This document outlines the policies and procedures of Abuno High School, including its student handbook. It discusses the school's rules around uniforms, identification, tardiness, cleanliness and appropriate appearance. It also defines minor, moderate and major offenses and the corresponding sanctions for each. Major offenses such as bullying, vandalism, smoking, assault, gambling and drug use may result in a conference with parents and potential suspension or requirement to change schools. Community service is used as a sanction and students performing it cannot attend classes.
This document outlines the vision, mission, philosophy, goals, and components of a school's guidance program. The mission is to provide all students with a safe, supportive learning environment to reach their full potential. The vision is for students to develop values and skills to contribute meaningfully to the country. The guidance program aims to address students' personal, social, academic, and career development through seminars, assessments, and responsive services like counseling and referrals to specialists. It seeks to engage families and the community to support students' growth into healthy, responsible citizens.
Mental health refers to maintaining successful mental activity through productive daily activities, fulfilling relationships with others, and the ability to adapt to change and cope with stress. Signs of declining mental health include anxiety, depression, anger, decreased sleep, drug use, and suicidal thoughts. To improve mental health, one should pay attention to emotional pain, stop emotional bleeding, protect self-esteem, battle negative thinking, and become informed about the psychological impact of wounds.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document outlines the Philippines Department of Education's (DepEd) proposed Senior High School voucher program. The objectives are to reduce institutional pressures on DepEd, minimize capital costs by engaging the private sector, and lessen the financial impact on colleges experiencing reduced enrollment. The purpose is to enhance school choice, diversity, and quality education. The voucher program aims to be scalable to over a million students within two years, minimize conflicts of interest, be fiscally efficient and equitable to provide access to poor students, include accountability measures, and have a simple administration. All Grade 10 students nationally would be eligible, and vouchers must be used the following year for up to two years of SHS. A management information system will administer and
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This document outlines the policies and procedures of Abuno High School, including its student handbook. It discusses the school's rules around uniforms, identification, tardiness, cleanliness and appropriate appearance. It also defines minor, moderate and major offenses and the corresponding sanctions for each. Major offenses such as bullying, vandalism, smoking, assault, gambling and drug use may result in a conference with parents and potential suspension or requirement to change schools. Community service is used as a sanction and students performing it cannot attend classes.
This document outlines the vision, mission, philosophy, goals, and components of a school's guidance program. The mission is to provide all students with a safe, supportive learning environment to reach their full potential. The vision is for students to develop values and skills to contribute meaningfully to the country. The guidance program aims to address students' personal, social, academic, and career development through seminars, assessments, and responsive services like counseling and referrals to specialists. It seeks to engage families and the community to support students' growth into healthy, responsible citizens.
Mental health refers to maintaining successful mental activity through productive daily activities, fulfilling relationships with others, and the ability to adapt to change and cope with stress. Signs of declining mental health include anxiety, depression, anger, decreased sleep, drug use, and suicidal thoughts. To improve mental health, one should pay attention to emotional pain, stop emotional bleeding, protect self-esteem, battle negative thinking, and become informed about the psychological impact of wounds.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document outlines the Philippines Department of Education's (DepEd) proposed Senior High School voucher program. The objectives are to reduce institutional pressures on DepEd, minimize capital costs by engaging the private sector, and lessen the financial impact on colleges experiencing reduced enrollment. The purpose is to enhance school choice, diversity, and quality education. The voucher program aims to be scalable to over a million students within two years, minimize conflicts of interest, be fiscally efficient and equitable to provide access to poor students, include accountability measures, and have a simple administration. All Grade 10 students nationally would be eligible, and vouchers must be used the following year for up to two years of SHS. A management information system will administer and
The document provides an overview of Senior High School (SHS) in the Philippines, explaining that it refers to grades 11-12, will equip students with skills for employment, entrepreneurship, higher education or technical training, and includes academic, technical-vocational, and specialization tracks for students to choose courses aligned with their interests.
