Sample Test Questions For The BLEPT

Sample Test Questions for the BLEPT/LET
Part 17
INCREASE YOUR CHANCE OF PASSING THE LICENSURE EXAMINATION FOR
TEACHERS, USING THESE FREE, ONLINE DRILL QUESTIONS WITH
RATIONALIZATIONS.
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You don't have to get out of the comfort of your home.
Develop your test-taking skills! Take the LET! Pass the LET!
40. EDUCATION FOR ALL. What is its implication?
A. The acceptance of exclusive schools for boys and girls.

B. The stress on the superiority of formal education over that of alternative learning
systems.
C. Practice of inclusive education.
D. The concentration on formal education system.
If the answer is D - The concentration on formal education system - were the correct
answer, what would become of informal education and other alternative learning systems?
What about those who cannot qualify for the formal education system?
Here, it is noticeable that option D and option B - The stress on the superiority of formal
education over that of alternative learning systems - are the same. On the other hand,
option A - The acceptance of exclusive schools for boys and girls - promotes gender
discrimination.
Therefore, option C - Practice of inclusive education - is the best answer.
41. Student A has to transfer to a private school due to the large population of
students in every classroom in the public school where he tried to enroll. From which
Republic Act can he avail assistance/support?
A. RA 7784
B. RA 6728
C. RA 7836
D. RA 7722
The answer is option B - RA 6728. This Act is also known Public-Private Partnership in
Education or more formally, AN ACT PROVIDING GOVERNMENT ASSISTANCE TO
STUDENTS AND TEACHERS IN PRIVATE EDUCATION, AND APPROPRIATING FUNDS
THEREFOR.
To read more of RA 6728, please visit http://reviewlet.blogspot.com/2014/06/ra-6728.html.

However, please note that this Act has already been amended by RA 8545. To read more
of RA 8545, please visit http://reviewlet.blogspot.com/2014/06/ra-8545.html.
RA 7784, on the other hand, is known as National Centers for Teacher Education Act or
more formally, AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES
BY ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION
COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES.
Finally, RA 7722 is known as the Separation of Basic and Tertiary Education Act or more
formally, AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.
Of course, RA 7836 is very much known to all education students. RA 7836 is commonly
known as the Professionalization Act for Teacher or more formally, AN ACT TO
STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION
FOR TEACHERS AND FOR OTHER PURPOSES.
42. The authoritarian setting in the Filipino home is reinforced by a classroom

teacher who:
A. Encourages questions and doubts

B. Dictates what learners should do
C. Is open to suggestions
D. Ask open-ended questions
An authoritarian setting is an unpleasant, undesirable setting. Options A, C and D are all

positive options. They are all pleasant and desirable.
Option B - Dictates what learners should do - is the correct answer.
PRESIDENTIAL DECREE NO. 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,

REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER
PURPOSES
WHEREAS, the Constitution provides that "All educational institutions shall be under the
supervision of; and subject to regulation by, the State", and requires that "the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goals of national development";
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture
has adopted ways and means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry love of the country, teach
the duties of citizenship, and develop moral character, personal discipline, and scientific,
technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising
in the civil service sector alone - more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching
profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive

to raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of

the powers vested in me by the Constitution, do hereby decree and order:
Section 1. Title. - This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. - It is hereby declared a policy that teacher education shall
be given primary concern and attention by the government and shall be of the highest
quality, and strongly oriented to Philippine conditions and to the needs and aspirations of
the Filipino people even as it seeks enrichment from adoptable ideas and practices of other
people.
Section 3. Definition of Terms. - As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom
instruction, at the elementary and secondary levels, in accordance with the
curriculum prescribed by National Board of Education, whether on part-time or
full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counsellors, school
librarians, industrial arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and legally qualified to
practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. - There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:
Secretary of Education and Culture - Co-Chairman
Chairman, Civil Service Commission - Co-Chairman

Commissioner, Professional Regulations Commission - Member
Two members representing the private sector to be appointed by the President - Members
Section 5. Powers and Duties. - The Board shall have the following powers and
duties:
(a) Appoint a set of examiners for every examination who will determine and
prepare the contents of the Board examination for teachers, hereinafter referred
to as examination, in the elementary and secondary levels of instruction, to be
held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of said
profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their
duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties
as may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants. - No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at
least five years in schools in the Philippines not organized exclusively for
nationals of a foreign country at the time of the effectivity of this Decree, the
applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to
render efficient service; and
(d) That he possesses the following minimum educational qualifications:
(1) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.Ed.) or its equivalent;
(2) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and minor, or a Bachelor's degree in Arts or Sciences with at least eighteen
units in professional education; and
(3) For teachers of secondary vocational and two-year technical courses, Bachelor's degree
in the field of specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably
the offices of the Civil Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding
permits to take the examination to qualify applicants.
Section 7. Appointment of examiners. - The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not
be disclosed until after the release of the results of the examination. They shall each receive
as compensation the sum of not less than P5.00 for each examinee as may be determined
by the Board but in no case shall each examiner receive more than P18,000 per
examination. Any examiner who is in the service of the Government shall receive the
compensation herein provided in addition to his salary.
Section 8. Scope of the examination. - The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching
plan of the schools legally constituted in the Philippines.
Section 9. Ratings in the examination. - In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least
70 per cent in all subjects, with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. - The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.
Section 11. Issuance of Certificates. - Teachers who have passed examinations given by
the Civil Service Commission or jointly by the Civil Service Commission and the Department
of Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment
under the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.
Section 12. Registration. - The Civil Service Commission shall, as an arm of the Board,
register holders of Professional Teacher Certificate which registration shall evidence that
the registrant is entitled to all the rights and privileges of a Professional Teacher until and
unless the certificate is suspended or cancelled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. - The
Board may, for reason of equity and justice, and upon proper application therefor, issue
another copy, original or duplicate, upon payment of the required fee, of a certificate which
has been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may
be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. - The Civil Service Commission shall, upon approval
of the Board, effect the registration, without examination, of a teacher validly registered
under the laws of any foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges
as the citizens or subjects of such foreign state or country; Provided, finally, That the
applicant shall submit competent and conclusive documentary evidence, confirmed by the
Department of Foreign Affairs, showing that his country's existing laws permit citizens of the
Philippines to practice teaching profession under the rules and regulations governing
citizens thereof.
Section 15. Prohibition. - Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public
or private elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. - Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate
of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming
himself as a registered professional teacher or any person violating any provision of this
Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than
Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less
than six months nor more than two years, or both such fine and imprisonment at the
discretion of the Court.
Section 17. Repealing Clause. - All Acts, Decrees, Executive Orders, Administrative Orders,
rules and regulations or parts thereof inconsistent with the provisions of this Decree are
hereby repealed or modified accordingly.
Section 18. Separability Clause. - In case any provision of this Decree or any portion thereof
is declared unconstitutional by a competent court, other provisions shall not be affected
thereby.
Section 19. Effectivity. - This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six.

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Labels: Relevant Laws
The Law Ensuring More Protection to

Public School Teachers | RA 4670
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY - COVERAGE
Section 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.
Section 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
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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.
Section 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
Section 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.
Section 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
Section 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.
Section 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.
Section 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
Section 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.
Section 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.
Section 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
Section 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.
Section 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.
Section 32. Penal Provision. - A person who shall wilfully 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.
Section 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.
Section 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.
Section 35. This Act shall take effect upon its approval.
Approved, June 18, 1966.

The Law Creating Local School Boards for

Collection of Proceeds for Special
Education | RA 5447
AN ACT CREATING A SPECIAL EDUCATION FUND TO BE CONSTITUTED
FROM THE PROCEEDS OF AN ADDITIONAL REAL PROPERTY TAX AND A
CERTAIN PORTION OF THE TAXES ON VIRGINIA-TYPE CIGARETTES AND
DUTIES ON IMPORTED LEAF TOBACCO, DEFINING THE ACTIVITIES TO BE
FINANCED, CREATING SCHOOL BOARDS FOR THE PURPOSE, AND
APPROPRIATING FUNDS THEREFROM
SECTION 1. Declaration of policy; creation of Special Education Fund. - It is hereby

declared to be the policy of the government to contribute to the financial support of the
goals of education as provided by the Constitution. For this purpose, there is hereby created
a Special Education Fund, hereinafter referred to as the Fund, to be derived from the
additional tax on real property and from a certain portion of the taxes on Virginia-type
cigarettes and duties on imported leaf tobacco, hereinafter provided for, which shall be
expended exclusively for the following activities of the Department of Education:
(a) the organization and operation of such number of extension classes as may
be needed to accommodate all children of school age desiring to enter Grade I,
including the creation of positions of classroom teachers, head teachers and
principals for such extension classes, which shall not exceed the standard
requirements of the Bureau of Public Schools: Provided, That under equal
circumstances, in the opening of such extension classes, priority shall be given
to the needs of barrios;
(b) the programming of the construction and repair of elementary school buildings,
acquisition of sites, and the construction and repair of workshops and similar buildings and
accessories thereof to house laboratory, technical and similar equipment and apparatus
needed by public schools offering practical arts, home economics and vocational courses,
giving priority to elementary schools on the basis of the actual needs and total requirements
of the country: Provided, That the construction and repair shall be undertaken by the
Bureau of Public Works in coordination with the Bureau of Public Schools or Bureau of
Vocational Education, as the case may be, and the local school board: Provided, further,
That in cases where the cost of the school project does not exceed ten thousand pesos the
construction and repair may be undertaken by negotiated contract by the Parents-Teachers
Association or by the barrio councils concerned under the supervision and direction of the
Bureau of Public Works;
(c) the payment and adjustment of salaries of public school teachers under and by virtue of
Republic Act Numbered Five thousand one hundred sixty-eight and all the benefits in favor
of public school teachers provided under Republic Act Numbered Four thousand six
hundred seventy;
(d) the preparation, printing and/or purchase of textbooks, teachers' guides, forms and
pamphlets, approved in accordance with existing laws to be used in all public schools;
(e) the purchase and/or improvement, repair and refurbishing of machinery, laboratory,
technical and similar equipment and apparatus, including spare parts needed by the Bureau
of Vocational Education and secondary schools offering vocational courses;
(f) the establishment of a printing plant to be used exclusively for the printing needs of the
Department of Education and the improvement of regional printing plants in the vocational
schools;
(g) the purchase of teaching materials such as workbooks, atlases, flip charts, science and
mathematics teaching aids, and simple laboratory devices for elementary and secondary
classes;
(h) the implementation of the existing program for citizenship development in barrio high
schools, folk schools and adult education classes;
(i) the undertaking of education research, including that of the Board of National Education;
(j) the granting of government scholarships to poor but deserving students under Republic
Act Numbered Four thousand ninety; and
(k) the promotion of physical education, such as athletic meets.
SECTION 2. Financing sources of the Fund. - This Fund shall consist of the proceeds of the
following taxes:
(a) a portion of the taxes on Virginia-type cigarettes and duties on imported leaf
tobacco; and
(b) an additional tax on real property.
SECTION 3. Allocation of the taxes on Virginia-type cigarettes and the duties on imported
leaf tobacco. - The entire collection from specific taxes on locally-manufactured Virginia-
type cigarettes and tariff duties on imported leaf tobacco shall be allocated as follows:
The share of the local governments in the regular internal revenue allotment as provided for
in Commonwealth Act Numbered Four hundred eighty-six, as amended by Republic Act
Numbered Seven hundred eighty-one, as further amended by Republic Act Numbered Five
thousand one hundred eighty-five, shall be computed and set aside for distribution to local
governments in accordance with existing laws.
One per centum of the entire collection shall be retained by the Bureau of Internal Revenue
for the purchase of strip stamps, apparatus, equipment, as well as improvement and
adoption of modern methods for the effective enforcement and collection of the specific
taxes mentioned in this section.
The balance shall be distributed as follows: ten per centum to the national share of the
Fund; forty per centum to the Philippine Virginia Tobacco Administration Tobacco Fund
created under Republic Act Numbered Four thousand one hundred fifty-five; and fifty per
centum to the general fund of the National Government.
SECTION 4. Imposition of additional tax on real property; disposition of proceeds. - There is

hereby imposed an annual additional tax of one per centum on the assessed value of real
property in addition to the real property tax regularly levied thereon under existing laws:
Provided, That when the entire total assessed valuation of real property assessable to any
one person is not in excess of three thousand pesos, the additional tax thereon shall not be
collected: Provided, further, That the total real property tax shall not exceed a maximum of
three per centum.
Article three of Commonwealth Act Numbered Four hundred seventy and the pertinent
provisions of the corresponding charters of chartered cities to the contrary notwithstanding,
the basic and the additional real property tax shall be due and payable in four equal
installments; the first installment shall be due and payable on or before March 31; the
second installment, on or before June 30; the third installment, on or before September 30;
and the last installment, on or before December 31.
The assessment already made or to be made under Commonwealth Act Numbered Four
hundred seventy and under other applicable laws shall constitute the basis for assessment
and collection of the additional levy under this Act. It shall be collected by the municipal or
city treasurer where the real property is situated and distributed as follows:
A. Collections in the municipalities:
(1) Fifty per cent shall be retained by the municipality;
(2) Twenty per cent shall be remitted to the provincial treasurer of the province; and
(3) Thirty per cent shall be remitted to the Treasurer of the Philippines to be expended
exclusively for stabilizing the Special Education Fund in the municipalities, cities and
provinces under Section seven of this Act.
B. Collections in the cities;
(1) Sixty per cent shall be retained by the city; and
(2) Forty per cent shall be remitted to the Treasurer of the Philippines to be expended
exclusively for stabilizing the Special Education Fund in municipalities, cities and provinces
under Section seven of this Act.
SECTION 5. Creation of Local School Boards. - In every province, city or municipality, there
shall be established a Provincial School Board, City School Board, or Municipal School
Board, respectively, which shall be composed of the following:
A. Provincial School Board:
(1) Division Superintendent of Schools - Chairman
(2) Representative of the Provincial Governor
(3) Provincial Treasurer
(4) The Representative of the Provincial Board to be chosen by the Board from among its
members.
(5) The President or the duly-elected representative of the League of Parents-Teachers

Associations.
B. City School Board:
(1) City Superintendent of Schools - Chairman
(2) Representative of the City Mayor
(3) City Treasurer
(4) The Representative of the City Council chosen by the Council from among its members

Associations.
C. Municipal School Board:
(1) District Supervisor - Chairman
(2) Representative of the Municipal Mayor
(3) Municipal Treasurer
(4) The Representative of the Municipal Council chosen by the Council from among the
members of the Council

Associations.
The performance of the duties and responsibilities of the above-named persons once
appointed or nominated shall not be delegated.
SECTION 6. Functions of provincial, city or municipal school boards. - Provincial, city and
municipal school boards shall have the following functions:
(a) Determine, in accordance with the criteria set by the Bureau of Public
Schools or by the Bureau of Vocational Education, as the case may be, and
approved by the Secretary of Education, the annual budgetary needs for the
operation and maintenance of public schools within the province, city or
municipality and the cost of adequately meeting such needs which shall be
prepared in the form of an annual school budget corresponding to their
respective shares of the proceeds of the additional real property tax.
(b) Apply to the Bureau of Public Schools or to the Bureau of Vocational Education, as the
case may be, through the Division Superintendent of Schools or Superintendent of
Vocational Education, for a share in the fund established under Section 4A (3) and 4B (2)
hereof, which share, upon approval of the application therefor, shall be remitted to the
provincial, city or municipal treasurer concerned.
(c) Authorize the provincial, city or municipal treasurer as the case may be, to disburse
funds from the provincial, city or municipal share in the Special Education Fund pursuant to
the budget prepared under Section seven hereof and in accordance with the rules and
regulations to be promulgated under Section ten of this Act; and
(d) Discharge such other functions and duties as the Bureau of Public Schools or the
Bureau of Vocational Education, as the case may be, may assign to them.
The chairman and members of the provincial, city or municipal school boards, shall perform
their duties as such without compensation or remuneration: Provided, however, That
members thereof who are not government officials shall be entitled to necessary travelling
expenses chargeable against their corresponding funds. The boards shall meet at least
once a month or as often as the chairman or majority of the members shall convene the
same. Three shall form a quorum and the chairman must always be present when the
special school budget is being prepared: Provided, That the affirmative vote of three shall
be necessary to approve the budget.
SECTION 7. Expenditure of the Special Education Fund. - Each school board shall prepare
not later than August 15 each year the budget of receipts and expenditures for the ensuing
fiscal year to carry out the purpose of this Act. Budgets prepared and approved in
accordance with Republic Act Numbered Five thousand one hundred sixty-eight and other
existing laws, administrative rules and regulations by provincial, city or municipal school
boards shall be final and executory upon approval of the budget by the boards unless an
appropriate appeal is taken within fifteen days from the date of the approval of the budget
with the Director of Public Schools or the Director of the Bureau of Vocational Education, as
the case may be, for final decision within thirty days upon receipt of the appeal under rules
and regulations to be promulgated by the Secretary of Education. Any school need which
cannot be covered by the budget of receipts and expenditures shall be forwarded to the
Department of Education, through the Bureau of Public Schools or the Bureau of Vocational
Education, as the case may be, together with the approved special budget for the ensuing
fiscal year for its information.
Expenditure of the share of the National Government out of the Special Education Fund
shall be in pursuance of appropriations made by the law which shall be included in the
budgets of the Bureau of Public Schools and the Bureau of Vocational Education in the
annual General Appropriations Acts: Provided, however, That in allocating the Fund
corresponding to the National Government, the Department of Education shall follow a
schedule of priorities starting with the municipalities, cities or provinces belonging to the
lowest classification made by the Department of Finance under Section two thousand one
hundred seventy-one of the Revised Administrative Code, as amended by Section one of
Republic Act Numbered Two thousand three hundred sixty-eight: Provided, finally, That
starting with the fourth year from the approval of this Act, municipalities, cities and provinces
enjoying priority shall continue to be entitled thereto provided their total collection from real
estate taxes during the preceding three fiscal years shall have increased by an average of
at least fifteen per cent.
The collections accruing to the said Fund during the fiscal year ending June 30, 1969, are
hereby appropriated to fund the appropriations from the general and bond funds for the
Bureau of Public Schools and the Bureau of Vocational Education which cannot be
programmed for expenditure for lack of funds: Provided, That the following sums are hereby
appropriated strictly in accordance with the following schedule of priorities:
(a) Twenty million pesos, or so much thereof as may be necessary, for the
adjustment and payment of salaries of public school teachers under Republic
Act Numbered Five thousand one hundred sixty-eight;
(b) Five million pesos, or so much thereof as may be necessary, for the repair of school
buildings and building accessories;
(c) Five million pesos, or so much thereof as may be necessary, as aid to barrio high
schools;
(d) Two million pesos, or so much thereof as may be necessary, for the granting of
government scholarships to poor but deserving students under Republic Act Numbered
Four thousand ninety;
(e) Four million pesos, or so much thereof as may be necessary, for the acquisition and
establishment of an adequate printing plant to be used exclusively for the printing of
textbooks, teaching materials and other printing needs of the Department of Education:
Provided, That the operation and maintenance of the said printing plant shall be undertaken
by the Bureau of Printing;
(f) One million pesos, or so much thereof as may be necessary, for expenses in connection
with the holding of the Bureau of Public Schools 1969 Interscholastic Meet; and
(g) Five hundred thousand pesos, or so much thereof as may be necessary, for education
research, including that of the Board of National Education.
SECTION 8. Administrative provisions. - All administrative, special and general provisions

of law, including those pertaining to the assessment, remission, collection, and refund of
real property taxes not inconsistent with the provisions of this Act are made applicable in
respect to the additional tax on real property.
SECTION 9. Turnover of the collections; release of the Fund is ministerial. - The municipal
or city treasurers concerned shall retain the shares of the municipal or city government and
turn over the portions of their collections of the taxes and penalties mentioned in Section
four hereof appertaining, as the case may be, to the provincial government and/or to the
National Government to the respective treasurers thereof monthly within fifteen days of
every succeeding month. No portion of the collections may be transferred or diverted to the
general or any of other fund of the National Government, provinces, cities or municipalities,
or used or expended for any purpose other than those specified in this Act. It shall be the
ministerial duty of the Budget Commissioner, the Treasurer of the Philippines, all municipal,
provincial and city treasurers, as well as of the officials and employees under their
supervision and control to effect releases from the Fund within fifteen days from receipt of
the order and/or authorization by the Secretary of Education, in respect to the share of the
National Government from the Fund, and by the municipal, city or provincial school boards,
in respect to their respective shares from the Fund.
SECTION 10. Rules and Regulations. - The Secretary of Education and the Secretary of
Finance, upon the recommendation of the Director of Public Schools, the Director of
Vocational Education and the Treasurer of the Philippines, as the case may be, shall
promulgate all rules and regulations for the effective enforcement of the provisions of this
Act pertaining to their respective jurisdictions, and shall cause the same to be published
within fifteen days from promulgation, in three newspapers of general circulation in the
Philippines and shall take effect as such, fifteen days after their publication.
SECTION 11. Penal provision. - Any person who fails or refuses to turn over collections of
the taxes and penalties mentioned in this Act within the period fixed in Section nine hereof,
or who delays, obstructs, or prevents the same; or who fails or refuses to effect releases
from the Fund within the period fixed in Section nine hereof, or who delays, obstructs or
prevents the same; or who orders, causes, or effects the transfer or diversion of the
collections of this Fund or any portion thereof, shall be punished with a fine not exceeding
ten thousand pesos or imprisonment not exceeding six years, or both, in the discretion of
the court. If the offender is a government official or employee, he shall, in addition, be
dismissed from the service with prejudice to reinstatement and with disqualification for
election or appointment to any public office.
SECTION 12. Separability clause. - The provisions of this Act are hereby declared to be
separable, and in the event any part, section or provision of this Act is held invalid or
unconstitutional, no other part, section or provision thereof shall be affected thereby.
SECTION 13. Repealing clause. - All Acts, parts of Acts, executive orders, ordinances,
rules and regulations which are inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly.
SECTION 14. Effectivity. - This Act shall take effect on January first, nineteen hundred and
sixty-nine except the allocation under Section three which shall take effect upon approval of
this Act.
Approved, September 25, 1968.

The Law Creating Free Public High School

in The Philippines | RA 6655
AN ACT ESTABLISHING AND PROVIDING FOR A FREE PUBLIC
SECONDARY EDUCATION AND FOR OTHER PURPOSES
Section 1. Title. - This Act shall be known as the "Free Public Secondary Education Act of
1988."
Section 2. Declaration of Policy. - It is the policy of the State to provide for a free public
secondary education to all qualified citizens and to promote quality education at all levels.
Section 3. Definitions. - For purposes of this Act, the following terms shall mean:
a) Free Public Secondary Education. - Means that the students enrolled in
secondary course offerings in national high schools, general comprehensive high
schools, trade, technical, vocational, fishery and agricultural schools, and in
schools established, administered, maintained and funded by local government
units, including city, provincial municipal and barangay high schools, and those
public high schools which may be established by law, shall be free from
payment of tuition and other schools fees;
b) Tuition Fee. - Refers to the fee representing direct costs of instruction, training and other
related activities and for the students' use of the instruction and training facilities;
c) Other School Fees. - Refer to those fees which cover the other necessary costs
supportive of instruction, including but not limited to medical and dental, athletic, library,
laboratory and Citizens Army Training (CAT) fees.
However, fees elated to membership in the school community such as identification cards,
student organizations and publications may be collected, provided that nonpayment to
these fees shall not in any case be a bar to the enrollment or graduation of any student.
Section 4. Implementation of Free Public Secondary Education. - The system of free public
secondary education as provided in this Act shall commence in School Year 1988-1989,
and that the students enrolled in secondary course offerings in national and general
comprehensive high schools, state colleges and universities, specialized schools, trade,
technical, vocational, fishery and agricultural schools and in schools which may be
established by law, shall be free from payment of tuition and other school fees, except fees
related to membership in the school community such as identification cards, student
organizations and publication which may be collected: provided, that nothing in this Act shall
cause or authorize the reduction or removal of any benefit which the national or local
government may have granted to the students, teachers and other school personnel of
these public high schools prior to the enactment of this Act.
Section 5. Formulation of a Secondary Education Curriculum. - The Department of

Education, Culture and Sports shall formulate a secondary education curriculum in order to
upgrade its quality, efficiency and access. In addition to providing the high school students
with general skills, knowledge and values, such a curriculum must include vocational and
technical courses that will give the students gainful employment.
Section 6. Limitation. - The right of any student to avail of free public high school shall
terminate if he fails for two (2) consecutive school years in the majority of the academic
subjects in which he is enrolled during the course of his study unless such failure is due to
some valid cause.
Section 7. Nationalization of Public Secondary Schools. - To effectively implement the

system, the establishment, renaming, conversion, integration, separation, administration,
supervision and control of all public secondary schools and public secondary school
teachers and other school personnel, including the payment of their salaries allowances and
other fringe benefits as well as those already provided by local governments are hereby
vested in the Department of Education, Culture and Sports.
Section 8. Priority in Admission. - Graduates of public elementary schools in a municipality

shall be given priority in admission when the present facilities in the same municipality
cannot accommodate all of those applying for enrollment in the public high schools.
Section 9. Implementing Rules and Regulations. - The Secretary of Education, Culture and
Sports shall issue the necessary rules and regulations to implement this Act.
Section 10. Funding. - The President is hereby authorized to realign or transfer any item of
appropriation within the Department of Education, Culture and Sports. and/or utilize any
savings therein to carry out the purposes of this Act. Whatever additional amount as may be
needed for its implementation shall be included in the General Appropriations Acts for the
ensuing fiscal years.
Section 11. Repealing Clause. - All laws or parts thereof, inconsistent with any provision of
this Act shall be deemed repealed or modified as the case may be.
Section 12. Effectivity. - This Act shall take effect upon its approval.
Approved, May 26, 1988.

