A Narrative Comprehensive Report of Student Teaching Experiences

A Narrative Report of My Off-Campus Experiences
A NARRATIVE
COMPREHENSIVE REPORT
OF STUDENT TEACHING
EXPERIENCES

presented to:

MRS. JOSEFINA T. SINAON, M.A
Coordinator, Student teaching

WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY

In Partial Fulfillment of the Requirements for the
Degree of Bachelor in Elementary Education

by

RYCEL MAE A. DELA TORRE

November 12, 2012

West Visayas State University
Extension Campus at Himamaylan City
Himamaylan, Negros Occidental

TABLE OF CONTENTS
Teacher Education and Development Map
A Teachers Prayer
Association of Student Interns Creed

CHAPTER I
1. Biographical Data
2. Preliminaries

Approval Sheet
(Signed by Student teacher Coordinator, Principal of Himamaylan
Central School and Campus Administrator)
Certification
Signed by:
Student Teaching Coordinator
Principal of the Himamaylan Central School
Critic Teacher
District Supervisor
Campus Administrator
Clearance
Signed by:
Critic Teacher

Principal
3. NCBTS
4. Preface
5. Acknowledgement
6. WVSU - Historical background

7. Vision/ Mission/ Goals

8. School Profile

9. Organizational Chart

10. Faculty and Staff Profile

11. School Calendar

CHAPTER II
Narrative Report of Off-Campus Experiences
1. Introduction

2. Objectives of Student Teaching

3. Historical Background of the School (HCS)

4. School Profile (HCS)

5. Teaching and Staff of the School (HCS)

6. School Rules and Regulations (HCS)

7. School Calendar (HCS)

8. Organizational Chart (HCS)

9. Vision / Mission / Goal of the School (HCS)


10.Summary of Off-Campus Experiences

11.Weekly Narrative

CHAPTER III
Himamaylan Central School
1. Code of Ethics
2. DepEd Thrust
3. DepEd Forms
Form 1
Form 2
Form 137
Form 138
Form 18- E
Form 48

4. Professional Readings
5. Sample of Lesson Plans
6. Sample of Test Papers
7. Observation Sheet

CHAPTER IV
1. Letters
2.Pictorials
3. Certificates
4. Certification from Editor

A TEACHERS PRAYER

Lord, let me be just what they need.
If they need someone to trust, let me be trustworthy.
If they need sympathy, let me sympathize.
If they need love, (and they do need love), let me love, in full
measure.
Let me not anger easily, Lord but let me be just.
Permit my justice to be tempered in your mercy.
When I stand before them, Lord, let me look strong and good and
honest and loving.
And let me be as strong and good and honest and loving as I look
to them.
Help me to counsel the anxious, crack the covering of the shy,
temper the
rambunctious with a gentle attitude.
Permit me to teach only the truth.
Help me to inspire them so that learning will not cease at the
classroom door.
Let the lessons they learn make their lives fruitful and happy.
And, Lord, let me bring them to You.
Teach them through me to love You.
Finally, permit me to learn the lessons they teach.


ASSOCIATION OF STUDENT INTERNS
CREED

I am a young educator
I am committed to being a True Leader
That is from this day forward,
My choice is irreversible
I fear not the unknown,
I will do whatever it takes.
I will stand firm
And hold my ground in the face of sacrifice,
Not hesitate in the presence of challenges,
Not back on the field of battle
Or allow popularity to interfere with my purpose.
I will set an example, be the example and lead by example
I will not look left, nor will I look right, for I will always look up
I will never settle for less than the best that I am.
My integrity and honesty will never be compromised
I will be true to my own convictions
Whistle my own tune through my own lips
And march to the sound of my own drums
I have committed to being.
A true leader because I am to become a Teacher!


Biographical Data

Name: Rycel Mae A. dela Torre
Date of Birth: May 20, 1991
Place of Birth: Barangay Pagla-um Village 1, Binalbagan,
Negross Occidental
Civil Status: Single
Religion: Catholic
Parents: Mr. Darry T. dela Torre
Mrs. Celia A. dela Torre

Educationa Attainment:

Elementary: Pagla-um Village Elementary School
Binalbagan, Negros Occidental
2003-2004
Secondary: Binalbagan National High School
Binalbagan, Negros Occidental
2007-2008
College: Bachelor in Elementary Education
2012-2013




National Competency-Based Teacher Standards

Matching the NCBTS Domains and the Competency
Standards

Statement of Principle
Teacher in all Philippine
school are committed
and accountable for
providing classroom
instruction with results
that are manifested in
high performance levels
in terms of student
learning outcomes.
Teachers are dedicated
to the well-being of the
students and
communities they serve,
taking into account their
cultural diversity, group
aspirations and what is
valued in education
Domain 3
Diversity of Learners
Is familiar with learners
background knowledge
and experiences.
Demonstrates concern
for holistic development
of learners.
Domain 4
Curriculum
Demonstrates mastery of the subject.
Communicates clear learning goals for the
lessons that are appropriate for learners.
Makes good use of allotted instructional
time.
Selects teaching methods, learning activities,
and instructional s materials or resources
appropriate to learners and aligned to the
objectives of the lesson.
Domain 1
Social Regard for Learning
Acts as a positive role
model for students
Domain 7
Personal Growth and
Professional Development
Takes pride in the nobility
of teaching as a
profession.
Builds professional link
with colleagues to enrich
teaching practice.
Reflects on the extent of
theattainment of learning
goals.
Domain 2
The Learning Environment
Creates an environment
that promotes fairness.
Makes the physical
environment safe and
conducive to learning.
Communicates higher
learning expectations to
each learners
Establishes and maintains
consistent standards of
learners behavior.
Domain 6
Community Linkages
Establishes learning
environments that
responds to aspirations of
the community.

Domain 5
Planning, Assessing and Reporting
Communicates promptly and clearly to
learners, parents, and superiors about the
progress of learners.
Develops and uses a variety of appropriate
assessment strategies to monitor and
evaluate learning
Monitors regularly and provides feedback
on learners understanding of content.

NCBTS
Domains
Competency Standards (CMO # 30 s. 2004)
1. Social Regard
for Learning
Graduates of the BEED and BSEd Programs are teachers who
Have deep and principled understanding of the learning processes
and the role of the teacher in facilitating these processes in their
students.
2. The Learning
Environment
Have a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes.
3. The Diversity
of Learners

Can facilitate Learning if diverse types of learners, in diverse
types of learning environments, using a wide range of teaching
knowledge and skills
4. Curriculum
Have the basic and higher level literacy, communication,
numeracy, critical thinking, learning skills needed for higher
learning
Have a meaningful and comprehensive knowledge of the subject
matter they will teach
Can apply a wide range of teaching process skills (including
curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches)
5. Planning,
Assessing and
Reporting
Have direct experience in the field/classroom (e.g. classroom
observation, teaching assistance, practice teaching)
Can be creative and innovative in thinking of alternative teaching
approaches, take informed risks in trying out these innovative
approaches, and evaluate the effectiveness of such approaches in
improving student learning.
6. Community
Linkages
Can reflect on the relationships among the teacher process skills,
the learning processing in the students, the nature of the
contents/ subject matter, and the broader social forces
encumbering the school and the educational processes in order to
constantly improve their teaching knowledge, skills and practices;
7. Personal
Growth and
Professional
Development
Can demonstrate and practice the professional and ethical
requirements of the teaching profession.
Are willing and capable to continue learning in order to better
fulfill their mission.

