Magic Island Resort, Guimaras, Philippines

     

    
     As our summer getaway, our faculty went to Magic Island Resort in Nueva Valencia Guimaras. From Iloilo City, the trip was a 15-minute motor-banca ride to Guimaras island, a more or less 1-hour road trip from Jordan wharf to Nueva Valencia and a 15 minute-ride to Magic Island  Resort itself.

    The resort has a major island and a second one. We were accommodated in the second island which was more private since the island was reserved only for us. It has five rooms, each with 6-person capacity and a bathroom. Aside from the rooms for overnight use, there were also cottages for day guests. We also had our own videoke machine for 5 pesos per song and rented mahjong for 100 pesos until the end of our stay.
     We arrived just about lunch time. We were served with garlic crabs, caramelized shrimps, and fish sinigang with pineapple juice as our drink. The food was great especially the seafood. It tasted fresh. I can taste the ocean which I usually look when eating seafood.

      The major island has a beach with coarse white sand for the guests to enjoy. Our island, though private, has no beach or shoreline. If the guests want to swim, there is a stair down for them to do swimming. Anyway, the water is not that deep depending on the tide. In fact, during low tides at dusk, guests can cross from the the resort's major island to the nearby mainland. You can actually see intertidal creatures like starfishes, jellyfishes, seaplants, slugs etc. exposed in their habitat. I just would like to emphasize however, that the sea is their territory, not ours. Just observe and look at them, and avoid taking them out of their habitat just for the sake of taking selfies. 

    At dinner, we were served with grilled liempo, sweet and sour fish and talaba. After eating, some of my colleagues went back to their usual videoke and had hard drinks which they ordered from the major island. (The food, the drinks and other necessities can actually be brought from the major island through motor banca in which guests can go to and fro for free depending on the schedule). I, on the other hand, just enjoyed looking at the night sky and its countless stars while lying in a native hammock. As night went deeper, the perfect view of the bright moonlight shining above the sea and the hills was really relaxing. 

  The next day, we went island hopping. We saw a lot of islands with variety of shapes depending on one's imagination like turtle and crocodile islands. We also got the chance to stop over an island with a sort of cave and crystal clear water. 

      Perhaps my most favorite part of the trip was our stopover in a sort of submerged sand bar with powdered white sand just like in Boracay. However, what amazed me was how it was very isolated and no human habitation was visible. It was uncorrupted and only the neighboring islands and lush green trees in the mainland can be seen in the view. According to our guide, it is under the care of the University of the Philippines which I was glad to know because I was hoping the place wouldn't be developed for commercial use. The place was so tempting that even some of us who had no intention of getting wet were enticed to have a swim. It made me so proud of the Philippines that this paradise is just kilometers away from home and we were blessed to be given with this beautiful God's creation. 

    At lunch, we packed our belongings and went home.  

    I think what also stood out in our stay was the exceptional hospitality of the staff. The man who assisted us whom we taught to be just the motor-banca operator was actually the owner's brother. The owner was as well very humble and the staff members were friendly and approachable. They really treat their guest with utmost importance and hospitality. 

    In terms of the accommodation, the rooms where we stayed were just newly constructed so it was clean and neat. If I could suggest something, perhaps it would be that their bathrooms should have something (sorry I don't know what it is called...hehe) to hang the towels and clothes on when changing. The windows in the bathroom are a bit lower so one can actually see the upper part of the head of the person inside especially if the light is on. I hope they could put curtains on the bathroom window to provide more privacy...hehe..

          Over-all, our one-day stay at Magic Island costs 1, 300 including 3 meals, 2 snacks island hopping. This package is available in groups with a minimum of 4 or 6 (notsure..hehe)  people. I think the price is very affordable and reasonable.  

Principles of Teaching: The Art of Questioning

     Questioning is always a part of class discussion. It serves a variety of purposes: from calling the attention of students to generating ideas from them. As teachers, it is but important to be able to give quality questions. It enhances not only the learning of the students but it uplifts the atmosphere of our classroom as well.

