A NARRATIVE COMPREHENSIVE REPORT OF STUDENT TEACHING EXPERIENCES.docx

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 Requirements for the t he 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

Teacher Education and Development Map 

A Teachers Prayer



Association of Student Interns Creed

CHAPTER I

1. Biographical Data 2. Preliminaries



(Signed by Student teacher Coordinator, Principal of Himamaylan Central School and Campus Administrator) 

Signed by: 

Student Teaching Coordinator



Principal of the Himamaylan Central School



Critic Teacher



District Supervisor



Campus Administrator



Signed by: 

Critic Teacher



Teacher Education and Development Map 

A Teachers Prayer



Association of Student Interns Creed

CHAPTER I

1. Biographical Data 2. Preliminaries



(Signed by Student teacher Coordinator, Principal of Himamaylan Central School and Campus Administrator) 

Signed by: 

Student Teaching Coordinator



Principal of the Himamaylan Central School



Critic Teacher



District Supervisor



Campus Administrator



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

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

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

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


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.


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!


Name: Date of Birth: Place of Birth: Civil Status: Religion: Parents:

Rycel Mae A. dela Torre May 20, 1991 Barangay Pagla-um Village 1, Binalbagan, Negross Occidental Single Catholic Mr. Darry T. dela Torre Mrs. Celia A. dela Torre

Educationa Attainment: Elementary:

Secondary:

College:

Pagla-um Village Elementary School Binalbagan, Negros Occidental 2003-2004 Binalbagan National High School Binalbagan, Negros Occidental 2007-2008 Bachelor in Elementary Education West Visayas State University Extension Campus at Himamaylan City 2012-2013




Domain 7 Personal Growth and Professional 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

Domain 1 Social Regard for Learning Acts as a positive role model for students s tudents

Statement of Principle

theattainment of learning Teacher in all Philippine

goals. Domain 6 Community Linkages Establishes learning environments environments that responds to aspirations of the community.

school are committed and accountable for providing classroom instruction with results

Domain 2 The Learning Environment Creates an environment that promotes fairness. Makes the physical environment safe and conducive to learning. learning. Communicates higher learning expectations to each learners Establishes and maintains consistent standards of learners’ behavior. Domain 3 Diversity of Learners Is familiar with learner’s background knowledge k nowledge and experiences. experiences. Demonstrates concern for holistic development

that are manifested in high performance levels in terms of student learning outcomes.

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 strategies to monitor and evaluate learning Monitors regularly and provides feedback on learners’ understanding of content.

Domain 4 Curriculum Demonstrates mastery of the subject. Demonstrates Communicates clear learning goals for the Communicates lessons that are appropriate 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.

Matching the NCBTS Domains and the Competency Standards


NCBTS Competency Standards (CMO # 30 s. 2004) Domains Graduates of the BEED and BSEd Programs are teachers who…

1. Social Regard for Learning 

2. The Learning Environment



3. The Diversity of Learners



4. Curriculum



 

5. Planning, Assessing and Reporting



6. Community Linkages



7. Personal Growth and Professional Development







Have deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes. Can facilitate Learning if diverse types of learners, in diverse types of learning environments, environments, using a wide range range of teaching knowledge and skills Have the basic and higher level literacy, communication, numeracy, critical thinking, 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) Have direct experience in the field/classroom (e.g. classroom observation, teaching assistance, practice teaching) t eaching) 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. Can reflect on the relationships among the teacher process skills, the learning processing in the students, the nature nature of the contents/ subject matter, and the broader social s ocial forces encumbering encumbering the school and the educational processes in order to constantly improve improve their teaching teaching knowledge, skills skills and practices; Can demonstrate and practice the professional and ethical requirements of the teaching profession. Are willing and capable capable to continue learning 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 author’s 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 auth or’s 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 author’s friends a nd 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 Arañador 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 Arañador) 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. Auñgon 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 teacher’s 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. Auñgon 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 twostorey 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. Au gon, 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. Auñgon, 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 o ver 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. Auñgon, 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 WVSUECHC 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

