If you can read this, thank a teacher.

LESSON PLAN: Nouns

2010-03-10T22:49:00.000+08:00

I am working on my final paper for my subject Curriculum Development. As part of the requirements, we need to make lesson plans for our desired subjects. Here's one I made for Grade 1, Language.

LANGUAGE: GRADE 1

· Motivation

♪ The teacher will give students a paper with 4 columns. The divisions are labelled as PERSON, PLACES, THINGS, and ANIMALS. The class will have a 10 minute tour around their campus and will list as many PERSON, PLACES, THINGS, and ANIMALS they could see. After the small trip, the teacher will ask the students what they saw. What they felt when walking around and will proceed to the introduction to the lesson proper.

PERSON	PLACES	THINGS	ANIMALS

· Lesson Proper

♪ The teacher will now introduce NOUNS to class. The teacher will give the definition of NOUNS and show pictures of more examples. The teacher will then introduce the PROPER and COMMON NOUNS.

§ A NOUN is a word used to name a person, animal, place, thing, and abstract idea.

§ There are two kinds of NOUNS. The PROPER and COMMON nouns.

§ You always write a PROPER NOUN with a capital letter, since the noun represents the name of a specific person, place, or thing.

§ A COMMON NOUN is a noun referring to a person, place, or thing in a general sense. A common noun is the opposite of a proper noun.

§ Notice that COMMON NOUNS begins with a small letter and PROPER NOUNS begin with a big/capital letter

· Follow-up activity

♪ The teacher will ask the students to give the PROPER NOUNS for the PERSON, PLACES, THINGS and ANIMALS they listed while doing the small trip. Or give the COMMON NOUNS for those already written in PROPER NOUN form. This will be written on their notebooks.

PERSONS		PLACES
1. Mrs. Saplala 2. janitor 3. guard	1. teacher/girl 2. mang. Jose 3. kuya Lito	1. canteen 2. Miriam 3. library	1. Lydia’s eatery 2. school 3. MC library

· Closure

♪ The teacher will do a recall questions about what they learned from the day.

§ What are NOUNS?

§ What are the two kinds of NOUNS?

The teacher will give instructions about the homework. Students will need to answer a page from their textbook to be checked on Wednesday.

DAY 2
· Motivation

♪ The teacher will recall the lesson from last meeting. This will be through a game. The students will play bingo word. There will be a picture chart. The teacher will ask a student to label the photos from the paper cut outs. (girl – photo of a girl)

Lesson Proper

♪ The teacher will distribute some fancy papers (stationary) and will ask students to write a letter to baby Jesus, welcoming him to the world.

· Follow-up activity

♪ The teacher will ask the students to underline the NOUNS found in their letter.

· Closure

♪ They will stick their letters on the Christmas tree (paper cut out) the teacher prepared

Home made whiteboard :)

2010-03-01T15:56:00.002+08:00

I always forget things easily, that's why a planner is a must have for me. But because I tend to forget checking and flipping the pages of my planner I had to post post-its on my wall and I could practically spend a whole bundle of post-its in one week. Not environmentally advisable! So I had to think of an alternative on how I can remind myself of my to do's without spending so much on papers and spending a lot on buying a new white board. (w/c really costs a lot)

So heres what I did:

First you'll need a hard board.

Any will do as long as it's not black

(or if you'll use a gold/silver marker, black will be fine)

Mine's recycled that's why it has drawings on it.

and you'll also need these things:

PROCEDURES:

1. Design your board. Just make sure you'll be able to read your posts after.

Boarders are the best design you can do.

2. Use scotch tape to cover your board. Make sure to cover everything!

3. Write your reminders on your board using a WHITEBOARD MARKER! Never use a permanent marker.

And that's it! You're done :)

2010-02-27T17:59:00.001+08:00

Done with my final lesson demo! No words can describe how tiring it was but totally worth every minute of stress when you see and hear your students respond and actively participate in your class. It goes to show how effective you are ♥

2010-02-26T00:11:00.002+08:00

Never take for granted what TEACHERS do for you because believe me.. IT'S NOT AS EASY AS IT LOOKS!

A well deserved day.

2010-02-10T21:07:00.003+08:00

A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank...but the world may be a better place because I made a difference in the life of a child.

