Professional Documents
Culture Documents
My Portfolio-Lyza PDF
My Portfolio-Lyza PDF
Of
Liza B. Batonghinog
Assigned to:
Submitted to:
April 2011
TABLE OF CONTENTS
Dedication
Acknowledgement
Introduction
PUP- Philosophy
Goals
Vision/ Mission
Designated School
History
Mission/ Vision
Map
Organizational Structure
Bibliography
Professional Development Plan/ Career Plan
Curriculum Vitae
Attachment
Photos
Lesson Plan
Certificate / DTR
Dedication
I’ll dedicate
as I go through my study.
deepest understanding
this OJT
(Practice Teaching).
ACKNOWLEDGEMENT
This manual project would not have been possible without the support of many
people. As the author I’m wishing to express my appreciation to my supervisors; Prof.
Sheryl R. Morales and Prof. Marilyn Isip who are abundantly helpful and offered
invaluable assistance, support and guidance. To my deepest thankfulness are also due to
the faculties of Lagro High School in T.L.E. Department. Mrs. Carina Ortiz- Luiz and Sir
Norwin Millares without them knowledge and assistance this would not have been
successful.
And most especially to our Almighty Lord God, for his untiring effort in giving
strength and love to come up with my study
Amen.
INTRODUCTION TO STUDENT TEACHING
Student Teaching in a College- supervised instructional experience; usually the
culminating course in a University/ College undergraduate education or graduate school
programs leading to teacher education and certification. Examples of programs include
early childhood (Birth – Grade 2) childhood (Grade 1-6) and adolescence (Grade 7-12).
It is required by those earning either a Bachelor of Education or Master of Education
degree.
Student Teaching is required for students who not yet certified to teach. It is
different from a Practicum, which is required when a student already holds certificate
extension to teach another area of specialization, they are both college- supervised field-
based experiences.
The Student Teaching experience lasts about the length of a semester; long
enough to fulfill the college’s assigned task. This experience given the prospective
teaching professional an opportunity to teach under the supervision of a permanently
certified master teacher (see school master).
The Student teacher essentially shadows the cooperating teacher for about one
week, eventually gaining more responsibility in teaching the class as the days progress.
The supervisor, as well as cooperating teacher, are to monitor the progress of the student
teacher throughout the experience, ensuring it’s satisfactory. A grade of pass or fail in
student teaching, as well as satisfactory completion of a school’s education program, is an
indication as to whether the college recommends the student for certification to teach.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Philosophy
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.
PUP 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:
Vision
In consonance with the vision of PUP, Towards a Total University, the CEFP
envisions itself as an engine of change that will propel the University into the ranks of
internationally recognized institutions of higher learning in the ASEAN region, and
deliver quality and socially responsive education in the fields of Economics, Banking and
Finance, Political Science, Public Administration and Governance.
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.
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;
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;
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.
LAGRO HIGH SCHOOL
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.
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.
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.
Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more
improvements.
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.
Lagro High School Vision and Mission
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 vocationally prepared citizens of the society.
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.
PROGRAMS OF LAGRO HIGH SCHOOL
MAP FOR LAGRO HIGH SCHOOL
ORGANIZATIONAL CHART OF LAGRO HIGH SCHOOL
FINAL DEMO PLAN
ORGAZANIZATIONAL CHART
IN TLE DEPARTMENT
Lagro High School
District II- Quezon City Metro Manila
I. OBJECTIVES:
At the end of the lesson the students should be able to
1. identify what retailing is;
2. classify the retail stores according to Merchandise Line;
3. discuss the role of retailing in the community; and
4. show awareness of the importance of retailing business in the community.
II. CONTENT:
A. Topic: Retailing
B. Materials: LCD, Visual Aids, Chalk and Board
C. Reference: T.L.E. (Second Year- Textbook)
By: Villaflor Padullo and Rocena Viernes pp. 277-279
Module in Entrepreneurial Retail Operation
By: Lorenzo Carriedo Jr. Merla Villanueva and Erlinda Garcia
pp.7-38
III. PROCEDURE:
A. PREPARATORY ACTIVITIES:
1. Routine Activities
Prayer
Greeting
Checking of attendance
4. Unlocking of Difficulties
B. LESSON PROPER
C. CLOSING ACTIVITIES:
1. Generalization
It is easier to get employed or start a career in retailing than in any
other field.
2. Values Integration
The students will show awareness about the importance of retailing
business in the community.
3. Evaluation
ANSWER KEY
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
IV. ASSIGNMENT:
1. Topic: Importance of Production Plan
2. Words to study:
a. Manufacturing
b. Equipments
c. Hospitalization
d. Capital
Guide Questions:
1. What is Production Plan?
2. Why do we need Production Plan for a Manufacturing Business?
3. How can we design a well production plan to ensure the productivity of
a business?
Reference:
T.L.E. II- (Textbook) By: Villaflor Padullo and Rocena Viernes pp. 281
Derry L. Stufft
Abstract
The number of lesbian, gay, bisexual, transgender and questioning students is increasing in
schools. School districts, administrators and teachers need to increase awareness of these students
and work to make them feel included and welcomed in a safe school environment, one free from
offensive languages and practices.
This article discusses some of the problems that these students face and some strategies that
educators can use to help them be a valuable part of a learning community
Abstract
Large numbers of students graduate high school unprepared for post-secondary education and ill-
equipped for the labor force of the 21st century. Research on college readiness reveals the
prominent role that mathematics preparedness plays in the fulfillment of hopes and dreams for a
college degree. As requirements for post-secondary education and qualifications for the
workforce merge, college readiness in mathematics is a significant factor in job opportunities and
career choices. This report provides an in-depth exploration in mathematics college readiness in
the United States and offers a compilation of recommendations from many significant
constituents who have made notable advances in mathematics preparedness in the education of
today’s high school students.
