Student name : Fiorentina Aprilia
Home university : Sebelas Maret University (UNS), Surakarta, Indonesia
Receiving University : Tarlac Agricultural University (TAU), Camiling, Philippines
Blog address : fiolearnersite.home.blog
- SCHOOL: GENERAL INFORMATION AND ACADEMIC ADMINISTRATION
1.1 School Profile
Tarlac Agricultural University (TAU)
The Institution was established in 1944 as Camiling Boys/Girls High School. It started with 368 students, 13 faculty members and a school principal. It stopped operation in December 1944 but resumed after the Liberation as Tarlac High School, Camiling Branch. The reopening of the school was a response to the clamor of parents whose children stopped schooling during the war years and the difficulty of traveling from Camiling to Tarlac City.
On July 6, 1945, Municipal Resolution No. 34 created the Camiling Vocational Agricultural School (CVAS) replacing Tarlac High School, Camiling Branch. Its focus on vocational agriculture was considered a means to hasten the economic recovery of the town from the ravages of the war. CVAS had 534 students and 13 faculty. From 1945 to 1948, the school offered two curricula – the general academic to enable the former students to graduate and the agriculture curriculum for the first year and second year students.
On September 26, 1946, the school was renamed Camiling Rural High School (CRHS). In 1948, the general curriculum was phased out. Early in 1952, the Director of Public Schools served notices that the school should be relocated to a permanent site and increase the declining enrollment; otherwise it might be closed or transferred to another town.
The most conducive for an agricultural school’s expansion was found in Malacampa, a barangay seven kilometers away from the town proper. In June 1953, the school with 155 students and eight faculty moved to the new site. Classrooms and offices were made of bamboos and nipa in the “middle of a wilderness.” Funds from FOA-PHILCUSA later came and permanent buildings replaced the bamboo structures.
Expansion and development had been accelerated when CRHS was converted to Tarlac National Agricultural School (TNAS) in 1957, under a Superintendent. It became a policy to make all projects profitable – piggery, poultry, goat and vegetables. Linkaging for research started from pork barrel funds. In 1961, the two-year technical agriculture post secondary course was opened and in 1963, the Health Center was built out of funds from the Philippine Charity Sweepstakes Office (PCSO). By that time, TNAS already had a school hymn and a student publication, “The Carabao.”
In 1965, TNAS and Tarlac School of Arts and Trades (TSAT) were merged to become the Tarlac College of Technology. TNAS became TCT-College of Agriculture (TCT-CA) while TSAT became the Tarlac College of Technology – College of Arts and Trades (TCT-CAT) by virtue of RA 4337. TCT-CA offered three degree programs: Bachelor of Science in Elementary Education major in Elementary Agriculture or Home Economics (BSEEd); Bachelor of Science in Agriculture (BSA) major in Crop Science/Animal Science and Bachelor of Science in Agricultural Engineering (BSA Eng’g). Government programs related to agriculture, especially after the declaration of Martial Law in 1971 gave a boost to the enrollment in these courses. Graduates found immediate employment here and abroad. From all indications, the school could well become autonomous.
Thus, on December 18, 1974, by virtue of PD 609 issued by President Ferdinand E. Marcos, the Institution was created as a state college. The first College President was Mr. Jose L. Milla. During President Milla’s stewardship, the campus area was increased to 60 hectares; a forestry laboratory in Titi Calao, San Jose, Mayantoc was acquired through PD 1506; Fishery was added to the existing production projects and joint researches with IRRI were undertaken. Enrollment further increased as well as the number of faculty and non-teaching personnel.
The second College President was Dr. Robustiano J. Estrada. Upon his assumption, the ten-year development program and the TCA Code were prepared. There was a major reorganization in the administrative set-up of the College. Two vice presidents were designated: the Vice President for Administrative and Business Affairs took care of the non-academic staff and functions while the Vice President for Academic, Cultural and Sports Affairs was in- charge of the academic programs based in different institutes under a Dean. There was an exodus of faculty to take graduate studies because of the promotion scheme of state universities and colleges that gave highest point to educational attainment.
Infrastructure development was also accelerated under Dr. Estrada’s administration. Academic buildings rose to accommodate enrollment that reached thousands and which increased every year. Twenty-one faculty cottages, the Girl’s Dorm and Boy’s Dorm, a guest house, six-door staff apartment, a research and development building, a multipurpose building, the administration building cum library and the chapel were all constructed.