West Visayas State University


Extension Campus at Himamaylan City Himamaylan, Negros Occidental

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 Master’s Degree Date Completed Where Obtained

- Master of Science in Animal Husbandry - March 1981 - Gregorio Araneta University Foundation

Master’s Degree Where Obtained

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

Master’s Degree Date Completed Where Obtained

- Master in public Administration - Passed the Comprehensive Examination in 1995 - University of San Agustin Iloilo

Doctoral Degree emeritus) Date Completed Where Obtained

- Doctor of Philosophy in Agricultural Science (Ben

Position Extension Date Hired

- SY 1988 - Gregorio Araneta University Foundation - Campus Administrator WVSU Himamaylan City - 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 Master’s Degree Education Date Completed Where Obtained

- Med Administration & Supervision, M. Environment - March 26, 1994 - West Visayas State University La Paz Iloilo


Doctoral Degree Date Completed Where Obtained

- Ph. D. Environmental Science - April 29, 2009 - University of the Philippines Los Baños

Position Date Hired

- Associate Professor V and Planning Officer - June 19, 1989

3. ARLYN A. ABETO

Baccalaureate Degree – BSE English and Math Date Completed - March 26, 1989 Where Obtained - Binalbagan Catholic College Master’s Degree Date Completed Where Obtained

- MAEd Religious Educ & English Language Teaching - March 28, 2008 - University of San Carlos

Position Date Hired

- Instructor I - June 18, 2012

4. IRENE R. APILADA

Baccalaureate Degree – BSED (Mathematics) Date Completed - March 26, 2010 Where Obtained - West Visayas State University – Himamaylan City Extension Master’s Degree Where Obtained

- M. Ed. (Mathematics – 30 Units) on going - University of Saint La Salle – Bacolod City

Position Date Hired


5. MEDIE JUNE P. ARISTON

Baccalaureate Degree – BS (Fishery Education) Date Completed - March 26, 2001 Where Obtained - Carlos Hilado Memorial State College – Binalbagan Campus Master’s Degree Date Completed Where Obtained

- MS (Home Economics) - October 13, 2007 - Western Visayas College of Science and Technology


Doctoral Degree Where Obtained

- Ph.D. Educ. Mgt. (30 Units) on going - University of Saint La Salle – Bacolod City

Position

- Instructor I BSHRST Coordinator - June 14, 2009

Date Hired

6. INEEH W. BANA-AG

Baccalaureate Degree – BSED (Mathematics) Date Completed - March 25, 1999 Where Obtained - Binalbagan Catholic College Master’s Degree Date Completed Where Obtained

- M. A. Ed. (Mathematics) - March 18, 2006 - La Consolacion College – Bacolod City


- Ph. D. Mathematics (30 units) - University of Saint La Salle – Bacolod City

Position

- Instructor I Math Adviser - June 1, 2006

Date Hired

7. MARY CRIS S. BANCOLET

Baccalaureate Degree – BSED Filipino Date Completed - March 28, 2009 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M.A Ed. (Filipino – 12 units) on going - West Visayas State University - La Paz, Iloilo City

Position Date Hired


8. JOHNNALYN E. BIACO

Baccalaureate Degree – BSED (Filipino) Date Completed - March 28, 2008 Where Obtained - Binalbagan Catholic College Master’s Degree Where Obtained Position

- M.A Ed. (Filipino – 27 units) on going - West Negros University – Bacolod City - Instructor I


Date Hired -December 01, 2010 9. RUEL T. BONGANCISO Baccalaureate Degree – BEED Date Completed - March 27, 2002 Where Obtained - St. Joseph College of Canlaon Master’s Degree Date Completed Where Obtained

- M.A Ed. (English Language) - May 26, 2007 - University of Saint La Salle – Bacolod City