PREFACE


This output explicates a comprehensive report of the experiences endured by a
student intern for the entire internship period. This implies what the author had
encountered upon the real teaching and learning process collaborated at Himamaylan
Central School located at Brgy. 1, Himamaylan City, Negros Occidental.
Written to this report is the authors compilation of various activities of all the
school and classroom experiences during his stay as an apprentice teacher. It is
intended to assist the author in establishing a productive and effective teaching-learning
process that would eventually be of great help in promoting a sound learning in the real
arena of teaching for the future.
With this testimony, it provides information to all education students about the
nature of what should be done and what should be known in the world of being a noble
person that is being a teacher. This is an epitome of a true substance of what is
teaching and the results obtained will develop the mutual goals of education in achieving
the fundamental knowledge and skills to be endowed by an education student.Moreover,
this journal will function as a formative basis and foundation for the interested individual
to indulge in taking education as a collegiate course. It would also benefit the
educational system because this journal will present the authentic happenings of the
students behavior, teaching strategies, and classroom management in the field.
Thus, it will consider some revisions and alterations on the midst of the existing
educational approaches on diverse aspects.
The vital repute of this compilation accentuates the primary source of learning,
the experiences. The authors particular experiences in student teaching assess the
preparedness and compatibility of himself to the teaching profession. The learning that
the author had gained will set an advantage in pursuing excellence as a successful
mentor who willingly dispenses knowledge and values to the young.
This report also explains the underlying rudiments of education in
accordance with the application of all the principles and theories of teaching. This output
will facilitate building necessary concepts and contemporary ideas that aim to realize
positive and constructive teaching - learning activities in the realm of education.

Acknowledgement
Everything the author has accomplished in life has been done with the assistance
of others. The author would like to extend her deepest gratitude for the accomplishment
of this narrative report to the following persons:

To Our Almighty God, for giving her strength, wisdom, courage and patience to
pursue this course that she used to love and enjoy every single moment of it;

To Dr. Evelyn D. Tomambo, Campus Administrator of West Visayas State
University Himamaylan Campus for her support, guidance and concern;

To Mrs. Josefina T. Sinaon for her invaluable assistance and patience in
monitoring and advising the activities of the author during the off-campus internship;

To Mr. Bernie L. Libo-on, Supervisor of Himamaylan District I, for his support and
assistance;

To Mr. Hilario T. Sevilla, Principal of Himamaylan Central School for his valued
support and wisdom he shared;

To Sunsun J. Carnazo, for her presence and encouragement that motivated the
author in finishing this narrative report;

To Mrs. Mary Jane T. Desierdo, critic teacher of the author, for her guidance,
advices and trust she engendered;

To her beloved mother and auntie, Mrs. Celia A. dela Torre and Mrs. Lileth A.
Mclean, for their countless support and dedication that contributed to lessen the
finances needed in accomplishing this task; and

Special thanks are also extended to the BEED 4A a, to the authors friends and
schoolmates for the encouragement and for being the better half of her during her
eagerness and enthusiasm to surpass all the odds that dared her all throughout her
student teaching days.

This endeavour is dedicated to all of you.



WVSU- ECHC Historical
Background

Article II, Sec.17 & of the 1987 Constitution provides that the state shall give
priority to education, science, technology, arts, culture, and sports to foster patriotism
and nationalism. Accelerate social progress and promote total human development.
Specifically, Article XIV, Sec.1 also states that the state shall protect the right of
all citizens to quality education to all levels and shall take appropriate steps to make
such education accessible to all.
The absence of tertiary education in the city caused a temporary resettlement of
college students to other municipalities and cities. Because of this, it has been observed
that only those who are financially capable can finish college. Another reason is the
distance of the municipality or city that offers tertiary education which can be found in
Binalbagan or Kabankalan City. This situation resulted to a high rate of out-of-school
youth.
The City Mayor, Hon. Carminia G. Bascon, the City Vice Mayor, Hon. Luz R. Bayot
and SP Member are aware of this problem, thus, on August 11, 2005, the City Mayor
requested the chairman of the education committee, Mr. Roslyn Toreta, City Budget
Officer Roberto Segovia, City Accountant Efren de la Rosa and the City Treasurer
Caroline Castro to attend a meeting with the WVSU Officials headed by Dr. Lourdes
Araador and Dr. Henry J. Andora.
Initial plans were discussed during the meeting. This plan was represented to the
Board of Regents meeting, but the first attempt was a failure because the proposal was
disapproved by the Board of Regents. However, the City Mayor appealed for the second
time. Again, the City Mayor requested Dino Yulo, SP Member Gerardo Gamposilao and
Mr. Roslyn Toreta to attend the meeting of the Board of Regents. The appeal was
granted. So, the Legislative body passed the resolution authorizing the Mayor to sign

the Memorandum of Agreement between the City of Himamaylan and the West Visayas
State University for the establishment of the Himamaylan Campus. In 2006, the MOA
between the University (headed by Dr. Lourdes Araador) and the City of Himamaylan,
Negros Occidental (represented by Hon. Carminia G. Bascon) was approved under
Board of Regents Resolution No. 24, S. 2006, establishing the WVSU Himamaylan City
Extension. Further stipulated in the MOA are the courses offered which include Bachelor
in Elementary Education and Bachelor in Secondary Education major in English,
Physical Education and Mathematics.
S.Y. 2006-2007 marked another milestone in the history of Himamaylan City as
the first operation of WVSU HCE, at Tesda Building in Brgy. Sara-et, Himamaylan
City, Negros Occidental started the number of enrollees were 202 students in the first
of operation, the City Mayor and SP Member approved the budget of Php 1, 053, 288
for the teachers salary in this school year. The pioneer who rendered their services in
this extension were; Dr. Henry J. Andora, the first Campus Administrator and Prof.
Arturo O. Augon as Records Admission Officer, three fulltime contractual teachers;
Mrs. Virgie P. Tan M.A. Bio Biology Instructor and who handled other subjects like
English, Professional Education and NSTP; Miss Ineeh Walada M.A. Math Instructor
and NSTP Instructor and Mrs. Salvacion De Asis M.A. Educational Management,
teaching PEHM; Filipino and NSTP Instructor and six part time teachers: Mr. Bernie
Libo-on, Ms. Ma. Cynthia Cobing, Ms. Grace Nicavera and Mr. Jester Padilla are all
Principals in the public schools; Mr. Gerry Gamposilao part time teacher of English
subject, Mr. Randy Calvo was hired as a fulltime staff and part time computer teacher
also Mr. Edward Hienz Salon was hired as staff and after six months he has promoted
as Finance Officer.
In the second year of operation A. Y. 2007-2008 the City Mayor and the
Sangguniang Panglunsod Members approved the budget of Php 2, 447, 451 as
teachers salary for A. Y. 2007-2008. The enrolment for this academic year showed that
the first year had 96 students; second year had 129 students for a total enrolment of
225 students. Due to the increase of the number of sections, additional of three
teachers were hired, they were Mrs. Marlyn V. Rivera as English Instructor and as

Kasanag Adviser (KASANAG - the official school paper publication), Mr. Jason Jayobo as
MAPEH instructor, Mr. Randy Calvo as Math and Computer Instructor and Mr. Edward
Hienz Salon was a part time Computer Instructor. Additional staff were also hired, they
were Mrs. Jennilyn Evaristo as the Library in-charge and Mr. Jose Tuhao as Utility,
Dr. Henry J. Andora resigned as the campus administrator of WVSU HCE and
went back to the main campus WVSU Iloilo City last June of 2007. Prof. Arturo O.
Augon was designated by the Board of Regents as Campus Administrator of WVSU
ECHC, which took effect on June, 2007
Last October 2007, the President of WVSU system, Dr. Pablo Subong, Jr. and
Vice President for Planning and Development, Dr. Lourdes Morano and Dr. Henry J.
Andora, Vice President for Academic Affairs, came to have a dialogue with the city
officials, PFA Officers, teachers and students for extension of MOA.
Sometime in February of 2007, the ground breaking for the main building of
WVSU-HCE was made at Brgy. Caradio-an, Himamaylan City, Negros Occidental. The
said ground breaking was attended by Presedent Pablo E. Subong, Jr., The Honorable
City mayor Carmenia G. Bascon and Vice Mayor Luz Bayot and other City Officials.
On November 13, 2007 there was a meeting of the City council presided by Vice
Mayor Luz R. Bayot for the approval of the resolution requesting the Board of regents
of West Visayas State University. The resolution was then approved for the extension
of the MOA.
In the same month, Mayor Carminia G. Bascon, Vice Mayor Luz R. Bayot, SP
Members Tinto Bascon, Janet Villafranca and Gerry Gamposilao went to Iloilo to meet
the Board of Regents of the University to appeal for the extension of MOA; fortunately
the said appeal was granted,
The City Mayor Hon. Carminia Bascon and Vice Mayor Luz R. Bayot with the Sp
Member approved the allotted amount of Php 15,000,000 for the construction of the

