Itim na Aklat ni Orug Jr.

Halos mabasag ang ininumang baso ni Temyong nang kanya itong ibaba sa mesa matapos marinig ang balita ni Paeng. "Mga walang konsensya!" ang bulalas ng lider ng mga manggagawa ng Hacienda Tierra.

"Maghulos-dili ka, Temyong. Baka marinig ka ng mga kapit-bahay," awat ng kanyang asawang si Melinda.

"Matagal nang dapat nasa atin ang mga titulo ng lupa. Pero ilang taon na ang nalipas. Marami na katiwala ang pinadala dito. Pero pare-pareho silang lahat! Tayong maliliit na manggagawa ang pinapatay nila sa gutom. Mabuti kung tayo lang. Mayroon tayong mga pamilyang pinalalamon." nangingilig na tinig ni Temyong.

"Sabi sa bayan, nakatakda na daw ang pamimigay ng mga titulo." paliwanag ni Paeng. "Ngunit narinig ko ang kumpare ko sa Casa na pinipigil daw ng katiwala ang pamamahagi na dapat noong isang buwan pa ginawa."

"Baka naman marami pang tanggapan ang dapat daanan ng mga titulo," mahinahong paglilinaw ni Melinda. "Hindi ba ganoon talaga sa mga opisina?"

"Tumigil ka!" pigil ng asawa. "Hindi ako tanga! Harap-harapan na ang kanilang panluluko, hindi pa ba kayo nakakahalata!"

"Temyong, ano kaya kung maki-usap tayo na baka naman magawan nila ng paraan." pakli ng asawa."

"Siya nga, pare. Baka mapaki-usap ko si Bado, yung kumpare ko sa munisipyo." pagsang-ayon ni Paeng.

"Pagkatapos ano! Hihingi sila ng kapalit? Kabahagi? Kaparte? Pampadulas? Ano pa ang gusto ninyong itawag ko doon! Marami na ang gumawa ng ganoong pagkakamali dati. Uulitin pa ba natin? Hangga't mayroong sila nalilinlang, hindi sila titigil. Hangga't walang umaangal, hindi sila paaawat. At hangga't wala pumahampas sa kanilang mga ulo, hindi sila magigising sa katotohanan na masama ang kanilang ginawang panlalamang sa kapwa."

Testimonial Speech during the "Simpleng Handog" Program for 2G Scholars

My utmost respect to the chairman of PLDT Group of Companies/PLDT-Smart Foundation, Mr. Manuel V. Pangilinan, Mr. Napoleon L. Nazareno, our PLDT President,

Ms. Esther O. Santos, the President of PLDT-Smart Foundation, Ms. Chaye A. Cabal-Revilla, Chairperson for Gabay Guro Program. To the 2G Volunteers, School Representatives, to my co-2G Scholars, ladies and gentlemen, a greetings of good evening.

            First of all, I would like to express how please I am to speak in this gathering tonight. Among the recipients of the scholarship grant, to stand in behalf of my co-2G scholars is such a distinct honor for me.

             I can’t help but to be nostalgic when I remember my childhood. Perhaps because my mother was a teacher before, since I was a child, I regard education as a very powerful tool that a man can use to live this life, achieve what he wanted, and eventually succeed. Maliit pa lamang po ako, tinituruan na po ako ni Mama kung para saan at bakit kailangang mayroong sapat at tamang edukasyon ang isang tao kahit ano pa man ang katatayuan niya sa buhay. For her, nothing should stop a man to be able to get himself educated. Until today when the prevalent psyche of the people is that it is not poverty that should hinder one who wants to make a difference in life.

