REPUBLIC OF T HE PHLIPPINES

Polytechnic University of the Philippines

Commonwealth Campus

Student Teaching Portfolio

Assigned at:
San Mateo National High School
Guitnang Bayan 1, San Mateo, Rizal
SY 2010-2011

Submitted to:
Prof. Sheryl Morales
Coordinator

Submitted by:
Ms. Gemmarie E Lumingkit
BBTE IV-1

March 2011
 ACKNOWLEDGEMENT

The author wishes to express her sincere appreciation to the many people who have
willingly & generously help to fulfill her teaching practicum.
These are the following:

To my Prof. Marilyn F. Isip and Prof. Sheryl Morales for their guidance and advices
during our practicum. They imparted their knowledge to us.
To the school Principal, Dr. Vidal F. Mendoza for encouraging us to pursue our teaching
career.
To the TLE Head Teacher, Mrs. Rowena V. Buñag for accommodating us and for her
unceasing attention to correct our mistakes and criticizing us to develop our teaching function.
Special mention goes to the teachers of San Mateo National High School especially to the
teachers of TLE Department for sharing their ideas and valuable materials.
Expression of gratitude is also due to the author’s cooperating teacher, Mrs. Rosalia D.
Romero who molds me at my best and for giving her time to share her knowledge and
experience to me. She guides me to carry out my problems and work effectively.
Special thanks are also due to my Fourth year students Section 13, who are close to me
and taking the major part of my practice teaching, as the participants in my final demonstration
for their full support, encouragement and concern.
Words of recognition and gratitude go to the author’s family for their perseverance,
understanding and tender loving care.
Expression of gratitude will not be complete without acknowledging my co-student
teachers or classmates all of them have contributed to the completion of this portfolio.
Finally, to God Almighty, for his guidance & providence.
INTRODUCTION

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 the students. This is the time for him to find out the

strategies, tactics,& 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.

The teacher must understand the theories of learning and the psychology of the mental

process to be effective. He/ She develop techniques for the correction of errors an all types of

learning. Students who have failed in learning invariably have emotional difficulties by the

failures.

The teacher serves as guide, counselor, consultant or director according to the situation.

Students are equipped with a genuine desire to contribute to group thinking and to help solve the

problem on hand. Teacher should be encouraged student participation. Each learner should be

given a chance to become the leader. The teacher should orient the students on the qualities of a

good group leader.

An effective teacher is one who honed his skills in the art of teaching. He/ She

demonstrates proficiency in the use language, adopts varied teaching strategies, recognize

change, applies innovations, revises techniques for optimum results and allows himself to

be guided by acknowledgment principle and theories in education.

 STUDENT TEACHER’S PRAYER

Dear God

God grant me wisdom, creativity and love.

Thank you for allowing me to have the chance to help these students learn about their
potentials. Because of that, you’ve allowed me to learn my own.

Half of this journey has given me sorrows, worries, nervousness, lots of perspiration,
sleepless nights and heartbreaks; but I thank You and the people around me for giving me those
for it did not turn me into an insensitive person but it turned me into a wiser, calmer, smarter
and stronger person. It helped me become a real fighter.

Half of this journey has opened my eyes to reality. I am glad that as early as this time I
am taught to be prepared of what life would be after completing this journey.

Half of this journey has proved to me that a person’s attitude matters the most. Nothing is
more important to remind myself about but the passion to do what I am supposed to do for the
rest of my life.

The most important of this journey were the people I met: teachers, students,
classmates, student-teachers from other schools and new friends. Knowing all of them was the
greatest experience.

Lastly, God, thank You for giving me rain at times when I just needed something to wash
all the pain and savor the joy out of me. It always lightens up my day. It made me feel that You
were always there with me every step that I take. This school year is one of the most
unforgettable year for me.

Through Christ our Lord.

 STUDENTS’ PRAYER

God of Light and Truth,

thank you for giving me

a mind that can know

and a heart that can love.

Help me to keep learning every day of my life,

for all knowledge leads to you.

Let me be aware of your presence

in all things and at all times.

Encourage me when work is difficult

and when I am tempted to give up;

encourage me when my brain seems slow

and the way forward is difficult.

Grant me the grace to put my mind to use

exploring the world you have created, and

confident that in you there is a wisdom

that is real

Through Christ our Lord Amen.

GEMMARIE E. LUMINGKIT

#36 Q Saint Joseph Street Brgy. Holy Spirit Quezon City

Contact No. 09995185925

Email Address: geemzmariegel@gmail.com

PERSONAL DATA

Birthday : April 20, 1988

Birthplace : Quezon City

Status : Single

Citizenship : Filipino

Religion : Jehovah’s Witness

Height : 5’4”

Weight : 48 kilos

Father’s name : Anacleto M. Lumingkit

Mother’s name : Rosalina E. Lumingkit

EDUCATIONAL ATTAINMENT:

Tertiary Education:

Polytechnic University of the Philippines (PUP)-Quezon City

Don Fabian St. Barangay Commonwealth Quezon City
Bachelor of Business Teacher Education (BBTE)
School Year 2005- present
 Secondary Education:

Largo High School (LHS)

Greater Lagro Subdivision Quezon City
School Year 2001-2005

Primary Education:

