Professional Documents
Culture Documents
Student Teaching
Manual
By:
Margielyn L. Mascariola
To:
Table of contents:
Dedication
Acknowledgement
Prayer for teachers
Introduction
PUP
Vision
Mission
Dedication
Acknowledgment
I would like to express my overwhelming appreciation and gratitude to the
Almighty God in giving me strength, knowledge and wisdom to complete my
practicum II.
To our advisers, Professor Sheryl Morales and Professor Marilyn Isip for
their guidance and support.
To the T.L.E. Head Mrs. Felicitas Victoriano for her constructive criticisms.
We, teachers are here to express our gratitude and appreciation in all
the blessing You’ve given us.
You share Your strength and wisdom for us to overcome all the
challenges and trials we encountered during our actual teaching.
Introduction
I quoted Dr. Lily G. Mendoza, “Consider teaching as the noblest
Profession.”
Since the area given to the student teacher is not taken as one of the subjects in
their curriculum, she is able to adjust and learn the subject matter. Handling secondary
level students is very different among tertiary level. Everyday, you must come to
school geared with a long patience.
Consider the learning level of each student and their behavior towards
school/classroom. The student teacher uses several approaches and teaching
methodologies. These are enlightened viewpoint toward teaching. It is procedural for
it consist series of activities arranged logically.
The student teacher provides learning activities for the students. Learning
activities are the corresponding reinforcement to help the students achieve their
learning goal. Students are active in doing their activities; the only problem is the 30
minutes time allotted in the subject.
To motivate the student, the student teacher uses chips as their incentive
whenever they answer. Each chip has corresponding point/points. She also uses
graphic organizers in presenting her lesson to be able for her students to understand
the topic easily.
The Cooperating Teacher observes that her student teacher has a low modulated
voice and so she decided to let her ST use her lapel while discussing the lesson. The
student teacher shows progress in having well modulated voice. This helps the student
teacher on how to get attention of the class and to maintain discipline inside the
classroom.
The student is obliged to evaluate whether the students achieve the expected
learning outcomes. She uses various evaluative tools that can be used to assess the
students. Objective type test and performance test are examples of these evaluative
tools.
BTE 450 Student Teaching
Vision
Towards a Total University
Mission
The mission of PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all students,
Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to
the changing needs of the students to enable them to lead productive and meaningful
lives.
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
well as the advancement of moral and spiritual values;
5. Develop in the students and faculty the values of self-discipline, love of country
and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a
broader understanding and appreciation of life and to the total development of
the individual;
7. Make the students and faculty aware of technological, social as well as political
and economic problems and encourage them to contribute to the realization of
nationalist industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and
develop proficiency in English and other foreign languages required by the
students’ fields of specialization;
10. Build a learning community in touch with the main currents of political,
economic and cultural life throughout the world; a community enriched by the
presence of a significant number of international students; and a community
supported by new technologies that facilitate active participation in the creation
and use of information and knowledge on a global scale.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at
providing appropriate attention to the alleviation of the plight of the poor, the
development of the citizens, and of the national economy to become globally
competitive, the University shall commit its academic resources and manpower to
achieve its goals through:
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 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.
BTE 450 Student Teaching
HISTORY
The Justice Cecilia Muñoz Palma High School was named after Cecilia
Muñoz-Palma. Located at Molave Street Barangay Payatas, Quezon City
Vision
To provide relevant education for youth’s intellectual¸ physiological,
spiritual and environmental awareness through responsive approaches.
Mission
Teaching Plan
Justice Cecilia Muñoz Palma High School
Technology and Livelihood Education I (Food and Food Service)
SALAD
I. Objectives:
II. Content
III. Procedure
A. Preparatory Activities
1. Routine Activities
• Prayer, Attendance, Greetings
2. Short Recapitulation about the previous lesson.
3. Unlock Difficulties
a. Sallets
b. Discourse
c. Palate-cleansing
d. Bound
4. Motivation (Explore)
Present pictures of different kinds of Salad dishes.
*Students are ask to describe and differentiate each picture.
