HOLY CHILD COLLEGES OF BUTUAN

2nd St., Guingona Subd., Butuan City

A Portfolio
On
Student Teaching

In Partial Fulfillment of the Course Requirements

in Educ. 14

Presented to:

Lolita P. Maragaas, Ed.D

Supervising instructor/Associate Dean

Presented By:

Maryjia

C. Relabo

Student Teacher

HOLY CHILD COLLEGES OF BUTUAN

2nd St., Guingona Subd., Butuan City

APPROVAL SHEET

The documents attached herein entitled A PORTFOLIO ON

STUDENT TEACHING was wholeheartedly prepared and produced by
MARYJIA C. RELABO in partial fulfillment of the course requirements in
EDUC 14 is hereby approved.

Lolita P. Maragaas, Ed.D

Supervising Instructor/Associate Dean

Dedication

The Student-Teacher would like to dedicate this portfolio to her family

that gave the tools and values necessary to be where she standing today, and
for giving all the inspiration and support she need.

Acknowledgment

The Student-Teacher would like to express her special thanks of gratitude to

the following persons:
To her family, for the financial assistance that help her successfully finished
her practice teaching and accomplished this portfolio.
To Dr. Lolita P. Maragaas, Ed.D, Supervising Instructor/ Associate Dean
for her untiring guidance, concern, support, encouragement, and most of all for the
love that she gave to all the practice teachers.
To Mr. Felix G. Acebu, the principal of West Central Elementary School for
allowing us to conduct our practice teaching in the said school.
To her on-campus critic teacher, Ms. Dimemhor A. Cagape, and out-campus
critic teacher, Mrs. Gloria Botona, for their concern, encouragement, support,
understanding, and most of all their patient in checking the lesson plans.
To all the Kindergarten pupils of HCCB Posh Academy for their kindness,
cooperation and respect given to the student-teacher that inspires her to continue her
chosen career. Also she would like to extend her appreciation to her Grade IV pupils
of West Central Elementary School that she had handled, for their cooperation and
for being not only a pupils but a Friends that is always there in her side in times of
happiness and sorrow, and also they are the one who gave hope and strength to
pursue her profession.
And above all, to our Almighty God, for giving the strength, patience, guidance,
and for the continuous blessings and undying love.

TABLE OF CONTENTS

TITLE PAGE.i
APPROVAL SHEETii
DEDICATIONiii
ACKNOWLEDGMENTiv

CHAPTER
1

DESCRIPTION OF THE COOPERATING SCHOOLS.1

Brief History (HCCB)
Vision, Mission, Goals, and CORE VALUES (HCCB)...
Vision, Mission, CORE VALUES (WCES)

NARRATIVE SUMMARY OF EXPERIENCES11

Student Teaching Experiences
Pictorials.

TEACHING INSTRUCTIONAL MATERIALS29

Forms
Lesson Plans..

EVALUATION AND ACHIEVEMENTS..50

Student-Teaching Critiques by Cooperating Teacher..
Comments (Teachers and Pupils)..

Certificate..

MAGNA CARTA AND CODE OF ETHICS...61

PERSONAL VIEWS AND INFORMATION..79

Prayer of a Teacher
Curriculum Vitae.

DESCRIPTION OF THE COOPERATING SCHOOLS

Holy Child Colleges of Butuan

Early Beginnings of the HCCB

The Holy Child Colleges of Butuan was founded in 1998 to answer the
demand for special education in the CARAGA Region. It started as a special school
for the differently abed students with self-contained classes for the hearing impaired,
Down syndrome, autistic, slow learners and those with behavioral and learning
difficulties.
The founders shared their individual expertise to build the school on a solid
ground. Dr. Rodulfo P. Esteves, the visionary founder, an alumnus of the University
of the Philippines (Diliman, Quezon City) and University of Santo Tomas holds the
degree of Doctor of Philosophy in Development of Education. He has seven (7)
baccalaureate degrees and two (2) masters degrees. He is a FELLOW of the
Psychological Association of the Philippines (PA), a member of Chi Sigma lota
Counseling Academic and Professional Honor Society International and a Diplomate
in Behavioral Medicine from the International Academy of Behavioral Medicine
Counseling and Psychotherapy (IABMCP) based in Colorado, U.S.A. He is great
achiever being a MEC-Philamlife Scholar of the University of the Philippines and a
Benemeritus (Magna Cum Laude) awardee in UST. He is a recipient of the
Outstanding Alumnus Award of the Agusan National High School, Professional
Excellence Awardee of the University of the Philippines, Lily Rosqueto Rosales
Awardee in the field of counseling and St. Antoninus of Florence Award as an
outstanding alumnus of the University of Santo Tomas.