Doña Juana Elemntary School (DJES)

Saint Catherine Street Barangay Holy Spirit Quezon City
School Year 1995-2001

WORK EXPERIENCES:

San Mateo National High School

San Mateo, Rizal
Student Teacher
January 2011- April 2011

Jollibee Foods Corporation

Ever-Commonwealth Dmma1
Service crew
May 25 - November 15 2009

Jollibee Foods Corporation

Ever- Commonwealth Dmma2
Service crew
November 24 2008 - May 08 2009

CHARACTER REFERENCES:

Prof. Artemus Cruz

Guidance Counselor
Polytechnic University of the Philippines
Quezon City
952-78-17

Ms. Bernadine Ungos

Manager
Jollibee DMMA 2
Quezon City
4285337
Ms. Cherrylyn Esparagoza
Administrative Staff
Polytechnic University of the Philippines
Quezon City
428-91-44

QUALIFICATION SKILLS

Computer Literature

Microsoft word, Power Point and Internet Surfing

Can work under Pressure with minimum supervision, hardworking, honest, can handle official

workloads as needed, willing to undergo training and cooking.

COURSE OUTLINE

1. Familiarize student’s observers with their responsibilities to the prospective students and

teaching staff of the school where they will have their observation and ultimately become

their training institution.

2. Integrate meaningfully classroom lecture to concepts, theories, principles and process of

teaching and learning.

3. Provide the student teacher’s opportunities to observe how principles of learning and

techniques of teaching are implemented in an actual classroom work.

4. Orient student teacher’s how to establish good public and human relations with the

school officials, staff and students.

5. Prepare the student teachers to acquire experiences through participation in classroom

work and special school assignments like participating in preparing test materials for

national competition in their field of expertise, training students for national competition

in their field of expertise, training students for national competition, room improvements,

preparing bulletin boards, and other jobs related to teaching which the school officials

deem necessary.
OBJECTIVE OF STUDENT TEACHING

1. Apply the theories, principles and techniques learned in the professional education courses
whenever needs arise specially in actual classroom situations.

2. Acquire varied teaching competencies to be effective.

3. Develop ones personality.

4. Develop insight on the teaching learning situations and ways of evaluating them.

5. Orient oneself to school environment and promote school community relationship.

6. Acquire first hand experiences in dealing with children.

7. Develop a teaching philisophy.

8. Acquire a unified perspective of a teacher’s role; and

9. Experiment working with new principles and information.

 THE STUDENT TEACHING CODE

I. Responsibility to the Student

1. The student teacher is a professional practitioner in his relationships with his students.
All data concerning the school and the students must be kept confidential.
2. The student teacher refrains from imposing his religion or political views upon his
students.
3. The student tescher recognizes his continuing need for understanding student growth
ang development.

On the basis of understanding, he develops:

1. A learning program oriented to the individual capacities of his students.
2. A social climate which encourages personal integrity and social responsibility.

II. Responsibility to the Host School

1. The student teacher acts only through accepted channels of communication and
authority in the school system.
2. The student teacherrecognizes his duties, responsibilities, and priveleges.
3. The supervising teacher is legally responsible for and in control of the class; therfore,
the student teacher assumes only the authority which has been delegated to him.
4. The student teacher respects the professional rigths ang personal dignity of the
supervising teacher, regular teacher ( critic or cooperating teacher) and other staff members, the
college supervisor and the student observers in the classroom situation.
5. The student teacher who encounters difficulty in a professional situation first consults
the supervising teacher. If he desires additional aid, he will take the matter to the Departmant
Head or Dean.

III. Responsibility to the Teacher Education Institution

 1. The student teacher recognizes that eny misconduct is a reflection upon the teacher
education institution. He upholds the standards of the institution in his professional right.
2. The student teacher approaches his own learning institution with a positive attitude.
3. The student teacher appreciates and makes constructive use of assistance of the student
teaching or college supervisor in adjusting to professional practice.

IV. Responsibility to the Profession

1. The student teacher shows pride in and considers himself a member of the profession.
He acts according to the established ethics in all matters.
2. The student teacher maintains membership in and supports professional organization.
3. The student teacher is a reader; he keeps up-to-date on professional matters and current
affairs.
4. It is the student teachers responsibility to obtain information about the legal aspects of
his professional practice and certification.
5. Placement
A. The student teacher, looking forward to placement, establishes a file in the
professional placement office.
B. Prior permission is obtained from people whose names are used as professional
references.
C. Applicants use only professional channels and do not employ political pressure
in obtaining a position.
D. The student teacher does not apply or underbid for a position held by a
qualified teacher.
E.In order that the administation may best utilize the prospective teachers ability
the student teacher will be candid in the atatement of his competencies.
 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6,
P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics
for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their noble
profession, and they strictly adhere to, observe, and practice this set of ethical and moral
principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers. Committed to its full realization, the provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions
at the preschool, primary, elementary, and secondary levels whether academic, vocational,
special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations; provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not
use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake in
any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due
credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position
such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear
to be an unprofessional and unethical conduct of any associate. However, this may be done only
if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he
respects the system of selection on the basis of merit and competence; provided, further, that all
qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal feeling
or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.

Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
‘Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, provided that such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In case of any
complaint, teachers concerned shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner’s
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the practice
of teaching profession, or reprimand or cancellation of his temporary/special permit under causes
specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules
and Regulations Implementing R.A. 7836.

Article XIII: Effectively

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission
and after sixty (60) days following its publication in the Official Gazette or any newspaper of
general circulation, whichever is earlier.
 Polytechnic University of the Philippines

Vision

Toward a Total University

Mission

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

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

and Foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the

changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and

competence among all members of the academe, stressing their importance in building a

truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as

the advancement of moral and spiritual values;

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

5. Develop in the students and faculty the values of self-discipline, love of country and

social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader

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

7. Make the students and faculty aware of technological, social as well as political and

economic problems and encourage them to contribute to the realization of nationalist

industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop

proficiency in English and other foreign languages required by the students’ fields of

specialization;

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

academic community where people of diverse ideologies work and learn together to

attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and

cultural life throughout the world; a community enriched by the presence of a significant

number of international students,; and a community supported by new technologies that

facilitate active participation in the creation and use of information and knowledge on a

global scale.
Goals

Reflective of the great emphasis being given by the country’s leadership aimed at providing

appropriate attention to the alleviation of the light of the poor, the development of the citizens,

and of the national economy to become globally competitive, the university shall commit its

academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of

quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant and

responsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and

qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and individual

returns and benefits derived from the utilization of higher education resources.

Philosophy

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

• Education is an instrument for the development of the citizenry and for the enhancement

of the 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.

 SAN MATEO NATIONAL HIGH SCHOOL

HISTORY OF THE SCHOOL

The school was established in 1985 through the leadership of the former Municipal
Mayor Nemesio Roxas. The school started with 90 first year students with only 5 teachers
through the approval of a temporary permit #73. Soon, the exceedingly large enrollees in the
next school year, 1986-1987 paved the way for the hiring of more teachers and non-teaching
personnel. Initially, Dr. Crisanto Rivera acted as the Officer-In-Charge. Upon his exit in 1986,
Mrs. Leticia A. Bautista took office for two consecutive years until 1988.

Later, San Mateo Municipal High School was converted to a National High School under
the management of Ms. Juana M. Garrovillas who served as the principal from 1988-2000.
Apparently within her term, she was able to transpire physical improvements of the school
facilities to meet the demands of the growing population. Makeshifts and 2 Ynares Buildings
were constructed through her consistent follow up at the municipal and provincial offices. Until
then, Computer Room, Science Building, H.E. Room and Library were made possible for quality
service.

Meanwhile, the first annex was established in 1994 pursuant to R.A. # 6655 addressing
the growing need of the barangay for a public school in Barangay Silangan, San Mateo, Rizal.
The annex started with one section of first year. When the AFP Retirement and Separation
Benefit System granted the deed of donation on March 22, 1997, providing their own school site,
Silangan Annex was separated from the main. It is therefore renamed, Silangan National High
School under the leadership of Mr. Remigio Olesco as the former Teacher-In-Charge and
presently managed by Mr. Ricardo C. Vergara, Principal I. Later, another annex was founded,
the Sto. Niño Annex which was headed by Mrs. Carmelita G. Olesco followed by Mrs. Flora V.
Caron as TIC’s, to address the growing population of Barangay Sto. Niño. In 2006, this annex
was declared as an Independent School, presently known as Sto. Niño National High School.
 SAN MATEO NATIONAL HIGH SCHOOL

VISSION

San Mateo National High School is a center of

excellence in Basic Education.

MISSION

San Mateo National High School shall produce

academically excellent students who are God-loving,

productive and well-rounded citizens

 Department of Education

San Mateo National High School

San Mateo, Rizal

February 25, 2011

I. Objectives

At the end of the lesson 75% of the students should be able to:

1. State the meaning of the advertising.

2. Enumerate the reasons for advertising
3. Explain the good and bad side of advertising
4. Appreciate the importance of advertising.

II. Subject Matter

A. Content Area : Business Management
B. Topic : Advertising
C. Reference : Economics Concepts and Trends
by John Alvin Tiampson pp 69-73
D. Instructional Materials : Visual Aids, pictures, chalks, eraser

III. Procedure

A. Preparatory Activities

1. Daily Routine
- prayer
- greetings
- checking of attendance / uniforms
2. Review of Past Lesson
- What is consumption?
- What are the factors that affect consumer behavior?

IV. Developmental Activities

1. Motivation
 “Hulaan Mo Commercial Ko” – showing different famous tag lines of
advertisement and let the students guess what advertisement it is. Students will
also give tag lines to the class.

2. Presentation

2.1 Statement of the meaning of advertising.

2.2 Enumeration of the reasons for advertising.
2.3 Explanation of the good and bad side of advertising.
2.4 Appreciation of the importance of advertising

3. Generalization
Advertising has a very big impact on the consumption behavior of people.
And it has been used by individuals, groups and companies to promote their
product and advocacies.

4. Application
Students will create their own advertisement with effective tag lines for
the product that will assign by the teacher.

V. Evaluation

Enumeration

Directions: Enumerate the following.

