The day is past when teaching can be carried on in a haphazard manner. Contemporary experience in other field of human endeavor suggests the need and wisdom for a careful planning of educational activities. The bewildering large and ever increasing range of school curriculum plus the growing recognition of the complexity of the teaching and learning procedures, add weight to the argument for rigorous planning of instructional program. Lesson planning is an integral part of teaching in all levels of our school system. Planning is made because it results in better teaching and more productive learning. It is a means to an end, not an end in itself. It is essentially an experience for anticipatory teaching. A lesson plan serves as a blue print for the teacher and her pupils to the point of destination or goals to be accomplished. All wee-taught lessons are the results of careful planning.
A lesson plan or a course plan furnishes the teachers a clear comprehensive of the main objectives which subjects or course seek to realize. It gives a general over-view of the goals to be achieved and the learning experiences to be provided for the day, week, a semester or year.
The sole purpose of lesson planning or course planning is the improvement of teaching of the teachers and the learning of the pupils. A well-made lesson plan will give the teachers a feeling of confidence and security in the classroom, because she will have definite and appropriate experiences ready to develop with her pupils.
Types of Lesson Planning
The teacher’s responsibility in most cases is to plan pupil experiences within the framework set forth in the course of study, the textbook, the manual or whatever general plan for the day or week used in the elementary or the secondary school. In planning the lesson or course the teacher must be sensitive to the philosophy or aims, policies, and practices of the school to which he or she belongs.
In planning classroom activities for the pupils or students, three types of plans are often used, namely:
1.Course Plan – the course plan give a general overview of the goals to be achieved and the learning experiences to be provided for the quarter or year. This is a long range plan. It provides the general framework within which the work of the quarter and year will be carried out. Its scope is determined largely by the educational philosophy of the school, the limitations of the facilities and equipment and the requirements of the governments.
2.The Daily Lesson Plan – This refers to each day plan which has to do with a specific part of the unit to be dealt with during the given class period. It covers a small part of a larger experience extending over days. The daily plan may have a direct relationship to a larger unit, but may also be a unit within it. It may have definite relationship to the preceding part of the unit and also to the part to follow. A daily plan may be either detailed or a more outline of the activities for the period or for a day.]
The essential elements of a good daily lesson plan are the following:
1.The daily lesson plan should indicate a clear understanding of the aims to be achieved. This involves recognition of both the general and specific aims of the course. The teacher’s and the pupils aim of the course. The teachers and the pupil’s aims must be interrelated.
2.The daily lesson plan should definitely correlate the new lesson to the previous work of the course. Many new teachers are prone to think of each lesson as an isolated experience unless the teacher provides for this conscious recognition of the connections between past and present experience, pupil’s progress will be implied.
3.The daily lesson plan should indicate the application of appropriate teaching procedures to the lesson. It is an accepted fact that different types of learning require different methods for efficient development. The lesson plan should reveal discernment in analysis of the learning types involve and application of approved teaching technique to each.
4.The daily lesson plan should provide for the proper evaluation of success in the realization of the aims and objectives. Evaluation is an integral part of the teaching procedure. Intelligent teaching requires such evaluation. The lesson plan is defective if it does not provide for it.
5.The daily lesson plan should project today’s lesson into tomorrow’s situation. When the lesson activities for today are over, the teacher and the pupils should have their attention focused upon the next step. Unless the principle of continuity is utilized, the daily lesson is likely to be poorly planned and executed.
6.The daily lesson plan should contain provision to meet individual difference. This can be accomplished by giving the pupils differentiated.
7.The daily lesson plan should have provision for review or drill. Much confusion still exists among classroom teachers as to real meaning of the term review to cover the process of drill.
8.The daily lesson plan should include the assignment for the pupils or students. The assignment to be effective should prepare the pupils for the effective execution of their work.
3. The Teaching Unit Plan – This plan covers a unit of a course for teaching. This plan is usually used when the basic textbook is divided into units. A unit may be composed of chapters which represent wholeness or generalization.