Sensitivity and Stress

2010-02-07T23:17:00.002+08:00

Highly sensitive children – holding back

Elaine N. Aron, Ph.D. has said she has seen “too many” highly sensitive children and adults “whose depression, anxiety, and low self-esteem prevent them from expressing whatever talents they have.” [From her newsletter article The Highly Sensitive Child (and Adults, Too): Is Sensitivity the Same as Being Gifted?]

Aron considers being an HSP “means, necessarily, that you are more easily overstimulated, stressed out, overwhelmed.” She says there is a common tendency to call high sensitivity “fearfulness” and cites a New York Times Magazine describing “animals that hold back” as “shy and fearful” rather than “sensitive and observant.” [From her newsletter article Reflections on Research]

Labeling and mislabeling

Diagnosis by others [particularly professionals], or simply how we explain our reactions and moods to ourselves, can have a profound effect on how those experiences impact our lives, for better or worse.

A common label many of us have put on our complex emotional experiences is “crazy” – as Winona Ryder admitted in another interview: “It’s just a feeling of ‘Am I crazy? Am I too sensitive to be in this world?’ A feeling that the world is just too complicated for me right now, and I don’t feel like I belong here.”

But, she added, “it passes, and fortunately today I feel blessed for all the good things in my life.” [From Autumn in New York : Interview With Winona Ryder]

Taking care of yourself

Ryder is interviewed in the new (Oct. 2009) issue of Interview magazine, as summarized by The Week magazine, which notes that after her widely publicized 2001 arrest for shoplifting, Ryder stopped taking major film roles.

“It wasn’t like a breakdown, but I had to just stop and take care of myself. I was struggling,” she says. “I never went out. I was just terrified and exhausted. I approached work very seriously, and it just got to be too much for me. I just felt like I really wanted to hold on to who I was and try to have as much a normal life as I could.”

The Week adds, “Today Ryder, 38, focuses on smaller, more independent films, writes almost daily, and avoids places where the paparazzi gather.”
[Why Winona Ryder dropped out, The Week theweek.com October 15, 2009]

Misdiagnosis

In their article: Misdiagnosis of the Gifted, Lynne Azpeitia, M.A. and Mary Rocamora note, “Since the gifted function with relatively high levels of intensity and sensitivity, when they seek therapy they are frequently misdiagnosed because therapists receive no specialized training in the identification and treatment of persons who have advanced and complex patterns of development.”

In her song “I’m Sensitive,” Jewel sings:
“Oh please be careful with me, I’m sensitive
And I’d like to stay that way…
I have this theory, that if we’re told we’re bad
Then that’s the only idea we’ll ever have…”
[From her debut album Pieces of You]

~~
Related books
The Highly Sensitive Person, by Elaine N. Aron, Ph.D.
Misdiagnosis And Dual Diagnoses of Gifted Children and Adults by J. Webb et al.

Some related Talent Development Resources pages:
Articles: anxiety / fear / courage
Anxiety relief products and programs
Mental health
mental health : teen/young adult

What is Teen Depression?

2010-02-07T03:05:00.000+08:00

Most of us feel sad or unhappy at various times in our life, but teenage depression that extends for a longer lengths of time (usually more than 2 weeks) and that interferes with our daily life is considered to be major depression. This type of teen depression is one that isn't to be taken lightly and should be treated as early as possible to prevent further problems.

Studies and statistics show that approximately 1 in 8 adolescents may be suffering from depression, a very scary statistic. Even more frightening is that only about 30% of these children who are suffering emotional/mental turmoil are receiving any treatment for it.(1)

Many teens have mood swings or are quick to express anger, but how do you distinguish between normal teenage angst and a more serious problem?

Teenage Depression Warning Signs

Although at times teens will normally go through some of these following signs, when they occur alone for extended periods of time and/or occur in conjunction with each other it's important to look at what may be causing them.

Sadness or hopelessness
Low self-esteem
Sluggishness (less active)
Substance abuse
Spending more time alone (this includes time alone from you as parents and time away from their regular friends)
Decrease in desire to do things they used to like to do (sports, activities, hobbies)
Physical ailments (headaches, appetite problems, sleeping problems)
Problems in school (falling grades, getting into trouble, not paying attention in class)
Talking about death or suicide (never to be taken lightly)
Not caring about appearance
Running away from home

Who's At Risk for Teen Depression?