The Law Providing for DOST Scholarship |

RA 7687
AN ACT INSTITUTING A SCIENCE AND TECHNOLOGY SCHOLARSHIP
PROGRAM AND OTHER PURPOSES
Section 1. Title. - This Act shall be known as the "Science and Technology Scholarship Act
of 1994".
Section 2. Statement of Policy. - Science and technology are essential for national
development and progress. The State shall give priority to research and development,
invention, innovation and their utilization; and to science and technology education, training
and services.
In line with the above, it is hereby declared the policy of the State to promote the
development of the country's science and technology manpower in line with economic
development and to provide the capability required in the areas of research, development,
innovation as well as their utilization. As such, it shall provide for scholarships, grants-in-aid,
or other forms of incentives to deserving science students and other specially-gifted citizens
to enable them to pursue higher education or training in areas of science and technology.
Section 3. General Objectives. - To carry out the foregoing policy, this Act strengthens the
country's science and technology manpower by creating a pool of scientists, engineers and
technicians who shall fill the needs of industrialization. Towards this end, scholarships shall
be provided to finance the education of poor, talented and deserving students desiring to
pursue a degree or training in areas of science and technology as are recognized or
permitted by law.
Section 4. Science and Technology Scholarship Fund. - There is hereby created a Science
and Technology Scholarship Fund, hereinafter known as the Fund, to be administered by
the Department of Science and Technology (DOST).
Section 5. Appropriations. - The amount necessary to carry out the initial implementation of
this Act, shall be charged against the current Fiscal Year Appropriations of the DOST.In
order to provide funds necessary for the continuous implementation of the program for
every year following its initial implementation, the budget of the DOST shall be increased in
the amount of Sixty million pesos (P60M) per year until it eventually reaches the amount of
Three hundred million pesos (P300M) to sustain the recipients of the scholarship during the
duration of their study.
Section 6. Coverage. - The grant of any scholarship award from the Fund shall be applied
only in the field of science, mathematics, engineering, and such other areas in the
undergraduate or postgraduate courses as may be provided for in the rules and regulations
to be promulgated by the DOST and the Department of Education, Culture and Sports
(DECS): provided, however, that the scholarship grant for the postgraduate level shall not
be limited to those scholars or recipients who are graduates of the undergraduate
scholarship program.
Section 7. Assistance to Grantees. - The grantee of the scholarship program under this Act
is entitled to financial assistance which may include tuition and other school fees, outright
grant for prescribed textbooks and essential school supplies, outright grant for prescribed
military science and physical education uniform, transportation expenses and monthly living
allowance: provided, however, that in the granting of financial assistance, the availability of
funds, purchasing power of the peso and rate of financial assistance given under other
government scholarship programs must be considered.
Section 8. Qualifications. - In order to qualify for the scholarship program, the applicant
must be:
a) a member of the top five percent (5%) of the high school graduating class,
regardless of gender, religion, and cultural affiliation;
b) a resident of the municipality for the last four (4) years prior to availing of the scholarship,
as attested by the school records; and
c) of good moral character and in good health.
Section 9. Value Formation Program. - The scholarship program under this Act shall be
supported by appropriate courses for value formation of scholars that will inculcate in them
the virtues of nationalism, industriousness, honesty, commitment to national development
and an effective work ethic.
Section 10. Distribution of Scholarship Slots. - The DOST in line with this Act shall provide
for a proportional and equitable allotment of slots for identified fields of science and
technology to attain a balanced distribution of manpower in terms of number and expertise.
The DOST shall organize a program geared towards enlisting at least two (2) scholars in
each municipality of the Philippines and at least ten (10) scholars for those congressional
districts without municipality. Qualified members of the cultural minority in appropriate cases
shall be given due preference.
Section 11. Place of Study in the Country. - The recipient of the scholarship privileges under
this Act shall be required to pursue their degree program and/or the vocational, technical, or
other courses specified under this Act at any academic or training institutions duly
accredited by the DECS and the DOST and in private schools accredited by Federation of
Accrediting Agencies in the Philippines (FAAP).Refusal or failure to comply with this
provision shall be ground for disqualification from the Program.
Section 12. Place of Study Outside the Home Country. - The scholarship grant provided
herein shall not be limited to studying only in any school in this country but would include
scholars who can be granted the opportunity to study abroad in schools specializing in
courses stated therein: provided, however, that a grantee who has qualified for study
abroad must execute an undertaking binding himself to return to the country to fulfill his
service obligation on the basis of the length of his scholarship. The Department of Foreign
Affairs is hereby directed to give full assistance in enforcing such undertaking.
Section 13. Service Obligation. - Immediately upon completion of a Bachelor of Science

course, a scholar shall serve the country on full-time basis only along his field of training for
a minimum period equivalent to the length of time a scholar enjoyed the scholarship by
rendering service to his province or municipality by organizing technology-based livelihood
activities or enterprises, teaching, or such other service related to the course or training he
has completed, and, for this purpose, requiring the execution of a contract between the
Government and the scholar incorporating the details of the said service obligation.
Any recipient of the program who has not completed his course shall render service to the
country equivalent to the number of years he enjoyed the scholarship.
For the purpose stated in paragraph 1 of this Section, government banks, financial
institutions, and appropriate agencies shall provide priority access to credit, research and
development facilities, support programs and other assistance to graduate scholars under
this Act where the same may be sound and viable.
Any scholar who violates the service obligation imposed under this section shall be liable to
reimburse the Government of the fund assistance received under this Act in full or pro tanto
as the case may be.
Section 14. Post Scholarship Incentives. - In order to encourage graduates of the

scholarship program under this Act to serve in fulfillment of their service obligation and
entice them to continue to stay and serve in the country even beyond their service
obligation, they shall be entitled to the following incentives:
a) priority for job placement in the Government or in the private sector in
positions appropriate to their area of education or training;
b) grants-in-aid and access to government research facilities in the conduct of research and
development projects and other service and technology activities;
c) access to credit with liberal terms from government banks and financial institutions;
d) payment of hardship and/or hazard allowance to those who are engaged in research and
other science and technology activities that posed danger and caused hardship to their well-
being; and
e) travel and accident insurance coverage.
Section 15. Advisory Committee. - There is hereby created a committee composed of the
Secretary of Science and Technology as Chairman, and the Secretaries or Heads of the
following departments or agencies or their chosen representatives as members: Education,
Culture and Sports; Budget and Management; Agriculture; Trade and Industry; Interior and
Local Government; Finance and the National Economic and Development Authority; and
two (2) representatives from the private sector one (1) of whom shall come from the
Philippine Chamber of Commerce and Industry and one (1) from other sectors.
To ensure the effective coordination of the program, said body shall act in an advisory
capacity in its implementation.
Section 16. Implementing Body. - The scholarship program herein provided shall be directly
implemented by the DOST through the Science Education Institute.
Section 17. Rules and Regulations. - Within thirty (30) days from the approval of this Act,
the DOST in joint collaboration with the DECS shall promulgate the necessary rules and
regulations for the effective implementation of the provisions thereof.
Section 18. Transitory Provisions. - Within sixty (60) days from effectivity of this Act, existing
state colleges and universities and private schools with curriculum offerings on science and
technology shall ipso facto be deemed accredited.
Section 19. Repealing Clause. - All laws, decrees, orders, rules and regulations, or portions
thereof, inconsistent with this Act are hereby repealed or modified accordingly.
Section 20. Separability Clause. - In the event any of the provisions of this Act is declared
unconstitutional, the validity of the other provisions shall not be affected by such
declaration.
Section 21. Effectivity. - This Act shall take effect upon its approval.
Approved, March 2, 1994.
RA 7836
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE
PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
ARTICLE I
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in
nation-building and development through a responsible and literate
citizenry.Towards this end, the State shall ensure and promote quality education
by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.cralaw
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the

teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall
mean:chanroblesvirtualawlibrary
(a) "Teaching" — refers to the profession concerned primarily with classroom

instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary

and secondary levels, whether on full-time or part-time basis, including
industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels
and qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created

under this Act a Board for Professional Teachers, hereinafter called the Board, a
collegial body under the general supervision and administrative control of the
Professional Regulation Commission, hereinafter referred to as the Commission,
composed of five (5) members who shall be appointed by the President of the
Philippines from among the recommendees chosen by the Commission.The
recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications
prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from
these five (5) members by the President: Provided, That the members of the
first Board appointed under this Act shall be automatically registered as
professional teachers and issued with the certificate of registration and
professional license upon payment of the fees for examination, registration, and
other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following
duties and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for
carrying out the provisions of this Act in accordance with the charter of the
Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a
daily allowance to be fixed by the Board for every examination day actually
attended, use buildings and facilities of public or private schools for examination
purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the
practice of the teaching profession.Such ethical standards, rules and regulations
to take effect sixty (60) days after its publication in the Official Gazette or in any
newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of

professional teachers in the Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and
whenever necessary, adopt such measures as may be deemed proper for the
enhancement and maintenance of high professional and ethical standards of the
profession;
(j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty and
facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the
knowledge of the Board, and for this purpose, to issue subpoena and subpoena
duces tecum to secure the appearance of witnesses and the production of
documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem
necessary for the practice of the teaching profession and the upgrading,
enhancement, development and growth of education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term
of three (3) years from the date they assume office: Provided, That the first
appointees to the Board under this Act shall hold office according to the
following terms: one (1) member shall serve for one (1) year; one (1) member
for two (2) years; the chairman, vice-chairman, and one (1) member for three
(3) years. Vacancies shall be served for the unexpired term only. No person who
has served for two (2) consecutive terms shall be eligible for
reappointment.Appointment to fill an unexpired term shall be considered an
appointment to a complete term.
The chairman or any member shall take his oath of office prior to the
performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the

time of his appointment:
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of
high moral values in his personal as well as professional conduct and has not
been convicted of any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in

Education and preferably a holder of a master's or doctorate degree in
education, or their equivalents, from a university, school, college, academy or
institute duly constituted, recognized and/or accredited by the Philippine
government;
(d) Be a professional teacher with a valid certificate of registration and valid

professional license, save those members who shall compose the first Board for
Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching
profession for at least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in
any university, college, school, or institution conferring a bachelor's degree in
education or its equivalents for at least three (3) years prior to his appointment,
and neither connected with a review center or with any group or association
where review classes or lectures in preparation for the licensure examination
are offered or conducted.
Provided, however,That, the membership to the Board shall be evenly

distributed to cover all levels of education, including equitable representation of
the different fields of specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and

members of the Board shall receive compensation comparable to the
compensation received by existing regulatory boards under the Professional
Regulation Commission, computed on the basis of the number of
examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board
shall be under the supervision and control of the Commission. All records,
including applications for examination, examination papers and results, minutes
of deliberation, administrative cases and investigative cases and investigations
involving professional teachers shall be kept by the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation

Commission, through its chairman, shall provide the secretariat and other
support services to implement effectively the provisions of this Act.cralaw
Sec. 12. Removal of a Board Member. — The chairman or any member of the

Board may be removed by the President of the Philippines upon
recommendation of the Commission for neglect of duty, incompetence,
unprofessional, unethical, immoral or dishonorable conduct, commission or
toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.
In the course of investigation, the President may preventively suspend the

respondent.
ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as

otherwise specifically allowed under the provisions of this Act, all applicants for
registration as professional teachers shall be required to undergo a written
examination which shall be given at least once a year in such places and dates
as the Board may determine upon approval by the Commission. A valid
certificate of registration and a valid professional license from the Commission
are required before any person is allowed to practice as a professional teacher
in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and

secondary school teachers shall be separate. The examination for teachers in
the elementary level shall consist of two (2) parts, namely: professional
education and general education. The examination for teachers in the secondary
level shall consist of three (3) parts, namely: professional education, general
education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be

admitted to take the examination unless, on the date of filing of the application,
he shall have complied with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving
moral turpitude;
(e) A graduate of a school, college or university recognized by the government

and possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education

(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary

education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences
with at least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's

degree in the field of specialization or its equivalent, with at least eighteen (18)
units in professional education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within
one hundred twenty (120) days after the examination, report the ratings
obtained by each candidate to the Professional Regulation Commission for
approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is
enrolled in the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this
Act shall, upon payment of the registration fee, be issued a certificate of
registration as a professional teacher bearing the full name of the registrant
with serial number and date of issuance signed by the chairman of the
Commission and the chairman, vice-chairman, and members of the Board,
stamped with the official seal, as evidence that the person named therein is
entitled to practice the profession with all the rights and privileges appurtenant
thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law.cralaw
A professional license signed by the chairman of the Commission and bearing

the registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual
registration fees for three (3) consecutive years. This license shall serve as
evidence that the licensee can lawfully practice his profession until the
expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his
professional oath before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing

professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral
and written examination at least once in five (5) years as basis for merit
promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the
merit examination, he or she shall be allowed to take the examination for a
second time. Should he or she fail to pass the merit examination for the second
time, then he or she shall be required to take a DECS accredited refresher
course or program before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not,
however, be used as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position
or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall

be integrated into one national organization which shall be recognized by the
Board and the Commission as the one and only integrated and accredited
association of professional teachers. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated
national organization. Those who have been registered with the Board but are
not members of the said integrated organization shall be allowed to register as
members of the said integrated organization within three (3) years after the
effectivity of this Act. Membership in the integrated organization shall not be a
bar to membership in other associations of the teaching profession. The
professional teachers shall receive the benefits and privileges appurtenant to
their membership in the said integrated and accredited organization of
professional teachers only upon payment of the required membership fees and
dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the

Practice of the Teaching Profession, and Cancellation of Temporary or Special
Permit. — The Board shall have the power, after due notice and hearing, to
suspend or revoke the certificate of registration of any registrant, to reprimand
or to cancel the temporary/special permit of a holder thereof who is exempt
from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound

or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of

the practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and
other policies of the Board and the Commission, and the code of ethical and
professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and

the like or the continuing education program prescribed by the Board and the
Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to

the regional trial court of the place where the Board holds office within fifteen
(15) days from receipt of the said decision or of the denial of the motion for
reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall

be admitted to the examination, or be given a certificate of registration or be
entitled to any of the rights and privileges provided under this Act; unless the
country or state of which he is a subject permits Filipino professional teachers to
practice within its territorial limits on the same basis as subjects or citizens of
said country or state: Provided, that the requirements of certification of teachers
with said foreign state or country are substantially the same as those required
and contemplated under this Act: Provided, further, That the laws of such state
or country grant the same privilege to Filipino professional teachers on the same
basis as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers

containing the names and addresses of professional teachers, date of
registration or issuance of certificate, and other data which in the opinion of the
Board may appear pertinent shall be maintained. Copies of the roster shall be
provided by the Commission to the Board, the Department of Education, Culture
and Sports, and the integrated and accredited organization of professional
teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this
Act, no person shall engage in teaching and/or act as a professional teacher as
defined in this Act, whether in the preschool, elementary or secondary level,
unless he is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher shall
be issued without examination as required in this Act to a qualified applicant,
who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; orcralaw
(b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and
a holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the
Board for professional teachers within which to register and be included in the
roster of professional teachers: Provided, further, That those incumbent
teachers who are not qualified to register without examination under this Act or
who, albeit qualified, were unable to register within the two-year period shall be
issued a five-year temporary or special permit from the time the Board is
organized within which to register after passing the examination and complying
with the requirements provided this Act and be included in the roster of
professional teachers: Provided, furthermore, That those who have failed the
licensure examination for professional teachers shall be eligible as para-
teachers and as such, shall be issued by the Board a special or temporary
permit, and shall be assigned by the Department of Education, Culture and
Sports (DECS) to schools as it may determine under the circumstances.
ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING
PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as

otherwise allowed under this Act, no person shall practice or offer to practice the
teaching profession in the Philippines or be appointed as teacher to any position
calling for a teaching position without having previously obtained a valid
certificate of registration and a valid professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not

less than Five thousand pesos (P5,000.00) nor more than Twenty thousand
pesos (P20,000.00) or imprisonment of nor less than six (6) months nor more
than five (5) years, or both, at the discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without
being certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of
registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the
Board or any member thereof in obtaining a certificate of registration as
teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression
that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions
of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall

also apply to any school official who shall cause or be responsible for the
commission of any of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the

provisions of this Act shall be included in the 1996 General Appropriations Act
and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the
necessary guidelines for the effective implementation of the provisions of this
Act within sixty (60) days of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and
the Committees on Civil Service and Professional Regulation of the Senate and
House of Representatives, copies of the implementing rules and guidelines
within thirty (30) days after its promulgation.
Any violation of this section shall render the official/s concerned liable under
Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical
Standards for Public Officials and Employees" and other pertinent administrative
and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and
private sector not otherwise certified as professional teachers by virtue of this
Act, shall be given (5) years temporary certificates from the time the Board for
Professional Teachers is organized within which to qualify as required by this Act
and be included in the roster of professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET)
shall still be administered by the Civil Service Commission and the Department
of Education, Culture and Sports for the year 1995.cralaw
Sec. 32. Separability Clause. — If, for any reason, any section or provision of
this Act or the application of such section or provision to any person or
circumstance is declared unconstitutional or invalid, no other section or
provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders,

rules and regulations or parts thereof inconsistent with the provisions of this Act
are hereby repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days
following its complete publication in the Official Gazette or in two (2)
newspapers of general circulation.
What Are the Purposes of Classroom

Assessment?
WHY DO TEACHERS ALWAYS GIVE US EXAMS?
There are three purposes of classroom assessment. These are

assessmentfor learning, assessment of learning and assessment as learning.
ASSESSMENT FOR LEARNING includes three types of assessment done before and

during instruction. Under this we have placement, formative and diagnostic assessments.
Placement assessment is done prior to instruction. From the term itself, it can be deduced
that placement assessments are done to know where to "put" the students.
A good example of a placement assessment is entrance examinations. Entrance

examinations in schools, colleges and universities determine whether to "place" aspirants in
the school or out of the school.
The purpose of placement assessments is to assess the needs of the learners to have
basis in planning for a relevant instruction. Teachers use this assessment to know what
their students are bringing into the learning situation and use this as a starting point for
instruction.
The results of this assessment place students in specific learning groups to facilitate
teaching and learning.
Formative assessment is done during instruction. Say, Teacher A planned for a two-day
lesson about adjectives. In the first day, he administered an assessment to see how the
students are doing. What she did is a formative assessment.
It is this assessment where teachers continuously monitor the students' level of attainment
of the learning objectives (Stiggins, 2005). The results of the assessment are
communicated clearly and promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.
Diagnostic assessment is done during instruction. Say, Teacher B noticed that his
students don't seem to understand his lesson about adjectives. She conducted an
assessment to see where the students' weaknesses lie.
Diagnostic assessment is used to determine students' recurring or persistent difficulties. It

searches for the underlying causes of students' learning problems that do not respond to
first aid treatment. It helps formulate a plan detailed remedial instruction.
ASSESSMENT OF LEARNING is done after instruction. This is usually referred to

as summative assessment.
Summative assessment is used to certify what students know and can do and the level of
their proficiency or competency. Its results reveal whether or no instructions have
successfully achieved the curriculum outcomes.
The information from assessment of learning is usually expressed as marks or letter grades.
The results of which are communicated to the students, parents and other stakeholders for
decision making.
It is also a powerful factor that could pave the way for educational reforms.
ASSESSMENT AS LEARNING is done for teachers to understand and perform well their
role of assessing FOR and OF learning. It requires teachers to undergo training on how to
assess learning and be equipped with the following competencies needed in performing
their work as assessors.
WHY DO TEACHERS ALWAYS GIVE US EXAMS?
There are three purposes of classroom assessment. These are

assessmentfor learning, assessment of learning and assessment as learning.
ASSESSMENT FOR LEARNING includes three types of assessment done before and

during instruction. Under this we have placement, formative and diagnostic assessments.
Placement assessment is done prior to instruction. From the term itself, it can be deduced
that placement assessments are done to know where to "put" the students.
A good example of a placement assessment is entrance examinations. Entrance
examinations in schools, colleges and universities determine whether to "place" aspirants in
the school or out of the school.
The purpose of placement assessments is to assess the needs of the learners to have
basis in planning for a relevant instruction. Teachers use this assessment to know what
their students are bringing into the learning situation and use this as a starting point for
instruction.
The results of this assessment place students in specific learning groups to facilitate
teaching and learning.
Formative assessment is done during instruction. Say, Teacher A planned for a two-day
lesson about adjectives. In the first day, he administered an assessment to see how the
students are doing. What she did is a formative assessment.
It is this assessment where teachers continuously monitor the students' level of attainment
of the learning objectives (Stiggins, 2005). The results of the assessment are
communicated clearly and promptly to the students for them to know their strengths and
weaknesses and the progress of their learning.
Diagnostic assessment is done during instruction. Say, Teacher B noticed that his
students don't seem to understand his lesson about adjectives. She conducted an
assessment to see where the students' weaknesses lie.
Diagnostic assessment is used to determine students' recurring or persistent difficulties. It

searches for the underlying causes of students' learning problems that do not respond to
first aid treatment. It helps formulate a plan detailed remedial instruction.
ASSESSMENT OF LEARNING is done after instruction. This is usually referred to

as summative assessment.
Summative assessment is used to certify what students know and can do and the level of
their proficiency or competency. Its results reveal whether or no instructions have
successfully achieved the curriculum outcomes.
The information from assessment of learning is usually expressed as marks or letter grades.
The results of which are communicated to the students, parents and other stakeholders for
decision making.
It is also a powerful factor that could pave the way for educational reforms.
ASSESSMENT AS LEARNING is done for teachers to understand and perform well their
role of assessing FOR and OF learning. It requires teachers to undergo training on how to
assess learning and be equipped with the following competencies needed in performing
their work as assessors.

Labels: Professional Education
Teachers Take Note of the Major Paradigm
Shifts in Education
1. Learner-Centered and Learner-Oriented Curriculum
There has been a change in the role of the teacher in the teaching-learning
process. Before, teachers are the sole sources of knowledge. However, due to
the advent of technology and the conceptualization of the idea that learners
have innate potentials, teachers are now facilitators and motivators of learning.
Learners are no more selected using a single or fixed criteria. Due to the advent
of the idea that every child is special in his own way (the multiple intelligence
and learner diversity theories), it is no a well-established fact that student
selection should be more open and that multiple standards be taken into
account. Different learners have different interests and preferences.
Before there is what's called a prescribed pedagogy which applies across all

learners. Now, many different teaching styles are are employed, respecting the
learners' uniqueness of intelligence, motivations, needs and situations.
2. Contextualize-Learning
Pre-organized subject matters are changed to contextualize themes. These

themes are generated from the global realities and the culture that is relevant,
meaningful and useful to the learners.
Knowledge limited to the local scene is changed. It is broadened to encompass

globalized knowledge, values, attitudes and skills interfaced with local wisdom.
Traditional pedagogues are also discouraged. This is to give way to modern

strategies of teaching and learning.with the freedom to use mixed modes of
instruction and more interactive technology.
3. A Holistic Integrated Approach to Education
Before, knowledge is the only learning outcome sought in the classrooms. Now,
education also aims the development of values and attitudes, skills and
competencies, not through classroom instruction alone but the entire school
culture and atmosphere. Its vision and mission, co-curricular activities and the
human climate are established by the relationship existing therein.
There has been a change from a knowledge-dominated curriculum to more attention being
given to values education and emotional learning. The heart of education is the education of
the heart.
Rigid subject matter boundaries were felled and interdisciplinary and multidisciplinary
approaches to problems and issues were founded.
4. Lifelong Education For All
Limited access to education is now discouraged. The society is given the chance to learn
borderlessly, with the boundaries of time or space.

A Brief Discussion on Operant

Conditioning for Teachers
Operant Conditioning or Instrumental Conditioning is a type of learning in which
a learner's behavior is shaped and affected by reinforcements are punishments.
Burrhus Frederic Skinner or B.F. Skinner is not the first person to discover this
type of learning. It was Jerzy Konorski. However, B.F. Skinner is the one who
popularized this with his experiments with pigeons and rats.
To understand Operant Conditioning, one must be familiar with different terms related to
this type of learning. Here's where a lot of misconceptions are made, especially between
negative reinforcement and punishment.
Reinforcement is a consequence of an action that causes the behavior to occur with

greater frequency.
Examples of reinforcement:
1. Teacher A gave a student a book for topping the final examination.

2. Teacher B told her students, "Since you cleaned the room without me asking
you to do so, I am now removing the restriction in using the TV until 4:00 this
afternoon."
Punishment is a consequence of an action that causes the behavior to occur with less
frequency.
Examples of punishment:
1. Teacher C made the first group of students clean the comfort room because of breaking
the television.
2. Teacher D lessened the morning snack time from 15 minutes to 10 minutes
because his students were late for his class.
Positive is a insertion or a delivery of a stimulus after a response.

Negative is a deletion or a removal of a stimulus after a response.
Positive reinforcement, also known as only reinforcement, is the insertion or a delivery of
a favorable condition (for the learners) to make a desired behavior occur more frequently.
An example of a positive reinforcement is when Teacher E gave an additional point for a
student who honestly declared his error in the test paper.
In B.F. Skinner's Box Experiment, the rat in the cage received a pellet of sugar for each
instance that it pulled a lever. It was observed that because of such system of
reinforcement, the rat pulled the lever very frequently.
Negative reinforcement, also known as escape, is the deletion or a removal of a

unfavorable condition (for the learners) to make a desired behavior occur more frequently.
An example of a negative reinforcement is when Teacher F removed a quiz for tomorrow
because of the students' initiative to clean the room without having ordered to do so.
In B.F. Skinner's Box Experiment, a loud, sharp noise is played towards a rat in the cage.
The rat noticed that every time it stepped on a lever, the noise died out. Due to such
system, the rat stepped on the lever very frequently.
Positive punishment, also knows as only punishment, is the insertion or delivery of an

unfavorable condition (for the learners) to make a undesired behavior occur less frequently.
An example of positive punishment is when Teacher G commanded a student to pick up the
pieces of paper in the classroom for being noisy during the discussion.
In B.F. Skinner's Box Experiment, an electric shock is given to a rat in a cage whenever it
gets near to certain items in it. Because of this, it seldom got near to such items.
Negative punishment, also known as penalty, is the removal or deletion of a favorable

condition (for the learners) to make an undesired behavior occur less frequently. An
example of a negative punishment is when Teacher H lessened the snack time from 15
minutes to 10 minutes because they were late.
Remember, positive reinforcement is used by adding a favorable condition to sustain a

desirable behavior. Negative reinforcement is used by removing an unfavorable condition to
sustain a desirable behavior. Positive punishment is used by adding an unfavorable
condition to cut off an undesirable behavior. Negative punishment is used by removing a
favorable condition to cut off an undesirable behavior.