Each teacher is required to organize the course into units problems, projects, topic or cases.
The Basic Steps in Lesson Planning
Successful planning for pupil learning is so crucial in the teaching learning process that we should examine more carefully the basic elements of planning as in teaching competence, inasmuch as a good teaching and effective planning go hand in hand. The rigorous planning of the instructional program involves the following five basic steps:
1. Formulating goals or aims to accomplish - The first major elements in planning is preparing meaningful goals or aims for the proposed learning activity.
2. Selecting and organizing subject-matter – The second element in planning is the selection and organization of subject-matter to be learned.
3. Determining methods or procedures in planning – The third element in planning is determining how to proceed in developing the subject-matter or accomplish the goals or aims set up.
4. Evaluating the effectiveness of the procedure – The fourth element in lesson planning is to evaluate what has been done in terms of the objectives or aims established.
5. Revision of Plan – The fifth major element in planning has to do with the revision of plan. If the teacher is evaluating the day by day growth of her pupils, she will also be able to revise her plan constantly to make learning more certain for each pupil.
6. Giving the assignment - The last major element in instructional planning is giving the assignment. An assignment is generally recognized as the most important phase of teaching learning activity.
Teacher-Pupil Planning
Teacher-pupil planning is often used in integration method and Unit method of teaching in elementary grades. The teacher-pupil planning is a fulfillment of the democratic right of pupils to participate in making decisions that affect them.
Teacher-pupil planning is an educational process. Through planning activity pupils contribute their own ideas. Pupils have opportunities to make choices. They have opportunities to react to the ideas and feelings of others.
Once the area or topic of study has been selected, the group can begin to find their reason for choosing this particular area of study and what they expect to get out of it. These we call objectives their objectives.
The next activity is a matter of choosing the specific activities that the pupils will perform. Through discussion these must be related to the objectives in order to insure that adequate activities have been selected to fulfill the sought objectives.
After choosing the specific activities the group organized itself to the work or project. It is possible that some of the activities can be done individual.
The last step in teacher-pupil planning is planning for evaluation of the work that has been done. Evaluation must be done frequently during the pursuit of a unit. To be effective, evaluation must be continuous process rather than sporadic.
Other Factors to Be Considered in Planning
There are other supplementary factors to be considered in instructional planning. They are the following:
1. School curriculum – The curriculum is the best point of departure for planning for teaching. A curriculum is an organized course of study required for the completion of a course or required for graduation.
2. Instructional materials and devices – Another important factor to be considered in planning is the availability of instructional materials and device. All pertinent instructional materials and devices should be prepared in advance.
3. Individual differences – One of the most important factors to be considered in the instructional planning is the principle of individual difference. It is an accepted fact that the pupils differ in ability, interest, and needs.
Some Suggestions in the Use of a Lesson Plan
The following are to be considered in the use of a lesson plan:
1. The lesson plan must be used as a guide rather than a crutch or a device in teaching.
2. The lesson plan, once used, should become the basic for extended development.
3. The lesson plan must be brief, yet detailed enough to be of value to the teacher.
4. The lesson plan should be limited in its scope or area to be covered.
5. The lesson plan should be free from the logical arrangement of the textbook.
6. The instructional plan should be reviewed as flexible that can be changed as conditions and needs demand.
GUIDE TO OBSERVATION ASSIGNMENT AND REPORT
Assignment for Observation
Aims:
1. To develop an understanding and appreciation of the importance of lesson planning in teaching.
2. To acquaint the students of the contents of a good lesson plan and implication in teaching.
It is generally accepted that careful planning is a significant dimension of method of teaching and it is one that is critical to the success of a teacher. Lesson planning is a continuous task of effective teaching is to be maintained.
