Self Report
1.
School
: General Information and Academic Administration
1.1.School
Profile
The Pangasinan State University was chartered through
the issuance of Presidential Decree No. 1497 promulgated
on June 11, 1978 and became operational on July 1, 1979.
The University integrated the collegiate courses of
five DECS supervised institutions in the province and all the programs of the
then Central Luzon Teachers College (CLTC) and Western Pangasinan College of
Agriculture (WPCA).
The DECS
institutions were:
1.
Asingan School of Arts and Trades (ASAT) in Asingan;
2.
Eastern Pangasinan Agricultural College (EPAC) in Sta.
Maria;
3.
Pangasinan College of Fisheries (PCF) in Binmaley;
4.
Pangasinan School of Arts and Trades (PSAT) in
Lingayen; and
5.
Speaker Eugenio Perez National Agricultural School
(SEPNAS) in San Carlos City
Institutionally
speaking, there were only two institutions that were integrated into the
University system, namely, the then Central Luzon Teachers College (CLTC) in
Bayambang and the Western Pangasinan College of Agriculture in Infanta. For the
other institutions namely, the Asingan School of Arts and Trades (ASAT) in
Asingan, Eastern Pangasinan Agriculture College (EPAC) in Sta. Maria,
Pangasinan College of Fisheries (PCF) in Binmaley, Pangasinan School of Arts
and Trades (PSAT) in Lingayen, and the Speaker Eugenio Perez National
Agricultural School (SEPNAS) in San Carlos City, what were integrated into the
system were their respective collegiate programs. These said schools are still
operating under the administration and supervision of the Department of Education
(DepEd) and Technical Education and Skills Development Authority (TESDA).
Central
Luzon Teachers College (CLTC) came into being first as the Bayambang Normal
School in 1922. It offered then the secondary normal course which prepared much
needed teachers for the country. The school closed in 1935 due to inadequate
funds but opened up in 1948 under a new name- Pangasinan Normal School, which
offered the two year collegiate teacher education program. It was in 1952-1953
that the college like any other regional normal school began offering the
four-year bachelor’s degree program for elementary teachers.
In 1953, the
normal school with the elementary schools in the District of Bautista and the
Bayambang National High School were merged to become the Philippine UNESCO
National Community Training Center. It operated as a school division in
Pangasinan.
Republic Act
5705 converted the school into a chartered institution, the then Central Luzon
Teachers College on June 21, 1969. As provided in the charter of the college,
the major functions of the institution are instruction, research and extension
service.
The Western
Pangasinan College of Agriculture (WPCA) in Infanta was created through the
issuance of Presidential Decree No. 1494 during the same day on June 11,1978
when the charter of the Pangasinan State University was signed into law through
Presidential Decree No. 1497.
As the
University started its operations in June 1979, it had two Colleges of
Agriculture located in Sta. Maria and San Carlos City; two College of Arts and
Trades in Lingayen and Asingan; a College of Education in Bayambang; and a
College of Fisheries in Binmaley.
In 1981, the
College of Agriculture in Infanta (the then Western Pangasinan College of
Agriculture created under P.D. 1494) was opened. Art and Science courses were
also offered in the College of Education in Bayambang. During the same year
also, the land site of the PSU Main Administration was donated by the
provincial government of Pangasinan. The following year 1982, the seat of the
University Administration was transferred form Bayambang to Lingayen with the
completion of the Administration Building. The College of Arts and Sciences was
also formally created in Lingayen with the transfer of some courses from
Bayambang. The Doctorate in Education (Ed.D.) Program was also offered for the
first time to school managers and teachers.
The year
1983 was the opening of the College of Engineering and Technology in Urdaneta
as an extension campus of the College of Arts and Technology in Asingan. In
1987, the two campuses were integrated as the College of Engineering and
Technology of the Asingan/Urdaneta Complex only to be separated again in 1989.
In 1984, the Marine Research Center in Sual, Pangasinan was established.
An
alternative mode of instruction was introduced in the University in 1997 which
catered to those who could not attend regular classes but would like to undergo
formal education. This breakthrough became known as the PSU Open
University Systems (PSU-OUS), now an autonomous unit of the University with
operations extending to faraway provinces even up to the Visayas area.
The two
campuses in Lingayen, fused together in the late 80’s and separated again in
1993, were reunited as one campus in 2001 as the PSU College of Arts, Sciences
and Technology (PSU-CAST). This merging is expected to result to a leaner, more
efficient and cost-effective operations.