- Ph.D. English - University of San Jose – Recoletos – Cebu City

Position Date Hired


10.RANDY I. CALVO

Baccalaureate Degree – BS (Computer Engineering) Date Completed - March 14, 2004 Where Obtained - University of Saint La Salle – Bacolod City Master’s Degree Where Obtained

- M (Information Technology 18 units) on going - University of Saint La Salle – Bacolod City

Position Date Hired


11.SUNSUN J. CARNAZO

Baccalaureate Degree – BSED (General Science) Date Completed - March 18, 2000 Where Obtained - University of Negros Occidental Recoletos Master’s Degree Date Completed Where Obtained

- M. Ed. (Chemistry) - May 22, 2010 - University of Saint La Salle – Bacolod City


- Ph.D. Educ. Mgt. (30 Units) on going - University of Saint La Salle – Bacolod City

Position Date Hired



12.MARY LORD L. CASIANO

Baccalaureate Degree – BSED (Social Science) Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M.E. Social Science (CAR) - University of the Philippines Visayas

Position Date Hired


13.SALAVACION A. DE ASIS

Baccalaureate Degree – BSED (Physical Education) Date Completed - March 23, 1999 Where Obtained - Philippine Normal University – Cadiz City Master’ s Degree Date Completed Where Obtained

- M.A (Educational Management) - March 31, 2005 - Philippine Normal University – Cadiz City


- Ph.D. (Educational Management) on going - Negros State College of Agriculture – Kabankalan City

Position

- Instructor I College Secretary - June 1, 2006

Date Hired

14.KHRISTIAN de la RAMA

Baccalaureate Degree – BPE (Physical Education) Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- MPE (Dance Stream) CAR - West Visayas State University - La Paz, Iloilo City

Position

- Instructor I Cultural Coordinator - June 15, 2010

Date Hired

15.MICHELLE D. DEFIÑO


Baccalaureate Degree – BS (Information Management) Date Completed - March 27, 2003 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M. (Information Technology 18 units) on going - University of Saint La Salle – Bacolod City

Position Date Hired

- Instructor I - December 01, 2010

16.OMEGA JOY P. DONGUINES

Baccalaureate Degree – B Music Education Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M. (Music Education 27 units) on going - Siliman University Dumaguete City

Position Date Hired


17.PAMELA E. FALCIS

Baccalaureate Degree – B Physical Education Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M.A. Physical Education 33 units on going - Aklan State University

Position Date Hired


18.MA. KATHERINE G. GALVE

Baccalaureate Degree – BSED (Filipino-Cum Laude) Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City - M.A. Ed. (Filipino – 27 units) on going Master’s Degree Where Obtained - West Visayas State University - La Paz, Iloilo City Position - Instructor I CSC Adviser Date Hired - June 10, 2008 19.JANICE P. HADCAN


Baccalaureate Degree – BSHRM (Food and Beverage Management) Date Completed - March 28, 2007 Where Obtained - Collegio del Sagrado Corazon de Jesus Master’s Degree Where Obtained

- M. Hospitality Management (27 units) - West Visayas State University - La Paz, Iloilo City

Position Date Hired


20.JOHN REY B. JAVA

Baccalaureate Degree – BSED (Social Science – Cum Laude) Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M. Ed (Social Science – 31 units) on going - University of the Philippines – Iloilo City

Position

- Instructor I Social Science Coordinator - June 01, 2008

Date Hired

21. ANA RHEA PANGAPALAN

Baccalaureate Degree – BS Information Technology Date Completed - March 28, 2011 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M. in Information Technology (9 units) - West Visayas State University - La Paz, Iloilo City

Position Date Hired


22.ROCKY L. PENUELA

Baccalaureate Degree – BPE (Physical Education) Date Completed - March 24, 2006 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- MPE (Sports Stream) CAR - West Visayas State University - La Paz, Iloilo City