Conclusion
The literature reveals the significant role that mathematics readiness plays in admission to
higher education. Mathematics readiness merits special attention because a deficit in a
student’s preparation in mathematics limits choices of college majors and careers. There
is also a strong correlation between preparedness for college mathematics and the
prospect of earning a college degree (Ali & Jenkins, 2002). This review provides a broad
examination of college readiness in mathematics. Many studies have established that the
lack of college readiness is a long-standing and prevalent problem, affecting greater and
greater numbers of U. S. high school graduates. Overall, nearly 33% of students admitted
to post-secondary institutions are not prepared for college-level
mathematics (Long, Iatarola, & Conger, 2009). The SREB reports the number of students
requiring remediation in mathematics exceeds numbers for remediation in either reading
or English (Kaye,
(Conley, 2007).
Contact CIE at cie@asu.edu
Mary Lou Fulton Teachers College
PO Box 37100
Phoenix, AZ 85069
My teaching experiences
A REFLECTIVE PAPER
As everybody says that life of a teacher is never that easy, he should be a role
model and a good example to everyone. As an individual engaged to this kind of
profession, he must first possess all the traits that will make him to be a stronger and a
better person. Most especially on dealing with students of different personalities.
All children misbehave at some time; it is part of finding out what appropriate behavior is
and where the limits are. Children may throw tantrums, test the rules, start fights, refuse
to cooperate with the teacher’s house rules and routines, use bad language—the list goes
on. As the teacher teachesstudents appropriate behavior, what the expected rules and
boundaries are all about, it's important to remember the goals of discipline. Discipline
means helping a child develop self-control and a sense of limits, experience the
consequences of his/her behavior, and learn from his/her mistakes. Discipline does not
mean punishment or conflict between the teacher and students. All of them need the
security of knowing the rules and boundaries of behavior; without them they feel at a
loss, and later on they become abusive.
Positive reinforcement is the best technique for encouraging wanted behavior. Most
students crave attention and acceptance from the teacher and will work to get it. Rewards
are not bribes; they are ways to show to student that she is doing a good job.But in the
end, the teacher must be clear, firm and specific about what you mean, be respectful.
Don't resort to name-calling or yelling. And the consequence should follow the behavior
immediately. The consequence should be fair in relation to the behavior.
TITLE AND BRIEF SYNOPSIS OF PROFESSIONAL READING AND REFERENCES
Student Teaching
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 a time of trial and error and for growing
confidence and beginning expertise. It is not a time of perfection but of striving for
competence.
References:
By: manual for observation, participation and community immersion
Avelina C. Bucao M.A.T.
pp.3-5
Student teachers are often placed into an awkward and stressful situation, not really sure of
their authority and sometimes not even placed with veteran teachers who are much help. These
tips can aid student teachers as they begin their first teaching assignments. Please note: these
are not suggestions for how to approach the students but instead for how to most effectively
succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out
on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun
which you are supposed to be teaching, you are placing that teacher and yourself in an awkward
situation.
2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is
nothing wrong with over dressing during your student teaching assignments. The clothes
do help lend you an air of authority, especially if you look awfully young. Further, your
dress lets the coordinating teacher know of your professionalism and dedication to your
assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have
your own pressures to deal with. If you normally teach only 3 classes and the
coordinating teacher asks that you take on extra classes one day because he has an
important meeting to attend, look at this as your chance to get even further experience
while impressing your dedication to your coordinating teacher.
Flexibility is the one the top six keys to being a successful teacher.
This might seem obvious to some but it is important that you do not break school rules.
For example, if it is against the rules to chew gum in class, then do not chew it yourself.
If the campus is 'smoke-free', do not light up during your lunch period. This is definitely
not professional and would be a mark against you when it comes time for your
coordinating teacher and school to report on your abilities and actions.
5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get
them completed. Many schools have procedures that MUST be followed for copying to occur. If
you fail to follow these procedures you will be stuck without copies and will probably look
unprofessional at the same time.
This is especially important if you believe that you will be staying in the area and
possibly trying for a job at the school where you are teaching. These people's opinions of
you will have an impact on whether or not you are hired. They can also make your time
during student teaching much easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for
grades, you should either not use their names or change them to protect their identities. You
never know who you are teaching or what their relationship might be to your instructors and
coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow
teachers. However, as a student teacher this would be a very risky choice. You might say
something you could regret later. You might find out information that is untrue and clouds your
judgement. You might even offend someone without realizing it. Remember, these are teachers
you could be working with again some day in the future.
Do not interrupt other teachers' classes without an absolutely good reason. When you are
speaking with your coordinating teacher or other teachers on campus, treat them with respect.
You can learn a lot from these teachers, and they will be much more likely to share with you if
they feel that you are genuinely interested in them and their experiences.
You will probably get sick at some point during your student teaching and will need stay
home for the day. You must remember that the regular teacher will have to take over the
class during your absence. If you wait until the last minute to call in, this could leave
them in an awkward bind making them look bad to the students. Call as soon as you
believe you will not be able to make it to class.
ICT
Education
Wednesday, 09 March 2011
Shebbear College continues in its belief that it is the ‘Best Small School in the South
West’ and is continuing to build on its already impressive infrastructure. ? Recent years
have seen improvements right across the school. Not only have all of our teaching areas
been subject to considerable investment but the addition of a full size all- weather- pitch
as well as a professional standard Cardio-Vascular suite; dance studio and weights room,
have ensured that our sporting facilities are exceptional.
Work has started on the new build onto the existing Junior School with the addition of an
assembly hall, and three new classrooms are due to open in September 2011.
The Kindergarten has been redeveloped and now boasts one of the best facilities in the
South West. On the music front a new Recital Room will complement our already
successful choir and the music technology lab is benefiting from the addition of 22 new
Apple -Mac computers for state of the art composing.