Guidelines for Teachers in Effectively

Administering Exams
Teachers are facilitators of learning. This is a progressive view that teachers must take
necessary steps to make learning and assessment easy for the learners.
Examination is the tool of the teacher to gauge the learners' understanding and mastery of
the subject matter in a specific period of time. It is used to measure how well the students
understand the lessons, how far has the students gone in terms of mastery, how effective
the teaching methods, strategies and techniques used by the teacher are and what
improvements should be made to better the teaching-learning process.
Examinations are inevitably essential tools for learning. This is why teachers should keep in
mind the basic things to consider in conducting an examination.
Last time we had GUIDELINES IN ARRANGING TEST ITEMS; now, let's have
GUIDELINES IN ADMINISTERING TESTS.
1. Provide a quite & comfortable setting.
Examinations require the workings of the mind and John Locke said that a sound
mind should be in a sound body. Of course, he said this to encourage physical
activities in curriculum but this could also be used to argue that examinations
should be done in a conducive environment.
Teachers should bear in mind that distractions can lessen the reliability and
validity of an examination. This could lead the students to lose focus or could
give them the chance to cheat. Either way is not good.
An examination should be conducted in a classroom where students could

comfortable sit and think. It should be away from unnecessary noise.
2. Anticipate questions that students may ask.
Examinations should be perfect but if nobody's perfect, how can a piece of

paper be? Yes, teachers should always try to make their assessment tools
(exams & tests) perfect but they should also try to expect what questions might
the students ask about.
Before the disseminating the papers, the teacher must clarify everything.
3 . Set a proper atmosphere for testing.
Setting a proper atmosphere for testing could be confused with providing it in a

quiet and comfortable setting. Yes it could but atmosphere here refers to non
other than the school's and the students' atmosphere. Conducting an
examination during a time when there are many activities in the school where
the students are involved in could lessen the validity and reliability of an
examination. Also, conducting a surprise major examination would not be a very
good idea.
Teachers should announce the major examination ahead of time to set the
students' mind ready. Having prepared, the students' atmosphere would be
proper enough to conduct testing.
4. Help students keep track of time.
The students are under pressure during examinations and they are most likely
to forget that time is ticking away. It would be of great help for them if the
teacher informs them how much time they still have but overdoing it would only
put more pressure in them.
5. Implement established cheating rules.
Established cheating rules should be implemented during the exam. The

students have to see this. If someone was caught cheating and sanctions were
not implemented, it could lead to two things: the students will lose their trust
and respect and they will worsen cheating.
6. Discourage cheating.
Yes, anyone can say "hadn't you cheated when you were in college and the
answer could be affirmative but still, teachers must discourage cheating. The
fact that you cheated in high school and in college doesn't give them the chance
to cheat and it doesn't give you the rights to tell them that they can cheat.
This is more of an idealistic philosophy in the pedagogy. We should try to uphold

moral and spiritual values in the classroom. Simply saying that you don't want
them to cheat, that Jesus is looking at them or Satan will make them his
disciples when they cheat could discourage cheating.

Guidelines for Teachers in Arranging Test

Items
Grades are the figurative representations of students' scholastic performances.
They show how bright/dull or active/inactive a student is in a specific period of
time. Unfortunately, fifty percent of grades are taken from written examinations.
This is why students have to write more and speak less to acquire higher
grades.
Teachers aim to collect valid and reliable results from examinations. This means
that they have to do everything to make their examinations standard enough to
gauge or measure what has to be measured -- understanding.
Aside from psychological factors that may lessen the validity or reliability of an
examination, there are also physical factors -- physical factors in the students'
part and physical factors of the examination paper itself.
Arrangement of test items, color of the exam paper, font and font size used in
the paper, font spaces used and many physical factors may affect the test's
validity and reliability.
Here are some guidelines in arranging test items.
1. Should be arranged categorically
It would be really hard for a student if the test items are randomly categorized.
This could scrabble ideas in the students' minds.
This is why it has been practiced by many students that the examination is
divided into tests. Test one will focus on a specific category (say, multiple-
choice), test two on another and so on.
2. ARRANGE items logically
Test items should be logically arranged. One of the most common logical
arrangement is, of course, in numerical order. Others say that test items should
also be arranged in a way that the first items are easier than the succeeding
items. They say this in light of Edward Thorndike's Law of Effect.
3. SELECTION before supply
Examples of selection-type test-category are multiple-choice, matching type and

other examples where students only have to choose the best answer. Examples
of supply-type test-category are those which require students to identify or fill
out blanks.
Psychologists say that selection-type test-categories are easier than supply-type

because it gives students choices. This is, as I've mentioned a while ago, in light
of E. Thorndike's Law of Effect. Students must first feel ease in answering so
that they will not be demotivated.
4. SHORT items before essay
Essay-categories require more time and they require more thinking, sometimes.
This means that short items should go before. This will give students more time
to think.
5. SPECIFY and make clear the directions.
Most of the time, students fail examinations because of vague questions and
directions. Wrong questions lead to wrong answers and wrong directions lead to
wrong executions.
Teachers must be very careful in making clear the directions.

6. AVOID cramming items too closely to each other.
Not only that very closely crammed test items cost the face validity of an
examination, they also lessen the students' ability to focus on the exam. It
would be hard for them to read the questions and it would risk their
understanding.
One last thing: teachers are facilitators of assessment and learning. Therefore:
teachers must make things easier for students if possible.
7. AVOID splitting test items across two pages.
I personally loathe this when I was in high school. I hate it when the question for
a multiple-choice item is in the first page and the choices are in the next page. It
causes me to lose my concentration.
One thing that the teacher should avoid is for the students to lose
concentration.
8. NUMBER items consecutively.
There is no way you could write 1, 4, 6, 8, 9 2, 5... for you test items. And, what
the hell is that for, anyway!? It would be very confusing for the students.

Eight (8) Strategies for Teachers to

Prevent Cheating before The Exam
Cheating, though inevitable, should be discouraged in the classroom. Teachers
should exhaust each and every possible means to prevent it from happening.
This is deeply rooted under a long-founded philosophy of education -- idealism.
Idealism pushes through morale and spirituality inside the classroom.
According to a long-existing child philosophy, the child-depravity theory,

children are naturally evil and teachers should prevent this evil to spread all
over the students' bodies. One way is get bad things nipped in the bud.
Cheating is evil, though I don't agree much. Anyway, here are the strategies to
prevent cheating BEFORE the examination.
1. Erasures mean wrong.
This is a very effective technique. This could actually encourage students to

review and to study more. For those who did well in reviewing, this isn't a
problem whatsoever but for those who didn't, this could get them in a messy
situation. They could try to cheat but it will be a dilemma.
Only, teachers should keep in mind that corrections aren't erasures. Some
teachers over do it.
2. Use idealistic principles.
Saying that cheating is a bad thing, that students who cheat are Satan's
disciples and Jesus wouldn't like to see them cheating are long-time techniques
but they are as effective as they were before.
3. Keep distance.
I had a professor who wouldn't start the exam without us arranges in a one-
meter distance from each other. She's actually disarranging us so that we
couldn't sit near our closer friends. Distance is one safe way to prevent
cheating. Not only can a teacher detect easily when someone cheats but also,
the students will hesitate to extend their necks.
4. Teach well.
So far, this is the safest way to prevent cheating. The students wouldn't need to cheat if
they understood the lessons. One can say that there are also student-factors but teachers
hold the wheels. We must be responsible in doing everything to make our lessons palatable
to the taste of the students.
5. Give the students sufficient time to prepare for the test.
Give students announcements about the exam beforehand.
Imagine giving students a day to prepare for a major exam. Two things could happen: they
fail or they pass. The students cannot afford the former. They will find a way.
6. Acquaint the students with the nature of the test and its coverage.
A week before the examination, the students must be informed about the nature
and the coverage of the test. This will serve as help for them and will serve as a
tool for you, as a teacher, to prevent cheating.
Giving pointers to review and announcing the types of test are great if they
aren't over done. Be careful not to lessen the validity of the examination by
giving the students too much information.
7. Let them define cheating.

Letting them define what cheating is a great way of deterring cheating. If it
came out from their own mouths that cheating is not good, it will activate their
conscience.
It's like letting them discourage one another.
8. Explain the discipline imposed when caught cheating.
Except for harsh and inhuman punishments and sanctions, you can use them. Letting the
students know what the consequences of their actions be will serve as a warning sign for
them.
Now, be sure that you will implement these disciplines because if you don't you
will lose the students' respect and trust.

Innovative Teaching Methods for

Elementary & Secondary School Teachers
in the Philippines
As education students we are bound to study principles, methods, approaches
and techniques in teaching. They say we need these things to become
competitive in our field and to become effective for the learners.
We've been studying so much about these principles, methods, approaches and
techniques and there are, still, too many to learn. The remaining time isn't
enough to learn all the things which are ought to be learned. This makes us fear
the day we will take the Licensure Examination for Teachers.
***
Two of the things we've learned from our Prof. Ed. 33-a and Prof. Ed. 33-b
subjects are the two innovative teaching methods: FLIP & PORPE.
FLIP is an approach or method that could be used by teachers to establish

colorful learning environment and ambiance that are conducive to education.
Friendliness. A teacher must always keep in mind that pressure is one of the
barriers of learning. This is why smiling or befriending with the students could
lead to better outcomes. It could give them the confident to express themselves
further during discussions or to share what's wrong.
Language. A teacher must always consider the linguistic capabilities of his
students. Though it might be true that English should be the medium of
instruction, it didn't mean that a teacher could utter all the words he'd like to
say. High-sounding or highfalutin are not advisable is he wanted to ensure
learning. Simple words are enough. Simplicity is beauty.
Interest. In the selection of learning content and experiences a teacher must

always consider the interest of the learners. The learners are individuals. They
have different inclinations. Therefore, a teacher must carefully think about the
instrument of learning to be used. This instrument must go in line with their
interest.
Prior Knowledge. Are the learners ready for this lesson? Do they have enough
schema for a new learning experience? Can the learners relate these new things
to those which they already know? These are the questions concerning prior
knowledge. What the students know should critically be considered before
plotting the objectives, procedures and contents of the new learning
experience.
***
PORPE is well known as a strategy of test preparation but it could also be

applied as an effective teaching method.
Predict. Teachers must be good fortune tellers. They must anticipate what may
ever happen in the classroom. A teacher must predict what the learners are
thinking, planning or doing. This helps the teacher to get ahead of them and to
avoid being caught flat footed.
Observe. Observation is one of the scientific methods. Observation is one of the

ways of gathering data. Since students' background and prior knowledge are
essential factors for the succeeding lessons, a teacher must be very good in
observing the behavior of the students.
Organize. Organization of ideas is an essential tool for smooth and

understandable flow of ideas.
Rehearse. The teacher must be prepared at all times. Teacher must rehearse
what to say in case that arguments arise. He must be well rehearsed.
Practice. Rehearsal involves foreseeing what will happen and what should
happen. Practice involves drills that teachers always have to do. Practice makes
perfect what one rehearsed.
Evaluate. Was the instruction effective? Did the students learn? Were the
students able to catch up with the lesson? There are reflective evaluations that
a teacher must undergo to improve future instructions and to determine errors
in instruction.

Educational Technology for Teachers

Educational technology is a process, a product, a profession and a
discipline.
As a process, it is the theory and practice of designing, developing, utilizing,

managing and evaluating processes and resources intended for learning (AECT,
1994).
As a product, educational technology refers to results of the education-

technological processes like programmed texts, TV progras, computer software,
audio-visual media, interactive multimedia and entire courses of instruction
(Hackbarth, 1996).
As a profession, it is composed of various job categories such as media

technicians,, media specialists, instructional developers and others (Ibid.).
As a discipline, it is an academic field of specialization within the larger

discipline of education (Ibid.).
[Technology Integration is the process of determining where and how

technology fits into teaching and learning (Williams, 2000).

Global & National Development Trends &

Directions in Education in the 21st Century
1. Globalization. Globalization is the process by which all the aspects of society
interact and operate in an international scale.
2. Changing Environment or Political and Cultural Landscapes. Due to

the advent of different modes of transportation and different media of
communication people all over the world start to understand and adapt cultures
from other countries. Not only this but also people from communist or
totalitarian governments are starting to realize that there such a thing called
"democracy," thus leading to changes in points of view and perspectives in
politics and governance.
3. Cultural Homogeneity. Nations all over the world are starting to adapt a

single culture. For example, the English language (language is a part of culture)
is now being spoken by at least most of the people of the world. The use of
computers and the internet has becomes a part of our "global culture."
4. The Information and Communication Technology; Revolution and
High Connectivity. Due to the advent of different media, most of the people of
the world are informed immediately of anything happening around the globe.
People are connected and brought together by new technologies in
communication, thus increasing the potential for learning.
5. The Changing World of Work. Work nowadays are becoming easier and
easier. Typist don't have to encode anymore. Instead, they only have to encode.
Teachers don't have to teach everything anymore. Instead, they only have to
bring out knowledge from the learners. The nature of works has shifted from
completely-manual to technology-assisted. This increases the demand for
different skills such as encoding, lay-outing, photo-editing, web-designing, etc.
6. Human Development. The things around us are not the only ones that have
changed. Our values, morals and attitudes were also influenced the changing
world. We have adopted, for the past decades, a concern for the dignity of all
human persons, not only those within our society but also those without and not
only those who share the same skin color with but also those who do not.
Attitude towards gays have changed. Many years ago, personality aberration is

considered a psychological disorder. Now, we consider is as a gender
preference.

21st-Century Characteristics of Education

in the Philippines
Education for the 21st century is characterized by four things: quality, equity,
relevance and sustainability. These characteristics imply that education must be
excellent, effective, democratic, inclusive, functional, meaningful, futuristic and
universal.
EXCELLENT. Education must not be mediocre. It must be outstanding, world-

class.
EFFECTIVE. Education is expected to produce learning outcomes through

contents and experiences.
DEMOCRATIC. It should possess democratic principles such as due process and

freedom. It must be of the learners and not of the teachers. It must not dictate
but suggest.
INCLUSIVE. Education must not exclude anyone only because of culture,

ethnicity or religious or political beliefs. It must be for all.
FUNCTIONAL. It must have an effect on the society and on the children.
Education must be applicable and not only theoretical.
MEANINGFUL. Education must have purposeful. The learners must be able to

derive valid or worthwhile knowledge, skills and experiences from it.
FUTURISTIC. It must look into what will happen. It must, just like what John
Dewey said, aim to improve the society and prepare it for what will come. It
must not be stagnant and rigid.
UNIVERSAL. Education must not be local or provincial. It must be integrated

with what the whole world can offer and it must bring out what the learner can
do not only for his immediate environment but for the world.

Teacher's Power in the Classroom by Mark

Angelo S. dela Peña
Education, for the past centuries, has undergone developments and innovations.
New techniques, approaches and methods of teaching are being developed from
time to time. In spite of the technologies and researches that this modern world
has brought to the walls of schools and to the covers of the textbooks, the
traditional view of education still prevails: learners must submit themselves to
the teacher.
This view means that the teacher's authority inside the classroom and over the
learners cannot be questioned. The foundation for this view is the belief that
without the power of the teacher, the learners wouldn't learn.
***
Some educators believe that teachers must communicate a certain degree of

power to give way for learning. This way, learning is defined as the maintenance
of power of the teacher over the students -- which is rather questionable. Others
continue to suggest that the more power the teacher employed, the more often
he must use it.
The teaching-learning process aims to attain learning and what is the teaching
process, by the way? Other educators argue that communication, itself, is the
teaching process. Knowing something isn't teaching yet until it is
communicated. Teaching is a skill and so is good communication. They also
stress that there are two things to be communicated among the learners:
information and power.
***
Power and communication are interrelated. Power that is not used is power that
doesn't exist and communication is required to use power. Powerless is a
teacher, therefore, without his ability to communicate. In the same way, the
ways and extents that a teacher communicates with the learners determine, in
some extent, the degree of power that he holds.
Power, when used effectively, will have a great impact on the teaching-learning
process because teaching is communication.
***
But what is power, anyway? Power can be defined differently across different
cultures and disciplines. We need the the definition of power which can describe
that which the teacher holds inside the classroom.
Three educators defined power as "the teacher's ability to affect, in some way,
the student's well-being beyond the student's control." The problem is that this
view didn't take into account intellectual assent to influence on the part of the
learners.
A broader view says that power is the teacher's "ability to influence a learner's
or a group of learners' behavior." This broad view was successful to include the
teacher's ability to let a learner do something which he would not do had he not
been influenced by the teacher. This is particularly true in some instances where
a teacher was able to influence a student's decision or choice.
***
The definitions of power above are well said and well accepted until the came of
French and Raven's (1968) BASES OF POWER. They qualified these definitions
by noting that the result of a power must be the effect of a specific type of
power exerted by the teacher and not just any combination of other external
forces. The result of the specific power exerted must be specific and thus the
birth of the FIVE BASES OF POWER: coercive, reward, legitimate, referent and
expert powers.

A Discussion of the Five Bases of

Classroom Power by Mark Angelo S. dela
Peña
As I have mentioned last time, French and Raven (1968) qualified other
definitions of power by providing the five bases of power. These five bases of
power are founded in the perception of individuals over whom the power is
exerted and are concerned with the particular influence or effect that a specific
type of power produces.
Although French and Raven did not write this for classroom management, we
can see how it relates to our context below.
1. COERCIVE POWER
Coercive power is the power of a teacher based on the expectation of the

student that he will be punished by the teacher if he does not conform to the
influence exerted by the teacher. This extends even outside the school setting.
The strength of a teacher's coercive power depends upon the student's

perception of the degree of the punishment, the probability that the punishment
will actually be implemented and the probability of greater punishment from
other sources.
The punishment for nonconformity to the teacher's influence attempt has two
perceived nature. One is the punishment that the teacher may provide
something unpleasant and another is the punishment of removing something
pleasant.
It is also notable that in any environment where there is a strong peer-force

against the teacher, the coercive power of the teacher is considerably low even
if the teacher exert higher degrees of punishment.
Teacher A asked student A to clean the room before leaving and teacher A said
she'll be back to check it.
2. REWARD POWER
Reward power is the power of a teacher based on the expectation of the student
that he will be rewarded by the teacher if he does conform to the influence
attempt of the teacher. This may also extend outside the school setting.
Just like the coercive power, the strength of the reward power depends upon the
student's perception of the degree of reward, the probability that the reward
may actually be given and the probability of receiving greater reward from other
sources.
Reward can be perceived in two forms. One is that the teacher will provide
something pleasant and another is that the teacher may remove something
unpleasant.
Reward power and coercive power are flip sides of a coin, so to speak. These
two powers work together, hand in hand.
Teacher B, who's a Math teacher, requested student B, who has low grades in
Math, to photocopy some documents for her. Student B followed the instructions
immediately without complaint.
3. LEGITIMATE POWER
Legitimate power is also perceived as the power carried by the teacher vested
in him by a higher institution or office. This power views the teacher as someone
"assigned" to take over the classroom and to manage students' behavior.
Legitimate power is based upon the perception that the teacher has the
bestowed rights to make certain demands and requests for the betterment and
improvement of the classroom or the school environment and the teaching-
learning process. Since the function of the teacher is to manage the students'
behavior, the teacher has the power to demand silence, cleanliness, respect,
etc. from the students.
This power is only effective within the classroom or the school vicinity and is
least likely to be observed in other places. The strength of this power depends
upon the student's personal relationship to the teacher. The thinner the wall, the
weaker the legitimate power.
Before the lesson starts, teacher C asked student C to throw the garbage and
student D to erase the writings on the board.
4. REFERENT POWER
Referent power is based upon the student's identification with the teacher. Since
the teacher is a "more powerful figure," the student, as a "less powerful figure,"
tries to get himself identified by the teacher.
This is also based on the perception that the student always tries to make a
connection or relationship between him and his teacher. The stronger the
student's identification with the teacher, the stronger the referent power is.
Student E is teacher D's student in another class. One time, Student E saw
teacher D carrying heavy books and on her way to her next class. Student E
immediately extended help.
5. EXPERT POWER
Expert power is based upon the student's assumption that the teacher is
competent and knowledgeable in his area of specialization or in any field. This
creates an atmosphere of respect for the teacher every time he stands in front
or talk to the students regarding that specific course of knowledge.
Even though ideas presented by the teacher are not yet proven in any objective
way, the students still holds them true. Thus, the expert power has some kind of
intellectual influence upon the students. A change of behavior or understanding
led by the teacher shows a high degree of expert power.
The strength of this power depends upon the confidence of the teacher and the
validity of the ideas he professes. The more the students doubt or question the
teacher's ideas, the weaker the expert power is.
Student F asked his English teacher what the correct spelling for "behavior" is.
After the teacher answered, student F didn't feel the necessity of looking it up in
the dictionary and went on fully believing what the teacher said.

An Overview of Assessing Affective

Outcomes of Classroom Learning for
Teachers
The main goal of the teaching-learning process is learning. Learning is should be
facilitated and assessed. Learning doesn’t only refer to substantive or content
knowledge because learning can be in many forms. It can be a knowledge
learned, a skill acquired or an attitude patterned. Within the school, a learner
also learners to interact with other people and from his experiences he learn,
acquire or pattern his attitudes, beliefs, preferences, morals, ethics, feelings,
etc.. Since affects are also products of the teaching-learning process, they
should also be assessed.
FIVE LEVELS OF AFFECTIVE DOMAIN OF LEARNING
Receiving – Being aware or attending to something in the environment

Responding – Showing new behaviors as a result of learning/experiences
Valuing – Showing some definite involvement or commitment
Organizing – Integrating new values into one’s general set of values and giving
ranks or prioritizing them
Characterization – Acting consistently with the new rule
ASSESSMENT OF AFFECTIVE OUTCOMES

Only a few approaches to the assessment of affective outcomes have been
translated into classroom use. It is helpful for a teacher to know different
approaches to assess whether students are learning affectively.
APPROACHES TO THE ASSESSMENT OF AFFECTIVE OUTCOMES
Robinson & shaver (1993) mentioned ways to assess attitudes and dynamic
outcomes. They are as follows:
Money. A student who spends money on books has, more likely, an inclination
to reading and it can be deduced that he loves what he does. People spend
most of their money in things which they consider important.
Time. Time is gold. Gold in important. If some spends his time on something, it
shows his love or interest in what he does.
Verbal Expressions. A person who speaks of the Bible is obviously affectively

inclined to the Words of God.
Fund of Information. One who knows a lot about the solar system has more
likely spends time and money to know such information. This shows his affective
inclination to the field which interests him.
Speed of Decision or Reaction Time. A person who makes quick decision

between attending ballet recitals or seminars shows his preference, beliefs and
attitudes. If he chooses to attend the seminar, it means that he has strong
belied or conviction that seminars are more important.
Written Expression or Personal Documents. Writing reflects who a person

is. Emily Dickinson’s poems are always about bravery towards death. It only
shows her attitude.
Sociometric Measures. Though a lot of contentions can be said against this, it
still prevails that who your friends are is who you are.
Activity Level Methods. An activity that arouses one’s interest and in which
he exerts a lot of energy is more likely the activity that he prefers.
Observations. Observing how a person conducts himself is the best way to

assess his affects.
Specific Performances and Behaviors. A person’s behavior toward

something is his attitude, belief, preference, etc. A person who hurts animals
may be an animal-hater or just a violent person.
Memory Measures. Our memory absorbs the best when it is stimulated to do

so. Recalling something easily reflects affects.
Simulations. Games, role playing and other activities that represent outside
interaction are good conditions from which one’s affects can be observed.
THERE ARE WAYS to gather affective data. In this part of the lecture, we will
have the following, one by one:
1. Self-report
2. Attitude scale (Forced-Choice Selection Method, Summated Ratings or
Likert Scale, The Semantic Differential Technique)
3. The Free Response and Opinionnaire Method
4. Simple Projective Techniques
5. Self-expression Techniques
6. Checklist
WRITING ITEMS FOR SELF-REPORT AFFECTIVE MEASURES
These are guidelines and criteria to be considered to develop or edit activities

that measure affective outcomes (Payne, 2003). Payne cited several things to
avoid:
1. Avoid statements referring to the past. Instead, refer to the present.
2. Avoid statements that are factual or are capable of being interpreted as

factual.
3. Avoid statements that can be interpreted in more than one way.
4. Avoid statements that are irrelevant to the psychological object under

consideration.
5. Avoid statements that are likely to be endorsed by everyone or by no one.
6. Avoid reflecting the entire range of affectivity.
7. Avoid using complex, ambiguous or indirect language.
8. Avoid statements that are too long (more than 20 words).
9. Avoid statements that contain more than one complete thought.
10. Avoid statements that contain universals: “only,” “just,” “merely,” “none”

and others of familiar nature.
11. Avoid statements that are formed with compound or complex sentences.
12. Avoid using highfalutin words or words difficult to understand.
13. Avoid double negatives.

STEPS IN CONSTRUCTING AN ATTITUDE SCALE
Berdie et al. (1996) described an effective method to construct an attitude

scale. There are steps and they are as follows:
Collect a pool of statements. If you plan to have an attitude scale for

cheating, let your students write three or four statements towards cheating.
Select the best statements. Using a criteria cull 30 items from a pool of 50 or

60 statements.
Administer the inventory. This is not a test; there is no right and wrong

answer. All the sentences in the list represent ideas that some people hold
about cheating on tests. Students can make use of the plus (+) sign or the
minus (-) sign to indicate whether they agree or disagree, respectively. If
students are uncertain, they can indicate this using a question (?) mark.
Students can intensify their responses by encircling the symbol they incurred.
For example, and encircled plus (+) sign symbolized that the student strongly
agrees with the statement. Of course, these indications can be modified.
Score the inventory. Values can be assigned to responses. Refer to the given

example below.
Symbol Points given
Encircled + 5
+ 4
- 3
Encircled - 2
? 0

If the maximum possible score is 150, this will indicate a favorable attitude. The
minimum can be 30 score and the indifference can be 90.
ATTITUDE SCALING:
FORCED-CHOICE SELECTION METHODS
This method requires/forces respondents to select among choices that differ in
content. This is instead of choosing the degree of favorableness or intensity. The
respondent is to choose the statement that best describes him. The format is
the same with that of a multiple-choice examination and can be a description of
a situation.
The forced-choice selection method: minimizes the subjectivity of the exam;
reduces fakability; produces a better distribution; is quick, efficient and
objective; and produces scores that are easily analyzed.
ATTITUDE SCALING:
SUMMATED RATING OR LIKERT SCALES
In this method, respondents are to choose among numbers (1, 2,3, 4 and 5) or
letter (A, B, C, D and E) which are assigned with response categories (strongly
agree, agree, uncertain, disagree or strongly disagree). Numerical weights are
best used for easiness of computation.
ATTITUDE SCALING:
SEMANTIC DIFFERENTIAL TECHNIQUE
This method makes use of bipolar adjective scales. It is designed to measure
attitudes, feelings and opinions by degree from very favorable to highly
unfavorable. Refer to the examples below:
Fast ___ - ___ - ___ - ___ - ___ - ___ -____ Slow

Good ___ - ___ - ___ - ___ - ___ - ___ -____ Bad
Quite ___ - ___ - ___ - ___ - ___ - ___ -____ Active
Strong ___ - ___ - ___ - ___ - ___ - ___ -____ Weak
There are steps in developing a semantic differential scale. There are

enumerated as follows:
1. Identify the concepts to be rated.
2. Choose appropriate bipolar scales.
3. Design a response sheet.
4. Write instructions.
FREE RESPONSE AND OPINIONNAIRE METHOD
This method brings out every relevant response and ensures that all necessary
questions are asked. The students are free to respond the way they deem
proper.
The following criteria are to be considered in preparing an

opinionnaire (Gable, 1996):
1. Brevity
2. Inclusion of items of interest and face appeal to the respondents
3. Provision for depth responses
4. Wording should neither be suggestive nor unstimulating.