Every teen is at risk in developing major teen depression, but there are certain groups of individuals that are more prone to this type of disorder.

Females are more likely to develop adolescent depression than males (about 2x more often)
Abused/neglected individuals
Children that have or have had long-term/chronic illnesses
Teens that have a family history of depression
Teens with family disruptions at home (divorce, death in family, etc)

Adolescent Depression Treatment Options

Depending on the degree of depression your teen is determined to have, there are several forms of treatment that are available. Only a mental health professional is qualified to determine what would be the best course of treatment for your child. All types of treatment can take place either at home and/or in a residential setting.

Medicine (anti-depressants - usually used in addition to other forms of therapy)
Individual Therapy -Cognitive Behavioral Therapy - helps to teach healthy ways of thinking
-Interpersonal Psychotherapy - helps to determine interpersonal issues/situations that may be the cause of the depression
Group Therapy - individuals with the same affliction meet together to discuss their problems and in turn help each other through their situations

Major adolescent depression, if left untreated, will rarely go away on it's own. Relapses are extremely common and should always be prevented. Other forms of mental health illnesses are more common as well in depressed teens. If teens are left without help, they may decide to take things into their own hands. They can turn to alcohol and/or drug abuse to help make their pain go away. At it's worst, teen depression can lead to suicide. According to www.teendepression.org, teen suicide is the 3rd leading cause of death among young people ages 15-24. We must all do our part in preventing these outcomes as best we can. Early intervention is key. Watch for those warning signs and if observed, seek the necessary help right away.

Teen Depression Sources:
1. www.safeyouth.org/scripts/teens/depression.asp
2. www.nih.gov
3. www.teendepression.org
4. www.aacap.org

BRIDGE the Education Gap

2010-02-06T20:08:00.003+08:00

WHAT IS BRIDGE ?

BRIDGE (BRIDging the Gap in Education) is a project designed to realize the Ateneo Center for Educational Development’s (ACED) vision by providing an avenue to bring together various individuals and groups to help in developing the country’s education system. This allows ACED to bridge the awareness gap surrounding the Philippine education system by making known its current situation to a wider audience both here and abroad.

How can you become the bridge?

Step 1: Learn

Know what you can help in ACED. Whether it's providing service as a volunteer, donating in kind, sponsoring ACED major projects or contributing cash donation, we display the concerns of most of the public schools.

Step 2: Search

Interested in supporting the needs of a public school? We provide the profiles of the public schools which includes the the NAT Score Overall, specific needs, etc.

Just want to check the public schools where you can contribute? Basic and advanced search is provided. You just enter what you can give, BRIDGE tells you who the public school who needs it the most.

Step 3: Contact ACED

Ready to help ACED BRIDGE? Contact ACED by making an inquiry or donating on the ACED bank account.

After completing all steps, watch out for your contribution on our success stories. Because in ACED BRIDGE, it's not just knowing that you can give. It's knowing that you can make a difference.

Visit ACEDBridge for more info

Developmentally Appropriate Practices

2010-02-06T19:40:00.000+08:00

Developmentally appropriate practices include the following teaching strategies:

Active Learning Experiences. Developmentally appropriate programs promote children's active exploration of the environment. Children manipulate real objects and learn through hands-on, direct experiences. The curriculum provides opportunities for children to explore, reflect, interact, and communicate with other children and adults (National Association for the Education of Young Children, 1996). Learning centers are one means of providing active learning experiences. Field trips, real life experiences--such as cooking, reenacting historical events, conducting scientific experiments, and participating in community service projects--are other examples.

Varied Instructional Strategies. Developmentally appropriate practice encourages the use of varied instructional strategies to meet the learning needs of children. Such approaches may include process writing, skill instruction, guided reading, modeled writing, cooperative learning, independent learning activities, peer coaching and tutoring, teacher-led instruction, thematic instruction, projects, learning centers, problem-based learning, and literature-based instruction (Privett, 1996; Stone,1995; American Association of School Administrators, 1992). By providing a wide variety of ways to learn, children with various learning styles are able to develop their capabilities. Teaching in this way also helps provide for multiple intelligences, and enables children to view learning in new ways.