Here are some of the primary principles of questioning for us teachers. Take note that these are just some. Let experience teach you to become better in eliciting quality answers from our students through asking quality questions to them.

1. Never limit your questions to low level questions. These questions only assess simple recall and does not deeply reflect student learning. Ask a variety of questions that stimulates higher order thinking skills like how, why or what if questions. Take note however, that this doesn’t undermine the importance of low level questions. Yes, low level questions elicit low level thinking answers, but remember that factual knowledge serves as a foundation for higher ordered thinking to take place.

2. In relationship with the above-mentioned principle, make questioning progressive. Give questions assessing low-level thinking going toward higher level of thinking. You can start giving simple questions then asking more complex ones. Simple questions, aside that they check basic knowledge of the lesson, most of the time enhance student confidence to answer. The complex ones on the other hand give proofs for more in-depth understanding of the lesson. Finally, give questions that would breed new ideas. Give questions that are out-of-the-box and that encourage creativity such as hypothetical questions like “what if” or “if you were…”.

3. Reconstruct your questions if they seem to be too hard to understand for the students. The previous principles state that we should give higher-ordered thinking questions but we must as well remember that it does not need to use high falutin words or complicated sentence construction. Use direct and simple words that are at the level of the students.

     Once I asked my students how a demo teaching was done by a teacher-applicant in our school and they said that the demo teacher was at the brink of crying because there were no students who can answer her questions making her demo teaching blunt and boring. I asked them if her questions were difficult and they said that they couldn’t understand her questions. The teacher-applicant could have elicited responses from her students if she could have paraphrased and have reconstructed her questions. The worse, I just heard a feedback that my students were labeled “slow” because of this.  I just hate it when teachers would easily judge their students to be numskulls just because the latter couldn’t answer questions that were in fact vague or unclear.

     If you sense that there are no reactions from the students when asked a question, it could mean a lot of things. Maybe they didn’t know the answer, or they were not listening or of course, the questions were vague or were not fully understood. Bottom line, simplify your question or ask it the other way around.

4. Address the questions to the whole class first then pick a student to answer. Sometimes, there are teachers who would pick a student then ask a question. If this is the case, the teacher limits the opportunity only for that particular student to think while the whole class just waits and observes. If the teacher would ask the whole class first, it gives the chance for all the students to think.

5. Give ample amount of time for students to answer your questions. Providing enough time avoids guessing and leads to quality answers from the students. Waiting time depends on the kind of questions you ask. If this is a low-level, convergent question, 5 seconds is the most time a teacher can wait. If this is a higher-ordered question, then 5 or more seconds is needed. Give extra time if the question needed revision in order for the students to carry on with their thinking.

     This may also depend on the kind of students a teacher has. Take note to provide more sufficient or perhaps longer time for students who are slow-learners. The teacher may also give hints or ask leading and follow-up questions as students think of their answers.

6. Deliver your questions in such a way that is encouraging and motivating. Some teachers ask questions with a serious and stern look making students feel intimidated and perhaps scared to answer. Inspire students to feel that they are free to express speak their minds.  This way of questioning entices students to participate and results to productive class discussion. Take note however, that proper decorum still must be observe. Acquaint students to raise their hands if they want to answer and make them realize that it is inappropriate to shout their answers or to butt in if one of their classmates is answering the question.

7. Use questions not just to assess students especially those who are only listening. You can utilize questioning to check if students are still “on earth”. Also call on those who don’t raise their hands to give them the chance to speak their minds as well.

     I was trying to include among these principles about how a teacher must react with student answers but I realized that this topic needs another post. So watch out (it’s as if that somebody really is watching out…hehehe) for my post on handling or reacting with student responses. 

image source: https://62e528761d0685343e1c-f3d1b99a743ffa4142d9d7f1978d9686.ssl.cf2.rackcdn.com/files/14720/article/width668/hjxxhd92-1346203735.jpg

Applications of Behaviorism on Education

     The main application that the behaviorist psychology teaches us is the role of external factors in learning. The factors include the people around the learner, the reinforcements given and the learning environment either physical or psychological environment.