On February
03, 2005, the PSU Board of Regents in its first regular meeting for CY 2005
held at the Office of the President, PSU Main, Lingayen, Pangasinan passed
Resolution No. 07, s. 2005 approving the areal integration of PSU Urdaneta,
PSU, Sta. Maria and PSU Asingan into the PSU Eastern Cluster. However, the
experiment on the cluster was terminated in May 2008. PSU BOR Resolution No. 13
dated May 28, 2008 dissolved the eastern cluster. The three campuses that
composed the cluster reverted back to their original status as autonomous
campuses.
In 2009, the
Sangguniang Panglungsod of the City of Alaminos has favorably endorsed and
approved the establishment of Pangasinan State University Campus in the City of
Alaminos as contained in Resolution No. 2007-84 adopted on November 16, 2007.
PSU Alaminos
City Campus was approved by the PSU Board of Regents sitting en banc on April
19, 2009 at the University Hotel, University of the Philippines, Diliman,
Quezon, City as contained in its Resolution No. 04, series 2009. PSU Alaminos
Campus was conceived with the principle that the National and Local Government
have the responsibility of ensuring the happiness and well being as well as a
stable life of the present generation brought about by a progressing economy
and a well developed society that exist within the wider context of the
environment that requires the interaction among well educated and value-driven
citizens.
A Glimpse on
the History of PSU San Carlos
Pursuant to Presidential Decree No.
1479 promulgated by then President Ferdinand E. Marcos, the Pangasinan State
University was created. The institution was conceived in the concept of an
umbrella system, thus all college level courses of state-owned institutions
within the province of Pangasinan were integrated into the university system.
One of the component colleges which came into fruition by virtue of the decree
is the College of Agriculture, San Carlos City Campus which was originally the
college department of Speaker Eugenio Perez National Agricultural School
(SEPNAS). It was the offering the two-year post secondary Agricultural
Technician (ATT) course and four-year Agricultural Teacher Education (BSAEd)
program. PSU-San Carlos City campus is presently offering teacher-training
courses, namely: Bachelor of Science in Agriculture Education (BSA) with either
Animal Science or Crop Science as field of specialization was opened in 1980.
Hopefully, in the near future, the institution will be given the green light
offer more relevant and viable course to satiate and quench the college
clientele’s thirst for knowledge from the fountain of wisdom. The college
optimistically looks forward to the realization of objectives for which it’s
has been envisioned. With the unfaltering support of the administration and the
untinted cooperation of the staff and the population in its service areas, no
doubt it will succeed. Strategically located in the heart of Pangasinan and
linked by a network of roads and communication facilities, the College has
grown by leaps and bounds in so short a time. Much more so, the creation is an
answer to the decongestion of student population in Metro Manila and its urban
environs as conceived by the government. Likewise, the ideal location of the
College affords the population a conducive atmosphere, and quality education
for the teaching-learning process which is far from the noise, hustle and
bustle of the maddening crowd. PSU San Carlos Campus remains a relevant
institution of higher learning through the strong leadership of its past and
present administrators Dr. Rodolfo G. Tamondong was the first dean of the
College. Others who served as Deans are as follows: Professor Arturo T.
Bulatao, Dr. Restituta P. Disto, Dr. Leonardo E. Monje, Dr. Melanio D.
Malicdem, Professor Nicasio C. Garcia, Jr., Dr. Honorio L. Cascolan, Dr.
Dominador N. Simon, Dr. Virgilio C. Barongan, Dr. Lita Saygo, and Dr. Valentin
B. Calpo, Jr. is the current Campus Executive Director. To date, the campus
assumes a highly dynamic environment where academic programs and activities are
continuously reviewed, enhanced and improved to make it truly responsive to the
demands of the labor market and the over-all academic welfare of the students
to make their college experience remarkably fulfilling. As of 1998, the College
was granted a Level I accredited status by AACCUP. Through the dedication of
its highly competent faculty and staff, the PSU San Carlos campus continues to
move ahead and make the lead in achieving relevance and excellence in all its
functions for the greatest interest and welfare of its community clienteles. No
doubt will the College succeed in its pledge of being an asset to the
University system by proliferating the best it could give its constituents to
carve a niche in the field of instruction, transfer of technology, research and
extension and such agriculturally-related endeavors because a good cause will
never die-it will always triumph in the end.