Position

- Instructor I


Date Hired

NSTP Coordinator - June 15, 2010

23.PIA P. PAZ

Baccalaureate Degree – BS (Hotel and Restaurant Service and Technology) Date Completed - March 20, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M. (Hotel Management) 27 units - West Visayas State University - La Paz, Iloilo City

Position

- Instructor I Extension Coordinator - June 15, 2010

Date Hired

24.MARLYN V. RIVERA

Baccalaureate Degree – AB (Mass Communication) Date Completed - October 16, 1999 Where Obtained - University of San Jose – Recoletos – Cebu City Master’s Degree Date Completed Where Obtained

- M. A. Ed. (English) - May 26, 2007 - University of Saint La Salle – Bacolod City


- Ph. D. English - University of San Jose – Recoletos – Cebu City

Position

- Instructor I Language Coordinator - June 1, 2007

Date Hired

25.EDWARD HEINZ R. SALON

Baccalaureate Degree – BS (Computer Science) Date Completed - March 14, 2004 Where Obtained - University of Saint La Salle – Bacolod City Master’s Degree Where Obtained

- M (Public Administration – 36 units) on going - Negros State College of Agriculture – Kabankalan City

Position

- Instructor I Coordinator I.T Department


Date Hired

- June 01, 2008

26.JOSEFINA T. SINAON

Baccalaureate Degree – BSED (Math and General Science) Date Completed - March 25, 1972 Where Obtained - Binalbagan Catholic College Master’s Degree Where Obtained

- M.A (School Administration and Supervision) - University of Negros Occidental Recoletos

Position

- Instructor I Dean of Instruction and Student Teaching Coordinator - June 01, 2009

Date Hired

27.ROTHSEL P. TAGACAY

Baccalaureate Degree – BSED (English – Magna Cum Laude) Date Completed - March 28, 2008 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M.A. Ed. English, Language & Teaching (CAR) - West Visayas State University - La Paz, Iloilo City

Position

- Instructor I School Publication Coordinator - June 2010

Date Hired 28. VIRGIE P. TAN

Baccalaureate Degree – BS (Biology) Date Completed - March 26, 1996 Where Obtained - University of San Agustin Master’s Degree Date Completed Where Obtained

- M.A. (Biology) - March 26, 2006 - Negros State College of Agriculture – Kabankalan City

Doctoral Degree Where Obtained Position

- Ph. D (Biology) CAR - West Visayas State University - La Paz, Iloilo City - Instructor I Research Coordinator - June 01, 2006

Date Hired


29.JENNIFER L. TUAZON

Baccalaureate Degree – BS (Biology) Date Completed - April 05, 1988 Where Obtained - Mindanao State University – Marawi City Master’s Degree Date Completed Where Obtained

- M.A. Ed. (Guidance and Counseling) - October 05, 2004 - West Visayas State University - La Paz, Iloilo City

Doctoral Degree on going Where Obtained

- Ph. D. (Education, Psychology & Guidance – 51 units)

Position Date Hired

- West Visayas State University - La Paz, Iloilo City

- Instructor I Guidance Counselor - June 15, 2010

30. LIZ A. VELASCO

Baccalaureate Degree – BSED (Physics) Date Completed - April 23, 2004 Where Obtained - West Visayas State University - La Paz, Iloilo City Master’s Degree Where Obtained

- M.A. Ed. (Physical Science) - West Visayas State University - La Paz, Iloilo City

Position

- Instructor I Liaison Officer - June 01, 2009

Date Hired

31.CHRISTY VILLANO

Baccalaureate Degree – BS Information Technology Date Completed - March 28, 2011 Where Obtained - West Visayas State University - La Paz, Iloilo City Position Date Hired


32.KARL FERDINAND VILLARETE

Baccalaureate Degree – BSED Mathematics Date Completed - March 26, 2010


Where Obtained Extension

- West Visayas State University – Himamaylan City

Master’s Degree Where Obtained

- M.A. Ed. Math (CAR) - Negros State College of Agriculture – Kabankalan City

Position Date Hired




(CASUAL EMPLOYEE)