Appetizer
Uses
Dessert of Side Dish
Salad
Types of Salad
Green Salad
Vegetable Salad
Bound Salad
Main Course Salad
Fruit Salad
Dessert Salad
C. Application (Deepen)
Conduct a group activity. Students are ask to draw the Type of Salad they want.
The ingredients should be seen and indicated in the illustration.
D. Closing Activity
1. Generalization
Salad has a wide variety of dishes. They may include different kinds of raw
ingredients most especially fruits and vegetables.
2. Valuing (Transfer)
Knowing the importance of Salad will help each student to produce highly
delicious Salad dishes and will enhance the presentation of one’s meal.
3. Evaluation
* Conduct a short quiz regarding the topic.
IV. Agreement
What are the parts of a salad?
BTE 450 Student Teaching
Brief Synopsis of
Professional Readings and
References on Student
Teaching
BTE 450 Student Teaching
The student teaching experience provides teacher candidates the opportunity to practice
what they have learned through education classes and previous clinical experiences.
Ideally, they should also have the chance to creatively experiment with instructional
ideas of their own. Unfortunately, not every classroom internship goes smoothly, and
some end with the teacher candidates unprepared to lead classrooms of their own.
Student teachers can make their classroom experiences more rewarding and productive
by using the professional approach described in the following guidelines:
opportunities for growth, student teachers can end their internship period ready to take
on the full responsibility of a K-12 classroom.
The quality of a student teacher’s experience rests with the cooperating teacher. As a
veteran educator, in service teachers know well how to run a classroom and teach their
content areas, but the act of mentoring another professional presents a new set of
challenges. By following these three principles, cooperating teachers will be able to
provide a quality intern experience, which does not compromise student learning and
can result in their own further professional development.
There are many teachers who have very few teaching aids at their disposal and do very
well with a piece of chalk and their imagination. Teachers and students have a very long
history of both teaching and learning without the help of technology in the form of
video, radio, tape recorders, language laboratories or, the most recent innovation, the
computer.
However, technology has now invaded many classrooms and the trend looks to continue
and intensify. Studies have been done on whether these technological ESL strategies are
a good thing and so far the results have come back positive.
The study of foreign languages is increasing and so there is a need to make the learning
of languages as effective as possible. It has been found that when the whole brain is
involved in learning, then there is a long term retention of what has been learnt
compared to the more short term retention characterised by left brain activation only.
The use of multimedia interactive electronic teaching aids activate both sides of the
brain and so the learning is more effective. Traditional teaching with chalk and
blackboard means students have to work harder to retain the information and teachers
have to work harder to get the information across in an effective way.
BTE 450 Student Teaching
For many years, the grammar translation method of teaching focused on the endless
repetition of grammar rules for which the chalk and blackboard were sufficient teaching
tools. In the 1950s and 60s, the audio-lingual method argued that the mere learning of
rules was not enough to ensure effective communication and students had to hear and
speak the language to become proficient.
Thus, the first use of technology in the classroom came about with the installation of
language laboratories with tape recorders and headphones. This time, instead of endless
grammar rules, students were doomed to endless repetition of phrases and sentences in
the target language. The idea was that learning was basically habit formation. While it
could be argued that this was possibly a more interesting ESL strategy than the
learning of grammar, it was not enough to ensure meaningful communication.
Over time, teachers adapted their classroom strategies themselves when they saw what
worked and what did not. Tape recorders can be used to develop listening skills when
combined with comprehension exercises; speaking drills can be adapted into the
learning of basic phrases and then used in individual dialogue construction. Television,
radio and film can be used to improve listening and invite class discussion. Overhead
projectors cut down on the time required to write on the board and so the risk of losing
control of the class is decreased.
None of these devices could be said to be gimmicky when they are used effectively by a
competent teacher. They only become useless when weak teachers use them to babysit
the class and lazy educators use them to fill the time until the lesson finishes. Their
effective use requires teacher ESL strategies and class interaction.
Narrative Report
1st Week ☺
2nd Week ☺
My first time of teaching in Justice Cecilia Muñoz Palma High School. I was so
nervous during my presentation. Mrs. Sayon checked the Lesson Plan that I have
prepared. After our discussion, my Cooperating Teacher gave me constructive criticisms.
She told me that I possessed a low modulated voice. She praised me for my colorful
visual aids☺. She told me to enhance my communication skills.
