHES QUEZON CITYCEL #: 0909-3186518e-mail: [email protected] OBJECTIVE: To obtain a position that will enable me to use my strong
organizational skill, educational background, andability to work well with people.
PERSONAL INFORMATION:
Date of Birth: August 01, 1988
Place of Birth: Novaliches, Quezon City
Height: 52
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.
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CHARACTER REFERENCES:
Ms. Shiela Mae BartolomeAdmin Specialist
MAYNILAD0919-8993665
Ms. Melanie AngTeacher Cielito Zamora High School II0948-4913259
Ma. Wildes MagtulisJr. Assistant 1Philipine Canine Club Inc.
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iday, January 7, 2011
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