Balance Between Teacher-Directed and Child-Directed Activities. Developmentally appropriate practice encourages a mixture of teacher-directed and child-directed activities. Teacher-directed learning involves the teacher as a facilitator who models learning strategies and gives guided instruction. Child-directed learning allows the child to assume some responsibility for learning goals.

Integrated Curriculum. An integrated curriculum is one that connects diverse areas of study by cutting across subject-matter lines and emphasizing unifying concepts. It combines many subject areas into a cohesive unit of study that is meaningful to students. An integrated curriculum often relates learning to real life. It also recognizes the importance of basic skills and the "inclination to use them" (National Association for the Education of Young Children, 1996).

Learning Centers. Learning centers are independent stations set up throughout the classroom where children can go to actually engage in some learning activity. Children choose the center they will go to and decide on the amount of time to spend there. The learning center approach provides a time when children explore and practice skills to their own satisfaction. These centers provide children with opportunities for hands-on learning, cooperative learning, social interaction, real-life problem solving, autonomous learning, and open-ended activities. "Open-ended activities allow for each child to successfully engage in the activity at whatever skill level the child happens to be," notes Stone (1995, p. 123). Learning centers should reflect the goal of active learning; they must not be workstations full of worksheets for students to complete. Learning centers offer an opportunity for children to be responsible for their own learning; this responsibility is the foundation for lifelong learning (Stone, 1995).

Credits to Learning Point for all the information

Homework Horror.

2010-02-05T22:54:00.003+08:00

Little Changes Can Make a Big Difference

It's that time of year again and some children are chomping at the bit to get back to school. Some, on the other hand, are a little less excited. As so many parents can remember, school is a place where learning is not always a top priority for the students and homework is often a dirty word. This year can be different simply by making some small adjustments.
Usually children are ready for a break when they get out of school. So much information is crammed into one day which makes homework as appealing as cleaning the kitty litter. The only thing most kids want as soon as they get home is a snack. Help your child refuel his brain and his body by preparing healthy snacks ahead of time. This way when hunger strikes and being patient is not possible, there will be a fast, easy, and most important, healthy choice to devour.
Next on the agenda is burning some pent up energy. It is absolutely draining using your brain as much as children do in school. On top of learning, sitting still for most of the day can be difficult for some children. Allow some outdoor fun for a half an hour after snack to let some steam off. Children will be able to concentrate on their homework and will be less likely to rush through the assignments if they are allowed to see some friends and have some down time first.
Be firm and consistent when it is time to begin homework. It might take a couple of days to fall into a routine. Part of that routine is creating a designated area for homework. Usually the best place is somewhere removed from the noise of the house. If non-school age siblings are playing and having fun while another child is trying to complete an assignment, it makes concentrating difficult.
Keep a close eye on the time and check on your child periodically. Children need to know that you trust their capabilities to do their work. Standing over their shoulders only invites insecurities to develop. Backing away and then checking later instills independence in children. It is important for children to believe they can do things on their own and still know that someone will be there to answer any questions that come up.
Ask your child’s teacher for suggestions. After spending the majority of the day with your child, she might be able to offer some valuable insight. Parents, children, and teachers all working together can change the horror of homework into somewhat of a pleasant experience.

CREDITS TO: Chiff.com for the information

Prayer for the Stressful Day

2010-02-05T19:01:00.004+08:00

May He support us all the day long,
till the shades lengthen, and the evening comes,
and the busy world is hushed,
and the fever of life is over and our work is done!
Then in His mercy may He give us a safe lodging,
and a holy rest, and peace at the last.

John Henry Newman (1801-1890)

Bad Places for Studying

2010-02-03T21:50:00.003+08:00

Believe it or not, there are places that a student shouldn’t use for studying. An ideal place is somewhere quiet where you can stay comfortably for a long period of time without being distracted.

Of course, it all depends on the circumstances, some of which can’t be helped. But if possible, try to avoid the following places when you plan to study:

Living room. Especially if it houses the television and entertainment system. It is very easy to turn on the TV or the stereo while doing homework orstudying. Unless your will power is strong and you do not like too much noise, then you can go ahead and study here.