1.2 Academic support system
Academic support system in PSU San Carlos there are laboratorium, hall (basketball and volleyball), kitchen for practice cooking, library, computer of laboratory, land for agriculture, audio-visual building, stable of animals.
Academic support system in PSU San Carlos there are laboratorium, hall (basketball and volleyball), kitchen for practice cooking, library, computer of laboratory, land for agriculture, audio-visual building, stable of animals.
1.3 Teaching System
The teaching system used the inquiry and discussion. Usually the teachers using inquiry and discussion in the learning.
The teaching system used the inquiry and discussion. Usually the teachers using inquiry and discussion in the learning.
1.4 Materials and Other Learning
Sources
The materials and other learning sources in here
these are
1. Books,
2. Internet,
3. E-Books,
4. Journal,
5. Sylabus,
6. Glass
Board,
7. Marker,
8. Eraser,
9. Laptop,
10. Powerpoint,
11. Course
Website,
12. E-Learning
(LMS) site
1.5 Measurement and Evaluation System
The teachers make the plan about the measurement and
evaluation. Usually in here the teachers used the assignment and used the
criteria’s to measurement like content, critical, solidarity, creativity,
expression, etc according to the teachers.
1.6 Curriculum
About
the curriculum in PSU san carlos university or PSU senior high school is using the curriculum Kto12.
Where the Kto12 is the students should be active in the classroom.
1.7 Teaching Plan (of your major)
2.
Pedagogical
Contents
1.1 Teaching Methods
After doing the observation, teacher use there are :
1. Inquiry,
2. Discussion,
3. Problem
Solving,
4. Web-Based
Instruction,
5. E-Learning
The
teachers explains clearly, so students understand all the subject that has been
delivered. In addition, the teacher also allows students to ask if they do not
understand the subject.
1.2 Learning Materials and technology
The observation the learning subjects these are Disciplines
and Ideas in the Social Sciences (Maam Donna May C. Baliton) and Contemporary
Art Of Philippines (Maam Cyril Arcangel), Customer Relations (Maam Marie
Claire), Events Management (Maam Marmie Poquiz), Stenography (Maam Sam G.
Rosal). And about the technology, teachers in college used the projector, laptop,
chalkboard, marker and also cartolina. But teachers in senior high school, not
all teachers use laptop and projector. Teachers in senior high school used
chalkboard, marker and also cartolina.
1.3 Sources of Learning and Technology
The sources of learning and technology, the teachers
in senior high school using (1-3) one until three books every subjects and the teachers
using a e-book or internet to complete and support the subjects and also using
the journal.
1.4 Authentic Assestment
The aspects assessed in the learning are in terms of
cognitive, psychomotor and affective. Teachers include assessment criteria in
the lesson plan because the lesson plan is Kto12. The teachers give the students
assignment, homework, task, or quiz.
3.
Teaching
Plan
1.1 Curriculum
1.2 Teaching Plan related to your major There
are three my lesson plan.
PANGASINAN
STATE UNIVERSITY
SAN
CARLOS CAMPUS
SAN
CARLOS CITY PANGASINAN
S.Y
2018-2019
SEMI
DETILED
LESSON
PLAN
IN
SOCIAL
SCIENCES
Prepared
by : Sri Muji Lestari
Prepared
for : MS. DONNA MAY C. BALITON
I. OBJECTIVES :
at the end of the lesson, the students
will be able to :
a. describe
empirical analytical approaches in the social sciences ;
b. differentiated
microlevel and macrolevel approaches in the social sciences;
c. discussed
importance of microlevel and macrolevel approaches in the social sciences.
II.
SUBJECT
MATTER :
Topic
: Empirical Analytical Approaches in the Social Sciences
Values Integration : Collaboration
Materials : Chalkboard, Marker, Projector
Refferences : Disciplines and Ideas in the Applied Social
Sciences
Pages 53-75
Authors : Arleigh Ross D. Dela Crus, PhD
Cari G. Fernandez, RSW, MSW
Ma Leudes F
Violer B
Valder, PhD
III. LEARNING ACTIVITIES
A. Preliminary
Activities
a. Prayer
b. Checking
of attendance
c. Drill/
Exercise
The teacher bring (2)
two things and the students should choose one rational choice theory.
B. METHODS
1. Presentation
of the lesson
The teacher will ask
her students about their ideas in microlevel and macrolevel in the social
sciences.