1. BERNARD J. BORJA

Baccalaureate Degree – Bachelor of Science in Commerce (Management) Date Completed - March 1984 Where Obtained - Binalbagan Catholic College Position - Administrative Aide I (General Services Officer) Date Hired - October 02, 2008 2. JENNILYN G. EVARISTO

Baccalaureate Degree – AB (Interdisciplinary Studies) Date Completed - March 2003 Where Obtained - University of Saint La Salle – Bacolod City Where Obtained Position Date Hired

Bachelor of Library and Information Science (on going) La Consolacion College Bacolod City - Master of Science in Library Master’s Degree Science (Summer 2008 – units) - Negros Oriental State University (NORSU) - Administrative Aide III (Library-In-Charge) - 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 Where Obtained

- October 2003 - West Negros University – Bacolod City

Position Date Hired

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

5. RUDY J. TANATE

Baccalaureate Degree – Bachelor of Science in Commerce (Accounting) Date Completed - March 1986 Where Obtained - Binalbagan Catholic College Position Date Hired

- Administrative Aide III /Supply Officer - October 02, 2008

6. JOSE G. TUHAO

Highest Educational Attainment – High School Graduate Date Completed - March 22, 1982 Where Obtained Position Date Hired

- Administrative Aide I/Utility - January 02, 2007

7. RONIE T. AURELIO

Baccalaureate Degree – BSED (History) Date Completed - March 1995 Where Obtained - Binalbagan Catholic College Position Date Hired

- Administrative Aide III/Illustrator - August 03, 2009

8. RICHARD B. INVENTOR

Highest Educational Attainment – High School Graduate



- March 1994 - Aguisan National Highschool, Himamaylan City

Position Date Hired

- Administrative Aide III/Carpenter - August 03, 2009

9. RHEA Y. TEJARES

Baccalaureate Degree – Bachelor of Science in Commerce Date Completed - March 30, 2005 Where Obtained - Binalbagan Catholic College Position Date Hired

- Administrative Aide III/Collecting Officer - December 01, 2010

10.LYXINE MAE G. ADRIAGA

Baccalaureate Degree – Bachelor of Science in Nursing Date Completed - March 30, 2008 Where Obtained - University of Saint La Salle – Bacolod City Position Date Hired

- School Nurse - July 1, 2011

11.RHYNE G. DE LA ROSA

Baccalaureate Degree – Bachelor of Science in Elementary Education Date Completed - March 19, 2011 Where Obtained - West Visayas State University – Himamaylan City Extension Position Date Hired

- Administrative Aide III/HRMO in Charge - February 2012



(JOB ORDER)

1. CORAZON V. ARMADA

Highest Educational Attainment – High School Graduate Date Completed - March 1985 Where Obtained - Paglaum Village National High School, Binalbagan Position Date Hired

- Utility - December 01, 2010

2. BERNIE A. CARITATIVO

Highest Educational Attainment – High School Graduate Date Completed - March 1992 Where Obtained - Himamaylan National High School, Himamaylan City Position Date Hired


3. LAWNEY O. ROJO

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


4. ROMEO V. TEMANA

Baccalaureate Degree – BEED (General Education) Date Completed - March 26, 2010


Where Obtained Extension

- West Visayas State University – Himamaylan City

Vocational Date Completed Where Obtained

- General Electricity - 2005 - TESDA

Vocational Date Completed Where Obtained

- Practical Electricity - 1995 - Fortress College, Inc., Kabankalan City

Position Date Hired

- Electrician - December 01, 2010

5. ARNEL F. MILLENDEZ

Baccalaureate Degree – Bachelor of Science in Information Technology Date Completed - March 28, 2009 Where Obtained - Binalbagan Catholic College Position Date Hired