Dr. Felomino A. Gargar is an alumnus of St. Francis Xavier College

Seminary, the Regional Major seminary of Mindanao and the University of Southern
Philippines. He is an eloquent speaker and prolific writer who became the
Outstanding Alumnus Awardee of the lone State University in Region XI, the USEP.
He is a FELLOW of the Psychological Association of the Philippines (PA), a member
of Chi Sigma lote Counseling Academic and Professional Honor Society
International and a Dimplomate in Behavioral Medicine, Counseling and
Psychotherapy (IABMCP) based in Colorado, U.S.A. He is an awardee of the Chi
Sigma lota for Professionlism and Integrity of the Counseling Profession. He is also
a recipient of the Diamond Cross Award.
Dr. Nietto L. Vitto is a scholar of Japanese University where he earned his
degree in Special Education. He is involved in many advocacies where he offered
his expertise as a labor of love.
Dr. Rogelio A.Gargar is a holder of the degree of Doctor in education at the
University of Southeastern Philippines and Mr. Jule Peter Esteves is the youngest
member of the Board with a degree in Business Administration and an international
certificate in Culinary Arts.
HCCB stands on a solid ground with the founders who committed educators
and who own brothers agencies, which support the schools needs.
The pace of HCCBs growth shows dynamism. After a wink of an eye, HCCB
now offers complete Elementary and complete Sunday High school (Distance
Secondary Education Program to provide education to those who cannot attend
formal education from Monday to Friday. Gasoline boys, yayas, farmers, vendors,

sales girls, and employees are provided with the opportunity to finish secondary
education utilizing the modular approach.
The first course offered under the Technical Education and Skills
Development Authority (TESDA) was the Two-Year Tourism Management in 2000.
The following year 2001, HCCB offered four (4) new courses registered under
UTPRAS, namely: Two-year Hotel Restaurant and Resort Management; Two-Year
Computer Secretarial; One-Year Caregiver. Another set of two (2) courses were
offered in 2003, that is, Two-Year Certificate in Practical Nursing (NCII) and SixMonth Live-in Caregiver Course (NCII).
At the same year, HCCB took the lead in the offering of the Practical Nursing
Program in the Philippines. The Caregiver Program is designed to produce
professional caregivers to meet global needs.
CHED Programs offered include Bachelor of Science in Nursing; Bachelor of
Science in Criminology; Bachelor of Science in Elementary Education (BEEd) with
specializations in Special Education and Early Childhood Education; Bachelor of
Secondary Education (BSEd) with majors in Guidance and Counseling and
Business Technology; Bachelor of Science in Tourism (BST) and Bachelor of
Science in Hotel and Management (BSHRM).
Early in 2004, HCCB was granted permits to conduct and operate 150-hour
Security Guard Pre-Licensing Training and 52-hour Security Guard In-Service
Training, another pioneering achievement of HCCB.
In 2005, the Bachelor of Science in Guidance and Counseling and additional
majors in Bachelor in Secondary Education such as English, Mathematics, and

Biological Science were offered. A new curriculum under the Department of

Education was also offered: the Science and Technology High School (Day
Session) which is another innovation venture of the HCCB.
HCCB soars to greater heights with its noble pursuit to provide the most
relevant education to further social mobility among its graduates. Today, HCCB
continues to be the leader of global education at affordable cost. It now offers
Master of Arts in Guidance and Counseling.
The Holy Child Colleges of Butuan envisions to produce globally competitive
graduates who are developed on Christian virtues and guided by the precept
Passion for Service and Excellence, the Holy Child Colleges of Butuan is eager to
produce the following:

Educational leaders and implementers having pursued HCCB graduate

programs.

Educators/Teachers who are committed to community service.

Expert Criminologists or Criminal Justice Educators.

Trustworthy Security Guards.

Skilled technicians imbued with the value of nationhood,

Efficient and updated computer data encoders and office staff,

Excellent and globally competitive nurses,

Loving professionals caregivers,

Well-trained hotel stewards, resort and tourism managers,

Financial Managers, and

Experts in Business Economics

VISION

The Holy Child Colleges of Butuan provides an alternative educational

opportunity for the deserving but underserved sectors blending technology with
humanities in courses that will alleviate poverty and improve their quality of life while
at the same time responding to global needs and requirements for skilled human
resource with passion for service and excellence.

MISSION

The Holy Child Colleges of Butuan is committed to:

Provide a humanistic technological educational service to the deserving but

underserved sectors of the society.

Foster the value of excellence, integrity and leadership among students as

exemplars of Filipino culture and tradition.