The school currently has its highest number of pupils in 18 years and still has waiting
lists for some year groups. Sixth Form Scholarships and Bursaries are available for
consideration.
COURTLANDS PRESCHOOL
Courtlands Preschool is an established preschool offering morning, afternoon and all days
sessions for all children; opening from 9.30am to 2.30pm Monday to Friday.
We offer quality care and education, helping the transition to primary education. The
children are supported in developing as individuals both socially and emotionally though
fun and play. All our staff are fully trained in Early Years Education, hold a CRB and are
first aid trained.
There are spaces still available so why not give us a call or drop in to see a session in
action.
Kelly College Preparatory School are holding their Open Morning on Friday 11th March
2011 From 10am – 12noon. Do come along to meet our staff and pupils and see our
vibrant and exciting school, located in a stunning setting.
Kelly College is a co-educational day and boarding school for children aged 3-18 years of
age (Preparatory School 3-11 and Senior School 11-18). Boarding at Kelly College is also
available for pupils in Years 4, 5 and 6 of the Prep School. The schools are on separate
sites, less than a mile apart and the Prep School pupils are able to take full advantage of
the facilities at Kelly College Senior School.
The Prep School has impressive facilities. There is a very well equipped laboratory for
Science, a studio for Art and Design Technology, two libraries, a music room with
additional instrumental teaching rooms, an ICT suite and a Learning Development Unit.
The school also has a ‘Family Lounge’ where parents are very welcome to come in for a
coffee at drop off and pick up time. Sports facilities at the Prep School are excellent, with
pupils also having access to the swimming pool, Astroturf and gymnasium at the Senior
School, as well as the Kelly Adventure Centre.
The first few years of a child’s education are hugely important and should be a time of
encouragement, excitement, stimulation and enrichment. At Kelly College Prep School
our principal aim is to encourage the pursuit of excellence and the development of the
whole person in a caring and supportive environment. We seek to instil in the children a
sense of curiosity and confidence so that they can drive their own learning and make the
most of their ability wherever it lies.
The school’s ethos is to seek high academic standards whilst giving children a caring,
happy and adventurous start to their education. We pride ourselves on having a
welcoming family environment – our strong pastoral care is key
For further information regarding their Open Morning or you would like to arrange a visit
please contact the School Administrator Mrs Sarah Kinsey.
admin@kellycollegeprep.com, 01822 612919, www.kellycollegeprep.com
There is no doubt that all parents want their children to enjoy their years at school, to
have great fun and at the same time reach their full academic potential. Finding the right
school environment with excellent academic results is always a high priority but what of
the listening, supporting, encouraging and befriending, that is, the pastoral care – is that
not more important ? As children grow so do the decisions they need to make
independently and this is just one of the reasons why pastoral care is important. It helps
every child develop their personal, social, moral, emotional and intellectual skills. At St
Joseph’s School in Launceston we work hard to ensure that our pastoral care is
outstanding. Tutors guide children through their school years and they are always there to
offer help, encouragement and support. The tutors meet with their pupils every morning
and afternoon which helps to build strong relationships. Each week they set aside time for
group discussions while one to one sessions give everyone an open and trusting
environment. Senior pupils at St Joseph’s also act as peer listeners, getting to know other
pupils extremely well through Extra-Curricular, full school and sporting activities. As we
all know, sometimes the best help can be offered by a sympathetic ear from someone who
understands teenage life! Pastoral care helps children to gain the necessary life skills to
deal with the rising pressures of today’s society. When pastoral care is good pupils feel
content and empowered to deal with their school workload; pupils know they can talk to
tutors about their concerns and feel confident in doing so; pupils can deal with more
challenging situations and the tutors and pupils gain a mutual trust and respect. Our
school always endeavours to raise pupil’s social awareness, promote positive attitudes,
build self-esteem and create an environment in which each individual child feels secure.
Make sure that Pastoral Care is at the top of your list when searching for the right school
for your children.
Education
http://www.squidoo.com/educ8
http://www.tavistock-today.co.uk/featuresdetail.cfm?id=3579
http://www.deped.gov.ph/deped.asp?i=M&s=2006
EDITORIAL INTRODUCTION
Introduction to the Special Issue
Andrew K. Shiotani
http://www.google.com.ph/search?
hl=tl&noj=1&q=foreign+current+issues+about+education+&aq=f&aqi
=&aql=&oq=
http://712educators.about.com/od/teachingstrategies/tp/studentteaching.
htm
http://josephthedreamer-myteachingexperinces.blogspot.com/
PROFESSIONAL DEVELOPMENT PLAN
Hopefully our Almighty Lord God blesses and guides me to the right path and to
the journey I am looking forward. I am planning to have an earning job so that like what
I have said before I want to help my whole family in such financial crisis. I want also to
take a review and wishing that I may pass the Civil Service exam and the Licensure
Examination for Teachers- the coming board exam. After passing any of the two
examinations or even both of them I want to continue my teaching profession. If I failed
to these trials I would even better to teach in any private school because I knew that they
can allow applicant teacher to teach even they are not yet passed the civil service or in the
LET exam. I will pursue my noble profession as what I’ve started.
NARRATIVE REPORT
It was my first week here in Lagro High. I went room to room. For a while I
observe my CT on how he will enter and handle the class. There are four (4) sections we
visited. Some students get confusing, analyzing and interrogating your personal outlook
and at the same time your action.
I was able to face them to introduce their activity for another day activity. But
before I started it my CT (Sir Millares) taught me on how their activities would be work
out. As I enter the last three (3) classes for the day I was able to introduce my self and
what am I doing here in Lagro High.
I felt glad that this school has their systematic management in the school campus.
They have their seminars, programs and the motivation for all students needed for their
lives. Also I felt happy because they have all classrooms- a place where students could
comfortably learned as you teach.