At work. If you’re an adult working during the day and studying at night, or a working student, your place of work can also be very distracting. Some companies are strict and do not like to catch their employees doing other things other than work-related stuff. Besides, even if you are the master (or mistress) of multi-tasking, you can only be efficient in doing one thing.

Bedroom. The bedroom is not an ideal place to study. The bed is a very good at luring people to relax and sleep. It may also hold a lot of things that can distract a person from studying – TV, radio, the Internet, video games, books, graphic novels, etc. Again, if your will is weak, this is not an ideal place to do some serious studying.

What About ADHD?

2009-08-24T22:02:00.005+08:00

What is ADHD?

ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why.

Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.

Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.

The good news is that with proper treatment, kids with ADHD can learn to successfully live with and manage their symptoms.

How would I know if the child has ADHD?

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1. an inattentive type, with signs that include:

inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
difficulty with sustained attention in tasks or play activities
apparent listening problems
difficulty following instructions
problems with organization
avoidance or dislike of tasks that require mental effort
tendency to lose things like toys, notebooks, or homework
distractibility
forgetfulness in daily activities

2. a hyperactive-impulsive type, with signs that include:

fidgeting or squirming
difficulty remaining seated
excessive running or climbing
difficulty playing quietly
always seeming to be "on the go"
excessive talking
blurting out answers before hearing the full question
difficulty waiting for a turn or in line
problems with interrupting or intruding

3. a combined type, which involves a combination of the other two types and is the most common

Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.

To be considered for a diagnosis of ADHD:

a child must display behaviors from one of the three subtypes before age 7
these behaviors must be more severe than in other kids the same age
the behaviors must last for at least 6 months
the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)

ADHD in the Classroom

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't.
Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track.
Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.

CREDITS TO: Kids Health Website for all the information.

School Talk || A forum for Parents, Students, and Teachers

2009-08-24T13:47:00.009+08:00

School Talk Philippines is an online community of parents, educators, and students. Our primary goal is to have an open discussion forum that talks about the educational system here in the Philippines and how we can improve it. In this forum, we share our insights, experiences, and ideas so we can all learn from one another.

As soon as I checked out the site, I registered myself at once. I definitely find this site helpful specially that I am the eldest among 2 girls and a 2 year old boy and as I become the teacher I want to be.

CREDITS TO: SchoolTalk Forum for the information

*Big Dee and Monica has a very informative article there about being stuck on the traffic with kids.

SPED Schools, Anyone?

2009-08-24T12:20:00.005+08:00

As part of my requirements for my SPED101 class, we were asked to make a 6-hour observation in a school that caters to special children. This may not be as easy as it sounds because I badly need to budget my time for observation and my regular school schedule. I was able to find one along Teachers Village which is a very convenient place for me. (distance from house/school wise) But unfortunately I am not getting any feedback from them, it's either they don't want me or they're still busy to process and accommodate my request.

Last night, I am starting to feel the pressure of finding one since SPED programs are not as commercially advertised as of the regular schools. I tried Google-ing, and I am not satisfied with the result. (the results are giving me as far as Mandaluyong, San Juan and Makati area)

So hopeless as I get, I was able to find a blog about a loving sister who wants to promote awareness on Autism and basically to share the joy and pains of being a sister to an autistic child.

I read through and gained some insights from the blog. Being hooked up with the posts I continued reading until the bottom part of the page and got myself reading the comments. In the middle of all the praises, worships and queries to the blogger, I saw a list. The magical list I've been dying to have. Fortunately, one SPED teacher was kind enough to post a list of SPED schools that she think would be helpful to parents, guardians or even readers concerned.