3rd Week ☺
There were so many things to do. The TLE Head Mrs. Felicitas Victoriano has a
meeting with the student teachers. She gave the requirements to be passed after the final
demonstration. Mrs. Victoriano asked the student teachers to tell something about our
actual teaching and our experiences.
4th Week
5th Week
This was the last week of attending school before having the Christmas and New
Year’s Vacation. I was able to introduced a now topic about Types of Beverages. I also
gave a long quiz regarding the pass lesson.
The school prepared a Christmas program for the students. It was a joyful day,
my co-student teachers and I have a bonding moment.
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6th Week
As I expected, there were a large number of absentees since it was the first day of
attending school after the Christmas and New Year’s vacation. What we did was to ask
the students about their vacation. I told them to write an essay with the theme of “My
Christmas and New Year’s Vacation”. After writing the essay, we have a sharing.
7th Week
Some public schools are doing a disservice to exceptional education students in speech
pathology. There isn't a "one-size fits all" educational model.
Are you a struggling speech pathologist? You are not alone. Serving exceptional
education (ESE) students in speech and language is not an easy task. In fact, one of my
friends, a public school speech pathologist, shared some of her experiences with me over
dinner one evening, "For two straight weeks I have been practicing the word 'me,'
phonetically, with Maya; after saying it aloud over and over again, I ask her to read it to
me, and she can't. She only recognizes the letter 'a'. I can't help them. They're all at
different levels. What will one hour of speech therapy per week do? It's not rewarding.
I'm miserable!"
She, like thousands of teachers across America, is frustrated with the lack of academic
support from her principal and faculty at her elementary school, and the public school
system. Can you blame her? As a dedicated and passionate speech pathologist, my friend
fears that ESE students in speech pathology, especially, are not getting what they need
to grow into educated adults.
In fact, she fears that they will fail and/or resort to criminal behavior in the future if
they do not develop the academic skill set required to advance in their student career
and in the workforce.
Money may not be the ultimate answer in reforming American education as public
school students continue to graduate without basic skills and knowledge.
Everyone from the Obama White House to the local school districts across the nation is
calling for major reforms in the American education system. Every new poll shows
American students in every category and grade level falling behind students in other
nations. At the end of September 2010, Facebook founder Mark Zuckerberg donated
$100 million to the Newark, New Jersey school system. The Bill and Melinda Gates
Foundation have been funding educational programs for some time. President Obama
and Jill Biden hosted a Community College summit on October 5, 2010. But the times
are not changing.
College Freshman Still Can’t Spell, Write, and Hate to Read
I see basic deficiencies everyday in the college classroom. I grade two-page essays that
are hardly coherent. The essays are filled with misspellings, grammatical errors, and no
concept of paragraphing. Students do not know how to properly cite sources either
within the essay or paper, nor can they produce a bibliography or works’ cited page.
Students have also developed an intense hatred of reading. Their idea of “research” is to
turn on the computer and do a Google search. In most cases, they end up summarizing
spurious internet sites. Individual analysis never enters the picture. In one of the
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institutions that I teach, students are required to take a “basic skills” course. The very
fact that such courses are necessary points to the failure of American public education.
Don’t Blame the Public School Teachers
Unfortunately, teachers are the first casualties in the education wars. Student failure is
blamed on teacher incompetence. Foolish notions like merit pay tied to standardized
test results are supposed to motivate teachers and encourage stellar classroom
performances. Most classroom teachers are highly competent and entered the profession
because they had a passion. At one time it was referred to as a “call to teach.”
The real learning bandits lie elsewhere. Student failure can be blamed on the insipid
policy of end of course standardized tests. This creates a vicious cycle. Teachers must
teach to the test and in the process, put aside all other pedagogical superlatives. In the
humanities, that includes history and geography. Hardly any young students coming out of
any American high school, public or private, know geography.
Other bandits include parents who are simply too busy to become partners in their
children’s education. My experience with many parents is that they are as “clueless” as
their children. They rarely read anything of substance and keep up with current events
on computer news sites that usually offer scant coverage and tend to follow a politically
partisan line.
American missionaries too, reinforced the new system of learning as far as the remote
Mountain Province.
