This document contains the script for a reading month celebration event held over Google Meet. It introduces the emcee and various guests, including school administrators, teachers, and a reading coordinator. The script outlines the opening prayer, national anthem, welcome remarks, inspirational messages, and announcement of the month's reading activities. It concludes with closing remarks and a closing prayer. The event aimed to promote reading among students despite challenges of the pandemic.
Good Grooming and expected outlook of Professional Teacher and face-make overPotterheadNove
The document provides tips for good grooming and makeup for professional teachers. It recommends keeping a natural look with mild makeup and fragrance. Hair should be neatly groomed and a maximum of one to two shades from one's natural color. Accessories should be modest. Clothing should be neat and professional. Makeup should enhance one's natural features without being overly bright or trendy. The goal is to present a polished, sophisticated and intelligent appearance to gain credibility and trust.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
The Department of Education in the Philippines aims to develop students who love their country and have the values and skills to reach their full potential and contribute to nation-building. As a learner-centered institution, the Department continuously improves itself to better serve students, teachers, administrators, families and the community to provide equitable, culture-based education in a supportive environment where all students can learn.
Planning, implementing and evaluating: understanding connectionPachica, Gerry B.
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
The document describes the Teacher Induction Program (TIP) implemented by the Department of Education in the Philippines. The TIP provides a systematic support system to help newly hired teachers transition into their roles. It includes 6 courses delivered through an online and print-based curriculum. New teachers learn about DepEd policies and standards, curriculum and lesson planning, and professional responsibilities. Mentor teachers and a self-paced learning approach supported by learning resources help new teachers build their skills and competencies over their first years of teaching.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
This document contains the script for a reading month celebration event held over Google Meet. It introduces the emcee and various guests, including school administrators, teachers, and a reading coordinator. The script outlines the opening prayer, national anthem, welcome remarks, inspirational messages, and announcement of the month's reading activities. It concludes with closing remarks and a closing prayer. The event aimed to promote reading among students despite challenges of the pandemic.
Good Grooming and expected outlook of Professional Teacher and face-make overPotterheadNove
The document provides tips for good grooming and makeup for professional teachers. It recommends keeping a natural look with mild makeup and fragrance. Hair should be neatly groomed and a maximum of one to two shades from one's natural color. Accessories should be modest. Clothing should be neat and professional. Makeup should enhance one's natural features without being overly bright or trendy. The goal is to present a polished, sophisticated and intelligent appearance to gain credibility and trust.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
The Department of Education in the Philippines aims to develop students who love their country and have the values and skills to reach their full potential and contribute to nation-building. As a learner-centered institution, the Department continuously improves itself to better serve students, teachers, administrators, families and the community to provide equitable, culture-based education in a supportive environment where all students can learn.
Planning, implementing and evaluating: understanding connectionPachica, Gerry B.
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
The document describes the Teacher Induction Program (TIP) implemented by the Department of Education in the Philippines. The TIP provides a systematic support system to help newly hired teachers transition into their roles. It includes 6 courses delivered through an online and print-based curriculum. New teachers learn about DepEd policies and standards, curriculum and lesson planning, and professional responsibilities. Mentor teachers and a self-paced learning approach supported by learning resources help new teachers build their skills and competencies over their first years of teaching.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
Graphic organizers are visual tools that help students organize and structure information. They show relationships between concepts and can be used flexibly across content areas. Some benefits are that they help students sequence information, organize their thoughts logically, and develop analysis skills. Different types of graphic organizers include fishbone maps, spider maps, Venn diagrams, and matrices. Teachers should model how to use and read graphic organizers, as they can make lessons more interactive and help different types of learners comprehend relationships between topics.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
The speaker gives closing remarks at a commencement ceremony. They congratulate the graduates and their families for their achievements. The speaker says that receiving certificates and diplomas is not the end goal, but rather a celebration of how far the graduates will go in setting their own limits. The speaker reflects on all the trials, studies, grades, relationships and efforts that brought the graduates to this point. A new door now awaits them, with opportunities to apply what they've learned. The graduates are advised to embody the ideals of their alma mater and show their individuality and strength of character to the world, which will help build strong foundations for their future.