I might as well share the list to you in case you would be needing one. (and to avoid the stress I had gone through searching and searching with no satisfactory results)

CREDITS TO: Kriselle Bondoc
complete list can be found here ♥

TAKE A STEP
7 Milkyway Drive.,
Blue Ridge B
Quezon City, 1109
Telephone: 647-2243; 437-0308

THE MASTER’S TOUCH DEVELOPMENT CENTER, INC.
3-A Ligaya St., Isadora Hills,
Brgy. Holy Spirit, Quezon City, 1127
Email: mtdcqc@yahoo.com
Telephone: 952-6375; 951-8171; 0919-358-7387

TINYBIG SPECIAL SCHOOL
55 Tandang Sora Avenue
Tierra Pura Subdivision,
Culiat, Quezon City, 1128
Email: tinybigsped@yahoo.com
Telephone: 951-7127; 931-9841

TUMBLE ‘N TOUCH SPECIAL LEARNING CENTER
16 P. Tecson St.,
Project 4, Quezon City, 1109
Email: jeffrey.tanchanco@cemex.com.ph
Telephone: 438-8327; 437-1839

WEE CARE CHILD HEALTH & DEVELOPMENT
LEARNING CENTER
44 Malingap St., Teacher’s Village
Quezon City, 1101
Email: reginacailao@yahoo.com
Telephone: 433-7370

SERVANTS OF CHARITY
Centerville, Pinkian Road,
Pasong Tamo, Tandang Sora
Quezon City, 1116
Telephone: 931-5549; 456-8550

ST. ANNE SPECIAL SCHOOL
18 Carmel Avenue, Road 5
Teresa Village, Project 6
Quezon City, 1100
Telephone: 926-1868; 926-2964; 926-8896

SIENNA COLLEGE – Special Education Program
1105 Del Monte Ave.,
Quezon City, 1100
Telephone: 414-1155; 712-3668; 712-3672

SPECIABILITIES DEVELOPMENT CENTER
217 Biak na Bato St.,
Manresa, Quezon City
Email: speciabilities@yahoo.com
Telephone: 361-9178; 364-3460

ST. FRANCIS K-6 INCLUSIVE SCHOOL
137 Kapiligan St., Dona Imelda
North Araneta Subdivision
Quezon City, 1100
Email: sfadcci@hotmail.com; sfs_vsap@hotmail.com

ST. JOHN VIANNEY FOUNDATION
252 Scout Chuatoco St.,
Roxas District, Quezon City, 1103
Telephone: 371-4913; 373-5220

ST. JOSEPH’S COLLEGE
295 E. Rodriguez Sr. Blvd.,
Quezon City, 1100
http://www.sjcqc.edu.ph
Telephone: 723-0223; 725-5197; 722-5563

BRIDGES FOUNDATION, INC.
22 Scout Limbaga St.,
Barangay Laging Handa,
Quezon City, 1103
Email: bridgelinks@tri-isys.com; lrr@pldtdsl.net
Telephone: 372-0752; 372-0753

BRITESPARKS INTERNATIONAL SCHOOL
100 Katipunan Avenue,
White Plains, Quezon City, 1110
Telephone: 912-0669; 437-2747

CENTER FOR CHILDREN WITH SPECIAL NEEDS SPECIAL EDUCATION AND THERAPY CENTER
Burney St., Fairmont Subdivision,
Regalado Ave.,
North Fairview ,
Quezon City, 1103
Email: cdis_ccsn@yahoo.ca
Telephone: 418-2046

CENTER FOR DEVELOPMENTAL INTERVENTION PHILIPPINE CHILDREN’S MEDICAL CENTER
Agham Road corner Quezon Avenue
Quezon City, 1100
Telephone: 924-6604 local 26

CENTER FOR EXCEPTIONAL CHILDREN
30 Branches St., GSIS Village
Project 8, Quezon City, 1103
Email: foamijares@gmail.com
Telephone: 928-0768

CHILD’S PLACE
4 Scaler St., Loyola Heights
Quezon City, 1114
Email: mjoy@csi.com.ph
http://www.mi-childsplace.com.ph
Telephone: 433-4949; 928-0143; 433-4948

CHILD’S WORLD – A GROWING CENTER
732 N.S. Amoranto Avenue,
Sta. Mesa Heights, Quezon City, 1100
Email: colf@philonline.com
Telephone: 726-3431; 726-7022

CUPERTINO CENTER FOR SPECIAL CHILDREN
Mangyan Road, La Vista Subdivision
Loyola Heights, Quezon City, 1114
Telephone: 928-4115