1-4 give at least 4 reasons for advertising

5-7 give the good side of advertising

8-10 give the bad side of advertising

VI. Assignment

Topic : Protecting the Consumer

A. Word for study: hazards, assertiveness, provisions, deceptive, welfare, responsibility

B. Guide Questions :
1. What is Republic Act 7394
2. What are the responsibilities of a consumer?
C. Reference : Economics Concepts and Trends by John Alvin Tiampson pp 74-76
 First week
January 18 - 21

My first day in San Mateo National High School is very exciting but nervous. After the

long wait, finally this school accommodate us together with my co- student teacher. At first I

don’t even know what to do. As a student teacher who are new in this place I’d rather choose to

get some help with my co student teacher who are here for a long time since the Observation

Period. After the principal approved our permit for OJT and even the MOA (Memorandum of

Agreement) were still on the process. The TLE Head Department, Mrs. Rowena V. Buñag, gives

us some important things to remembered and interviewed us. Then she introduce us to our critic

teacher. Ma’am Rosalia D. Romero was my critic teacher, she handled fourth year students. She

is also one of the canteen manager.. Our first week was very difficult for me because of the

adjustment period on my students who are new to me.. When I first came in to the students

everyone look at me that actually the same thing happened when I was on my observation days.

And I know this is the start of my journey as a certified student teacher.

Second week
January 24 - 28

Month of January was getting to know each other with my co- teacher and also with my

students in San Mateo National High School. Almost a week when I already memorized the
names of

my students and other teacher that sometimes I don’t know how to pronounce their names
because
 out of this word ..!! hahaha.. Even like that I’m so happy to meet new friends, new students
although I

miss my former students.

Third week
January 31 – February 04

The next week my critic teacher was handled me and helped me on what I’m going to

teach she barrowed me some books that helped me to my everyday classes. And also as a guide

for me, she was also teach me on how to make a lesson plan. She also give the time of her

teaching with their different section she handled. As part of our daily routine I realized that this

kind of job is not really simple, you need to be a hardworking, patient to your students, energetic,

loving person too. As much as possible be happy of what your doing don’t be mad in a little

things happened just go and continue what makes yourself happy.

Fourth week
February 07 - 11
I always do my Lesson plan every day I need to remind myself to check all the lesson that
I discuss because every lesson is equivalent to one lesson plan. My critic teacher always checked
my work and she also checked my visual aids every now and then. She always reminds me to do
my lesson plan and advanced it so that I have a time for myself. I fully appreciate ma’am
Romero for being such a great critic to me and at the same time a sister and mother for me, I love
the way she give advice and sometime if she knows I’m tired she always say to me “ok I handled
the next section stay here in the canteen and take a rest I know you’re tired”. But even I like that
I always give thanks.

Fifth week
February 14 - 18
Our busy week I know, because many programs will happen on this week. The

preparation for the fourth and third year promenade night “J&S Prom”. And also the
computation of grades was the very haggardness. From the third grading up to the last grading

we need to compute it. The recitation, test papers, quizzes, oral examination and other activities

in the classroom. And also it was my last week of preparation for my Final Demonstration. It

was the moment of truth almost a month I prepared for this and it was a very exciting happened

that everyone are waiting for. Thank God for the life and good memories and also the guidance

that he gives to me, it was a gift that I will treasure from the rest of my life.

Sixth week
February 21 - 25
The fourth grading is here, the result of the last grading was revealed it makes me

disappointed but because I’m not the one who did their examinations results. All of them were so

sad because of the low results of their examination they have had. And of course, students are

not yet ready for the new discussion because they were not recovering about the past

examinations and they were doing their projects or requirements at the same time. This week is

also the most memorable week for me because after all the hardship and preparation my Final

Demo is coming!!

Seventh week
February 28 – March 04

Eight week
March 07 - 11
 Ninth week
March 14 – 18

Tenth week
March 21 - 25

Eleventh week
March 28 – April 01
 CURRENT

TRENDS AND
 ISSUES IN

EDUCATION

Taking On the National Board for Professional

Teaching Standards: Alignment, Recognition and
Representation

Frank Serafini, Ph.D. University of Nevada, Las Vegas

The National Board for Professional Teaching Standards (NBPTS) was established in 1987 to
develop and operate a system of advanced certification; including a set of high and rigorous
standards of accomplished teaching and an assessment system designed to measure these
standards. Utilizing a qualitative, case study framework, this research project was designed
to investigate the meaning perspectives associated with the NBPTS certification process from
the point of view of a National Board candidate interacting with the procedures, assessments
and requirements necessary to achieve certification. The study asserts the candidate focused
on the alignment of her teaching to the vision of accomplished practice set forth in the
NBPTS standards, the possible recognition of being NBPTS certified, and the challenges with
representing teaching practices through the assessment vehicles provided in the certification
process.

National Board for Professional Teaching Standards

Teacher Evaluation

Teacher Certification

Teaching Standards

Portfolio Assessment

“The mission of the National Board is to establish high and rigorous standards for what
accomplished teachers should know and be able to do, to develop and operate a national
voluntary system to assess and certify those teachers who meet these standards, and to
advance related education reforms for the purpose of improving student learning in American
schools.” (NBPTS, 1989). In the opening statement from the document entitled, “Towards
High and Rigorous Standards: What Accomplished Teachers Should Know and Be Able To Do”
(NBPTS, 1989), the National Board for Professional Teaching Standards (NBPTS) expresses
its mission to create a set of standards that describe in detail the board’s vision of
accomplished practice, and a certification system designed to assess and certify teachers
who match this vision.