Although there are some lack of facilities such as good condition for comfort
rooms, damaged electric fans, armed chairs swaying without arms etc. but it doesn’t
matter as the teachers has the highly heart to teach-everybody will be learned and as the
students determined to learned new ideas typically they’re just ignoring the problems for
them to achieve their dreams.
December 13-17, 2010
I worked with my lesson plan and I was able to execute it to the class. My lesson
is all about “Parallel Circuit”. The classes are always over at 8:00 P.M. except Monday.
As I concluded you should not get to memorize the topic, all you have to do is to
understand the lesson all by your heart. Coz if you may know the sequence and the
content itself, you may now get easy to explain it to the class.
I gave them some exercises and drills about Parallel Connection so that they may
get ready to take an exam for any time. I also gave them assignments for them to prepare
their selves to the next activity of the class.
This week is the first week in the month of January under the year of 2011.
Before I gave the Unit Test in 3rd grading, my CT asks me to do a long Test regarding to
what I’ve discussed. Then when he saw the kind of test that I have he simply told me that
my long test for them will serve as their last Unit Test in 3rd grading. That’s why he did
not give any Unit Test to the students instead of my mine type of question. The reason
why my CT (Cooperating Teacher) did this decision for allowing me to repel the test
because were having the same concept in making the kind of test for students. To know
the great news after the Unit Test almost of my students got higher score than before and
somebody got the perfect score in the said test. And I’m so proud and glad because
they’ve understand the lessons I’ve tackled.
January 10-14, 2011
This time we continue the lesson were now in Electronics. I gave some exercise,
drills and assignments to become familiar with the electronic components, symbols and
what are these functions in the advance technology. After these again we have to review
the lessons under the 3rd grading for the preparation to the 3rd periodical test.
We finally through it were now in the week in having the Periodical Test in 3 rd
grading. Students are taking their exams in the designated classrooms having their proper
seats. Everybody was so very tires and extremely want to go home to take a rest then
review again for the next subjects. After they’ve finished all the exams in all subjects,
others are immediately gone and went to their homes to relax but others are having their
hang-outs to find their enjoyment victory and leisure after a long tire week for exams.
This was the cramming week for me because we have our final presentation for
Case Study under the subject of Guidance and Principles’ headed by our professor Prof.
Artemus Cruz.
Although it was so nice because students are your medium in the CS (Case Study)
there is only limited time for it to cover. Knowing their problems which is not easy to
imagine but it happens in the reality. We have to find out and figure out what approaches
could be suited to each problem that might be able to overcome and face it to have a
better life. But in the end those who haven’t accept the reality it ends with the continuous
support, advice and guidance. Our professor in the said activity is not so satisfied with the
task done. He suggests another idea that could repel and supplement the not enough
activity.
During this week we are so very happy because were done our task in Guidance
and Principles headed by our great professor Prof. Artemus Cruz. But we have to do
another task to become more aware to the people who are suffering with these mental
disturbances as a saying goes we have to go to the National Center of Mental Hospital
(NCMH) and Elsie Gatches to observe and give a reaction to these. What learning’s we
might encounter while having this activity? What are the lives of people suffering with
this kind of illness? Do they have the chance to become well? Any kind of questions that
we might want to ask for they simply answered it to the best of their abilities.
During this week I continued the lesson regarding Management. I gave some
exercises, activities after the discussion. When they made some physical participation
such as role playing they become more creative and active. Their hidden skills open and
from it they could show the awareness to what might application of the lesson in the daily
lives of people in the community.
I’m giving also solo participation so that everyone could share their ideas
throughout the lessons. From it also, everyone could boost their self-confidence. How is
it doing that? The students acted by giving and insisting their selves about their point of
view to the said questions that may apply in real situation today.
Feb. 14 -Feb. 18, 2011
This week the students could show their love to another persons by giving
flowers, chocolates etc. Then unexpectedly someone gave these to me. My heart was
overwhelmed and felt happy because they appreciated my self.
During this week also they took their 50 items Unit Test II in T.L.E. of course, I
made it for them. This kind of test is an average test, not so very difficult, not so very
easy. We’ve checked it then finally somebody got the highest score and that is a perfect
score. I felt happy when I heard this news. I told them to keep up their good work!
This was the week of preparing for my demo teaching. It was very tiring because
everything must in prepare. I keep practicing myself for not be ashamed in front of my
CT’s (Cooperating Teachers) and could take the good grades with them.
After my demo the evaluation was given. And got the open forum, but of course
I’ll take it all by my self. They gave the bad and the good points from me that could
enhance more my capability in my teaching profession.
From this time I’ve learned. I’ve got my strength and at the same time my
weaknesses. Knowing my weaknesses I could replenish and cherish it by then.
Feb. 28-March 4, 2011
This was the week of recovering after the untiring demo last week. Even though
the demo teaching was done, the life of a teacher continues. For my students to be not
interrupted with the cut lessons I must follow them immediately.
But this time, nobody knows that I’ve passed the demo teaching. Someone asked
to it, and then unexpectedly they’re rejoicing, clapping their hands because I’ve done it
greatly together with them.
It was my last week before I leave the in touched school of Lagro High. I can’t believe
that I my self together with the CO-ST will come to this end of farewell. My feelings
have the mix of sadness and rejoice. Why it is sadness because I will very missed them,
especially the memories together with my students. And rejoice because I’ve done and
completed the task even though it was hard as long as you enjoy it, every thing will come
to easy.
I’m so very proud and very thankful to God because he gave me this opportunity to be
here in Lagro High and to be together with them.
While I’m having this Practicum everything was developed-they boost my attitudes,
personality and of course my skills in teaching profession. Even though I’m not there
around I’ll always remember those photographs’- the memories on my mind, I’ll always
keep them in my heart and to have that very classic brilliant experience in teaching I’ll
continue to immobilize my self into become great teacher someday that could inspires
may future professional people.