GOALS
This Mission is translated into the following major Goals over the next ten
years:

1. To obtain Level II Accreditation of all undergraduate programs.

2. To establish a continuing professional education program in courses where

undergraduate programs are accredited.
3. To establish a strong research development and extension centers for the
continuing quest for knowledge to alleviate poverty and improve the quality of
life of the underserved sectors of the society.
4. To establish networks, locally and internationally, with other Research
Extension and Development facilities for responding to the dynamically
changing global trends.
5. To recognize outstanding students and faculty through exchanges and
fellowships locally and abroad and to grant awards and recognition to
deserving individuals.
6. To establish branches and external study centers in all regions of Mindanao
where its presence is needed.

CORE VALUES
H

Honesty

Compassion

Conviction in Passion for Service and Excellence

Build a Noble Character

West Central Elementary School

VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culturebased and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating

environment.

Teachers

facilitate

learning

and

constantly

nurture

every

learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen. Family, community,
and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

CORE VALUES

Maka- Diyos

Maka-tao

Makakalikasan

Makabansa

STUDENT TEACHING EXPERIENCES

Practice teaching is one of the most memorable moments in my whole

college years. In this time mixed emotion are felt, happiness, sadness,
nervousness and excitement. This is the time were all the learning in last
semesters is being applied; a time to prove something; a time to be stronger; a
time to act.
Last November 2015, we started our practice teaching, a 280-hour of class
practice was required. I was assigned to teach kindergarten pupils in our incampus practice teaching at Holy Child Colleges of Butuan. I taught all subjects in
Kindergarten; English, Mathematics, Science, and Filipino. A number of pupils
made me easy to memorize their names but it was not enough to catch their
attentions. It truly needs patience and diligence to make every lesson interesting.
Then last February 2016, we had our off-campus practice teaching in West
Central Elementary School. Theres a lot of question running in my mind. Does my
cooperating teacher is strict or not? What year level or classroom Ill be in? Does
the pupils are disciplined or noisy and unruly? Can I handle if Ill be having some
noisy pupils? Does the pupils attitude are the same in private schools? Can I
manage their different attitudes/behaviors? Can I address and provide all their
interests and needs?

On the first day of my duty, I told to myself, this is it! I can do this! I got so
nervous as Mrs. Duro conducted an orientation and she assigned us to teach all
grade levels.
In every day of my duty, I can say that, the environment from the private
school is very different in the public school. I met children with different attitudes
and behaviors, teachers also. My mind is struggling if how I will handle fifty (50)
pupils in the classroom with different backgrounds. But I always told to myself that
I can. Thanks to those teachers who encourage that its part of our profession to
discipline those type of pupils. Most of the teachers I observed were great as they
share to me the words of wisdom and techniques to become a good teacher in the
future.
The feeling of being excited yet so nervous, that was felt for the coming
Grand-teaching Demonstration. I was assigned in Grade four, lowest section,
under the advisory of Mrs. Gloria Botona. The pupils were too noisy, even in a
simple instruction cannot follow and obey. Haaaysss! Three days, I was there to
teach them, and I was afraid because of having a hardheaded pupils. I gave them
the rules but still they are not following, not listening, always playing even if their
adviser, Mrs. Botona is there. I can say that; they were the pupils whos not
showing respect to their teacher. Its not easy to handle pupils like them. When
maam Botona leave the classroom, NANGASABA KO. I said to myself, I QUIT,
LORD, NGANONG DIRI KO NIMO GIBUTANG? crying. But I realized its my
mission, to discipline, and to help young ones to become good and to share my

knowledge to them. I will not surrender, because I know God is always there for
me.
My biggest fear came, THE GRAND-TEACHING DEMO, March 07, 2016.
I prepared a lot that day, my Lesson Plan, and instructional materials. Im very
grateful that I had a responsible cooperating teacher who helped me in my lesson
plan. The tiredness, pressure, stressed, and sleepless nights are being paid off.

I learned a lot from my experiences and Ive realized that I am lucky that I
came across West Central Elementary School. It opened my eyes to the hardships
of being a teacher. The problems that students faced every day and how we get
by with barely enough energy left after dealing with the students. I still have a lot
to learn and the things I need to learn will be gathered when I apply for a teaching
job. To teach is to learn as they say. The students are not the only ones learning
in the process the good teacher also learns from her students that make her a
lifelong learner. Always interested to broaden his/her horizons and already ready
to take on what life has to offer. Whether it is a good or bad experience we learn
from it. We know what to do next time and improve on what we have to improve
on. Im not perfect but I try hard and I hope that it will enough. I intend to go the
extra mile and improve even more as I immerse myself to the teaching profession.
Though it is not an easy job and anyone who hears about it may think twice before
taking up a course in education but once you get charmed by teaching theres no
getting out of it. I remember one of my teachers from elementary when she became
principal she was still looking forward to teach again. It only goes to show that it is

not just a noble profession but an addicting one. Its surely a good addiction. I
would like to thank God for getting me through this grand demo. I appreciate all
the people Ive encountered especially my cooperating teacher who was very
helpful. I will never forget my experiences and I hope to fulfill all my plans in the
future. I have learned a lot and I am craving for more wisdom to be bestowed upon
me as I enter the world of education as a full-fledge teacher.