5. Phrasing of questions should allay suspicion about hidden purposes and
should not embarrass/threaten respondents.
6. Phrasing of question should not be too narrow. It should allow respondents

a reasonable latitude.
There are two types of opinionnaires – the close/pre-categorized type and the
open/free-response type. A pre-categorized type is very closely related to the
forced-response technique in that it requires a respondent to choose between or
among categorized responses. The former, on the other hand, gives absolute
freedom for any type of response.
There are general cautions to be considered

when preparing an opinionnaire:
1. Spell out objectives, purposes and specifications for the instrument.
2. Try to limit the length of the questionnaire to ten questions.
3. Make sure that the students understand the purpose of the questionnaire.
4. Use a sequence of questions.
5. Motivate the students to answer thoughtfully.
6. Control the questionnaire’s administration.
7. Urge the students to express their own thoughts.
8. Be sure that directions are clear, definite and complete.
9. Urge student to ask clarifying questions.
10. Pilot-test the questions that are not clear to them.
SIMPLE PROJECTILE TECHNIQUES
SPT or (simple projectile technique) can be done

using word association, unfinished sentences or unfinished stories. Word
association is done by presenting a word and letting the student respond using
the first word that comes out from his mind. Unfinished sentences are done by
letting the student fill out missing parts of a sentence. Unfinished story is done
by asking students to tell how a story should end.
SELF-EXPRESSION TECHNIQUES
SET give the student the opportunity to express their ideas and opinions about
themselves and others. Johari’s Window and other modified forms are the best
examples of this.
CHECKLISTS
This is the simplest way to gather affective data. Students are only required to
tick items that are either desirable/favorable or undesirable/unfavorable for
them.

The 12 Principles of High Quality

Assessment of Learning for Teachers
1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS
Assessment should be clearly stated and specified and centered on what is truly
important.
"Teaching emphasis should parallel testing emphasis."
LEARNING TARGETS
Knowledge Students’ mastery of the content.

Reasoning Students’ ability to use their
knowledge.
Skills Students’ ability to demonstrate what
they have learned.
Products Students’ ability to create.
Affects Students’ emotional attainments.
2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular learning
target.
ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects
3. BALANCE
Assessment methods should be able to assess all domains of learning and
hierarchy of objectives.
DOMAINS OF
LEARNING:
Cognitive
Affective
Psychomotor
HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember
4. VALIDITY
Assessment should be valid. There are several types of validity that are to be
established.
TYPES OF VALIDITY
Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity
5. RELIABILITY
Assessment should show consistent and stable results. There are methods which
can be used to measure and establish reliability.
RELIABILITY CAN BE MEASURED USING:

Test-retake or Retest Method Giving the same examination after
several minutes to several years.
SPLIT-HALF This is used to establish internal
consistency using Pearson r formula.
Parallel-form/Equivalence test Giving the same examination within
the day.
Test of Stability Giving the same examination content
but not in the same manner or form
after several minutes to several
years.
Measurement of stability & Giving the same examination content
Equivalence but not in the same manner or form
within the day.
Kuder-Richardson Establishment of reliability using KR
21 and KR 20 formulas.
6. FAIRNESS
Assessment should give equal opportunities for every student. There should be
no discrimination of any kind (racial, age, gender, etc.)
7. AUTHENTICITY
Assessment should touch real life situations and should emphasize
practicability.
8. PRACTICALITY & EFFICIENCY

Assessment should save time, money, etc. It should be resourceful.
9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it
should be continuous.
ASSESSMENT FORMS:
PLACEMENT ASSESSMENT Done before instruction to assess

the needs of the learners to
determine their capacities and
capabilities.
FORMATIVE ASSESSMENT Done during instruction

to monitor students’ progress an
d to reinforce learning.
DIAGNOSTIC ASSESSMENT Done to see the problems and
learning difficulties of the
students.
SUMMATIVE ASSESSMENT Done after instruction to assess

students’ achievement and to
see the result of the teaching-
learning process.
10. ETHICS IN ASSESSMENT
Assessment should not be used to derogate the students. One example of this is
the right to confidentiality.
11. CLEAR COMMUNICATION
Assessment's results should be communicated to the learners and the people

involved. Communication should also be established between the teacher and
the learners by way of pre- and post-test reviews.
12. POSITIVITY OF CONSEQUENCE
Assessment should have a positive effect. It should motivate students to learn

and do more and should give way to improve the teacher's instruction.
Proper Uses of the Period [.]

1. Put a period at the end of every sentence not signaled by a question
word or intonation pattern as question or exclamation.
The carpenter has just come.

Please maintain silence inside the church.
The person speaking is my teacher.
Sometimes, the sentence intonation justifies the use of a period with a word or words
constituting less than a complete grammatical sentence.
No, ma'am.
Thanks.
Never.
Especially in business correspondence, a request in the form of a question may be followed

by a period instead of a question mark. Spoken, such a request has a falling intonation
pattern.
May we request your good office to conduct an investigation regarding this matter.
2. Use three periods in a row, called an ellipsis, to show omission within a quoted
passage.
Never forget to check the gas .... the door lock ....
The second ellipsis of three periods is followed by another period to indicate the end of the
sentence.
3. Use periods for abbreviations.
E.A. Poe was a great poet and short-story writer.
4. Don't use periods for abbreviations that are commonly used.
USA
5. In Britain, periods are omitted but in American-oriented Englishes the periods are
retain for the following examples.
Dr.
Mr.
Ms.
6. A period used for an abbreviation can be followed by any other punctuation mark
except by another period.
The C.T., having no choice at all, submitted to the request.

The request was granted by the C.T.
7. Periods are also used for decimals, for cents when the currency sign is present
and for parts or divisions of books and other printed materials.
1.3%
Php4.5
Genesis 4.7
A SIMPLIFICATION OF THE CONCEPT OF HELPING VERBS
by Mark Angelo S. dela Peña
Many people, especially ESL/EFL learners, find it hard to determine what a

LINKING VERB really is and what its differences from a HELPING VERB are. As an
English teacher, I always encounter this question and, somehow, found a good
way of explaining it. I'd like to post it here to help other people with their study
or presentation.
LINKING VERBS ARE, simply, VERBS THAT LINK. Observe the following
sentences:
The buildings are majestic.
Dumbledore is a professor.
Notice that the verbs link the left side to the right side of the sentences. The left
side tells something about the right and the other way around. Also, notice that
the words after the LINKING VERBS are nouns or adjectives. These are called
SUBJECT COMPLEMENTS.
SUBJECT COMPLEMENTS do NOT always follow the verb. Notice the following
sentence.
Dangerous are the Death Eaters.
-----
Now let's talk about VERBS. Helping verbs are verbs that help. In this case of
verbs, they don't help the elderly but other verbs. Now, here comes the
question: how can helping verbs help other verbs? Observe the following
sentences:
Hermione is creating a polyjuice potion.
Ron has been drinking a liquid luck.
Surely, "creating a polyjuice potion" does not describe Hermione even if others
would contend that "creating" can be a participial-adjective. Also, "drinking a
liquid luck" can't mean anything ABOUT Ron but, of course, it means something
about what he is doing.
Now, how can we explain about HELPING VERBS? Observe the following tenses
embedded within the above sentences.
Hermione is creating a polyjuice potion.

[In this sentence, the tense of the verb is simple progressive. This means
present + ING-form. One verb cannot contain two tenses in the same time in the
English language. See the example below:]
Hermione *createsing* a polyjuice potion.
[Now, anyone would agree that the above sentence is heavily nonsensical. Here
is where the helping verbs enter the scene. They carry the excess tense to
relieve other verbs from much burden. Imagine tenses as cargoes and verbs as
individual cargo-carriers.]
[In this sentence, the tense of the verb is present prefect-progressive. This
means simple + past participle + ING-form. As I have mentioned earlier, one
verb cannot contain two tenses in the same time in the English language. See
the example below:]
Ron *dranksing* a liquid luck.
[Applying all the things I said a while ago, the sentence should be:]
-----
There are a lot more helping verbs like, will, might, should must, could, etc. but
they fall under a special category called MODALS.

Labels: Purely Grammar
A Simple Discussion on Limiting

Adjectives by Mark Angelo S. dela Peña
WHAT ARE LIMITING ADJECTIVES?
The dictionary is the bible of English teachers and the eight parts of speech are
like the ten commandments. In order not to be confused, an English teacher
must be able to master these parts of speech for they constitute all sentences
made and they are the foundation for a deeper understanding of syntax and
semantics.
One of the things that aren't too easy to master is adjectives. We use adjectives
everyday and adjectives are the only rescue we have to lengthen a struggling
500-word essay or to beautify a simple prayer with.
ADJECTIVES are words that limit, specify, modify and describe nouns. It could
also be said that adjectives answer the questions: 1. What kind of? 2. In what
number? 3. How many? 4. Which one? Observe the following examples.
The Math teacher lead the singing of the national anthem this morning.The first man in the
moon was Neil Armstrong.Four great novels were written by Mark Twain.The elder wand
was taken by Voldemort.
Adjectives are very easily determined in these examples but this time, we are
going to focus on LIMITING ADJECTIVES. There are two major types of adjectives
-- limiting and descriptive.
LIMITING ADJECTIVES are adjectives that limit, specify or lessen the expectation
from the noun being talked about. LIMITING ADJECTIVES are also called
determiners. Under LIMITING ADJECTIVES we have the following:
1. ARTICLES -- A, AN & THE
Now, we all now how to A and AN distinctively. We all know that we use A to
precede words with initial consonant sounds and AN to precede word with initial
vowel sounds. A and AN are also called indefinite articles since they do not
make definite or specify as something already known the noun spoken about
unlike THE which is a definite article. Observe the sentences below.
A car was hit.The car was hit.
In the first sentence, we don't know which car we are talking about. We don't
know if it is a car we know or someone else's car. While, in the second sentence,
we are sure that the car we are talking about is that which was already
mentioned or which is already known to both the interlocutors.
Little do we know that the definite article, THE, has a special power of specifying
the context of the sentence. Observe the sentences below.
She went to jail.She went to the jail.
The first sentence would mean that the subject has done an offense and must
be detained, confined or incarcerated while the second sentence, because of the
definite article, THE, only means that she went there to visit.
2. NUMBER ADJECTIVE -- CARDINAL & ORDINAL
CARDINAL adjectives tell about how many the nouns are while ORDINAL
adjectives talks about the order of number the nouns are. See the examples
below.
They are the twelve apostles. -- cardinal

The first pope is Jesus. -- ordinal
* Limiting adjectives or determiners are only limited to three.
The first four men came and died.

Three (3) Positions of Adjectives in

Sentences by Mark Angelo S. dela Peña
Last time, we had good discussions about adjectives. Adjectives are really good
topics especially for EFL/ESL students. Unfortunately, not all are aware that
there are three positions of adjectives. Knowing these positions will broaden our
understanding about adjectives and will make talk more flavorful.
Since English is an influx of many languages, characteristics of other languages

influenced English a lot. One of these influences is the way we position
adjectives in our sentences.
POSITIONS OF ADJECTIVES
1. Substantive -- Shakespeare was one of the persons who dared to prove that

the tongue is superior than the language. He coined many words and extended
the meaning of existing words. One of these extensions is the conversion of
nouns to verbs and adjectives to nouns. Because of the flexibility of
classifications of words, practically, adjectives also become nouns. Nouns are
also called substantives. Substantive adjectives are those which act as nouns.
They act as collective nouns.
The meek shall inherit the Earth.
The unjust are to be thrown in the lake of fire.
Notice that the words MEEK and UNJUST refer to all who are meek and all who
are unjust.
2. Attributive -- Attributive position is the most common position for adjectives.

Attributive adjectives precede the noun which is to be modified. This is the basic
this EFL/ESL students learn and mark in their minds. That's why they end up
thinking that adjectives always precede the noun. Observe the examples below.
The creative sculpture gained many praises.
The elder wand was taken by Voldemort.
Notice that the word CREATIVE modifies the word sculpture and the word ELDER
describes the word wand.
3. POST-POSITIVE -- Many years ago, Latin, French and English are the

commonly used languages. Latin was the language of the Church; French, the
nobles, and; English, the commoners. French and Latin had had a lot of
influences on English. One of these influences is the use of adjectives after the
noun. These kinds of adjectives are called POST-POSITIVE ADJECTIVES. Take the
following examples.
The God Almighty has given His grace.
For time immemorial, writing has been a means of communication and war.
In the first sentence, the word ALMIGHTY is the adjective which talks about God.
It describes Him. In the second sentence, IMMEMORIAL describes how long the
word TIME refers to.
* Post-positive adjectives are common in sentences having S-V-IO-C patterns.

A Discussion on Descriptive Adjective by

Mark Angelo S. dela Peña
The dictionary is the bible of English teachers and the eight parts of speech are
like the ten commandments. In order not to be confused, an English teacher
must be able to master these parts of speech for they constitute all sentences
made and they are the foundation for a deeper understanding of syntax and
semantics.
One of the things that aren't too easy to master is adjectives. We use adjectives
everyday and adjectives are the only rescue we have to lengthen a struggling
500-word essay or to beautify a simple prayer with.
***
The Math teacher lead the singing of the national anthem this morning.
The first man in the moon was Neil Armstrong.
Four great novels were written by Mark Twain.
The elder wand was taken by Voldemort.
***
Last time, we discussed limiting adjectives and now, we're going to focus on

descriptive adjectives. There are two major types of adjectives -- limiting and
descriptive. Descriptive adjectives are very common. They describe.
As a review, ADJECTIVES are words that modify, limit, specify or describe the
meaning of a noun. ADJECTIVES are describing words. It could also be said that
adjectives answer the questions: 1. What kind of? 2. In what number? 3. How
many? 4. Which one?
KINDS OF DESCRIPTIVE ADJECTIVES
1. COMMON DESCRIPTIONS
Well, these are all the words that you could basically think of when asked what
adjectives are and its examples.
The sky is blue.
The building is high.
The cat is happy.
(Pretty convincing examples, ey? Makes sense, ey?)
2. NOUNS
Now, nouns can also become adjectives but there are two types of nouns acting
as adjectives. First is noun adjuncts and the second is noun compounds.
NOUN ADJUNCTS are nouns attached to other nouns to act as adjectives. In this
case, both the words describe the meaning referred to.
Student-assistant: a student-assistant is a student and an assistant.
Student-teacher: a student-teacher is a student and a teacher.
Pet dog: a pet dog is a pet and a dog.
On the other hand, NOUN COMPOUNDS are two nouns describing different
meanings combined to form a single idea.
Keyboard: this word is from the two nouns, key and board.
Armchair: from nouns, arm and chair.
Wristwatch: from nouns, wrist and watch.
I'd like to say that the words blackboard, smartphone and sweetheart are NOT
noun compounds. When we say noun compounds, it means that there are more
than one nouns. The words above are combinations of genuine adjectives and
nouns.
The reason for the occurrence of these words is that they were separated words
before and after long and repeated use, they were solidified. We have two types
of words, as far as I can remember: separated; hyphenated, and; solid.
The words blackboard, smartphone, sweetheart and the like may be compound
words but they aren't compound nouns.
* Nouns acting as adjectives and modifying another noun may also be modified
by way of hyphenated adjectival nouns. Refer to the examples below.
The car is in left-hand drive.
I wanted to have a four-wheel vehicle.
The four-wall prison he refers to is the classroom.
3. VERB FORMS
We also use verbs as adjectives and we use two forms: the past form and the
progressive form.
Verbs in the past PAST FORM are used as adjectives in the following examples.
The unseen creature lurk in the dark.

The blessed saint gave a miracle.
The wounded soldier fought until the end.
Verbs in the PROGRESSIVE FORM are used as adjectives in the following

examples.
The coming month is full of festivities.
The sleeping dog woke up when the bell rang.
The people were mesmerized by the singing bird.

24 Kinds of Verb Use in the English

Language
Basically, there are only two (2) tenses of verbs: past and present. The future
tense, with which we are all familiar, is just an aspect of verbs. There is no such
thing as future-tense verb in the English structure. We can only
say ate, eat and eating for the base verb eat. Aside from those three, we don't
have anything more and they do not speak of anything about the future; just
history (ate) and the time being (eat and eating).
***
We also have two voices of verbs: the active and the passive voice. The active
voice focuses the spot light over the doer of the action verb while the passive
voice gives the floor to the object or the receiver of the action. To put it in a
smaller box, look at the subject of the sentence. Did the action come from the
subject? If yes, then that is an active sentence. Look again. Did the subject
receive the action? If yes, then that is a passive sentence.
***
Finally,verbs also have aspects: simple, simple-progressive, perfect, perfect-
progressive and modal aspect.
The simple and the simple-progressive aspects denote that the action may
either have been done already, done habitually or done naturally. Simple-
progressive is more specific in time than the simple aspect. Notice the following
sentences:
I eat cookies. (Natural)

I eat cookies everyday. (Habitual)
I ate cookies. (Done)
The perfect and perfect-progressive aspects talk of completion. They put a
bracket between two periods of time. In these aspects, actions/verbs can be
(#1) done from a point in time to another point in time until they were stopped
or (#2) done from a point in time and is still continued until the present time.
Notice the following sentences:
I had been eating cookies for two years until I came to know that they
unhealthy.
I have been eating cookies for five years now.
The modal aspect gives verbs their degree of probability. This is why we were
taught about the future tense of verbs during basic education years. Since we
talk of probability with the modal aspect, the verb is more likely not yet
performed.
Modals differ in probability. Notice the difference between "I may let you in" and
"I will let you in." The first sentence gives a 60%-70% probability while the other
one gives an assurance.
***
Putting together the tenses, the voices and the aspects, we will arrive to twenty-
four use or kinds of use of verbs in English. Please take note that these aren't
tenses since we only have two tenses. Future is only an aspect because the
future may not come.
***
ACTIVE simple past
ACTIVE simple present
ACTIVE simple future
ACTIVE simple-progressive past
ACTIVE simple-progressive present
ACTIVE simple-progressive future
ACTIVE perfect past
ACTIVE perfect present
ACTIVE perfect future
ACTIVE perfect-progressive past
ACTIVE perfect-progressive present
ACTIVE perfect-progressive future
EAT ACTIVE
PAST PRESENT FUTURE
Simple I ate the I eat apples. I will eat apple.
apple.
Simple I was I am eating I will be eating
Progressive eating the apple. the apple.
the
apple.
Perfect I had I have eaten I will have
eaten apple. eaten apple.
apple.
Perfect I had I have been I will have
Progressive been eating apple. been eating
eating apple.
apple.
***
PASSIVE simple past
PASSIVE simple present
PASSIVE simple future
PASSIVE simple-progressive past
PASSIVE simple-progressive present
PASSIVE simple-progressive future
PASSIVE perfect past
PASSIVE perfect present
PASSIVE perfect future
PASSIVE perfect-progressive past
PASSIVE perfect-progressive present
PASSIVE perfect-progressive future
EAT PASSIVE
PAST PRESENT FUTURE
Simple The apple was The apple is The apple will be
eaten. eaten. eaten.
Simple The apple was The apple is The apple will be
Progressive being eaten. being eaten. being eaten.
Perfect The apple had The apple have The apple will have
been eaten. been eaten. been eaten.
Perfect The apple had The apple have The apple will have
Progressive been being been being been being eaten.
eaten. eaten.

Understanding Prepositional Phrases: A
Simple Discussion by Mark Angelo S. dela
Peña
There are, generally, three groups of words in the English language. These are
phrases, clauses and sentences. In a hierarchy, sentences are the highest due to
their syntactic and semantic superiority. Following sentences are clauses which
are only a level lower than the former. Finally, we have phrases, the otherwise
elliptical but nevertheless, essential group of words.
This time, let's discuss prepositional phrases. Below is a list of phrases that are
to be discussed in the following paragraphs:
1. Adjectival Phrases
2. Adverbial Phrases
It must be pointed out that prepositional phrases are divided into two
categories: adjectival phrases and adverbial phrases. Adjectival phrases are
phrases which act as modifiers for nouns and adverbial phrases are phrases
which act as modifiers for verbs.
Understanding this better requires us to know that a prepositional phrase is

composed of at least two parts: the preposition and the object. The object of the
preposition is usually a noun or any noun form.
To begin with, let's first discuss how phrases are defined. According to the
Merriam-Webster Dictionary of the English Language, a phrase is "a group of
two or more words that express a single idea but do not usually form a complete
sentence." This is a little bit confusing since using this definition makes a clause
a phrase.
To make it clearer, just remember that a sentence is a group of words without a

subject, without a predicate and without a complete thought. I understand that
this definition is still not enough for one to really grasp what a phrase is so let's
get on with the examples of each of the kinds listed above.
ADJECTIVAL PHRASES
As was mentioned above, adjectival phrases are phrases which act as modifiers
for nouns. Also, as a prepositional phrase, adjectival phrases should start with
prepositions line in, to, at, beside, etc.
Simply put, adjectival phrases are groups of words, led by a preposition, which
acts as adjectives. Here is an example:
The woman in blue shirt is the owner of the lost wallet.
Have you seen the prepositional phrase in the above example? Not yet? Well,
there are two, actually. We have "in blue shirt" and "of the lost wallet." To
identify that the prepositional phrases we've found are actually adjectival
phrases, let's ask the question "Which one?" or "What kind of?"
Moreover, to identify whether there are adjectival phrases in a given example,

pick out a noun and ask, "Which (noun)?" or "What kind of (noun)," the answer
will probably be an adjective if there's an adjective there and if the answer is a
prepositional phrases, viola, you have an adjectival phrase.
Remember that adjectives are words that modify nouns. This means that they
lessen the possible coverage of the word being modified. This is the same way
adjectival phrases work.
In the example we have above, "woman" and "owner" are very broad terms.
Googling the term "woman" in Google.com returns about 1,160,000,000 results.
In the like manner, "owner" returns 1,270,000,000 results.
However, if we add the adjectival phrases, modifying the terms, we only get
563,000,000 results for "woman in blue shirt" and only 203,000,000 for "owner
of the lost wallet."
"In blue shirt" tells us which woman the speaker is referring to and "of the lost
wallet" tells us which owner.
ADVERBIAL PHRASES
As was also mentioned above, adverbial phrases are phrases which modify
verbs. Also, as prepositional phrases, adverbial phrases start with prepositions.
Simply put, adverbial phrases are groups of words, lead by a preposition, which
tell us how the verb was done or the impact of the verb. Here is an example:
The dancer moved with style and the audience watched in awe.
In the above example, the adverbial phrases we have are "with style" and "in
awe."
To identify whether there is or there is not an adverbial phrase in a given

example, pick out a verb and ask "He (verb) in what manner?" or "How did he
(verb)?" The answer will probably be an adverb if there's an adverb in the
example and if it's a prepositional phrase, there you have an adverbial phrase.
Remember that adverbs, aside from verbs, also modify adjectives and other
adverbs. Take the following for example:
The chicken my mother cooked is delicious to the bones.
They fought very violently beyond human tolerance.
To identify whether or not we have an adverbial phrase in the first example, let's
pick out an adjective and ask the question "How (adjective)?" Using the
adjective of the first example, we can ask "How delicious was the chicken" and
the answer is "to the bones," a prepositional, adverbial phrase.
To identify, on the other hand, whether there is or there is not an adverbial

phrase modifying another adverb in the second example, let's pick out the
adverb which modifies the main verb "fight" and ask "How (adverb)?" Using the
adverb of the second example, we can ask "How
violently did they fight?" and the answer is "beyond human tolerance," a
prepositional, adverbial phrase.
How to Remove Credit Card/Payment

Details from Facebook Ads Manager
[Quick Fix: 11 Steps]
This trick will help you remove your credit card details or payment details from your
Facebook Ads Manager account.
First Things First:
[1] Please read the following to see if you have the same problem I had in the past.
[2] Also, please note that this trick worked in January of 2015.
[3] I'm not sure if this still works the time you land on this site but I really hope it helps.
[4] Don't worry if you have remaining debt. This trick works with or without outstanding
balance in your Facebook Ads Manager account.
The Problem:
[1] I tried Facebook Ads Manager for my blog. I wanted to promote the blog in my area and
elsewhere in the Philippines.
[2] Facebook asked for billings details, including the payment method.
[3] I entered my credit card details.
[4] I found out that there's something wrong with Facebook Ads, i.e., it does not show
accurate details of clicks.
[5] I discovered this when I compared the pageviews report of Google Blogger and the
clicks report of Facebook Ads Manager.
[6] I stopped the running and delivery of all my ads campaigns due this apparent problem
with Facebook Ads Manager.
[7] I tried removing my billing and payment details (payment method [credit card]) but it did
not work.
[8] Facebook told me that my payment method details cannot be removed as of yet since it
still has to review if there are remaining debts/issues that have yet to be resolved.
*Don't worry if you have remaining debt. This trick works with or without outstanding
balance in your Facebook Ads Manager account.
[9] I was not able to remove my credit card payment details on the Ads Manager (Billing
Details/Tools) even though I waited for more than 1 month.
The Solution:
Please following the following steps carefully.
[Step 1] Make sure "Login Approvals" are activated.

Settings>Security>"Require a security code to access my
account from unknown browsers">Save
[Step 2] Logout of your Facebook account.
[Step 3] Try to login using your facebook

username/email but with a wrong password for at
least 3 times.
[Step 4] Login using the correct password.
[Step 5] Upon logging in successfully, Facebook will

show a security tool that will help you determine if you
were subjected to cyber hacking activities.
[Step 6] Answer that you do not know who tried to log

your account in with a wrong password.
[Step 7] The security tool will help you change your

password.
[Step 8] After changing your password, it will ask you
to delete/undo certain changes on your Facebook
account.
[Step 9] It will ask you to choose between "Timeline

[?]" and "Billing Details."
[Step 10] Choose "Billing Details."
[Step 11] Remove your credit card payment details.

And, you're done.
Top 100 (Part II) Questions on Professional

Education (Free BLEPT/LET Review)
1. Which assumption underlies the teacher's use of performance
objectives?
A. Not every form of learning is observable.

B. Performance objectives assure learning.
C. Learning is defined as a change in the learner's observable
performance.
D. The success of learner is based on teacher performance.
2. In the parlance of test construction what does TOS mean?
A. Table of Specifics
B. Table of Specifications
C. Table of Specific Test Items
D. Team of Specifications
3. A student passes a research report poorly written but ornately

presented in a folder to make up for the poor quality of the book
report content. Which Filipino trait does this practice prove?
Emphasis on __________.
A. art over academics
B. substance overporma
C. art over science
D. pormaover substance
4. In a criterion-referenced testing, what must you do to ensure

that your test is fair?
A. Make all of the questions true or false.

B. Ask each student to contribute one question.
C. Make twenty questions but ask the students to answer only ten of their
choice.
D. Use the objectives for the units as guide in your test construction.
5. Which does Noam Chomsky, assert about language learning for

children?
I. Young children learn and apply grammatical rules and

vocabulary as they are exposed to them.
II. Begin formal teaching of grammatical rules to children as early
as possible.
III. Do not require initial formal language teaching for children.
A. I and III
B. II only
C. I only
D. I and II
6. Which Filipino trait works against the shift in teacher's role

from teacher as a fountain of information to teacher as
facilitator?
A. Authoritativeness
B. Authoritarianism
C. Hiya
D. Pakikisama
7. If a teacher plans a constructivist lesson, what will he most

likely do? Plan how he can
A. do evaluate his students' work

B. do reciprocal teaching
C. lecture to his students
D. engage his students in convergent thinking
8. Who among the following needs less verbal counseling but

needs more concrete and operational forms of assistance? The
child who __________.
A. has mental retardation

B. has attention-deficit disorder
C. has learning disability
D. has conduct disorder
9. How would you select the most fit in government positions?

