NAME: ORZAL, RICHARD C.

OR NUMBER: 205968

GOVERNADOR ANDRES PASCUAL COLLEGE

1045 M. Naval St., San Jose, Navotas City

COMPREHENSIVE EXAMINATION
Masters if Arts in Education: Major in Administrative and Supervision

1. How can you deepen your professional skills and competencies in dealing with your
pupils/students in view of mans nature through transdisciplinary approach. Explain in your
discretionary measure.
2. State a Concretize Guidance Program in your own school
3. Article II, Declaration of Policy, Section 17 of the 1987 Philippine Constitution State that “The
State shall give priority to education, science and technology, arts, culture and sports to poster
patriotism and nationalism, accelerate social progress and promote human liberation and
development.” Discuss how you can contribute in the achievement of this policy as a teacher.
4. RA 4670 otherwise known as the Magna Carta for Public School Teacher is recognize as the bible
of the teachers. Discuss how the following areas of the Magna Carta will be utilized in the actual
school setting.
a. Recruitment
b. Hours of Work
c. Teachers Organization
5. Discuss the approaches to be undertaken in the implementation of curriculum in order to attain
the Policy on “No Child is Left Behind” specially in the area of reading and arithmetic.
6. Differentiate and cite examples of the Intended Curriculum from Implemented Curriculum and
Achieved Curriculum

SITUATION:

There are many principles of teaching which teachers can choose from to make her/his teaching
effective, such as: a. Active Teaching, b. Many Methods, c. Individual differences, d. Classroom
Management, e. Integration, etc. However, these principles of teaching to be utilize should be
appropriate to the needs, nature, abilities and uniqueness of our students. Teachers should be
flexible in recognizing the principle to use.
In situations below how can teacher be able to handle effective teaching and classroom
management taking into considerations the different principles of teaching.

7. Situation No. 1

Overcrowding of classrooms due to room shortage in the public schools usually resorted to
heterogeneous grouping of learners (mixture of slow, average and bright learners). Expected
outcomes surely will be failure of instructions. Thus, the ability of the teachers to handle such
situation is challenged. The teacher needs to be skillful in utilizing the appropriate principles of
teaching to address those individual differences. What principles of teaching to be used and
why?
 8. Situation No. 2

Teaching dramatically changed in the present millennium. This happens to suit the new
conditions and learning situations brought by the 21st century. Now modern technology such as
computer, laptop, SMART television, cellphone, etc. are now a part of classroom equipment.
These strengthen teachers to be more of a facilitator and the learners more explorers. What
principles of teaching to be used and why?

9. Write a proposal title following these criteria:

9.1 The variables are clearly specified
9.2 The target population is identified
9.3 The type of relationship being studied between the variables is correctly specified.
9.4 The title includes no non-essential information

10. Recommended practice suggests that which of the following should be involved in the decision-
making concerning curriculum? Why?

I. Curriculum Experts
II. Board of education
III. Professional Staff
IV. Parents and Students

b. I and II only
c. II and III only
d. I, III, and IV only

11. Which of the following is the most crucial question to consider in using community resources in
the classroom? Why?
a. Can the resources be used by several groups at the same time?
b. Have such resources been overused?
c. Would the use of the resources be controversial?
d. How do the resources meet the needs of the program?
e. What time limits have been established for the use of the resources?

12. How will you apply Transactional Leadership in the classroom? Should Transactional Leadership
is absent or wanting in your organization, what interventions should be done to acquire it?
1.

Deepening professional skills and abilities to interact effectively with students requires a nuanced
understanding of human nature and a transdisciplinary approach can provide valuable insights and
strategies. From an educational perspective, students are not just recipients of information, but complex
individuals with different backgrounds, experiences, and stages of development. By integrating
perspectives from various disciplines such as psychology, social science, psychology, and even theory,
educators can develop a comprehensive approach to fostering student growth and well-being.

One important aspect of human nature that an interdisciplinary approach can reveal is the multifaceted
nature of learning itself. For example, drawing on perspectives from psychology, teachers can access
conceptual developmental theories and develop instructional strategies that match students’ cognitive
abilities and stages. Understanding sociocultural factors through a sociological lens allows teachers to
appreciate the influence of students’ cultures on their learning styles and preferences. Neuroscience
helps by shedding light on how the brain processes information and learns, and informs teachers about
effective teaching strategies that improve retention and engagement.