There was barely any opportunity to get acquainted with other school systems
practiced in advanced countries in Europe, Canada or Australia.
As early as 1964 when I received Italian study grants (borsa di studio) to master the
Montessori system from pre-school to professional high school, I was privileged to
observe the school systems in Italy, England, and Denmark. Between 1966 to 1986,
while training teachers in all levels of the O.B. Montessori Center, Mr. Soliven and I
would travel together on invitation of various governments to Spain, France, Germany,
Australia and Japan. Usually I would request to observe their basic educational system
up to their vocational schools.
Preschoolers in Italy, England, France and Germany attended school between the ages
of three to six years. Between six to 11 years old, they take up five years of elementary
schooling.
In general, European high schools last six to seven years, starting with lower secondary
(junior high school), higher secondary (senior high school), and one final year to get a
professional diploma eligible for well paid technical job. In Germany, on the last year in
an academic high school (Gymnasium), the student must pass the abitur to get to a
university. These professional skills are provided in the so called Community College in
the US.
In Italy, 11- to 14-year-olds are in the “scuola media” (junior); the 14- to 18-year-olds
are in the “scuola superiore” (senior). To get licensed, an extra year course for diploma
is taken between 18 to 19 years. It’s similar to France. The French senior high school or
Lycee for 15 to 18 years old, is also known as “baccalaureate professional”. It has four
streams: scientifique, economique, litteraire and technological.
care of all their own needs, whether it be getting a meal to eat or to hand in a paper on
time. The widely accepted use of prescription drugs to treat "anxiety" or "depression"
seems to be impeding the changeover.
According to Linda Bips (Professor of Psychology) in the October 11, 2010, New York
Times article "Students Are Different Now," freshman college students are unprepared
for the challenges that face them and "many of today's students lack resilience and at the
first sign of difficulty are unable to summon strategies to cope." Teens today are more
likely to give up and immediately look for help. They have a hard time, dealing with the
situation at hand and building a method to conquer the problem.
Educational legislation has assumed that lack of student success is a result of teacher
failure. Teachers have been certified, highly-qualified, professionally developed, and
untenured and/or fired as a result of No Child Left Behind and standardized test scores.
A new study out of Vanderbilt University showed that merit pay made no
significant difference in test scores. If teachers are not the cause of poor student scores,
then the question must be: How can students come into the classroom ready to learn?
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Pre-school
Students who attend preschool are better prepared to learn. In Tennessee, Gov. Phil
Bredesen put educational dollars into Pre-K. Montgomery County, Maryland, is reaping
big results by using educational funds for Pre-K. Pre-K teaches classroom behavior,
early letters and number recognition, social appropriateness, and listening skills. Pre-K
also introduces the school environment and reduces separation anxiety to both the child
and the parent.
Preparation
Students need to be ready to go to school each morning. This preparation includes
school supplies being replenished regularly. Homework should be done, checked, and
packed in the backpack the night before. Lunch money, projects, library books, and gym
clothing should be in or with the backpack. Clothes could be laid out. The more
preparation that is completed the night before means less to forget or fuss over on the
school day morning.
How much technology does a student need to have at home? Basic technology at home
for a student today is a relatively new computer (desktop or laptop) with a high speed
Internet connection and a reliable printer. Often being prepared for school may also
require a graphing calculator by 7th grade. The cost of technology can be prohibitive
for some families, however. Students can use computers at a library or at school but do
not have the luxury of time that they may have at home.
First, excessive media time takes away from other creative, active or social activities. In
addition, the content of media must be considered, including entertainment, news and
advertising. Particularly important are the effects of violent or sexual content, and
movies or shows that glamorize alcohol and tobacco use. Studies have associated high
levels of media use with school problems, attention difficulties, sleep and eating
disorders, and obesity. And the Internet and cell phones have become important new
sources and platforms for illicit and risky behaviors.
BTE 450 Student Teaching
But media education has the potential to reduce harmful media effects, and careful
selection of media can help children to learn. In addition to longstanding AAP advice
about limiting, planning and supervising media use, new recommendations include:
• Pediatricians should ask at least two media-related questions at each visit: How
much entertainment media per day is the child or adolescent watching? (The
AAP recommends that children have less than two hours of screen time per day,
and viewing should be avoided for children under 2.) Is there a TV set or
Internet access in the child or teen’s bedroom?