Applying Confucius teachings, which would be the answer?
A. By course accreditation of an accrediting body

B. By merit system and course accreditation
C. By merit system
D. By government examinations
10. Which types of play is most characteristic of a four to six-year

old child?
A. Solitary and onlooker plays

B. Associative and coooperative plays
C. Associative and onlooker plays
D. Cooperative and solitary plays
11. A teacher's summary of a lesson serves the following

functions, EXCEPT
A. it links the parts of the lesson

B. lt brings together the information that has been discussed
C. it makes provisions for full participation of students.
D. it clinches the basic ideas or concepts of the lesson.
12. All of the following describe the development of children aged

eleven to thirteen EXCEPT __________.
A. they shift from impulsivity to adaptive ability

B. sex differences in IQ becomes more evident
C. they exhibit increase objectivity in thinking
D. they show abstract thinking and judgement
13. Teacher T taught a lesson denoting ownership by means of

possessives. He first introduced the rule, then gave examples,
followed by class exercises, then back to the rule before he
moved into the second rule. Which presenting technique did he
use?
A. Combinatorial
B. Comparative
C. Part-whole
D. Sequence
14. "In the light of the facts presented, what is most likely to
happen when ... ?" is a sample thought question on
A. inferring
B. generalizing
C. synthesizing
D. justifying
15. Teacher E discussed how electricity flows through wires and

what generates the electric charge. Then she gave the students
wires, bulbs, switches, and dry cells and told the class to create a
circuit that will increase the brightness of each bulb. Which one
best describes the approach used?
A. It used a taxonomy of basic thinking skills

B. It was contructivist
C. It helped students understand scientific methodolgy
D. It used cooperative learning
16. Teacher B uses the direct instruction strategy. Which

sequence of steps will she follow?
I. Independent practice
II. Feedback and correctiveness
III. Guided student practice
IV. Presenting and structuring
V. Reviewing the previous day's work
A. V-II-IV-III-I
B. III-II-IV-I-V
C. V-lV-III-II-I
D. I-V-II-III-IV
17. Which are direct measures of competence?
A. Personality tests
B. Performance tests
C. Paper-and-pencil tests
D. Standardized test
18. Under which program were students who were not

accommodated in public elementary and secondary schools
because of lack of classroom, teachers, and instructional
materials, were enrolled in private schools in their respective
communities at the government's expense?
A. Government Assistance Program

B. Study Now-Pay Later
C. Educational Service Contract System
D. National Scholarship Program
19. Which activity should a teacher have more for his students if
he wants them to develop logical-mathematical thinking?
A. Problem solving
B. Choral reading
C. Drama
D. Storytelling
20. An effective classroom manager uses low-profile classroom

control. Which is a low-profile classroom technique?
A. Note to parents
B. After-school detention
C. Withdrawal of privileges
D. Raising the pitch of the voice
21. Your teacher is of the opinion that the world and everything
in it are ever changing and so teaches you the skill to cope with
change. What is his governing philosophy?
A. Idealism
B. Existentialism
C. Experimentalism
D. Realism
22. To come closer to the truth we need to go back to the things

themselves.This is the advice of the
A. behaviorists
B. phenomenologists
C. idealists
D. pragmatists
23. Test norms are established in order to have a basis for

__________.
A. establishing learning goals

B. interpreting test results
C. computing grades
D. identifying pupils' difficulties
24. A stitch on time saves nine, so goes the adage.. Applied to

classroom management, this means that we __________
A. may not occupy ourselves with disruptions which are worth ignoring
because they are minor
B. must be reactive in our approach to discipline
C. have to Jesolve minor disruptions before they are out of control
D. may apply 9 rules out of 10 consistently
25. Which criterion should guide a teacher in the choice of

instructional devices?
A. Attractiveness
B. Cost
C. Novelty
D. Appropriateness
26. Based on Piaget's theory, what should a teacher provide for

children in the sensorimotor stage?
A. Games and other physical activities to develop motor skill.

B. Learning activities that involve problems of classification and ordering.
C. Activities for hypothesis formulation.
D. Stimulating environment with ample objects to play with.
27. Who among the following puts more emphasis on core

requirements, longer school day, longer academic year and more
challenging textbooks?
A. Perennialist
B. Essentialist
C. Progressivist
D. Existentialist
28. The search for related literature by accessing several

databases by the use of a telephone line to connect a computer
library with other computers that have database is termed
__________.
A. compact disc search

B. manual search
C. on-line search
D. computer search
29. With synthesizing skills in mind, which has the highest

diagnostic value?
A. Essay test
B. Performance test
C. Completion test
D. Multiple choice test
30. Based on Piaget's theory, what should a teacher provide for

children in the concrete operational stage?
A. Activities for hypothesis formulation.

B. Learning activities that involve problems of classification and ordering.
C. Games and other physical activities to develop motor skills.
D. Stimulating environment with ample objects to play with.
31. Read the following then answer the question:
TEACHER: IN WHAT WAYS OTHER THAN THE PERIODIC TABLE

MIGHT WE PREDICT THE UNDISCOVERED ELEMENTS?
BOBBY: WE COULD GO TO THE MOON AND SEE IF THERE ARE

SOME ELEMENTS THERE WE DON'T HAVE.
BETTY: WE COULD DIG DOWN TO THE CENTER OF THE EARTH AND

SEE IF WE FIND ANY OF THE MISSING ELEMENTS.
RICKY: WE COULD STUDY DEBRIS FROM THE METEORITES IF WE

CAN FIND ANY.
TEACHER: THOSE ARE ALL GOOD ANSWERS BUT WHAT IF THOSE,

EXCURSIONS TO THE MOON, TO THE CENTER OF THE EARTH, OR
TO FIND METEORITES WERE TOO COSTLY AND TIME CONSUMING?
HOW MIGHT WE USE THE ELEMENTS WE ALREADY HAVE HERE ON
EARTH TO FIND SOME NEW ONES?
Question: Which questioning strategy/ies does/do the exchange

of thoughts above illustrate?
A. Funneling
B. Sowing and reaping
C. Nose-dive
D. Extending and lifting
32. Which is NOT a sound purpose for asking questions?
A. To probe deeper after an answer is given.

B. To discipline a bully in class.
C. To remind students of a procedure.
D. To encourage self-reflection.
33. The main purpose of compulsory study of the Constitution is

to __________
A. develop students into responsible, thinking citizens

B. acquaint students with the historical development of the Philippine
Constitution
C. make constitutional experts of the students
D. prepare students for law-making
34. A child who gets punished for stealing candy may not steal
again immediately. But this does not mean that the child may not
steal again. Based on Thorndike's theory on punishment and
learning, this shows that __________
A. punishment strengthens a response

B. punishment removes a response
C. punishment does not remove a response
D. punishment weakens a response
35. As a teacher, you are a reconstructionist. Which among these

will be your guiding principle?
A. I must teach the child every knowledge, skill, and value that he needs
for a better future.
B. I must teach the child to develop his mental powers to the full.
C. I must teach the child so he is assured of heaven.
D. I must teach the child that we can never have real knowledge of
anything.
36. How can you exhibit expert power on the first day of school?
A. By making them feel you know what you are talking about.
B. By making them realize the importance of good grades.
C. By reminding them your students your authority over them again and
again.
D. By giving your students a sense of belonging and acceptance.
37. A sixth grade twelve-year old boy comes from a dysfunctional

family and has been abused and neglected. He has been to two
orphanages and three different elementary schools. The student
can decode on the second grade level, but he can comprehend
orally material at the fourth or fifth grade level. The most
probable cause/s of this student's reading problem is/are
__________.
A. emotional factors
B. poor teaching
C. neurological factors
D. immaturity
38. Teacher Q does not want Teacher B to be promoted and so

writes an anonymous letter against Teacher B accusing her of
fabricated lies Teacher Q mails this anonymous letter to the
Schools Division Superintendent. What should Teacher Q do if she
has to act professionally?
A. Submit a signed justifiable criticism against Teacher B, if there is any.

B. Go straight to the Schools Division Superintendent and gives criticism
verbally.
C. Hire a group to distribute poison letters against Teacher B for
information dissemination.
D. Instigate student activists to read poison letters over the microphone.
39. In self-directed learning, to what extent should a teacher's

scaffolding be?
A. To a degree the student needs it.

B. None, to force the student to learn by himself.
C. To the minimum, to speed up development of student's sense of
independence.
D. To the maximum, in order to extend to the student all the help he
needs.
40. If your Licensure Examination Test (LET) items sample

adequately the competencies listed in the syllabi, it can be said
that the LET possesses __________ validity.
A. concurrent
B. construct
C. content
D. predictive
41. Which guideline must be observed in the use of prompting to

shape the correct performance of your students?
A. Use the least intrusive prompt first.

B. Use all prompts available.
C. Use the most intrusive prompt first.
D. Refrain from using prompts.
42. It is not wise to laugh at a two-year old child when he utters

bad word because in his stage he is learning to __________.
A. consider other's views

B. distinguish sex differences
C. socialize
D. distinguish right from wrong
43. In a treatment for alcoholism, Ramil was made to drink an

alcoholic beverage and then made to ingest a drug that produces
nausea. Eventually, he was nauseated at the sight and smell of
alcohol and stopped drinking alcohol. Which theory explains this?
A. Operant conditioning
B. Social Learning Theory
C. Associative Learning
D. Attribution Theory
44. Which is a true foundation of the social order?
A. Obedient citizenry
B. The reciprocation of rights and duties
C. Strong political leadership
D. Equitable distribution of wealth
45. As a teacher, what do you do when you engage yourself in

major task analysis?
A. Test if learning reached higher level thinking skills.

B. Breakdown a complex task into sub-skills.
C. Determine the level of thinking involved.
D. Revise lesson objectives.
46. In instructional planning it is necessary that the parts of the

plan from the first to the last have __________.
A. clarity
B. symmetry
C. coherence
D. conciseness
47. In a study conducted, the pupils were asked which nationality

they preferred, if given a choice. Majority of the pupils wanted to
be Americans. In this case, in which obligation relative to the
state, do schools seem to be failing? In their obligation to
__________.
A. respect for all duly constituted authorities
B. promote national pride
C. promote obedience to the laws of the state
D. instill allegiance to the Constitution
48. The best way for a guidance counselor to begin to develop

study skills and habits in underachieving student would be to
__________.
A. have these underachieving students observe the study habits of

excelling students
B. encourage students to talk about study habits from their own
experiences
C. have them view film strips about various study approaches
D. give out a list of effective study approaches
49. What is most likely to happen to our economy when export

continuously surpasses importis a thought question on __________.
A. creating
B. relating cause-and-effect
C. synthesizing
D. predicting
50. Direct instruction is for facts, rules, and actions as indirect

instruction is for __________, __________, __________.
A. hypotheses, verified data and conclusions

B. concepts, patterns and abstractions
C. concepts, processes and generalizations
D. guesses, data and conclusions
51. Why should a teacher NOT use direct instruction all the time?
A. It requires much time.

B. It requires use of many supplementary materials.
C. It is generally effective only in the teaching of concepts and
abstractions.
D. It reduces students engagement in learning.
52. The principle of individual differences requires teachers to

__________.
A. give greater attention to gifted learners

B. provide for a variety of learning activities
C. treat all learners alike while in the classroom
D. prepare modules for slow learners in class
53. Which questioning practice promotes more class interaction?
A. Asking the question before calling on a student.

B. Focusing on divergent question
C. Focusing on convergent questions.
D. Asking rhetorical questions.
54. Teacher F wanted to teach the pupils the skill to do cross

stitching. Her check up quiz was a written test on the steps of
cross stitching. Which characteristic of a good test does it lack?
A. Scorability
B. Reliability
C. Objectivity
D. Validity
55. The attention to the development of a deep respect and

affection for our rich cultural past is an influence of __________.
A. Confucius
B. Hegel
C. Teilhard de Chardin
D. Dewey
56. How can you exhibit legitimate power on the first day of
school?
A. By making your students feel they are accepted for who they are.
B. By informing them you are allowed to act in loco parentis.
C. By making them realize the importance of good grades.
D. By making them feel you have mastery of subject matter.
57. Study this group of tests which was administered with the
following results, then answer the question.
Subject Mean SD Ronnels' Score
Math 56 10 43
Physics 41 9 31
English 80 16 109
In which subject(s) did Ronnel perform most poorly in relation to

the group's performance?
A. English
B. English and Math
C. Math
D. Physics
58. Which holds true to standardized tests?
A. They are used for comparative purposes

B. They are administered differently
C. They are scored according to different standards
D. They are used for assigning grades
59. Study this group of tests which was administered with the
following results, then answer the question.
Subject Mean SD Ronnels' Score

Math 56 10 43
Physics 41 9 31
English 80 16 109
In which subject(s) were the scores most homogenous?
A. Math
B. English
C. Physics
D. Physics and Math
60. What can be said of Peter who obtained a score of 75 in a

Grammar objective test?
A. He answered 75 items in the test correctly.

B. He answered 75% of the test items correctly.
C. His rating is 75.
D. He performed better than 5% of his classmates.
61. Quiz is to formative test while periodic is to __________
A. criterion-reference test
B. summative test
C. norm-reference test
D. diagnostic test
62. Which applies when skewness is zero?
A. Mean is greater than the median

B. Median is greater than mean
C. Scores have three modes
D. Scores are normally distributed
63. Value clarification as a strategy in Values Education classes is

anchored on which philosophy?
A. Existentialism
B. Christian philosophy
C. Idealism
D. Hedonism
64. Out of 3 distracters in a multiple choice test item, namely B,

C, and D, no pupil chose D as answer. This implies that D is
__________
A. an ineffective distracter
B. a vague distracter
C. an effective distracter
D. a plausible distracter
65. All men are pretty much alike. It is only by custom that they
are set apart, said one Oriental philosopher. Where can this
thought be most inspiring?
A. In a multi-cultural group of learners

B. In multi-cultural and heterogeneous groups of learners and indigenous
peoples' group
C. In a class composed of indigenous peoples
D. In heterogeneous class of learners
66. Which group of philosophers maintain thattruth exists in an
objective order that is independent of the knower?
A. Idealists
B. Pragmatists
C. Existentialists
D. Realists
67. Each teacher is said to be a trustee of the cultural and

educational heritage of the nation and is, under obligation to
transmit to learners such heritage. Which practice makes him
fulfill such obligation?
A. Use the latest instructional technology.

B. Observe continuing professional education.
C. Use interactive teaching strategies.
D. Study the life of Filipino heroes.
68. Teacher B engages her students with information for

thorough understanding for meaning and for competent
application. Which principle governs Teacher B's practice?
A. Contructivist
B. Gestalt
C. Behaviorist
D. Cognitivist
69. In which competency do my students find the greatest

difficulty? In the item with a difficulty index of __________.
A. 0.1
B. 0.9
C. 0.5
D. 1.0
70. Rights and duties are correlative. This means that __________.
A. rights and duties regulate the relationship of men in society

B. rights and duties arise from natural law
C. each right carries with it one or several corresponding duties
D. rights and duties ultimately come from God
71. Which describes norm-referenced grading?
A. The performance of the group

B. What constitutes a perfect score
C. The students' past performance
D. An absolute standard
72. Teacher U teaches to his pupils that pleasure is not the

highest good. Teacher's teaching is against what philosophy?
A. Realism
B. Hedonism
C. Epicureanism
D. Empiricism
73. Standard deviation is to variability as mode to __________.
A. level of difficulty
B. discrimination
C. correlation
D. central tendency
74. Which test has broad sampling of topics as strength?
A. Objective test
B. Short answer test
C. Essay test
D. Problem type
75. I combined several subject areas in order to focus on a single

concept for inter-disciplinary teaching. Which strategy/method
did I use?
A. Problem-entered learning
B. Thematic instruction
C. Reading-writing activity
D. Unit method
76. Which teaching activity is founded on Bandura's Social

Learning Theory?
A. Lecturing
B. Modeling
C. Questioning
D. Inductive Reasoning
77. For which may you use the direct instruction method?
A. Become aware of the pollutants around us.

B. Appreciate Milton's Paradise Lost.
C. Use a microscope properly.
78. We encounter people whose prayer goes like this: "O God, if
there is a God; save my soul, if I have a soul" From whom is this
prayer?
A. Stoic
B. Empiricist
C. Agnostic
D. Skeptic
79. What measure of central tendency does the number 16

represent in the following data: 14, 15, 17, 16, 19, 20, 16, 14, 16?
A. Mode
B. Median
C. Mode and median
D. Mean
80. Availment of the Philippine Education Placement Test (PEPT)

for adults and out-of-school youths is in support of the
goverriment'S educational program towards __________.
A. equitable access
B. quality
C. quality and relevance
D. relevance
81. Which one can best evaluate students' attitudinal

development?
A. Essay test
B. Portfolio
C. Observation
D. Short answer test
82. Which is a form of direct instruction?
A. Discovery process
B. Problem solving
C. Programmed instruction
D. Inductive reasoning
83. History books used in schools are replete with events

portraying defeats and weaknesses of the Filipino as a people.
How should you tackle them in the classroom?
A. Present them and express your feelings of shame.

B. Present facts and use them as means in inspiring your class to learn
from them.
C. Present them and blame those people responsible or those who have
contributed.
D. Present them as they are presented,and tell the class to accept reality.
84. Standard deviation is to variability as mean is to __________.
A. coefficient of correlation
B. central tendency
C. discrimination index
D. level of difficulty
85. A mother gives his boy his favorite snack everytime the boy
cleans up his room. Afterwards, the boy cleaned his room
everyday in anticipation of the snack. Which theory is illustrated?
A. Associative Learning
B. Classical Conditioning
C. Operant Conditioning
D. Pavlonian Conditioning
86. Bruner's theory on intellectual development moves from

enactive to iconic and symbolic stages. In which stage(s) are
diagrams helpful to accompany verbal information?
A. Enactive and iconic

B. Symbolic
C. Symbolic and enactive
D. Iconic
87. Teacher A discovered that his pupils are very good in

dramatizing. Which tool must have helped him discover his pupils'
strength?
A. Portfolio assessment
B. Performance test
C. Journal entry
D. Paper-and-pencil test
88. Which one can enhance the comparability of grades?
A. Using common conversion table for translating test scores in to ratings

B. Formulating tests that vary from one teacher to another
C. Allowing individual teachers to determine factors for rating
D. Individual teachers giving weights to factors considered for rating
89. In the Preamble of the Code of Ethics of Professional

Teachers, which is NOT said of teachers?
A. LET passers
B. Duly licensed professionals
C. Possess dignity and reputation
D. With high-moral values as well as technical and professional
competence
90. Which is the first step in planning an achievement test?
A. Define the instructional objective.

B. Decide on the length of the test.
C. Select the type of test items to use.
D. Build a table of specification.
91. A teacher who equates authority with power does NOT

__________.
A. shame
B. develop self-respect in every pupil
C. retaliate
D. intimidate
92. Which is a major advantage of a curriculum-based

assessment?
A. It is informal in nature.
B. It connects testing with teaching.
C. It tends to focus on anecdotal information on student progress.
D. It is based on a norm-referenced measurement model.
93. Which does NOT belong to the group of alternative learning

systems?
A. Multi-grade grouping
B. Multi-age grouping
C. Graded education
D. Non-graded grouping
94. Theft of school equipment like tv, computer, etc. by teenagers

in the community itself is becoming a common phenomenon.
What does this incident signify?
A. Prevalence of poverty in the community.

B. Inability of school to hire security guards.
C. Deprivation of Filipino schools.
D. Community's lack of sense of co-ownership.
95. Which can effectively measure students' awareness of values?
A. Projective techniques
B. Moral dilemma
C. Likert scales
D. Anecdotal record
96. Based on Edgar Dale's Cone of Experience, which activity is

closest to the real thing?
A. View images
B. Attend exhibit
C. Watch a demo
D. Hear
97. Teacher B is a teacher of English as a Second Language. She
uses vocabulary cards, fill-in-the-blank sentences, dictation and
writing exercises in teaching a lesson about grocery shopping.
Based on this information, which of the following is a valid
conclusion?
A. The teacher is reinforcing learning by giving the same information in, a

variety of methods.
B. The teacher is applying Bloom's hierachy of cognitive learning.
C. The teacher wants to do less talk.
D. The teacher is emphasizing listening and speaking skills.
98. Helping in the development of graduates who aremaka-

Diyosis an influence of
A. naturalistic morality
B. classical Christian morality
C. situational morality
D. dialectical morality
99. From whom do we owe the theory of deductive interference

as illustrated in syllogisms?
A. Plato
B. Scorates
C. Aristotle
D. Pythagoras
100. Studies in the areas of neurosciences disclosed that the

human brain has limitless capacity. What does this imply?
A. Some pupils are admittedly not capable of learning.

B. Every pupil has his own native ability and his learning is limited to this
nativeabilty.
C. Every child is a potential genius.
D. Pupils can possibly reach a point where they have learned everything.
1. Who was the first to translate Jose Rizal's Mi Ultimo Adios to Tagalog?
A. Jose Gatmaitan
B. Apolinario Mabini
C. Andres Bonifacio
D. Jose Corazon de Jesus
The answer for item #1 is A -- Jose Gatmaitan.
Here is the first line of Jose Gatmaitan's translation of Mi Ultimo Adios, entitled "Huling
Paalam":
"Hulíng Paalam"
Paalam, sintang lupang tinubuan,

bayang masagana sa init ng araw,
Edeng maligaya sa ami’y pumanaw,
at perlas ng dagat sa dakong Silangan.
2. He constructed the lyrics of the Philippine National Anthem.
A. Andres Bonifacio
B. Graciano Lopez Jaena
C. Marcelo H. del Pilar
D. Jose Palma
The answer for this item is D -- Jose Palma. Let's summarize the history of the Philippine
National Anthem:
Juan Felipe composed the tune of the anthem under the name "Marcha Filipino Magdalo,"
which was later renamed to "Marcha Nacional Filipina." Jose Palma wrote the first original,
Spanish version entitled "Filipinas."
In 1919, one of greatest poets, Paz Marquez Benitez, the author of Dead Stars, constructed
an English version entitle "Land of the Morning." In 1956 the Surian ng Wikang Pambansa
or the Institute of National language composed the current Filipino version, "Lupang
Hinirang."
3. What is the country song of the people of Pampanga?
A. Pamulinawen
B. Ati Cu Pung Singsing
C. Dandansoy
D. Leron Leron Sinta
The answer for this item is letter B -- Ati Cu Pung Singsing. This song, when translated to
English, means "I once had a ring." It's a Kapampangan song, a ballad, in fact, relating a
story about a person who lost his ring when he thought he hid it in a chest. At the end of the
song, he promises to worship anyone who can bring his ring back to him.
Pamulinawen is an Ilocano song, Dandansoy is a Visayan song and finally, Leron Leron
Sinta is a Tagalog song.
4. This is a story in poem-form which includes the the adventures, life and heroism of
the main character who possesses extraordinary skills and unusual characteristics.
A. Bugtong
B. Alamat
C. Epiko
D. Awit
The answer for this item is letter C -- Epiko. Epiko is a Fililpino term for epic.
Alamat is what we call in English "legend." Legends are fictitious stories believed to have
happened, which explain the existence or occurrence of someone or something. An
example of an alamat in Tagalog mythology is Mariang Makiling.
Bugtong, in English, is "riddle." Riddles are short oral-puzzles. An example of a Tagalog

alamat is "Isang bangin, puno ng patalim." [A well full of knives].
Awit is a Filipino term for song. However, the term awit can also refer to one of the two
types of metrical romances -- awit and korido. Awit refers to a metrical story, usually sung to
the accompaniment of a guitar, in fandango style. On the other hand, 'koridos' or 'corridos,'
as Philippine romances are generally called, are heavily influenced by foreign literature.
They were the most popular among the Spanish colonial literary forms. They are of uniform
stanza pattern -- mono-riming and assonant quatrain -- and vary in length, from a few
hundred to several thousand lines. It must also be pointed out that korido deals with events
and happenings.
5. During Japanese colonization, Filipinos faced many trials and tribulations. One of
these is _.
A. Fall of Corregidor
B. Fall of Bataan
C. Landing in Leyte
D. Death March
The answer for this item is letter D -- Death March.
The Death March, which began on April 9, 1942, was the forcible transfer by the Imperial
Japanese Army of 60,000-80,000 Filipino and American prisoners of war after the three-
month Battle of Bataan in the Philippines during World War II. In Japanese, this is called
Batān Shi no Kōshin. All told, approximately 2,500–10,000 Filipino and 100-650 American
prisoners of war died before they could reach their destination at Camp O'Donnell.
The 128 km (80 mi) march was characterized by wide-ranging physical abuse and murder,
and resulted in very high fatalities inflicted upon prisoners and civilians alike by the
Japanese Army, and was later judged by an Allied military commission to be a Japanese
war crime.
Letter A cannot be the answer since the Fall of Corregidor was only the part of history when
Lt. Jonathan Wainwright was forced to surrender the troops on Corregidor and the other
three fortified islands.
Letter be cannot be the answer because the Fall of Corregidor is, in itself, the same as the
Fall of Bataan. Bataan is a province within which Corregidor lies.
Landing in Leyte, letter C, cannot be the answer because it refers to the coming of General
Douglas Arthur McArthur in the Leyte on Oktubre 20, 1944. This is a fulfillment of his
promise, "I shall return," before he went Australia from Corregidor with the behest of the
then-President Franklin Roosevelt.
Here's a timeline one should remember:
Fall of Corregidor (April 9, 1942)

Death March (April 9, 1942)
Landing in Leyte (Oktubre 20, 1944)

Labels: Sample Tests

Part 3
1. The words "inadequate," "disembark," "uneducated" and "illegitimate" have
prefixes that are:
A. POSITIVE
B. COMMON
C. NEGATIVE
D. NEUTRAL
The answer for this item is letter C -- Negative.
Yes, it is tempting to answer letter B -- common -- because the words are, indeed, common.
(They are all negative.) However, to answer that general idea only disregards the specific
fact that they are negative.
TEST TAKING SKILLS: Always prefer specific descriptions over general descriptions,
especially when the specific description is logically under the general description.
TEST TAKING SKILLS: If there are two opposite choices, one of them is the correct
answer.
2. Which does not belong?
A. ASSUMPTION
B. SUMMARY
C. SYNTHESIS
D. GENERALIZATION
The answer for this item is letter A -- Assumption.
Generalization, summary and synthesis are all methods of producing or creating a

composition. Assupmtion is just a guess or a hypothesis.
3. Which of the following does not belong?
A. FAHRENHEIT
B. CENTIGRADE
C. CELSIUS
D. METER
The answer for this is, obviously, letter D -- Meter.
Choices A, B and C are temperature-related terms. Meter, on the other hand, is a distance-
related term.
4. "Blessed are __ poor."
A. YOU
B. THEY
C. THE
D. THOSE
The answer is letter C -- The.
The article the, when attached to a positive-degree adjective, makes a collective noun. The
phrase "the poor" means "all those who are poor at the time being." The other choices are
completely irrelevant.
5. What do you mean when you say "Please try to put your finger in the pie."
A. PLEASE TRY TO TASTE THE PIE BY DIPPING YOUR FINGER.