Make a report on the lesson plan in relation to the following:
1. Aims or objectives of the lesson (general and specific aims.)
2. Organization of the subject-matter or activities outlines in the plan.
3. Methods or procedures used in teaching the subject-matter.
4. Criteria for evaluation
5. Assignment or other activities
6. The nature of planning – purely teacher plan or teacher-pupil plan.
DRESS FOR WOMEN
The clothing you wear should enhance your best points, accent your personality and be appropriate for your way of life. Dressing well, buying wisely, and electing and combining various articles of apparel into a stunning costume are matters of good taste. If you cannot differentiate between what is good and bad taste in dress, you are likely to be handicapped in the business and to make a poor impression socially.
How to Cultivate the Good Taste
Good taste is not a matter of heredity. It can be acquired but it requires careful observation, study, and practice, constant attention to changes in fashions, experimentation, thought and discrimination.
Good taste is marked by simple, becoming, harmonious costumes which are appropriate for the occasion. Poor taste is marked by color combinations which clash, costumes which mix sports and dressy styles, cloths which are too tight or revealing and excessive use of jewelry and make up.
Trends In Fashion
In planning a wardrobe, the attractive dressed young women must consider the influence of tends in fashions. The clothing industry is ever on the alert for new ideas that will change the styles for the next season. Designers often refer to the fashions of yesterday for suggestion that can be adapted to the current style.
Standards for Business Dress
Every young woman must make the transition from a school girl’s wardrobe to one suitable for her vocational choices or her role as a young matron.
Building a Basic Wardrobe
To secret of a good basic wardrobe lies in appropriateness, comfort and conservatives simplicity, when it comes to choosing quantity or quality in her wardrobe, the astute young women will probably choose quality. Good fabrics retain their shape, clean well and always look smart, even when the garment is no longer new.
Selecting Clothes that are Right for You
a women’s height, weight, proportion and facial contour limit what looks well on her. Line, design, texture, and color can be used to produce illusions to cover figure faults or to emphasize attractive points. On the other hand, figure faults may be magnified by unwise choices.
Keeping all in this mind, select from the following notes those rules which will produce the best results for you, either by emphasizing your good points or minimizing your bad ones.
Notes on Line
1. Vertical lines add height and are slenderizing
2. Horizontal lines add width and therefore cut height
3. To lengthen a vertical or a horizontal line accent with a parallel line.
4. To shorten a vertical or a horizontal line use a line in the opposite
Direction.
5. Broken lines decrease height and often add width.
Notes on Fabrics
1. Shiny surface make the figure seem larger. Satin and sequins are only for the all and slender.
2. Knobby, bumpy, rough fabrics should be avoided for short or heavy figures because they add width and weight.
3. All thick, heavy fabrics add width and weight.
4. Tweeds, unless they are soft with rather smooth surfaces, add width and weight.
5. Smooth-surfaced crepes and woolens are slenderizing.
6. Very thin, transparent, diaphanous, or clinging fabrics show up figure faults. Only a slender, well-proportioned woman should wear these fabrics.
The Short Women. Should avoid horizontal lines, such as are created by a strongly contrasting blouse and skirt combination or a belt contrasting with the material of the dress.
The following suggestions for the short woman should be helpful:
1. Key everything to your size.
2. Carry a small bag of the same color as your costume, with globes to match. Contrasting gloves and bag emphasize the hip line.
3. Select straight-line or semi fitted coats, small collars, short-haired furs.
4. Choose hats with medium crowns, which are neither too tall not too flat.
5. Avid two-color combinations.
6. Match sweaters or blouses to the color of your skirt.
7. Straight-line skirts are best. Avoid extreme fullness in skirts.
8. Avoid horizontal lines in style or fabric. Use up and down interest.
9. Choose small, definite patterns in printed dresses.
10. Wear high heels, but not exaggerated heels which are out of proportion to your figure and height.
11. Wear belts that match the basic color of your costume or are made of the same material as your garment.
12. Wear detail only on the bodice, to help create the long-legged look.
13. Avoid patch pockets on skirts and coats.
The Tall Woman. Can use horizontal lines to minimize her height. She can select big, bright bags, with colored gloves to match, and large, important-looking jewelry. The tall girl should avoid any silhouette that appears to increase her height.
These helpful suggestions for the tall woman should keep her from mistakes in her choices of clothing.