This document contains an action plan and prayer for teachers. The action plan is for an Art Club at Sacred Heart School for grades 4-6 during the 2014-2015 school year. The prayer asks God to help teachers remember the importance of their work in shaping young minds, to have patience with students, and to encourage independent thinking while also imparting knowledge.
The document discusses the values embodied by intramural sports such as sportsmanship, teamwork, and unity. It urges participants to enjoy the three-day intramurals through healthy competition, respect for all, and acceptance of both winning and losing without fights, abusive language, or disrespect. The purpose of the intramurals is to unwind and inspire through cheering, not add stress. All are welcomed to participate in the DCCP Vigan Intramurals 2012.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
The document outlines the Philippine Department of Education's Basic Education Development Plan 2030. The plan's goal is for all Filipinos to realize their full potential and contribute meaningfully to nation building. It identifies 4 critical components to achieve this: 1) Make the curriculum relevant to produce competent, job-ready and responsible citizens, 2) Accelerate delivery of basic education facilities and services, 3) Promote learner well-being, inclusive education and positive learning environments, and 4) Support teachers to improve instruction. Specific strategies are provided under each component to enhance access, equity, quality, resilience and governance in basic education by 2030.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Ramos National High School in Tarlac Province, Philippines provided an accomplishment report for the second semester of the 2015-2016 school year. Key accomplishments included maintaining an engaging classroom environment that promoted active student participation. The school also strengthened participation from internal and external stakeholders like the Parent-Teacher Association and barangay officials. Classroom resources were improved through voluntary PTA contributions. Student performance was closely monitored through examinations, quarterly report cards, and PTA meetings to ensure accountability.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
The document outlines an action plan for Girl Scouts of the Philippines with objectives, strategies, activities, responsible persons, and time frame. The main objectives are pupil development, staff development, curriculum development, facilities development, instructional competence, and community extension. Strategies include promoting scouting among pupils, increasing GSP awareness and membership, inculcating the Girl Scout Law and Promise, and improving participation in school programs and activities. Activities range from recruitment to registration, workshops, classroom meetings, and community projects. Responsible persons are troop leaders, coordinators, teachers, principals, and girl scouts. The time frame spans from June to March.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
Teach For Slovakia is a part of a global movement in over 30 countries working to enlist nations’ most promising future leaders in committing two years to teach in high-need areas, and in the long-term develop them into a force of leaders who will work throughout their careers to effect systemic change in education
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
Graphic organizers are visual tools that help students organize and structure information. They show relationships between concepts and can be used flexibly across content areas. Some benefits are that they help students sequence information, organize their thoughts logically, and develop analysis skills. Different types of graphic organizers include fishbone maps, spider maps, Venn diagrams, and matrices. Teachers should model how to use and read graphic organizers, as they can make lessons more interactive and help different types of learners comprehend relationships between topics.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
The speaker gives closing remarks at a commencement ceremony. They congratulate the graduates and their families for their achievements. The speaker says that receiving certificates and diplomas is not the end goal, but rather a celebration of how far the graduates will go in setting their own limits. The speaker reflects on all the trials, studies, grades, relationships and efforts that brought the graduates to this point. A new door now awaits them, with opportunities to apply what they've learned. The graduates are advised to embody the ideals of their alma mater and show their individuality and strength of character to the world, which will help build strong foundations for their future.
This document contains an action plan and prayer for teachers. The action plan is for an Art Club at Sacred Heart School for grades 4-6 during the 2014-2015 school year. The prayer asks God to help teachers remember the importance of their work in shaping young minds, to have patience with students, and to encourage independent thinking while also imparting knowledge.