first building during their session. The City Officials are in full support of the WVSU
HCE.
In the S.Y. 2008 2009 marked the third year of operation of the WVSU-HCE
with a total enrolment of 231 students. There were 54 students from first year, 64
students from second year and 113 students from third year.
On this academic year, additional fulltime faculties were hired. They were Mr.
Leo P. Dagum formerly PESCAR Dean from the main campus, designated as records
Officer and as PEHM Instructor, Mr. Ruel T. Bonganciso, Miss Charito Garmay as
English Instructors and Miss Ma. Katherine Galve as Filipino Instructor, Mr. Edward
Hienz Salon as cashier and a full time computer instructor and Mr. Randy Calvo was
appointed as Extension Coordinator. The need to hire for a part time teacher was also
made to handle other subjects. The part time faculty were Mrs. Josefina T. Sinaon,
MA.Ed as Professional Education Instructor, Mr. Bernie Libo-on, MAEd, Admin
Supervision, Grace Nicavera , MAEd, Admin Supervsion and Cynthia Cobing, MAEd
Mngt.
Additional staffs were also hired. They were Mr. Rudy Tanate as Property
Custodian and Mr. Bernard Borja as Utility personnel last October 2, 2008.
The academic year 2009-2010, there were 99 first year students, 48 students in
second, 59 students in third year, and 112 students in fourth year with a total of 318
students. Due to this increase of enrolment and section, additional of full time teacher
were hired. Thus, Mrs. Josefina T. Sinaon as Professional Education and Math
Instructor, student Teaching coordinator and In-Charge of Student Interns and
Instruction, Mrs. Sunsun J. Carnazo as Chemistry Instructor, Ms. Liz Antonillas as
Physics Instructor, Miss Medie June Ariston as HELE Instructor, Miss Grace Liwanag and
Miss Rothsel Tagacay as English Instructors, Mr. John Rey Java as Social Science
Instructor. Additional staffs were also hired; they were Mr. Henry Sarrosa as Office
Clerk/Registrar, Mr. Richard Inventor as Carpenter/Utility and Mr. Ronie Aurelio as
Painter/Utility.

The first Batch of the BEED Teacher Education students were deployed at the
Central School of the District I of Himamaylan headed by Principal Mr. Ramon G.
Gatanela, and the BSED Teacher education students were deployed at Binalbagan
National High School at Enclaro, Binalbagan, Negros Occidental headed by Mrs. Silva G.
Digal.
On academic year 2009-2010, the blessing and the inauguration of the two-
storey Building with eight classrooms were done on August 22, 2009. On the same
date, the ground breaking ceremony for the next building was also celebrated. The
inauguration and ground breaking ceremony was attended by Gov. Isidro P. Zayco,
Vice Gov. Emilio Yulo III, City Mayor Carminia Bascon, Vice Mayor Luz Bayot, and Sp
Members. Dr. Henry J. Andora former campus administrator, Prof. Arturo O. Augon,
the present campus administrator, WVSU ECHC Faculty and Staff, invited guests from
WVSU Main Campus, visitors from neighboring schools, PFA Officers and Students.
Gov. Zayco on his message promised that the Province of Negros Occidental will give
financial support to WVSU ECHC. The lunch for the visitors, Faculty and Staff, City
Officials was prepared by the City Council during the inauguration in the City Hall.
On August 23, 2009 took the first day of classes at the newly constructed
building of the WVSU-HCE at Brgy. Caradio-an, Himamaylan City, Negros Occidental.
March 26, 2010 a.m. took the first commencement exercises at Cong. Agustin
M. Gatuslao Memorial Stadium, Himamaylan City. The first Baccalaureate mass was
officiated by Rev. Fr. Rolex Nueva at Our Lady of Snows Parish with the cooperation
and support of the Administration, Faculty and Staff, Parents and the City Officials
headed by Mayor Bascon at 8:00 a.m. after the mass, the graduates with their Parents,
Faculty and Staff marched-on to gym. The 1
st
Commencement Exercises was attended
by thirty visitors who were WVSU Officials headed by President Dr. Pablo E. Subong, Jr.
The Commencement Speaker was Vice Governor Emilio Yulo III, and the inspirational
message to the graduates was delivered by the very supportive and cooperative Mayor
Carminia Bascon.

WVSU offered the first LET Review for its graduates. There were fifty students
who attended the review and six reviewees came from neighboring schools. The
reviewer came from WVSU Iloilo City and spent their time, effort and knowledge to
the students. The review was headed by Prof. Arturo O. Augon, Campus Administrator
and Mrs. Josefina T. Sinaon who was the facilitator of the review and with the
cooperation of the City Officials. The review started June 5, 2010 and ended on Sept.
18, 2010. The Licensure Examination for Teachers (LET) was held last Sept. 26, 2010.
Result of the LET of September 2010 showed that BEED got 31.28% out of the national
passing percentage of 19.58% and the BSED got 33.33% out of the national passing
percentage of 25.86%
WVSU ECHC family is very proud of the result of the Teachers Board Exam last
April 11, 2011 where our BSED students got top one among the colleges and
universities in the island of Negros and the BEED students rank second in the province
of Negros Occidental and this was published in the newspaper last May 28 of the
Guardian issue and The Daily Star issue.
In academic year 2010-2011 the ladderized courses Bachelor of Science in hotel
and Restaurant Services Technology and Bachelor of Science in Information Technology
were offered as extension program of WVSU Pototan to WVSU Himamaylan. In this
year 2012, the three new buildings were constructed. These were the IT Building,
HRST Laboratory, and the Administration Building. Last December 2, 2010, these three
buildings were formally opened to be utilized by the WVSU HCE Faculty and Staff and
most importantly the students.
Last March 2011, the Party List Bayan Muna represented by Rep. Neri J.
Colmenares donated the new Library building and it was turned over to the school and
inaugurated last June 24, 2011.
In the first Semester of the A.Y. 2011-2012, the enrolment of the WVSU
ECHC rose modestly to 508 enrollees.

On the same academic year, WVSU HCE offered LET Review classes for the
second batch of graduates. The reviewers were the intellectual professors coming from
the main campus of WVSU. The reviewees took the LET Exam on September 25 on the
same year. The result of the said exam was released on November 10, 2011 which
made the WVSU ECHC proud again for the result of the said exam. The WVSU E
CHC became rank second from the main campus among the other external campuses.
Likewise on this year, the Board of Regents changed the name of the school
from West Visayas State University, Himamaylan City Extension (WVSU HCE) to West
Visayas State University, Extension Campus at Himamaylan City (WVSU ECHC)
On November 2011, President Pablo E. Subong, Jr. together with the VP for
Administration and Finance Dr. Bobby Gerardo and Party from the Main Campus came
to have an open forum with the students, faculty and staff and to the city council
headed by City Mayor Hon. Agustin Ernesto G. Bascon regarding the status of the
school. The City Mayor, on his speech stated that the city council will renew the MOA
for another two years while working on the permanency of the school as a recognized
satellite campus of the WVSU System. On this same month, the Administration, Faculty
and Staff, Students and the City Officials made a manifesto of support for the
establishment of the WVSU ECHC as the permanent University in the City of
Himamaylan. This manifesto of support was signed by the students and parents from
the City of Himamaylan and from her neighboring towns and cities. At present the
WVSU-ECHC is still enjoying the MOA between the LGU of Himamaylan City and the
WVSU La Paz, Iloilo City.
The sudden death of Prof. Arturo O. Augon, the second Campus Administrator,
on January 8, 2012, paved the way for the designation of the Campus consultant for
Extension, Dr. Evelyn D. Tomambo, as the third Campus Administrator. During her
term, she gives priority to the fast implementation of extension and research projects,
application of NBC 461 which placed the faculty members in their appropriate rank for
funding purposes; accreditation of the first two curricular programs (BEED and BSED),
the making of a curricular program Bachelor of Science in Food Production. Presently,