This document provides a report on the Homeroom Guidance (HG) and Career Guidance (CG) program at Abuno High School for the 2021-2022 school year. It outlines 5 areas that will be monitored to evaluate the program's implementation and delivery, including curriculum and assessment, delivery processes, learner development assessment, program supervision, and administrative concerns. It also provides details of HG programs, activities, objectives and discussion topics by grade level for the first quarter. The report identifies some issues including lack of parent attention, additional burdens, and scheduling concerns. It also highlights best practices such as emphasis on the program's importance, extended deadlines, and teacher monitoring.
The document outlines the objectives of a career guidance session which are to:
1) Examine labor market information and 2) Design a personal career guidance advocacy plan.
It emphasizes that labor market information is essential to career guidance and advocates must be committed to their role of providing career guidance to learners.
The document provides information about in-demand jobs, sectors of the economy with opportunities, examples of certain jobs, and a template for developing a personal career guidance advocacy plan.
This document contains questions from various grade levels related to arts and culture. For the easy level (grades 7-10), questions cover topics like visual arts elements and principles, film techniques, and art history periods. Average level questions (grades 7-10) test knowledge of specific artists, artworks, and techniques. Difficult questions (grades 7-8) require recognizing influential prehistoric art forms, traditional Southeast Asian art styles, and notable Philippine architectural structures. The document is a quiz bank intended to assess arts learning across multiple age groups.
This document contains the questions and answers from an arts quiz bee for grade 7 students. It is divided into easy, average, and difficult rounds testing knowledge of Philippine arts, culture, traditions and history. The questions cover topics like weaving techniques, epic poetry, indigenous tribes, festivals, sculptures, costumes and more. The quiz bee is being held at the district level with the goal of testing students' understanding of cultural expressions and practices from different regions across the Philippines.
The document contains questions from an arts quiz bee for grade 6 students. It includes multiple choice questions testing knowledge of various art terms and concepts across three rounds: easy, average, and difficult. The questions cover topics like visual elements, principles of design, tools used in digital art and painting programs, different types of artworks and styles, as well as information about logos and their purpose.
The document provides a quiz on culture and arts from different periods. It includes easy, average, and difficult rounds of questions testing knowledge of the Renaissance period, Romantic period, and famous artists and their works from these eras. Specifically, it asks questions about the meaning of Renaissance, artists from that period, architectural characteristics, elements of the Romantic style, and identifying famous sculptures and their creators.
The document provides a budget breakdown for culture and arts projects and MAPEH contests. It outlines the costs of art supplies including paint sets, brushes, and canvases totaling $460. It also lists the costs per student for different subject sections ranging from $9.20 to $13.94. Awards including frames and medals will cost $1,420 or $6.09 per student. The final totals budget $27.29-$28 per regular class student and $32.03-$33 per science class student to cover contestant fees, awards, and displays.
Anna is a 14-year-old blind girl who has never attended school due to her parents' fears of her getting hurt without help. She was referred to social services for assistance. David is a 15-year-old boy with a physical disability preventing walking since an accident. His family cannot afford treatment and his school lacks facilities. Kristine has a physical disability but with ramps and an accessible bathroom built at her school, she can now attend. Nico was born without arms but has learned to write with his feet and do tasks independently through therapy. His school made accessibility modifications so he can function independently.
This document outlines the sessions and activities for a professional development course on positive discipline. The course consists of 5 sessions: 1) an introductory activity on word associations with positive discipline, 2) a presentation on positive discipline concepts and common mistakes followed by group sharing, 3) a group activity to analyze opposing views of human behavior and discipline approaches, 4) a scenario analysis activity in groups to formulate discipline resolutions, and 5) a concluding presentation on positive interventions for school guidance. The course aims to help teachers understand and apply positive discipline principles and serve as guidance advocates for students.
3. ____ 1. Pinananatili kong malinis at maayos ang aking mga gamit.