DE NOVO SPED CENTER
3rd Floor, 920 Banaue St.,
Quezon City, 1100
Telephone: 411-1130; 363-4181

DIVINE MERCY MOBILE SCHOOL OF MUSIC & ARTS
22 Maginoo St., Brgy. Pinahan
Quezon City, 1102
Telephone: 433-5552

FAIRFIELD
15 Matiyaga St., Brgy. Central
Teacher’s Village East, Quezon City, 1101
Email: fsi@tri-isys.com
Telephone: 926-5911

GOLDEN MINDS CENTER FOR ACADEMIC & SKILLS DEVELOPMENT
Unit K, Isabel Building, Mozart St.,
North Olympus Subdivision,
Zabarte Road, Novaliches, Quezon City, 1123
Email: psizero1208@yahoo.com
Telephone: 433-0417; 962-4189; 417-0902; 0919-623-9992
J. CHRISTMONT CENTER
15 E Pitinimi Interior,
San Francisco Del Monte, Quezon City, 1105
Email: chamberschoallen@hotmail.com
Telephone: 375-1830; 374-6454

JESUS LOVES LITTLE CHILDREN, INC.
Barangay Health Center
Project 3, Quezon City, 1102

IMMACULATE CONCEPCION PARISH SCHOOL
39 Lantana St., Cubao
Quezon City, 1109
Telephone: 721-7910; 721-4032; 721-6633; 721-8382; 721-6899

INTEGRATIVE SCHOOL OF QUEZON CITY FOUNDATION, INC.
12 Maginhawa St., UP Village
Diliman, Quezon City, 1101
Email: headway_school@yahoo.com
Telephone: 929-4242; 925-5196; 926-9174

LIGHT OF WISDOM SPECIAL LEARNING & DEVELOPMENT CENTER
35 Nicanor Roxas corner Mayon St.,
Quezon City, 1100
Telephone: 783-7422

NEW ERA UNIVERSITY – SPED
9 Central Avenue, St. Milton Subdivision
Diliman, Quezon City, 1101
Telephone: 921-4221

NEW HOPE SPECIAL EDUCATION CENTER
14 Kasing-kasing St.,
Kamias, Quezon City, 1102
Email: nehopesped_center@yahoo.com
Telephone: 921-8758

P.M. CALAMBA LEARNING CENTER
2 Balete Drive, N. Domingo
Quezon City, 1100
Telephone: 725-9970; 726-1549

RADIANCE SCHOOL
21 Santolan Road, Quezon City, 1100
Telephone: 412-4696; 415-6746; 726-9728

ST. TEODORA SCHOOL & TUTORIAL CENTER
1425, 3rd Floor, Sanchez Extension
Tondo, Manila 1013
Email: chuabio@pacific.net.ph
Telephone: 252-8972; 252-8976; 252-2195; 252-7953; 251-7950

BROTHERS OF CHARITY
Ortho-Pedagogical Institute
2002 Jesus St.,
Pandacan, Manila 1011
Email: frajoel@eastern.com.ph
Telephone: 564-0197; 338-5499; 522-2571

ANGELI DEI SCHOOLS, INC.
449 Malaya St,
Mandaluyong City 1550
Email: ridephil@edsamail.com.ph
Telephone: 532-5795; 532-6315; 531-3082

INDEPENDENT LIVING LEARNING CENTER
575-B Wack Wack Road, Mandaluyong City 1550
Email: illcphilippines@yahoo.com
Telephone: 721-7405; 726-3560; 0916-383-4776
http://www.illcphilippines.com

BRIGHT BEGINNING CENTER FOR THE YOUNG
6, 6th St., Tugatog,
Malabon City 1470
Telephone: 288-4823

DELA SALLE – ARANETA UNIVERSITY
Salvador Araneta Campus
Victoneta Avenue, Malabon City 1470
Email: judithrda@yahoo.com
Telephone: 330-9128 to 33; 330-9125; 0917-833-2629

NEW HOPE GENERATION LEARNING CENTER
105 Rizal Avenue, Malabon City 1470
Telephone: 447-8189
NAZARITES CHRISTIAN ACADEMY
1 Casmiro St., Tugatog, Malabon City 1470
Email: cygcomml@mozcom.com
Telephone: 287-2454; 288-4913; 448-4247