- Computer Technician - June 15, 2011

6. EFRELYN A. LLANETA

Baccalaureate Degree – Bachelor of Science in Elementary Education Date Completed - March 26, 2010 Where Obtained - West Visayas State University – Himamaylan City Extension Position Date Hired

- Office Clerk - August 1, 2011

7. JOSIELEEE GRACE S. VASQUEZ

Baccalaureate Degree – Bachelor of Science in Commerce



- March 30, 2002 - Binalbagan Catholic College

Position Date Hired

- Office Clerk - July 2, 2012

8. ROGIN G. VILLANUEVA

Baccalaureate Degree – Bachelor of Science in Information Technology Date Completed - March 30, 2012 Where Obtained - Binalbagan Catholic College Position Date Hired

- Encoder - July 2, 2012

9. LUNEL B. GREY

Baccalaureate Degree – Bachelor of Science in Fisheries (Aqua Culture) Date Completed - March 2004 Where Obtained - Carlos Hilado Memorial State College (formerly NOSOF) Position - Security Guard Date Hired - October 16, 2009 10.MARIO G. INFANTE Highest Educational Attainment – High School Graduate Date Completed Where Obtained - Stella Maris Academy, Himamaylan City Position Date Hired

- Security Guard - August 03, 2009

11. ARCHEL I. SIATITA

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



- March 2001 - Carlos Hilado Memorial State College (formerly NOSOF)

Position Date Hired

- Security Guard - August 03, 2009

12.NORMAN L. FLORES

Baccalaureate Degree – Date Completed Where Obtained Position Date Hired

- Security Guard -

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 incampus, 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 so cial 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 Central School Himamaylan City

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 Mayor’s

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 Principal’s 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 teacher’s 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 2nd 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 1st 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.




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 20th 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 24th 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.




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 school’s work and accomplishments as well as its needs and

problems. Section 6. Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and

official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate,

but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession Section 1. Every teacher shall actively insure that teaching is the noblest

profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality

education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.


Section 3. Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive Section 4. Every teacher shall help, if duly authorized, to seek support from the

school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes

it dignified means for earning a descent living.

Article V: The Teachers and the Profession Section 1. Teachers shall, at all times, be imbued with the spirit of professional

loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another Section 2. A teacher is not entitled to claim credit or work not of his own, and shall

give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever

assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what

may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct.


Section 6. A teacher may submit to the proper authorities any justifiable criticism

against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified;

provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered

Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to

understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against

superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except

when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Section 5. Every teacher has a right to invoke the principle that appointments,

promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service.


Section 6. A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel Section 1. All school officials shall at all times show professional courtesy,

helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it

their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all

teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.

Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the

promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process.


Section 2. A teacher shall recognize that the interest and welfare of learners are of

first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or

others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work only in merit

and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor

make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents Section 1. Every teacher shall establish and maintain cordial relations with parents,

and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the

progress and deficiencies of learner under him, exercising utmost candor and tact in


pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business Section 1. A teacher has the right to engage, directly or indirectly, in legitimate

income generation; provided that it does not relate to or adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to the financial

matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person Section 1. A teacher is, above all, a human being endowed with life for which it is

the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary

principle of personal behavior in all relationships with others and in all situations.


Section 3. A teacher shall maintain at all times a dignified personality which could

serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own

destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for

the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.

Article XIII: 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.


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FORMS



PROFESSIONAL READINGS

Top 6 Teacher Tasks What Teachers Do

By Melissa Kelly, About.com Guide


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 t o 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 r ealize 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.

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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.

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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."

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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.


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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.

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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.

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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.

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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.

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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.

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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

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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

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plan field trips


A TEACHER’S 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 don’t 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 it’s 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 Narrative Report of My Off-Campus Experiences 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 can’t explain what I feel and the first time that I entered the Grade IV-I room I don’t 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

A Narrative Report of My Off-Campus Experiences 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.docx

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