A Detailed Lesson Plan

in Science for Preschool

I.

Objectives
At the end of a 60-minute period, 75% of the pupils are able to:
A. identify matter and its phases,
B. give importance of matters through their shapes, size, weight, and texture,
C. classify the pictures of solids, liquids, and gases.

II.

Subject Matter
Topic: Kinds of Matter
Reference: Science for Preschoolers, pp. 98-104
Materials: realias, pictures, laptop, food coloring, balloons
Values Integration: Appreciation

III.

Procedure
Teachers Activity
A. Preliminary Activities
a. Prayer
-Children, let us all stand for
the prayer. Queyan, will you
lead the prayer for us?

-Good morning children!

b. Checking of Attendance
-Say present if your name is
called.
Queyan

Pupils Activity

In the name of the Father, the

Son, Holy spirit, Amen.
Gentle Jesus, meek and mild.
Look upon each unfilled child.
Help us to be good, we pray
That we might follow in your
way. Amen.

Good morning teacher Jia!

Present!

VM
Alyka
Hannessa

c. Drill
Solid, liquid, gas song
-Solid (4x)
Liquid (4x)
And the gas (2x)
The 3 states of matter (2x)
Solid, liquid, gas(2x)
d. Review
-Last time, we tackled about
Caring for the Plants. What do
plants need in order for them
to live and grow?
-Yes! We should take care of
the plants for them to grow
healthy.
e. Motivation
-Let the children look around.
-Children, what have you seen
inside and outside the
classroom?
B. Developmental Activities
1. Presentation
- What have you observed
the song we sang a while
ago?
- Yes! Very good. And thats
what our lesson for today.
The three (3) kinds of
matter.

Present!
Present!
Present!

Solid (4x)
Liquid (4x)
And the gas (2x)
The 3 states of matter (2x)
Solid, liquid, gas(2x)

Plants need water, air,

sunlight, good soil, and proper
care in order for them to live
and grow.

We have seen our bags, tables,

chairs, chalkboard, etc.

Solid, liquid, gas teacher.

2. Discussion
-Everything you see around is
matter. Your tables and chairs,
and your bags are all matters.
Matter can be solid, liquid, or
gas.
-Solids are materials that
keeps its own shape even
when you move it. Hold your
tables and try to push it. Does
the table change its shape?
-Solids have different size,
shape, weight, and texture.
-Let them touch the objects;
rock, glass (without water),
and ask them its size, shape,
weight, and texture.
-Lets move on to the second
kind of matter, which is liquid.
A liquid is anything that flows.
It does not have a shape of its
own.
-Look at the water in the
bottle, if I am going to pour it
on the floor, can we identify its
shape?
-Very good! It is because
liquids take the shape of its
container.
-Let them put a water into the
different containers and
observe. What have you
observed? Does the water
have its shape now?
-Very good! (Give them
different colors of food

No, teacher. The table doesnt

change.

No, teacher we cannot.

Yes, teacher! The water

become square, rectangle, and
circle because of its container.

coloring. Let them put it on the

water, and ask the changes).

-Show more examples like

perfume, alcohol, hair polish,
etc.
-We are done in liquids. Let us
proceed to gas. Gases are also
matter. A gas spreads out
easily to fill its container. It
does not have a shape of its
own. Now, put you palm
before your mouth. Blow
some air. Can you see the air?
Can you feel it?
-Show some examples; LPG,
floaters pool, tire, ball, smoke
of a car.
-Show to them the balloon.
Put its hole near in their face
to feel the air.
3. Generalization
-What are those three kinds of
matter?
-Very good! Can you give me
some examples of solids?
-Good! How about liquids?
-Very good! How about gases?
4. Values Integration:
Appreciate all the matters
around us.
5. Application

Solid, liquid, and gas.

Tables, chairs, books, pencils,

etc.

Rain, water, juice, milk

Air, balloons, ball.

Instruction: The teacher will

read to you the riddles and
you will guess the answer.