The old structures were repaired and PAG-ASA established an Agro-Meteorological Station. These gave a new look to the campus. By then, the campus has expanded to 70 hectares, including a four-hectare athletic oval. Research and extension also expanded and TCA became a byword among households in the service area. The production projects also increased notably, rice, vegetables, piggery, poultry, goat, cattle, nursery, fruit trees, seedlings and canteen service. Dr. Feliciano S. Rosete became the 3rd President of TCA when Dr. Estrada’s term expired in 1989. During the first five years of Dr. Rosete’s term, other infrastructures came about. The landmark was the Farmers’ Training Center built from the Countrywide Development Fund (CDF) of then Senator Alberto G. Romulo. It was also during Dr. Rosete’s term that scholarships from private individuals and NGOs started pouring in, and more curricular programs were offered. Extension and research accomplishments also multiplied.
In 2001, Dr. Philip B. Ibarra became the 4th President of TCA. His administration is noted for sustaining the gains and glories of the past while working out for more. TCA then was notable for revolutionizing its curricular offerings, computerization of enrolment and administrative system, aggressive accessing of financial and material resources, development of new leaders, aggressive accreditation of programs and strengthening existing partnerships with local and international organizations. All these initiatives have Pushed TCA to be the Best Institution through Transparent and Caring Administration.
On January 14, 2010, Dr. Max P. Guillermo, assumed the presidency of the Institution. He pursued a new strategic planning initiative: TCA @ 2015 that outlined the formulated institutional plans, based on strategic programmatic strengths supported by a comprehensive development plan to make the then TCA an energized incubator of new ideas and center of innovation. Significant milestones in the realization of the vision to be a recognized higher education institution in the Southeast Asian Region are greatly demonstrated during the second term of Dr. Guillermo.
His term is characterized by a more aggressive and more vigorous actions all directed toward its persistent pursuit of quality and excellence. Intensified mechanisms in the realization of the Institution’s quest for quality assurance are the landmark accomplishments of Dr. Guillermo’s administration. It is under his administration that the Institution had been awarded an institutional accreditation status making a record as the first AACCUP Institutionally Accredited State College in the Philippines, the second SUC granted institutional accreditation by AACCUP under the outcomes-based quality assurance (OBQA) paradigm, and the fourth SUC awarded institutional accreditation status by AACCUP. As it strives to achieve the highest levels of excellence in delivering higher education, TAU has also undergone Institutional Sustainability Assessment (based on CMO No. 46, s. 2012) conducted by CHED.
On January 1, 2016, the Agriculture Education of the College of Agriculture and Forestry was designated by the Commission on Higher Education (CHED) as Center of Development (COD), whereas, the Teacher Education programs of the College of Education were certified by CHED as Center of Excellence (COE) effective April 1, 2016. Furthermore, all the 23 program offerings of the University are already accredited, most of which are submitted for higher accreditation status.
Due to the drift in the internationalization of higher education, the University has also intensified and strengthened its global partnerships, linkages, and collaborations to expand its network, broaden its prospects, and strengthen resource generation initiatives. These collaborations and partnerships paved way for faculty exchange and numerous research paper presentations and opportunities for sending OJT students abroad. All of these also ushered diversified avenues for international (cross-border) mobility of students. An evident change in TAU’s environment is also observed with the massive infrastructure projects designed to cater to the ever changing needs of its stakeholders. The rise of new structures and rehabilitation of existing buildings that house well-ventilated and spacious classrooms together with well-equipped laboratories has been a priority of the University administration.
On May 10, 2016, a major historical leap for the TCA has been taken as it was officially converted into TAU by virtue of Republic Act No. 10800, “An Act Converting the Tarlac College of Agriculture in the Municipality of Camiling, Province of Tarlac into a State University to be Known as the Tarlac Agricultural University,” signed by His Excellency President Benigno S. Aquino III.
TAU is mandated by law to provide advanced education, higher technological, professional instruction and training in the fields of agriculture, agribusiness management, science and technology, engineering, teacher education, non-traditional courses, and other relevant fields of study. It shall also undertake research, extension services, and production activities in support of the development of the Province of Tarlac, and provide progressive leadership in its areas of specialization.