B. PLEASE TRY TO PARTICIPATE IN THE GROUP.
C. PLEASE TRY TO JOIN THE GROUP.
D. PLEASE TRY TO SUPPORT THE GROUP.
The answer for this is to participate -- letter B.
The closest distractor is letter D -- to support. However, supporting something does not
directly and actually mean participating in it.

Part 4
1. Drafting is considered as the universal language of?
A. Artistry
B. Humanity
C. Industry
D. Pottery
The answer for this item is C -- Drafting is considered as the universal language of industry.
Of course, you can immediately cross out letter D. Pottery does not make use of drafting.
On the other hand, the other two choices -- artistry and humanity -- are very broad ideas;
even drafting and pottery are under them. Drafting is known to be the universal language of
industry because it is a form of communication that is very technical and very exact. It
drives economic activities in all phases of the society.
TEST-TAKING SKILL: Immediately cross out very broad ideas.
2. If a drawing is generally made without the aid of any instrument, it is classified as

_.
A. An orthographic drawing
B. An isometric drawing
C. A freehand drawing
D. An axonometric drawing
The answer for this item is letter C -- A freehand drawing.
Freehand drawing refers to the method of drawing in which the artist completes the piece
without the help of any instrument.
Letter A -- orthographic drawing -- cannot be the answer since it refers to the phenomena of
projecting three-dimensional images in a two-dimensional medium. Isometric drawing is
related to orthographic drawing in that it also is the projection of three-dimensional objects
in a two-dimensional plane. However, the only difference between the two is that
orthographic drawing is art in itself while isometric drawing is a method of clarification using
labels (for planning, etc.). Finally, axonometric drawing is a three-dimensional projection
used to create a pictorial drawing of an object, where the object is rotated along one or
more of its axes relative to the plane of projection.
3. The solidity of this object is shown by gradual darkening of its particular portions.
What process was used?
A. Darkening
B. Shading
C. Shadowing
D. Lighting
The question already contains a clue that the answer is letter A -- Darkening.
Darkening is the method of showing an object's solidity by the use of gradual strokes that
darken its portions. Shading, on the other hand, is the technique of showing the object's
depth by darkening the portions around it. Lighting and shadowing are by-products of
darkening and shading.
4. One of the best practices of good draftsman is never to letter without what?
A. Guidelines
B. Pencil
C. Lettering pens
D. Ink
The answer is obviously letter A -- Guidelines.
One can still letter with the use of B, C and D. Also, there's nothing wrong about not using
any of them because there are alternatives to serve the same purpose. However, there is
no other alternative, in manual lettering, for accuracy, than guidelines.
5. The lightest or the finest line that represents the axis or center of objects with
symmetrical shapes is know as what?
A. EXTENSION LINE
B. CENTER LINE
C. VISIBLE LINE
D. CUTTING PLANE LINE
The answer for this item is letter B -- Center line.
The clue in the question is the word "symmetrical." In a symmetry, the center separates the
two parts of an object in congruent halves.
To have letter C as an answer is vague since visible lines are the heaviest and the most
obvious lines in a draft.


Part 5
RATIONALIZATIONS.
4. Which of the following is the best question form for the statement,"The kidnappers
wanted to surrender."
A. The kidnappers wanted to surrender, didn't they?

B. The kidnappers wanted to surrender, don't they?
C. The kidnappers surrender, did they?
D. What did the kidnappers surrender?
5. The government should work for a total ban ___ of marijuana in our town.
A. On the use of
B. By the use of
C. On using
D. With the use
6. Which of the following words is pronounced with ð?
A. Throw
B. Than
C. Wrath
D. Nothing


Part 6
1. Sound is produced by the vibration of a body and as the vibration becomes faster,
the pitch normally _.
A. Remains the same

B. Becomes higher
C. Becomes lower
D. None of the above.
The answer for this item is letter B -- the pitch normally becomes higher.
Imagine a guitar. The pitch is higher for thinner strings. This is because thinner strings
vibrate faster than thicker strings. This is a consequence of their weight.
TEST TAKING SKILL: Choices B and C are opposite; therefore, between them is the
correct answer. Disregard A and D for this instance because of the opposite choices.
Choice D is an obvious dummy because there are only three possibilities and other than the
three, nothing else can happen to a pitch.
Remember, a pitch is the highness and lowness of a tone.
2. A French horn was developed by the French kings for elaborate hunting calls.
French horn is under _.
A. Percussion group
B. Rondalla
C. Woodwind group
D. Brasswind group
The answer for this item is letter d – brasswind group. The French horn belongs to the
brasswind group.
Brasswind instruments are called that because they are USUALLY made of brass and
metal. Brasswind instruments are basically tubular and they produce different pitches by the
use of slides, valves, crooks and keys.
Brasswind and woodwind instruments have similarities. They are both played by being
blown and they are usually tubular.
The differences between them are as follows. (1) Brasswind instruments only amplify the
vibration created by the player’s blow; woodwind instruments have reeds that convert the air
into vibrations (except for flutes). (2) Brasswind instruments change their pitch by the
change of the length of the tube; woodwind instruments, on the other hand, change their
pitch by the change of where the air escapes from the instrument.
Here are examples of brasswind instruments: trumpets, French horns, baritone horns,
euphoniums, tubas, cornets, piccolo trumpets, alto horns and trombones. Now, we have
examples of woodwind instruments: flutes, hornpipes, saxophones, clarinets, oboes and
bassoon.
The French horn does not belong to the percussion group since percussion instruments are
musical instruments that are sounded by bring struck or scraped by a beater, by hand or by
the similar instrument. The most popular example of a percussion instrument struck by a
beater is the drum set. Examples of hand percussions are the triangle, maracas, sticks,
xylophones and the tambourine. Cymbals, on the other hand, are the most familiar example
for percussion instruments that are sounded by being struck against the same instrument.
Finally, Rondalla is an ensemble of stringed instruments. The Rondalla basically has the
following instruments: banduria, the laud, the octavina, the guitar and the bass-guitar.
3. Enables us to distinguish between sounds of various instruments and voice levels.
A. Pitch
B. Tone
C. Timbre
D. Intensity
Letter c – timbre – is the answer for number 3.
Timbre is defined as the character or quality of a musical sound or voice as distinct from its
pitch and intensity. Pitch is the highness or lowness of a sound while intensity is the
loudness or quietness of a sound or also known stress or dynamics.
Anyone who knows this definition will easily cut down the choices into two: tone or timbre.
Tone, on the other hand, can be defined as the overall quality of a sound but is generally
known as a step in the musical scale.
4. The letter name of the fourth space of a staff (treble staff) is __.
A. F
B. A
C. C
D. E
The answer for this item is letter d – E.
Basically there are two staffs in a musical notation: the treble and the bass staff. The treble
staff is the upper staff and the bass staff, the lower. The treble staff is represented by a G-
clef and the bass staff is represented by an F-clef.
The mnemonics for the spaces in the treble staff is FACE. For the lines in the treble staff, it
is EGBDF (Every Good Boy Does Fine). For the bass staff, the mnemonics for the spaces is
ACEG (All Cows Eat Grass) and for the lines, GBDFA (Good Bikes Don’t Fall Apart).
5. A higher register, male voice
A. Bass
B. Alto
C. Soprano
D. Tenor
For this item, the answer should be letter d – tenor. There are generally two types of male
voice and the female voice. The male voice generally has four registers: the bass (the
lowest), the baritone (between the lowest and the highest), the tenor (one of the highest)
and the countertenor (one of the highest; in range with contralto). The female voice, on the
other hand, has three registers: the contralto (also known as alto; lowest), the mezzo-
soprano (between the lowest and the highest) and the soprano (the highest).


Part 7
RATIONALIZATIONS.
19. What does a skewed distribution mean?
A. The scores are normally distributed.

B. The mean and the median are equal.
C. The mode, the mean and the median are equal.
D. The scores are concentrated more at one end or the other end.
If a distribution of scores is normally distributed, it will not be skewed. This question talks
about skewed distributions. Therefore, option A - The scores are normally distributed - must
be eliminated.
We should bear in mind that there there are two types of skewed distributions - positively-
skewed distributions and negatively-skewed distributions. A positively-skewed distribution is
that where scores are more on the left side (low scores). A negatively-skewed distribution is
that where scores are more on the right side (high scores).
The answer if option D - The scores are concentrated more at one end or the other end.
20. What does not belong to the group?
A. Short-answer
B. Restricted-response
C. Completion
D. Multiple-Choice
Short-answer tests and restricted-response tests are actually kinds of essay tests. None
between A and B is the answer.
Completion is a supply-type test. So are short-answer and restricted response tests. There
are the tests where students are expected to provide the answer themselves.
A, B and C are supply-type tests. Option D - Multiple-Choice - is not a supply- but a select-
test. Therefore, D is the answer.
21. Which is a type of graph in which lines represent each score or set of scores?
A. Scattergram
B. Histogram
C. Frequency Polygon
D. Scatterplot
Scattergram and scatterplot are the same things. Eliminate options A and D.
Histogram is a kind of graphic representation, using, usually, vertical bars to show

frequencies of individual items. A frequency polygon is where midpoints of the interval of
corresponding rectangle in a histogram are joined together by straight lines. It gives a
polygon i.e. a figure with many angles


Part 8
RATIONALIZATIONS.
25. The teacher as well as her students ___ to attend the seminar on drug abuse.
A. Need
B. Needs
C. Have
D. Are
Remember the simple rule that the agreement between a subject and a verb is not affected
by intervening words. A prepositional phrase was used as intervening words in this item.
What is the subject here? The teacher. What is the number of the subject? Singular.
Therefore, the verb must also be singular.
The only singular verb among the options is B - Needs.
26. Scientists ___ evolution as a change within a period of time.

A. Defines
B. Define
C. Has defined
D. Is defining
If a statement is made to denote a factuality, it must be in the simple present tense. The
answer for this item is B - Define.
Although A - Defines - is also in the simple present tense, it cannot be the answer since it is
a singular verb. The subject is a plural noun; therefore, the verb must also be in the plural
form.
Option C - Has defined - is in the perfect present tense, which denotes completion and
perfection. Option D - Is defining - is in the progressive present tense, which denotes an
action taking place with continuity or at the present time.
27. A number of heinous crimes ___ recorded by the police since the start of this
year.
A. Have already been

B. Are already being
C. Has already been
D. Have already being
The expression "a number" does not affect the number of the subject, thus, having no effect
on the agreement between the subject and the verb. So, when we say "A number of guests
have arrived," we say so with grammatical accuracy.
On the other hand, when we say "The number of enrollees have increased," we are
committing a grave structural flaw since the expression "the number" affects the agreement
between the subject and the verb.
The answer is C - Has already been.
Option D - Have already being - is in itself structurally inconsistent. Why, because a

progressive verb to exist in any verb phrase, there must be a be-verb helping it. The proper
phrasing should have been "Has been being."


Part 9
RATIONALIZATIONS.
22. Is your office always busy? No. Rarely _____ so busy.
A. This place being

B. Is this place
C. This place is
D. Does this place
23. Where's your mom? She's in the backyard, ___ the dogs.
A. Shampooing
B. To shampooing
C. To shampoo
D. For shampooing
24. Did you paint your car by yourself? No, I _____ professionally.
A. Have done it
B. Had done it
C. Had it done
D. Had gone


Part 10
RATIONALIZATIONS.
19. Which ends with /d/?
A. Joked
B. Walked
C. Laughed
D. Played
20. Which words ends with /z/?
A. Maps
B. Jokes
C. Laughs
D. Buys
21. How long ___ Japanese?
A. Are you learning

B. Have you been learning
C. Do you learn
D. Have you learned


Part 11
RATIONALIZATIONS.
16. Which of the following is NOT voiced?
A. /f/
B. /b/
C. /v/
D. /d/
17. Which of the following does not belong?
A. Mean
B. Sheet
C. Cheap
D. Ship
18. What kind of day is it? It is a cold day! What word should receive the most
emphasis to answer the question?
A. Is
B. Cold
C. Day
D. This


Part 12
RATIONALIZATIONS.
13. Never GLOAT about anything. What does the emphasized word mean?
A. Scoff
B. Deride
C. Brag
D. Belittle
14. That is your assignment. In the preceding sentence, which word has to get more
emphasis to underline ownership?
A. That
B. Your
C. Is
D. Assignment
15. What a strange story! What is the pitch that the word "strange" should receive?
A. 3
B. 2
C. 4
D. 1

Part 13
16. The strongest disadvantage of the alternate-response type of test is _.
A. The demand for critical thinking

B. The absence of analysis
C. The encouragement of rote memory
D. The high possibility of guessing
Focus. You may learn a lot from this item.
The question demand a negative answer - "the strongest disadvantage." At first glance
alone, you can determine that option A - demand for critical thinking - is an advantage on
the part of the teacher.
So, we only have two more options to eliminate. Remember that an alternate-response test
requires the student to choose from two polar options. It may be "true or false," "yes or no,"
right or wrong," etc. This is why option B - absence of analysis - must immediately be
eliminated. Alternate-response test do demand analysis.
One more option to go and obviously, D - the high possibility of guessing - is the answer.
17. A class is composed of academically poor students. The distribution will more
likely be _.
A. Leptokurtic
B. Skewed to the right
C. Skewed to the left
D. Symmetrical
Considering that two opposite options contain the right answer, let's focus on B and C.
Outcomes of tests from a group of academically poor students are likely low figures. So, it
should be positively-skewed.
Positively-skewed distributions are to the right (This indicates poor scores) and negatively-
skewed distributions are to the left (This indicate high scores).
Remember that a leptokurtic curve is that which has scores about the mean. Leptokurtic
curves are also symmetrical, along with mesokurtic and platykurtic distributions. Skewed
distributions are not symmetrical.
18. Which statement about median is correct?
A. It is a measure of variability.
B. It is the most stable measure for central tendency.
C. It is the 50th percentile.
D. It is a significantly affected by extreme score.
All you have to remember here is that median is no a measure of variability but of central
tendency. Measures of variability include Standard Deviation.
No one measure of central tendency is stable. All of them are affected by different factors.
Median is significantly affected by extreme scores. Median is not that much.
Therefore, option C - It is the 50th percentile - is the correct answer.


Part 14
RATIONALIZATIONS.
13. In a normal distribution curve, a T-score of 70 is _.
A. Two SDs below the mean

B. Two SDs above the mean
C. One SD below the mean
D. One SD above the mean
T-scores are set to 50 to represent the mean. a score of 10 represents 1 Standard

Deviation. If you have a t-score of 60, you have one SD above the mean and if you have a
t-score of 40, you have one SD below the mean.
So, the answer is B - Two SDs above the mean. 70 (t-score) = 50 (mean) + 10 (SD) * 2.
14. Which type of test measure higher order thinking skills?

A. Enumeration
B. Matching
C. Completion
D. Analogy
We all know that enumeration, matching and completion are usually used for lower order
thinking skills. It usually requires only memorization or recall.
Analogy, on the other hand, requires logic and reasoning. This is why it is under the
category HOTS.
15. Standard deviation is to variability as _ is to central tendency.
A. Mode
B. Quartile
C. Range
D. Pearson R
We have to remember that there are three measures of central tendency. First, we have the
mean. Also, we have the median and the mode. Obviously, the answer is A - Mode.
Now, let's talk about why B, C and D aren't the answers. When we mention Pearson R, we
talk about correlation. When we mention Quartile, we refer the values that divide a list of
numbers into quarters. Finally, when we mention range, we refer simply to the difference
between the lowest and the highest value.


Part 15
RATIONALIZATIONS.
1. A process of mutual interaction with people by means of auditory and visual

symbols.
A. Speech
B. Communication
C. Elocution
D. Transmission
Speech is the expression of or the ability to express thoughts. We usually refer to speech in
light of spoken language. This is not the answer for item number 1. It cannot be the answer
because the question is looking for that which involves auditory, as well as visual
interaction.
The answer is option B - Communication. Notice that communication is also known as

"interaction." Communication can be oral (auditory) or written (visual). Three keywords
match option B.
Transmission is the process of broadcasting or transferring thoughts through a medium or

another. Transmission is just one of the process of communication. Remember that, for
communication to occur, there must be interlocutors, a message, a transmission, a medium
and a feedback. Transmission, therefore, is under the umbrella of communication.
Elocution, finally, is the ability to make speech clear or clearer. This improves
communication but has nothing to do with symbolic interactions.
TEST-TAKING SKILL:
[!] Learn to identify and match keywords.
2. An event in which two sides argue about a particular issue or subject and wherein
the goal of one side is to convince the jury and the audience that their argument
bears more credibility or weight, logic, soundness and validity and therefore, more
acceptable than the other side.
A. Debate
B. Meeting
C. Symposium
D. Panel Discussion
The answer, obviously, is option A - Debate. A symposium is an event where an expert is

called to discuss in front of many a topic or a subject; you don't need to argue in a
symposium. All you need to do is to reveal facts.
TEST-TAKING SKILL:
[!] Just know what words mean.
3. This refers to the precise production of sounds through the use of articulators. It
makes speech intelligible.
A. Pronunciation
B. Articulation
C. Resonation
D. Phonation
Pronunciation is just the way a word is pronounced. The word "pronounce" is usually used
to differentiate how a word sounds from another.
Resonation is the production of deep, vibrating sounds. That's it. That's just it. It doesn't
mean anything other than that. So, eliminate this item.
We are looking for a "precise production of sounds," with the use of articulators. Articulators
refer to different kinds of speaking apparatus. B is the correct answer.
In order to pronounce the first syllable of the word "culture" precisely, one must use his
throat and tongue (two of many articulators) correctly. Once the individual sounds are
articulated for this particular word, the correction pronunciation of the word will come about.
Remember: Pronunciation = How one word's sound is different from another. Resonation =
deep and vibrating sounds. Articulation = How individual sounds should be produced using
the lungs, the mouth, the throat, etc.
Phonation, finally, is the process of producing sounds by the use of vibrating folds in the
larynx. It's a very specific subcategory of phonetics.


Part 16
RATIONALIZATIONS.
1. What is the first step in planning an achievement test?
A. Select the type of test items to use.

B. Decide on the length of the test.
C. Define the instructional objectives.
D. Construct a table of specifications.
You may be tempted to answer C - Define the instructional objectives - because objectives
are always prioritized in the world of teaching. However, notice that the question does not
talk about providing instruction. Rather, it talks about test construction.
Be careful. Always consider the main thought of the whole option, not just a word or two.
The answer for this item is D - Construct a table of specifications. Remember that TOS's are
very important in the process of constructing tests. It is the "first step."
Now, let's talk about options A and B. Both A and B are processes involved in the
construction of a table of specifications.
TEST-TAKING SKILLS:
[!] Be careful about words that were slipped into the options to confuse you.
[!] Eliminate options that are under the umbrella of another option.
[!] Usually, umbrella options are the correct answers.
2. Standard deviation is to variability as mean is to _.
A. Discrimination
B. Level of Difficulty
C. Correlation
D. Central Tendency
There are three ways of measuring a data's central tendency. First, we have the mean. The
other two are median and mode. Obviously, the answer is option D.
Now, let's discuss options A, B and C. Options A and B are very similar. Isn't it that we have
two things to consider in an item analysis - the discriminatory index and the level/index of
difficulty? You don't need any choice that is the same with another option. Eliminate such
options.
Correlation, on the other hand, can be measured using special mathematical fomulae like
the Pearson R. Mean can never determine the correlation of two sets of data.
TEST-TAKING SKILLS:
[!] Eliminate similar options.

[!] Know the definition of important terms.
3. Which characteristic of a good test will pupil be assured when a teacher

constructs a table of specification for test construction purposes?
A. Scorability
B. Reliability
C. Economy
D. Content Validity
Reliability refers to the consistency of test outcomes across populations. One of the
important things that a test must have to be have consistency is validity. Validity must first
be achieved before reliability.
All tests are scorable. It is only that different types of tests have different levels of
scorability. Essays are less scorable than multiple-choice tests; this is why essays usually
need rubrics. No matter how good a teacher is in constructing TOS's, the scorability of a
type of test doesn't change.
Economy, when it comes to test construction, is the lack of need to spend too much to
administer and examination. We don't get economy from tables of specification; it is a
matter of experience and technique for the teacher.
The answer is option D.
TEST-TAKING SKILLS:
[!] Know all characteristics of a good test and their differences.


Part 17
RATIONALIZATIONS.
40. EDUCATION FOR ALL. What is its implication?
A. The acceptance of exclusive schools for boys and girls.

B. The stress on the superiority of formal education over that of alternative learning
systems.
C. Practice of inclusive education.
D. The concentration on formal education system.
If the answer is D - The concentration on formal education system - were the correct
answer, what would become of informal education and other alternative learning systems?
What about those who cannot qualify for the formal education system?
Here, it is noticeable that option D and option B - The stress on the superiority of formal
education over that of alternative learning systems - are the same. On the other hand,
option A - The acceptance of exclusive schools for boys and girls - promotes gender
discrimination.
Therefore, option C - Practice of inclusive education - is the best answer.
41. Student A has to transfer to a private school due to the large population of
students in every classroom in the public school where he tried to enroll. From which
Republic Act can he avail assistance/support?
A. RA 7784
B. RA 6728
C. RA 7836
D. RA 7722
The answer is option B - RA 6728. This Act is also known Public-Private Partnership in
Education or more formally, AN ACT PROVIDING GOVERNMENT ASSISTANCE TO
STUDENTS AND TEACHERS IN PRIVATE EDUCATION, AND APPROPRIATING FUNDS
THEREFOR.

However, please note that this Act has already been amended by RA 8545. To read more
of RA 8545, please visit http://reviewlet.blogspot.com/2014/06/ra-8545.html.
RA 7784, on the other hand, is known as National Centers for Teacher Education Act or
more formally, AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES
BY ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION
COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES.
Finally, RA 7722 is known as the Separation of Basic and Tertiary Education Act or more
formally, AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.
Of course, RA 7836 is very much known to all education students. RA 7836 is commonly
known as the Professionalization Act for Teacher or more formally, AN ACT TO
STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION
FOR TEACHERS AND FOR OTHER PURPOSES.
42. The authoritarian setting in the Filipino home is reinforced by a classroom

teacher who:
A. Encourages questions and doubts

B. Dictates what learners should do
C. Is open to suggestions
D. Ask open-ended questions
An authoritarian setting is an unpleasant, undesirable setting. Options A, C and D are all

positive options. They are all pleasant and desirable.
Option B - Dictates what learners should do - is the correct answer.


Part 18
RATIONALIZATIONS.
43. Test norms are established in order to have bases for _.
A. Establishing learning objectives

B. Identifying pupils' difficulties
C. Planning effective instructional devices
D. Comparing test score
Remember that this item talks about test-construction. By this token, it is safe to say that
option A - Establishing learning objectives - and option C - Planning effective instructional
devices - should immediately be out of the picture. This is because of the fact that they do
not deal with test-construction but with instructional-planning.
Option B also seems to be a tantalizing choice but a simple scrutiny will reveal that it should
not be the answer for this item. Remember that identifying pupil's difficulties is done through
a process called diagnostic assessment. The result of the "test" itself is proof/basis in
determining with which area students are hard up.
The answer is option D - Comparing test score. This is true because there are two kinds of
test-score comparison/evaluation: one that is criterion-referenced and another which is
norm-referenced.
44. Here is a test item: "Jose Rizal was born in Calamba, Laguna on June _, 1861."
What error is noticeable in this item?
A. The blank is very short.

B. It is concerned with trivia.
C. The blanks are near the end.
D. It is open to more than one correct answer.
We all know that teacher are encouraged to bring out students' higher order thinking skills
when constructing test items. The reason behind this is that knowledge level is not enough
for global competency and that anyone can memorize facts.
There nothing wrong about an item having a very short blank. Indeed, there is also no
problem about an item where the black is near at the end. Although option D - It is open to
more than one correct answer - also makes a bit of a sense, we all know that Jose Rizal
was only born within a day and was not given birth by his mother once more after that.
So, the answer is letter B - It is concerned with trivia.
45. The score distribution follows a normal curve. What does this mean?
A. Most of the scores are on the -2SD.

B. Most of the scores are on the +2SD.
C. The scores coincide with the mean.
D. Most of the scores pile up between -1SD and +1SD.
To be honest, I don't like these kinds of questions. However, we can't do away with them.
The mean covers about 68.26% of a nomarl distribution curve. The mean is represented by
the T Score 50 or 0SD. The mean of normally-distributed curve is between -1SD (T Score:
40) and +1SD (T Score: 60), just around 0SD (T Score: 50).
That's it.


Part 19
RATIONALIZATIONS.
46. In the conduct of item analysis, Teacher Maria found out that a significantly
greater number from the upper group of the class got test item #5 correctly. This
means that the test item _.
A. Has a negative discriminating power

B. Is valid
C. Is easy
D. Has a positive discriminating power
A valid item can be easy and difficult. An easy or difficult item can be valid, either way. So,
options B and C don't make any sense.
47. Michelle obtained an NSAT percentile rank of 80. This indicates that she _.
A. Surpassed the performance of 80% of her fellow examinees

B. Got a score of 80.
C. Surpassed the performance of 20% of her fellow examinees
D. Answered 80 items correctly.
48. What is an element of norm-referenced grading?
A. The student's past performance

B. An absolute standard
C. The performance of a group
D. What constitutes a perfect score


Part 20
RATIONALIZATIONS.
49. Which term refers to the collection of student's products and accomplishments
for a period of time, for evaluation purposes?
A. Anecdotal records
B. Portfolio
C. Observation reports
D. Diary
50. A class is composed of bright students. This distribution will most likely be _.
A. Platykurtic
B. Skewed to the right
C. Skewed to the left
D. Very normal
51. A test is considered reliable if _.
A. It is easy to score.
B. It serves the purpose for which is constructed.
C. It is consistent and stable.
D. It is easy to administer.
An Overview of Basic Concepts in Peace

Education
What is PEACE? Peace is the absence of violence. Peace is the creative
transformation of
conflict.
Violence is the use of unnecessary force and conflict is the diversity of ideas
towards one
problem.
THERE ARE TWO TYPES OF VIOLENCE: Physical and Structural Violence.
Physical violence refers to those that can be perceived – heard, seen, tasted,
smelt or felt.
Examples of physical violence are robbery, murder, abuse, etc. While most
structural violence
can be penalized by the law, only some structural violence can be penalized and
mostly
be seen as rottenness within the society. Examples of structural violence are
nepotism,
mishandling of governmental responsibilities, misuse of power, poverty, etc.
STRUCTURAL VIOLENCE IS THE ROOT OF ALL PHYSICAL VIOLENCE.
TWO WAYS TO MAINTAIN PEACE: 1. Resolution of conflict and 2. Creative

Conflict
Transformation
CREATIVE TRANSFORMATION OF CONFLICT is the use of conflict to maintain the

status
quo of peace.
Conflict can be resolved through DIALOGUE and NEGOTIATION. Dialogue points
out the
importance of communication between and negotiation involves the giving in of
one of the
parties.
THREE WAYS OF PEACE MAKING:

1. Realism of the head
2. Idealism of the heart
“Talking about peace and telling other people of your interest in peace, without
the works of the
hands, are futile and hypocrite.’’
THE C’S OF PEACE MAKING:

1. Compassion
2. Conscientization
3. Constructiveness
CLEMEÑA’S SPHERES OF PEACE FOR FILIPINOS
1. Egocentric Peace – the peace within the person.