However, in a world threatened by turmoil and economic crises, achieving or even having an access to quality education remains to be an elusive dream for some of our countrymen due to negligence of the people who ought to let them experience this human right. Tila ba nagiging madamot ang mundo para sa ilan sa atin. Dumarami po ang mga out-of-school youth natin. In fact, being out of school has become a phenomenon in the Philippines so much so that it is a reality lived by almost 1/3 of our school-age children and youth - they number 5.8 million in 2004. The Department of Education (DepEd) reported that in school year 2007-2008, only 84.44% of children ages 6-11 years old had been enrolled and for secondary level, only 61.91% of youth ages 12-15 had enrolled. What more to those who were able to enroll in college. Even more unfortunate, one out of three of these students end up dropping out of school. They become innocent victims left in the arid and barren field of ignorance, misery and intellectual deprivation.

While public education is free, a student would still need an average of P20, 000 per school year (Kabataan Partylist computation) to cover transportation costs, food, school supplies and other operational expenses whilst schooling. The government, on the other hand, in 2009 allotted inadequate P2, 502 a year or P6.85 per student per day, for education. This figure has not improved since.

Moreover, based on the latest Family Income and Expenditure Survey (FEIS), Filipino families opt to spend more on food and other daily basic necessities over their children’s education needs. Most Filipino families, unfortunately, are forced to make a choice between sending their children to school and spending their scanty income on food and other basic necessities in order to survive. Poverty and government neglect have made education a luxury to many of our Filipino families.

I’m not pointing it all to the government alone. While nobody is willing and courageous enough to accept the blame, there is still something to thank for amidst time of predicaments. Indeed, we are more than lucky that we belong to the 14 percent of students who finished taking up a college degree out of 100 pupils who enrolled in Grade 1 (Licuanan, 2011). Thanks to the people who remain devoted in considering the gravity of the problem and truly care for the future of our nation’s hope through scholarship grants and aids.

            I can still remember the day that I received the letter confirming that my application for scholarship was approved. I can’t express the feeling that day. It was an answered prayer. When my mother heard this news, she was very thankful that the challenge (I don’t want to call it a burden) of sustaining her three college students at the same time will no longer give her much reason to cry at night. Meanwhile, my father –who was a housekeeper - was filled with the same feeling that, for the following days in our life, nothing can obstruct his sons in seeing their dreams coming into reality.

Sila po ang aking mga magulang na nagturo sa amin na mangarap na di inaalintana ang aming katatayuan sa buhay. Sila rin po ang umagapay sa amin na lumaban at humarap sa bawat hamon ng buhay. Sa panahon pong tulad nito, ang tulong po na naibigay ng PLDT-Smart Foundation sa mga tulad namin, na ang makatungtong sa kolehiyo ay isa ng malaking hakbang para maiahon ang aming mga pamilya, ay aming habambuhay na ipagpapasalamat. To Sir Manuel V. Pangilinan, Ma’am Esther O. Santos, Sir Napoleon L. Nazareno, Ma’am Chaye A. Cabal-Revilla, and to the rest of the 2G volunteers – the working force behind this program, we can’t find the exact word to express our gratefulness for sharing with us your generosity. The privilege of being a 2G Scholar has made a lot of difference in our life for the past 2 years in my case. It inspired us in all of our academic endeavors and motivates us to excel scholarly. Thank you for giving us the reason to hope for a brighter tomorrow; special thanks from Philippine Normal University Quezon Campus for being our working partner in helping to reach less fortunate but deserving students to pursue their education. Ang Diyos na lang po ang bahalang gumanti sa inyong kabutihan.

As they say, from much more is given; much more is expected. For our part, what we can promise in return is nothing less than our commitment to our profession as teachers. We will try our best to propagate the benevolence that we experienced by touching lives to make a positive impact on our pupils especially those that are poor. Count on a promise that we will be catalysts of change in a nation that needs to address its problems as far as education is concerned.

Out there are more stories of struggle, fearlessness, and courage. Many students like us still face tight spots in their lives just to attend school. Though I was not able to experience the same, I know it is not easy to review for your exams, make your project and term papers, and listen to class discussions while worrying your meals for the day, house rentals, and the likes. They need a helping hand to ease their burden. We will be so glad if they could also experience the privilege of being a 2G scholar.

Finally, in behalf of our families, please accept our sincere thanks and appreciation for giving this opportunity. You will be forever be a part of our teacher hood. May God bless us all!