KINDER CAMP LEARNING CENTER
Ground Floor, Kingswood Arcade
Kingswood Towers, Pasong Tamo corner Vito Cruz Extension
Makati City 1231
Email: aslcalanog@yahoo.com
Telephone: 890-3115

LITTLE ANGELS OF ISAAC
Unit 218 Cityland
Pasong Tamo Condominium, Kalye Istasyon St.,
Makati City 1231
Telephone: 752-0129; 0920-893-7964

MARIE LOUISE TRICHET
J.P. Rizal, O Block,
Makati City 1200
Telephone: 881-5628

ST. COLLETA SPECIAL SCHOOL
2118 L-Antipolo St.,
Guadalupe Viejo, Makati City 1212
Email: mendezremie@yahoo.com
Telephone: 750-6761

STEPPING STONE LEARNING RESOURCE AND THERAPY CENTER
7419 Bernardo St.,
Guadalupe Viejo, Makati City 1211
Email: stepping.stone@usa.net; dchfi@stepping-stone.org
Telephone: 896-0269; 899-8383

KIDS STOP LEARNING & THERAPY CENTER
3rd Floor, Goodwill Corporate Center
393 Sen. Gil Puyat Ave.,
Bel-Air, Makati City 1200
Email: kidstop_daycarcenter@yahoo.com; cerrazo@yahoo.com
Telephone: 899-9147; 0927-335-5208

E.M. CASTRO EDUCATIONAL FOUNDATION, INC.
Block 5, Lot 30
Soldiers Hills III, Caloocan City 1400
Email: emcefinc@yahoo.com
Telephone: 936-7064; 962-5591; 961-5592

39 Lantana St.,
Cubao, Quezon City 1109
Telephone: 721-7910; 721-4032; 721-6633; 721-8382; 721-66899

INTEGRATED CENTER FOR THE YOUNG
11 Co. Martelino St.,
Heroes Hill, Quezon City 1100
Telephone: 373-2645

INTEGRATIVE SCHOOL OF QUEZON CITY FOUNDATION, INC.
No. 44 Malingap Street,
Teachers Village, Quezon City
Telephone: 929-4242; 925-5196; 926-9172
Email: headway_school@yahoo.com

KINDERHAUS LEARNING CENTER
14 Sgt. Esguerra
South Triangle, Quezon City 1100
Telephone: 926-6244

LINKS LEARNING CENTER
24 Scout Limbaga St.,
Barangay Laging Handa, Quezon City 1100
Telephone: 372-0752; 372-0753
Email: bridgelinks@tri-sys.com; lrr@pldtdsl.net

PIAGETIAN GUIDED EDUCATIONAL CENTER
95 Scout Reyes,
Quezon City
Telephone: 415-2427; 372-8301

TORCH OF LIFE LEARNING CENTER
28 Malumanay St.,
Sikatuna Village, Quezon City 1109
Telephone: 433-3223; 920-3825

I Think I Know Now..

2009-08-24T00:08:00.004+08:00

The last time I was able to check up on my blog was over a year ago. A lot of things happened over that 1 year. A lot of learning, points of reflections and experiences were gained. Now that I'm taking up my 3rd year as an early education student, my time as a teacher is really getting closer. At this point in my life, I could say there's really no turning back. The preparation may be very stressful but the joy and victory of helping and teaching a student could not be compared to any of the sleepless stressful nights I go through while studying.

For my third year elective, I opened myself to the field of SPED. Where could that take me? They say money/pay is really big out there, but on a personal note, it's not about the monthly paycheck I'll receive but how I was put into the position of actually changing a helpless child's life.

I've been encountering a lot of questions as to why I chose SPED, and I honestly couldn't answer why. I just smile and wait till they forget. But I've come to gather my senses now and got the answer to the question I once asked myself. Maybe God gave me this to be His AGENT FOR CHANGE, a promise I left my school for my 4th year high school graduation and a promise I gave myself for our country as well.

It surely gets harder everyday but everyday makes it easier to reach my final lap and become the best teacher I could possibly be.

first step..

2008-07-02T21:30:00.005+08:00

My thoughts and stuffs as I venture out in my life as a future teacher.