CURRENT ISSUES
LOCAL
Kindergarten is the perfect time to start building financial literacy skills, as kids learn
about coins, wants and needs, and how to spend money. However, teaching money to kids
can be tricky. Today’s kids don’t have as much exposure to cash as before, which can
make money a more intangible and difficult concept.
At first, says Laura Levine, executive director of the Jump$tart Coalition for Financial
Literacy, your child should understand what money is and that is has value. Then, as he
starts exploring what it means to spend and save, here are 11 ways to reinforce financial
literacy.
Money Basics
Introduce Coins and Bills. Introduce coins and bills one at a time, starting with
the penny. When you have spare change, let your child sort and count the coins.
Or, let her organize your wallet, putting the bills in order from least to greatest.
Let Him Pay. As your child gets to know money amounts, let him pay for small
purchases. When you’re paying with cash at the grocery store, ice cream parlor, or
coffee shop, let him pay the cashier and accept the change.
Visit the Bank. Levine recommends taking your child to the bank every so often.
While you’re making a withdrawal or deposit, they’re learning who works at a
bank and where money is “stored.”
Making Money
Start a Microbusiness. Whether it’s a lemonade stand, a hot apple cider stop
(with adult supervision), or a snack table at the neighborhood block party, having
the experience of selling will teach your child to value the money they receive.
Once they have cash in their pocket, its time to start managing it.
Comparison Shopping 101. When Levine’s five-year-old son was shopping with
his own money, he quickly noticed the small price difference between a Hot
Wheels and Matchbox car. As your child learns how to shop, the supermarket or
toy store aisle is the ideal time to talk about prices. Choose two items that your
child wants and compare the prices. Which is more? Which one would he buy and
why? Is it worth the extra cost to buy the package with the character on the front?
Set a Saving Goal. Your child’s first saving goal should be for a fun game or toy.
Post a picture of her goal on a piece of paper and draw stepping stones with
money amounts that add up to her goal (stones of 5 cents or $1 depending on the
ultimate goal). Then, as she saves those money amounts, color in the stepping
stones. When she’s filled in all the stones, go shopping!
Start the Habit of Sharing. An important part of having money is sharing. For
your family, it may be dropping a few coins in the collection plate, or letting your
child donate to a favorite charity. To add to the experience, attend a charity event
so they can see where their money went. If your child donated to a local pet
shelter, attend an adopt-a-pet day.
Financial Responsibility
Teach Choices. Money is all about making choices, says Julie Felshaw, financial
and economic education specialist with the Utah State Office of Education. Start
the conversation about choices when the issue has nothing to do with money. For
example, what do we do when we have five cookies and six kids? Then, introduce
the same idea later when money is involved—we have $10 and want to buy three
things that add up to $11, what do we do?
Be Honest about Your Finances. When you have to make a difficult financial
decision, be honest with your child. You don’t have to tell him everything, but do
discuss how it will affect him. While you’re having that discussion, says Levine,
be sure to stress that while money is valuable, it’s not love, and it’s not safety.
That what you are there for.
As your child develops an awareness of money, it will be exciting to save, spend, and
share his earnings, no matter what amount he’s working with!
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in
1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built
and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From
the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary
schools and 362 percent in the tertiary schools. For the same period, enrollment in all three
levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent
of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools
are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business
management courses. Table 1 shows the distribution of courses taken, based on School Year
1990-1991. Note that the difference between the number of enrollees in the commerce and
business courses and in the engineering and technology courses may be small - 29.2 percent for
commerce and business and 20.3 percent for engineering and technology. However, the gap
widens in terms of the number of graduates for the said courses.
On gender distribution, female students have very high representation in all three levels. At the
elementary level, male and female students are almost equally represented. But female
enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher
rates of failures, dropouts, and repetition in both elementary and secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to look
closely and resolve the following important issues: 1) quality of education 2) affordability of
education 3) goverment budget for education; and 4) education mismatch.
1. Quality - There was a decline in the quality of the Philippine education, especially at the
elementary and secondary levels. For example, the results of standard tests conducted among
elementary and high school students, as well as in the National College of Entrance Examination
for college students, were way below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across social groups.
For example, the socioeconomically disadvantaged students have higher dropout rates,
especially in the elementary level. And most of the freshmen students at the tertiary level come
from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest
proportion of its budget to education. However, the Philippines still has one of the lowest budget
allocations to education among the ASEAN countries.
4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is
the major problem at the tertiary level and it is also the cause of the existence of a large group
of educated unemployed or underemployed.
2. Amend the current system of budgeting for education across regions, which is based on
participation rates and units costs. This clearly favors the more developed regions. There is a
need to provide more allocation to lagging regions to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance access. This
may not be the best way to promote equity. An expanded scholarship program, giving more
focus and priority to the poor, maybe more equitable.
4. Get all the leaders in business and industry to become actively involved in higher education;
this is aimed at addressing the mismatch problem. In addition, carry out a selective admission
policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting
enrollment in undersubscribed ones.
5. Develop a rationalized apprenticeship program with heavy inputs from the private sector.
Furthermore, transfer the control of technical training to industry groups which are more
attuned to the needs of business and industry.
You want your kids to be grateful, but they don’t consistently thank others when the
kindness is warranted. Experts name at least five ways to teach kids values.
Many experts name five to six methods for teaching kids about values. A couple
examples are below.
3. Moral Reasoning. When kids address “no win” situations and must make
decisions, they learn to weigh circumstances and effects. This approach offers
opportunities for discussion and collaboration. Many social studies classes use
scenarios from history and ask kids to allocate resources, assign manpower, and
choose courses before they discover what the real people did. You can use
incidents from the news, school, or your work.