more efforts are spent for the conversion of WVSU Extension Campus at Himamaylan
City as one of the WVSU External Campuses and the inclusion of the Campus budget in
the General Appropriation Act (GAA).
Academic Year 2011-2012 graduated a total of 36 students from the following
courses: 27 BEED; and 9 BSED with 9 students graduated cum laude. 8 BSHRST
students passed the TESDA Competency Test and 7 BSIT students passed the TESDA
Competency Test.
With the 782 students this Academic Year 2012-2013, 32 full time faculty and 9
part time faculty members were hired, namely: Josielee Vasquez, Kathleen Hope
Desierdo, and Rogin Villanueva. Five staff namely: Ronie Aurelio, Rhea Tejares, Rhyne
de la Rosa, Lyxine Mae Adriaga and Richard Inventor were promoted to casual status of
employment.
Last March 3, 2012 there was a meeting with Congressman Neri Colmenares,
representative of Bayan Muna and LGU headed by Mayor Agustin Ernesto G. Bascon,
Chairman of Education Committee SP Gerardo Gamposilao, Evelyn D. Tomambo,
Campus Administrator, Mrs. Josefina T. Sina-on, Dean of Instruction Academic and
Quality Assurance, Dr.Luis A. Abioda, Vice President for Academic and Dr. Bobby D.
Gerardo as Vice President for Administrator and Finance.

The agendum was about the integration of WVSU-ECHC to be one of the
permanent external campuses of WVSU Main Campus due to this the LGU and WVSU-
ECHC asked help from Cong. NeriColmenares that the WVSU-ECHC will be given a
National Budget since it performed higher than the National Passing Average and
ranked 1 in Negros Island in the Licensure Examination for Teacher (LET) they also
discussed the House Bill No. 5974 AN ACT OF CONVERTING THE WEST
VISAYAS SYATE UNIVERSITY (WVSU) EXTENSION CAMPUS AT HIMAMAYLAN
CITY, PROVINCE OF NEGROS OCCIDENTAL, INTO A WEST VISAYAS STATE
UNIVERSITYCAMPUS AT HIMAMAYLAN CITY KNOWN AS THE WVSU CH

AND APPROPRIATING FUNDS THEREFORE, in support of the Himamaylan
City Extension.


VISION:
A top performing satellite campus of WVSU in teacher education, agro
fishery, and technology.
MISSION:
Committed to teaching and the advancement of knowledge, West
Visayas State University Extension Campus at Himamaylan City, a
comprehensive state university with agro fishery as its flagship course,
provides the high standards of excellence in higher
education, fosters intellectual and personal development, and stimulates
meaningful research, lifelong learning and service to humankind.
OBJECTIVES:
As an extension campus of WVSU, the institution shall seek to:
- Offer courses that shall enhance knowledge, skills and abilities in
preparation for the world of work both in local and global market;
- Instill necessary desirable ideals, attitudes and habits for social,
cultural and economic development;
- Develop a high sense of values and morality for quality individual
and societal well being;
- Provide opportunities for the conduct researches both fundamental
and applied; conduct extension activities in order to implement
socio civic programs and projects in its area of influences; and
- Engage in worthwhile production, endeavor that can help the
community, in particular and the nation, in general.

CORE VALUES:
Service, Harmony, and Excellence



FACULTY PROFILE

1. EVELYN D. TOMAMBO, Ph.D.

Baccalaureate Degree Bachelor of Science in Agriculture (Magna cum Laude)
Date Completed - March 1974
Where Obtained - University of Negros Occidental Recoletos

Masters Degree - Master of Science in Animal Husbandry
Where Obtained - Gregorio Araneta University Foundation

Masters Degree - Master in Extension Education (12 Units Only)
Where Obtained - University of San Carlos Cebu City

Masters Degree - Master in public Administration
Date Completed - Passed the Comprehensive Examination in 1995
Where Obtained - University of San Agustin Iloilo

Doctoral Degree - Doctor of Philosophy in Agricultural Science (Ben
emeritus)
Date Completed - SY 1988
Where Obtained - Gregorio Araneta University Foundation

Position - Campus Administrator WVSU Himamaylan City
Extension
Date Hired - November 9, 1978

2. ANDREW EUSEBIO S. TAN

Baccalaureate Degree BSE English
Date Completed - March 31, 1985
Where Obtained - West Visayas State University La Paz Iloilo

Masters Degree - Med Administration & Supervision, M. Environment
Education
Where Obtained - West Visayas State University La Paz Iloilo

Doctoral Degree - Ph. D. Environmental Science
Date Completed - April 29, 2009
Where Obtained - University of the Philippines Los Baos

Position - Associate Professor V and Planning Officer
Date Hired - June 19, 1989

3. ARLYN A. ABETO

Baccalaureate Degree BSE English and Math
Where Obtained - Binalbagan Catholic College

Masters Degree - MAEd Religious Educ & English Language Teaching
Where Obtained - University of San Carlos

Position - Instructor I

4. IRENE R. APILADA

Baccalaureate Degree BSED (Mathematics)
Where Obtained - West Visayas State University Himamaylan City
Extension

Masters Degree - M. Ed. (Mathematics 30 Units) on going
Where Obtained - University of Saint La Salle Bacolod City


5. MEDIE JUNE P. ARISTON

Baccalaureate Degree BS (Fishery Education)
Where Obtained - Carlos Hilado Memorial State College Binalbagan
Campus

Masters Degree - MS (Home Economics)
Date Completed - October 13, 2007
Where Obtained - Western Visayas College of Science and Technology


Doctoral Degree - Ph.D. Educ. Mgt. (30 Units) on going

BSHRST Coordinator

6. INEEH W. BANA-AG

Baccalaureate Degree BSED (Mathematics)

Masters Degree - M. A. Ed. (Mathematics)
Where Obtained - La Consolacion College Bacolod City

Doctoral Degree - Ph. D. Mathematics (30 units)

Math Adviser

7. MARY CRIS S. BANCOLET

Baccalaureate Degree BSED Filipino
Where Obtained - West Visayas State University - La Paz, Iloilo City

Masters Degree - M.A Ed. (Filipino 12 units) on going


8. JOHNNALYN E. BIACO

Baccalaureate Degree BSED (Filipino)

Masters Degree - M.A Ed. (Filipino 27 units) on going
Where Obtained - West Negros University Bacolod City

Date Hired -December 01, 2010
9. RUEL T. BONGANCISO

Baccalaureate Degree BEED
Where Obtained - St. Joseph College of Canlaon

Masters Degree - M.A Ed. (English Language)
Date Completed - May 26, 2007

Doctoral Degree - Ph.D. English
Where Obtained - University of San Jose Recoletos Cebu City


10. RANDY I. CALVO

Baccalaureate Degree BS (Computer Engineering)

Masters Degree - M (Information Technology 18 units) on going


11. SUNSUN J. CARNAZO

Baccalaureate Degree BSED (General Science)

Masters Degree - M. Ed. (Chemistry)

Doctoral Degree - Ph.D. Educ. Mgt. (30 Units) on going



12. MARY LORD L. CASIANO

Baccalaureate Degree BSED (Social Science)

Masters Degree - M.E. Social Science (CAR)
Where Obtained - University of the Philippines Visayas


13. SALAVACION A. DE ASIS

Baccalaureate Degree BSED (Physical Education)
Where Obtained - Philippine Normal University Cadiz City

Masters Degree - M.A (Educational Management)
Where Obtained - Philippine Normal University Cadiz City

Doctoral Degree - Ph.D. (Educational Management) on going
Where Obtained - Negros State College of Agriculture Kabankalan City