The change in status and shift in perspective pose immense challenges to TAU, to which an effective, in-depth, well-planned, and well-executed strategic development plan is imperative to sustain quality, competence, and competitiveness in agricultural education and all its allied courses. The TAU Strategic Development Plan (2016 to 2025) has been crafted through the stakeholders’ combined wisdom and vision for TAU. It serves as the blueprint of the ten-year strategic directions carefully laid out to realize the University’s breakthrough goals.
The advent of ASEAN integration and the drift in internationalization, alongside its mandate, compel TAU to craft development-oriented functions and outcomes-based education essential to meet global demands and standards. These include the processes and strategies of integrating international, intercultural, and global dimensions into the goals, functions, and delivery of higher education. With all these changes and challenges, TAU still firmly believes that a relevant and quality education is indispensable in shaping holistically the country and the world.
Vision: TAU as one of the top 500 agricultural universities in Asia
Mission: TAU is committed to improve the quality of life through the production of competent graduates and relevant technologies in the service of society.
San Vicente Elementary School (SVES)
HISTORY OF THE SCHOOL
During the Spanish era, people immigrating from the North who were related to each other decided to clear the dense forest, which lies among the bank of river, the place is full of “Bayating” a vine which bears poisonous fruits which the settlers used to catch fish in the river. The settlers called the place “Bayating” and the river was known Bayating river.
Among the original settlers were Lino Domingo, Lorenzo Robiños, Francisco Pacleb, Anastacio Baltazar, and Tiburcio Molina. Years after, a caravan of their kin’s arrived in the waves and they settled permanently and improved the place until the time came when the “Cabo De Lugar” ordered to go away from their settlement, this was the time when terrorism reign in Santa Ignacia and Camiling. However, despite of the disorder, trade went on in its usual barter system. People piled in one place to another for their trade one woman came to the settlement from Ilocos region by the name of Cesaria Antonio with an image of Saint Vincent. Every afternoon, she gathered a woman in the neighborhood and taught them to worship God and the Saint Vincent as their patron saint. With the help of the late President Don Francisco Milla, the barrio which was part of camiling was annexed as one of the barrios of Santa Ignacia in the year 1902.
The population increased and the people thought of the building a school house for their children to study. A one-room building was constructed. Such temporary structure was made of sawali walling and roofed with cogon which is abundant in the community. Among the first teachers were Mrs. Santiago Guarin, a certain Mr. Lorenzo, Mr. Felix Robiños, Mr. Concepcion, Miss Anita Robiños and Mr. Costales. The school becomes bigger as the population grows. Teachers came and go as Mrs. Remedios Antonio and Daniel Garma, Mrs. Ralina Duque and others. Now it has become a complete elementary school with ten teachers and has become a pilot model school in the district in particular and to the division.
As year passed by, the following principals who contributed to the success and progress are Mrs. Marciana T. Baratang, Mrs. Porfina A. Valdez, Mrs. Lourdes P. Luque, Mrs. Vilma L. Mariano, Mrs. Presentacion S. Espaldon, Mrs. Leticia Antonio, Mrs. Arlene A. Dela Merced, and the present principal Managing the school is Mrs. Nanette M. Celario.
1.2 Academic Support System
The school has buildings that good for children’s activity. The outside space is also good for children to develop their motoric skill and their socializing skill with other children by playing together because it’s quite big.
1.3 Teaching System
The teaching system applied by the teacher of the San Vicente Elementary School, especially the kindergarten using the the thematic or integrated approach. This approach uses the student-centered learning experiences, so the teacher would always ask the children the experience children had in the matter of the theme of the day. The kindergarten uses the mother tongue as the primary language.
1.4 Materials and other learning sources
Learning materials are based on the current K to 12 Curriculum of the Philippine Department of Education (DepEd) to identify the learning standards and competencies that are expected of kindergarten. Instructional decisions in the classroom. The instructional decisions is another primary reference for the teachers in carrying out the day to day teaching and learning process. It contains suggested play and theme-based activities for the different block of time per day, within a week and in the span of forty (40) weeks. It should be noted the Kindergarten teachers can modify or revise these suggested plans, activites, and materials depending on her/his theme and socio-cultural context.
The basic teaching materials for children include, but are not limited to, the following:
1. Manipulative Toys (e.g, table blocks, lacing beads, tangrams, i counting frames, domino images, jigsaw puzzles, and counters (such as stones, shells, seeds, bottle caps, leaves, and twigs)
2. Board game/game card (e.g., covers all and calls games: uppercase letter, lowercase letters; colors, numbers, shapes; connect games, take games, etc.)