1. Do not wear garments too tight or too tailored
2. Use soft fabrics and draped lines.
3. Choose plaids and checks in becoming colors and bulky fabrics when suitable. Avoid vertical stripes.
4. Wear big, broad collars and full sleeves
5. Bulky topcoats, fur coats, long jacketed suits, striking prints and fabrics are meant for you.
6. Avid fabrics with small prints or designs and fabrics with a shiny finish, such as satin. Both will accentuate your size.
7. Choose full skirts, pleated or circular. Wear them at your natural waistline or slightly below it.
8. Wear medium-crowned hats. Balance with a fairly wide brim. Avoid upturning feathers, tall trims, or sharp upturned brims.
9. Wear flats for sports, medium or low heeled shoes for casual wear, and high heels for dress. Ankles which look slimmer and feet that look smaller will compensate for the slight addition in height.
Accessories
No matter how carefully you have selected the basic garments in your wardrobe your costume ensemble is not complete until you have chosen accessories that harmonize with them. Accessories help produce the total effect of the ensemble that determines weather you are well dressed. Carelessly selected accessories can ruin the effect of an otherwise attractive costume.
Hats, handbags, shoes, blouses, neckwear and jewelry used with basic dresses and suits can provide the variation in costume so dear to the heart of every woman. With accessories, she can “dress a suit down” for the office and “dress a suit up” for a date in the evening. The transformation takes place in the few moments required to attach a flower to a simple hat, change a tailored blouse for a dressy one, and empty the contents of a large tailored handbag into a smaller dressier purse.
Shoes, Handbags, Gloves. Fashion trends are more gradual and less obvious in these items; therefore it is generally advisable to select good quality and simple designs in shoes, handbags and gloves. Shoes and bags should be matched to the basic color of your wardrobe.
Slips and Hose. If the fabric of a garment is transparent, the slip should be matched to the garment. If the color of the garment cannot be matched a neutral beige slip is preferable to pink or white because it is less conspicuous.
Hose, an important part of the costume, are often the least considered of the accessories. Sheerness of hose should be determined by both the occasion and the costume. Avoid selecting hose which provide too much color contrast with the basic garment.
Jewelry, Neckwear, Blouses. The shape of your face influences the type of neckline and the kind of jewelry that will be most flattering to you.
Hats. Choosing a hat probably deserve more careful consideration than the choice of any other single accessory. Hats center attention on the face and should not in and of them be the center of attraction. Hair style, facial contour, and figure proportions are all factors to be considered in buying a hat. Since your hat is part of the total ensemble it is well to view yourself in a full-length minor as you try on hats. Hat styles can minimize or build height and add to or detract from the appearance of weight. Emphasis for the hat than upon shoes, bags, or glove s.
Basic Facts about Color. Although each seasons fashions offer a complete new range of colors with fascinating names, your personal coloring does not change. Understanding the basic principles of color will arm you against this seasonal onslaught and help you know which of the new shades and tones you can wear. You will be able to from which they are derived.
Color Qualities. Each color has three qualities: hue, value and intensity.
Hueis the name of the color and distinguishes one color from another, such as red, green, or blue. Several items of different color, such as an apple, a brick and a ruby all may be of the same hue.
Value refers to the lightness and darkness of color. A tint is a value, while a shade is the dark value in the same color. The use of tints, true color and shades all of the same hue produces a monochromatic color scheme.
Intensity refers to the purity of color. The grayer in the color, the less intensity. Intensity in the degree of brightness of a hue.
How Color can be Accented or Toned Down. A color may be emphasized or accented by its complement or through repetition.
A color may be toned down by a neighboring color or by the same color in a deeper tone.
Emotional Response to Color. Colors produce an emotional response in both the wearer and the viewer. This response may differ sharply with different people, depending on the situation, the surroundings and other variables.
The warm color – the advancing, aggressive reds, oranges and yellows and their combinations – suggest warmth, health and joy. These colors make objects appear larger and nearer and people in clothes of these colors appear larger.
