School Based Management of Fortune High School, Marikina City, Philippines Essay

As mandated by Republic Act 9155 or Governance of Basic Act of 2001, the School-Based Management Program of the Department of Education aims to create timely and appropriate programs and projects necessary to maintain and further improve educational achievements of our clienteles in academic and non-academic endeavors. This legitimately place their trust and confidence to school administrators, faculty teachers and personnels, to continue with their partnership with key stakeholders of the community to which the academe serves.

This includes the parents, local government units, government and non-government organizations, whose aims are also for the modification and enhancement of the school in order to better serve their purpose of providing quality and global education to our beloved students.

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Following this rationale, the English Department as a whole provides various programs and projects that will pave the way for English Fluency and Adaptability. We have been strictly subsequent with the time table indicated in our School Improvement Plan for the existing school years.

OUR MISSION To serve as a salient training ground for students to develop the Major Skills in English (Listening, Speaking, Reading and Writing), therefore being an avenue for Language Learning and Acquisition.

OUR VISION To be mandated as a supreme learning institution that generates significant programs and projects in providing our students notional and functional ESL Activities, thus, preparing them to become globally competitive individuals within their own chosen fields of endeavor.

OUR OBJECTIVES To inculcate the importance of Form (Syntax), Meaning (Semantics) and Use (Pragmatics) in the English Language, • To broaden the students’ literary interpretation and appreciation, and • To innovate real-life communicational activities in the classroom that prepares our students for global competitiveness. OUR LOGO The Fortune High School English Department Logo illustrates our mission, vision and objectives as ESL Teachers. The torch symbolizes our crucial role as facilitators in the classroom trying to bring light to our students’ path towards the major skills in English.

To wit: Listening, Reading, Speaking and Writing. All these contribute to our goal of Communicative Competence or Language Fluency. The globe symbolizes the dominance of the English Language as “Lingua Franca”, therefore enunciating its necessity as a global partner to understand different races of people across the globe. The nature background of trees, birds and rainbow symbolize our endeavor for “Language Acquisition”, that is, placing vitality in creating the academe a Speech and Communication Laboratory to further train students in real-life situations and functional literacy.

The heart with angel’s wings symbolizes our passion to teach the rules and touch the hearts of our beloved ESL Learners, through communicative learning activities and various literary genres in general. REMEDIAL READING PROGRAM Fortune High School English Teachers also aim to develop the basic and important skills in English Language Learning such as Reading Comprehension and Reading Proficiency. Thus, we have been working hand in hand to train our students in order to make them fully equipped with the knowledge and skills in Reading.

We further want our students, especially already being in the Secondary Level, be aligned with the Reading Level of Learners appropriately match with their age and intelligence levels. We have scrutinized our students to identify those who have Reading problems in different areas and levels. Thus, we have been consistent in updating a plausible schedule opposite our academic classes to give ample time to enhance the Reading Levels of our beloved students. PROGRAM DESIGN

To be effective for the struggling reader, the remedial reading program needs to include the following: • Explicit introduction of all concepts – no guessing or hoping the student will intuit the code of the written language (I call that learning to read by osmosis). If that could work for these students, it would have already and the students would be reading. • Systematic instruction of the elements of the language that relate to reading. These students need everything taught step-by step. • Comprehensive coverage. Nothing should be skipped. No jumping around. Multi-sensory instruction. Teach using all the senses: hearing, seeing, saying, touching, visualizing, whole body movement. • Introduce small chunks of information at a time.

• Be flexible about speed. The program must be able to move at a pace that is slow enough that the student(s) can succeed without frustration and fast enough to keep everyone interested, attentive and challenged. Since the ideal pace is different for different students, the program must allow for this flexibility in progressing. • Regular systematic review so nothing important will be forgotten. Lots of practice. Include multiple and varied opportunities to practice applying everything that’s taught. • Cover all these areas of instruction: phonemic awareness, phonics, decoding, fluency, vocabulary, comprehension, spelling (research shows that teaching spelling and reading of the same words simultaneously reinforces the learning of both). • Research based. Be based on the decades of research collected showing us what it takes to effectively teach everyone to read • Fun. Will students of any age enjoy the program?

The program needs to be interesting, fun and contain enough variety so the student will not get bored. • Assessment. There must be means in the program to assess student progress and to easily determine whether the student needs to continue working at the current level or is ready to move forward. COMPONENTS Phonemic Awareness and Phonics • Phonemic awareness is the ability to manipulate the sounds in spoken words. Being able to understand that the sounds c, a and t make the word cat, being able to rhyme and knowing that the word “dog” is made from the sounds d, o and g are phonemic awareness skills.

Phonics skills are those that allow people to understand the sounds in written words, more commonly known as “decoding” or “sounding out”. Knowing that the letters s and h make the “sh” sound, that the letter a says its name when there’s an e at the end of a word and knowing that p says “p,” means that a person can read the word “shape” and can decode written language. These skills are vitally important components of remedial reading programs. Comprehension • Comprehension is the ability to understand what is decoded. Comprehension skills include the ability to summarize, to determine importance, to visualize, to retell and to question text.

Without comprehension, there is no point to reading. Many remedial reading programs do not emphasize comprehension, but good ones do. Fluency • Fluent readers read at a pace that encourages comprehension. They are able to read most words in the text with ease and are able to pay attention to the punctuation. They recognize sight words (such as “the” or “one”) quickly. The goal of all reading programs is to create fluent readers, but that is especially true for remedial programs whose students seemingly always struggle with fluency.