Those who attempt to develop and/or alter values and beliefs including character
educators use a number of different approaches. Some of these approaches utilize
questionable propaganda techniques, even to the point that they appear to be nothing less
than types of indoctrination. A teacher should have ethical concerns about such
approaches even when motivated by unselfish caring and concern. Other approaches, at
first glance, seem unlikely to have any influence at all. However, the teacher should
realize that any single approach can be used ineffectively as well as effectively. Ryan
(2000) has pointed out that talk about character education is easier than doing it. He
outlines six methods which he calls the six "E's" of character education: example,
explanation, exhortation (praise and pep talks), ethos (ethical environment), experience,
and expectation of excellence. The six "E's" are one way of conceptualizing how we go
about teaching value-laden material. However, I have found the following five basic
categories of methodology to be more useful.
FOREIGN
For its Spring 2011 issue (Volume 13, Issue 2), the editors of Current Issues in
Comparative Education are soliciting submissions on evaluation and assessment in
schooling.
Evaluation, assessment, and testing have been an important, not to say, controversial, part
of education for as long as educators have attempted to find out if their students have
learned what they intended to teach them. Beyond their everyday, situational use in
verbal question-and-answer sessions within the course of a class exercise, most attention
has been concentrated on the efficacy of the more formal, usually written form of state or
national testing used as a benchmark within individual school systems. Further, the
growth of internationally comparative tests such as TIMMS and PISA have been fueled
by an increasingly globalized world in education, one in which teachers, systems, and
countries borrow and attempt to learn from each other in the hope of finding better ways
to determine if students have actually learned. CICE is interested to find out the state of
evaluation, assessment, and testing around the world.
Some possible topics might include the various uses of evaluation, assessment, and/or
testing in student populations; testing for teacher effectiveness; use in ‘high stakes’
environments which could include high stakes for students, teachers, or administrators; or
global analyses of testing. Other topics might include analyses of cross-national
comparisons or the ‘portability’ of scores from one system to another. The growth in
international schools over the last twenty years may have produced research on the
different perspectives held by national/public schools and international/private
institutions. Is testing utilized or valued differently in different contexts and what are the
results of these different perspectives? Are there different applications of evaluation,
assessment, and testing in developed nations as compared to the practices in developing
nations? What forms do these practices take when instituted by foreign educational
development as a result of global initiatives such as the Millennium Development Goals
(MDGs) or Education for All (EFA)?
Your child breezes through books normally preferred by kids a few years older. She's a
fast learner and the most common word out of her mouth is "Why?" You clearly have a
smart kid. Should she take an IQ test?
Dr. Paula Olszewski-Kubilius, incoming president of the National Association for Gifted
Children, says the IQ score is one way to measure a child's intelligence, but not the only
indicator. (A score of 100 is average. Those with scores of at least 130 are generally
considered gifted). The number could even change a few points from one day to the next.
She says you may want to have your child tested if his intellectual development is out of
sync with other kids his age or if he doesn't seem to be working up to his ability in
school. A high IQ score might explain why a student is curious at home but would rather
talk in class than listen to his teacher. Test results might explain why your math whiz
struggles with reading. The bottom line is an IQ test can potentially answer a lot of
unanswered questions.
"The parents have to ask, how are they going to use this information?" Olszewski-
Kubilius says. Dr. Linda Kreger Silverman, director of the Gifted Development Center,
says IQ scores are essential to have. "I consider it as vital as any other information you
have about a child," she says. Children with special needs require a personalized learning
plan to maximize their potential, and so do gifted children. Silverman recommends IQ
testing for kids who develop intellectually at a faster rate than other children or show
other signs of giftedness, like a phenomenal memory. Gifted parents also tend to have
gifted children, so testing is a good idea if you were a bright child.
She also suggests testing if your child has a family history of a learning disability or
shows subtle signs of one, like squinting in bright light. Some gifted children are called
"twice-exceptional" because they also have learning difficulties. "Gifted kids cover up all
kids of learning disabilities because of their high intelligence," Silverman notes. It's
important to make sure that all of your child's learning needs are addressed.
But for other kids the drawbacks of an IQ test might not justify the benefits, says Dr.
Richard Courtright, gifted education specialist at the Duke University Talent
Identification Program. If children's scores are higher than expected, parents might give
them books and puzzles that are too difficult for them. And when children's scores are
lower than parents expect, they might be less likely to nurture learning. IQ testing
shouldn't be thought of the be-all and end-all of intelligence indicators. IQ testing is most
appropriate, Courtright says, when the results could mean different opportunities for your
child, like the chance to attend a school for gifted kids.
When to test?
Many parents think their kids are smart. But if you think your child is especially bright,
you're probably correct. "Parents are very good, the research shows, at identifying when
they think their child is advanced," Olszewski-Kubilius says.
Dr. Rosina Gallagher, a psychologist and president of Supporting Emotional Needs of the
Gifted, says it's best to test kids around kindergarten. Have the assessment done by
someone who has worked with children and will tell you more than the IQ score. The
number isn't as important as what the test results mean. "I think the purpose of the
evaluation should be to really understand how the child learns," Gallagher says, not just
their level of intelligence.
Ask what the results show about your child's strengths and weaknesses and how best to
address them. A tester might recommend that your child skip a grade in school or take
some advanced classes, for example.
Silverman says she doesn't recommend IQ tests for children older than 9. That's because
highly gifted kids perform so well that the tests won't completely show their abilities.
A better way to assess older kids is to give them tests that are meant for children in higher
grades—which Courtright says gives a more accurate picture anyway.
Some colleges run talent searches aimed at assessing bright kids' abilities by giving them
advanced tests. Talent searches run by Duke and Northwestern Universities give middle-
schoolers the chance to take the ACT and SAT college entrance exams. Olszewski-
Kubilius, director of the Center for Talent Development at Northwestern, says this
approach works because older kids have developed aptitudes in specific subjects like
math or reading.