   You may want to read my posts on Behaviorism here:

Ivan Pavlov's Classical Conditioning

Burrhus Frederick Skinner's Operant Conditioning

    The following are just some of the applications. Take note that you as a teacher can actually apply these theories depending on how you understood them as long as this will help in the learning of your pupils/students.

1. Use conditioning especially in establishing routines. Routines are very effective means not only in saving time but also in maintaining order inside the classroom. For example, a teacher will raise his/her hand and sign as if counting 1-3. This signals that papers should be passed at the count of three. (Pavlov's Classical Conditioning)

2. Drills help especially in retention and improvement of learning. Allot a time for drills, practice and exercise especially before giving a test. Remember to give feedbacks and point out the things that need to be improved. (Thorndike's Law of Exercise)

3. Let pupils have proper mind sets before starting a lesson. A pre-activity, mini-game, warm up exercise, songs, energizers, icebreakers and a lot more can be used by the teacher. As much as possible, avoid promising something that will excite the pupils/students and then at the end break it. This might cause frustration among pupils. (Thorndike's Law of Readiness)

4. Rewards can be an effective means to motivate learners. However, use this very wisely especially in giving material rewards. Also remember that inner and non-material rewards like self-fulfillment, self improvement, positive emotions, praises and compliments are more fulfilling than any material rewards. (Skinner's Operant Conditioning)

    Now are you ready to answer LET questions related to behaviorism? Try this short quiz here:

LET Sample Questions: Behaviorism

Behaviorism: Burrhus Frederick Skinner's Operant Conditioning

     Burrhus Frederick Skinner or more popularly known as B.F. Skinner is one of behaviorists who believe on the S-R model of behavior. Like the rest of behaviorist psychologists, he concentrated on the observable behavior and external factors in learning. His theory is usually referred to as Operant Conditioning since this focuses on the behavior of an individual operating or instrumental in his/her environment. Sometimes this is also called Instrumental Conditioning. In short, the behavior of an individual is "instrumental" or "operates" that produces consequences. If this is reinforced, then more likely a conditioned response will take place. If punished, then the result will be otherwise. To make this simpler, I will just discuss the 2 major factors about this theory: Reinforcement and Punishment.

(Learn more about Ivan Pavlov's Classical Conditioning here: Ivan Pavlov's Classical Conditioning)

     Reinforcement is a result that strengthen or increases the chances that a behavior will happen. This can be a positive reinforcer or a negative reinforcer. A positive reinforcer is something that is given or awarded. Examples are when teachers give candies, stars or plus points for very good pupils, or parents bought a new toy or dress for their child who is doing well in school. This can be in any form like toys, food, money and also verbal praises. On the other hand, negative reinforcer is something that is removed. For example, if pupils will be well behaved when the visitors arrived, they will have no test in their good conduct class, or if a child will get a high mark in his exam, he will not wash the dishes anymore. Take note, negative reinforcer is a reward. It is not a punishment.

     A punishment is a result that decreases or discourages a certain behavior. For example, a teacher will give extra tasks to accomplish for those who didn't study their lesson, or will not allow the pupils to join in the game if they will be noisy.

     Further, there is also the term non-reinforcement or behavior that are not reinforced will probably not be repeated like some pupil minor misconduct extinguished just by ignoring it

Behaviorism: Edward Lee Thorndike's Connectionism Theory

     Connectionism Theory or simply S-R or Stimulus-Response Theory by Thorndike is actually one of the most applied theories of learning. It gave us the three laws of learning in which shall I say, most widely used theory in education. This theory states that learning is the outcome of the relationships between stimuli and responses. These relationships become habits and may be strengthened or weakened depending on the nature and the frequency of stimuli and responses themselves. Don't be confused when I say relationship or bonds. What I mean here is learning or a behavior is formed when we find a certain stimulus meaningful to us or have the strong "connection" that we respond to them. These connections become strong and can be further explained by Thorndike's Three Laws of Learning.