Vocabulary and Spelling Remedial reading programs include spelling lessons because they help remedial readers retain sight (words that need to be recognized by sight because they can’t be decoded) and vocabulary words. Improving the sight word recognition of remedial readers allows them to become more fluent. Improving the vocabulary of remedial readers helps them with comprehension and fluency. Research • Remedial reading programs should be research-based so that it’s known that they’re effective. The research needs to have been conducted by an impartial group and to show that the program helps students in need of remediation.

Lessons • Remedial instruction should be explicit and systematic. Skills need to be taught directly and in a specific, sensible order. The instruction should also be multi-sensory so that it reaches all kinds of learners. Activities should provide lots of skill practice in varied situations. The effective remedial reading program has lots of opportunities for assessment so that teachers know exactly what students are learning and with what they need extra help. Tasks should be high interest so that students do not get bored and tune out.

Pacing • Remedial students need to be taught slowly enough for mastery but quickly enough so that they don’t get bored. Information should be delivered in small chunks so that students can avoid feeling overwhelmed and feel successful instead. JOURNALISM Fortune High School English Department thought of furthering our thrust in critical thought and action with regards to journalism. We realized that students need to learn early the basics of journalism, as well as the ethics and laws governing the profession.

These would help them as campus journalists and clear the path for those who are interested in pursuing the profession. We saw the interest and eagerness of the students, the fulfillment of receiving writing awards and the happiness of sharing knowledge. We have been very passionate in conducting training sessions that will further enhance the raw potentials of our student-journalists. We also have been regularly participating in Division and Regional Press Conference and Contests mandated by the Department of Education. ENGLISH MONTH CELEBRATION

Fortune High School English Teachers have been very vocal about the English Speaking Campaign as our avenue to provide a conducive and natural learning environment for our students to acquire and learn communicative competence. Further, we are showcasing the talents and capabilities of students with potentials in different contests, projects and activities especially held every November. We have been catering various Reading, Speaking and Writing Competitions. To wit: 1. Debate – To speak coherently and convincingly.

2. Essay Writing – To write unified, coherent and well organized paragraphs. . Poster Making – To develop one’s innate creativity and aesthetic adeptness through Poster Making. 4. Declamation Contest – To recite a declamation piece with proper pausing, intonation and rhythm with proper facial expression as well. 5. Oratorical Contest – To recite an oratorical piece applying proper pausing, phrasing and intonation with proper body movement and facial expression. 6. Poetry Recital – To recite a poem using proper intonation, diction and rhythm; to show correct emotions; demonstrate keen understanding of literature through poetry recital with proper interpretation. 7.

Choral Reading / Speech choir – To develop creativity and craftsmanship among students through on stage performance. 8. Mobile Theatre – To showcase one’s talent through acting and to build one’s confidence through acting. 9. Spelling Bee – to spell words correctly. 10. Film Showing: To analyze and make a film review using the elements of a short story 11. Comprehensive Interpretation – To speak one’s ideas spontaneously after a few minutes of preparation. 12. Story Telling – To tell a story with feeling and with facial expression taking note of correct intonation, pronunciation and proper diction. 3. FHS Singing Idols – Expose one’s talent taking note of correct pronunciation of words, proper diction and intonation.

14. Chamber Theater – To develop creativity and craftsmanship among students through on stage performance. GARDENING The English Department of Fortune High School supports the Environmental Program of the Department of Education in maintaining an environment-friendly institution for our clienteles and as a key stakeholder of the community. We are also reinforcing the goal of our school to cultivate our garden areas as a lively source of staple root crops and nutritious vegetables.

Thus, we have been updating our shifting schedules to regularly nurture and maintain the garden area allotted for our humble department. RED CROSS YOUTH As mandated by DepEd Memorandum 102 s. 2011 “Establishment of RCY Councils in Schools”, and ordered by DepEd Order No. 38 s. 2005 “Recognition of RCY as a Co-Curricular Organization in Schools”, our Department have been fully functional as trained Red Cross Youth Advisers. We aim to develop in each youth, our students, life-saving knowledge of Leadership, First-Aid and Disaster Management.

It started from the humble efforts of Mr. Garvie L. Medina, Red Cross Youth Certified Trainer, to secure a relevant organization for our modest institution as a training ground for students in capacity-building and civic consciousness. At present, Mrs. Michelle I. Podadera, our Department Chairperson, and Mrs. Christine E. Victoria, have been fully active in continuing nurturing the young to become a fully equipped individual with a humanitarian cause. English Teachers have already been volunteers by heart especially in times most needed.

Our objectives as English Teachers and as RCY Advisers are one: “Teach the mind, Reach the Soul, and Touch the Heart…” DEMONSTRATION TEACHING As a professional teacher, we are indeed strictly implementing regular Observation and Demonstration Teaching for at least twice per school year for each teacher. This is to always update the Teaching Strategies of our beloved English Teachers. Also, we habitually checked our lesson plans, materials, portfolios and related teaching aids. We also undergo series of Inset Seminars and Workshops to further enhance our Teaching Styles and Methods.

Cite this School Based Management of Fortune High School, Marikina City, Philippines Essay

School Based Management of Fortune High School, Marikina City, Philippines Essay. (2016, Sep 29). Retrieved from https://graduateway.com/school-based-management-of-fortune-high-school-marikina-city-philippines/

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