The cool colors are the blues, greens, violets and their combinations. They make objects appear smaller and farther away. They evoke quite feeling. They are restful colors and therefore can be used more satisfactorily to cover larger surface. The blue of a summer sky and the green of a peaceful landscape are excellent examples of this fact.
Color Combinations. Individual taste and difference in personal coloring are the basis for forming innumerable pleasing color harmonies, all of which can be classified under one of the several types of color combinations.
A monochromatic color combination is achieved by using the same hue in different values, such as light, medium, and dark green.
A complementary color scheme is produced by using the two colors that are opposite each other on the color wheel. This is usually a forceful combination and to achieve the best effect, requires that one of the colors be used in less intensity than the other.
An analogous color harmony is made up of the colors that are next to each other and between any two primary colors. Blue, blue green and green make up an analogous combination.
A triadic color combination is made up of any three colors on the color wheel that form an equidistant triangle. This is the most difficult combination to use effectively.
Factors Influencing Choice of Color in Clothing
Color of Hair, Skin and Eyes. To choose the colors in clothes that will be the most flattering to you, consider the color of your hair, your complexion, and your eyes. Do not choose a color simply because you like it, without considering the many elements in your make-up that could cause this color to be a poor choice for you.
Since your hair is a dominating note in your coloring consider it first in determining your choice of colors.
Next examine your complexion. Skin tones are made up of red and yellows. Cleanse your face thoroughly and remove any colored clothing near your face.
Next your eyes if your eyes are your best feature you will want to choose colors that will accent them. Bright intense colors make dark eyes appear darker, while light colors make light eyes appear lighter. Blue, gray, green, and hazel eyes reflect the color worn.
Personality. Your temperament also is a factor in color selection. If you are a dynamic person, the intense vital colors are for you. If you are a calm, serene person choose neutrals and delicate pastels.
Season and Occasion. Winter and summer wardrobes show the effect that the seasons have on selection of color. The warm tones are featured in the fall and winter while the cool colors are popular in spring and summer to counteract effects of the temperature.
Occasion for which you dress also dictates the suitability of color. Some large department stores and business firms forbid their employees to wear bright intense colors because they attract attention away from the merchandise that is being displayed or distract other workers.
There is more latitude for the use of color in sportswear and in dressing for social occasions.
Color Selection Pointers
1. Dark colors make a person appear more slender.
2. Light colors make a person seem larger
3. One-color costumes add height
4. Two-color combinations cut the figure and make it appear shorter and wider.
5. Large, printed patterns usually make a person appear larger.
6. Small, definite patterns and plain colors are best for the short person
7. Multicolored plaids and checks make the figure seem heavier and wider.
8. Pastel colors tend to produce a delicate quality.
Intelligent Shopping
The less money you have to spend on clothes the more knowledge you need about what is becoming to you. People who can buy in exclusive shops need consider only what looks well on them because buyers have selected garments with good style fine workmanship and quality fabrics.
What to Buy. A careful inventory of your clothing and accessories should bring to your attention items you need to purchase. Before setting out on your shopping trip, decide exactly what you intend to buy and the price range within which your purchase should fall.
When to Buy. It is wise to replace important items in your wardrobe before you actually need them. If you buy clothing hastily and under the pressure of immediate need, you will often find it unsatisfactory in one way or another. The hasty shopper often pays more and gets less quality for her money.
Value versus Price. Comparison shopping helps you to recognize the quality of material and workmanship in apparel and accessories in relation to the price charged. You may do comparison shopping by visiting several stores, by reading fashion magazines by following newspaper advertising closely, or through all three methods.
Buyer’s Check List. Before you buy an article of clothing be sure you can answer these questions in the affirmative.
1.Does it fit? A garment should never be tight unless the particular design calls for tightness. A too tight garment always makes the wearer feel uncomfortable and look larger than she is. Take extra care to see that a dress or suit fits properly through the shoulders. Dior said once that if a garment fits from the waist up, the rest of its bound to look well. Be sure that the waistline of a dress is at your waistline.