1. LAW OF EFFECT. Connections are strengthened if the consequence or the effect is positive. In short, behavior or learning will take place or be repeated if the result of such action is pleasant. For example, students would want to study more if they know that they will be given a reward or a treat when they will get high grades. On the other hand, connection between the stimulus and response weakens when the effect is negative. For example, students will not be noisy because they know that they will be scolded if they do so. However, Thorndike reiterated that negative consequences do not necessarily weaken the connections, same is true that positive consequences do not always guarantee the recurrence of behavior. For example, students already know the good effects of studying hard, but why is it that some students are still too lazy to study? Teachers impose consequences for those disobedient and naughty students but why are still some students who are "hard-headed"? But in general, this law can be really applied especially in the classroom setting though there might be some exceptions due to certain factors.

2. LAW OF EXERCISE. Practice makes perfect. This is the cliche that could best describe this law. This means that the more you do or practice a certain behavior, then it will be strengthened. Connection becomes strong. However, practice or exercise doesn't strengthened a behavior or performance without feedback. Feedback is necessary especially if we aim for an improved performance or behavior. So, practice with feedback makes perfect. Hehe...

3. LAW OF READINESS. Proper mind set is the key word in this law. This law states that the more "ready" an individual to respond to a stimulus, the stronger will be the bond between them. And, if an individual is ready to respond but is not made to respond, it becomes frustrating and annoying to that person. I would like to have my personal experience as an example. Our schedule for our licensure examination was scheduled September 27. We were very nervous, some are excited, the adrenalin is rushing through our bodies, and we are "ready" for "battle". But, because of the typhoon Ondoy, it was announced on the 26th, the day before the examination, that the test was cancelled and it will be held a week after. Some of us are really annoyed, frustrated, angry and even cried. Of course you know what I mean. This is also true if our board examination will be moved earlier in which we are not yet "ready" to take it. Of course, this is also frustrating and disappointing on our part to take the exam knowing the fact the we weren't ready. Now this is the law of readiness. Hehehe...

I hope you can also read my other posts on Behaviorism:

                                                     Ivan Pavlov's Classical Conditioning

Burrhus Frederick Skinner's Operant Conditioning

Edward Lee Thorndike's Connectionism Theory

Applications of Behaviorism on Education

LET Sample Questions: Behaviorism

Student-Teacher Attachment

 

     Hi. I'm here at Magic Island resort in Guimaras, Philippines. Our faculty has a summer escapade here and I actually have nothing  to do because they are doing videoke which I actually have no confidence doing...hehe...We are all enjoying the place because the whole island was reserved only for us. So while my coteachers are enjoying the videoke, here I am just laying down in the hammock, relaxing and trying to reflect things under the night sky with countless twinkling stars.
 
     As I try to scan my phone's gallery I can't help but to realize how many pictures I have captured with my students. And there is one picture that touched me the most. A picture of me and one of my studentS. This student was so dear and so loyal to me and to be honest, I have no plans of being attached to him. I just realized that I will actually miss him now that he just recently graduated.

    This student of mine will never go home unless I will also go home. He always closes the windows and makes sure that the lights are off. He will wait for me even when we have our faculty meeting, and children will have early dismissals, when I pass by my co-teacher'S room to chitchat, or I need to remain late because of remedial sessions with some of his classmates. He listens to my complains about my sometimes problematic life and asks me what my problems are with me never disclosing these with him. I actually don't know why this kid is so loyal. I have no food to give to him (since I am broke..hehe...though if I have we share) or anything for him to stay. Perhaps this child really has a good soul.
 
    Now if you' re a teacher who has this kind of student, is it impossible not to miss this student? At the beginning of the school year, I always tell myself not to be too close to my students because they will only be staying under me for 10 months. People come, people go. Students come students go. This is one of the realities of being a teacher.

    But I think this is just easy for a teacher who just teaches a lesson and that' s it. But how about if you are a teacher who listens to student's problems, who have seen them cry over their problems at home or personally have seen their struggles, have listened to their insecurities and dreams in life. It is hard not to be attached, because it is as if they have shared a part of them with you, and a part of you as a teacher with them.