The document discusses the values embodied by intramural sports such as sportsmanship, teamwork, and unity. It urges participants to enjoy the three-day intramurals through healthy competition, respect for all, and acceptance of both winning and losing without fights, abusive language, or disrespect. The purpose of the intramurals is to unwind and inspire through cheering, not add stress. All are welcomed to participate in the DCCP Vigan Intramurals 2012.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
The document outlines the Philippine Department of Education's Basic Education Development Plan 2030. The plan's goal is for all Filipinos to realize their full potential and contribute meaningfully to nation building. It identifies 4 critical components to achieve this: 1) Make the curriculum relevant to produce competent, job-ready and responsible citizens, 2) Accelerate delivery of basic education facilities and services, 3) Promote learner well-being, inclusive education and positive learning environments, and 4) Support teachers to improve instruction. Specific strategies are provided under each component to enhance access, equity, quality, resilience and governance in basic education by 2030.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Ramos National High School in Tarlac Province, Philippines provided an accomplishment report for the second semester of the 2015-2016 school year. Key accomplishments included maintaining an engaging classroom environment that promoted active student participation. The school also strengthened participation from internal and external stakeholders like the Parent-Teacher Association and barangay officials. Classroom resources were improved through voluntary PTA contributions. Student performance was closely monitored through examinations, quarterly report cards, and PTA meetings to ensure accountability.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
The document outlines an action plan for Girl Scouts of the Philippines with objectives, strategies, activities, responsible persons, and time frame. The main objectives are pupil development, staff development, curriculum development, facilities development, instructional competence, and community extension. Strategies include promoting scouting among pupils, increasing GSP awareness and membership, inculcating the Girl Scout Law and Promise, and improving participation in school programs and activities. Activities range from recruitment to registration, workshops, classroom meetings, and community projects. Responsible persons are troop leaders, coordinators, teachers, principals, and girl scouts. The time frame spans from June to March.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
Teach For Slovakia is a part of a global movement in over 30 countries working to enlist nations’ most promising future leaders in committing two years to teach in high-need areas, and in the long-term develop them into a force of leaders who will work throughout their careers to effect systemic change in education
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
Youth statement from the Regional Ministerial Education Conference in Istanbul, Turkey (December 2013) - Strengthen partnerships with youth for high quality, inclusive education, where all youth can realize their dreams of education as The Best way to succeed in life.
This document provides guidance for schools on developing an education for global citizenship. It defines global citizenship education as preparing students to engage critically with global challenges and opportunities. The guide outlines key elements of global citizenship including knowledge, skills, values, and attitudes. It also presents Oxfam's curriculum framework which progresses these elements from early years through post-16 education. Examples are given of how teachers have incorporated global citizenship perspectives across subjects and through cross-curricular projects. The guide advocates for global citizenship to be integrated throughout the curriculum and whole school approach.
Education and the essence of learning have shaped human beings and the society to where they stand today.
Had it not been for education, chances are we would still be living under the rocks.
Teaching is a lifelong learning process that requires constant adaptation to new challenges. It is a complex profession that involves motivating students, raising their self-esteem, and helping them reach their full potential, while also facing challenges such as students who are unprepared or have attention issues, and lack of support from administrators or parents. Good teachers inspire students and have lasting positive impacts on their development and performance, while poor teachers can have negative long-term consequences. Effective teaching requires a focus on student outcomes through innovative practices and continuous improvement.
Futures-thinking for the next generation ASEANs: facing the 21st century lan...Mavic Pineda
This document provides an outline for a presentation on futures-thinking for language learning in ASEAN given by Victoria G. Pineda. The presentation discusses the current ASEAN economic landscape and trends in educational models that emphasize rhizomatic and personal learning approaches. It presents models like personal learning networks and knowledge creation/exchange and provides a case example. Pineda proposes research on personal learning environments, language learning tools, multicultural learning environments, and simulations. She emphasizes Asian cultural diversity and the need for autonomous, mastery-driven learning to develop 21st century skills.