Mabuhay ang PLDT-Smart Foundation!

Mabuhay ang mga Gurong Filipino!

Mabuhay po tayong lahat!

The Challenge to the Millennial Teachers (Response of the 2012 Graduates)

            To the honorable guest speaker, Mayor Isaias B. Ubana II of Lopez, Quezon, Dr. Ester B. Ogena - the President of the Philippine Normal University System, distinguished guests, Prof. Edgardo S. Villasenor - the Executive Director of Quezon Campus, members of the academe, parents of the graduating class, young teachers, academicians, ladies and gentlemen… a greetings of good evening.

            Forty two years ago, a wise man has seen a scenario of the present day. “In the three short decades between now and the twenty-first century, millions of ordinary, psychologically normal people will face an abrupt collision with  the  future. Citizens of the world's richest and most technologically advanced nations, many of them will find it increasingly painful to keep up with the incessant demand for change that characterizes our time.” (Alvin Toffler, 1970) These changes over time that happen at a rate beyond expected - changes that bring challenges to each who happens to meet it on his way. What challenges will be is not the question but how ready are we to address it.

            Let’s try to look where we are now. Almost three years ago, PNU was designated as the National Center for Teacher Education by virtue of Republic Act No. 9647 otherwise known as the PNU Modernization Act of 2009 - a clear proof that our alma mater has shown excellence in teacher education and educational leadership hitherto. Along with the designation are the responsibilities that the institution should take into account. In this part of the country, the challenge of serving as a center of excellence that provides quality education, competent teachers, community-based researches, and up to date teaching strategies in the Regions IV–A and V is imperative. And in light of the recent events, it is a challenge for the institution to stand on the proposal of amalgamating state universities and colleges (SUCs). As well-performing institution for higher learning nationally and internationally, PNU should prove that we do not belong inside the bracket of low-performing SUCs that will be amalgamated.

Out there is the real world. The challenge of being employed awaits the graduates. The question is not “Will I be employed?” but rather “What rank will I be in?” We took this bachelors degree in teacher education, we will be TEACHERS in the field of education. Most especially in the present days that the demand for teachers is urgent. The statistics shows that about 1.9 million teachers are needed to attain Education for All especially in the Sub-Saharan Region. Putting it locally, about 103 599 teachers are needed to facilitate the new curriculum we will be having – the Enhanced K to 12. Should you take note, that number doesn’t mean that we will be answering the problems deeply rooted in the system. It has to do with the quality of teacher who possesses the competences and skills in order to diminish, mitigate, or if possible end the menace hampering the society in achieving its goals. Plus the consideration that we will not only be teaching ordinary students, but “The Millennials” (Howe and Strauss, 2000), the Generation X, or the “digital natives,” who are capable of manipulating digital media and deals with peer-to-peer communication and knowledge management but easily lost their attention span and have a habit of multi-tasking.

The Philippines is still off-track in more than 40 percent of the 21 indicators of the Millennium Development Goals or the MDGs, according to a tripartite report made by the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP). A critical look at goals reveals that they are mutually inter-related in the sense that will greatly lead to the realization it – through access to QUALITY EDUCATION.The challenge is to go on track to concentrate on the amount of change in the global community vis-à-vis the interest of the Filipinos. Moreover, the challenge for every teacher is how we can transform these recommendations into actions through the implementation of effective policies, programs and projects in our classrooms to make a positive impact on our people especially to our pupils that are poor. Although some progress was made in the past twelve years since we committed to achieve the MDGs, we need to do more. With only three remaining years to go, our task is to double our efforts in instituting change – to meet and keep the 2015 promise.

Cognizant of what awaits us, millennial teachers, how are we going to address the challenges of the 21^st Century?

Indeed, we are lucky that we belong to the 14% of students who finished taking up college out of 100 pupils who enrolled in Grade 1 (Licuanan, 2011). Let us not waste the four years of perseverance and effort of our mentors in shaping us as to the mission and vision of the school. Let us prove how EMPOWERED we are. If 176 graduates received their diploma this night, 176 passers will be posted in the LET 2012. And if 176 passers were official licensed, 176 teachers will be producing productive, values-oriented, nationalistic, and God-fearing citizens of this country.