    However, I believe that this attachment must not be too powerful to the point that we would expect something in return. Because if this is the case, you as a teacher will just get disappointed. Too much attachment leads to expectation. Expectation leads to disappointment. And disappointment leads to pain. It is OK to.miss some of our students, especially if these students have shown exceptional respect and faith to us.

    Yes, the possibility of them to.change as they grow is indisputable. When they grow, some may look or treat us differently, the memories we have shared with them might be forgotten because of new learning, experiences and people they will encounter as they continue with their lives, But, as teachers, let us just be happy for we, in some way or another, have been part of their lives. This is one of the most honorable feeling a teacher can have.

4As Lesson Plan in English 6 (Integrated with Science)

Lesson Plan in English 6 (Integrated with Science)

I. Objectives

A. Decode meaning of unfamiliar words using structural analysis

B. Use appropriate word with correct prefix in the sentence

C. Live harmoniously with other creatures

II. Subject Matter

A. Structural Analysis; Prefixes

B. BEC PELC VI.1; Fun in English Reading pp. 40-42

C. pictures, textbook, chalkboard

D. Living in harmony

III. Procedure

A. Preparatory Activities

1. Motivation

            Show pictures of animal or plant symbiosis.

            Ask: What can you see in the picture? What do these pictures show?

                      Do you know what symbiosis is? What is symbiosis?

B. Developmental Activities

1. ACTIVITY

            Have the pupils read a selection entitled “Special Relationship” pp 40-41 Fun in English Reading 6. Remind pupils of proper silent reading conduct.

2. ANALYSIS

            Discuss the selection using the following questions:

            (Refer page 41 “After You Read” questions)

            After discussion, have the pupils focus on the following words:

         detach              

                   unusual                       

       deform          

symbiosis

           

Ask: Do you know what does each word mean? 
         How did you know the meaning without dictionary?

3. ABSTRACTION AND COMPARISON
Explain all about prefixes how can they be used in decoding the meaning of an unfamiliar word. 
Use graphic organizers (e.g. Venn or Tree diagram) for meaningful concept attainment.
Present examples and their meaning.

4. APPLICATION

Give the meaning of the words by matching column A to column B. Use prefixes as clues.

                        A                                                                                 B

1. rediscovered                                                             a. additional remarks at the end of a letter

2. mischievous                                                             b. break up

3. postscript                                                                 c. discovered again

4. disband                                                                    d. to make loose

5. unfasten                                                                   e. troublesome

Enrichment Activities

Put the word in the blank. Choose from the box.

demerits          disappointed          pretest          misunderstanding          tricycle

1. Father was _____ when he learned that Miguel did not attend his classes.

2. She had a _____ with some of her coworkers.

3. A _____ is a three-wheeled motorcycle.

4. The _____ was done before the class discussion.

5. The students were given _____ because of not following rules.

E. Generalization

            What are prefixes? How do prefixes help decode the meaning of words?

IV. Evaluation

A. Give the meaning of the underlined word in the sentence.

1. Joey finds balut disgusting.

2. The doctor was accused of malpractice because of the death of his patient.

3. She was unprepared to take the exam because she had a fever the night before.

4. The government aims to decentralize their activities by establishing regional offices.

5. Mother misplaced her eyeglasses.

B. Form a new word by adding prefix to the word inside the parenthesis to fit in the sentence.

1. Rhea was a (taker) because she did not pass the exam for the first time.

2. The boy (respected) his father by talking back.

3. The governor (reads) his speech before delivering it to the public.

4. Maila reads about (war) experiences of the Filipinos.

5. Jiro tried to call but it seemed his friend’s phone is (attended).

V. Assignment

            Research on the other prefixes that can be used to decode the meaning of words. The more the better.

4As Lesson Plan in English 6 Reading (Context Clues)

Lesson Plan in English 6

I. Objectives

A. Decode meaning of unfamiliar words using context clues

B. Identify context clues in the sentence

C. Thank God for all the blessings received

II. Subject Matter

A. Context Clues

B. BEC PELC VI.1; English Link 6 pp.26-29

C. pictures, textbook, chalkboard

D. Gratefulness

III. Procedure

A. Preparatory Activities

1. Review

Match the word to its correct meaning.