____ 2. Nasisiyahan akong magbasa ng ibat ibang babasahin.
____ 3. Nakabubuo ako ng ideya sa pamamagitan ng isip.
____ 4. Madali akong makasunod sa mga patterns.
____ 5. Nasisiyahan akong gumawa ng mga bagay sa pamamagitan ng aking mga kamay.
____ 6. Natututo ako nanglubos kapag nakikipag-ugnayan ako sa iba.
____ 7. May kamalayan ako sa aking mga paniniwala o pagpapahalagang moral.
____ 8.Nasisiyahan akong pagsama-samahin angmga bagay batay sa kanilang pagkakatulad.
____ 9. Malaki ang naitutulong sa akin kung ang mga panuto ay i sa-isang ipaliliwanag.
____ 10. Malaki ang naitutulong sa aking memorya at pang-unawa kung inililista ang mahahalagang
bagay
4. ____ 11. Nasisiyahan akong mag-ayos ng silid.
____ 12. Nabibigyang-pansin ko ang tunog at ingay.
____ 13. Mahirap para sa akin ang umupo nang matagal sa loob ng mahabangoras.
____ 14. Mas masaya ako kapag maraming kasama.
____15. Higit na natututo ako kapag malapit sa aking damdamin ang isang asignatura.
____ 16. Mahalaga sa akin ang mga isyung ekolohikal o pangkapaligiran.
____ 17. Madali para sa akin ang lumutas ng mga suliranin.
____ 18.Nakikipag-ugnayan ako sa aking mga kaibigan sa pamamagitan ng sulat, e-mail, texting
(cellphone),telepono at mga social network sites.
____ 19.Nasisiyahan akong gumamit ng ibat ibang uri ng pamamaraang pansining.
____ 20. Madali para sa akin ang sumunod sa wastong galaw.
5. ____ 21. Gusto ko ang mga larong panlabas (outdoorgames).
____ 22. Higit na marami akong natututuhan sa pangkatang pag-aaral.
____ 23. Ang pagiging patas (fair) ay mahalaga para sa akin.
____ 24. Ang klasipikasyon o pag-uuri ay nakatutulong upang maunawaan ko ang mga bagong
datos.
____ 25. Madali akong mainis sa mga taong burara.
____ 26. Ang mga word puzzles ay nakalilibang.
____ 27. Nag-eenjoy ako sa lahat ng uri ng mga entertainment media.
____ 28. Nasisiyahan ako sa paglikhang musika.
____ 29. Hilig ko ang pagsasayaw.
____ 30. Mas natututo ako kung may kahalagahan sa akin ang isang asignatura.
6. ____ 31. Madalas akong maging pinuno ng pangkat sa aming mga magkakaibigan o magkakaklase.
____ 32. Nasisiyahan ako sa paggawa sa hardin.
____ 33. Madali sa akin ngpaglutas ng mga suliranin.
____ 34. Ang pagsulatay nakatutulong sa akin upang matandaan at maintindihan ang itinuturo ng guro.
____ 35. Ang mga tsart, graphs, at mga talahanayan ay nakatutulong sa akin upang maunawaan at
maipaliwanagang mga datos.
____ 36. Nasisiyahan ako sa mga tula.
____ 37. Para sa akin,ang pagpapakita at pagpaparanas ay mas mainam kaysa sa pagpapaliwanag
lamang.
____ 38. Mahalaga sa akin ang pagiging parehas.
____ 39. Mas mahalaga sa akin ang pakikipag-uganayan kaysa sa pag-iisip.
____ 40. Naniniwala akong mahalaga ang pangangalaga sa ating mga parke at pambansang pasyalan.
7. ____ 41. Masaya ang lumutas ng mga logic puzzles.
____ 42. Hindi ako nagpapabaya sa pakikipag-uganayan sa aking mga kaibigan sa sulat, e-mail,o text.
____ 43. Ang music video ay mas nakapagpapaigting ng aking interes sa isang kanta.
____ 44. Natatandaan ko ang mga bagay kapag nilalagyan ko ito ng ritmo.
____ 45. Ang paggawa ng mga bagay na likhang sining ay nakalilibang at nakapagpapalipas ng oras.
____ 46. Nakasisiyaang mga talk show sa radyo at telebisyon.
____ 47. Ang paggawa nang nag-iisa ay produktibo rin na tulad ng pangkatang gawain.
____ 48. Mahalaga sa buhay ko ang mga hayop.
____ 49. Hindi ako makapagsisimulang gumawa ng takdang-aralin hanggat hindi nasasagot ang aking
mga tanong.