• Parents should be good media role models; emphasize alternate activities; and
create an “electronic media-free” environment in children’s bedrooms.
• Schools should begin to implement media education in their curricula, and
Congress should consider funding universal media education in schools.
• The federal government and private foundations should dramatically increase
their funding for media research.
The authors conclude that a media-educated person will be able to limit his or her media
use, make positive media choices, develop critical thinking and viewing skills, and be
less vulnerable to negative effects of media content and advertising. In addition, simply
reducing children’s and adolescents’ screen media use has been shown conclusively to
have beneficial health effects.
examined in this study are drawn from all facets of the educational system and the
strategies have relevance across sectors. In particular, formal education has a great deal
to learn from strategies being used in the non-formal sector, and some of the initiatives
being undertaken in the Asia-Pacific region, as described in the study, are leading the
way in putting information and communication technologies (ICTs) to work for gender
equality.The emphasis is on ICT applications and models that hold promise in assisting
with the achievement of Education for All (EFA) goals, specifically Goal 3, to “promote
gender equality and empower women.” The focus is on Asia and the Pacific; however,
examples are included from other regions where they suggest models that lend
themselves to broader application. One of the strongest messages that emerge from
research on the effective use of ICTs in the education of women is the need to use
appropriate technology. The examples outlined in the report look at the newer ICTs,
computers and related services such as e-mail and the web, and also include the use of
broadcast technologies, such as radio and television, as well as audio and
videotapes.Along with an endorsement for the more traditional ICTs, there is an
equally strong message that women and girls must not be left behind in the digital
revolution. The digital divide includes a gender divide, especially for rural and
marginalised women, and the newer ICTs have the capacity to allow us to benefit from
the full contribution of women.
Nurses have existed in many cultures since ancient times (Sapountzi-Krepia, 2004). In
Europe and North America, modern nursing developed in the mid 19th century and
spread to much of the world through the globalizing mechanisms of warfare,
colonialism, and missionary activities (Basuray, 1997; Nestell, 1998). The roots of
nursing in the Middle East, however, can be traced even further back, to the Islamic
Period (570-632 AD) and to Rufaida Al-Asalmiya, the first Muslim nurse (Miller-
Rosser, Chapman, & Francis, 2000). From its foundation in 1899, the International
Council of Nurses (ICN) has envisioned an international federation of national nursing
organizations that would ensure high standards of nursing education and practice
globally. Its founders reasoned that principles governing nursing education and practice
should be the same in every country (ICN, n.d.).
President Barack Obama is making his bid to be "the education president," yet Obama's
education vision deserves an F, says Nick Gillespie, editor in chief of Reason.tv and
Reason.com.
In a new video, Gillespie gives three reasons for Obama's failing grade:
Money talks.
Obama says that the educational system needs new ideas and more money.
While he brags constantly about his Race to the Top initiative, in which states
competed for $4 billion to fund innovative programs, he's spent more than $80 billion in
no-strings-attached stimulus funds to maintain the educational status quo.
Choice cuts.
Candidate Obama said that he'd try any reform idea regardless of ideology.
Yet one of his first education-related moves after taking office was to aid his Senate
mentor, Dick Durbin (D-Ill.), in killing a successful and popular D.C. voucher program
that let low-income residents exercise the same choice Obama did in sending his
daughters to private school.
The two largest teachers unions, the American Federation of Teachers and the National
Education Association (NEA), overwhelmingly supported Obama with their votes and
their contributions.
No wonder Obama's big talking point is that he wants to add 10,000 more teachers to
public payrolls despite the fact that there are already more teachers per student than
ever.
So how to explain the paradox that these proposed regulations are being proposed by a
progressive Democratic administration and its strongest proponents are liberal
members of Congress?
For example, liberals supporting these proposed regulations rightly complain about
marketing and other abuses.
But the fact is, such abuses occur at nonprofits and public institutions as well as at for-
profits and, in any event, the gainful employment regulation doesn't even address the
issue of these abuses.