A philosophical approach can encourage teachers to think about broader educational purposes beyond
academic achievement, emphasizing the development of critical thinking, empathy, and moral
reasoning.

As such, this interdisciplinary approach manifests itself in many different ways. Teachers can incorporate
a variety of teaching strategies that appeal to different learning styles, ensuring inclusion and access.
Interdisciplinary projects can be developed that encourage students to explore connections between
disciplines, fostering creativity and problem-solving skills. In addition, understanding the psychological
aspects of motivation and resilience prepares teachers to help students overcome challenges and
develop a sense of achievement.
Furthermore, working collaboratively across disciplines enables faculty to stay abreast of cutting-edge
research and best practices, and to continually refine their teaching style. Professional development
opportunities that integrate insights from a variety of disciplines enable teachers to provide practical
strategies and programs to meet the individual needs and strengths of their students.

In conclusion, engaging with students through an interdisciplinary approach requires them to

acknowledge the complexity of human nature and explore different disciplines to deepen professional
knowledge and skills. By integrating knowledge from psychology, sociology, neuroscience, and
philosophy, teachers can gain a holistic understanding of their students’ needs and experiences. This
holistic approach not only enhances academic learning, but also fosters personal growth, resilience, and
a deeper appreciation for lifelong learning. As teachers continue to shape their practices through
interdisciplinary collaboration and reflective practice, they empower themselves to meaningfully impact
the lives of their students and thrive in a rapidly changing world
2.

As an aspiring teacher, it is important to look at the complexity of the mentoring process within the
school setting to envision a supportive and enriching environment for students. Such a program will
provide initial development for each student, providing comprehensive counseling, including individual
and group sessions, to meet individual, academic, and emotional needs. Learning support will be key,
with tailored academic skills workshops, teaching programs and career development guides that will
equip students with the skills and knowledge necessary for their future pathways. Integrating social and
emotional learning (SEL) into the curriculum will promote self-awareness, empathy and resilience, while
services such as conflict resolution training and mindfulness programs will foster a positive school
climate. Parent involvement through conferences and community partnerships will strengthen the
support network, ensuring a collaborative approach to student success. Continuous monitoring and
evaluation of program impact will ensure continuous improvement, ensuring that it continues to meet
the evolving needs of students and the broader educational context. This comprehensive program aims
not only to enhance academic achievement but also to provide students with the skills and confidence
needed to succeed personally and professionally.

3.

As a teacher, I play an important role in helping to achieve the policy outlined in Section 17 of the Policy
Declaration of Article II of the 1987 Philippine Constitution. This policy emphasizes the national
commitment to give priority to education, science and technology, arts, culture and sports to promote
patriotism, accelerate social progress and promote human freedom and progress.

First, in education, I can contribute by ensuring that my teaching methods are effective and inclusive and
meet the needs of diverse learners. By nurturing critical thinking, creativity and a thirst for knowledge in
my students, I empower them to become knowledgeable and active citizens who contribute positively to
society. Values teaching and emphasis on civic responsibility further strengthen their understanding of
patriotism and nationalism.

Second, incorporating science and technology into my curriculum not only prepares students for the
workforce of the future but also encourages innovation and problem-solving skills. By incorporating
hands-on activities and projects using technological tools, I impart practical skills to students that are
essential for social advancement and economic development.

Third, my teaching includes celebrating various expressions of Filipino heritage, traditions, and culture to
promote arts, culture, and sports. Through music, dance, visual arts and literature, I help students
appreciate their culture and respect the diversity of cultures in the country. Student participation in
sports not only promotes physical health but also inculcates values such as teamwork, discipline and
sportsmanship.

Also, as a teacher, I am committed to providing a supportive and inclusive classroom environment where
every student feels valued and respected. By promoting a culture of respect and understanding, I
contribute to social improvement by raising individuals who have empathy and compassion for others,
regardless of difference.