A solid, it is metal and

hard. You will use it
when youre eating.
What is it?
It is a liquid. We cant
live without this. It is
very important in our
body.
It is solid and has a
light color, smooth
texture. It can be
broken and you will be
using it when you
drink.
A matter that contains
gas. Many people have
this when they
celebrate their
birthdays. What is it?
It is liquid; you need it
in order for you to
grow. You will drink it
every time you wake
up in the morning, and
before you sleep at
night.
It is solid, rough in
texture, and its color is
red. You can see it
inside your classroom.

Spoon and fork

Water

Glass

Balloons

Milk

Table and chair

IV.

Evaluation
Direction: Check () the solids, cross out () the liquids, and put a star (
matters that contains gases
1. _______

2. _______
3. _______

4. _______

5. _______

6. _______

7. _______

8. _______

) for the

9. _______

10. _______

V.

Assignment
Direction: Draw 1 solid object, 1 liquid, and 1 matter that contains gas.

A Detailed Lesson Plan

in English 4

I.

Objectives
At the end of a 60-minute period, 75% of the pupils are able to:
A. identify prepositions in, on, under, beside, and above,
B. appreciate the importance of prepositions in the sentence;
C. supply the correct prepositions in the sentence.

II.

Subject Matter
Topic:
References:

Prepositions: In, on, under, beside, and above

English 4, Learners Material, pp. 366-369
English for Global Communication, Grade 4, pp. 197-207
Materials:
small house, pictures, projector/laptop, visual aids, marker
Values Integration: Appreciation, carefulness
III.

Procedure
Teachers Activity
A. Preparatory Activities

Pupils Activity

1. Prayer
-

Everybody stand up please!

Rachelle, will you lead a
prayer for us?

Okay teacher.
Classmates, are you ready to
pray? Let us pray.
In the name of the father, son,
holy spirit. Amen.
Our Father, who art in heaven
Hallowed be Thy Name;
Thy kingdom come

Good morning children!

How are you today?
Im good too.

Good morning teacher Jia.

Were good. How about you?

2. Checking of Attendance
-

Who are absent today?

____ and ____ are absent

today.

3. Drill
-

Children, when I said In - you

are going to put your hands in
your pocket,
On you are going to sit down
on your chairs,
Under- you are going to put your
hands on your head;
Above youre going to raise
your hands.

Okay, is it clear?
In, on, under, above

Yes, teacher.
The pupils will do the action.

4. Review
What was our lesson last
Friday? Did you still remember?

Its all about Noun teacher.

Very good!

What is a noun?

Noun is a name of persons,

place, animals, and things.

Good!

Who can give me examples of

nouns?

Cat, dog, fish, etc.

5. Motivation
Action Song: In, on, under
One, two, three, four.
Where is the mouse?
The mouse is in the house.
Where is the cat?
The cat is in the hat.
Where is the fish?

The fish is in the dish.

Where are you?
Im in the classroom.
In, on, under, in front of behind,
next to between.
-

Class, did you enjoy the song?

Okay, what have you observed
in the song we sang?
Good!

Yes, teacher.
There are words like in, on,
under.

There are animals teacher.

In the house, teacher.

In the hat,

In, on, under.

Prepositions

Connects to the other words

teacher.

B. Developmental Activities

1. Presentation
Class, what have you observed
in the song we sang a while
ago?
Very good!
And where does the animals
located, like the mouse in the
song?
How about the cat, etc.?
Good!
Now, look at the underlined
words.

The mouse is in the house.

The guitar is on the car.
The train is under the airplane.
- What are the underlined
words?
- Good! What do you call those
underlined words?

2. Discussion
Class, what do you think is the
meaning of prepositions? Look
back to the song we sang a
while ago.

Okay, good!

Prepositions connect nouns

and pronouns with other words.

Prepositions tell where

something is placed or located.
(Show them the small house)

Here are the prepositions that

we are going to study this
afternoon.

Okay, lets begin with the

preposition in.

In means inside

Now class, observe the house.

Where is the ball?

The ball is in the house.

What is in the house?

The ball, teacher.

What preposition is used in the

sentence?

The preposition in.

Class, when can we use the

preposition in?

We used the preposition in if

something is inside.

Very good!

Now, can you tell me where the

kite is?

The kite is on the roof?

What is on the roof?

The kite.

Very good!

Class, what preposition is used

in the sentence?

The preposition on, teacher.

When can we use the

preposition on? Any idea?

If something is on top.

Lets proceed to the preposition

under.

Class, can you see a cat?

Yes, teacher.

Where is the cat?

The cat is under the house.

Very good.

What preposition is being used

in the sentence?

The preposition under, teacher.

Very good! When to use the

preposition under? Who has an
idea?