Knowing your child's IQ score might help you, but experts say you shouldn't share it with
your child, at least until she's old enough to understand what it does—and doesn't mean.
It's better to give your child a general idea of what the test showed. "It helps you
understand where you fit in," Silverman says. Talk to her about her way of learning and
ability to learn in relation to other kids her age. That will mean more to her than a
number.
Kids who know their IQ scores might think they're so smart they don't have to work hard
in school—or that there's a limit to how much they can learn. Courtright notes that most
people think IQ can't change, while there's always room to improve on a math or history
test. "Most people see achievement as an alterable variable," he says. "If you get an IQ
score of 112, it becomes an excuse to not even try."
The bottom line is that IQ tests aren't for everyone, and you should use the information
gained from the test wisely and thoughtfully. No matter what the result, be supportive of
your child's learning needs and she'll go far.
Rebecca VanderMeulen is a freelance writer with a bachelor's degree from American University.
She has covered education for more than five years.
CURRICULUM VITAE
Batonghinog,Liza B.
116 Diamond St. Brgy. Commonwealth Q.C
Lizabatonghinog@gmail.com
Age: 20
Sex: Female
Birthdate: June 22, 1990
Place of Birth: Calinan Davao City
Educational Attainment:
\
PHOTOS
I. OBJECTIVES:
At the end of the lesson the student should be able to:
1. define what entrepreneurship is
2. discuss the Personal Competencies of an entrepreneur,
3. assess their selves as a potential entrepreneur,
4. And value the qualities of a good entrepreneur.
II. CONTENT
III. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Routine Activities
Prayer, Greeting, Checking of attendance and assignment
2. Drill
Words relate with Business- WORD HUNT
3. Motivation
Pictures of a business man and some establishment
4. Unlocking of Difficulties
Entrepreneur
PEC’s
persistent
Goal
traits
B. LESSON PROPER
LEARNING TASK STRATEGIES EVALUATION
1. Defining the word entre- -brainstorming -oral response
preneurship.
2. Personal Competencies
of an entrepreneur -discussion -Q and A
3. Assessing the students as a
potential entrepreneur -brainstorming -oral response
4. what they’ve learned from -open ended sentence -oral response
the lesson.
C. CLOSING ACTIVITIES
A. GENERALIZATION
1. What are the Personal Competencies of an entrepreneur?
2. Why are entrepreneurs considered risk-takers?
3. Why is the best time for entrepreneurial activity?
B. VALUES INTEGRATION
The students will show awareness on how to develop their personal
competencies as they go on through the field of business.
C. EVALUATION
Identification
Direction: Identify what quality of an entrepreneur that the question
asking for. Write your answer on a ¼ sheet of paper.
IV. ASSIGNMENT
Bring ½ index card from each group
Give some Filipino entrepreneurs who are been successful in their business.
What are the strength and weaknesses of Filipino Entrepreneur?
Reference:
T.L.E. (Text book) Second Year
HE, AA and IA by Villaflor Padullo and Rocena Viernes
pp. 209-210
V. OBJECTIVES:
At the end of the lesson the student should be able to:
1. differentiate the effectiveness to efficiency of an entrepreneur with
regards to business
2. state how effectiveness and efficiency goes hand on hand and
3. show awareness how effective and efficient entrepreneur differ and
relate each other
VI. CONTENT
VII. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Routine Activities
Prayer, Greeting, Checking of attendance and assignment
2. Drill
Review of the past lesson
3. Motivation
Telling a short story
4. Unlocking of Difficulties
effectiveness
efficiency
B. LESSON PROPER
LEARNING TASK STRATEGIES EVALUATION
1. Differentiate eff ectiveness
to effeciency -brainstorming -oral response
2. State how effective and
efficient entrepreneur goes hand
and hand -discussion -Q and A
3. Show of awareness how
effective and efficient entrepre-
neur differ and relate each other. -role playing -coordination
C. CLOSING ACTIVITIES
A. GENERALIZATION
How effective and efficient entrepreneur goes hand and hand?
B. VALUES INTEGRATION
The students will show awareness on how to be an effective and at the
same time efficient entrepreneur.
C. EVALUATION
Identification
Direction: Fill the blanks with the correct answer. Write your answer in a
¼ sheet of paper.
VIII. ASSIGNMENT
Study their lesson and be ready for long test.
Give some possible risk of an entrepreneur
Reference:
T.L.E. (Text book) Second Year
HE, AA and IA by Villaflor Padullo and Rocena Viernes
pp. 261
IX. OBJECTIVES:
At the end of the lesson the student should be able to:
1. Identify the possible risk of an entrepreneur
2. discuss how natural calamities, peso devaluation and other
economic dislocation, out of datedness and unpredictable nature of
human behavior may give possible risk of an entrepreneur, and
3. show awareness of the importance of identifying possible risks of
an entrepreneur.
X. CONTENT
XI. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Routine Activities
Prayer, Greeting, Checking of attendance and assignment
2. Drill
-Brainstorming- Q and A portion
3. Motivation
Showing of some pictures
4. Unlocking of Difficulties
calamities
devaluation
risk
fortuitous
obsolete
B. LESSON PROPER
LEARNING TASK STRATEGIES EVALUATION
1. Define the word risk -brainstorming -oral response
2. Enumerate what are these
possible risks of an entrepreneur -discussion -Q and A
3. Discuss how natural calamities,
peso devaluation and unpredictable
nature of human behavior may give
possible risk of an entrepreneur.. -discussion - Q and A
4.show awareness of the possible
risk of an entrepreneur -role playing -coordination
C. CLOSING ACTIVITIES
A. GENERALIZATION
How the reward for taking risk in a business is profit.