The NBPTS was initiated to increase the professional development of teachers, the status of
the teaching profession and the quality of education in America (NBPTS, 1987). By
establishing high and rigorous standards, and developing an extensive assessment and
certification system, it has been suggested that the NBPTS will have a profound effect both
politically and professionally on the teaching community nationwide (Baratz-Snowden,
Shapiro & Streeter, 1993). Because of the influence the NBPTS certification process may
have on classroom teachers throughout the United States, it is important to understand the
meanings teachers construct concerning the NBPTS standards, the certification process and
its relationship to their classroom teaching practices.

The standards movement in education, of which the NBPTS is associated, has had an
extensive effect on the way teaching, learning and professional development is enacted in
public schools (Noddings, 1997). Like any standards based educational reform movement,
the unifying influences and the assessments that accompany the NBPTS certification process
offer possibilities, as well as challenges, in both political and educational arenas (Eisner,
1998). As a relative newcomer in the professional development arena, the NBPTS process
has yet to be fully documented and understood from the perspective of the teacher
candidates proceeding through the certification process.

In numerous educational publications, classroom teachers that have gone through the
certification process have written about the effects the NBPTS process has had on their lives
and teaching practices (Cascio, 1995; Rose, 1999; Shapiro, 1993). These reports have been
overwhelmingly positive, expressing the impact the NBPTS process has had on teachers’
teaching practices, thinking processes, the enhanced status of the teaching profession and
the improvements in the quality of education provided their students (Buday & Kelly, 1996).

Classroom teachers, university educators, state legislators and members of the business
community have come together to create what the NBPTS describes as "high and rigorous
standards" for a variety of teacher specializations within the teaching profession (NBPTS,
1987). The NBPTS certification process may represent a significant change in the way
professional development and teacher certification is implemented, with all the inherent
possibilities and challenges associated with such an endeavor (Petrosky, 1994).

In contrast to the testimonial evidence provided by various NBPTS candidates and certified
teachers, this study seeks to add to the research literature by describing and interpreting the
meaning perspectives associated with the NBPTS process, as constructed by an elementary
classroom teacher seeking National Board Certification in the Early Childhood Generalist
category of specialization. Working from an interpretivist research paradigm (Erickson,
1986), using a single-case study design (Stake, 1994), this research project was designed to
gain access to the meaning perspectives associated with the NBPTS certification process from
the point of view of a National Board candidate interacting with the procedures, assessments
and requirements necessary to achieve certification.

KEY ISSUES IN PHILIPPINE EDUCATION

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.

TABLE 1: TERTIARY ENROLLMENT AND GRADUATION

BY FIELD OF STUDY. SY 1990-1991

FIELD OF STUDY ENROLLMENT GRADUATION

No. % No. %

Arts and Sciences 196,711 14.6 29,961 13.6

Teacher Training & Education 242,828 18.0 34,279 15.5

Engineering & Technology 273,408 20.3 32,402 14.7

Medical and Health - related

176,252 13.1 34,868 15.8
Programs

Commerce/Business
392,958 29.2 79,827 36.1
Management

Agriculture, Forestry, Fishery,

43,458 3.2 7,390 3.3
and Veterinary Medicine

Law 20,405 1.5 2,111 1.0

Religion / Theology 1,695 0.1 209 0.1

 TOTAL 1,347,715 100.0 221,047 100.0

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.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little

incentive for most of them to take up advanced trainings.

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.

Human right in the Philippines has been a subject of concern and controversy.

According to U.S. Country Profile on the Philippines dated March 2006, the U.S. State

Department reported in 2006 that Philippine security forces have been responsible for serious

human rights abuses despite the efforts of civilian authorities to control them. The report found

that although the government generally respected human rights, some security forces elements—

particularly the Philippine National Police—practiced extrajudicial killings, vigilantism,

disappearances, torture, and arbitrary arrest and detention in their battle against criminals and

terrorists. Prison conditions were harsh, and the slow judicial process as well as corrupt police,

judges, and prosecutors impaired due process and the rule of law. Besides criminals and terrorists,

human rights activists, atheists and agnostics, left-wing political activists, and Muslims were

sometimes the victims of improper police conduct. Violence against women and abuse of children

remained serious problems, and some children were pressed into slave labor and prostitution.

On Wednesday December 7, 2006 International Labor Rights Fund's Brian Campbell tried to

enter the Philippines to continue investigations of recent human rights violations and murders in

the Philippines. Mr. Campbell had previously visited the Philippines in early 2006 to investigate

various deaths of trade unionists including Diosdado Fortuna. On Dec 7, Mr. Campbell was

informed he was on a blacklist by the Filipino immigration authorities and was barred from

entering the country. Mr. Campbell then was immediately forced to leave the country.