2. Discussion
Empirical Analytical
Approaches in the Social Sciences. There are microlevel and macrolevel
approaches in the social sciences. If microlevel these approaches are rational
theory and symbolic interactionism. And macrolevel these approaches are
structural functionalism and institutionalism.
Microlevel is
perspective focuses on small details and daily interactions. These approaches
are rational choice theory and symbolic interactionism.
Macrolevel is
perspective considers the full panorama of the business. These approaches are
structural functionalism and institutionalism.
3. Generalization
After study about that,
the students should make conclusion regarding the differences about microlevel
and macrolevel.
1. Why
should we study about microlevel and macrolevel in the social sciences ?
2. How
the importance of communication in human actions and interactions ?
3. How
do you think about the difference between old and new institutionalism ?
C. ACTIVITY
The class will be
divided into (4) four groups and will select (1) one leader each group. The
teacher will give the problems in microlevel and macrolevel in the social
science. Then all groups should debate about the problems.
The criteria are :
Content : 50%
Solidarity : 25%
Critical : 25%
Total
100 %
IV. EVALUATION
Write the best answer :
1.
What is the difference between
microlevel and macrolevel in the social sciences ?
2.
How does social experience develop one’s
self ?
3.
Explain social behavior ?
4.
Why do we apply the rational choice
theory ?
5.
Why communication in human actions and
interactions is important ?
6.
How important are the social function of
the social structure to the maintenance and stability of societies ?
7.
Why institutions and institutional contexts
matter in explaining human behavior?
8.
Why the traditional or classic
institutional approach has declined in its importance in political science ?
9.
Why the Philippines should shift from
presidential to parliamentary system of government ?
10. Why
should we study about microlevel and macrolevel in the social sciences ?
V.
ASSIGNMENT
Have an advance reading
about Interdisciplinary Approach in the Social Sciences.
(Refference : Discipline and Ideas in
the Applied Social Sciences. Pages 76-83)
PANGASINAN
STATE UNIVERSITY
SAN
CARLOS CAMPUS
SAN
CARLOS CITY PANGASINAN
S.Y
2018-2019
SEMI
DETILED
LESSON
PLAN
IN
SOCIAL
SCIENCES
Prepared
by : Sri Muji Lestari
Prepared
for : MS. DONNA MAY C. BALITON
I.
OBJECTIVES
:
at the end of the lesson, the students
will be able to :
a. described
interdisciplinary approach in the social sciences ;
b. analyzed
the human-environtment system approach in the social sciences ;
c. explain
the importance of relationship of human-environtment system approach in the
social sciences.
d. SUBJECT MATTER :
Topic
: Interdisciplinary Approaches in the Social Sciences
Values Integration :
Materials : Chalkboard, Marker, Projector
Refferences : Disciplines and Ideas in the Applied Social
Sciences
Pages 76-83
Authors : Arleigh Ross D. Dela Crus, PhD
Cari G. Fernandez, RSW, MSW
Ma Leudes F
Violer B
Valder, PhD
social-sciences-interdisciplinary-studies.pdf
e.
LEARNING ACTIVITIES
A. Preliminary
Activities
a. Prayer
b. Checking
of attendance
c. Drill/
Exercise
The class will be
divided into (3) three groups will select leaders. They will be given (2) two
minutes to assemble the picture puzzle and the first group to accomplish the
task will be the winner.
B. METHODS
1. Presentation
of the lesson
The teacher will ask
her students about their ideas in Interdisciplinary approach in the social
sciences.
2. Discussion
Interdisciplinary approach
in the social sciences. That is about the human-environtment system approach in
the social sciences.
3. Generalization
The students should
make conclusion regarding human-environtment system approach.
1. Why
is it important to apply the Interdisciplinary approach in the social sciences
?
2. Why
is it necessary to understand the reciprocal relationship or mutual dependence
between humans and environtmental system ?
3. How
the Interdisciplinary approach about human-environtment approach in the social
sciences can be applied in understanding and addressing the social problem ?
C. ACTIVITY
The class will be
divided into (2) two groups and will select (1) one leader each group. The
teacher will give the problem in human-environtmental in the social science.
Then all groups should debate about the problems.
The criteria are :
Content : 50%
Solidarity : 25%
Critical : 25%
Total
100 %
IV.
EVALUATION
Write the best answer :
1. How
about the human-environtment system approach in the social sciences in the Philippines
?
2. How
about integrates knowledge from the social and the natural sciences ?