Finally, I recognize the importance of continuous professional development to keep abreast of current
educational trends and strategies. By actively participating in workshops, seminars and collaborative
learning communities, I improve my teaching practices and contribute to the overall development of the
educational profession.

In conclusion, my daily efforts as a teacher are consistent with the constitutional mandate of prioritizing
education, science and technology, arts, culture and sports. By motivating my students to excel
academically, appreciate their cultural heritage, embrace technological advances, and instill civic
responsibility, I strive to contribute meaningfully to a society that prosperous and inclusive as envisioned
by the Philippine Constitution has been realized.

4.

RA 4670, also known as the Magna Carta for public school teachers, is an important legal framework
defining the rights and privileges of public school teachers in the Philippines Let’s talk about how specific
aspects of this law are applied in real school settings:

a. Recruitment

The Magna Carta for public school teachers in particular addresses recruitment by ensuring that the
selection process is fair, transparent and based on merit. In the school setting:
Qualifications and standards: The law sets minimum qualifications for teachers, ensuring that only
qualified individuals are hired.

Selection Process: Schools have to follow standard recruitment procedures, which usually involve
competitive tests and interviews.
Equal Opportunity: Prohibits discrimination based on age, sex, religion, race, or political affiliation, and
guarantees equal opportunity to all qualified applicants.

In practice, schools adhere to the following policies:

 Public and wide posting of vacancies.

 Competitive tests and interviews should be conducted to screen the candidates.
 Following guidelines to ensure transparency and fairness in the selection process.

b. Hours of Work

This section of the Magna Carta governs the working hours and duties of teachers in order to promote
their welfare and effective teaching:

Maximum Teaching Hours: Limits the number of hours teachers may be required to teach per week to
avoid overwork.

Preparation and Grading Time: Commands adequate time for course preparation, grading, and other
important tasks.

Non-instructional time: Teachers are entitled to non-instructional time for professional development,
seminars, and other activities.

It is important that schools follow these rules in order to:

  Ensure teachers have sufficient time for lesson planning and preparation.
 Preventing burnout by limiting excessive teaching hours.
 Facilitating professional development through workshops, seminars and collaborative
workshops.

c. Teachers Organization

RA 4670 also takes away the right of teachers to organize for professional purposes:

Teachers Organization: The Act allows teachers to form associations, associations, or societies to
promote their professional interests.

Collective Bargaining: Supports collective bargaining for better working conditions, wages and benefits.
Professional development: Teachers’ organizations often play a role in professional development
activities and advocating for educational reforms.

In schools, this means:

 Teachers joining unions or associations to jointly advocate for their rights and interests.
 Participate in collective bargaining processes to discuss fair wages, benefits, and working
conditions.
 Participation in professional development programs organized by these organizations to enhance
teaching skills and knowledge.

Overall, the Magna Carta for public school teachers is a foundational document that ensures the rights,
welfare, and professional development of teachers in the Philippines. Its policies are critical to creating a
fair and supportive environment in schools, thus improving the quality of education for students.

5.

To successfully implement the "No Child Left Behind" program, especially in reading and mathematics,
several key steps must be taken in curriculum design and implementation. These strategies are critical to
ensuring that all students have the support and opportunity they need to develop proficiency in these
core subject areas.

First, curricula must be carefully designed to align with national standards and educational goals that
emphasize literacy and numeracy skills. This includes clearly defining reading and numeracy learning
outcomes and concepts in each class, and ensuring that skills and knowledge are consistently developed.

Second, differentiated instructional strategies should be used to meet students’ diverse learning needs.
This includes providing additional support and services for students who are struggling, and providing
opportunities to accelerate their understanding of concepts By addressing individual learning styles and
needs, teachers can better ensure that every child has the opportunity to succeed in reading and
mathematics.

Third, professional development is essential for teachers to develop effective teaching strategies and
assessment strategies. Teachers will receive training in evidence-based reading and math instructional
practices, including strategies for comprehension, problem-solving skills, and critical thinking Continuous
professional development helps teachers stay on top of best practices and change them teaching to
meet the evolving needs of students.