3. Books (hard-read books or ledgers, booklets, illustrated storybooks, wordless picture books, concept books, board books, etc.)
4. Open sensory material (eg, sand and water, clay or homemade playdough, etc.)
5. Multimedia and computer-assisted materials such as songs, rhymes, films on CD / DVD, interactive educational games
6. Native teaching material or homemade toys and toys made by parents.
1.5 Measurements and Evaluation System
Evaluation and assessment is very important in the learning process of the students. The assessment system in the SVES is according to the standard in the K-12 Curriculum. Other than assessing in the of the learning day, every friday in SVES is a quiz day. So, the teachers prepare quizzes the students has to finish for the lessons they have learnt for a week.
1.6 Curriculum
The kindergarten curriculum has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching strategies as well as child centered learning experiences.
K to 12 BASIC EDUCATION CURRICULUM
The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and, adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to 12. The rectangular figures show the theoretical bases for teaching-learning early years which are founded on constructivism, integrative, thematic, collaborative, inquiry -based and reflective teaching; application of the Developmentally Appropriate Practices (DAP); and support the principles of child growth and development and the learning program development and assessment. The circles signify the system of how Kindergarten Education is to be employed. The interlocked circles represent the learning domains like petals of a flower that has to be equally imparted to holistically develop children. The domains are enclosed by the Learning Areas children will meet in Grade One onwards for which they are being prepared for. The outermost layer indicates the Curricular Themes where the National Kindergarten Curriculum Guide (NKCG) is designed. The interlocked ellipses form a flower that portrays the gradual unfolding but steady development, as expected of every child. The child is seen as being in the process of blossoming – like a flower bud that should not be forced, lest it loses its chance to fully develop.
1.7 Teaching Plan (Early Childhood Education)
I created my Lesson Plan according to Philippines Format. You can see below.
2. PEDAGOGICAL CONTENTS
2.1. Teaching methods;
- The language mainly used in the kindergarten is their mother tongue which is Ilokano and of course Filipino.
- The learning activity prepared by the teacher is using the thematic strategy and based on the seven development domains set by the department of education.
2.2. Learning Materials and Innovation;
Based on my observations, the teacher used learning materials in lessons such as kindergarten special textbooks, pictures, videos, songs, colored papers, blackboard, storybooks and other learning innovation created by the teacher such as mathematic dices, numbered fish aquarium and of course real objects that can be brought to the class.
2.3 Sources and Learning Technology;
The learning sources and the learning technology used by the teacher in SVES is the basic instructional media like manipulative toys, textbooks, board games, flash cards, songs/musics and videos.
2.4. Authentic assessment;
The assessment used by the teacher in SVES is to know how well children understand the lesson taught by teacher that day and throughout the week. Every Friday the school has its own schedule which is quiz day and they will have quiz to know how much the children know their lesson.
2.5. Others.
The teacher always asked the students about the lesson they learnt yesterday and integrated it with the lesson the were going to learn that day.
3. TEACHING PLAN
3.1. Curriculum
The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content based curriculum of Grades 1 to 12. In Kindergarten, students learn the alphabet, numbers, shapes and colors through games, songs and dances in their mother tongue.
3.2 Teaching Plan
I. Objectives
a. To tell the students that there are goods from the communities and out of the communities.
b. Tell the students what’s in the sari-sari store.
II. Subject
a. Topic: Goods from the communities.
b. Materials: Pictures of the sari-sari store and the goods sold in the sari-sari store.
III. Learning Activity
a. Meeting Time 1
-Message: store owners get some of their goods from other communities sometimes they travel to other places to get those goods. Sometimes those goods are delivered to the sari-sari store
-Questions: Which goods come from our own community? Which goods come from other communities?
b. Work Period 1
Teacher supervised: Poster : Saan nanggaling ang mga Paninda sa sari-sari store.
-Have the students to draw the goods in the sari-sari store in a piece of paper.
-Paste the drawing into a big paper in front class.
Independent work
- Playdough
Have the students make different types of sari-sari store goods and set them aside to be the goods in the next activity
- Sari-sari store words sort
Have the students say different things sold in the sari-sari store according to their knowledge.
List them on the blackboard
Ask the children to sort them into the same categories
- Picture a rhyme
Get a piece of paper and fold it into half
Pair up the students
Let the children draw things which rhymes
And compile them into books
c. Meeting Time 2
Song: Twinkle-twinkle little star
IV. Generalisation
Sari-sari store has a lot of goods to sell which come from anywhere around the world, it can be from around the place or even from the other side of the globe, the seller can pick up goods or even it can be delivered to the store. Other than the goods the seller sold to the people, they need things to manage and to store the goods to keep it fresh.