1. hostess                     a. visit again

2. revisit                       b. period of being a child

3. childless                   c. a lady host

4. childhood                d. needed before something

5. prerequisite              e. having no child\

2. Motivation

            Ask: When you wake up in the morning, what is the first thing you do? Do you pray? Are you thankful for a new day? What are the things are you thankful for?

B. Developmental Activities

1. ACTIVITY

            Let the pupils read the following passages:

            “We should be grateful that God has given us unique gifts and talents.”

            “We should treat others with respect and with tact.”

            “God has given us bountiful gifts and plenty of blessings.”

2. ANALYSIS

           

Allow pupils to brainstorm the meaning of the underlined words using context clues. Graphic organizer like a matrix chart could be used:

Example:

Unfamiliar Word	Context Clues	Probable Meaning
grateful	“God has given”	thankful
tact	“respect”	dealing with others nicely
bountiful	“gifts and plenty of blessings”	many/plenty

3. ABSTRACTION AND COMPARISON

Discuss that context clues are surrounding words that come before or after a certain word and help give meaning. Explain that using context clues requires the use of prior knowledge.

            Using the SEMANTIC WEB let learners define an unfamiliar word through context clues and prior knowledge.

4. APPLICATION

Give the meaning of the underlined word using context clues.

1. Rhea is a violin virtuoso. She plays the violin very well.

a. highly skilled                                   b. maker

2. The supervisor guides the workers in their designated working area

a. leader                                   b. person in-charge

3. People need reconciliation to settle any misunderstanding or quarrel.

a. to bring together again          b. to argue

4. The letters are too miniscule that I can’t barely read them.

a. very small                            b. very colorful

5. We should not be hasty. We should do things slowly but surely.

a. careful                                 b. in hurry

D. Enrichment Activities

Encircle the context clues that can help find the meaning of the underlined word.

1. The music is melancholic that I cry if I hear it.

2. Rhea has arachnophobia. She is scared to death whenever she sees spiders.

3. Bea went ot a cardiologist to check her heart condition.

E. Generalization

            What are context clues? How do context clues help find the meaning of a word? Why is prior knowledge important?

IV. Evaluation

Give the meaning of the underlined word using context clues.

1. The problems in Math were too complicated that it took me the whole night to finish them.

2. The novel is plagiarized or unoriginal.

3. She lives in the metro where centers of business and shopping are located.

4. Vivian reads the almanac to know the important facts and data form the previous year.

5. The boy is an orphan. Both his parents died in an accident.

V. Assignment

             Answer Activity A. p. 29 English Links 6.

Deped Modified School Forms: How to Fill Out the Different SFs

     It is the end of the school year and I bet most of the teachers are in chaos because of the new modified school forms amended by the Department of Education. Some teachers find these troublesome while others find these a relief from a lot of paper works. Nevertheless, whether we complain or argue, all we can do as teachers is to comply and embrace these changes. Anyway, one of the qualities a teacher must have is flexibility and open mindedness. Personally, I find using these new school forms easier as compared with the old ones. Here are some frequently asked question about these forms which are actually based on DepEd order no. 4 s.2014.

SF 1 School Register

ØLearner with no Middle Name? Leave it Blank

ØReporting Fraction and rounding up of age is still required? No longer required. Only the actual age  in whole number as of last birthday.

ØWho will be asked for Mother Tongue? Grade 1 to 3 only or refer to the most recent policy of K to 12

ØHow to determine ethnic affiliation? Parent  and or community leader declartation/confirmation.  List of ethnic groups will be available in LIS.

Ø Possible of Multiple entries for Learner under remark column? Yes, a learner may be a CTT recipient and at the same timeTransferred In/Out.

SF 2 Daily Attendance Report of Learners

ØIs there a policy that cumulative number of being tardy be converted to Absent? None. Number of tardiness and absenteeism must be reported separately.