Let us bring it back to our alma mater, the Philippine Normal University, who geared us with knowledge and expertise. To our dear president, Dr. Ester B. Ogena, we thank you for giving us all the possible opportunities for learning through your leadership. Through Prof. Edgardo S. Villasenor, we would like to show how grateful we are to the school that served as our light. Forever we will remember how the school played a big part in our teacher hood.

Sa aming mga magulang na hindi bumitaw bagkos ay patuloy na nakibakang kasama namin sa pagtuklas ng karunungan, kayo po ang nararapat na tumanggap ng aming diploma’t medalya. Kayo rin po ang mas higit na nararapat na hangaan sa gabing ito sa pagbibigay ninyo sa inyo mga anak upang magsibi sa bayan bilang mga guro. Salamat po dahil hinayan ninyong maging bahagi kami para sa pagbabago. Maging patuloy po sana kayong bahagi ng pagbabago sa pamamagitan ng pagsuporta sa profesyong pagkaguro. At huwag po sana kayong mag-alinlangang simulan ito dito sa Pamantasang Normal ng Pilipinas.

To all the people behind our success tonight;

To the Municipality of Lopez which serves as our cabbage leaf, reference to the story of Mayor Sonny Ubana during the Torch Ceremony - our warmest gratitude for serving as our cabbage leaf that nurtured and provided us whatever we need in supporting our development for us to spread our wings and fly like a strong and proud butterfly. We still look forward to more butterflies from this cabbage leaf but in particular we look forward to wider cabbage leaf, or should I say, wider lot that will care for more little green caterpillars.

To our benefactors who willingly shared their assistance through scholarship grants, please accept our warm thanks and appreciation. We promise commitment to our work as our little way of giving back what you did for us.

But most of all, to God – our great Teacher. Thank you for strengthening our thrust, guiding our path and making us sees the Truth.

To this end, let us live by the challenge that Jesus gave us as His disciplines – to love one another. Let us do what we are ought to do; share a part in making this world a haven of peace. As teachers, the great challenge of educating young minds lies in our hands. Let us carry the blazing torch that will put them out of ignorance. Let us keep the torch of excellence burning for a better world to live in!

Mabuhay ang Pamantasang Normal ng Pilipinas!

Mabuhay ang bayan ng Lopez!

Mabuhay ang mga bagong gurong Filipino!

RA 9710 (MAGNA CARTA OF WOMEN): ITS IMPLICATION TO THE EXISTING RULES AND POLICIES OF THE PHILIPPINE NORMAL UNIVERSITY LOPEZ, QUEZON

RESEARCH ABSTRACT

Research Title:            REPUBLIC ACT NO. 9710 (MAGNA CARTA OF WOMEN): ITS IMPLICATION TO THE EXISTING RULES AND POLICIES OF THE PHILIPPINE NORMAL UNIVERSITY LOPEZ, QUEZON

Researchers:                Joe Anthony L. Basco

Arjay  C. Encinada

Emelia S. Martinez

Marla N. Ortiz

Aivy Aljhean C. Paraiso

Crisna Maria O. Pardilla

Janine D. Precioso

Degree Conferred:      Bachelor in Elementary Education

Institution:                    Philippine Normal University

Statement of the Problem

The research study sought to draw out the implication of R.A. 9710 otherwise known as Magna Carta of Women to the existing rules and policies of Philippine Normal University Lopez, Quezon.

1. What are the implementing rules and regulation of R.A. 9710 that covers the state universities and colleges (SUCs) and higher educational institutions (HEIs)?

2. What are the foci of the existing rules and policies of Philippine Normal University concerning Academics, Admissions, and Key Transaction as stipulated in the;

a.       Student Handbook;

b.      Faculty Manual, and;

c.       Administrative Manual?