Moreover, those who cite the excess "cost" of student loan defaults among the lower
income and minority students ignore two inconvenient, indisputable facts, says Davis.
Billions of dollars of taxpayer subsidies that go to nonprofits and public colleges are not
available to for-profits.
And for-profits cost taxpayers substantially less per-student each year than nonprofits
and public colleges.
The second explanation is that this is a classic example of overly broad regulations
confirming the law of unintended consequences. How broad? According to the
Department of Education's own data released last month, its proposed "gainful
employment" regulations are so poorly crafted that if applied to nonprofits too (which
they currently are not), Harvard Medical School and 93 of 100 Historic Black Colleges
in the United States would all fail the so-called loan repayment test.
The third explanation appears a classic example of ideology trumping facts: the
instinctive negative reaction of many liberals to the word "profit" when associated with
providing education. The fact is, it is precisely the profit motive that causes for-profits
to offer more flexible, consumer-responsive schedules and courses, such as night classes,
online courses and new curricula that are directly responsive to recent changes in the
job market.
Despite rising tuition and student loan debt levels, the long-term payoff from earning a
college degree is growing, according to a report by the College Board.
BTE 450 Student Teaching
Workers with a college degree earned much more and were much less likely to be
unemployed than those with only a high school diploma, according to the report,
"Education Pays: the Benefits of Higher Education for Individuals and Society."
According to the report, the median earnings of full-time workers with bachelor's
degrees were $55,700 in 2008 -- $21,900 more than those of workers who finished only
high school.
Among those ages 25 to 34, women with college degrees earned 79 percent more than
those with high school diplomas, and men, 74 percent more.
A decade ago, women with college degrees had a 60 percent pay premium and men 54
percent.
The report found that after about 11 years of work, college graduates' higher earnings
compensated for four years out of the labor force and for student loans, at 6.8 percent
interest, to cover the average tuition and fees at a public four-year university.
Even during the recession, a degree offered protection from unemployment. The 2009
unemployment rate of college graduates 25 and older was 4.6 percent, compared with
9.7 percent for high school graduates.
The debate over whether college is worthwhile has grown more spirited as tuition
spirals higher, faster than inflation. Among economists, though, even those who
emphasize alternative approaches to skill development agree that for most people, a
college degree pays off, says the New York Times.
A recent study found the United States ranks only 12th in the percentage of adults aged
25 to 34 who hold college degrees, though President Obama has set a goal of becoming
No. 1. To accomplish its aims, the administration will need to finesse the cooperation of
the powerful teachers unions, Congress, parents and local school officials -- groups that
aren't always on the same page when it comes to education reform, says the Journal.
In the recent results, only 24 percent of the graduating class of 2010 scored high
enough on the ACT in math, reading, English and science to ensure they would pass
entry-level college courses.
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This is a slight uptick from last year, when 23 percent were ready for college, and from
2008, when 22 percent were ready.
Still, 28 percent of students didn't score high enough on even one subject-matter exam
to ensure college readiness.
The average ACT composite score has actually fallen since 2007, after increasing
during the five year period before that. This year, the average composite was 21.0,
compared with 21.1 last year and 21.2 in 2007. The test is scored on a 1-36 point scale.
ACT officials say a more diverse test-taking population partly explains the less-than-
stellar results:
African-American and Hispanic students made up 24 percent of the test-taking pool this
year, compared with about 19 percent four years ago.
African-American and Hispanic students generally post lower scores than their white
and Asian counterparts.
A weakened high school curriculum is also at fault; the testing data show that even
when students take a core curriculum -- defined as four years of English and three years
each of math, science and social studies -- they aren't likely to be college-ready.
The Department of Education initially said money from the Education Jobs Fund could
go only to teachers and others employed by a local education agency or school district,
but following complaints, the administration said it will allow charters with employees
not hired by school districts to get the federal funds. Many charter school teachers are
employees of management firms rather than the school district, so the guidelines would
have excluded more than 1,000 charters nationwide (serving around 400,000 students).
But this workaround still interferes with the autonomy of these schools, upends their
hiring models and undermines state laws that allow charters to contract with education
management organizations.
To take one example, National Heritage Academies (NHA) operates 67 schools in eight
states.