2.Is it comfortable? Every closet contains a few articles that never will be worn because they are not comfortable. You do not have to sacrifice style to gain comfort. Be patient and forget about size. If you look attractive in a new ensemble your friends will tell you so, and they will not ask the size. Catering to vanity is a poor substitute for comfortable clothes.
3.Is it becoming? Do not be influenced by high-pressure sales people. You will wear the garment a long time, and it must be something you will not tire of. If you need support in taking time to make your decision ask a friend to go shopping with you.
4.Does it harmonize with the rest of your wardrobe? The new garment should blend with other clothing that you already have. Ask yourself if a new purchase can be worn often enough to justify its being in your wardrobe. Avoid picking up a so called bargain that requires building a complete ensemble around it before it can be worn.
5.Is it appropriate for the type of work or social activities in which you engage? Most business women stay fairly close to the conservative. Buy new clothes with an eye to using them in your working wardrobe after their newness wears off. The afternoon or evening dresses that you need however should be bought to suit particular social occasions and should never be worn out at work.
6.Does it enhance your personality? Fussy frills on an athletically inclined girl or strictly tailored clothes on a frail Dresden type are completely out of character. Use clothes to highlight and enhance your personality.
7.Do you feel well dressed and at ease wearing it? Some of your clothes you like especially well because they make you feel confident or you have had unusually good times when wearing them. You invariably pick the favorite suit or dress when something special is scheduled. The goal of all your wardrobe planning is to feel and look your best because you are at ease in what you are wearing.
Clothing Care and Maintenance
Cleanliness is a basic prerequisite in the care of your clothes. Whether a garment can be washed or must be dry cleaned see that it is always clean before you wear it.
Leadership in Philippine Community Schools
The system is headed by a Secretary of Education, who is a member of the President’s cabinet. Under him are the directors of public and private schools who are responsible for the control and supervision of over 27 thousand schools and more than 100 thousand teachers in fifty-two provinces.
The story of little Democracies is the story of the community school in action. It is a record of achievement in one province where the schools concentrated on developing a program designed to raise the hopes and aspirations of the people. This story of Bataan is more than a record of nine moth achievements in one province. It is a symptomatic expression of the hopes and desire of many people throughout the nation. It is the record of the daring spirit of a youthful division superintendent of schools and loyal group of professional workers. It is the story of old men and women and young boys and girls finding satisfaction in working co-operatively to improve their own mode of living. It is a record of what can be accomplishing when latent force are unleashed and given freedom of expression. It is the record of a beginning a point well made by the author in his prefatory statement. More than anything else, it is a record of democracy in action at the grass-roots, the cogon, and level.
The situational is present time is entirely different; since 1950, statements like the following have been issued by the director of public schools (General Memorandum No. 51, s. 1950):
While in the past it was customary for the field to wait for the general office to issue instructions on matters taken up at the [superintendents] convention it is believed that insofar as the implementation of the program herein indicated is concerned the time is ripe for the superintendent themselves to exercise leadership and initiative.
Since leadership is not confined only to the superintendent’s level it is expected that supervisors, principals and classroom teachers will exercise the same leadership as opportunities arise or as situations demand.
The superintendents, supervisors, principals and teachers should feel free to initiate curriculum study and development to meet local needs and problems.
The real educator’s success in measured by the positive difference he makes in the school and the community in much the same way that the success of the school will be measured by the difference its presence makes in the way the people live and work together. On the objectives of education the committee proposed:
Primary Grades “proposal No. 9: Assumption by the educational system of the responsibility of the leadership in community improvement involving functional literacy, worthwhile reaction, home beautification, community sanitation, and increase agricultural and industrial production not only as ends in themselves but also as means for implementing more concretely instruction in the class room and to carry out the program the inclusion of community extension services as part of the teachers regular duties………
Secondary Schools. “Proposal No. 10: let it be established as a policy that the high school will justify its self first by it success in preparing the young people for life in the present and foreseeable future; seconds the difference that it makes in the standards of living of the people of the community in which it is located; and third by the successful effort to teach the youth the ways of democracy.