3. Why
is it important to understand the reciprocal relationship or mutual dependence
between human (person) and environtmental (nature) system ?
4. How
useful and relevant is the human-environtment system approach in the analysis
of environtmental and social issues ?
5. How
the contribution of human-environtment system approach to the study of
environtmental and social isssues ?
6. Why
environtmental and social issues through the analysis of spatial distributions
and spatial processes ?
7. How
about the relevance and utiliy of the human-environtment system approach in the
social sciences ?
8. How
about the central features of the human-environtment system as an
interdisciplinary approach ?
9. How
about human-environtment system approach in the social sciences in your country
?
10. How
integrates knowledge from the social and the natural sciences ?
V.
ASSIGNMENT
Make a short play
script relevant to Interdisciplinary approach in the social sciences.
(Refference :
Discipline and Ideas in the Applied Social Sciences).
PANGASINAN
STATE UNIVERSITY
SAN
CARLOS CAMPUS
SAN
CARLOS CITY PANGASINAN
S.Y
2018-2019
SEMI
DETILED
LESSON
PLAN
IN
NATURE
OF ECONOMIC
Prepared
by : Sri Muji Lestari
Prepared
for : MS. DONNA MAY C. BALITON
I. OBJECTIVES :
at the end of the lesson, the students
should have :
d. defined
about economic resources, basic economic problems, and economic system
e. analyzed
economic system in society especially in the philippines
f. discussed
importance of economic resources in society
II.
SUBJECT
MATTER :
Topic
: Economic Resources, Basic Economic Problem, and Economic System
Values Integration : Appreciate
Materials : Chalkboard, Marker, Cartolina
References : Introduction of Economic, Taxation, and
Agrarian Reform
III. LEARNING ACTIVITIES
A. Preliminary
Activities
a. Prayer
b. Checking
of attendance
c. Drill/
Exercise
The teacher bring
pictures regarding factors of production. Then the students give the opinion
about the pictures.
B. METHODS
1. Presentation
of the lesson
The teacher will ask
her students about their ideas in economic resources, basic economic problems,
and economic system.
2. Discussion
Economic resources are
the goods or service available to individuals and businesses used to produce
valuable consumer products of production.
Basic economic
problems, these are 1) What to produce, 2) How to produce, 3) For whom to
produce.
Economic system as the
organizations and methods wsed to determine what goods an services are
produced, how they are prodused, and for whom they are produced.
3. Generalization
The class will be
divided into (2) two groups then the teacher give the issue about the price
increase of something then group one is agree and group two is disagree and
then the both of groups can debate it.
The criteria are :
Content
: 50%
Solidarity : 25%
Critical : 25%
Total
100 %
4. ACTIVITY
After study about that,
the students should make conclusion regarding the economic resources, basic
economic problems, and economic system.
1. Why
do economic problems arise ?
2. Why
the production is importance in economic ?
3. Why
economic system indicates an institution’s decision to answer the three basic
economic problems ?
IV.
EVALUATION
Write
the correct answer in the blank provided to complete the thought.
1. ............................ is the
creation of product or an addition of utility
(Distribution/Production)
2. Economic
problems arise due to ................................................ (Limited
Resources/Unlimited Resources)
3. Economizing
of resources means making the best possible use of ................................ (Available/Potential)
4. ............................................
is
the science to make choices
(Scarcity/Economics)
5. Command
system .................................... the means of production of
the country (Choose/Controls)
6. Capital
refers to ........................................................ (Natural
Resources/Man-made Resources)
7. Command
Economy is synonymus to ............................................. (Communism/Capitalism)
8. Market
Economy is synonymous to ............................................. (Communism/Capitalism)
9. Combain
of capitalism and socialism is .................................................. (Mixed Economy/Traditional
Economy)
10. Except
included the three basic economic problems is ..............................................
(What to produce/When to produce/How to produce)
V.
ASSIGNMENT
Have an advance reading
about the next subject.
(Refference : Introduction of economic,
Taxation, and Agrarian Reform)
4.
Observation
on Teacher(s)
1.1 Planning for Teaching
The planning of learning is very important because
this is the section to prepare for how to manage a class from start to finish.
What the activities will be done, how to let students in learning the spirit
always and not bored but still get the subject. So, the teacher should be make
the good planning.
The planning for teaching is the best antidote for
the nerves that many people feel when teaching a subject for the first time or
meeting a new group of students. It is also the only way to ensure that your
educational objectives are achieved. The important that the teacher should be
prepared the teaching and learning activities, content creation and assesment
all stem from these initial ideas.