2. Acquiescent Peace – Peace brought about by conforming to rules and laws.
3. Responsive Peace – Peace attained through following orders.

4. Integrative Peace – Peace that is felt when there is a spirit of brotherhood.
GOVERNMENT FRAMEWORK IN THE PEACE PROCESS:
1. Political and Economic Realities

2. Muslim Separatist Movement
3. Military Rebellion
SRA is a comprehensive action program based on the Philippines Medium Term

Development
Plan.
FRAMEWORKS OF THE SRA:
1. Community-based Peace Process

2. Social Compact or Contract
3. Peaceful Solutions of the Issues
SIX STRATEGIES OR PATH FOR PEACE (FR. MERCADO):
1. Implement political, economic and social reforms.

2. Build consensus, empower the people, and ensure participation of the people
of all
levels.
3. Pursue peaceful negotiations with all rebel groups.
4. Implement programs for reconciliation, reintegration to mainstream society
and
rehabilitation.
5. Ensure the welfare and protection of the civilians; reduce the impact of armed
conflict on
them.
6. Build, nurture and enhance a positive climate for peace.
FIVE COMPONENTS OF THE PEACE PROCESS
1. Government and Empowerment – Establishment of a political system that

encourages
enduring peace.
2. Economic Development – Development must be equitable and sustainable.
3. Healing and Reconciliation—The peace process must include strategies for
psychological and spiritual values formations.
4. Humanization of Conflict – The con-combatant civilians must be spared from
the
atrocities of war.
Here's a video of Janela explaining some concepts of teaching and
learning. For more video reviewers, please
visit https://www.youtube.com/user/letreview.
For more drills as a review for the GENERAL EDUCATION EXAMINATION,

follow this link: http://reviewlet.blogspot.com/search/label/%5BGen.Ed.
%5D%20QUESTIONS%20WITH%20ANSWERS. Here's a video of Janela
explaining some concepts of teaching and learning. For more video
reviewers, please visit https://www.youtube.com/user/letreview.
For more drills as a review for the GENERAL EDUCATION EXAMINATION,

follow this link: http://reviewlet.blogspot.com/search/label/%5BGen.Ed.
%5D%20QUESTIONS%20WITH%20ANSWERS.
For more drills as a review for the PROFESSIONAL EDUCATION

EXAMINATION, follow this
link: http://reviewlet.blogspot.com/search/label/%5BProf.Ed.%5D
%20QUESTIONS%20WITH%20ANSWERS.
For more drills as a review for the ENGLISH MAJORSHIP EXAMINATION,

follow this link: http://reviewlet.blogspot.com/search/label/%5BEng.Mjr.
MORE VIDEO REVIEWERS/LECTURES WILL BE POSTED SOON.

To review RECURRING LET QUESTIONS, please click here.
Kasaysayan ng Alpabetong Pilipino

Kasaysayan ng Alpabetong Pilipino
Alibata
Bago pa man dumating ang mga Kastila, tayo ay mayroon nang kinikilalang isang uri ng alpabeto.
Ito ang tinatawag nating Alibata, isang uri ng palaybaybayang hatid na atin ng mga Malayo at Polinesyo.
Sinasabing ang Alibata ay may impluwensya ng palatitikang Sanskrito na lumaganap sa India at sa iba
pang mga lugar sa Europa at sa Asya.
Ang Alibata ay binubuo ng labimpitong titik: 3 patinig at 14 na katinig, gaya ng makikita sa ibaba:
ANG ALIBATA
Ang bawat titik ng Alibata ay binibigkas na may tunog na a. Nilalagyan ng tuldok (.) sa ibabaw ng
titik kapag bibigkasin ang b ng bi.
Nilalagyan ng tuldok (.) sa ilalim ng titik kapag bibigkasing bu ang b.
Nilalagyan ng krus (+) sa tabi ng titik kapag nawawala ang bigkas na a sa bawat titik.
Ang // ang nagpapahayag ng tuldok.
Kakaiba ang pagsusulat ng alibata hindi katulad ng nakasanayan na ng mga Pilipino. Ang paraan
ng pagsulat ng mga katutubo’y patindig, buhat sa itaas pababa at ang pagkakasunod ng mga talata ay
buhat sa kaliwa, pakanan.
Mapapansin na walang titik na E at O sa matandang Alibata. Tatlo lamang noon ang mga patinig:
A, I at U. Nang dumating ang mga Kastila ay saka lamang pumasok ang mga tunog na E at O dahil sa
mga hiram na salitang Kastila namay ganitong mga tunog. Ang tunog na R ay sinasabing hiram din sa
Kastila.
Pagsasanay
I. Sulatin sa katutubong alfabeto ang mga sumusunod:
1. Maganda si Neneng.
2. Papasok ang bata sa paaralan bukas.
3. Kinikilig ang babae nang makita niya ang kanyang hinahangaang lalaki.
II. Isulat sa alibata ang mga sumusunod:

1. alupihan 6. hardin
2. ilog 7. lalawigan
3. dagat 8. lungsod
4. sumisikat 9. palengke
5. bayan 10. matamis
Takdang-Aralin
I. Gumawa ng isang liham pangkaibigan. Ibibigay ninyo ito sa inyong kaibigan. Isusulat ito sa paraang Alibata.
Ang Abecedario
Nang dumating ang mga Kastila, binago nila ang ating sistema ng pagsulat. Sinunog nila ang lahat
halos ng ating katutubong panitikang nasusulat sa Alibata, kasabay ng kanilang pagsunog sa
sinasambang mga anito ng ating mga ninuno. Tinuruan nilang sumulat ang mga Pilipino sa
pamamagitan ng palatitikang Romano upang mabisa nilang mapalaganap ang Doctrina Christiana. Ang
mga titik Romanogaya ng alam na natin, ay iba sa mga simbolong ginagamit sa pagsulat sa wikang
Hapon o sa wikang Intsik.
Itinuro ng mga Kastila ang kanilang Abecedario. Ang mga titik ng Abecedario ay ang mga
sumusunod:
A B C CH D

/a/ /be/ /se/ /se-atse/ /de/
E F G H I
/e/ /efe/ /he/ /atse/ /i/
J K L LL M
/hota/ /ke/ /ete/ /elye/ /eme/
N Ñ O P Q
/ene/ /enye/ /o/ /pe/ /ku/
R RR S T U
/ere/ /doble ere/ /ese/ /te/ /u/
V W X Y Z
/ve/ /doble u/ /ekis/ /ye/ /zeta/
Pansinin na sa dating 17 katutubong tunog sa matandang Alibata ay naparagdag ang mga
sumusunod upang maging 31 titik lahat.
Mga Patiniog: E at O
Mga Katinig: C, F, LL, Q, V, R, Z, CH, J, Ñ, RR, X

Sa loob ng halos apat na dantaong pananakop sa atin ng mga Kastila ay nasanay na ang ating lahi
sa mga hiram na salita na sa kasalukuyan ay hindi na halos napapansin kung ang mga ito ay katutubo o
banyaga.
Pagsasanay
I. Basahin ang talata sa ibaba. Isulat sa baybay-Filipino ang mga salitang nasa loob ng panaklong.
Noong nakaraang (1. Viernes) ay hindi nakapasok si Ernesto sa (2. escuela). Tumawag ang kanyang
ina sa (3. telefono) upang ipaalam sa kanyang (4. maestra) na siya ay di papasok.
(5. Miercoles) na nang muling makapasok si Ernesto. Pagpasok niya sa (6. clase) ay sinalubong siya
ng kanyang mga kamag-aral. Sinabi kaagad ng mga ito kung ano ang kanilang (7. leccion) sa araw na
iyon. Ipinaalam din ng mga ito na bilang takda, sila’y binilinang magdala ng (8. diario).
1. ___________________ 5. ________________

2. ___________________ 6. ________________
3. ___________________ 7. ________________
4. ___________________ 8. ________________
II. Baybayin nang pasalita gamit ang alpabetong Abecedario ang mga sumusunod:
1. lluvia (ulan) 6. mantecado (icecream)
2. beso (kiss) 7. navidad (christmas)
3. amor (pag-ibig) 8. corazon (puso)
4. leche (gatas) 9. esperanze (pag-asa)
5. bizcocho (biscuit) 10. embutido (sausage)

Ang Alpabetong Ingles
Nang matapos ang pananakop ng mga Kastila noong 1898, humalili naman ang mga
Amerikano. Dahil sa ang pinakamahalagang pokus ng pamahalaang Amerikano ay edukasyon ng mga
Pilipino, naging sapilitan ang pag-aaral ng wikang Ingles. Itinuro ng mga gurong Thomasites ang
alpabetong Ingles na may 26 na titik, tulad ng mga sumusunod:
A B C D E F

G H I J K L
M N O P Q R
S T U V W X
Y Z
Mapapansin parehong titik-Romano ang ginagamit ng mga alpabetong Ingles at Kastila,
palibhasa’y kapwa kanluranin ang mga ito. Ngunit may mga tunog sa Ingles na wala rin sa dila ng mga
Pilipino. At sapagkat ang ispeling sa Ingles ay hindi na konsistent tulad ng sa Kastila, hindi na maaari
ang regular na tumabasan ng mga titik. Halimbawa ng mga sumusunod:

Football - putbol sexy - seksi
violin - bayolin magazine - magasin
Di kasintagal ng mga Kastila ang panahon ng pananakop ng mga Amerikano, subalit dahilan sa
empasis na ibinigay sa edukasyon, napakalawak ang naging impluwensya ng wikang Ingles, kaya’t
napakarami ang mga bokabularyong Ingles na humalo sa talasalitaang Filipino.
Ang Abakada
Noong panahon ng Pangulong Manuel L. Quezon ay binigyan-diin niya ang kahalagahan ng

pagkakaroon ng isang wikang pambansa. Nadama niya ang pangangailangang ito sapagkat malimit na
hindi niya makausap ang karamihan ng mg Pilipinong iba’t iba ang wikang sinasalin. Hindi niya
makausap ang mga ito sa wikang Kastila. At lalong hindi rin sa wikang Ingles. Kayat nang sulatin ang
Konstitusyon ng 1935, sinikap niyang magkaroon ito ng probisyon tungkol sa pagbuo ng isang wikang
pambansa.
Ganito ang sinasabi sa Konstitusyon ng 1935: “Ang Pambansang Asemblea ay gagawa ng hakbang
tungo sa pagkaroon ng isang wikang pambansa na batay sa isa sa mga umiiral na mga pangunahing
wika ng Pilipinas.”
Upang maitupad ang batas na ito, pinagtibay ng Kongreso ang Batas Komonwelt 184 na nag-aatas
na bumuo ng Institute of National Language o Surian ng Wikang Pambansa na siyang magsasagawa ng
pag-aaral kung alin sa mga pangunahing katutubong wika ng bansa ang higit na karapat-dapat na
maging wikang pambansa.
At Tagalog ang napiling maging batayan ng wikang pambansa.
Ngunit hinihingi rin ng batas na bago ipahayag ang napiling batayan ng wikang pambansa ay
kailangang mayroon na munang magagamit na aklat panggramatika sa paaralan. Si Lope K. Santos, isa
sa mga kagawad noon ng Surian ng Wikang Pambansa, ang sumulat ng nasabing gramatika na nakilala
sa tawag na Balarila ng Wikang Pambansa.
Noon isinilang, batay sa Balarila, ang Abakada na binubuo ng 20 titik na gayang mga sumusunod:
A B K D E G H I L M N NG
O P R S T U W Y
Sa dalawampung titik na ito’y lima (5) ang patinig at labinlima (15) ang katinig. Ang mga katinig
ay may tig-iisang tawag at bigkas lamang na laging may tunog na asa hulihan. Gaya ng pagbaybay nang
pabigkas sa mga salitang sumusunod:
Bote - /ba-o-ta-e/ titik - /ta-i-ta-i-ka/
Dahilan sa limitadong bilang ng mga titik ng Abakada, naging problema ang panghihiram ng mga
salita, lalo na sa Ingles na hindi konsistent ang palabaybayan.
Pagsasanay
I. Baybayin nang pa-Abakada ang sumusunod na mga salita:
1. totoo 6. pakikipagsapalaran
2. pakikipagtalastasan 7. nakikipagkomunikasyon
3. panitikan 8. tsuktsaktsinis
4. gulang 9. hikayatin
5. kompyuter 10. magsanduguan
Komisyon sa Wikang Filipino:
2001 Revisyon ng Alfabeto
at Patnubay sa Ispeling ng Wikang Filipino
Bilang bahagi ng pagpapalanong pangwika na may layuning mapaunlad ang wikang Filipino
tungo sa istandardisasyon ng sistema ng pagsulat, nagpalabas ang Komisyon sa Wikang Filipino noong
2001 ng revisyon sa alfabeto at ispeling ng wikang Filipino na pinamagatang 2001 Revisyon ng Alfabeto
at Patnubay sa Ispeling ng Wikang Filipino na nakafokus sa gamit ng walong bagong letra ng alfabetong
Filipino (c,f,j,ñ,q,v,x,z).
I. Ang Alfabetong Filipino
Ang alfabetong Filipino ay binubuo ng 28 letra. Ang tawag sa mga letra ay ayon sa bigkas-Ingles
ng mga Pilipino maliban sa ñ (enye) na tawag-Kastila. Ang walong (8) letra na dagdag ay galing sa mga
umiiral na wika ng Pilipinas at sa mga iba pang wika.

A B C D E F G H I J K
/ey/ /bi/ /si/ /di/ /i/ /ef/ /ji/ /eych/ /ay/ /jey/ /key/

L M N Ň NG O P Q R S T
/el/ /em/ /en/ /enye/ /enji/ /o/ /pi/ /kyu/ /ar/ /es/ /ti/

U V W X Y Z
/yu/ /vi/ /dobolyu/ /eks/ /way/ /zi/

Pagbaybay
Pasulat Pabigkas

Salita boto /bi-o-ti-o/
bote /bi-o-ti-o/
titik /ti-ay-ti-ay-key/
Fajardo /kapital ef-ey-jey-ey-ar-di-o/
Roxas /kapital ar-o-eks-ey-es/
Akronim PSHS /pi-es-ets-es/

ARMM /ey-ar-em-em/
LANECO /el-ey-en-i-si-o/
FVR /ef-vi-ar/
GMA /ji-em-ey/
Daglat Bb. /kapital bi-bi/

Dr. /kapital di-ar/
Gng. /kapital ji-en-ji/
Simbolong Pang-agham/
Matematika Fe /ef-i/
H2O /eych-tu-o/
Lb. /el-bi/
Kg /key-ji/
V /vi/
Pagsasanay
I. Baybayin ang mga sumusunod na salita sa pasalitang paraan.
1. simbahan 6. nagdadasal
2. Biblia 7. Michael
3. bait 8. DOST
4. Mr. Miguel 9. Dr. Maulion
5. Joshua 10. Zimbabwe
Tuntunin sa Panghihiram at Pagbaybay
1. Gamitin ang kasalukuyang lesksikon (salita) ng Filipino bilang panumbas sa mga salitang banyaga. Kung
anong mayroong mga salita sa Filipino iyon ang ipanumbas sa mga salitang hiram.
Hiram na Salita Filipino
attitude ugali
rule tuntunin
ability kakayahan
west kanluran
school paaralan
electricity kuryente
shoe sapatos
book aklat
2. Kumuha ng mga salita mula sa iba’t ibang katutubong wika ng bansa. Nangangahulugang maaaring
gamiting panumbas sa mga salitang banyaga ang mga salitang magmumula sa iba’t ibang wika at
diyalekto sa bansa.
Hiram na Salita Katutubong Wika

hegemony gahum (cebuano)
imagery haraya (tagalog)
husband bana (cebuano)
muslim priest imam (tausug)
robber kawatan (cebuano)
fast paspas (cebuano)
slowly hinay-hinay (cebuano)
drama dula (cebuano)
3. Bigkasin sa orihinal na anyo ang hiniram na salita mula sa Kastila, Ingles at iba pang wikang banyaga at
saka baybayin sa Filipino. Dito ginagamit ang prinsipyo sa Filipino na kung anong bigkas ay siyang
baybay at kung ano ang baybay ay siyang basa.
Kastila Filipino Ingles Filipino

cheque tseke centripetal sentripetal
litro litro commercial komersyal
liquido likido advertising advertizing
educacion edukasyon economics ekonomiks
coche kotse radical radikal
esquinita eskinita baseball beysbol
Iba pang wika Filipino

coup d’etat (french) kudeta
chinelas (kastila) tsinelas
kimono (japanese) kimono
4. Gamitin ang mga letrang C,N,Q,X,F,J,V,Z, kapag ang salita ay hiniram nang buo ayon sa mga
sumusunod na kondisyon:
a. Pantanging ngalan
Quirino Canada ZamboangaCity
John Valenzuela City Ozamiz City
Ceneza Bldg Qantas Airline El Nino
b. Salitang Teknikal o siyentifiko

Cortex Marxism carbohydrate
Enzyme infrared xenon
quartz calcium x-ray
c. Salitang may natatanging kahulugang kultural

Cañao (Ifugao) ‘pagdiriwang’
Hadji (Maranao) ‘lalaking Muslim na nakapunta sa Mecca’
Masjid (Maguindanao) ‘pook dalanginan’
Azan (Tausug) ‘unang panawagan sa pagdarasal ng mga Muslim
d. Salitang may irregular na ispeling o gumagamit ng dalawang letra o higit pa na hindi binibigkas o
ang mga letra ay hindi katumbas ng tunog
bouquet rendezvouz lazze faire
champagne plateau monsieur
e. Salitang may international na anyong kinikilala at ginagamit

Taxi exit fax xerox
Mga Tiyak na Tuntunin sa Gamit ng Walong (8) Letra
1. Mahahati sa dalawang grupo ang walong dagdag na letra sa alfabetong Filipino:

 ang mga letrang F,J,V,Z na may tiyak na fonemik na istatus sapagkat iisa lamang ang kinakatawang tunog
ng bawat isa; at
 ang mga letrang C,Ñ,Q,X na itinuturing na redandant dahil maaaring kumakatawan ang bawat isa sa
magkakaibang yunit ng tunog o kaya’y sunuran ng tunog, tulad ng:
C = /s/ central --- sentral
/k/ cabinet --- kabinet
Ñ = /ny/ baño --- banyo
Q = /k/ queso --- keso
= /kw/ quarter --- kwarter
X = /ks/ extra --- ekstra
= /s/ xylophone --- saylofon
2. Ang mga letrang F,J,V,Z, lamang na may tiyak na fonemik na istatus ang gagamitin sa ispeling ng
mga karaniwang salitang hiram upang hidi masira ang tuntunin ng isa-isang tumbasan ng tunog at letra na
katangian ng umiiral na sistema ng fonemik na ispeling sa Filipino. Narito ang mga tiyak na tuntunin:

 Gamitin ang letrang F para sa tunog /f/ sa mga karaniwang
F salitang hiram. Hal. Futbol, fraterniti, fokus, fasiliteytor, foto
Gamitin ang letrang F kung hiniram nang buo ang mga salita
Hal. French fries, Francisco, flourine, faddul (Iba: maliit na
burol)
 Gamitin ang letrang J para sa tunog /j/ sa mga karaniwang
J salitang hiram. Hal. Sabjek, jaket, jornal, objek, bajet, jam
 Gamitin ang letrang J kung hiniram nang buo ang mga salita
Hal. Jose, Japan, joules, majahid, hadji, jantu (Tausug: puso)
 Gamitin ang letrang V para sa tunog /v/ sa mga karaniwang
V salitang hiram. Hal. Varayti, volyum, varyant, vertikal, valyu,
vertikal
 Gamitin ang letrang V kung hiniram nang buo ang mga salita
Hal. Valencia City, Victoria, Vector
 Gamitin ang letrang Z para sa tunog /z/ sa mga karaniwang
Z salitang hiram. Hal. Bazar, bazuka, zu, ziper, magazin,
advertayzing
 Gamitin ang ang Z kung hiniram nang buo ang mga salita
Hal. Zamboanga, zinc, azan, rendezvouz, laizze faire
3. Ito naman ang mga tiyak na tuntunin para sa mga letrang C, Q, Ñ, at X:
 Panatilihin ang letrang C kung hiniram nang buo ang mga salita
Hal. Calculus, carbohydrates, champagne, Carlos, chlorophyll
C  Kapag binaybay sa Filipino ang salitang hiram na may C, palitan
ang C ng S kung /s/ ang tunog, at ng letrang K kung /k/ ang
tunog
Hal. Partisipant, sentral, sirkular, sensus, keyk, kard, magnetik
 Panatilihin ang letrang Q kung hiniram nang buo ang mga salita
Hal. Quartz, Quirino, quantum, opaque
Q  Kapag binaybay sa Filipino ang salitang hiram na may letrang Q,
palitan, ang Q ng KW kung ang tunog ay /kw/; at ng letrang K
kung ang tunog ay /k/
Hal. Kwarter, korum, sekwester, ekwipment, kota, kerida
 Panatilihin ang letrang Ñ kung hiniram nang buo ang mga salita
Hal. El Nino, La Tondena, Malacanang, La Nina, Sto. Nino
Ñ  Kapag binaybay sa Filipino ang salitang hiram na may letrang Ñ,
palitan ang Ñ ng mga letrang NY
Hal. Pinya, banyo, panyo, karinyosa, kanyon, banyera
 Panatilihin ang letrang X kung hiniram nang buo ang mga salita
Hal. axiom, xylem, praxis, Marxism, xenophobia, Roxas, fax, exit,
X taxi
 Kapag binaybay sa Filipino ang hiram na salitang may letrang X,
palitan ng KS kung ang tunog ay /ks/; at ng letrang S kung ang
tunog ay /s/
Hal. teksto, eksperimental, taksonomi, eksam, seroks
Posted by yenbehold at 8:46 PM
For more drills as a review for the PROFESSIONAL EDUCATION

EXAMINATION, follow this link: http://reviewlet.blogspot.com/search/label/
%5BProf.Ed.%5D%20QUESTIONS%20WITH%20ANSWERS.
For more drills as a review for the ENGLISH MAJORSHIP EXAMINATION,

follow this link: http://reviewlet.blogspot.com/search/label/%5BEng.Mjr.
MORE VIDEO REVIEWERS/LECTURES WILL BE POSTED SOON.
To review RECURRING LET QUESTIONS, please click here.
Kasaysayan ng Alpabetong (Abakada) Filipino
Bago dumating ang mga Kastila nuong ika-16 siglo ay may sarili nang sistema
ng pagsulat ang ating mga ninuno. Ang sistemang ito ay tinatawag na Baybayin
(hindi Alibata) na nagmula sa salitang ugat na Baybay (spell).
Ang Baybayin ay binubuo ng labing-apat na katinig at tatlong patinig.
Noong dumating ang mga Kastila ang baybayin ay pinalitan ng Alpabetong

Romano.
Noong 1930`s binuo ni G. Lope K. Santos ( ang itinuturing na ama ng balarilang

Filipino) ang isang abakada na may dalwampung (20) titik na kinabibilangan ng
limang (5) patinig at labing-limang (15) katinig na ang tunog o bigkas ay hango
mula sa wikang Tagalog.
a, b , k , d , e g, h, i l, m, n , ng, o, p, r, s, t, u, w, y.
Noong Oktubre 4, 1971, pinagtibay ng Sanggunian ng Wikang Pambansa

(Komisyon sa Wikang Filipino na ngayon) ang pinagyamang alpabeto na binubuo
ng 31 titik.
Ito ay ang: a, b, c ch, d, e, f, g, h, i, j, k, l, ll, m, n, ñ,ng, o, p, q, r, rr, s, t, u, v, w, x,

y, z
Muli itong binago kaalinsabay ng pagbabago ng Pambansang Konstitusyon

bilang tugon sa mabilis na pagbabago at pag-unlad ng wikang pambansa.
Matapos ang mahabang serye ng sanguniang pulong o seminar nabuo ang
Alpabetong Filipino na may 28 titik:
a, b , c, d, e, f, g, h, i, j, k, l, m, n, ñ , ng, o, p, q, r, s, t, u, v, w, x, y, z.
Kasaysayan
Page historylast edited by PBworks 8 years, 3 months ago
Mga Probisyong Pangwika sa Saligang-Batas

 Saligang-Batas ng Biyak-na-Bato (1896) – Ang Wikang Tagalog ang magiging
opisyal na wika ng Pilipinas.

 Saligang-Batas ng 1935 – Ang Kongreso ay gagawa ng mga hakbang tungo sa
pagpapaunlad at pagpapatibay ng isang wikang pambansa na batay sa isa sa mga
umiiral na katutubong wika. Hanggang hindi nagtatadhana ng iba ang batas, ang
Ingles at Kastila ay patuloy ng gagamiting mga wikang opisyal.

 Saligang-Batas ng 1973 – Ang Batasang Pambansa ay dapat gumawa ng mga
hakbang tungo sa paglinang at pormal na adopsyon ng isang panlahat na wikang
pambansa na tatawaging Filipino

 Saligang-Batas ng 1987 – Ang Wikang Pambansa ng Pilipinas ay
Filipino. Samantalang nililinang, ito’y dapat payabungin at pagyamanin pa salig sa
umiiral na mga wika ng Pilipinas at sa iba pang mga wika.

Ang Kasaysayan ng Komisyon sa Wikang Filipino

Itinatag ang Surian ng Wikang Pambansa (SWP) alinsunod sa Batas Komonwelt
Blg. 184 na nilagdaan ng Pangulo ng Komonwelt, si Manuel L. Quezon noong
Nobyembre 13, 1936. Ang pangunahing layunin ng Surian ay piliin ang katutubong
wika na gagamiting batayan ng pagpapalaganap at pagpapatibay ng wikang
pambansa ng Pilipinas.

Ang batas ay pag-alinsunod sa Konstitusyon ng 1935 na nagtatadhanang “ang
Kongreso ay gagawa ng hakbang upang linangin at palaganapin ang wikang
pambansa sa isang wikang katutubo.”