Charter schools in Michigan that hire through NHA can offer instructors 401(k) plans.
BTE 450 Student Teaching
Under the administration's guidelines, charters that want the bailout money would have
to do their own hiring and contribute to a public pension that takes nearly 20 cents of
every dollar.
Administration officials say their hands are tied because the legislation stipulates that
the money go to the school districts. In fact, the law is silent on contracting with
outside management organizations, says the Journal.
Many charter operators suspect that the real problem is that most charter school
teachers aren't unionized.
Merit Pay Study: Teacher Bonuses Don't Raise Student Test Scores
Offering middle school math teachers bonuses up to $15,000 did not produce gains in
student test scores, Vanderbilt University researchers reported Tuesday.
Some 296 middle-school math teachers -- two-thirds of the district's middle school math
teachers -- volunteered to participate in the experiment.
Half were placed randomly in a control group, while the rest were eligible for bonuses
of $5,000, $10,000 or $15,000 if their pupils scored significantly higher than expected
on the statewide exam known as the Tennessee Comprehensive Assessment Program.
One third of the eligible teachers -- 51 of 152, or 34 percent -- got bonuses at least once;
18 teachers received bonuses all three years.
Except for some temporary gains for fifth graders, students with teachers in the
treatment group progressed no faster than those in classes taught by teachers in the
control group.
The study did not shake the faith of U.S. Secretary of Education Arne Duncan in merit
pay.
"While this is a good study, it only looked at the narrow question of whether more pay
motivates teachers to try harder," said Sandra Abrevaya, a spokeswoman for Duncan. It
did not address the Obama administration's push to "change the culture of teaching by
giving all educators the feedback they need to get better."
BTE 450 Student Teaching
SKILLS SUMMARY
• A future leader pursuing Bachelor in Business Teacher in Education (BBTE)
major in Technology and Livelihood Education (T.L.E)
• Good communication skills
• Proficient in MS Office application
• Basic HTML
• Machine Shorthand
WORK EXPERIENCES
EDUCATIONAL ATTAINMENT
PERSONAL DATA
20 years old
Female
81 lbs
5’0
Roman Catholic
July 12, 1990
Quezon City
OTHER SKILLS
Keyboarding Skills
Basic HTML
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Leadership Skills
ACHIEVEMENTS
SEMINARS ATTENDED
Attachments
BTE 450 Student Teaching
My Cooperating Teacher
Mrs. Agnes Annalie D. Sayon
BTE 450 Student Teaching
My Co-Student Teachers
BTE 450 Student Teaching
My Students
BTE 450 Student Teaching
Teaching Plan
Justice Cecilia Muñoz Palma High School
Technology and Livelihood Education I (Food and Food Service)
SALAD
I. Objectives:
II. Content
III. Procedure
C. Preparatory Activities
1. Routine Activities
• Prayer, Attendance, Greetings
2. Short Recapitulation about the previous lesson.
3. Unlock Difficulties
a. Sallets
b. Discourse
c. Palate-cleansing
d. Bound
4. Motivation (Explore)
Present pictures of different kinds of Salad dishes.
*Students are ask to describe and differentiate each picture.
Appetizer
Uses
Dessert of Side Dish
Salad
Types of Salad
Green Salad
Vegetable Salad
Bound Salad
Main Course Salad
Fruit Salad
Dessert Salad
C. Application (Deepen)
Conduct a group activity. Students are ask to draw the Type of Salad they want.
The ingredients should be seen and indicated in the illustration.
D. Closing Activity
1. Generalization
Salad has a wide variety of dishes. They may include different kinds of raw
ingredients most especially fruits and vegetables.
2. Valuing (Transfer)
Knowing the importance of Salad will help each student to produce highly
delicious Salad dishes and will enhance the presentation of one’s meal.
3. Evaluation
* Conduct a short quiz regarding the topic.
IV. Agreement
What are the parts of a salad?
BTE 450 Student Teaching
Month of January
Month of February
Date In Out Total
Date In Out Total
3 11:43 6:33 6:00
1 11:42 6:50 6:00
4 11:30 6:44 6:00
Evidences
of
Outreach Program
BTE 450 Student Teaching