If an object is below something.

Good!

Under means below

something or lower than
something else.

Let us go on with the

preposition above.

Tell me where the bird is

located?

The bird is above the roof.

What is above the roof?

The bird, teacher.

What preposition is used in the

sentence?

The preposition above,

teacher.

Good. When can we use the

preposition above?

If its higher than something.

Above means higher than

something

Class, I have here another set

of pictures. Look at the pictures
and fill in the blank with correct
preposition.

Picture #1.

The dog is ___ the box.

-

Class, what do you think is the

correct preposition to be use in
order to complete the
sentence? Who wants to
answer?
Why in, not on, under, or
above?
Very good! Everybody read.

How about in picture #2? What

should be the correct
preposition? Is it in, on, under,
or above?

The book is ___ the table.

In picture #3?

The cat is ___ the table.

Preposition in.

In because the dog is inside

the box.

The dog is in the box.

The book is on the table.

The cat is under the table.

In picture #4?

The balloon is ___ the boy.

Very good!

Did you understand class?

3. Generalization
What is prepositions?

Very good! What are the

prepositions that we discussed
this day?
Good! What preposition to be
use if it is inside?
Very good! How about if it is on
top of something?
What about the preposition that
is below or lower than
something else?
Very good! How about the
preposition that is higher than
something?
*Values Integration:
- Why is preposition important in
our life?

The balloon is above the boy.

Yes, teacher.

Prepositions connect nouns

and pronouns with other words.
It tells where the object is
located.

The prepositions in, on, under,

and above.

The preposition in.

The preposition on.

The preposition under.

The preposition above.

The importance of preposition

in our life is, it tells us where
does a thing located and when
does a thing happened.

4. Application
(Group Activity)
Instruction: Put the correct
preposition in the blank to
complete the sentence.
Group 1

The clock is ____ the door.

The ball is ____ the table.
The books are ___ the table.
The shoes are ___ the box.

The clock is above the door.

The ball is under the table.
The books are on the table.
The shoes are in the box.

Group 2

The boy is ___ the tree.

The sailboat ___ the chair.
The dog is ___ the chair.
The birds are ___ the tree.

Group 3

The boy is under the tree.

The sailboat on the chair.
The dog is under the chair.
The birds are above the tree.

The clock is ___ the picture

frame.
The book, lamp shade, and
flower vase are ___ the table.
The ball is ___ the table.

The clock is above the picture

frame.
The book, lamp shade, and
flower vase are on the table.
The ball is under the table.

Group 4

The clothes are ___ the cabinet.

The clock is ___ the picture
frame.
The pillows are ___ the bed.

IV.

The clothes are in the cabinet.

The clock is above the picture
frame.
The pillows are on the bed.

Evaluation
Direction: Identify which preposition is to be used in each sentence. Encircle it.
1. The ball is ( in, on ) the box.

2. The food ( in, on ) the plate is my favorite.

3. The pupils are ( in, on ) the classroom.

4. The cat is ( in, under ) the round table.

5. The balloon is ( under, above ) the boy.

V.

Assignment
Direction: Make sentences using prepositions in, on, under, and above. Three
(3) sentences each prepositions.

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I.

DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act

to promote and improve the social and economic status of public school
teachers, their living and working conditions, their terms of employment and
career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession
more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and
that education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except
those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions

in all schools, colleges and universities operated by the Government or its

political subdivisions; but shall not include school nurses, school physicians,
school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to
the selection and appointment of teachers shall be clearly defined by the
Department of Education: Provided, however, That effective upon the approval
of this Act, the following shall constitute the minimum educational qualifications
for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree
in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or
its equivalent with a major and a minor; or a Bachelor's degree in Arts or
Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor's degree in the field of specialization with at least eighteen
professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational,
master's degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent
may appoint, under a temporary status, applicants who do not meet the
minimum qualifications: Provided, further, That should teacher-applicants,
whether they possess the minimum educational qualifications or not, be
required to take competitive examinations, preference in making appointments
shall be in the order of their respective ranks in said competitive examinations:
And provided, finally, That the results of the examinations shall be made public
and every applicant shall be furnished with his score and rank in said
examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate
training and professional preparation in any school recognized by the
Government, no probationary period preceding regular appointment shall be
imposed

if

the

teacher

possesses

the

appropriate

civil

service

eligibility: Provided, however, That where, due to the exigencies of the service,
it is necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and
shall undergo a period of probation for not less than one year from and after
the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall
be assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause
and as herein otherwise provided, no teacher shall be transferred without his
consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent
who shall previously notify the teacher concerned of the transfer and the
reason or reasons therefor. If the teacher believes there is no justification for
the transfer, he may appeal his case to the Director of Public Schools or the
Director of Vocational Education, as the case may be. Pending his appeal and
the