Noong Enero 13, 1937, hinirang ng Pangulo ang mga kagawad ng SWP. Si Jaime C.
de Veyra ang naging unang direktor. Ang naging unang tahanan ng Surian ay ang
isang maliit na silid sa Department of Public Information. Pagkaraan, nagpalipat-
lipat ito: napatira sa Silid Blg. 326 ng Kongreso, nagkaroon ng silid sa Malacañang,
nalipat sa Philippine Columbian, at noong 1940, napunta sa gusali ng UP Alumni sa
Padre Faura. Noong 1942, napunta naman ito sa Philippine Normal School (naging
College at ngayo’y University) bago napalipat sa “radio room” ng Mataas na
Paaralang Mapa noong 1946. Nagbalik ito sa Malacañang noong 1947 bago
napunta sa Philippine School at Arts and Trade. Nagkaroon din ito ng opisina sa
isang “Japanese Temple” sa kalye Lipa, Maynila.

Nang itadhana ang Kautusang Tagapagpaganap Blg. 94 at ang Batas ng
Pagbabagong Tatag ng 1947, inilipat ang pangangasiwa ng SWP sa Kagawaran ng
Pagtuturo, at ito ay nanahanan sa gusali ng Edukasyon sa Arroceros. Tumagal ito
roon ng 34 na taon. Noong 1984, nang buwagin ang nasabing gusali at nalipat ang
noo’y Ministri (ngayo’y Kagawaran) ng Edukasyon, Kultura at Isports sa Palacio
del Gobernador, lumipat ang SWP sa ikatlo at ikaapat na palapag ng Gusaling LDCI
sa kanto ng EDSA at East Avenue, Lungsod Quezon.

Noong Enero taong 1987, batay sa nilagdaang Kautusang Tagapagpaganap Blg.
117 ng Pangulong Corazon C. Aquino, ang SWP ay pinalitan ng Linangan ng mga
Wika ng Pilipinas na pagkaraan ay binuwag naman nang buuin ang Bagong
Konstitusyon ng Pilipinas noong 1987. Petsa Agosto 14, 1991 nang likhain sa bisa
ng Batas Republika Blg. 7104 ang Komisyon sa Wikang Filipino. May atas ang
Komisyon na magsagawa, mag-ugnay at magtaguyod ng mga pananaliksik para sa
pagpapaunlad, pagpapalaganap at preserbasyon ng Filipino at ng iba pang mga
wika ng Pilipinas.

Ang pagpapabilis ng pagsasakatuparan ng atas ay isinagawa sa pamamagitan ng
pagbabalangkas ng mga patakaran, mga plano at mga programa ng iniuugnay sa
iba’t ibang tanggapang pampamahalaan at maging pribado man (RA 7104, Sek.
14-g).

Sa kasalukuyan, ang komisyon sa Wikang Filipino ay nasa ilalim ng Tanggapan ng
Pangulo ng Pilipinas at nakabahay sa ikalawang palapag (second floor) ng
Gusaling Watson, 1610 J.P. Laurel Street, San Miguel, Maynila.
Mga Naging Direktor/Tagapangulo Surian ng Wikang Pambansa, Linangan ng

mga Wika sa Pilipinas at Komisyon sa Wikang Filipino

RICARDO MA. DURAN NOLASCO(2006-Kasalukuyan).

Guro, iskolar at linggwista. Nakatuon sa ang komitment sa multilinggwal na
adhikain. Ang katwiran nito ay ibinatay sa pagiging multilinggwal at pagiging
multikultural ng mga Pilipino. Ang kasalukuyang administrasyon ng KWF ay
naniniwala sa napakalaking bentahe ng pagkakaroon ng Pilipinas ng mahigit na
170ng wika sa halip na isang disbentahe. Ang natural na kundisyon ng
karaniwang Pilipino at ng karaniwang mamamayan sa daigdig ay hindi lang iisa
ang alam na wika. Kinikilala ng KWF ang kahalagahan ng mga wikang ginagamit
ng mga Pilipino – ang katutubong wika para sa literasiya at edukasyon ng mga
mamamayan, etnikong pangangailangan at pang-araw-araw na gamit; ang wikang
pambansa para sa pambansang kamalayan, pagkakaunawaan, pakikipag-ugnayan
at pagkakakilanlan; at ang mga wikang pang-ibayong dagat na tutugon sa
pangangailangan ng wika ng malawak na komunikasyon (language of wider
communication) at wika ng ugnayang pang-internasyonal.

Kaugnay ng bagong bisyon ng KWF, nagkaroon ito ng mga bagong programa at
proyekto, tulad ng mga sumusunod: pinalalakas nito ang mga programa sa
leksikograpiya; programa sa balarila ng Pilipinas; programa sa ponolohiya,
ponetika at ortograpiya; pambansang programa sa pagsasalin; proyekto sa sa
pagmamapa ng mga wika sa Pilipinas; proyekto sa bibliograpiya ng mga wika sa
Pilipinas; programa para sa endangered languages; corpus ng mga wika sa
Pilipinas. Sinisikap ng KWF na itayo ang Library at Archives of Philippine
languages; napataas ang kantidad at kalidad ng mga publikasyon; nagdadaos ng
mga seminar, workshop, lektyur, at iba pang aktibidad na pang-
edukasyon; pinapaganda ang website; nagkakaloob ng mga research grants o
tinutulungan ang mga stakeholder na makakuha ng mga research
grants; nagtatayo ng mga language councils sa mga rehiyon; pinalalakas ang mga
kakayahang pang-IT at pampananaliksik, at higit sa lahat sinisikap na magkaroon
ng sarili tahanan at gusali ng wika.

NITA P. BUENAOBRA (1999-2006)

Guro at manunulat. Binigyang tuon ang pagpapatibay sa mga proyekto ng mga
Panrehiyong Sentro sa Wikang Filipino (PSWF) sa bawat etnolinggwistikong
rehiyon na nakabase sa isang pang-estadong unibersidad o kolehiyo. Binigyang
pagpapahalaga at pansin ang mga rehiyunal na wika sa pamamagitan ng
paghanda/pagbuo ng mga diksyunaryong traylinggwal.

PONCIANO B.P. PINEDA (1970-1999).

Manunulat, guro, linggwista at abogada. Tatlong rebolusyonaryong pagbabago
ang ibinunsod ng SWP sa kanyang pangunguna: ang Edukasyong Bilinggwal
noong 1974, ang wikang Filipino na ang nucleus ay Pilipino (na unang inlunsad
noong 1983 at naging batayan ng probisyong pangwika ng Konstitusyon ng 1986)
at ang Alpabetong Filipino na pinagtibay noong 1987. Itinatag ang 12
Panrehiyong Sentro ng Wikang Filipino sa buong kapuluan.

JOSE VILLA PANGANIBAN (1955-1970) (1946-1947)

Makata, lexicographer at linggwista. Pinagtuunan ng pansin ang pagpapaunlad ng
wika. Nagdaos ng mga pasanayan sa korespondensya opisyal sa buong bansa.
Binalikat ang pagsasalin at pananaliksik. Bunga nito ang paggamit ng wikang
pambansa sa mga diploma, pasaporte, atb. Nailathala angEnglish-Tagalog
Dictionary na sinimulan sa panahon ng panunungkulan ni Cirio H. Panganiban, at
sinimulan ang talasalitaan ng walong pangunahing wika sa Pilipinas. Noong 1959,
ang Wikang Pambansa na batay sa Tagalog ay tinawag na Pilipino.

CECILIO LOPEZ (1954-1955)

Iskolar at linggwista. Binigyang-diin ang linggwistika at pinasigla ang maka-
bagong linggwistikong pag-aaral sa wikang pambansa at iba pang mga
katutubong wika sa Pilipinas.

CIRIO H. PANGANIBAN (1948-1954)

Manunulat, makata, mandudula, abogado. lpinagpatuloy ang diksyunaryong pinasimulan ng
kanyang sinundan. Pinasimulan ang paghahanda ng mga ispesyalisadong talasalitaan, tulad
ng Legal Terms, Arithmetical and GeometrIcal Terms at iba pa. Binuong muli ang Lupong
Sanggunian ng SWP.

JULIAN CRUZ BALMACEDA (1947-1948)

Mandudula, makata, nobelista. Nakapagpalimbag ng mga panayam at inumpisahan ang
paggawa ng Diksiyunaryong Tagalog.

LOPE K. SANTOS (1941-1946)

Makata, mandudula, nobelista, lider manggagawa at pulitiko. Pinasigla ang pagsusulat sa
wikang pambansa. Nagdaos ng mga seminar at pasanayan sa paggamit ng wikang
pambansa sa UP, PNU at iba pa. Ang mga dokumento at palatastasan ng pamahalaan ay
isinalin at ang opisyal na Gazatte ay inilathala sa wikang pambansa.
JAIME C. DE VEYRA (1937-1941)
Unang direktor at "tagapagtatag ng wikang pambansa." Sa panahon ng kanyang

panunungkulan, pinag-aralan ang mga wika sa PIlipinas upang piliin ang isa sa mga ito na
magiging batayan ng wikang pambansa. Napili ang Tagalog at naghanda ng gramatika at
bokabularyo ng nasabing wika na inilathala noong 1940.
Ebolusyon ng Wikang Pambansa

 Disyembre 30, 1937, iprinoklama ng Pangulong Quezon na ang wikang Tagalog ang
magiging batayan ng Wikang Pambansa. Magkakabisa ang proklamasyong ito
dalawang taon matapos itong mapagtibay.

 Noong 1940, ipinag-utos ang pagtuturo ng Wikang pambansa sa lahat ng
pampubliko at pribadong paaralan sa buong bansa.

 Simula Hunyo 4, 1946, nagkabisa ang Batas Komonwelt Blg. 570 na nagproklama na
ang Wikang Pambansa na tatawaging Wikang Pambansang Pilipino ay isa nang
wikang opisyal.

 Noong 1959 ibinaba ng Kalihim Jose B. Romero ng Edukasyon ang Kautusang
Pangkagawaran blg. 7 na nagsasaad na ang Wikang Pambansa ay tatawagin
nang Pilipino upnag mailagan na ang mahabang katawagang “Wikang pambansang
Pilipino” o “Wikang Pambansa Batay sa Tagalog”.

 Ngayon, Filipino na ang ngalan ng wikang pambansa, alinsunod sa Konstitusyon ng
1987 na nagtatadhanang "ang wikang pambansa ng Pilipinas ay Filipino." Ito ay hindi
pinaghalu-halong sangkap mula sa iba't ibang katutubong wika; bagkus, ito'y may
nukleyus, ang Pilipino o Tagalog.

Ebolusyon ng Alpabetong Filipino

Nang dumating ang mga Kastila noong Dantaon 16, may sarili nang palatitikan ang ating
mga ninuno, ang Alibata o Baybayin, na binubuo ng 14 katinig at 3 patinig.
Pinalitan ito ng mga Kastila ng alpabetong Romano.
Noong 1940, sa kanyang Balarila ng Wlkang Pumbansa, binuo ni Lope K. Santos ang
Abakada, na may 20 titik:
a b k d e g h i I m n ng o p r s t u w y
Noong Oktubre 4,1971, pinagtibay ng Sanggunian ng SWP ang pinayamang alpabeto, na
binubuo ng 31 letra:
a b c ch d e f g h i j k 1 11 m n ñ ng o p q r rr s t u v w x v z
Kaugnay ng pagbago ng Konstitusyon, muling nireporma ng SWP ang alpabetong Filipino at
mga tuntunin ng palabaybayang Filipino. Ito ay bilang pagtugon sa mabilis na pagbabago,
pag-unlad at paglaganap ng wikang pambansa. Matapos ang seryengmga simposyum at
sangguniang pulong na dinaluhan ng mga linggwista, edukador, guro, manunulat at iskolar
ng wika, nabuo ang sumusunodna Alpabetong Filipino, na may 28 letra:
a b c d e f g h i j k I m n ñ ng o p q r s t u v w x y z
Noong 2001, muling nagkaroon ng rebisyon sa alpabetong Filipino upang tugunan ang
patuloy na development at/o istandardisasyon ng sistema ng pagsulat sa
Filipino. Itinaguyod ng rebisyong ito ang leksikal na pagpapayaman ng Filipino sa
pamamagitan ng pagluluwag sa panghihiram ng salita at pagsasalin, karamihan mula sa
Ingles at Kastila, gamit ang walong karagdagang letra ng alpabeto, ang mga letrang c, f, j,
ñ, q, v, x, z. Sa rebisyong ito, sinasabi na pinaluwag ang paggamit ng walong dagdag na
letra. Ipinagagamit ang mga ito sa ispeling ng lahat ng hiram na salita anuman ang barayti
nito kasama ang hindi pormal at hindi teknikal na barayti, o iyong tinatawag na karaniwang
salita.
Gayunpaman, nagkaroon ng maraming negatibong reaksyon at feedback mula sa mga guro,
estudyante, magulang at iba pang tagagamit ng wika sa 2001 rebisyon sa ispeling. Kaugnay
nito, noong Oktubre 9, 2006 ang Kagawaran ng Edukasyon sa kahilingan ng KWF ay
nagpalabas ng isang memorandum na pansamantalang nagpapatigil sa implementasyon ng
“2001 Revisyon ng Alfabeto at patnubay sa Ispeling ng Wikang Filipino”.
Noong Agosto, 2007, inilabas ng KWF ang borador ng Ortograpiya ng Wikang Pambansa na
binuo ng KWF sa pamamagitan ng serye ng mga konsultasyon sa mga guro, dalubhasa sa
wika, superbisor sa Filipino at sa mga larangang ito sa buong bansa noong 2007 hanggang
2007. ang pinal na bersyon ng patnubay ay ipalalabas ng KWF bago matapos ang 2007.
The South African activist and former president Nelson

Mandela (1918-2013) helped bring an end to apartheid and has
been a global advocate for human rights. A member of the
African National Congress party beginning in the 1940s, he
was a leader of both peaceful protests and armed resistance
against the white minority’s oppressive regime in a racially
divided South Africa. His actions landed him in prison for
nearly three decades and made him the face of the
antiapartheid movement both within his country and
internationally. Released in 1990, he participated in the
eradication of apartheid and in 1994 became the first black
president of South Africa, forming a multiethnic government to
oversee the country’s transition. after retiring from politics in
1999, he remained a devoted champion for peace and social
justice in his own nation and around the world until his death
in 2013 at the age of 95.
 Facebook
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NELSON MANDELA’S CHILDHOOD AND EDUCATION

Nelson Mandela was born on July 18, 1918, into a royal family
of the Xhosa-speaking Thembu tribe in the South African
village of Mvezo, where his father, Gadla Henry Mphakanyiswa
(c. 1880-1928), served as chief. His mother, Nosekeni Fanny,
was the third of Mphakanyiswa’s four wives, who together bore
him nine daughters and four sons. After the death of his father
in 1927, 9-year-old Mandela—then known by his birth name,
Rolihlahla—was adopted by Jongintaba Dalindyebo, a high-
ranking Thembu regent who began grooming his young ward
for a role within the tribal leadership.
Did You Know?
As a sign of respect, many South

Africans referred to Nelson
Mandela as Madiba, his Xhosa
clan name.
The first in his family to receive a formal education, Mandela

completed his primary studies at a local missionary school.
There, a teacher dubbed him Nelson as part of a common
practice of giving African students English names. He went on
to attend the Clarkebury Boarding Institute and Healdtown, a
Methodist secondary school, where he excelled in boxing and
track as well as academics. In 1939 Mandela entered the elite
University of Fort Hare, the only Western-style higher learning
institute for South African blacks at the time. The following
year, he and several other students, including his friend and
future business partner Oliver Tambo (1917-1993), were sent
home for participating in a boycott against university policies.
After learning that his guardian had arranged a marriage for
him, Mandela fled to Johannesburg and worked first as a night
watchman and then as a law clerk while completing his
bachelor’s degree by correspondence. He studied law at the
University of Witwatersrand, where he became involved in the
movement against racial discrimination and forged key
relationships with black and white activists. In 1944, Mandela
joined the African National Congress (ANC) and worked with
fellow party members, including Oliver Tambo, to establish its
youth league, the ANCYL. That same year, he met and married
his first wife, Evelyn Ntoko Mase (1922-2004), with whom he
had four children before their divorce in 1957.
NELSON MANDELA AND THE AFRICAN NATIONAL CONGRESS

Nelson Mandela’s commitment to politics and the ANC grew
stronger after the 1948 election victory of the Afrikaner-
dominated National Party, which introduced a formal system of
racial classification and segregation—apartheid—that
restricted nonwhites’ basic rights and barred them from
government while maintaining white minority rule. The
following year, the ANC adopted the ANCYL’s plan to achieve
full citizenship for all South Africans through boycotts, strikes,
civil disobedience and other nonviolent methods. Mandela
helped lead the ANC’s 1952 Campaign for the Defiance of
Unjust Laws, traveling across the country to organize protests
against discriminatory policies, and promoted the manifesto
known as the Freedom Charter, ratified by the Congress of the
People in 1955. Also in 1952, Mandela and Tambo opened
South Africa’s first black law firm, which offered free or low-
cost legal counsel to those affected by apartheid legislation.
On December 5, 1956, Mandela and 155 other activists were
arrested and went on trial for treason. All of the defendants
were acquitted in 1961, but in the meantime tensions within
the ANC escalated, with a militant faction splitting off in 1959
to form the Pan Africanist Congress (PAC). The next year,
police opened fire on peaceful black protesters in the township
of Sharpeville, killing 69 people; as panic, anger and riots
swept the country in the massacre’s aftermath, the apartheid
government banned both the ANC and the PAC. Forced to go
underground and wear disguises to evade detection, Mandela
decided that the time had come for a more radical approach
than passive resistance.
NELSON MANDELA AND THE ARMED RESISTANCE MOVEMENT

In 1961, Nelson Mandela co-founded and became the first
leader of Umkhonto we Sizwe (“Spear of the Nation”), also
known as MK, a new armed wing of the ANC. Several years
later, during the trial that would put him behind bars for nearly
three decades, he described the reasoning for this radical
departure from his party’s original tenets: “[I]t would be wrong
and unrealistic for African leaders to continue preaching peace
and nonviolence at a time when the government met our
peaceful demands with force. It was only when all else had
failed, when all channels of peaceful protest had been barred
to us, that the decision was made to embark on violent forms
of political struggle.”
Under Mandela’s leadership, MK launched a sabotage

campaign against the government, which had recently
declared South Africa a republic and withdrawn from the
British Commonwealth. In January 1962, Mandela traveled
abroad illegally to attend a conference of African nationalist
leaders in Ethiopia, visit the exiled Oliver Tambo in London and
undergo guerilla training in Algeria. On August 5, shortly after
his return, he was arrested and subsequently sentenced to five
years in prison for leaving the country and inciting a 1961
workers’ strike. The following July, police raided an ANC
hideout in Rivonia, a suburb on the outskirts of Johannesburg,
and arrested a racially diverse group of MK leaders who had
gathered to debate the merits of a guerilla insurgency.
Evidence was found implicating Mandela and other activists,
who were brought to stand trial for sabotage, treason and
violent conspiracy alongside their associates.
Mandela and seven other defendants narrowly escaped the

gallows and were instead sentenced to life imprisonment
during the so-called Rivonia Trial, which lasted eight months
and attracted substantial international attention. In a stirring
opening statement that sealed his iconic status around the
world, Mandela admitted to some of the charges against him
while defending the ANC’s actions and denouncing the
injustices of apartheid. He ended with the following words: “I
have cherished the ideal of a democratic and free society in
which all persons live together in harmony and with equal
opportunities. It is an ideal which I hope to live for and to
achieve. But if needs be, it is an ideal for which I am prepared
to die.”
NELSON MANDELA’S YEARS BEHIND BARS

Nelson Mandela spent the first 18 of his 27 years in jail at the
brutal Robben Island Prison, a former leper colony off the
coast of Cape Town, where he was confined to a small cell
without a bed or plumbing and compelled to do hard labor in a
lime quarry. As a black political prisoner, he received scantier
rations and fewer privileges than other inmates. He was only
allowed to see his wife, Winnie Madikizela-Mandela (1936-),
who he had married in 1958 and was the mother of his two
young daughters, once every six months. Mandela and his
fellow prisoners were routinely subjected to inhumane
punishments for the slightest of offenses; among other
atrocities, there were reports of guards burying inmates in the
ground up to their necks and urinating on them.
These restrictions and conditions notwithstanding, while in

confinement Mandela earned a bachelor of law degree from
the University of London and served as a mentor to his fellow
prisoners, encouraging them to seek better treatment through
nonviolent resistance. He also smuggled out political
statements and a draft of his autobiography, “Long Walk to
Freedom,” published five years after his release.
Despite his forced retreat from the spotlight, Mandela

remained the symbolic leader of the antiapartheid movement.
In 1980 Oliver Tambo introduced a “Free Nelson Mandela”
campaign that made the jailed leader a household name and
fueled the growing international outcry against South Africa’s
racist regime. As pressure mounted, the government offered
Mandela his freedom in exchange for various political
compromises, including the renouncement of violence and
recognition of the “independent” Transkei Bantustan, but he
categorically rejected these deals.
In 1982 Mandela was moved to Pollsmoor Prison on the

mainland, and in 1988 he was placed under house arrest on the
grounds of a minimum-security correctional facility. The
following year, newly elected president F. W. de Klerk (1936-)
lifted the ban on the ANC and called for a nonracist South
Africa, breaking with the conservatives in his party. On
February 11, 1990, he ordered Mandela’s release.
NELSON MANDELA AS PRESIDENT OF SOUTH AFRICA

After attaining his freedom, Nelson Mandela led the ANC in its
negotiations with the governing National Party and various
other South African political organizations for an end to
apartheid and the establishment of a multiracial government.
Though fraught with tension and conducted against a
backdrop of political instability, the talks earned Mandela and
de Klerk the Nobel Peace Prize in December 1993. On April 26,
1994, more than 22 million South Africans turned out to cast
ballots in the country’s first multiracial parliamentary elections
in history. An overwhelming majority chose the ANC to lead
the country, and on May 10 Mandela was sworn in as the first
black president of South Africa, with de Klerk serving as his
first deputy.
As president, Mandela established the Truth and

Reconciliation Commission to investigate human rights and
political violations committed by both supporters and
opponents of apartheid between 1960 and 1994. He also
introduced numerous social and economic programs designed
to improve the living standards of South Africa’s black
population. In 1996 Mandela presided over the enactment of a
new South African constitution, which established a strong
central government based on majority rule and prohibited
discrimination against minorities, including whites.
Improving race relations, discouraging blacks from retaliating
against the white minority and building a new international
image of a united South Africa were central to President
Mandela’s agenda. To these ends, he formed a multiracial
“Government of National Unity” and proclaimed the country a
“rainbow nation at peace with itself and the world.” In a
gesture seen as a major step toward reconciliation, he
encouraged blacks and whites alike to rally around the
predominantly Afrikaner national rugby team when South
Africa hosted the 1995 Rugby World Cup.
On his 80th birthday in 1998, Mandela wed the politician and

humanitarian Graça Machel (1945-), widow of the former
president of Mozambique. (His marriage to Winnie had ended in
divorce in 1992.) The following year, he retired from politics at
the end of his first term as president and was succeeded by
his deputy, Thabo Mbeki (1942-) of the ANC.
NELSON MANDELA’S LATER YEARS AND LEGACY

After leaving office, Nelson Mandela remained a devoted
champion for peace and social justice in his own country and
around the world. He established a number of organizations,
including the influential Nelson Mandela Foundation and The
Elders, an independent group of public figures committed to
addressing global problems and easing human suffering. In
2002, Mandela became a vocal advocate of AIDS awareness
and treatment programs in a culture where the epidemic had
been cloaked in stigma and ignorance. The disease later
claimed the life of his son Makgatho (1950-2005) and is
believed to affect more people in South Africa than in any
other country.
Treated for prostate cancer in 2001 and weakened by other
health issues, Mandela grew increasingly frail in his later years
and scaled back his schedule of public appearances. In 2009,
the United Nations declared July 18 “Nelson Mandela
International Day” in recognition of the South African leader’s
contributions to democracy, freedom, peace and human rights
around the world. Nelson Mandela died on December 5, 2013
from a recurring lung infection.

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40. EDUCATION FOR ALL. What is its implication?

A. The acceptance of exclusive schools for boys and girls.

Therefore, option C - Practice of inclusive education - is the best answer.

To read more of RA 6728, please visit http://reviewlet.blogspot.com/2014/06/ra-6728.html.

To read more of RA 7784, please visit http://reviewlet.blogspot.com/2014/06/ra-7784.html.

To read more of RA 7722, please visit http://reviewlet.blogspot.com/2014/06/ra-7722.html.

42. The authoritarian setting in the Filipino home is reinforced by a classroom

A. Encourages questions and doubts

An authoritarian setting is an unpleasant, undesirable setting. Options A, C and D are all

Option B - Dictates what learners should do - is the correct answer.

PRESIDENTIAL DECREE NO. 1006

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of

Chairman, Civil Service Commission - Co-Chairman

Section 6. Qualification requirements for examination applicants. - No applicant shall be

(d) That he possesses the following minimum educational qualifications:

The Law Ensuring More Protection to

I. DECLARATION OF POLICY - COVERAGE

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

II. RECRUITMENT AND CAREER

Section 5. Tenure of Office. - Stability on employment and security of tenure shall be

Section 8. Safeguards in Disciplinary Procedure. - Every teacher shall enjoy equitable

b. the right to full access to the evidence in the case;

d. the right to appeal to clearly designated authorities.

Section 9. Administrative Charges. - Administrative charges against a teacher shall be

Section 10. No Discrimination. - There shall be no discrimination whatsoever in entrance to

III. HOURS OF WORK AND REMUNERATION

IV. HEALTH MEASURES AND INJURY BENEFITS

V. LEAVE AND RETIREMENT BENEFITS

VI. TEACHER'S ORGANIZATION

Section 29. National Teacher's Organizations. - National teachers' organizations shall be

VII. ADMINISTRATION AND ENFORCEMENT

Approved, June 18, 1966.

The Law Creating Local School Boards for

SECTION 1. Declaration of policy; creation of Special Education Fund. - It is hereby

(k) the promotion of physical education, such as athletic meets.

(b) an additional tax on real property.

SECTION 4. Imposition of additional tax on real property; disposition of proceeds. - There is

(1) Fifty per cent shall be retained by the municipality;

B. Collections in the cities;

(1) Sixty per cent shall be retained by the city; and

(1) Division Superintendent of Schools - Chairman

(2) Representative of the Provincial Governor

(3) Provincial Treasurer

(5) The President or the duly-elected representative of the League of Parents-Teachers

(1) City Superintendent of Schools - Chairman

(2) Representative of the City Mayor

(3) City Treasurer

(5) The President or the duly-elected representative of the League of Parents-Teachers

C. Municipal School Board:

(1) District Supervisor - Chairman

(2) Representative of the Municipal Mayor

(3) Municipal Treasurer

(5) The President or the duly-elected representative of the League of Parents-Teachers

SECTION 8. Administrative provisions. - All administrative, special and general provisions

Approved, September 25, 1968.

The Law Creating Free Public High School

Section 5. Formulation of a Secondary Education Curriculum. - The Department of

Section 7. Nationalization of Public Secondary Schools. - To effectively implement the

Section 8. Priority in Admission. - Graduates of public elementary schools in a municipality