____ 50.Nasisiyahan akong gumawa ng liham.
8. ____ 51.Nagdudulot sa akin nang labis na kasiyahan ang mga three dimensional puzzle.
____ 52.Mahirap mag-isip habang nanonood ng telebisyon o nakikinig ng radyo.
____ 53.Ang pagpapahayag sa pamamagitan ng sayaw ay magandang ipakita sa publiko.
____ 54.Ako ay team player.
____ 55.Mahalagang malaman ko kung bakit kailangan kong gawin ang isang bagay bago ko ito
gawin.
____ 56.May pamaraan ng pagreresiklo sa aming bahay.
____ 57.Nakatutulong sa akin ang pagpaplano upang magtagumpay sa isang gawain.
____ 58.Nasisiyahan akong maglaro ng mga salita tulad ng puns, anagrams at spoonerisms.
____ 59.Ang mga music video ay gumigising ng kaisipan.
____ 60.Nasisiyahan akong pakinggan ang ibat ibang uri ng musika.
9. ____ 61.Nais kong magtrabaho na gamit ang ibat ibang kasangkapan.
____ 62.Hindi ko nais magtrabaho nang nag-iisa.
____ 63.Kapag naniniwalaako sa isang bagay,ibinibigay ko nang buong- buo ang aking isip at lakas.
____ 64.Nasisiyahan akong mag-aral ng Biology,Botany at Zoology.
____ 65.Kasiya-siya para sa akin ang magtrabaho gamitang computer.
____ 66.Interesado akong matutuhan ang mga hiram na salita.
____ 67.Naaalala ko ang mga bagay kung ilalarawan ko ito sa aking isip.
____ 68.Ang mga musical ay higit na nakagaganyak kaysa mga drama.
____ 69.Aktibo ang aking pamamaraan ng pamumuhay.
____ 70.Masaya ang paglahok sa mga gawi ang extra-curricular.
10. ____ 71.Nais kong makilahok sa mga gawaing tumutulong sa kapwa.
____ 72. Mahabang oras ang ginugugol ko sa labas ng bahay.
____ 73. Kailangang may kabuluhan ang isangbagay o gawain upang magkaroon ako ng kasiyahan dito.
____ 74.Nais kong makilahok sa mga debate at pagsasalita sa harap ng publiko.
____ 75.Mahusay akong bumasa ng mga mapa at plano.
____ 76.Madali para sa akin na makaalaalang letra o liriko ng awitin.
____ 77.Higit akong natututo kung ako mismo ang gagawa.
____ 78.Binibigyang-pansin ko ang mga isyung panlipunan.
____ 79.Handa akong magreklamo o lumagda ng petisyon upang iwasto ang isang kamalian.
____ 80.Nasisiyahan akong magtrabaho sa lugar na maraming halaman.
11. ____ 81.Mahalaga na alam ko ang bahaging ginagampanan ko sa kabuuan ng isang bagay.
____ 82.Nasisiyahan akong talakayin ang mga makabuluhang tanong tungkol sa buhay.
____ 83.Mahalaga sa akin ang relihiyon.
____ 84.Nasisiyahan akong magmasid ng mga likhang-sining.
____ 85.Mahalaga sa akin ang pagninilay at pagpapahinga.
____ 86.Nais ko ang maglakbay sa mga lugar na nakapagbibigay ng inspirasyon.
____ 87.Nasisiyahan akong magbasa ng isinulat ng mga kilalang pilosopo.
____ 88.Mas madali para sa akin ang matuto kung nakikita ko kung paano ito inilalapat sa buhay.
____ 89.Nakamamanghang isipin na sa daigdig ay may iba pangnilikhang may angking talino.
____ 90.Mahalaga sa akin na madama na ako ay kaugnay ng mga tao, ideya, at mga paniniwala
12. Pagkatapos nito ay kunin ang kabuuang bilang ng iyong sagot sa bawat hanay at isulat sa espasyo
sa dulo.
Halimbawa: Logical Mathematical: 2 + 3 + 2 + 3 + 3 + 2 + 3 + 2 + 4 + 2 = 26.