College Secretary

14. KHRISTIAN de la RAMA

Baccalaureate Degree BPE (Physical Education)

Masters Degree - MPE (Dance Stream) CAR

Cultural Coordinator

15. MICHELLE D. DEFIO

Baccalaureate Degree BS (Information Management)

Masters Degree - M. (Information Technology 18 units) on going

Date Hired - December 01, 2010

16. OMEGA JOY P. DONGUINES

Baccalaureate Degree B Music Education

Masters Degree - M. (Music Education 27 units) on going
Where Obtained - Siliman University Dumaguete City


17. PAMELA E. FALCIS

Baccalaureate Degree B Physical Education

Masters Degree - M.A. Physical Education 33 units on going
Where Obtained - Aklan State University


18. MA. KATHERINE G. GALVE

Baccalaureate Degree BSED (Filipino-Cum Laude)
Masters Degree - M.A. Ed. (Filipino 27 units) on going
CSC Adviser
19. JANICE P. HADCAN


Baccalaureate Degree BSHRM (Food and Beverage Management)
Where Obtained - Collegio del Sagrado Corazon de Jesus

Masters Degree - M. Hospitality Management (27 units)


20. JOHN REY B. JAVA

Baccalaureate Degree BSED (Social Science Cum Laude)

Masters Degree - M. Ed (Social Science 31 units) on going
Where Obtained - University of the Philippines Iloilo City

Social Science Coordinator

21. ANA RHEA PANGAPALAN

Baccalaureate Degree BS Information Technology

Masters Degree - M. in Information Technology (9 units)


22. ROCKY L. PENUELA

Baccalaureate Degree BPE (Physical Education)

Masters Degree - MPE (Sports Stream) CAR


NSTP Coordinator

23. PIA P. PAZ

Baccalaureate Degree BS (Hotel and Restaurant Service and Technology)

Masters Degree - M. (Hotel Management) 27 units

Extension Coordinator

24. MARLYN V. RIVERA

Baccalaureate Degree AB (Mass Communication)

Masters Degree - M. A. Ed. (English)

Doctoral Degree - Ph. D. English

Language Coordinator

25. EDWARD HEINZ R. SALON

Baccalaureate Degree BS (Computer Science)

Masters Degree - M (Public Administration 36 units) on going

Coordinator I.T Department


26. JOSEFINA T. SINAON

Baccalaureate Degree BSED (Math and General Science)

Masters Degree - M.A (School Administration and Supervision)

Dean of Instruction and Student Teaching Coordinator

27. ROTHSEL P. TAGACAY

Baccalaureate Degree BSED (English Magna Cum Laude)

Masters Degree - M.A. Ed. English, Language & Teaching (CAR)

School Publication Coordinator
Date Hired - June 2010

28. VIRGIE P. TAN

Baccalaureate Degree BS (Biology)
Where Obtained - University of San Agustin

Masters Degree - M.A. (Biology)

Doctoral Degree - Ph. D (Biology) CAR
Research Coordinator


29. JENNIFER L. TUAZON

Baccalaureate Degree BS (Biology)
Where Obtained - Mindanao State University Marawi City

Masters Degree - M.A. Ed. (Guidance and Counseling)

Doctoral Degree - Ph. D. (Education, Psychology & Guidance 51 units)
on going

Guidance Counselor

30. LIZ A. VELASCO

Baccalaureate Degree BSED (Physics)

Masters Degree - M.A. Ed. (Physical Science)

Liaison Officer

31. CHRISTY VILLANO

Baccalaureate Degree BS Information Technology


32. KARL FERDINAND VILLARETE

Baccalaureate Degree BSED Mathematics

Extension

Masters Degree - M.A. Ed. Math (CAR)




STAFF PROFILE
(CASUAL EMPLOYEE)

1. BERNARD J. BORJA

Baccalaureate Degree Bachelor of Science in Commerce (Management)
Position - Administrative Aide I (General Services Officer)
Date Hired - October 02, 2008

2. JENNILYN G. EVARISTO

Baccalaureate Degree AB (Interdisciplinary Studies)

- Bachelor of Library and Information Science (on
going)
- La Consolacion College Bacolod City
- Masters Degree - Master of Science in Library
Science (Summer 2008 units)
Where Obtained - Negros Oriental State University (NORSU)
Position - Administrative Aide III (Library-In-Charge)
Date Hired - June 2007

3. RODOLFO S. RIVERA

Highest Educational Attainment High School Graduate
Date Completed -
Where Obtained -
Position - Administrative Aide I/Drive
Date Hired -

4. HENRY B. SARROSA, JR.

Baccalaureate Degree Bachelor of Science in Commerce (Management
Accounting)

Date Completed - October 2003
Where Obtained - West Negros University Bacolod City

Position - Administrative Aide III /Registrar-In-Charge
Date Hired - August 03, 2009

5. RUDY J. TANATE

Baccalaureate Degree Bachelor of Science in Commerce (Accounting)

Position - Administrative Aide III /Supply Officer

6. JOSE G. TUHAO

Where Obtained -

Position - Administrative Aide I/Utility
Date Hired - January 02, 2007

7. RONIE T. AURELIO

Baccalaureate Degree BSED (History)

Position - Administrative Aide III/Illustrator

8. RICHARD B. INVENTOR


Where Obtained - Aguisan National Highschool, Himamaylan City

Position - Administrative Aide III/Carpenter

9. RHEA Y. TEJARES

Baccalaureate Degree Bachelor of Science in Commerce

Position - Administrative Aide III/Collecting Officer

10. LYXINE MAE G. ADRIAGA

Baccalaureate Degree Bachelor of Science in Nursing

Position - School Nurse
Date Hired - July 1, 2011

11. RHYNE G. DE LA ROSA

Baccalaureate Degree Bachelor of Science in Elementary Education
Extension

Position - Administrative Aide III/HRMO in Charge
Date Hired - February 2012



STAFF PROFILE
(JOB ORDER)

1. CORAZON V. ARMADA

Where Obtained - Paglaum Village National High School, Binalbagan

Position - Utility

2. BERNIE A. CARITATIVO

Where Obtained - Himamaylan National High School, Himamaylan City

Position - Utility

3. LAWNEY O. ROJO

Highest Educational Attainment Vocational Plumbing NC II
Date Completed - September 2010
Where Obtained - Bipa TESDA, Binalbagan

Position - Utility

4. ROMEO V. TEMANA

Baccalaureate Degree BEED (General Education)

Extension

Vocational - General Electricity
Date Completed - 2005
Where Obtained - TESDA

Vocational - Practical Electricity
Date Completed - 1995
Where Obtained - Fortress College, Inc., Kabankalan City

Position - Electrician

5. ARNEL F. MILLENDEZ

Baccalaureate Degree Bachelor of Science in Information Technology

Position - Computer Technician

6. EFRELYN A. LLANETA

Baccalaureate Degree Bachelor of Science in Elementary Education
Extension

Position - Office Clerk

7. JOSIELEEE GRACE S. VASQUEZ

Baccalaureate Degree Bachelor of Science in Commerce


Position - Office Clerk

8. ROGIN G. VILLANUEVA

Baccalaureate Degree Bachelor of Science in Information Technology

Position - Encoder

9. LUNEL B. GREY

Baccalaureate Degree Bachelor of Science in Fisheries (Aqua Culture)
Where Obtained - Carlos Hilado Memorial State College (formerly NOSOF)

Position - Security Guard
10. MARIO G. INFANTE

Date Completed -
Where Obtained - Stella Maris Academy, Himamaylan City


11. ARCHEL I. SIATITA

Baccalaureate Degree Bachelor of Science in Fisheries (Fisheries Business
Management)

Where Obtained - Carlos Hilado Memorial State College (formerly NOSOF)