Additionally, it is important to use inclusive and collaborative assessments to assess student progress
and identify areas where additional support may be needed. Regular assessments allow teachers to track
individual students’ progress, adjust instructional strategies as needed, and intervene in a timely manner
to ensure no students fall behind.

Collaboration between teachers, administrators, parents, and community stakeholders is also important
in supporting the "No Child Left Behind" initiative. Open communication and sharing help create a
supportive environment in which all stakeholders are engaged in each student’s academic success. This
could be through parental involvement programs, after-school programs, or community partnerships
aimed at providing inclusive learning opportunities.

Finally, resources need to be better allocated to support the implementation of curriculum programs
focused on reading and mathematics. This includes access to quality instructional materials, technology
resources, and specialized support services for students with learning needs.

In conclusion, achieving the goals of the "No Child Left Behind" program in reading and mathematics
requires a comprehensive approach that encompasses curriculum, differentiated instruction,
professional development, assessment practices, collaboration, and resource allocation It also gives you
the opportunity to reach your full potential in these important topics.

6.

Intended Curriculum refers to the planned content, goals, objectives, and learning experiences that
schools and teachers design to meet educational standards and learning outcomes.

Examples: Contains official documents such as curriculum guidelines, standards frameworks (such as the
Common Core State Standards in the United States), curriculum and others. For example, the focus of a
mathematics curriculum would be to teach algebra at the end of 8th grade according to educational
standards set by state or national authorities.
The Implemented Curriculum is what actually happens in the classroom. It shows how teachers and
teachers interpret and apply the intended curriculum to their teaching practices and classroom activities.

Example: The curriculum used in practice can vary widely. This includes curriculum, teaching methods,
teaching materials selected by teachers, and their teaching strategies. For example, a teacher may
choose to teach algebraic concepts using specific textbooks or online resources, and use project-based
learning strategies to reinforce those concepts

Achieved Curriculum is what students actually learn and understand as a result of the formal curriculum
they have developed and implemented. It focuses on the knowledge, skills and competencies that
students acquire through their educational experiences.

Example: Lessons learned are tested in exams, tests, projects, and other types of assessments. For
example, students’ understanding of algebraic concepts, ability to solve algebraic problems, and
application of algebra in real-world situations after completing an algebra course would form the
Achieved curriculum.

Intended vs. Implemented: The main difference is planned vs. implemented. damp. A formal curriculum
is a plan or system, whereas an implemented curriculum is how that plan is implemented in the
classroom.

Implemented vs. Achieved: The implemented curriculum is concerned with what teachers do in the
classroom, while the empirical curriculum examines what students actually learn and demonstrate.

Intended vs. Achieved: The formal curriculum sets goals and expectations, while the achieved curriculum
measures whether students have met those goals.

Understanding these differences helps educators and policy makers to refine instructional practices,
ensuring that what is planned (Intended Curriculum) and what is actually taught and learned
(Implemented and Achieved Curriculum) are well aligned.

7.

In situation no. 1 where classes are overcrowded and heterogrouping (mix of slow, average, bright
students) is inevitable due to lack of space, effective teaching is classroom effective internal planning
becomes particularly challenging for the teacher Consideration of instructional theories This situation
can be effectively addressed using several strategies:

Active learning: Actively engage students in the learning process. Use strategies such as group work,
discussion, and hands-on activities that allow students to interact with the material and with each other.
This approach can help address different learning speeds in heterogeneous groups.

Differentiated Instruction: This theory adapts learning content, strategies, and outcomes to meet student
learning needs. Teachers can provide a variety of instructional strategies, materials, and assessments to
meet the individual needs of slower, weaker, and brighter students in the same classroom

Diversity: Use a variety of instructional methods and techniques to effectively reach all students. For
example, lectures can combine group work, multimedia presentations, and individual projects to address
learning strategies and steps.

Individual Differences: Recognize and meet each student’s unique learning style and needs. This can
include personalized curriculum, additional support for struggling students, and enrichment
opportunities for advanced students.

Classroom management: Establish clear expectations, policies, and procedures to create a healthy
learning environment despite the challenges of overcrowding and disparate groups. Effective classroom
management can help reduce disruption and maximize learning time.