Education is designed to insulate student from the "real world", to prevent them from understanding the economic, social, political and ideological forces that control their lives, This slide show offers an alternative model of education, one which immerses the students in a framework of community engagement designed to free their minds and to encourage their active engagement in the process of social change.
If you would like to see similar and freely downloadable PDFs please visit my website at: www.tonyward.edu.com
The document is a parent handbook for the Progressive Schoolhouse, a private school in Chico, California celebrating its 30th anniversary. It provides an overview of the school's educational philosophy and developmental approach, which focuses on validating each student's unique learning potential and style. The school believes in comprehensive, individualized learning through arts integration. It serves students from ages 4 to 18 with a maximum enrollment of 24 students. The director founded the school based on her vision and educational background in child development.
2011 Mar 07 - Qualitative Changes in Higher Education - SRTM University - Nan...viswanadham vangapally
A presentation, specially made for the National Seminar on Management of Quality Education & Research in Life Sciences, held on 7 & 8 th Mrach, 2011, at Swami Ramanand Teerth Marathwada University, Nanded, Maharastra. You are most welcome to listen to the live audio of the speech given - by visiting: www.archive.org and searching for Prof. V. Viswanadham, and then locating the item.
You are most welcome to give your valuable feedback : viswam.vangapally@gmail.com.
The document outlines plans by Colegiul National Gh. Rosca Codreanu in Barlad, Romania to address student violence through prevention and intervention programs. It proposes developing a student behavior database, training teachers to identify at-risk students, strengthening school rules and consequences, involving parents and community organizations, and providing counseling, activities, and academic support to discourage aggression. The school aims to create a safe, supportive environment through cooperation between educators, parents, and local institutions.
To make education accessible to the children of migrant and non-migrant laborers and slum dwellers in Maharashtra. Email us at info@lead-foundation.org
This document discusses open educational resources (OER) and making education more openly accessible. It provides suggestions for faculty on adopting, reviewing, revising, and remixing open textbooks. It also encourages openly licensing course materials like syllabi, assignments, and lectures. The document emphasizes that open education allows students to contribute to knowledge and have ownership over their learning. It argues that higher education should be viewed as a public good and that open approaches can help increase access and engagement with communities.
Mentoring involves sustained relationships between older and younger individuals that can benefit both parties as well as society. Participating in mentoring programs has been shown to help at-risk youth by lowering drug and alcohol use, improving relationships and academic performance, and increasing self-confidence. The document outlines various types of mentoring, characteristics of effective mentors, organizations that facilitate mentoring programs, and benefits of mentoring for both mentors and youth.
This document discusses the challenges of change in education through the perspectives of five education experts or "gurus". It addresses how the pace of technological change is accelerating and how education must adapt to prepare students for their future instead of the past. It also emphasizes that teacher training is critical to effectively integrate technology and manage the changes in classrooms and learning.
The document is a parent handbook for the Progressive Schoolhouse, a private school in Chico, California serving students from developmental kindergarten through high school. It outlines the school's educational philosophy which is based on developmental theories and recognizes each student's unique learning style and potential. The handbook provides information about the school's director, staff, and curriculum which is individually tailored to students' needs.
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
This document provides information for attendees of the TEDxYouth@MileHigh 2014 event, including:
- An overview of the event which will feature talks from 10 Colorado innovators and entrepreneurs.
- Details on the venue, the Ellie Caulkins Opera House in Denver.
- Instructions for attendees on transportation, seating, food, and conduct during the event.
- Background on the youth board that helped organize the event and opportunities to get involved.
This document is an announcement for a 2012-2013 webinar series on inclusive education hosted by Community Living Ontario. The series will explore inclusive education from international, national, provincial, and classroom perspectives through multiple mini-series featuring various presenters. Participants can join individual webinars or the full series from the comfort of their own home by registering online.