decision

thereon,

his

transfer

shall

be

held

in

abeyance: Provided, however, That no transfers whatever shall be made three

months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by
the Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from
the approval of this Act, the Secretary of Education shall formulate and prepare
a Code of Professional Conduct for Public School Teachers. A copy of the
Code shall be furnished each teacher: Provided, however, That where this is

not possible by reason of inadequate fiscal resources of the Department of

Education, at least three copies of the same Code shall be deposited with the
office of the school principal or head teacher where they may be accessible
for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy
equitable safeguards at each stage of any disciplinary procedure and shall
have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of
his choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a
teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher
shall be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should
at least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing
provincial or national teacher's organization and a supervisor of the Division,
the last two to be designated by the Director of Public Schools. The committee

shall submit its findings and recommendations to the Director of Public Schools
within thirty days from the termination of the hearings:Provided, however, That
where the school superintendent is the complainant or an interested party, all
the members of the committee shall be appointed by the Secretary of
Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in
entrance to the teaching profession, or during its exercise, or in the termination
of services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall
take all steps to enable married couples, both of whom are public school
teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom
instruction shall not be required to render more than six hours of actual

classroom teaching a day, which shall be so scheduled as to give him time for
the preparation and correction of exercises and other work incidental to his
normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours
but not exceeding eight hours of actual classroom teaching a day upon
payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing
law to the contrary, co-curricula and out of school activities and any other
activities outside of what is defined as normal duties of any teacher shall be
paid an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual
classroom teaching a day.
In the case of other teachers or school officials not engaged in actual
classroom instruction, any work performed in excess of eight hours a day shall
be paid an additional compensation of at least twenty-five per cent of their
regular remuneration.
The agencies utilizing the services of teachers shall pay the additional
compensation required under this section. Education authorities shall refuse
to allow the rendition of services of teachers for other government agencies
without the assurance that the teachers shall be paid the remuneration
provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the
following criteria:
(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain
positions require higher qualifications and greater responsibility than
others: Provided, however, That the general salary scale shall be such that the
relation between the lowest and highest salaries paid in the profession will be
of reasonable order. Narrowing of the salary scale shall be achieved by raising
the lower end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular
increments, granted automatically after three years: Provided, that the
efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not
extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose
salaries are appropriated by a city, municipal, municipal district, or provincial

government, shall not be less than those provided for teachers of the National
Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least,
keep pace with the rise in the cost of living by the payment of a cost-of-living
allowance which shall automatically follow changes in a cost-of-living index.
The Secretary of Education shall, in consultation with the proper government
entities, recommend to Congress, at least annually, the appropriation of the
necessary funds for the cost-of-living allowances of teachers employed by the
National Government. The determination of the cost-of-living allowances by
the Secretary of Education shall, upon approval of the President of the
Philippines, be binding on the city, municipal or provincial government, for the
purposes of calculating the cost-of-living allowances of teachers under its
employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are
exposed to hardship such as difficulty in commuting to the place of work or
other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated special hardship
allowances equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be
paid in legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, that such checks or treasury warrants shall be

cashable in any national, provincial, city or municipal treasurer's office or any

banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction
whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions: Provided, however, That upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the
Philippine Public School Teachers Association, and (2) premiums properly due
on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical
examination shall be provided free of charge for all teachers before they take
up teaching, and shall be repeated not less than once a year during the
teacher's professional life. Where medical examination show that medical
treatment and/or hospitalization is necessary, same shall be provided free by
the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain
elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph
of this Section.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher's health shall be
recognized as a compensable occupational disease in accordance with
existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by
teachers in the public schools, they shall be entitled to study leave not
exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education.
During the period of such leave, the teachers shall be entitled to at least sixty
per cent of their monthly salary: Provided, however, That no teacher shall be
allowed to accumulate more than one year study leave, unless he needs an
additional semester to finish his thesis for a graduate study in education or
allied courses: Provided, further, That no compensation shall be due the
teacher after the first year of such leave. In all cases, the study leave period
shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall
be subject to the condition that the teacher takes the regular study load and
passes at least seventy-five per cent of his courses. Study leave of more than
one year may be permitted by the Secretary of Education but without
compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted
to teachers when the nature of the illness demands a long treatment that will
exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having
fulfilled the age and service requirements of the applicable retirement laws
shall be given one range salary raise upon retirement, which shall be the basis
of the computation of the lump sum of the retirement pay and the monthly
benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to
freely and without previous authorization both to establish and to join
organizations of their choosing, whether local or national to further and defend
their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights
established in the immediately preceding Section shall be exercised without
any interference or coercion. It shall be unlawful for any person to commit any
acts of discrimination against teachers which are calculated to (a) make the
employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his
membership in an organization or because of participation in organization