ØShading or half line for late/cutting classes? It depends of which part of the day of classess the attendance was being checked. During testing, the checking of attendance was done by the end of the last subject for the day and shading is seemed practical. Some teachers may check attendance after the 1st half of classes using also a half slash in the upper half for late and slash in the lower box for cutting classes. 

ØIn Summary box, how to compute percentage total of male and female? Use the raw data for total Male and total Female then get the average instead of computing average value of Male and Female. 2 Decimal places may apply for average and percentage value.

ØRealtime updating using computer is allowed? For those who have resources to update in a worksheet, they are allowed to do so provided that the updated hardcopy is available in the classroom. However, in most cases and during testing,  manual updating will do and is practical.

SF 5 Report on Promotion and Level of Proficiency

ØWho will use? All grade and year levels except Kinder.  All curriculum (RBEC & EBEC of K to 12).  For private schools, it is under the discretion of SDS.

ØDo we include name of Dropped/Transferred out?  No longer needed. Summary total is already reported in SF 4 (Principal Monthly Report on Enrollment and Attendance) and also in GESP/GSSP for EoSY.  Individual Learner’s Status is available in SF 1.

ØAction taken: IRREGULAR?   * For Grades  7 -9, with incomplete subject/s. This category implies that the learner is promoted to the next level but with deficiencies in one or more subject area/s. No General Average will be reflected.  For 4th year, not applicable.

Not applicable also for Elementary Grades (Grade 1 to grade 6)

ØProtocol for checking?  Discretion of SDS who will check or validate.

ØManual writing or computer generated?   It depends on the resources available in the school.

ØLevel of Proficiency? For K to 12 Grades Only (Leave blank for non-K to 12 grade levels)

ØSummary Table? For  ALL Grade/Year Level (Both K to 12 and non K to 12 grade levels  

ØPaper Size?  Default printing setup for excel templates is A4 (210mm X 297mm). May use other sizes such as legal or long. Use of A3 or the same size of phaseout Form 18 is not practical and no longer required. May add/delete rows if needed and add column for cardinal numbering  or counting of learner ONLY.

Ø Action taken: FAILED? 

*For Grades  4-6  and 4th Year for Secondary the norm for retention remain.

 For K to 12 grade levels:  kindly refer to DepEd Order 73, 3012 and DepED Memorandum 46,  2013 or the most recent policy isssuance regarding Retention

ØAction taken: Promoted?

•*For Grade 1-3, even a  single subject was passed by a pupil and he was classified as Beginner for the remaining subjects, the status is promoted.  List/write learning areas that needs intervention in the column “ Incomplete Subject/s as of End of current school year (2nd sub-column).  Indicate the General Ave and Equivalent Descriptive Letter.

•For Grade 4 to 6, the norms for promotion and retention remain. Write General Average only, No Descriptive Letter and Level of Proficiency Summary. 

•*For Grade 7-9, satisfies requirements in all subject areas. Write Gen. Average with descriptive value and Level of Proficiency Summary.

•For 4th year, the norms for promotion and retention remain. Write General Average but without Descriptive Value and Level of Proficiency Summary. 

I hope these answer some of your important questions about your modified school forms. 

Banghay-Aralin sa Filipino 7

                                             Banghay Aralin sa Filipino

I.            Layunin:

a)    Nakikilala ang mga pandiwa sa talata

b)   Nakapagbibigay ng sariling halimbawa ng pandiwa at nagagamit ito sa sariling pangungusap.

c)    Naisasabuhay ang pagtulong sa kapwa

II.          Paksang Aralin:

a)    “ Pandiwa”

b)   Batayang Aklat sa Filipino I Pahina 97-99

c)    Larawan, Tsart

d)    Pagtulong sa Nangangailangan

III.        Pamamaraan:

A.   Pangganyak:

·         Magpakita ng larawan ng mga taong nangangailangan ng tulong.

Itanong: Ano ang inyong nakikita sa larawan?

             Ano ang inyong nararamdaman habang tinitingnan ang larawan?