United Nations investigation

Since 2001 when President Gloria Macapagal-Arroyo began her term in office over 800 people

have been victims of extra - judicial killings. In 2007 Philip Alston, the United Nations Special
Rapporteur on Extrajudicial, Summary or Arbitrary executions, spent 10 days in the Philippines

investigating these killings. He spoke to witnesses and victims, as well as senior members of the

military and the government, finding that witnesses have been systematically intimidated and

harassed. He says the military is implicated directly or indirectly in a significant number of

deaths. Victims over the past six years have included trade unionists, farmers' rights activists,

people from indigenous communities, lawyers, journalists, human rights campaigners and people

of religion. The European Commission (EC) sent a six-man team of experts from the European

Union (EU) to the Philippines on a 10-day mission to evaluate needs and identify technical

assistance that the EU might provide to help its government prosecute those behind the killings.

Press freedom

The fifth annual Worldwide Press Freedom Index released by the international press freedom

watchdog Reporters without Borders (RSF) has ranked the Philippines among the worst-ranked

countries for 2006 at 142nd place. It indicates the continuing murders of journalists and increased

legal harassment in the form of libel suits as part of the problem in the Philippines. Between 1986

to 2005, 52 journalists have been murdered.

Other allegations

The Philippine government, currently headed by the elected President Gloria Macapagal-Arroyo,

is fighting insurgents such as Islamic groups and the Communist New People's Army.

A spate of extrajudicial killings, estimated by human rights groups at over 800 in the past five

years, has put the Philippines on the human rights watch list of the United Nations and the US

Congress. A UN special rapporteur criticized the Arroyo administration for not doing enough to
stop the killings, many of which had been linked to government anti-insurgency operations.

Interior Assistant Secretary Danilo Valero said the sharp decline, 83%, in the number of political

killings last year, as well as the filing of cases against the suspects, “underline the Arroyo

government’s strong commitment to human rights and its firm resolves to put an end to these

unexplained killings and put their perpetrators behind bars.” Task Force Usig was created in 2006

as the government’s response to the extrajudicial killings. Valero said the yearend statistics

showed “the creation of the task force has been a deterrent” to such crimes.

According to Cher S Jimenez writing in Asia Times Online, as of 2007, there is an increasing

international awareness of the extrajudicial harassment, torture, disappearances and murder of

Filipino civilian non-combatants by the Philippine's military and police. Since the advent of the

"War on Terrorism" in 2001, the people of the Philippines have witnessed the assassinations of

more than 850 mainstream journalists and other public figures and the harassment, detention, or

torture of untold more.

As of December, 2003, the human rights watchdog KARAPATAN had documented human rights

violations against 169,530 individuals, 18,515 families, 71 communities, and 196 households.

One person, it said, was being killed every three days under the Macapagal-Arroyo government or

a total of 271 persons as of December 2003.

E. San Juan, Jr. writes that estimates of killings vary on the precise number, with Task Force Usig

estimating only 114. It has failed to gain any convictions, and as of February 2007 had only

arrested 3 suspects in the over 100 cases of assassination. The online publication Bulatlat states

that "According to a recent international fact-finding mission of Dutch and Belgian judges and

lawyers, Task Force Usig 'has not proven to be an independent body…the PNP has a poor record
as far as the effective investigation of the killings is concerned and is mistrusted by the Philippine

people." Task Force Usig dismissed nearly half of the 114 cases of assassination as "cold" and, of

the 58 cases where charges were brought, has secured only convictions only twice.

Amnesty International states that the more than 860 confirmed murders are clearly political in

nature because of "the methodology of the attacks, including prior death threats and patterns of

surveillance by persons reportedly linked to the security forces, the leftist profile of the victims

and climate of impunity which, in practice, shields the perpetrators from prosecution." The AI

report continues:

the arrest and threatened arrest of leftist Congress Representatives and others on charges of

rebellion, and intensifying counter-insurgency operations in the context of a declaration by

officials in June of 'all-out-war' against the New People's Army . . . and the parallel public

labeling by officials of a broad range of legal leftist groups as communist 'front

organizations'...has created an environment in which there is heightened concern that further

political killings of civilians are likely to take place.

—Amnesty International,

Human Rights Watch, in a 2008 report, reported

2006 saw a sharp increase in the number of extrajudicial killings, which coincided with President

Gloria Macapagal Arroyo’s June 2006 declaration of an “all-out war” against communist

insurgents called the National People’s Army (NPA)...the Philippine government is consistently

failing in its obligations under international human rights law to hold accountable perpetrators of

politically motivated killings....With inconclusive investigations, implausible suspects, and no

convictions, impunity prevails....Out of hundreds of killings and “disappearances” over the past

five years, there have been only two successfully prosecuted cases resulting in the conviction of

four defendants....The number of senior military officers convicted either for direct involvement

or under command responsibility remains zero. The doctrine of command responsibility in

international law means that superior officers can be held criminally liable for the actions of their

subordinates, and also if a superior had reason to know that subordinates under his command

committed an offence and failed to use all feasible means under his command to prevent and

punish it, he too may be found guilty for the offence.

—Human Rights Watch,

Human Rights Watch writes that the murders and kidnappings are rarely investigated by the

police or other government agencies; they often go unreported because of fears of reprisal against

the victims or their families. The Philippine National Police blame investigative failures on this

reluctance, but as Human Rights Watch writes:

[W]itnesses are indeed reluctant to cooperate with police investigations, because of fear that they

would be targeted by doing so. An extremely weak witness protection program exacerbates this

problem.... [Police are often unwilling to vigorously investigate cases implicating members of the

AFP. Families of some victims told Human Rights Watch that when they reported relevant cases

to the police, police often demanded that the families themselves produce evidence and witnesses.