Similar to Character Education in the Philippines (20)
MOLDING MINDS, SHAPING HEARTS Role of Character Formation in School SuccessMann Rentoy
MOLDING MINDS, SHAPING HEARTS: The Crucial Role of Character Formation in School Success
by Emmanuel Mann Rentoy
Presented by FilPass and CATALYST PDS
Key Highlights:
Insights for Success: Learn why character formation is the linchpin of academic triumph and personal growth.
Teacher Training Revolution: Discover innovative strategies to empower your educators in fostering character development within the classroom.
Real-world Impact: Understand how schools can become incubators for future leaders, instilling values that extend far beyond textbooks.
Don't miss this opportunity to revolutionize your school's approach to education. Elevate your institution, empower your teachers, and shape a future generation of leaders through the power of character-driven teaching.
This document discusses the importance of character and professionalism in the workplace. It identifies several challenges to developing empathy like parental unavailability, gadget addiction, and narcissism. It also outlines tips for maintaining integrity like respecting others, effective communication, having a positive attitude, and being truthful. The document encourages developing good character through diligent work, focusing on self-improvement, and setting a good example for others.
CLASSROOM MANAGEMENT 100+ STRATEGIES by Emmanuel Mann Rentoy
Email us at catalystpds@gmail.com
www.characterconferences.com
View the Recorded Presentations here: https://www.youtube.com/@characterformation
https://www.youtube.com/c/TEACHERTRAINING
This document defines and provides examples of common Latin terms used in writing. It discusses terms such as:
- Sic - Used in brackets to indicate a direct quotation contains a spelling or grammatical error.
- Id est and i.e. - Mean "that is" and are used to provide an example or explanation of a statement.
- Deus ex machina - Refers to an artificial or improbable plot resolution, originally referring to ancient plays resolving plots via a machine lowering in God.
- Exempli gratia and e.g. - Mean "for the sake of example" and introduce examples that follow.
Session 2 of Mann Rentoy's live show from New York begins at 8PM Manila time. The document includes prayers, pronunciations of Latin letters and letter combinations, numbers in Latin, common Latin phrases, Latin declensions including the second declension of nouns and examples of Latin sentences. It concludes with the prayer Ave Maria.
The document summarizes Session 1 of a Latin course, covering 3 main lessons - pronunciation, vocabulary building, and Roman history. It provides an overview of Ecclesiastical pronunciation rules and examples. Vocabulary lists in Latin include numbers, verbs, nouns, and religious terms. Excerpts from the Latin Bible and information about Roman architecture, columns, games, and daily life are also presented. The course details include 20 live sessions, learning resources, tutorials, and an opportunity to connect with other Latin scholars internationally. Early enrollment discounts are provided.
The Bureau of Jail Management and Penology (BJMP) celebrated the Values Restoration
Week and Anniversary of the Chaplaincy Service Office on September 26-29, 2023. During
the week-long celebration, the Chaplaincy Service Office (CSO) conducted various talks
and seminars for the integration of values to the Jail Bureau. This was the talk for the 2nd day of the week-long celebration on September 27, 2023 at 800am via zoom platform.
The target theme for the 2nd day is “Buidling Values – Character Community.” The
participants were Officers of the Jail Bureau composed of Uniformed personnel.
RAISING MEN OF CHARACTER IN A WIRED WORLDMann Rentoy
This document discusses the challenges of raising children of character in today's wired world. It notes the insatiable craving for constant online connection and validation, and the "fast food" thinking this can promote. However, it also outlines some positive uses of technology and provides tips for parents on monitoring children's technology use, enforcing consequences, and leading by example in developing balance and wisdom around screens. The overall message is that conscious parenting and guidance are needed now more than ever to help children navigate the digital landscape.