3. What are the rules and policies of PNU that go with R.A. 9710 as perceived by;

a.       Administration, Faculty and Personnel, and;

b.      Students?

4.  What are the rules and policies of PNU that do not go with R.A. 9710 as perceived by;

a.       Administration, Faculty and Personnel, and;

b.      Students?

5. What is the implication of R.A. 9710 to the existing rules and policies of the Philippine Normal University?

Assumptions

1. The researchers postulate that the implementing rules and regulations of the Magna Carta of Women that concern SUCs and HEIs are;

a.       gender-sensitive curriculum;

b.      equal access to education;

c.       elimination of violence against women (VAW);

d.      equal access to sports;

e.       right to health;

f.       food security and productive resources;

g.      recognition and preservation of cultural identity and integrity;

h.      peace and development education

i.        protection of culture and tradition; and

j.        gender mainstreaming.

2. The researchers assume that the existing rules and policies of PNU focus on the following:

A.    Student Handbook

a.       Admission and Registration

b.      Policies on Transferees

c.       Enrolment Procedure

d.      Academic Policies

B.     Faculty Manual

a.       Academic Processes

b.      Professional Services

c.       Benefits, Incentives, Privileges and Awards

d.      Administrative Procedures

C.     Administrative Manual

a.       Policies, System and Procedures on Key Administrative Transactions

1.1  Human Resources Management Office Transaction

1.2  Financial Management

1.3  Property and Supply Management

1.4  Communication and Record Management

1.5  Physical Plant and Campus Development

1.6  Health Management

Hypotheses

1. The existing rules and policies of the Philippine Normal University strongly observe the educational provisions of Republic Act No. 9710 otherwise known as the Magna Carta of Women.

2. The R.A. 9710 otherwise known as the Magna Carta of Women has no implication to the existing rules and policies of the Philippine Normal University Lopez, Quezon Campus.

Research Methodology

The main objective of the study is to find out if RA 9210 has an implication to the existing rules and policies of Philippine Normal University. For this reason, the descriptive-normative type of research was used in conducting the study.

The major internal stakeholders of the Philippine Normal University Lopez, Quezon are the respondents of the research study. These major internal stakeholders refer to the university officials, faculty and personnel, and students. To this end, they were grouped into two namely (A) the university officials, faculty and non-teaching personnel and (B) the students presently enrolled. The number of student respondents was settled on using non-proportional quota sampling.

The researchers made use of three instruments including the documentary analysis, interview, and survey questionnaire. Data acquired from the documentary analysis and interview was used by the researchers in constructing the survey questionnaire. It undergone consultation and validations with the authorities and research masters namely; master grammarian, master statistician, and master researcher.

            Both the student and faculty respondent used the same questionnaire using the Likert scale. The weighted mean of each of the fifty one items was computed through the Microsoft Excel. It was then analyzed and interpreted.

Summary of Findings

1. The provisions in the Magna Carta of Women that concern SUCs and HEIs are gender-sensitive curriculum, right to equal access to education, elimination of violence against women (VAW), equal access to sports, right to health, food security and productive resources, recognition and preservation of cultural identity and integrity, peace and development education, protection of culture and tradition, and gender mainstreaming.

2. Meanwhile, the existing rules and policies of the Philippine Normal University focus on the following admission and registration, policies on transferees, enrolment procedure and academic policies as stipulated in the Student Handbook. On the other hand, academic processes; professional services; benefits, incentives, privileges and awards; and administrative procedures are the centre of the Faculty Manual. Lastly, the Administrative Manual underscores policies, system and procedures on key administrative transactions like human resources management office transaction, financial management, property and supply management, communication and record management, physical plant and campus development, and health management.

3. The findings reveal the existing rules and policies of the Philippine Normal University are in line with the educational provisions in the Magna Carta of Women. This comes entrenched since the statements gained an overall average of 3.111275 and is interpreted as “Moderately Observe.” 

4. None of the existing rules and policies of the Philippine Normal University were concluded to be “Not Observed” as to the observations of the major internal stakeholders is concerned.