12. NORMAN L. FLORES

Baccalaureate Degree
Date Completed -
Where Obtained -

Date Hired -

INTRODUCTION

The apex of all the Experiential Learning Courses is the Practice Teaching.
It is the total immersion of the prospective teacher in the real life of becoming a
teacher. During practice teaching, the pre service teacher experiences the
rudiments of teaching in a cyclical process of planning, actual teaching and
evaluating learning. The pre-service teacher, who may be called an apprentice,
or student teacher intern, walks the whole process of teaching with the mentor,
who is called the cooperating teacher. Here the pre-service teachers put into
actual practice all that were learned in the content and theory courses, strategies
or methods of teaching as well as put into test pedagogical content knowledge
acquired in related courses prior to Practice Teaching.
As the last field study course, the practice teacher should be given all
the opportunities to bring out the best of every prospective teacher. This is
necessary in the mastery of the competencies needed as clearly spelled out in
the National Competency-Base Standards for Teachers (NCBTS) and CMO 30, s.
2004 and its regional adaptation.
To achieve this goal, Practice Teaching should be a collaborative effort of
the Teacher Training Institutions where the content and strategy courses are
first learned ad the cooperating schools of the Department of Education where
much of the Practice Teaching experiences take place.
Where learning environment has extended beyond the classroom alone,
the demands of the diversity of learners are great, he complexity of learning
becomes very challenging, and the role of the teacher has extended to a global
community, the Practice Teaching component of the new Teacher Education
Curriculum has achieved a new dimension.
The suggested content ad activities in the syllabi are guide for teacher
educators and practice teachers. The resource materials are presented as handy
examples for all stakeholders. All of these can be modified, enriched, expanded
or improved to suit the different context of the teacher education program.

As these maybe different modalities I the delivery of Practice Teaching in
different institutions like in-campus and off-campus arrangement, or all in-
campus, the syllabi shall serve as guide. However, it should be assured that
competencies achieved through this course should match those of the NCBTS
and CMO 30, s. 2004.


OBJECTIVES OF STUDENT TEACHING

GENERAL OBJECTIVE
The primary concern of student Teaching (Educ. 420), a 6-unit course, is
the training of prospective teachers who will professionally and socially meet the
standards that will enhance their position in the classroom, on the campus and in
the community.

SPECIFIC OBJECTIVES
Specifically, the Student Teaching Program aims to:
make teacher education relevant and responsive to the demands of a
changing society;
prepare teachers imbued with Filipino ideals, aspirations and
traditions;
equip teachers with knowledge and skills for an effective delivery
system;
develop in the prospective teachers desirable personal and social
characteristics, qualities and traits;
produce teachers who can be
effective conveyors of organized knowledge developed
from human experience
efficient promoters and facilitators of learning thus helping
the learners develop their potentials
true humanities who can understand and appreciate
genuine human ideals and values.

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI Western Visayas

DIVISION OF NEGROS OCCIDENTAL
Himamaylan City

HISTORY OF HIMAMAYLAN CENTRAL SCHOOL
THROUGH THE YEARS SINCE 1902 TO PRESENT
It was in the year 1902 that the Local Government Officials in Himamaylan led by
the Municipal President Pedro Vasquez 1901 later Hon. Serafin Gatuslao 1902 mobilized
the Himamylanons to establish the first Himamaylan Public Primary School in the
Poblacion from Grades I IV. The School building was of light construction materials
and erected in front of the present school sight where the permanent building is
actually located now.
It is assumed due to non-availability of records that the Himamaylan Central
School started its operations for many years, from 1901 as a Public Municipal Primary
School Grades I IV only. No records are available to support the date of the first
opening of the Himamaylan Central School Intermediate School (Grades V VII).
Based on the 1947 Souvenir Program of the Himamaylan Town Fiesta dated April
1947, the following names are the Teachers listed in the Program on file at the Mayors
Office.
These teachers taught on the later part of the Spanish time are:
Tomas Barrios
Rafael Alvarez
Maestra Ana
Bonifacio Egiaron
These are the ones in the Early American Period:
Mr. Cayetano Sarmiento

Mr. Herminigildo Villavecer
Mrs. Pilar Vallejera
Miss Teofila Collado
Miss Maria Ghofulpo

In 1916, the Bureau of Education issued official information that there
would be 400 permanent Gabaldon Type building to be constructed and
distributed all over the Philippines. In Himamaylan there was only one building
constructed from 1916 1917 and still is standing at its present location. This is
now called HIMAMAYLAN CENTRAL ELEMENTARY SCHOOL MAIN BUILDING.
Upon its completion in 1917 the said building consists of:
The Principals Office
The School Supervising Teacher
The Division Superintendent of Schools Mr. Sinclair Stewart
The Municipal President Hon. Agustin Ramos (1912 1918)
Since then there were a lot of teachers who have taught at Himamaylan Central
School who were as follows:
Simeon Vallega
Joaquin Toledanes
Pedro Gargantiel Sr.
Eusebio Bangilan
Eriberta Olea
Eleuterio Golez

A single document on file dated May 6, 1926 was the first endorsement issued
by the Supervising Teacher of Binalbagan, Negros Occidental Mr. Manuel Sitchonby
giving interest in a teachers application for separation, effective June 6, 1926. This
document is evidence that the school District of Himamaylan from the beginning up to
May 6, 1926 was under the administrative jurisdiction of the District of Binalbagan.

On December 7, 1941 was the total suspension of school operations in Himamaylan
Central Elementary School due to the outbreak of World War II in the Pacific when
Japan bombed Pearl Harbor. All Male Teachers were called to active Military service by
the Philippines Army USAFE.
C.E.A. Civilian Emergency Administration was immediately organized by the
Municipal Mayor with the cooperation of the teachers. In 1942 1945 the whole country
was under Japanese Government and all school operation was suspended. The whole
town of Himamaylan was totally burned down by Filipino Guerilla Soldiers upon orders
by Guerilla Officers on December 2, 1942. The Gabaldon Main Building and the other
school buildings of the Himamaylan Central School was on fire. For all those years it was
not until June 1945 that classes were opened through the leadership of the Municipal
Mayor Hon. Agustin Gatuslao and other officials.
Temporary school buildings were constructed using salvage materials, locally
available school equipment and supplies. Temporary roofing and flooring of the burnt
Gabaldon Building was rushed.
Emergency appointment of teachers and acceleration of pupil promotion to the
next grade was ordered by the:
School Principal Mr. Silverio Sorbito
District Supervisor Mrs. Francisca Riego
Division Superintendent of Schools Mr. Fernando Fuentes
Municipal Mayor Hon. Agustin M. Gatuslao

It was in November, 1950 that the Southern Negros Secondary Schools Athletic
Meet was held at the Himamaylan Central Elementary School Athletic field and in 1952,
February the SNOSSA Meet for the 2
nd
time was held at Himamaylan Central School
Ground.
Since then, a lot of improvements in the forms of donations were given to the
school. In September 1068 the Gatuslao, Governor Alfredo Montelibano and Mayor Jose
Gatuslao that the Gabaldon building was renovated.

The 1
st
General Alumni Homecoming of the Himamaylan Central School was on
December 28, 1992. And now we will have or 2
nd
General Alumni Homecoming on
December 27, 2010.With every Alumnus cooperation a lot of improvement could be
done to Himamaylan Central School.