V. Assignment
When your parents go to the market, please look at the things sold in the market. Please tell me the things you saw in the market tomorrow.
4. TEACHING PRACTICE
4.1. Procedures of teaching;
Students greet and pray together.
– Song the Philippine national song “Lupang Hinirang”
– Prayer and promise
– Singing Mars of Tarlac and Santa Ignacia
– Dancing
– The teacher asks the previous lesson
– The teacher starts teaching according to the theme
– Snack Time
– Teacher continues learning
– The teacher gives assignments to children
– Pray
– Return
4.2. Time Management and Organizing Activities;
| Activities | Morning Time | Afternoon Time |
| Arrival | 7:30 – 7:40 | 1:00 – 1:10 |
| Meeting Time 1 | 7:40 – 7:50 | 1:10 – 1:20 |
| Work Period 1 | 7:50 – 8:35 | 1:20 – 2:05 |
| Meeting Time 2 | 8:35 – 8:45 | 2:05 – 2:15 |
| Supervised Recess | 8:45 – 9:00 | 2:15 – 2:30 |
| Nap Time | 9:00 – 9:10 | 2:30 – 2:40 |
| Story Telling | 9:10 – 9:25 | 2:40 – 2:55 |
| Work Period 2 | 9:25 – 10:05 | 2:55 – 3:35 |
| Indoor/Outdoor Activities | 10:05 – 10:25 | 3:35 – 3:55 |
| Meeting Time 3 | 10:25 – 10:30 | 3:55 – 4:00 |
| Preparation of Instructional Materials | 10:30 – 11:00 | 4:00 – 4:30 |
4.3. Problem-solving;
The teacher will ask questions and the children will answer what they see in the pictures or what they see in the real world about the topic after that the children will do the designated task the teacher has made in pair, in group, or individual.
4.4. Classroom management;
The teacher uses strategies to manage the class. Different strategies are used in the class, because even in the same class children have their own character. Especially the children in the morning section and the afternoon section are different in character. So, teacher has to have a lot of strategies to manage the class for the success of everyone’s learning process.
5. Summary and Suggestions
5.1. Purposes of Practicum;
The purpose of this practicum program of SEAMEO for me is to give me more knowledges, insights, and experiences to teach/educate the future children especially in kindergarten. This helped to develop my teaching skills, class management skills, and time management in order to have a successful learning environment. This practicum also helps me to deepen and improve my skills in english and creativity to help the learning and teaching process.
5.2. Procedures of Practicum;
The first thing the teacher has to is to choose a theme of the day and make a lesson plan for the day also choose a different strategy to use during the learning process for the children has many different character each so the class will become active and the class will become more interesting. After that, the teacher has to prepare the materials for teaching, the evaluation and assignment that is appropriate for the theme of the day and the students.
5.3. Outcomes of Practicum;
After completing this practicum, I as the pre-service student has known more of the strategy to teach, how to control the time, how to manage the class, how to handle the students, making better lesson plans, choosing the right materials for my teaching plan and of course my ability to speak English has improved better than the last time I haven’t done this practicum program.
5.4. The challenges of Practicum;
The challenges I faced during this practicum were the students, the time management, and of course the language barrier. Because I taught not only in kindergarten but also in the grade 1, the students were really different, among the grade 1 kindergarten morning section and the afternoon section. The grade 1 was noisier than the rest, the morning section of the kindergarten was the most manageable class I had in this practicum, and the last but not least, the kindergarten afternoon section was the most silent class. From all the differences of the children that made hard to control my time management.
The language barrier I faced while teaching the students was not that affected my teaching, because I had my cooperating teacher and my buddy in class so I could ask them to translate what I was saying to the students so I could continue with my teaching.
5.5. Overall impression;
Every child is different in character. We as the future teacher have to know how important teaching methods are for the smooth process of learning, the importance of managing classes so that children feel comfortable in class when the students get noisy how can we handle them because we can’t just scold them.
5.6. Suggestions for future improvement.
Hopefully, the teacher can improve English language skills, continue to practice being a good teacher, be able to manage classes well, can manage time and use various teaching methods properly and correctly.
SEA-Teacher Batch 7 Journey 