Successful entrepreneurs are moderate risk takers
B. VALUES INTEGRATION
The students will show awareness about the possible risk of an
entrepreneur and how to be a moderate risk taker.
C. EVALUATION
Identification
Direction: Fill the blanks with the correct answer. Write your answer in a
¼ sheet of paper.
XII. ASSIGNMENT
What is Management?
Give the four managerial functions of a business
and explain each
Reference:
T.L.E. (Text book) Second Year
HE, AA and IA by Villaflor Padullo and Rocena Viernes
pp. 268-269
XIII. OBJECTIVES:
At the end of the lesson the student should be able to:
1. Identify the four aspects that need to be managed in a small
business.
2. discuss the four aspects that need to be managed in a small
business and
3. show awareness of the importance in identifying the four aspects
that need to be managed in a small business.
XIV. CONTENT
XV. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Routine Activities
Prayer, Greeting, Checking of attendance and assignment
2. Drill
-words relate with Management
3. Motivation
showing up some pictures
4. Unlocking of Difficulties
entrepreneur
organization
cash budgets
long-run
attribute
B. LESSON PROPER
LEARNING TASK STRATEGIES EVALUATION
1. identify the four managerial
functions of an effective
management -brainstorming -oral response
2. Discuss the four aspects that
need to be managed in a small
business - discussion -Q and A
3. show awareness of the im-
portance in identifying the 4
aspects that need to be managed
in a small business - -evaluation -written exam
C. CLOSING ACTIVITIES
A. GENERALIZATION
A small businessman is a well- rounded manager, purchases,
controller and sales person
B. VALUES INTEGRATION
The students will show awareness about the importance in
identifying the four aspects that need to be managed in a small business.
C. EVALUATION
Identification
Direction: Fill the blanks with the correct answer. Write your answer in a
¼ sheet of paper.
_______1. These are the workers employed in a company and the most
important resources in a business
_______2. Before any other operation can take place, the product or
services in a business
_______3. A good entrepreneur must look into different factors that can
affect consumer satisfaction in terms of quality and quantity of the
product
_______
XVI. ASSIGNMENT
1. What are the four aspects that need to be managed in a small business
2. What are the types of business organizations
3. Give samples of stores from each type of business organization
Reference:
T.L.E. (Text book) Second Year
HE, AA and IA by Villaflor Padullo and Rocena Viernes
pp. 269-270
.
Date: February 14, 2011
Learning Component: T.L.E. II
Sub-Learning Component: ENTREPRENEURIAL MANAGEMENT
XVII. OBJECTIVES:
At the end of the lesson the student should be able to:
1. Identify the four (4) managerial functions of an effective
Management
2. discuss how the four (4) managerial functions (planning,
organizing, directing and controlling) can lead to have an effective
management and
3. show awareness of the importance of identifying the (4)
managerial functions of an effective management.
XVIII. CONTENT
XIX. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Routine Activities
Prayer, Greeting, Checking of attendance and assignment
2. Drill
-words relate with Management
3. Motivation
Picture Puzzle
4. Unlocking of Difficulties
management
managers
explicit
human resource
capital
B. LESSON PROPER
LEARNING TASK STRATEGIES EVALUATION
1. identify the four managerial
functions of an effective
management -brainstorming -oral response
2. Discuss how the four
managerial functions can lead to
have an effective management -discussion -Q and A
3. show awareness of the importance
of identifying the four managerial
functions of an effective management- -discussion -Q and A
C. CLOSING ACTIVITIES
A. GENERALIZATION
An effective Management having the four managerial function
is in the process of having wise decision making- a timing decision and
a sharing decision.
B. VALUES INTEGRATION
The students will show awareness about the importance of
identifying the four managerial functions to have that effective
management or having the insurance of the success of the enterprise.
C. EVALUATION
Identification
Direction: Fill the blanks with the correct answer. Write your answer in a
¼ sheet of paper.
XX. ASSIGNMENT
1. What are the four aspects that need to be managed in a small business
2. What are the types of business organizations
3. Give samples of stores from each type of business organization
Reference:
T.L.E. (Text book) Second Year
HE, AA and IA by Villaflor Padullo and Rocena Viernes
pp. 269-270
Lagro High School
District II- Quezon City Metro Manila
V. OBJECTIVES:
At the end of the lesson the students should be able to
5. identify what retailing is;
6. classify the retail stores according to Merchandise Line;
7. discuss the role of retailing in the community; and
8. show awareness of the importance of retailing business in the community.
VI. CONTENT:
D. Topic: Retailing
E. Materials: LCD, Visual Aids, Chalk and Board
F. Reference: T.L.E. (Second Year- Textbook)
By: Villaflor Padullo and Rocena Viernes pp. 277-279
Module in Entrepreneurial Retail Operation
By: Lorenzo Carriedo Jr. Merla Villanueva and Erlinda Garcia
pp.7-38
VII. PROCEDURE:
D. PREPARATORY ACTIVITIES:
5. Routine Activities
Prayer
Greeting
Checking of attendance
8. Unlocking of Difficulties
E. LESSON PROPER
F. CLOSING ACTIVITIES:
4. Generalization
It is easier to get employed or start a career in retailing than in any
other field.
5. Values Integration
The students will show awareness about the importance of retailing
business in the community.
6. Evaluation
ANSWER KEY
6. TRUE
7. TRUE
8. FALSE
9. TRUE
10. FALSE
VIII. ASSIGNMENT:
3. Topic: Importance of Production Plan
4. Words to study:
e. Manufacturing
f. Equipments
g. Hospitalization
h. Capital
Guide Questions:
4. What is Production Plan?
5. Why do we need Production Plan for a Manufacturing Business?
6. How can we design a well production plan to ensure the productivity of
a business?
Reference:
T.L.E. II- (Textbook) By: Villaflor Padullo and Rocena Viernes pp. 281