This document provides information about classroom jobs and roles that students can take on in a classroom. It describes various jobs like banker, janitor, grader, messenger, police officer, video monitor, recycler, attendance monitor, clerk, and librarian. It assigns a monetary payment level to each job ranging from $475 to $1,000. It also discusses procedures for seat rentals, ways students can earn bonus money, and fines for misbehaviors. The overall purpose is to outline an elaborate system of classroom roles, payments, and incentives/penalties to engage students and manage classroom operations.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
PRESENTED BY Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
mannrentoy@gmail.com
www.characterconferences.com
TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
The document welcomes attendees to an event starting at 9:30am. It then provides biographies of the speaker, Emmanuel Mann Rentoy, highlighting his educational background and experience founding schools and character education programs. The bulk of the document consists of the speaker's presentation, covering topics like the role of teachers in character formation, focusing on serving students through a sense of mission rather than just a job. It provides quotes on the importance and impact of teaching, and frames teaching as progressing through stages from fantasy to survival to mastery to impact. The presentation aims to inspire teachers and emphasize their role in shaping students' futures.
WOODROSE: My Role in Making Woodrose a School of Character.pptxMann Rentoy
This document discusses the Character Education Partnership's (CEP) National Schools of Character program, which offers Philippine K-12 schools a path to improvement through high-quality character education. The program helps schools: 1) bring stakeholders together around shared values and purpose, 2) undergo self-assessment to identify strengths and growth areas, and 3) receive feedback and suggestions to strengthen their character education initiatives. It outlines CEP's 11 Principles for effective character education and the scoring rubric used to evaluate schools' implementation of the principles.
JULY 19 Teaching Catholic Students Etiquette and Social RefinementsMann Rentoy
The document discusses etiquette and social refinements for Catholic students. It addresses proper behavior in church, including arriving on time, dressing appropriately, silencing phones, participating respectfully in prayers and songs, and leaving quietly. It emphasizes showing respect for others and the sacred space of the church. Good etiquette is presented as a way to foster kindness, charity and bring peace. Students are encouraged to fight self-centeredness and cultivate humility through their conduct and refinement.
WESTBRIDGE Seminar for Teachers: May 19 & 22Mann Rentoy
This document discusses the importance of character formation for students, especially in the digital age. It begins by noting that students are increasingly exposed to highly sexualized culture through various media. The document then outlines some principles for teaching character, including that every teacher is a character formator and that the best way to teach character is through personal example. It provides tips for building character in students, such as establishing classroom rules and expectations, insisting on respect, building community, and emphasizing volunteerism. The document argues that character formation must continue, even in online schooling. It closes by emphasizing the nobility of the teaching profession and calling teachers to model excellent character.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele BorbaMann Rentoy
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele Borba
An International Conference organized by PAREF WOODROSE SCHOOL and CATALYST for Professional Development Services
JANUARY 29, 2022
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Beauty of Art as a Powerful Tool to Teach the Catholic FaithMann Rentoy
Presented by Emmanuel Rentoy
January 28, 2022
Series of Seminars for Teachers of Catholic Schools
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
50. Our Principles
•Every Teacher is a Character Formator
•Not just another subject
•Education is not just covering curriculum
•No other better way to teach character than
through the power of our example
•The teacher is the most important teaching tool
•The school is only as good as its teachers.
51.
52. Chastity & Pro-Life Conference at the SMX Convention
Center with more than 8,000 Participants
53. Chastity & Pro-Life Conference at the SMX Convention Center with
more than 8,000 Participants
54. Teachers have a multiplier effect! They have a big
impact on the lives of young people.
55. More than 7,000 teachers from all over the country
joined us!
56.
57. Chastity and Pro-Life Conference 2012 at the World
Trade Center
with more than 15,000 Participants
86. STRATEGIES
Mentoring System Virtue of the Month System
Captain Virtue Core Values Visibility
Home-School Collaboration Class Excellence System
Theater to build community Student Marshal
School for Parents Work Camp