Even when police filed cases with a court, they often identified the perpetrators either as long-

wanted members of the NPA or simply as “John Doe.” Some families told Human Rights Watch

that police gave up investigating after only a few days

—Human Rights Watch,

Most of those killed or "disappeared" were peasant or worker activists belonging to progressive

groups such as Bayan Muna, Anakpawis, GABRIELA, Anakbayan, Karapatan, KMU, and others

(Petras and Abaya 2006). They were protesting Arroyo's repressive taxation, collusion with

foreign capital tied to oil and mining companies that destroy people's livelihood and environment,

fraudulent use of public funds, and other anti-people measures. Such groups and individuals have

been tagged as "communist fronts" by Arroyo's National Security Advisers, the military, and

police; the latter agencies have been implicated in perpetrating or tolerating those ruthless

atrocities.

—Dr. E. San Juan, Jr.,

Right from the beginning, Arroyo's ascendancy was characterized by rampant human rights

violations. Based on the reports of numerous fact-finding missions, Arroyo has presided over an

unprecedented series of harassments, warrantless arrests, and assassinations of journalists,

lawyers, church people, peasant leaders, legislators, doctors, women activists, youthful students,

indigenous leaders, and workers.

—Dr. E. San Juan, Jr.,

According to commentators James Petras and Robin Eastman-Abaya, "Human rights groups

provide evidence that death squads operate under the protective umbrella of regional military

commands, especially the U.S.-trained Special Forces.

2006 is also the year President Arroyo issued Presidential Proclamation 1017. According to Cher

S Jimenez writing in Asia Times Online, this proclamation "grants exceptional unchecked powers
to the executive branch", placing the country in a state of emergency and permitting the police

and security forces to "conduct warrantless arrests against enemies of the state,

including...members of the political opposition and journalists from critical media outlets." With

185 dead, 2006 is so far (2007) the highest annual mark for extrajudicial government murders. Of

the 2006 killings, the dead were "mostly left-leaning activists, murdered without trial or

punishment for the perpetrators." The issuance of the proclamation conspicuously coincided with

a dramatic increase in political violence and extrajudicial killings.

E. San Juan, Jr. alleges that the Arroyo government initially made no response to the dramatic

increase in violence and killings. He writes, "Arroyo has been tellingly silent over the killing and

abduction of countless members of opposition parties and popular organizations." An independent

commission was assembled in August 2006 to investigate the killings. Headed by former

Supreme Court Justice Jose Melo, the group known as the Melo Commission concluded that most

of the killings were instigated by the Armed Forces of the Philippines, but found no proof linking

the murder of activists to a "national policy" as claimed by the left-wing groups. On the other

hand the report "linked state security forces to the murder of militants and recommended that

military officials, notably retired major general Jovito Palparan, be held liable under the principle

of command responsibility for killings in their areas of assignment." E. San Juan, Jr. writes that

later, in February 2007, UN Special Rapporteur Philip Alston implicated the Philippine police and

military as responsible for the crimes. Alston charged in his report that Arroyo’s propaganda and

counter-insurgency strategy “encourage or facilitate the extra-judicial killings of activists and

other enemies” of the state. and that "the AFP remains in a state of almost total denial… of its

need to respond effectively and authentically to the significant number of killings which have

been convincingly attributed to them".

Publicly, Arroyo has condemned political killings "in the harshest possible terms" and urged

witnesses to come forward

Save the Children in the Philippines

Save the Children has worked for underserved children in the Philippines for 26 years. From its

initial program in West Visayas, which began in 1982, the Philippines Country Office has

expanded and now implements child-focused education, health and emergency preparedness and

response programs in Luzon, Visayas and Mindanao, the archipelago’s three major island groups.

Save the Children has a special focus of helping children made vulnerable by endemic poverty,

natural disasters or by armed conflict. Programs are marked by the active involvement of families

and communities, so that progress made for children can be sustained.

Challenges for Children

Access to and quality of basic services in education and health are major challenges for children

in the Philippines. With eight of 10 children unable to access early childhood services, many

Filipino first-graders enter school without the skills they need to learn. In Metro Manila,

overcrowded schools result in teachers holding classes in two or three shifts a day. In contrast,

rural schools have fewer students but suffer from a lack of basic resources, such as books,

teaching supplies, or even teachers. The public education system’s inability to catch up with rapid

growth in the student population has led to a serious decline in the quality of instruction and

student achievement. An alarming number of very young children in the Philippines have iron

deficiency anemia. Among older children, this is compounded by soil-transmitted parasitic worms

that cause malnutrition and diseases – a result of poor sanitation and hygiene. In Mindanao,
children and their families are vulnerable to the effects of sporadic conflict between various

armed groups and the Philippine military.

Numbers at a Glance

• The population of the Philippines is 91 million.

• One in three children under age 5 are underweight; among school children, one in five are

underweight.

• Only one in five children, ages 3-5, have access to day care or preschool services.

• On average, only 43 percent of the required English, Science and Math competencies are

mastered by Filipino students.