5. Findings show that the hypotheses of the researchers come to be rejected as the overall average has settled on 3.111725 and was interpreted as “Moderately Observed.” Thus, the R.A. 9710 otherwise known as the Magna Carta of Women has an implication to the existing rules and policies.

Conclusions

            Out of the findings that the researchers have acquired, the following conclusions were formed:

1. The provisions in the Magna Carta of Women that concern SUCs and HEIs promote gender equality among women in all access to education.

2. The existing rules and policies of the Philippine Normal University focus on academic processes, admission and registration, and relevant key transactions of the Institution.

3. The existing rules and policies of the Philippine Normal University are in line with the educational provisions in the Magna Carta of Women.

4.  None of the existing rules and policies of the Philippine Normal University are not in accordance to the provision in the Magna Carta of Women.

5. The existing rules and policies of the Philippines Normal University moderately observe the educational provisions in the Magna Carta of Women.

Recommendations

1. The Administration may make certain steps for the full implementation of the educational provisions enshrined in the Magna Carta of Women.

2. The Administration may ensure the correct interpretation of the existing rules and policies.

3. The Administration may guarantee to the student the full enjoyment of the educational provisions in the Magna Carta of Women.

4.  The Administration may strengthen the rules and policies of the Institution that go with the Magna Carta of Women.

5.  The Administration may take appropriate steps to strongly observe the educational provisions in the Magna Carta of Women in all of the Institutions rules and policies.

For the future student-researcher, the following studies were recommended for further investigation:

Curriculum Review: Basis for Strengthening Gender Mainstreaming in Philippine Normal University, Quezon Campus

Development and Validation of a Proposed Sex-Disaggregated Database for Philippine Normal University, Quezon Campus

Perceived Significance of a Gender and Development Code for the Philippine Normal University

PNOY’s Ten Point Agenda in Basic Education

1. 12-year Basic Education Cycle (K+12)
Our President is planning to expand the basic education cycle, from a 10-year cycle to a globally-comparable 12 years, for our public school children. At present, we are the only country in Asia that has a 10-year cycle for basic education. Those who can afford basic education get into the best universities and the best jobs after graduation.

2. Universal preschooling for all
All public school children will have preschool as their introduction to formal schooling by 2016, and he will make this available to all children regardless of income. With regards to pre-schooling, I think this program was implemented already by previous administration. We had already our Day Care Centers managed by Day Care Worker. This program is under the Department of Social Welfare and Development (DSWD) with the Municipal Nutrition Action Officer (MNAO) as the head of the Day Care Workers.

3. Madaris education (Madrasah) as a sub-system within the education system
President Noynoy Aquino wants full basic education for all Muslim Filipino children. According to him, this is to give proper respect to their culture while providing a sound curriculum in English, Filipino, Science, and Math. Madaris education, with subjects in Arabic language and Islamic Values Education, can be integrated in our public school curriculum as additional subjects.

4. Technical vocational education as an alternative stream in senior high school. 
He will reintroduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment. We need to provide an educational alternative to better prepare the students for the world of work.

5. “Every child a reader” by Grade 1
By the end of the next administration, every child must be a reader by Grade 1. At the core of our children’s non-learning problems is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school must be a reader by Grade 1. I think this is the responsibility of the parents to teach their children how to read while at home. Modesty aside, our parents taught us how to read when we were still young even if they were just both an elementary graduate.

6. Science and Math proficiency
Our President is also planning to rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally compatible in industry and manufacturing. To build a culture for science and math, he is also planning to promote science and math clubs and fairs. In our school, we have Student Technologist and Entrepreneur of the Philippines (STEP) Competition and Mathematics Week Celbration.

7. Assistance to private schools as essential partners in basic education
The President is planning to expand government assistance to private education. A strong private school system will strengthen our public schools by providing parents an alternative and not adding to the overcrowding. One concrete example is the Fund for Assistance to Private Education (FAPE). They have this program Educational Service Contract (ESC). A student in a private school can apply as ESC Scholar provided that he or she is deserving to become a scholar. In other words, his/her academic records are good. I think, no grade below 80% is one of their requirements. Modesty aside, I was once an ESC scholar before when I was still in high school (ehem!). By the way, another requirement is the Income Tax Return (ITR) of the parents.