Integration: Integrate topics and real-world applications into the curriculum to keep all students relevant
and engaged. This approach can help bridge understanding gaps and enable students to integrate their
learning across disciplines and contexts.

To summarize, in situation 1, the teacher should focus on principles such as active learning,
differentiated instruction, multiple strategies, recognition of individual differences, classroom
implementation a effectiveness, and on integrating learning. These principles are important because
they allow for and adapt to the needs, learning styles, and abilities of an overcrowded, heterogeneous
classroom By using imagination in these ways with, a teacher can increase instructional effectiveness and
ensure that all students have the opportunity to learn and succeed.

8.

In Situation No. 2, where teaching has evolved significantly due to the integration of modern technology
into the classroom, teachers need to adapt their approach to effectively leverage these tools while
ensuring effective teaching and classroom management. Here are the principles of teaching that can be
particularly useful in this context:

Integration: Seamlessly integrate technology into learning practices. Use computers, laptops, SMART TVs,
cell phones, and other digital devices to engage students in interactive, multidisciplinary activities to
enhance the learning experience Integration helps relevance learning large and connected to the digital
world students know outside the classroom.

Active learning: Emphasize active learning methods in which students actively participate in the learning
process. Use technology for collaborative projects, simulations, virtual labs, and interactive exercises that
encourage exploration and discovery. Teachers act as guides guiding students through meaningful
learning experiences rather than simply providing information.

Multiple methods: Use a variety of teaching methods including technology. This can include flipped
classrooms (where instructional materials are delivered online and class time is used for activities and
discussion), blended learning methods (mixing online learning with traditional face-to-face learning), and
teaching a differing in the use of digital tools to meet diverse learning needs and preferences.

Individual Differentiation: Identifying and accommodating students’ individual learning preferences,

abilities, and needs through personalized learning strategies facilitated by technology. Adaptive learning
software and platforms can provide custom content and feedback tailored to each student’s progress
and learning pace.

Classroom Management: Manage the use of technology effectively to maintain a productive learning
environment. Establish guidelines and expectations for the use of technology, ensure a reliable Internet
connection, and provide technical assistance as needed to minimize disruption and provide an
opportunity for learning species have grown.

21st century skills: To develop critical thinking, creativity, collaboration, communication and digital
literacy in students. Use technology to facilitate these skills through project-based learning, online
discussions, multimedia presentations, and real-world applications.

Flexible Learning Spaces: Leverage technological innovation to create flexible learning environments that
can accommodate a variety of learning styles and group dynamics. Virtual classrooms, online forums,
and digital forums allow seamless learning and collaboration beyond traditional classroom hours.

In summary, teachers should focus on principles such as integrating technology, active learning
strategies, using different teaching methods, celebrating individual differences role through personalized
learning, maintaining the use of technology in the classroom, and developing 21st century skills and
building Flexible learning spaces. These principles align with the evolving educational landscape of the
21st century, where technology plays a central role in improving academic performance and student
engagement. By embracing these principles, educators can harness the power of technology to
transform the learning experience and prepare students for success in a digital and connected world.

9.

Title: "Impact of Socioeconomic Status on Academic Achievement among High School Students in Urban
Areas"

9.1 The variables are clearly specified: The variables in this proposal are socioeconomic status and
academic achievement.

9.2 The target population is identified: The target population is high school students.

9.3 The type of relationship being studied between the variables is correctly specified: The proposal aims
to study the impact (relationship) of socioeconomic status on academic achievement.

9.4 The title includes no non-essential information: The title is concise and includes only essential
information related to the variables, target population, and relationship being studied.

10.

Recommended practice Decision making regarding curriculum should include all of the following.

I. Curriculum experts: Curriculum specialists bring significant knowledge and experience in curriculum
design, educational concepts, instruction, and subject-specific expertise. Their input ensures that the
curriculum is well-designed, effective, and consistent with educational standards and goals.

II. Board of Education: The Board of Education represents the interests of the community and oversees
education policy. They also play a key role in approving curriculum changes, ensuring alignment with
broader educational goals, and addressing community concerns.