Himamaylan City

SCHOOL RULES AND REGULATIONS

To: all teachers of Himamaylan Central School
1. Log in and log out in our log sheet religiously, indicating the exact time of arrival
and departure. Failure to do so will be dealt with accordingly or will be marked
absent;
2. Form 48 (Daily Time Record) should be filled up daily. Time of arrival and
departure must tally with the log sheet, and should be submitted to the office
every 20
th
of the month.
3. Non- submission of form 48 on specified schedule well be dealt with accordingly;
4. Absence made after the submission of form 48 will be charged on the succeeding
month;
5. Fill up from 6 (application for leave) every time you wish to be absent from your
classes. Absences made without form 6 shall be considered unauthorized
absences and will be deducted from your salary;
6. Unauthorized absence are absences made without informing the office and will
be deducted from your salary;
7. Submit form 6 and form 41; ( Medical Certification) for fie (5) successive
absences;
8. Attend flag ceremony on Monday and Flag Retreat daily at the ground. Flag
ceremonies from Tuesday to Friday will be held in the classroom. The Philippine
National Anthem and the Prayer Song will be played loud enough to be heard by
everybody. To avoid wastage of time, classes should start at once. Cleaning
activities will be done before the flag ceremony;
9. Wear the prescribed uniform daily;
10. Form 2 should be submitted to the grade leaders for consolidation every 24
th
of
the month and form 3 must be submitted to the office the day after

11. Observe maximum frugality in using water and electricity. Water faucets and
electricity and other electric driven appliances should be properly switched-off
before leaving the classrooms;
12. The 15-minute recess at 9:30-9:45 should strictly be observed. Any pupils caught
loitering in corridors and on the pay grounds after the specified time shall be
summoned to the principal office.
13. Let us build a Culture of Urgency, Conscience and Excellence. It is
primodial that each teacher of member of the academic community should do
his/her own share in implementing the aforementioned policies and inn
cooperative efforts, help identify areas and other concerns with still need to be
rectified.


Himamaylan City

SCHOOLS VISION AND MISSION

Vision
Himamaylan Central School is a model of excellence that produces responsible,
value-oriented and competitive pupils who are potential assets of the country.

Mission
In order to become a model of excellence the school commits:
To provide access to quality and relevant education,
To produce responsible, competitive and value-oriented individuals through
varied, meaningful and productive learning activities,
To develop their full potentials through competent and effective school personnel
and active stakeholders.


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 schools 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.

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 learners 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 learners 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 parents cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parents 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: Effectivity
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.


THRUSTS
WOW
BIG
SIFO
CLEAN AND GREEN
CONSUMERISM
TOURISM
REFORESTATION
POPULATION EDUCATION
GREEN REVOLUTION
DRUG EDUCATION
TAX EDUCATION
ZERO WASTE MATERIALS
ENVIRONMENTAL SANITATION


FORMS



Top 6 Teacher Tasks
What Teachers Do
By Melissa Kelly, About.com Guide

PROFESSIONAL READINGS

What do teachers really do? Every task that teachers perform falls under one of
six categories. Many states such as the state of Florida use these and similar categories
when observing teachers. They truly are a great way to organize your thoughts and
systems around teaching. Following are the six teacher tasks with information and tools
to help you grow and enhance your day-to-day teaching experience.
1. Planning, Developing, and Organizing Instruction
One of the most important parts of teaching takes place long before the
teacher begins any lesson. Planning, developing, and organizing instruction are a
major part of any teacher's job. If a teacher is effective at planning their lessons,
they will find that their day-to-day teaching tasks are much easier. Unfortunately,
many teachers do not have the time to truly create effective and unique plans for
their classes. This is especially true if they are teaching multiple preps. However,
every teacher should attempt to upgrade a couple of lessons each semester. This
will help keep them and their material fresh.
2. Housekeeping and Recordkeeping Tasks
For many teachers this is the most annoying part of teaching. Time has
to be spent taking attendance, recording grades, and following through on all
necessary housekeeping and recordkeeping tasks. The way that a teacher
handles these tasks says a lot about their classroom organization skills. With
effective and easy-to-use systems in place, teachers will be able to spend more
time focusing on actually instructing and interacting with their students.

3. Managing Student Conduct
Many new teachers find that this are of teaching is what scares them the
most. However, a couple of tools if properly used can really help you create an
effective classroom management policy. These tools include posted rules
combined with a posted discipline policy all of which are consistently and fairly
enforced. If you are not fair or do not follow through with your posted policies,
you will have a very hard time keeping a well-managed classroom.
4. Presenting Subject Material
Once the planning is done and students are sitting in class waiting to be
taught, a teacher is at a critical juncture - how will they actually present their
subject matter. While teachers typically decide on their main mode of delivery
during the planning phase, they will not actually implement these methods until
they are face-to-face with their class. There are important tools that all teachers
should have in their teaching arsenal no matter which method of delivery they
are using including verbal clues, effective wait time, and authentic praise.
5. Assessing Student Learning
All instruction should be built around assessments. When a teacher sits
down to develop a lesson, they should begin by determining how they will
measure whether the students learned what they were trying to teach. While the
instruction is the meat of the course, the assessments are the measure of

success. Therefore, it is important that teachers spend some time creating and
refining valid assessments for their students.
6. Meeting Professional Obligations
Every teacher must meet certain professional obligations depending on
their school, their district, their state, and their area of certification. These
obligations might range from something as mundane as hall duty during their
planning period to something more time consuming like participating in
professional development opportunities required to get recertified. Further,
teachers might be asked to sponsor a club or chair a school committee. All of
these require a teacher's time and are a required part of a teaching career.

Top 10 Tips for Classroom Discipline and Management

Classroom discipline and management causes the most fear and
consternation in new teachers. However, classroom management is a skill that is
not only learned but practiced daily. Here are ten tips that can lead to successful
classroom management and greater discipline in schools. These tips can help you
cut down on discipline problems and leave you with fewer interruptions and
disruptions.

If you would like additional information, check out this step-by-step look
at how to handle discipline problems with effective classroom management.
1. It's Easier to Get Easier
Many teachers make the mistake of starting the school year with a poor
discipline plan. Students quickly assess the situation in each class and realize
what they will be allowed to get away with. Once you set a precedent of allowing
a lot of disruptions, it can be very hard to start better classroom management
and discipline techniques. However, it is never tough to get easier as the year
goes on. While you don't have to follow the adage, "Never smile until Christmas,"
it does have its merits.
2. Fairness is Key
Students have a distinct sense of what is and what is not fair. You must
act fairly for all students if you expect to be respected. If you do not treat all
students equitably, you will be labelled as unfair students will not be keen to
follow your rules. Make sure that if your best student does something wrong,
they too get punished for it.
3. Deal with Disruptions with as Little Interruption as Possible
When you have classroom disruptions, it is imperative that you deal with
them immediately and with as little interruption of your class momentum as
possible. If students are talking amongst themselves and you are having a

classroom discussion, ask one of them a question to try to get them back on
track. If you have to stop the flow of your lesson to deal with disruptions, then
you are robbing students who want to learn of their precious in-class time.
4. Avoid Confrontations in Front of Students
Whenever there is a confrontation in class there is a winner and a loser.
Obviously as the teacher, you need to keep order and discipline in your class.
However, it is much better to deal with discipline issues privately than cause a
student to 'lose face' in front of their friends. It is not a good idea to make an
example out of a disciplinary issue. Even though other students might get the
point, you might have lost any chance of actually teaching that student anything
in your class.
More Info
5. Stop Disruptions with a Little Humor
Sometimes all it takes is for everyone to have a good laugh to get things
back on track in a classroom. Many times, however, teachers confuse good
humor with sarcasm. While humor can quickly diffuse a situation, sarcasm may
harm your relationship with the students involved. Use your best judgment but
realize that what some people think as funny others find to be offensive.
More Info
6. Keep High Expectations in Your Class

Expect that your students will behave, not that they will disrupt.
Reinforce this with the way you speak to your students. When you begin the
day, tell your students your expectations. For example, you might say, "During
this whole group session, I expect you to raise your hands and be recognized
before you start speaking. I also expect you to respect each other's opinions and
listen to what each person has to say."
More Info
7. Over plan
Free time is something teachers should avoid. By allowing students time
just to talk each day, you are setting a precedent about how you view academics
and your subject. To avoid this, over plan. Write additional activities into your
lesson plans just in case your main lesson runs short. When you have too much
to cover, you'll never run out of lessons and you will avoid free time. You can
also fill up any left over time with mini-lessons.
8. Be Consistent
One of the worst things you can do as a teacher is to not enforce your
rules consistently. If one day you ignore misbehaviors and the next day you
jump on someone for the smallest infraction, your students will quickly lose
respect for you. Your students have the right to expect you to basically be the
same every day. Moodiness is not allowed. Once you lose your student's respect,
you also lose their attention and their desire to please you.