8. Medium of instruction rationalized
President Aquino wanted the Philippines to become a trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. He said: “Retain your dialect and connect with your heritage.” I think this will be realized.

9. Quality textbooks
Our President also will not tolerate poor textbook quality in our schools. Textbooks will be judged by three criteria: quality, better quality, and more quality. Poor quality textbooks have no place in our schools according to him. I have noticed that some of our textbooks have wrong information. There was a time that I read a book and it says: “Clouds are blue.” Where in this world that you can find clouds with blue color? There are also some words that are misspelled. This will be the job of the National Book Review Board. They must see to it that all books have three criteria: quality, better quality, and more quality.

10. Covenant with the local governments to build more schools
President Noynoy Aquino is planning to build more schools in areas where there are no public or private schools in partnership with local governments, as well address our persistent classroom and teacher shortages. We need more schools with smaller populations so that teachers, students and parents can form a real learning community. This time, there is now a Local School Board (LSB) with the District Supervisor as the Chairman and the Municipal Mayor as the Co-Chairman or vice versa. In our school, we have 5 teachers who are still LSB Funded.

Four-Pronged Approach

Looking for a lesson plan using four-pronged approach? Try the links below.=)
http://www.jeanettepatindol.com/uploads/3/5/3/0/353097/the_four-pronged_approach.pdf
http://celinadeleon.wordpress.com/2006/04/07/lesson-plan-in-english-i-four-pronged-approach/
http://www.jeanettepatindol.com/for-teachers-other-resources.html

Lesson Planning Procedure

Time -- we only have so much of it. The effective teacher cannot create a single extra second of the day -- any more than anyone can. But the effective teacher certainly controls the way time is used. Effective teachers systematically and carefully plan for productive use of instructional time.One of the primary roles that you will perform as a teacher is that of designer and implementor of instruction. Teachers at every level prepare plans that aid in the organization and delivery of their daily lessons. These plans vary widely in the style and degree of specificity. Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on the backs of discarded envelopes. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. Teachers need more than a vague, or even a precise, notion of educational goals and objectives to be able to sequence these objectives or to be proficient in the skills and knowledge of a particular discipline. The effective teacher also needs to develop a plan to provide direction toward the attainment of the selected objectives. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being organized. Several lesson plan outlines will be presented. You as a teacher will probably begin by choosing a desirable outline and sticking fairly close to it. Planning and classroom delivery innovations usually come once you are in the classroom with your own set of learners, have developed your own instructional resources, and have experimented with various strategies. Although fundamental lesson planning elements tend to remain unchanged, their basic formula is always modified to suit the individual teacher's lesson preparation or style of presentation. The lesson plan is a dreaded part of instruction that most teachers detest. It nevertheless provides a guide for managing the learning environment and is essential if a substitute teacher is to be effective and efficient. Three stages of lesson planning follow: Stage 1: Pre-Lesson Preparation Goals Content Student entry level Stage 2: Lesson Planning and Implementation Unit title Instructional goals Objectives Rationale Content Instructional procedures Evaluation procedures Materials Stage 3: Post-Lesson Activities Lesson evaluation and revision Lesson planning involves much more than making arbitrary decisions about "what I'm going to teach today." Many activities precede the process of designing and implementing a lesson plan. Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and effectiveness of the lesson in leading learners to these outcomes. One final word. Even teachers who develop highly structured and detailed plans rarely adhere to them in lock-step fashion. Such rigidity would probably hinder, rather than help, the teaching-learning process. The elements of your lesson plan should be thought of as guiding principles to be applied as aids, but not blueprints, to systematic instruction. Precise preparation must allow for flexible delivery. During actual classroom interaction, the instructor needs to make adaptations and to add artistry to each lesson plan and classroom delivery.