III. Professional Staff: Teachers and teachers implement the curriculum directly in the classroom. Their
input is important because they have practical experience with their students and understand what
works well in teaching and learning. Their insights ensure that the curriculum is feasible, practical, and
meets the needs of students.

IV. Parents and students: Parents and students are stakeholders in education whose views are important.
Parents provide insight into how the curriculum impacts students at home and in the community, while
students provide valuable feedback on their learning experiences and needs. Their input helps ensure
that the curriculum is appropriate, inclusive, and meets the needs of students.

Therefore, the correct answer is d. I, III, and IV only.

11.

d. How do the resources meet the needs of the program?

Why:
The primary goal of using community resources in the classroom is to enhance the educational
experience and to ensure that the resources are aligned with learning objectives and program needs.
Here’s why this idea is most important:

Educational Communication: Resources should directly support curriculum and learning objectives. If
resources do not meet educational needs, their use may not contribute effectively to students’
understanding and skill development.

Enhancing Educational Value: Ensuring that resources meet the needs of the program enhances their
educational value. It ensures that students acquire the appropriate skills and experiences intended by
curriculum and teachers.

Managing time and effort: Teachers and students have limited time. Focusing on materials that meet the
needs of the system ensures the best use of time and effort, avoiding the use of materials that may be
interesting but do not align with the primary learning objectives.

Tailor-made Learning Experiences: Community-aligned materials can be effectively incorporated into

curriculum to provide customized and contextual experiences this customized approach can provide
students with a it makes more sense and is more interesting.

Continuity of the program: The use of materials consistent with the program helps to ensure continuity
and consistency of instruction. Unrelated or irrelevant items can disrupt the flow of the assignment and
confuse students.

While other considerations (a, b, c, and e) are important, they are secondary to ensuring that resources
meet the educational needs of the program. For example, although the provision of resources to many
groups or to multiple groups is beneficial, these resources do not apply if resources do not support the
goals of the program and therefore the needs of the program are not supported diversity is the most
important factor in meeting the needs of the system.

12.

Transactional leadership, characterized by clear policies, rewards, and punishments, behavioral

leadership can be very effective in the classroom. To implement this leadership style, the teacher first
established clear expectations and goals for the students. It outlines the rules, grades, and consequences
of meeting these standards. By establishing these boundaries, students understand what is expected of
them and what they need to do to be successful.

A teacher who practices leadership can reward students for good performance with tangible rewards
such as praise, extra credit, certificates or small prizes. Conversely, failure to meet expectations will
always have consequences, such as reduced grades or other assignments. This approach creates a
predictable and structured learning environment where students know that their efforts will directly
affect their results.

For example, a teacher might set a goal for the class to score 85% on a test. If the class meets this goal,
they can earn rewards such as a class party or homework vouchers. If objectives are not met, the class
may need to complete additional review sessions to ensure understanding of the issue. This program not
only motivates students to perform well, but also holds them accountable for their learning.
When communicative leadership is lacking or absent in an educational organization, several resources
can be used to encourage and strengthen this leadership style. First, there is a need to provide
professional development for teachers and administrators in the principles and practices of transactional
leadership. Workshops and coaching can provide employees with the skills necessary to set clear
expectations, apply rewards and punishments effectively, and remain consistent in their roles.

Second, the institution should develop formal policies that describe expected behaviors, learning
objectives, and corresponding rewards and consequences These policies should be clearly
communicated to staff and students so that everyone understands the policies a they work under it.

Additionally, the organization can establish a system for regular evaluation and feedback. It is possible to
observe teachers and provide constructive feedback on how behavioral leadership practices are being
implemented. This ongoing support refines their approach and improves consistency throughout the
organization.

Finally, involvement of a broad range of parents and students can help strengthen behavioral leadership.
By communicating expectations and goals, parents can support their children’s learning at home and
contribute to collaboration.

In summary, implementing communicative leadership in the classroom requires setting clear

expectations and using rewards and punishments to motivate students. In the absence of this leadership
style, providing professional development, implementing formalized policies, conducting regular
assessments, engaging and establishing community members as identities are key drivers participate in.
This structured approach can significantly increase student performance and create a disciplined
learning environment.