Ano ang inyong gagawing kung makadaupang-palad ninyo ang mga tao sa larawan? Paano ninyo sila tutulungan?

B.   Paglalahad ng Aralin:

·         Hayaan ang mga mag-aaral na basahin nang tahimik ang parabulang “Ang Mabuting Samaritano” (Lukas 10: 25-37).

May isang taong nanlalakbay buhat sa Jerusalem patungong Jericho. Hinarang siya ng mga tulisan, kinuha pati damit sa katawan, binugbog at halos patay na nang iwan. Nagkataong dumaan doon ang isang saserdote at pagkakita sa taong nakahandusay, siya'y lumihs at nagpatuloy sa kanyang lakad. Dumaan din ang isang Levita, ngunit tiningnan lamang niya ito at nagpatuloy ng kanyamg lakad. Ngunit may isang Samaritanong naglalakbay na napadaan doo. Nakita niya ang hinarang at siya nahabag. Lumapit siya, binuhusan ng langis at alak ang mga sugat nito at tinalian. Saka isinakay ang tao sa kanyang sinasakyang hayop, dinala sa bahay-panuluyan, at inalagaan doon. Kinabukasan, dumukot siya ng dalawang denaryo, ibinigay sa may-ari ng bahay-panuluyan at sinabi,

"Alagaan mo siya, at kung magkano man ang kakulangan niyan, babayaran ko sa aking pagbabalik."

Pagkatapos basahin, talakayin sa klase ang mga sumusunod na tanong”

1.    Ano ang ginawa sa manlalakbay?

2.    Sinu-sino ang mga taong nakakita sa kanya? Ano ang ginawa nila?

3.    Ano ang ginawa ng Samaritano nang makita niya ang sugatang manlalakbay?

4.    Kung kayo ang Samaritano, tutulungan ninyo rin ba ang manlalakbay? Bakit?

5.    Anong mensahe ang napapaloob sa parabula?

C.   Pagpapaliwanag:

Pagtuunan nang pansin ang mga salitang may salungguhit. Ilista ito sa pisara at ipabasa sa klase.

Itanong: Anong bahagi ng pananalita ang mga salitang may salungguhit?

D.   Paghahalimbawa:

Ipaliwanag ang tungkol sa pandiwa. Magbigay ng ilang halimbawa ng pandiwa sa klase at gamitin ito sa pangungusap. Pagkatapos, tumawag ng mga  mag-aaral upang magbigay ng kanilang sariling halimbawa at ipagamit  ito sa pangungusap.

Halimbawa:                                          

1.    Nagdadasal                                           

2.    Tumutulong                                         

3.    Nagsimba                                             

4.    Iniibig                                                     

5.    Nagbibigay                                            

E.    Gawain

Gamit ang mga larawan na nasa pisara, hayaan ang mga mag-aaral na gumawa ng mga pangungusap na may pandiwa.

F.    Paglalahat:

Ano ang pandiwa?

Ano ang inilalahad ng mga salitang ito?

IV.         Ebalwasyon:

Panuto:  Kopyahin at Sagutin. Bilugan ang mga pandiwang ginamit sa mga pangungusap.

1.    “Mapalad ang mga gumagawa ng paraan para sa kapayapaan, sapagkat sila’y ituturing na mga anak ng Diyos.

2.    Humingi ng paumanhin ang anak sa kanyang nagdurusang ina.

3.    At nagtanong si Jesus, "Sa palagay mo, sino kaya sa tatlo ang naging tunay na kapwa ng taong hinarang ng mga tulisan?"

4.    Magdaraos ng misa ang pari para sa kaligtasan ng mga biktima ng baha.

5.     "Ang taong tumulong sa kanya," tugon ng abogado. Kaya’t sinabi sa kanya ni Jesus, "Sige ganoon din ang iyong gawin."

V.           Takdang - Aralin:

Gumawa ng hindi bababa sa sampung pangungusap na ginagamitan ng mga pandiwa. Isulat ang mga ito sa isang buong papel.