More Info
9. Make Rules Understandable
You need to be selective in your class rules (no one can follow 180 rules
consistently). You also need to make them clear. Students should understand
what is and what is not acceptable. Further, you should make sure that the
consequences for breaking your rules are also clear and known beforehand.
10. Start Fresh Everyday
This tip does not mean that you discount all previous infractions, i.e. if
they have three tardies then today means four. However, it does mean that you
should start teaching your class each day with the expectation that students will
behave. Don't assume that because Julie has disrupted your class everyday for a
week, she will disrupt it today. By doing this, you will not be treating Julie any
differently and thereby setting her up to disrupt again (like a self-fulfilling
prophecy). Read a personal example of this with my best teaching experience.

Top 6 Keys to Being a Successful Teacher

Here are the top six keys to being a successful teacher. Every teacher can
benefit from focusing on these important qualities.

1. Sense of Humor
A sense of humor can help you become a successful teacher. Your sense of
humor can relieve tense classroom situations before they become disruptions. A
sense of humor will also make class more enjoyable for your students and
possibly make students look forward to attending and paying attention. Most
importantly, a sense of humor will allow you to see the joy in life and make you
a happier person as you progress through this sometimes stressful career.
Humor in the Classroom
2. A Positive Attitude
A positive attitude is a great asset in life. You will be thrown many curve balls
in life and especially in the teaching profession. A positive attitude will help you
cope with these in the best way. For example, you may find out the first day of
school that you are teaching Algebra 2 instead of Algebra 1. This would not be
an ideal situation, but a teacher with the right attitude would try to focus on
getting through the first day without negatively impacting the students.
Positive Attitudes
3. High Expectations
An effective teacher must have high expectations. You should strive to raise
the bar for your students. If you expect less effort you will receive less effort.
You should work on an attitude that says that you know students can achieve to
your level of expectations, thereby giving them a sense of confidence too. This is

not to say that you should create unrealistic expectations. However, your
expectations will be one of the key factors in helping students learn and achieve.
Creating an Academic Environment
4. Consistency
In order to create a positive learning environment your students should know
what to expect from you each day. You need to be consistent. This will create a
safe learning environment for the students and they will be more likely to
succeed. It is amazing that students can adapt to teachers throughout the day
that range from strict to easy. However, they will dislike an environment in which
the rules are constantly changing.
Consistency and Teaching
5. Fairness
Many people confuse fairness and consistency. A consistent teacher is the
same person from day to day. A fair teacher treats students equally in the same
situation. For example, students complain of unfairness when teachers treat one
gender or group of students differently. It would be terribly unfair to go easier
on the football players in a class than on the cheerleaders. Students pick up on
this so quickly, so be careful of being labeled unfair.
Fairness in Teaching
6. Flexibility

One of the tenets of teaching should be that everything is in a constant
state of change. Interruptions and disruptions are the norm and very few days
are 'typical'. Therefore, a flexible attitude is important not only for your stress
level but also for your students who expect you to be in charge and take control
of any situation.
What Teachers Do When They are Not With Students
The Inspired Classroom

correct papers
write down feedback for their
students to read
look at data
talk with colleagues
plan lessons
refer to curriculum standards
search for activities and ideas
online
copy papers
go to meetings with
administration
prepare paperwork for upcoming
special meetings
complete paperwork for
observations
complete paperwork for other
misc meetings
organize paperwork students
hand them
sort through piles of permission
slips, progress reports and other
papers given to them by
students and administration
eat lunch
go to the bathroom
email parents
collaborate with other teachers
plan field trips

A TEACHERS SURVIVAL KIT FOR EVERYDAY LIVING
The - Original Author is Unknown, later on Charles Nelson

1. Rubber Band: It reminds the teachers that they have to be flexible. Things
dont always go the way we plan. But flexibility will help to work it out.
2. Band Aid: It reminds the teachers that sometimes we do more than teach. That
we help heal hurt feelings, broken dreams, and lend an ear to a problem.
3. Pencil: It reminds us to be thankful and we should list our blessing daily. But
also encourage our students to list their blessings and to be proud of their
accomplishments.
4. Eraser: It reminds us to allow students to know we are human and make
mistakes just like they do, and its ok. We must all be able to learn from our
mistakes.
5. Chewing Gum: It reminds us to stick with it and encourage our students to do
likewise. Even the impossible task or assignments can be accomplished by
sticking to it.
6. Mint: It reminds us and our students we are worth a mint. We may not be paid
a mint, but are worth one.
7. Candy Kiss: It reminds us that everyone needs a hug, kiss, or warm fuzzy every
day. All teachers, students, parents and even administrators.
8. Tea Bag: It reminds us we need time to relax, go over our blessing, and take
time for others. Family, husbands, wives, friends, children need quality time
together.
9. Toothpick: It reminds us to look for the good qualities in our students. You may
be the only teacher who says something positive to them that day.

A teacher must be willing to show their students how much they
care!!!


SUMMARY OF MY OFF CAMPUS
The first day I stepped in Himamaylan Central School it was November 12, 2012
and I was assigned at Grade IV-1 with my cooperating teacher Mrs. Mary Jane T.
Desierdo and I cant explain what I feel and the first time that I entered the Grade IV-I
room I dont know what to do but the time that I introduced myself it lessen the
nervous that I felt and I started to communicate my pupils and luckily they are all
respectful and not that hard to handle and im proud to stay that all my pupils are
intelligent and talented.
Education is the best foundation in the organization. Being a student teacher
is not that easy because you have to deal different kind of personality and attitudes of
pupils but what important is that you love your passion and understand your pupils
and treat them equally. Pupils gain their knowledge how the way we teach them and
the way we impart it to them. But there is also difficulty in dealing them because
there are some paying attentions and some are hyperactive and what is important is
that I know how to lengthen my patience and knows how to choose the words that I
must say towards them so that it could not degrade them. As days passed by I used
already how to deal with them and use some techniques that could catch their
attention and despite of those circumstances I learned to love my pupils.
Circumstances made me grow and believe that is part of being a future educator and I
learned a lot from these circumstances which cannot be get in any printed materials.
Through the aid of my cooperating teacher I surpass all of these adversities working
with my pupils and also I got some words of inspiration that I can be apply in my
future career and here I learned how to fill up the Deped forms and how to deal with
my pupils and to be a responsible student teacher and to be a effective and efficient
teacher in the future.
Time management plays a vital role. As a future educator I can really say that
we should know how to value our time because if not we will crumple. Being punctual
also is important because we become role model to our pupils which they can be
follow and it is not that good that you are going to school late and so what impression
could make by your cooperating teacher and pupils. Being time manager is one
attitude that any educator or future educator should possess. Also preparation is one
of the best weapon in everyday of going to school so that you can deliver your lesson
well and ready in every task that your cooperating teacher will assigned you.
It was February 7, 2013 at exactly 1:30 in the afternoon it is the scheduled of my
final demonstration. The afternoon until the last minute prior my demo was the most
exhausting and unbearable moments of my life, I convinced myself and bring a self
confidence to deliver my lesson well in front of my superiors as my evaluator, I was
worried and perspiring to what comments will my evaluators give. But I was really
glad that I passed that obstacle despite the hardship I encountered and the most that
made me happy is that when my evaluators congratulates me and it made me smile.
And the comments and suggestions of my evaluators were very useful and helpful for
me because it gives me some hint to what should I improve. I must say that
Experienced is the best teacher.

Finally I could say that I grew professionally with the help of my cooperating
teacher and all of my pupils. My four months of practice teaching in Himamaylan
Central School had made me become a well prepared learning catalyst. One who is
willing to carry the purpose of education and face the real crisis of education. And so, I
could say that Himamaylan Central School is the best training ground for student
teachers. With all the learning I had learned from this practice teaching, I come up
with this idea in my mind. What causes learning in the learner is the development of
a particularly deep relationship in which the learner opens himself to internal
transformation under the influence of the catalyst.-the teacher.


A Narrative Comprehensive Report of Student Teaching Experiences

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