activities outside school hours, or with the consent of the proper school
authorities, within school hours, and (c) to prevent him from carrying out the
duties laid upon him by his position in the organization, or to penalize him for
an action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations
shall be consulted in the formulation of national educational policies and
professional standards, and in the formulation of national policies governing
the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate
and prepare the necessary rules and regulations to implement the provisions
of this Act. Rules and regulations issued pursuant to this Section shall take
effect thirty days after publication in a newspaper of general circulation and by
such other means as the Secretary of Education deems reasonably sufficient
to give interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to
Congress annually the necessary budgetary estimates to implement the
provisions of the Act concerning the benefits herein granted to public school
teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain
or coerce any teacher in the exercise of his rights guaranteed by this Act or
who shall in any other manner commit any act to defeat any of the provisions
of this Act shall, upon conviction, be punished by a fine of not less than one
hundred pesos nor more than one thousand pesos, or by imprisonment, in the
discretion of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and
their implementing rules inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid,
the remainder of this Act or any provisions not affected thereby shall remain in
force and in effect.
Sec. 35. This Act shall take effect upon its approval.

Approved: June 18, 1966

The Lawphil Project - Arellano Law Foundation

Code of Ethics
Preamble
The National Education Association believes that the education profession
consists of one education workforce serving the needs of all students and that the term
educator includes education support professionals.
The educator, believing in the worth and dignity of each human being, recognizes
the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of
the democratic principles. Essential to these goals is the protection of freedom to learn
and to teach and the guarantee of equal educational opportunity for all. The educator
accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the
teaching process. The desire for the respect and confidence of one's colleagues, of
students, of parents, and of the members of the community provides the incentive to attain
and maintain the highest possible degree of ethical conduct. The Code of Ethics of the
Education Profession indicates the aspiration of all educators and provides standards by
which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any
provision of this Code shall be exclusive and no such provision shall be enforceable in
any form other than the one specifically designated by the NEA or its affiliates.

PRINCIPLE I
COMMITMENT TO THE STUDENT
The educator strives to help each student realize his or her potential as a worthy
and effective member of society. The educator therefore works to stimulate the spirit of
inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation
of worthy goals.
In fulfillment of the obligation to the student, the educator-1. Shall not unreasonably restrain the student from independent action in the
pursuit of learning.
2. Shall not unreasonably deny the student's access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the student's
progress.
4. Shall make reasonable effort to protect the student from conditions harmful to
learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital status,
political or religious beliefs, family, social or cultural background, or sexual
orientation, unfairly-7. Exclude any student from participation in any program
8. Deny benefits to any student
9. Grant any advantage to any student
10. Shall not use professional relationships with students for private advantage.

11. Shall not disclose information about students obtained in the course of
professional service unless disclosure serves a compelling professional purpose
or is required by law.

PRINCIPLE II
COMMITMENT TO THE PROFESSION
The education profession is vested by the public with a trust and responsibility
requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly
influences the nation and its citizens, the educator shall exert every effort to raise
professional standards, to promote a climate that encourages the exercise of professional
judgment, to achieve conditions that attract persons worthy of the trust to careers in
education, and to assist in preventing the practice of the profession by unqualified
persons.
In fulfillment of the obligation to the profession, the educator-1. Shall not in an application for a professional position deliberately make a false
statement or fail to disclose a material fact related to competency and
qualifications.
2. Shall not misrepresent his/her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified
in respect to character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a

candidate for a professional position.
5. Shall not assist a noneducator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of
professional service unless disclosure serves a compelling professional purpose
or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence
professional decisions or action.

Adopted by the NEA 1975 Representative Assembly

CURRICULUM VITAE

Personal Details

Name:

Maryjia C. Relabo

Gender:

Female

Age:

22

Birth Date:

December 24, 1993

Birth Place:

Vinapor Carmen, Agusan del Norte

Civil Status:

Single

Parents Name
Father:

Estilito C. Relabo

Mother:

Fidelina L. Cabuenas

Educational Background

Elementary:

Cervantina Elementary School (2006-2007)

Secondary:

Vinapor National High School (2010-2011)

College:

Holy Child Colleges of Butuan (2015-2016)

Course:

Bachelor of Science in Elementary Education

Major in Early Childhood Education