1.2 Preparing lessons and materials
Teachers should be very master and controlled the
subject to teach and to be delivered to their students. Certainly should be
confident and trying everything possible to not look of confusion when
delivering the material. In here, the creativations the teacher should also be
shown using either media or not. In here, the teachers usually used the
cartolina like traditional culture in here. So, I used cartolina also and used
the projector to support my subject about Disciplines and Ideas in the Social
Sciences.
1.3 Teaching in class
When the teacher doing to teach, she/he has to look
vibrant, fun, smart, and certainly caught the attention of their students so
that students will always pay attention to what his teacher during the learning
process.
1.4 Measurement and evaluation
The teacher make the plan about the measurement and
evaluation. Usually in here the teachers used the assignment and used the
criteria’s to measurement like content, critical, solidarity, creativity,
expression, etc according the teacher.
5.
Teaching
Practice
1.1 Procedures of Teaching
The
procedures of teaching in here like these :
1. Routinary
Preparation Activities : Systemic way of checking :
a. Prayer
b. Check
the attendance
c. Motivation
for the students
d. Group
work/projects
e. Passing
in and out of the room
2. Presentation
of the lesson
3. Discussion
4. Generalization
5. Activity
for the students
6. Evaluation
for the students
1.2 Time management and organizing
activities
1. Prayer
= 1 minutes
2. Check
the attendance = 4 minute
3. Motivation
for the students = 10 minutes
4. Presentation
of the lesson = 20 minutes
5. Discussion
= 20 minutes
6. Generalization
= 15 minutes
7. Activity
for the students = 30 minutes
8. Evaluation
for the students = 20 minutes
1.3 Problem-solving
I get the problem about the students shy to speak in
english and the class condition. The students is shy to speak in english but I
it’s okay if they speak in Tagalog. Then the class is very hot because I have
class in roof top and the class not available air conditioner. So, the problem
solving about that should be open the window or the school to serve the
minimalize is fan, so the students get the comfortable doing the learning
activities and also the teachers.
1.4 Classroom management
In this part, the teachers should be manage they
class because all of the needed to learn should be ready and certainly the
students get comfortable to doing the learning activities. For example in here
is before start the lesson the student must be arrange the chair or take the
pieces of paper arround their.
6.
Summary
and Suggestions
1.1 Purposes of practicum
The purposes of this practicum are to be added
knowledge, to seems how to learn in the other country, to be experiences which
never forgot because teach in the other country and this is the first time
moment i doing teach. And also to get the relations in the other country like
friends, teachers, and lectures, this is limited moment.
1.2 Procedures of practicum
The procedures of practicum will be start in observe
in the class, then make the lesson plan, of course in Kto12 as the subject to
given me. After that consultation about my lesson plan and revised it. Prepared
the subject and media to teach like prepared the powerpoint (slide), cartolina,
or games. After that certainly practice teaching in classroom used the lesson
plan.
1.3 Outcomes of practicum
For the outcomes of practicum in here in PSU Senior
High School San Carlos, I get so much anything. Begin get the new friends, new
knowledge about the practice teaching, new experiences about teach in the other
country and also the other people’s and culture.
1.4 The challenges of practicum
The challenges of practicum in PSU Senior High
School these are begin I should be adjust with the lesson plan because in here
used Kto12 different with in Indonesia used Kto13, and then the students so
many can’t speak in english, they are always speak in Tagalog, so these are my
challenges in this practicum in here. But I’m very excited for that.
1.5 Overall impression
My overall impression in PSU Senior High School and
also PSU San Carlos University is I like finding a new family. Everyone here is
very kindly, nice, not overbearing and certainly very smart. Moreover, teachers
and lectures in here, all very good and make us (5 of us) thrilled and melted.
Of course in here especially me is very comfort because I get the new family in
here.
1.6 Suggestions for future improvement
My suggestion is hopefully that Pangasinan State
University will always continue to joined this SEA TEACHER and also SEA-TVET
programs, and send their Delegations to the other country especially in my
country (Indonesia). I also hope that Pangasinan State University will always
maintain their excellent facilities and service.
Especially for PSU Senior High School in San Carlos
I hope that always go ahead, always profesional in educating the students in
the Philippines and also always print the generations who amazing and to be
school going to International.
PICTURES
Komentar
Posting Komentar