Strengthening the Public School Teachers Association. In order to relax control of the “field” the late senator Esteban R. Abada when he was director of public schools, silently supported the strengthening of the Philippine public school, Teachers Association (PPSTA) an effort which resulted ultimately in actual encouraging a “new policy of militancy. . . . Removing from the over the heads of teachers the threat of the sword of the general office ready to enforce strict regulation of a highly centralized system.”
Revision of the Service manual for Teachers. The service manual has from the beginning served as the bible for teachers, supervisors, and superintendents and it was meant to be followed to the letter. The new revision was made to relax control over the field and to encourage and develop local initiative. The new manual contains the following significant provision:
While the field is . . . . Supplied with courses of study, teacher’s manual and other curricular aids and source of information that will be helpful to supervisor, principals, and teachers in planning and organizing instruction the task of developing the curriculum, which in this case refers to the organized experience through which children learn and grow will be mainly the teachers responsibility. He will have to use all available materials and resources in order to provide children with abundant, interesting and profitable learning activities. The best possible type of curriculum can be developed if teachers in the same school, district or division teaching the same subjects, courses or grades as the case may be pool their talents and resources and with the leadership and guidance of the principal and district supervisor and the technical assistance of the specialist, such as the division or general office supervisor undertake the development or revision of the curriculum in a co-operative manner laying stress on the use of local resources or materials. Lay persons who can make a contribution to the task of curriculum development or evaluating should be encourage and ask to do so.
The new Role of School Superintendent. Before the war division superintendent served in the capacity of sub-lieutenants to the director of education who gave them order and instruction to follow. As a result of the new policy division superintendent became educational leaders in their respective province who served the director of the public schools in an advisory capacity. The following served as the themes of the conventions around which the program of the public schools revolved:
1950: Education for better Living in Rural Areas.
1951: Adult Education: Economic, Cultural-Social, Citizenship-Civic and Health and Sanitation.
1952: Developing and Enriching the Curriculum of the CommunitySchool.
1953: Improving the communitySchool Program for Economic Development
1954: Vitalizing the CommunitySchool Program for Moral and Civic Education in a Democracy.
1955: Evaluating the CommunitySchool Program.
Living in rural areas, was accordingly broken up into the following sub problems.
Gearing the curriculum to rural education
Problems and conditions of learning in rural education
The organization and operation of the community centered school
The high school and its responsibilities in rural areas
Agricultural and trade and industrial education in rural areas (including occupational information and guidance and the relation of home industries to rural economy).
Adult education in rural areas
Teacher education for rural areas
Financing rural education.
Little Democracies of Bataan. It is left to each division to implement the theme as developed at the superintendents’ convention.
Relating the School Subjects to Community Activities. The curriculum of the community school has two parts and these are closely integrated: the school subjects-arithmetic, reading and language, writing social studies and civic music etc.
Aims:
1.To encourage pupils to increase food production by raising poutry and growing vegetables
2.To give them the opportunity to learn by reading and observation about projects undertaken by others.
Guide Question:
1.What have you done to make home clean and beautiful? Why should you clean and beautiful your yard and home.
2.Do you eat eggs for breakfast? What should you do to always have an ample supply of eggs for your family? Have you seen Mrs. Enguitos Project?
Field Trip:
1.The class visited Mrs. Enguitos duck project. They saw her fence, her clean, hygienic duck house; the water pool also had made for the ducks and the number of eggs her ducks had laid a day.
2.They saw how Mrs. Enguito had channeled the water flowing outside her yard into a pool for the ducks to swim in.
Discussion and Application:
1.The following day the class discussed the project and how they could. If they wished set up a similar one in their own homes.
2.Later on during the year as many as were willing to take up duck raising as their project were given further encouragement and guidance and Mrs. Enguito served as the “expert” in duck raising since the teacher was not.
The Role of the Central Office. It must not be inferred from what has been said that the general office of the bureau of public schools not to mentioned the departments of education have relinquished all their powers to the field.