• The infant mortality rate is 22 per 1,000 births.

Our Response

Education:

Save the Children’s programs span children’s developmental stages from early childhood

development to basic education to adolescent learning. Early childhood programs include the

Early Steps to School Success project, which provides a continuum of health, psychosocial care

and early learning services for children from birth to age 8. Basic education programs enhance

children’s learning experiences through school and classroom improvements, teacher training,

after-school programs, and support for school, home and community reading. Adolescent learning

programs provide alternative options for children who have dropped out of school, as well as

livelihood and job programs that develop out-of-school youths’ employability skills.
Health:

Save the Children provides school-based health and

nutrition services, behavior-centered education and

training, and school improvements. We also focus on

reproductive health and HIV prevention, provide de- School Feeding Program. Photo by

worming medicine and vitamin A and iron supplements to Michael Bisceglie

vulnerable children suffering from soil-transmitted

parasites and iron deficiency anemia. Sustainable health improvements through our

Empowerment and Local Development project improve families’ access to quality health services

in remote and difficult-to-reach areas in the Autonomous Region in Muslim Mindanao. Through

the Advocacy for Improved Maternal and Child Health project, advocacy for maternal and child

health issues as well as family planning are being brought to the fore at local and regional levels.

Emergency Response:

Save the Children provides water, sanitation services, food and essential items to displaced

children and their families in the conflict-affected area of Mindanao. We have organized 37 local

nongovernment organizations in Mindanao into a network whose members implement and

coordinate relief operations, rehabilitation and humanitarian activities. Our Disaster Preparedness

and Response program supports the survival and recovery of children made extremely vulnerable

by disasters such as the recent typhoons and floods.

Sponsorship:

Through our sponsorship programs, Save the Children implements child-focused health and

education programs in disadvantaged communities in two cities in Metro Manila and nine
municipalities in the Western Visayas Provinces of Iloilo and Antique. Since 2007, the

sponsorship program has been working in three municipalities in South Central Mindanao, where

Save the Children aims to reach a greater number of children in need.

Plans for the Future

Save the Children will continue to improve innovative child-focused programs from early

childhood to adolescence. Examples include a neighborhood-based early childhood education

project, our home-based and community-based reading remediation program, a comprehensive

package of school-based interventions for improving children’s health and life skills-based peer

education for adolescents. These and other child-focused programs will be expanded to broaden

the reach and increase the number of children benefiting from Save the Children programs.

Learning Life Skills in the Philippines

Only 67 out of 100 children who enter the first grade will complete the sixth grade; only 45 out of

64 high schoolers will complete the 10th grade. Dropping out of school in adolescence as a result

of poverty is further complicated by engagement in risky behaviors like gambling, drugs, smoking

and drinking.

Errol, an adolescent who didn't see the importance of school, skipped classes with friends. After

participating in Save the Children's FREE (Friends Reaching Out to Each Other) sessions, he felt

compelled to make a significant change to his life. "I realized I have many good assets to be proud

of. I learned life skills, like critical thinking, problem-solving and effective communication, to

handle challenging situations. I put dedication into my studies, no longer engage in vices, and am

selective in choosing friends and supportive to my family. My longing is to share with other youth
my learning and influence them for the better."

Errol’s story represents the most common problem among adolescents in the Philippines,

engaging in risky behaviors. Behavior change is very difficult to accomplish. To support Errol

and his siblings, his mother attended a Save the Children parenting education session and learned

effective parenting skills.

The Philippines and Korea exchange teaching expertise

By Alice Kok | 23 January 2009

Twenty-one teachers of information and communication technology (ICT) in Manila are

participating in a training seminar conducted by South Korean volunteers, in line with their

government’s bilateral cooperation with the Philippines.

The Joint E-learning Training and Education Exchange Programme, under the APEC (Asia-

Pacific Economic Cooperation) Internet Volunteers Programme (AIV), is co-sponsored by the

Institute of APEC Collaborative Education of the Republic of Korea. AIV aims to support the

ICT needs of APEC member-economies by dispatching volunteers from different levels of

education. This initiative is in support of DepEd (the Philippines Department of Education)-

initiated ICT for Education (ICT4E).

This partnership ensures that Filipino school heads and teachers will be well-versed in e-learning

and the Problem-based Learning (PBL) method. This is also part of the preparations for the

implementation of a full-scale APEC Education Exchange Programme later this year.

“Our Korean friends are returning the favor this time,” Jesli Lapus Education Secretary said,

noting that Filipino public school teachers conducted English proficiency training for their

counterparts in Busan, South Korea, in 2008.

Lapus said the symbiotic exchange of expertise on teaching trends among Asian teachers is very

relevant in further strengthening regional cooperation.

“This gesture of the Korean people will endow our teachers with relevant skills that will enable

them to meet the needs of 21st century teaching,” Lapus said. “We need to further strengthen our

bilateral cooperation with Korea especially in the field of education.” As part of the bilateral

cooperation, some 3000 units of equipment for machinery, electronics, and chemical engineering,

automobile and architectural design from Sung-Ji Vocational School in Korea will be

incrementally handed over to DepEd, the Commission on Higher Eduycation (CHED), and

Technical Education and Skills Development Authority (TESDA) from 2008 to 2011.