Developing Public Opinion
Public opinion is one of the most potent factors in social life. Recently public opinion stopped the catching and killing of squirrels in the white house ground in Washington D.C because they ruined the golf link of the president. A more humane way to deal with the problem was suggested by one of the lovers of animal life, and this was followed thus saving the squirrels and the golf links also.
Education of the Public
Our country is among the richest in the world in natural resources. But our wealth is not shared equally among us. What we need most is not dollars but character to work hard to claim and get only that which we deserve. There should not be unearned increments. Public office should be a through our vote which is the strongest power in a democracy.
EVALUATION OF COMMUNITY EDUCATION PROGRAM
The overall objectives as defined by the constitutions of the Philippines being to develop moral character personal discipline civic conscience and vocational efficiency and to teach the duties of citizenship educational evolution must be concerned with showing the extent to which ultimate goals are achieve. This has not been done so far.
We are changing our educational values and we must now change our educational evaluation. Since mere knowledge is no longer power unless it is well integrated with the entire personality evaluation must now take cognizance of values other than bits of knowledge other than mere isolated habits and skills.
When education is concerned with the development of no less than the whole child and only functioning segments of him evaluation must needs be concerned with . . . things that make the sum total of human character and personality. . . .
It is our purpose to consider and describe some of the newer means of evaluation particularly those that have been found useful in other countries and to show in what way we may adapt such means to our own purposes in carrying out the objectives of the community school.
1. Procedure of Evaluation
a.Initial survey condition and needs of a particular community.
b.Identification and definition of objectives
c.Determination of ideas or indicators of progress
d.Construction and refinement of evaluation techniques
e.Application of such techniques and instrument
f.Analysis, organization and interpretation of the results
g.Planning and carrying out of appropriate remedial
h.Reporting the finding to all concerned
a. Survey of Conditions and Need. The procedure varies in different communities but it must include in the survey team persons who will later be concerned with improving the conditions and in meeting the needs that may be found, meaning not only teachers and community leaders but parents including illiterate ones and representative pupils. The parent-teacher association in fact should be concerned with such a survey and each class in the school should take up certain aspects of such a survey.
b. identification and Definition of Objectives. What are the goals to be achieved? Again these should be determined by all concerned and with as wide a participation as possible. In the meeting of the PTA or adults in literacy classes and in the various classes in school, the findings of the survey should be discussed with a view to leading children youth and adults to be aware of the condition and needs and to be led to desire to help in improving and meeting them. What needs to be done to provide safe drinking water to provide water for irrigation to do away with the breeding places of mosquitoes to keep animals from plants to improve school attendance to improve production of food, to inspire the children and young people to higher goals I life, to obey town ordinance or to make religion or literacy teaching functional.
c. Determination of Indices or Indicators of Progress. Given a specific objective – to provide safe drinking water- what may be some of the indicator of progress toward its attainment?
d. Construction of Valid Techniques and Instruments of evaluation. This is often a difficult job and it may require the help of expert in evaluation but it can be done without such experts.
e. Application of Techniques and Instruments of Evaluation. Once the techniques or instrument is agreed upon implementation and application come naturally next in the process.
f. Analysis, Organization and Interpretation of results. This may seem a very technical job but it need not be. A simple chart showing improvement in number of families in different puroks, without mentioning the names of families along certain lines is easily made.
g. Remedial Measures and Follow-up. Often community program are not continued long enough to bear concrete results and if they are, no suitable follow-up or remedial action is undertaken to ensure permanence and continuity of the progress that has been achieved.
h. Reporting to the People. Community assembly may be held for the purpose of reporting to the people what happened and what might be done next. In this stage again the pupil and the adults should take an active part. They should be the ones really to report and not the teachers. In doing so they will get further motivation in undertaking new projects.
2. The Substance to Be Evaluated
Truly comprehensive evaluations embrace all the significant factors that are contributory to personal and social well-being – material, ethical, social, arithmetic or religious.
